Development of Scientific Attitude Profile Evaluation Using Accumulation, Demonstration, Exercise, Reflection and Create (ADERiC) Learning Models Based Self-Efficacy

Authors

Muhammad Syahrul Kahar , Muhammad Fathurrahman , Muhammad Ali , Suswandari , Zaini Fauzi , Arif Darmawan , Suparman

DOI:

10.29303/jppipa.v10i9.8620

Published:

2024-09-25

Issue:

Vol. 10 No. 9 (2024): September

Keywords:

Learning Evaluation, Model ADERiC, Scientific Attitude, Self-Efficacy

Research Articles

Downloads

How to Cite

Kahar, M. S., Fathurrahman, M., Ali, M., Suswandari, Fauzi, Z., Darmawan, A., & Suparman. (2024). Development of Scientific Attitude Profile Evaluation Using Accumulation, Demonstration, Exercise, Reflection and Create (ADERiC) Learning Models Based Self-Efficacy. Jurnal Penelitian Pendidikan IPA, 10(9), 6346–6353. https://doi.org/10.29303/jppipa.v10i9.8620
Crossref
Scopus
Google Scholar
Europe PMC

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

Learning is a process of interaction between students and their environment so that changes in behaviour for the better occur. This research aims to develop and evaluate a scientific attitude profile evaluation tool that uses the Accumulation, Demonstration, Exercise, Reflection, and Create (ADERiC) Learning Model based on Self-Efficacy. Through a Research and Development (R&D) approach using a 4D model, this research designed and tested this evaluation tool in the context of physics learning. The research results show that the application of the ADERiC model evaluation tool significantly increases students' involvement in the learning process, as well as strengthening their ability to solve problems and develop a positive scientific attitude. Evaluations carried out through the instruments developed indicate an increase in students' self-efficacy along with the use of innovative learning models. These results confirm that the integration of ADERiC in physics learning can facilitate deeper conceptual understanding as well as the practical application of physics, contributing to improving the effectiveness of teaching and learning in schools. This research succeeded in designing and validating an evaluation tool that is able to measure these aspects effectively.

References

Abdurrahman, M. S. (2021). Improving polytechnic students’ high-order-thinking-skills through inquiry-based learning in mathematics classroom. International Journal of Evaluation and Research in Education, 10(3), 976–983. https://doi.org/10.11591/IJERE.V10I3.21771

Adiansyah, R. (2021). The correlation between metacognitive skills and scientific attitudes towards the retention of male and female students in South Sulawesi, Indonesia. International Journal of Evaluation and Research in Education, 10(4), 1272–1281. https://doi.org/10.11591/IJERE.V10I4.21597

Akib, M., Abdurrahman, A., & Hamid, M. (2018). Students’ Perception Toward English Teachers’ Academic Performance in the Clasroom At Smp Muhammadiyah Al-Amin Sorong. Qalam : Jurnal Ilmu Kependidikan, 5(1), 52. https://doi.org/10.33506/jq.v5i1.246

Alten, D. C. D. van. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. In Educational Research Review (Vol. 28). https://doi.org/10.1016/j.edurev.2019.05.003

Arifin, M. H. (2021). Development of Electronic Portfolios and Self-Asessment Based on High Order Thinking Skills in Pancasila and Citizenship Learning at Students of Al-Islam Bandung Polytechnic. In Journal of Physics: Conference Series (Vol. 1764, Issue 1). https://doi.org/10.1088/1742-6596/1764/1/012144

Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248–287. https://doi.org/10.1016/0749-5978(91)90022-L

Bartimote-Aufflick, K., Bridgeman, A. J., Walker, R. A., Sharma, M. D., & Smith, L. (2016). The study, evaluation, and improvement of university student self-efficacy. Studies in Higher Education, 41, 1918–1942. https://doi.org/10.1080/03075079.2014.999319

Bhagat, K. K., Yang, F. Y., Cheng, C. H., Zhang, Y., & Liou, W. K. (2021). Tracking the process and motivation of math learning with augmented reality. Educational Technology Research and Development, 69(6), 3153–3178. https://doi.org/10.1007/s11423-021-10066-9

Christodoulou, E. (2019). A systematic review shows no performance benefit of machine learning over logistic regression for clinical prediction models. In Journal of Clinical Epidemiology (Vol. 110, pp. 12–22). https://doi.org/10.1016/j.jclinepi.2019.02.004

Darmaji, D. (2019). Physics education students’ science process skills. International Journal of Evaluation and Research in Education, 8(2), 293–298. https://doi.org/10.11591/ijere.v8i2.28646

