429 too many requests whoops! too many requests 120 p-issn: 2722-399x; e-issn: 2722-1857 silet, vol. 3, no. 2, august 2022: 120-131 ©2022 studies in learning and teaching studies in learning and teaching homepage: https://scie-journal.com/index.php/silet email: silet@scie-journal.com studies in learning and teaching https://scie-journal.com/index.php/silet literature review of curriculum management model development of addiction science study program *e setiyaningrum1, i basuki1, s setyowati1 1education management study program, postgraduate program, universitas negeri surabaya, indonesia article info abstract article history: received june 15, 2022 revised august 30, 2022 accepted august 30, 2022 available online september 1, 2022 drug abuse among college students is a worrying problem and threatens the survival of the nation. at health university (hu) of healthy building indonesian national nurses association (inna) mojokerto east java, drug education is also provided for nursing students. therefore, the researcher conducted a literature review regarding the development of a curriculum management model for the addiction study program at hu inna mojokerto, east java. this is useful as a foundation for researchers to establish schools with addiction science with the specialization of nurses and addiction counselors who can later assist in treating victims of drug addiction and providing counseling services to drug addicts. the results shows that as for the components of mastery of knowledge, special work abilities, and authority and responsibility, it refers to the level 6 inqf in the field of addiction treatment that has been agreed upon by the inqf directorate general of higher education drafting team involving the inna. the implication of this research is to prepared the curriculum with the aim of providing guidelines for institutions providing addiction care services education in indonesia. content of addiction nurse management materials: addiction case management, recovery management, addiction care service management. keywords: addiction science curriculum management model development literature review study program https://doi.org/10.46627/silet introduction drug abuse among college students is a worrying problem and threatens the survival of the nation. conditions like this make indonesia need learning about drugs in the form of formal and non-formal education, seminars or workshops (amanda et al., 2017; hamid & wulandari, 2022). there are not many experts who are engaged in drugs, because this is a new science whose development or trend is always changing all the time, so the development of addiction science must always be updated. of course, this requires a form of dynamic management of addiction education and following developments in accordance with the needs of information and cases in the field (hasbahudding, 2017). education is a learning process for students to have an understanding of something and be able to develop individual abilities / strengths. informal or non-formal education has the same function to shape the personality of learners (dalyono & agustin, 2017; d. a. dewi, 2018; fauzi, 2018). advances in science and technology that are increasingly advanced do not always have a positive impact on the nation to be more advanced, but also have a negative impact, namely drug abuse which has a bad impact on its use (kustiawan & aulia enggarwati, 2021; munir, 2019; ohy et al., 2020). drug education in indonesia is part of other related education, for example addiction counselors are in the counselor department at the faculty of psychology, for example at atmajaya christian university. at padjadjaran university there is also a similar program that is included in the family medicine course section. meanwhile, in nursing colleges, not many have http://u.lipi.go.id/1586183902 http://u.lipi.go.id/1587708325 https://scie-journal.com/index.php/silet mailto:silet@scie-journal.com https://scie-journal.com/index.php/silet https://doi.org/10.46627/silet literature review of curriculum management model development of addiction science study program https://doi.org/10.46627/silet.v3i2.126 121 studies in learning and teaching https://scie-journal.com/index.php/silet done it, except in the form of training carried out by indonesian national narcotics agency (inna) or private parties, namely parahita kedhaton. at hu of health building inna mojokerto east java, drug education is also provided for nursing students, while the curriculum given to students in this case is students are, curriculum one is, curriculum one is physiology and pharmacology, curriculum two therapy disorders use substances-continuous care for professionals in the field of addiction, curriculum three is comorbidity of mental disorders and medical disorders-overview for professionals in the field of addiction, curriculum four is basic counseling skills for addiction professionals, curriculum five is assessment and interview planning therapy and documentation for addiction professionals, curriculum six case management for addiction professionals, curriculum seven crisis interventions for addiction professionals, eight ethics curriculum for addiction professionals, curriculum nine working in families in substance abuse disorders. based on data from dttipnidnarkoba police civic police, it shows that the number of drug cases committed by students in 2014 was 133 cases for the age of suspects <15 years, 2,410 cases were found for suspects aged 16-19 years. in 2015 there were 69 cases for suspects <15 years old, and 2,117 cases were found to be 16-19 years old. in 2016, 106 cases were found for the age of suspects <15 years, 2,260 cases were found to be 16-19 years old suspects (herman et al., 2019; mansawan et al., 2021; rosyidi & susilo, 2018; sumoked, 2019). in indonesia, it shows that the opportunities for adolescents involved in drug abuse will continue to expand and increase in number. with the widespread drug abuse, the greater the negative effects caused both for the teenager himself, his family and his social environment (ayu dekawaty, 2020; richert et al., 2018; ridhayanti et al., 2018). the illicit use and circulation of drugs that can result in a greater danger to the life and cultural values of the nation that will ultimately weaken national resilience (malik, 2019, 2020; nugroho et al., 2021; wulandari & hartati, 2020). to protect the public from the dangers of drug use and prevent and eradicate the illicit circulation of drugs, this law also regulates drug precursors because drug precursors are substances or starter materials or chemicals that can be used in the manufacture of drugs (law no. 35 of 2009 concerning drugs). therefore, the researcher conducted a literature review regarding the development of a curriculum management model for the addiction study program at hu inna mojokerto, east java. this is useful as a foundation for researchers to establish schools with addiction science with the specialization of nurses and addiction counselors who can later assist in treating victims of drug addiction and providing counseling services to drug addicts. not just caring for and becoming counselors, these high school graduates will become volunteers or officers who will help inna and the ministry of social affairs in promotive and preventive efforts in all corners of the community. hence, the objective of this research is to establish schools with addiction science with the specialization of nurses and addiction counselors who can later assist in treating victims of drug addiction and providing counseling services to drug addicts. research method this research uses qualitative descriptive analysis research (gusliati et al., 2019; nurmalasari & erdiantoro, 2020; yusdiana & hidayat, 2018). researchers collect information sources through literature review studies on the development of curriculum management models for addiction study programs. research flowchart as shown in figure 1. figure 1. research flowchart determine research objectives collecting reference data sources doing exploration conduct analysis to meet research objectives finish https://doi.org/10.46627/silet.v3i2.126 https://scie-journal.com/index.php/silet literature review of curriculum management model development of addiction science study program https://doi.org/10.46627/silet.v3i2.126 122 studies in learning and teaching