Dheghu, Y. P., Mata, R., & Rita, P. (2019). Developing socio cultural-based english teaching content {Using} dick & carey model. Journal Polingua, 8(1), 1–10. Retrieved from https://shorturl.asia/E5Qyc

Divayana, D. G. H. (2021). Corrigendum to “An innovative model as evaluation model for information technology-based learning at ICT vocational schools” [Heliyon 7 (2) (February 2021) Article e06347] (Heliyon (2021) 7(2). In Heliyon (Vol. 7, Issue 4). https://doi.org/10.1016/j.heliyon.2021.e06623

Fauziah, N., & Sukmawati, W. (2023). Stacking Analysis of Higher Thinking Skills of Class V Elementary School Students on the Material of Movement Organs Using the RADEC Model. Jurnal Penelitian Pendidikan IPA, 9(7), 5263–5270. https://doi.org/10.29303/jppipa.v9i7.3926

Ghorbanzadeh, O. (2019). Evaluation of different machine learning methods and deep-learning convolutional neural networks for landslide detection. Remote Sensing, 11(2). https://doi.org/10.3390/rs11020196

Hash, P. M. (2021). Remote Learning in School Bands During the COVID-19 Shutdown. Journal of Research in Music Education, 68(4), 381–397. https://doi.org/10.1177/0022429420967008

Hossain, M. D. Z. (2019). A comprehensive survey of deep learning for image captioning. In ACM Computing Surveys (Vol. 51, Issue 6). https://doi.org/10.1145/3295748

Irfandi. (2022). Development of Authentic Test Instruments with Science Literacy Based on Mobile Learning System as a Tool for Evaluation of Student Learning Outcomes. In AIP Conference Proceedings, (2659). https://doi.org/10.1063/5.0113703

Kahar, M.S., Wekke, I. S., Ibrahim, I., Amri, I., & Pristianto, H. (2019). Students’ profile of science process in conducting physics practicum. AIP Conference Proceedings, 2081. https://doi.org/10.1063/1.5094024

Kahar, M. S., Syahputra, R., Arsyad, R. Bin, Nursetiawan, N., & Mujiarto, M. (2021). Design of Student Worksheets Oriented to Higher Order Thinking Skills (HOTS) in Physics Learning. Eurasian Journal of Educational Research, 2021(96), 14–29. https://doi.org/10.14689/ejer.2021.96.2

Khan, M. (2022). Scientific attitudes: gender differences, impact on physics scores and choices to study physics at higher levels among pre-college STEM students. International Journal of Science Education, 44(11), 1816–1839. https://doi.org/10.1080/09500693.2022.2097331

Khoiri, A., Kusumawati, I., Kahar, M. S., & Mursidi, A. (2019). Analysis of three representations in problem solving on additional relativistic velocities. Journal of Physics: Conference Series, 1153(1). https://doi.org/10.1088/1742-6596/1153/1/012136

Kim, E. J. (2022). The Effect of Science Class Using Smart Devices on the Perceptions and Scientific Attitude of Middle School Gifted Students. Journal of the Korean Chemical Society, 66(4), 323–332. https://doi.org/10.5012/jkcs.2022.66.4.323

Kusumawati, I., Kahar, M. S., Khoiri, A., & Mursidi, A. (2019). Differences analysis understanding the concept of students between the three islands (Java, Kalimantan, Papua) through multiple representations approaches to the material of Time Dilation. Journal of Physics: Conference Series, 1153(1). https://doi.org/10.1088/1742-6596/1153/1/012145

Lieskovský, J. (2022). How to enhance scientific literacy? Review of interventions focused on improving high school students’ scientific reasoning skills and attitudes toward science. Ceskoslovenska Psychologie, 66(1), 30–45. https://doi.org/10.51561/cspsych.66.1.30

Nurdiyanti, N., & Wajdi, M. (2023). Flipped Classroom Assisted with Schoology Applications to Support Student Metacognition Skills. Jurnal Penelitian Pendidikan IPA, 9(7), 4977–4982. https://doi.org/10.29303/jppipa.v9i7.3855

Ortega-Sánchez, D. (2019). Project-based learning through information and communications technology and the curricular inclusion of social problems relevant to the initial training of infant school teachers. Sustainability (Switzerland), 11(22). https://doi.org/10.3390/su11226370

Oxana, P. J., Hidayati, Afrizon, R., & Hidayat, R. (2023). Practicality of Applying Physics Learning Games with Scientific Literacy. Jurnal Penelitian Pendidikan IPA, 9(7), 4938–4947. https://doi.org/10.29303/jppipa.v9i7.3883

Pan, G. (2021). Students’ evaluation of teaching in the project-based learning programme: An instrument and a development process. International Journal of Management Education, 19(2). https://doi.org/10.1016/j.ijme.2021.100501

Rivera-Vargas, P., Anderson, T., & Cano, C. A. (2021). Exploring students’ learning experience in online education: analysis and improvement proposals based on the case of a Spanish open learning university. Educational Technology Research and Development, 69(6), 3367–3389. https://doi.org/10.1007/s11423-021-10045-0

Sari, D. S., Widiyawati, Y., Nurwahidah, I., & Setiawan, T. (2023). STEM critical thinking assessment for measuring students’ critical thinking skills in the automotive chemistry course. Jurnal Penelitian Pendidikan IPA, 9(7), 5289–5295. https://doi.org/10.29303/jppipa.v9i7.4750

Silviariza, W. Y. (2023). Development of Evaluation Instruments to Measure the Quality of Spatial Problem Based Learning (SPBL): CIPP Framework. In International Journal of Instruction (Vol. 16, Issue 2, pp. 413–436). https://doi.org/10.29333/iji.2023.16223a

Sivasailan, & Thiagarajan, and O. (1974). Instructional Development for Training Teachers of Exceptional Children. A Sourcebook. Indiana: Indiana University, 194. Retrieved from https://eric.ed.gov/?id=ED090725

Suastra, I. W. (2019). Developing Critical Thinking, Scientific Attitude, and Self-efficacy in Students through Project Based Learning and Authentic Assessment in Science Teaching at Junior High School. In Journal of Physics: Conference Series, 1233(1). https://doi.org/10.1088/1742-6596/1233/1/012087

Sugiati, E. (2021). The Effectiveness of Research Based in Vitro Textbook Application in Contextual Learning on Scientific Attitudes Mastery of Biology Students. In Journal of Physics: Conference Series, 1819(1). https://doi.org/10.1088/1742-6596/1819/1/012040

Susanta, A. (2021). The development of test instruments to support students’ ability on mathematical learning evaluation course. In Journal of Physics: Conference Series, 1731(1). https://doi.org/10.1088/1742-6596/1731/1/012057

Trisnawati, N. F. (2019). Meningkatkan Hasil Belajar Matematika Siswa Dengan Menggunakan Model Pembelajaran Kooperatif Tipe Think-Pair-Share (Tps) Pada Siswa Kelas Vb Sd Muhammadiyah I Sorong. Qalam : Jurnal Ilmu Kependidikan, 5(2), 26. https://doi.org/10.33506/jq.v5i2.257

Yang, Z., Zeng, Z., Wang, K., Wong, S. S., Liang, W., Zanin, M., Liu, P., Cao, X., Gao, Z., Mai, Z., Liang, J., Liu, X., Li, S., Li, Y., Ye, F., Guan, W., Yang, Y., Li, F., Luo, S., … He, J. (2020). Modified SEIR and AI prediction of the epidemics trend of COVID-19 in China under public health interventions. Journal of Thoracic Disease, 12(3), 165–174. https://doi.org/10.21037/jtd.2020.02.64

Zaki, M. (2020). Development of high order thinking skills (HOTS) test instrument on exponent for junior high school students. In Journal of Physics: Conference Series (Vol. 1521, Issue 3). https://doi.org/10.1088/1742-6596/1521/3/032096

Zhao, J., Zhou, K., & Ding, Y. (2022). Digital Games-Based Learning Pedagogy Enhances the Quality of Medical Education: A Systematic Review and Meta-Analysis. Asia-Pacific Education Researcher, 31(4), 451–462. https://doi.org/10.1007/s40299-021-00587-5

Zheng, X., Johnson, T. E., & Zhou, C. (2020). A pilot study examining the impact of collaborative mind mapping strategy in a flipped classroom: learning achievement, self-efficacy, motivation, and students’ acceptance. Educational Technology Research and Development, 68(6), 3527–3545. https://doi.org/10.1007/s11423-020-09868-0

Author Biographies

Muhammad Syahrul Kahar, Universitas Muhammadiyah Sorong

Muhammad Fathurrahman, Universitas Muhammadiyah Sorong

Muhammad Ali, Universitas Muhammadiyah Sorong

Suswandari, Universitas Muhammadiyah Prof. Hamka

Zaini Fauzi, Universitas Muhammadiyah Sorong

Arif Darmawan, Universitas Muhammadiyah Sorong

Suparman, Universitas Ahmad Dahlan

License

Copyright (c) 2024 Muhammad Syahrul Kahar, Muhammad Fathurrahman, Muhammad Ali, Suswandari, Zaini Fauzi, Arif Darmawan, Suparman

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).