https://scie-journal.com/index.php/silet after researchers collect information sources through literature review studies, then researchers doing exploration through the information that gathered. then conduct in-depth analysis related to this to serve as the main basis for developing curriculum management models for addiction study programs at hu inna mojokerto. for final steps, researchers conduct an analysis to answer research objectives and writing it down to article as an artefact of the research. results and discussion 1. national narcotics agency educational product development resources inna is an indonesian non-ministerial government agency that has the task of carrying out government duties in the field of prevention, eradication of abuse and illicit circulation of psychotropics, precursors, and other addictive substances except addictive substances for tobacco and alcohol. the inna is led by a head who is directly responsible to the president through the coordination of the head of the national police of the republic of indonesia (adwiria & ridwan, 2021; iqbal, 2020; kadir et al., 2015; tongkeles et al., 2022). the legal basis of inna is law number 35 of 2009 concerning narcotics. previously, inna was a nonstructural institution formed based on presidential decree number 17 of 2002, which was later replaced by presidential regulation number 83 of 2007 (dewi et al., 2021; kadir et al., 2015; ruswati et al., 2021). the history of overcoming the dangers of narcotics and its institutions in indonesia began in 1971 at the issuance of presidential instruction of the republic of indonesia (inpres) number 6 of 1971 to the head of the national intelligence coordinating agency (nica) to overcome 6 (six) prominent national problems, namely the eradication of counterfeit money, countermeasures against drug abuse, countermeasures of smuggling, countermeasures of juvenile delinquency, countermeasures of subversion, supervision of foreigners. 2. addiction education management (aem) teaching and learning activities do not run optimally without the presence of a manual. in which, learning and manuals complement each other. manuals are a reference source for lecturers and students in studying certain branches of science. the presence of a manual is intended as a guideline that provides guidance. a guide for researchers, students, writers, lecturers and anyone who wants to learn. each playbook has a different reader segmentation. there are segmented for colleges (hansen & goligoski, 2018; nurdin, 2019). this manual is created based on quality standards. its function is so that it can be used as a competency book, as well as a book that facilitates the learning process. several instruments to measure the quality of this education management manual such as the basic concepts of addiction education management will be discussed in this book. the content of the aem manual by providing an overview of the basic concepts, elements, and the scope of education management (dogan et al., 2019; lee & cai, 2019; priest & mccarty, 2019). the quality of this manual of addiction education management will also be a kind of injector of knowledge and knowledge intake that crowds the minds of a teaching reader and learner. a) definition of education management etymologically the word management comes from the old french ménagement, which means the art of carrying out as well as organizing. follet quoted by wijayanti (2008) defines management as the art of completing work through others (siska, 2020). management is a profession that is required to work professionally, the characteristic is that professionals make decisions based on general principles, professionals get status for achieving certain standards of work performance, and professionals must be prescribed a strong code of ethics (anagnostopoulos et al., 2018; charalampous et al., 2019). management is a social process that is a process of cooperation between two or more people (d. d. gunawan & huarng, 2015; g. g. gunawan & sulaeman, 2020; mutamimah et al., 2021). meanwhile, according to usman (2010), it states that management is from latin with the origin of the word manus which means hand and agree which means to do (simeon et al., 2022; tanjung, https://doi.org/10.46627/silet.v3i2.126 https://scie-journal.com/index.php/silet literature review of curriculum management model development of addiction science study program https://doi.org/10.46627/silet.v3i2.126 123 studies in learning and teaching https://scie-journal.com/index.php/silet 2020). if the two words are combined managere which means manage. management in a broad sense is the planning, organizing, directing and controlling of organizational resources so as to achieve effective goals. educational management is a science that is used to manage all educational resources so that it can create a conducive educational atmosphere (das, 2019; komalasari et al., 2020; musdalifah et al., 2021), so that students can actively develop themselves, their personality, their intelligence, noble character, and skills so that they can benefit themselves, society, nation and state. furthermore, education management can be defined as the process of planning, organizing, directing, controlling educational resources to achieve educational goals efficiently, effectively and accountably. from the above concepts, it can be understood that the basic understanding of education management is to carry out management functions consisting of planning, organizing, implementing, monitoring and evaluating into a series of activities in the form of a joint processing process of all resources to achieve common goals. that is, education management is a process that integrates sources that were originally unrelated to others into a comprehensive system to achieve organizational goals effectively and efficiently (andriansyah et al., 2019; ilmi et al., 2020; martins et al., 2019). b) education management functions terry (2010), the education management function can be divided into four parts as follows: planning, organizing, actuating, and controlling. according to fayol quoted by imron (2003), the function of education management is five parts as follows, planning, organizing, commanding, coordinating, and controlling. 3. curriculum aem (caem) curriculum is a set of plans and arrangements regarding the objectives, content, and learning materials as well as the means used as guidelines for the implementation of learning activities to achieve certain educational goals (aji & budiyono, 2018; andriansyah et al., 2019; helda & syahrani, 2022; sofyan, 2019; martins et al., 2019; sary et al., 2018; simanjuntak et al., 2022; wachidi et al., 2020). curriculum management is a curriculum management system that is made cooperatively, comprehensively, systemically and also systematically as a way to achieve a curriculum goal. if in its implementation it is known as school-based management (sbm) and the education unit level curriculum. changes in science, technology, and globalization in the world have a direct impact on the service system to society, including health services. the public can get information quickly and easily, so that the demands for the services provided are increasing, both in hospitals, clinics and in the community (bauchner & sharfstein, 2020; liu et al., 2019). the quality of care services provided, is not risky, and can provide satisfaction, including addiction treatment services. the care services provided to the community must meet national quality standards, which can ensure the safety and comfort of clients and their families. addiction nurses are required to appear professional when providing care services and are able to collaborate with various parties so that the services provided are carried out comprehensively and can meet basic needs, including the bio, psycho, socio and spiritual needs of clients. the learning outcomes that must be met by graduates of the applied science undergraduate education program in accordance with inqf level 6 consist of 4 components, namely attitude components, general and special work abilities, mastery of knowledge, as well as authority and responsibility. for the general work attitude and ability component, it refers to the national standards of higher education which are learning outcomes that are general in nature for all higher education graduates in indonesia (nanggala, 2020; rusdiana & nasihudin, 2018; solikhah & budiharso, 2019). as for the components of mastery of knowledge, special work abilities, and authority and responsibility, it refers to the level 6 inqf in the field of addiction treatment that has been agreed upon by the inqf directorate general of higher education drafting team involving the inna. this curriculum is prepared with the aim of providing guidelines for https://doi.org/10.46627/silet.v3i2.126 https://scie-journal.com/index.php/silet literature review of curriculum management model development of addiction science study program https://doi.org/10.46627/silet.v3i2.126 124 studies in learning and teaching https://scie-journal.com/index.php/silet institutions providing addiction care services education in indonesia, in compiling an institutional curriculum to produce competent addiction nurse graduates according to national and global needs. 4. curriculum framework for undergraduate education in applied sciences, addiction nurses curriculum content consists of: a) mandatory content, b) core curriculum content, c) local curriculum content. the core curriculum content is prepared referring to the standards of higher education and inna while the content of the local curriculum is adjusted to the vision, mission, and conditions in each institution. the core curriculum content is mandatory material for all students, while the local curriculum content can be in the form of mandatory material and/or elective/elective material. selected material content provides an opportunity for students to develop special interests individually. the content of the material required for the undergraduate level of applied science education is pancasila education, religious education, civic education, and language. while the content of the core curriculum material as a whole includes: 1) principles of the scientific method: philosophy of science, research methodology, statistics / biostatistics, critical thinking, information tracing; 2) material content of basic biomedical sciences: anatomy and physiology, pathology/pathophysiology, microbiology, immunology, biochemistry, molecular biology; 3) basic material content of addiction; addiction science, mental care, health promotion; 4) the material content of addiction nurse science: pharmacology, detoxification, addiction care services. the material content of the ethics and legal of the addiction nurse: ethical and professional addiction, laws and regulations in the context of addiction. content of addiction nurse management materials: addiction case management, recovery management, addiction care service management. table 1. undergraduate education curriculum in applied sciences, addiction nurse no curriculum content value 1. compulsory content of undergraduate education in applied science (religion, pancasila, citizenship, indonesian) 5-10% 2. core curriculum content: 65-75% principles of the scientific method & basic sciences a. basic biomedical sciences b. the sciences of addiction nurses c. ethical and legal sciences of addiction nurses d. addiction nurse management 3. local curriculum content (supporting content and/or miscellaneous content) 15-30% 5. technical specifications of caem technical specifications are descriptions or provisions that are compiled completely and clearly regarding a material, procedure or final result of work that can be purchased, and developed by other parties so that they can meet the wishes of all parties concerned. the caem specification can be described in figure 2. https://doi.org/10.46627/silet.v3i2.126 https://scie-journal.com/index.php/silet literature review of curriculum management model development of addiction science study program https://doi.org/10.46627/silet.v3i2.126 125 studies in learning and teaching https://scie-journal.com/index.php/silet figure 2. addiction science curriculum management implementation is from the root word laksana, which can be translated to mean "an object grasped and used as a distinctive marker for a location" (ministry of national education, 2005). one might argue that the term "implementation" refers more to a procedure than an outcome. the surroundings in this fully appreciate not simply a learning room but also educators, educational materials, library resources, laboratory facilities, and other spaces that are pertinent to the activities of students. learning is an activity that involves organizing or organizing the environment as as feasible and integrating it with trainees so that a learning process occurs. the curriculum planning learning design evaluation of learning programs formulation of cpl course formation formulating cpmk to develop rps learning process learning assessment learning principles applied by ideal values addiction science curriculum management understanding curriculum functions curriculum components the concept of higher education curriculum preparation foundations for curriculum preparation curriculum documents determination & preparation of learning outcomes learning design formulating cpmk: knowledge, attitude, skills, competence and accumulated work experience compile rps: name of study program, name and code of courses, semester, credits, name of lecturer; cpl; study materials; learning methods; allotted time; student learning experience; criteria, indicators and weights of assessment and list of references used learning peoses: interactive, holistic, integrative, scientific, contextual, thematic, effective, collaborative and student-centered. learning assessment: honesty, discipline, communication, assertiveness, and confidence in students. learning process; learning assessment formulating cpmk; compiling rps https://doi.org/10.46627/silet.v3i2.126 https://scie-journal.com/index.php/silet literature review of curriculum management model development of addiction science study program https://doi.org/10.46627/silet.v3i2.126 126 studies in learning and teaching https://scie-journal.com/index.php/silet goal of effective learning is to alter behavior such that it is better than it was previously, and this behavior change is intended to be permanent. 6. previous research the reference material in this study, there have been several studies on the prevention of drug use which have become empirical studies for researchers have been carried out and several studies and results. since elementary, middle, and high school, anti-narcotics education has been taught, and its objectives include educating students about drugs and their risks, boosting their self-esteem, and developing asertasi. three dimensions, namely the domains of knowledge (cognitive), attitudes and actions (affection), and skills, are included in the integration of antidrug education within the curriculum of islamic religious education and ethics (psychomotor). integrative and inclusive tactics are used to implement anti-drug education in schools. anti-drug education learning management can be incorporated into all courses, including religious and secular ones (mansawan et al., 2021). according to actual results data, the actors responsible for implementing the strategy, adopting the strategy, and structuring human resources have largely succeeded in doing so. the implementation of strategies has been carried out quite well despite obstacles such as limited budgets in the strategy implementation and society recognizing related to the material presented due to differences in ethnicity, religion, culture, and educational strata, as well as the absence of sops in 20. internal and external implementing actors who have worked well together to create good synergies in the implementation of strategies (praminingtyas, 2015). research by unodc is backgrounded by the existence of a drug rehabilitation center in south sumatra which in the process of its application is community-based using the comunity approach which leads to the spiritual process. the results showed that first, the implementation of the drug rehabilitation program went through three stages, namely, the biological-medical stage, psychotherapy-psychology, and the moral-spiritual stage. at the biological-medical stage include; detoxify, bathe, and cut hair and nails. the stages of psychotherapy-psychology include; isolation and motivation, the last stage is the moral-spiritual stage includes; education on the basics of religion, congregational prayer, zikir and reading the qur'an. second, supporting and inhibiting factors, supporting factors, namely; supporting infrastructure, the attention and affection of the supervisor, and the support of the government. the inhibiting factors are; severe state of the addict and the absence of support from parents. third, the output of the drug rehabiilitation program is; the existence of behavioral and mental changes, the emergence of awareness to stop taking drugs, the emergence of obedience in worship, and the increasing number of foster children who are declared to have completed the rehabilitation process. maulana (2018) in undergraduate (s1) thesis, uin walisongo the results of the study concluded that the at-tauhid gayamsari islamic boarding school in semarang was filled with students addicted to drugs and other mental disorders under the care of kh muhammad sastro sugeng al hadad, ba in educating islamic education using the dhikr and prayer therapy model. the suggestion from the researcher is that for the foundation, there is a need for additional ustadz so that diversity activities at the at-tauhid gayamsari islamic boarding school in semarang can run well. for the government, as well as continuing to help so that the at-tauhid gayamsari islamic boarding school in semarang continues to stand firmly. for the community, it is hoped that they will contribute more and help the at-tauhid gayamsari islamic boarding school in semarang either with moral or social support. for students, it would be nice to create a kind of internal organization for students so that they can carry out their daily activities well. and help the burden of ustadz and kyai in fostering students. rachman (2012) socialization of the implementation of the prevention program activities to eradicate drug abuse and illicit circulation through print media at the public relations of the inna of lampung province;this study aims to find out how public relations activities in print media in the socialization of the p4gn program in inna lampung province. the theory used in this study is the theory of public relations management. the type of research used in this study https://doi.org/10.46627/silet.v3i2.126 https://scie-journal.com/index.php/silet literature review of curriculum management model development of addiction science study program https://doi.org/10.46627/silet.v3i2.126 127 studies in learning and teaching https://scie-journal.com/index.php/silet is a qualitative approach, this research is allowed with observation techniques, in-depth interview techniques with informants as a form of data search and documentation directly in the field. in this study, researchers found that public relations activities in the p4gn program have an important role in collaborating with government and private agencies, publicizing inna activities, and spreading positip images. the print media used by the p4gn program are leaflets, brochures, stickers that are caused during the campaign, socialization and sympathetic actions. the newspapers used in running the p4gn program are tribun lampung and lampung post, as an indicator by looking at the number of publications. meanwhile, the installation of billboards and banners is carried out on the protocol line. conclusion based on the analysis, this research shows that the basic understanding of education management is to carry out management functions consisting of planning, organizing, implementing, monitoring and evaluating into a series of activities in the form of a joint processing process of all resources to achieve common goals. that is, education management is a process that integrates sources that were originally unrelated to others into a comprehensive system to achieve organizational goals effectively and efficiently. the education management function can be divided into four parts as follows: planning, organizing, actuating, and controlling. the function of education management is five parts as follows, planning, organizing, commanding, coordinating, and controlling. as for the components of mastery of knowledge, special work abilities, and authority and responsibility, it refers to the level 6 inqf in the field of addiction treatment that has been agreed upon by the inqf directorate general of higher education drafting team involving the inna . this curriculum is prepared with the aim of providing guidelines for institutions providing addiction care services education in indonesia, in compiling an institutional curriculum to produce competent addiction nurse graduates according to national and global needs. content of addiction nurse management materials: addiction case management, recovery management, addiction care service management. the implications for further research are needs development of caem at stikes ppni mojokerto, east java. this is useful as a foundation for researchers to establish schools with addiction science with the specialization of nurses and addiction counselors who can later assist in treating victims of drug addiction and providing counseling services to drug addicts. hence, the further research will conduct the effectively and practicaly of using caem at stikes ppni mojokerto, east java. references adwiria, k. d., & ridwan, r. 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(2018). analisis kemampuan penalaran matematis siswa sma pada materi limit fungsi. jpmi (jurnal pembelajaran matematika inovatif), 1(3), 409. https://doi.org/10.22460/jpmi.v1i3.p409-414 author (s): * erna setiyaningrum (corresponding author) education management study program, postgraduate program, universitas negeri surabaya, surabaya, jl. lidah wetan, lidah wetan, surabaya, east java, 60213, indonesia email: erna.17070976020@mhs.unesa.ac.id ismet basuki education management study program, postgraduate program, universitas negeri surabaya, surabaya, jl. lidah wetan, lidah wetan, surabaya, east java, 60213, indonesia email: ismetbasuki@unesa.ac.id sri setyowati education management study program, postgraduate program, universitas negeri surabaya, surabaya, jl. lidah wetan, lidah wetan, surabaya, east java, 60213, indonesia email: srisetyowati@unesa.ac.id https://doi.org/10.46627/silet.v3i2.126 https://scie-journal.com/index.php/silet mailto:erna.17070976020@mhs.unesa.ac.id mailto:ismetbasuki@unesa.ac.id mailto:srisetyowati@unesa.ac.id 429 too many requests whoops! too many requests 429 too many requests whoops! too many requests 62 p-issn: 2722-399x; e-issn: 2722-1857 silet, vol. 3, no. 1, april 2022: 62-73 ©2022 studies in learning and teaching studies in learning and teaching homepage: https://scie-journal.com/index.php/silet email: silet@scie-journal.com studies in learning and teaching https://scie-journal.com/index.php/silet student’s concept understanding and motivation to learn through flipped classroom learning integrated with nested model *a j gitadewi1, prabowo2, z a i supardi2, w maryuni3 1magister science education program, postgraduate program, universitas negeri surabaya, indonesia 2department of physics, faculty of mathematics and natural science, universitas negeri surabaya, indonesia 3junior high school 21 surabaya, jambangan, surabaya, indonesia article info abstract article history: received march 31, 2022 revised april 18, 2022 accepted april 26, 2022 available online april 30, 2022 this research aimed to describe the effectiveness of the flipped classroom integrated with nested model in student’s concept understanding and motivation to learn. the research type is quasiexperiment with one-group pretest-posttest design. the research was given to 20 students in vii-d class of smpn 21 surabaya. the effectiveness of the flipped classroom integrated with nested model was obtained from the results of a concept understanding test and a motivation to learn questionnaire. the student's concept understanding test showed that there was an improvement in gain scores between the pretest and posttest scores which is medium category and 90% of students were declared complete. meanwhile, the gain score on the completeness of the concept understanding indicator was high category. then the results of the student’s motivation to learn showed that there was an improvement in gain scores between pretest and posttest which is medium category. the data obtained that flipped classroom integrated with nested model was effective as a learning instrument to improve student’s concept understanding and motivation to learn during the covid-19 pandemic. keywords: concept understanding flipped classroom motivation to learn nested model https://doi.org/10.46627/silet introduction the covid-19 pandemic can cause many impacts on various aspects of indonesian people's lives, including education. the positive cases of covid-19 prompted the government to make several new policies. the health of students, teachers, lecturers, and the other teaching staff is a consideration, so face-to-face learning activities in all schools and universities must be closed and switched to an online system. in learning, both online and face-to-face, motivation is the main factor in science learning (chan & norlizah, 2018). to make science learning effective, students should have motivation towards science learning. based on research conducted by cahyani et al. (2020) shows that motivation to learn of students who join online learning during covid-19 pandemic has decreased. the result of that research is in line with kohli et al. (2021) that stated the lack of motivation due to stress by the pandemic was another recurrent time. motivation to learn decreased as a negative impact of online learning also occurs in students of smpn 21 surabaya. based on the results of the questionnaire, it is known that the motivation to learn of individual students is still low. the low motivation to learn in online learning during covid-19 pandemic certainly has an impact on concepts understanding. based on the student’s observation questionnaires, 73.1% of students stated that it was difficult to understand the lesson during online learning. it is also in line with the research of nawastheen & perera (2021) which stated that 22.7% of students felt http://u.lipi.go.id/1586183902 http://u.lipi.go.id/1587708325 https://scie-journal.com/index.php/silet mailto:silet@scie-journal.com https://scie-journal.com/index.php/silet https://doi.org/10.46627/silet student’s concept understanding and motivation to learn through flipped classroom learning integrated with nested model https://doi.org/10.46627/silet.v3i1.105 63 studies in learning and teaching https://scie-journal.com/index.php/silet they were not helped in understanding concepts during online learning. according to them, this is because as many as 53% of students were concerned that they were not able to discuss subject matter with their peers. yadav et al. (2021) also stated the same thing, that online learning process can cause a lack of interaction from the student. dastidar (2021) states that science students get low satisfaction with online learning environments. they argue that it is difficult to construct knowledge or understand concepts virtually. this can be caused by online learning which tends to be unidirectional interaction and technically (only give some assignments), it means that the teacher does not involve directly in explaining the material, even though it is also very important to avoid misunderstandings and misconceptions among students. the result of concept understanding test in the pre-research, it is known that from 25 students and 6 indicators of concept understanding, only 1 student almost completes all indicators of concept understanding. to create effective study at home, the latitude of choosing models, methods, and media in online learning should be a good consideration. teachers can combine several learning models that mix with the needs of online learning. the existence of several obstacles in online learning based on the result of the interview, questionnaire, and literature study can be overcome by one of the learning models that can be applied which is flipped classroom. the flipped classroom model is a learning model that is the opposite of the learning model usually applied by teachers in the classroom. usually, teachers explain material using the lecture method in the class and then give assignments at home as a follow-up, but in flipped classroom students will be given material first from digital module or learning video that must be watched and understood, then doing assignment in the class with the teacher and other students. based on research conducted by herala et al. (2015) in nouri (2016) stated that the use of flipped classroom can improve student learning outcomes because through this learning students can focus on reviewing material without a set time, and learning time can be maximized to solve actual problems encountered by students. garza (2014) quoted from boucher et al. (2013) also said that learning with the flipped classroom model will have more time to interact and clarify the material, more time to explore concepts, and more time to achieve learning objectives. bawaneh and moumene (2020) added in their research that the flipped classroom has a positive effect on motivation to learn. learning activity should not only memorize the concepts or facts but also connect other concepts and skills to build a complete understanding so that the learning activity will be meaningful, the concepts well understood, and not easily forgotten. a learning model that provides meaningful learning to students is integrated learning, one of which is nested. based on research conducted by tangkearung and lolotandung (2020), using nested learning model can improve student learning outcomes because students can think more creatively and the teacher acts as a facilitator and is not domineering so that students are required to be more active in their learning activity. the same result was also obtained by omes and suyono (2020) that learning with nested type of integration can affect critical thinking skills and student’s concept understanding. nested integration centered on the skills and learning experiences of each student can be combined with the flipped classroom because their classroom activities are student-centered. so both of them are emphasizing active learning, where the teacher helps the student and not only provides information; this makes them self-directed learners. therefore, some of the benefits of the flipped classroom are improving attention, verifying the learning, allowing for selfassessment, making decisions about what, how, when, and they learn by assuming commitment and responsibility (limaymanta et al., 2021). these advantages are also in line with the core of learning with nested integration. online learning in the covid-19 pandemic emergency using the nested integration model can be carried out together with the flipped classroom model. through the combination of the two, it is expected to be effective in helping students to be motivated in learning and have a good understanding of concepts even though learning is done https://doi.org/10.46627/silet.v3i1.105 https://scie-journal.com/index.php/silet student’s concept understanding and motivation to learn through flipped classroom learning integrated with nested model https://doi.org/10.46627/silet.v3i1.105 64 studies in learning and teaching https://scie-journal.com/index.php/silet with an online system. based on the explanation above, the researcher intends to find out the motivation to learn and concept understanding through flipped classroom learning integrated with nested model. research method this research used a quantitative approach with the experimental research method type quasiexperimental design. the research was conducted using one-group pretest-posttest design because this research used one group without a comparison group. the design is described as follows: figure 1. one-group pretest-posttest design (sugiyono, 2017) the research was held on 20 students vii-d class of smp negeri 21 surabaya in the 2020/2021 academic year on heat and transfer material. data analysis techniques used in this research are: 1. student’s concept understanding the improvement of student concept understanding of heat and transfer material is obtained through the calculation of individual completeness, classical completeness, and indicators of concept understanding completeness. a. individual completeness the score is obtained from the scoring of each question number. for multiple-choice questions, a maximum score is 5, while if it is incorrect the score is 0. for description questions, a maximum score is 10, while if it is not answered the score is 0. then the scores are added up entirely. the result of the individual concept understanding test is categorized to be “complete” if students get a score > 75 which is the limit value of the minimum completeness criteria (kkm) for science subjects. b. classical completeness classical completeness can be analyzed using quantitative descriptive analysis. classical completeness is obtained using the following formula: 𝐶𝑙𝑎𝑠𝑠𝑖𝑐𝑎𝑙 𝑐𝑜𝑚𝑝𝑙𝑒𝑡𝑒𝑛𝑒𝑠 = ( ∑ 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑤ℎ𝑜𝑠𝑒 𝑡ℎ𝑒 𝑠𝑐𝑜𝑟𝑒 𝑖𝑠 𝑐𝑜𝑚𝑝𝑙𝑒𝑡𝑒 ∑ 𝑎𝑙𝑙 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 × 100%) learning using flipped classroom integrated with nested is categorized to have achieved classical completeness if it obtains > 85% of students who completed individually (permendikbud ri, 2014). c. completeness of concept understanding's indicator the percentage (p) of completeness of concept understanding's indicator can be obtained by the following formula: 𝑃 = ( ∑ 𝑠𝑐𝑜𝑟𝑒 𝑡ℎ𝑎𝑡 𝑜𝑏𝑡𝑎𝑖𝑛𝑒𝑑 𝑜𝑓 𝑒𝑎𝑐ℎ 𝑖𝑛𝑑𝑖𝑐𝑎𝑡𝑜𝑟 ∑ 𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑠𝑐𝑜𝑟𝑒 𝑜𝑓 𝑒𝑎𝑐ℎ 𝑖𝑛𝑑𝑖𝑐𝑎𝑡𝑜𝑟 ) × 100% an indicator concept understanding is categorized to be "complete" if the percentage (p) of each indicator reaches > 75%. then, to find out the improvement of student’s concept understanding of heat and transfer material, both from individual completeness and indicators completeness, n-gain calculations are carried out with the following formula: 𝑁 − 𝐺𝑎𝑖𝑛 = (𝑝𝑜𝑠𝑡𝑡𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒 − 𝑝𝑟𝑒𝑡𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒) (𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑠𝑐𝑜𝑟𝑒 − 𝑝𝑟𝑒𝑡𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒) the result of that calculation is then determined by the category based on the improvement value between pretest and posttest through the following assessment criteria: https://doi.org/10.46627/silet.v3i1.105 https://scie-journal.com/index.php/silet student’s concept understanding and motivation to learn through flipped classroom learning integrated with nested model https://doi.org/10.46627/silet.v3i1.105 65 studies in learning and teaching https://scie-journal.com/index.php/silet table 1. interpretation of concept understanding improvement range category n-gain > 0.70 high 0.30 < n-gain < 0.70 medium 0.30 > n-gain low (hake, 1999) 2. student’s motivation to learn student’s motivation to learn is obtained through filling out the questionnaire that has been provided and then filled by students according to themselves. the score criteria use a likert scale calculation shown in the following table: table 2. criteria for student’s motivation to learn score rating score strongly agree 4 agree 3 disagree 2 strongly disagree 1 (modified from riduwan, 2013) after all scores were summed up, then converted into the value of student’s motivation to learn with the formula: 𝑇ℎ𝑒 𝑣𝑎𝑙𝑢𝑒 = 𝑠𝑡𝑢𝑑𝑒𝑛𝑡′𝑠 𝑚𝑜𝑡𝑖𝑣𝑎𝑡𝑖𝑜𝑛 𝑠𝑐𝑜𝑟𝑒 𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑠𝑐𝑜𝑟𝑒 × 100 the calculation of student’s motivation learning value is used to calculate the value of the pretest and posttest from motivation questionnaire. then to find out the improvement of student’s motivation to learn on heat and transfer material through flipped classroom integrated with nested learning, n-gain calculations were carried out. the result of this calculation is used to determine the category of the improvement of motivation to learn between pretest and posttest through assessment criteria such as table 1. based on table 1, it can be seen that the improvement of student’s motivation to learn can be low, medium, and high. learning based on flipped classroom integrated with nested on heat and transfer material is categorized as feasible if it shows an improvement in student’s motivation to learn. furthermore, to find out the correlation between concept understanding and motivation to learn, a calculation was carried out using the product-moment formula (riduwan, 2013) as follows: 𝑟𝑥𝑦 = ∑(𝑥𝑖 − �̅�)(𝑦𝑖 − �̅�) √(∑(𝑥𝑖 − �̅�) 2) − (∑(𝑦𝑖 − �̅�) 2) rxy : correlation coefficient between variables x and y xi : score of variable x data i yi : score of variable y data i the result of this calculation is categorized to be significant or there is a correlation if rxy is greater than rtable. results and discussion the result of this research was divided into two aspects: 1. student’s concept understanding a. individual and classical completeness the effectiveness of flipped classroom integrated with nested is obtained from the improvement of concept understanding of heat and transfer material based on pretest https://doi.org/10.46627/silet.v3i1.105 https://scie-journal.com/index.php/silet student’s concept understanding and motivation to learn through flipped classroom learning integrated with nested model https://doi.org/10.46627/silet.v3i1.105 66 studies in learning and teaching https://scie-journal.com/index.php/silet and posttest score. the improvement of student’s concept understanding is presented in table 3 below: table 3. student concept understanding data mean category pretest posttest n-gain 49 82 0.65 medium completeness value 0% 90% based on the n-gain analysis in table 3, the percentage of classical completeness after learning using flipped classroom integrated with nested model is 90%. it means that flipped classroom integrated with nested model can improve student’s concept understanding in heat and transfer material with complete category classically. in addition, there was an improvement of gain score which is 0.65 with a medium category. it shows that flipped classroom integrated with nested model is effective to improve concept understanding in each student. figure 2 below shows the improvement of student’s pretest and posttest scores based on concept understanding test. figure 2. graph of pretest and posttest of student’s concept understanding the lack of student’s concept understanding during online learning caused by students being unable to discuss subject matter with their peers, unidirectional interaction from teacher, and learning technically (only giving some assignments) became one of the focuses of discussion in this research. the improvement of student's concept understanding is affected by the success of learning instruments that is also supported by learning activities. based on research conducted by dastidar (2021) on science students, it is difficult to construct knowledge or understand concepts virtually, because experimental and simulation activities are required for understanding the concepts while this is not done in online classes. flipped classroom integrated with nested as learning model is directed first at activities that involve several skills and then leads to concepts. therefore, students should do virtual experiment activity and watch experiment video first so that in the end they can strengthen their concept understanding of heat and transfer material. the implementation of nested model in this research is in student worksheet based on nested approach, because it can be used to improve science learning abilities because it trains students to carry out scientific thinking processes, so they can understand the subject matter properly and correctly. this emphasizes providing direct experience to develop competence and gain a meaningful 42 50 52 42 48 45 60 50 42 42 48 40 42 60 70 40 48 40 63 47 77 82 86 72 85 89 88 73 80 78 76 83 80 88 88 77 83 90 88 81 0 10 20 30 40 50 60 70 80 90 100 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 c o n c e p t u n d e rs ta n d in g t e st s co re students pretest posttest https://doi.org/10.46627/silet.v3i1.105 https://scie-journal.com/index.php/silet student’s concept understanding and motivation to learn through flipped classroom learning integrated with nested model https://doi.org/10.46627/silet.v3i1.105 67 studies in learning and teaching https://scie-journal.com/index.php/silet understanding, in accordance with the nature of science learning. with that learning model, learning activities become more meaningful and students can understand concepts well or not just memorize them. anderson and krathwohl (2010) stated that the most important educational goals are retention and transfer. the educational goal that is in line with this research is transfer, because this ability is needed to prepare 21st-century thinking skills. retention is the ability to remember the subject matter for a certain period of time, while transfer is the ability to use the material that has been learned to solve new problems. one of the learning scenarios that can be applied to achieve the transfer goal is implementing meaningful learning (anderson & krathwohl, 2010). meaningful learning presents the knowledge and cognitive processes that need to solve problems. in line with the learning theory proposed by ausubel, meaningful learning will be remembered longer because the information is learned meaningfully, and information gotten from meaningful learning can facilitate the next learning process for similar subject matter. this result is also suitable with the view of constructivism theory that if knowledge is built by the learner himself, it will meaningful so the knowledge will be easy to remember and easily transferred. in addition, it is also in line with the cognitive theory by jean piagett that through real experience, the cognitive development of students will be better than just using language to communicate, so it can improve student’s ability to solve problems and can improve motivation to learn. mutoharo et al. (2015) stated that student’s motivation to learn science had a significant contribution to understand the science concepts. b. completeness of concept understanding indicator the result of student's concept understanding was also analyzed for each indicator of concept understanding that was used. the improvement of student's concept understanding of heat and transfer material based on the completeness of the indicators of concept understanding is presented in the following table: table 4. the data of concept understanding improvement indicators indicators of concept understanding xpretest xposttest n-gain category restate a concept 42 87 0.78 high classifying objects according to certain properties and according to the concept 38 85 0.76 high give examples and non-examples of the concept 53 93 0.85 high presenting concepts in the form of mathematical representations 53 80 0.57 medium using, utilizing, and selecting the certain procedures or operations 31 83 0.75 high applying concepts or algorithm as problem solving 70 88 0.60 medium mean 0.72 high based on table 4, it shows that the indicators of concept understanding that used as a measurement, has improvement based on a gain score which is 0.72 with high category and all indicators have obtained a final completeness percentage > 85% so it can be categorized as “complete”. it shows that flipped classroom integrated with nested model is effective in completing all indicators of concept understanding. figure 3 below shows the improvement of pretest and posttest score based on indicators of concept understanding score. https://doi.org/10.46627/silet.v3i1.105 https://scie-journal.com/index.php/silet student’s concept understanding and motivation to learn through flipped classroom learning integrated with nested model https://doi.org/10.46627/silet.v3i1.105 68 studies in learning and teaching https://scie-journal.com/index.php/silet figure 3. graph of the improving of understanding concept indicators based on the improvement of concept understanding result in terms of individuals and each indicator of concept understanding, completeness in terms of individual, classical, and each indicator of concept understanding, can be concluded that flipped classroom integrated with nested model is effective to improve student's concept understanding on heat and transfer material. this result is relevant to janatin (2019) which obtain the result of student’s improvement to understand mathematical concepts after learning with the flipped classroom model. then, the same results were also obtained from omes & suyono (2020) which stated that learning designed with the nested type of integration can affect student’s critical thinking skills and concept understanding. in addition to focusing on each student's learning experience, the lack of interaction from students is a negative affect in online learning, so learning through flipped classroom integrated with nested also has a positive effect on teacher and student interactions. teachers are always needed to get feedback from student's answer or opinions, or some questions until they get concept clarification and their satisfaction (mishra et al., 2020). 2. student's motivation to learn the effectiveness of the flipped classroom integrated with nested model is also reviewed from the improvement of student's motivation to learn. motivation in learning process is important because someone who does not have the motivation to learn will not desire to do learning activities. one of the success factors of students in learning is influenced by the motivation of students to learn (awe & benge, 2017). the results of the student’s motivation to learn were obtained through pretest and posttest activities using motivation questionnaires that have been developed before. the following is presented the result of student’s motivation to learn. table 5. the result of student's motivation to learn mean category pretest posttest n-gain 53 80 0.57 medium based on the n-gain analysis in table 5, the improvement in student’s motivation to learn which is 0.57 in the medium category. it means that flipped classroom integrated with nested model is effective in improving student's motivation to learn. this is in line with research from bawaneh and moumene (2020) which stated that flipped classroom has a positive effect on motivation to learn, which is shown through the gestures of students that show great motivation and satisfaction. the same result was also obtained from dewi (2020) that the student’s motivation to learn during learning with the flipped classroom learning 42 38 53 53 31 70 87 85 93 80 83 88 0 20 40 60 80 100 s co re indicators of concept understanding pretest posttest https://doi.org/10.46627/silet.v3i1.105 https://scie-journal.com/index.php/silet student’s concept understanding and motivation to learn through flipped classroom learning integrated with nested model https://doi.org/10.46627/silet.v3i1.105 69 studies in learning and teaching https://scie-journal.com/index.php/silet model assisted by audio-visuals has improved as seen from the percentage of classical completeness from student attention, student activity, and student involvement in learning. the audio-visual media used in this research are powerpoint and virtual lab applications. the result of student’s motivation to learn improvement was analyzed for each indicator in the motivation questionnaire with the arcs model, namely attention, relevance, confidence, and satisfaction. the result of the questionnaire analysis of student's motivation to learn on each arcs indicator using flipped classroom integrated with nested model is presented in table 6 as follows: table 6. data of arcs motivation improvement indicators motivation indicators pretest posttest n-gain category attention 56 83 0.61 medium relevance 55 82 0.60 medium confidence 55 88 0.73 high satisfaction 59 83 0.59 medium mean 0.63 medium assessment of motivation to learn in this research is based on the arcs approach (attention, relevance, confidence, and satisfaction) according to john keller. the improvement of motivation to learn in this research is suitable with several factors carried out by the teacher and the students themselves. during the lesson, the teacher uses the v-lab kalor application and simple experimental videos as learning media. arsyad (2016) states that learning media can improve and make students interested so that it can affect motivation and allow students to learn independently according to their abilities and interests. the use of the v-lab kalor and simple experimental videos in online learning during a pandemic makes students interested in the material to be taught so that it can foster student's motivation to understand the material. in addition, interactions involving teacher with students and student with other students through discussion also motivate students to learn in class. that treatment supports the result of the increase of motivation to learn on the attention indicator which obtained a gain score of 0,61 in the medium category. sardiman (2014) also said that to create motivation in learning, students should be involved to think and act directly, or in other terms learning by doing. in learning, activity is needed, because without activity, the learning process may not take place properly. learning with nested integration not only focuses on memorizing concepts, but also involves student activities based on several nested skills, such as making hypotheses, organizing data in tabular form, and making conclusion. these activities are obtained through virtual experiment activity or viewing experiment video, which can increase student’s motivation to learn. this learning process in this research is also in line with mishra et al. (2020) that stated during online learning, teachers use their freedom as an individual course instructors with giving instructions, setting questions, and final award of marks, so students do not only hear a lot of explanations from the teacher which make them bored. v-lab kalor application in this research is used to do virtual experiments, and experimental video in this research is used for observational activities so that students can relate the experiments/observations with the concepts that have been studied and will be obtained at the end of the lesson. this also supports the result of the increasing of relevance indicator which obtained a gain score of 0,60 in the medium category. keller (1988) stated that students will consider learning is relevant if the learning is in accordance with their interests. if the learning is in accordance with their interest, then they will know what should they do to make learning useful for them. the results of the increasing confidence indicator which obtained a gain score of 0,73 in the high category and satisfaction indicator which obtained a gain score of 0,59 in the https://doi.org/10.46627/silet.v3i1.105 https://scie-journal.com/index.php/silet student’s concept understanding and motivation to learn through flipped classroom learning integrated with nested model https://doi.org/10.46627/silet.v3i1.105 70 studies in learning and teaching https://scie-journal.com/index.php/silet medium category are supported by the positive activities and positive responses of students based on learning with flipped classroom integrated with nested model. the level of selfconfidence of students can be seen if students are able to learn the material, so the students will actively participate in learning including asking questions and expressing opinions. figure 4 below shows the improvement between student’s pretest and posttest scores based on motivation to learn score. figure 4. graph of the improvement of student’s motivation to learn furthermore, after obtaining data on the result of student’s concept understanding and motivation to learn, a product moment correlation test was conducted to determine the relationship between the two variables. in the following, the result of the correlation test for student’s concept understanding with motivation to learn is presented. table 7. data analysis of the correlation of concept understanding with motivation to learn correlation correlation coefficient (r hitung) rtable description rxy 0.641 0.468 significant based on table 7, the correlation coefficient rxy between the variable concept understanding and motivation to learn of students is 0.641, where the result is greater than the value of rtable so that it is significant. thus, it can be concluded that there is a relationship between concept understanding and motivation to learn of students. it means that when motivation to learn is improve, the concept understanding of students is also getting better. sardiman (2014) stated that good motivation in learning will show good results. in other words, with a good effort and good motivation, someone who learns will reach a good achievement. the intensity of student's motivation is greatly determine the level of achievement in learning. this is relevant to the opinion of riswanto & aryani (2017) that stated students who have good motivation to learn usually have high learning outcomes. conclusion this research shows that learning based on flipped classroom integrated with nested on heat and transfer material is effective in improving student’s concept understanding and motivation to learn. student’s concept understanding of heat and transfer material has improved after participating in flipped classroom integrated with nested learning with an average gain score (n-gain) is 0.65 which is classified in the medium category and has a completeness value of 90%. student’s motivation to learn after participating in flipped classroom integrated with nested learning also improved with an average gain score (n-gain) is 0.57 which was classified in the medium category. this research implies that learning through flipped classroom 46 58 53 48 56 63 55 49 36 51 53 55 56 61 68 50 50 58 54 51 76 79 88 76 79 79 83 73 85 78 76 75 75 84 91 78 80 83 78 86 0 10 20 30 40 50 60 70 80 90 100 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 m o ti v a ti o n v a lu e students pretest posttest https://doi.org/10.46627/silet.v3i1.105 https://scie-journal.com/index.php/silet student’s concept understanding and motivation to learn through flipped classroom learning integrated with nested model https://doi.org/10.46627/silet.v3i1.105 71 studies in learning and teaching https://scie-journal.com/index.php/silet integrated with nested model can improve student’s concept understanding and motivation to learn. for further research is hoped that teachers should give time at the beginning (such as briefing) to give an understanding of how to learn through flipped classroom integrated with nested model and guide more intensely at each step of learning for students who have never learned through flipped classroom integrated with nested model. in addition, future research is also expected to focus on training or improving more nested skills written by fogarty to students using flipped classroom integrated with nested model. acknowledgements thanks to the lecturers, science teacher as tutor, and all those who helped in this research. references anderson, l. w., & krathwohl. d. r. 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(2021). teachers’ perception about flipped classroom in era of covid-19 pandemic. studies in learning and teaching, 2(2), 26–34. https://doi.org/10.46627/silet.v2i2.69 https://doi.org/10.46627/silet.v3i1.105 https://scie-journal.com/index.php/silet https://doi.org/10.46627/silet.v2i2.69 student’s concept understanding and motivation to learn through flipped classroom learning integrated with nested model https://doi.org/10.46627/silet.v3i1.105 73 studies in learning and teaching https://scie-journal.com/index.php/silet author (s): *aisyah jiyantika gitadewi (corresponding author) magister of science education program, postgraduate program, universitas negeri surabaya, jl. lidah wetan, surabaya 60213, indonesia email: aisyahjiyantika@gmail.com prabowo department of physics, faculty of mathematics and natural science, universitas negeri surabaya, jl. ketintang, surabaya 60231, indonesia email: prabowo@unesa.ac.id zainul arifin imam supardi department of physics, faculty of mathematics and natural science, universitas negeri surabaya, jl. ketintang, surabaya 60231, indonesia email: zainularifin@unesa.ac.id wiwien maryuni junior high school 21 surabaya jl. jambangan iv, surabaya 60232, indonesia email: wiwienmaryuni@gmail.com https://doi.org/10.46627/silet.v3i1.105 https://scie-journal.com/index.php/silet mailto:aisyahjiyantika@gmail.com mailto:prabowo@unesa.ac.id mailto:zainularifin@unesa.ac.id mailto:wiwienmaryuni@gmail.com 429 too many requests whoops! too many requests 132 p-issn: 2722-399x; e-issn: 2722-1857 silet, vol. 3, no. 3, december 2022: 132-140 ©2022 studies in learning and teaching studies in learning and teaching homepage: https://scie-journal.com/index.php/silet email: silet@scie-journal.com studies in learning and teaching https://scie-journal.com/index.php/silet the effect of rode learning model on enhancing students communication skills *a e kusuma1,2, wasis2, e susantini2, rusmansyah3 1department of mathematics education, faculty of teacher training and education, universitas borneo tarakan, tarakan 77123, indonesia 2postgraduate program, universitas negeri surabaya, surabaya 60231, indonesia 3department of chemistry education, faculty of teacher training and education, universitas lambung mangkurat, banjarmasin 70123, indonesia article info abstract article history: received september 20, 2022 revised september 29, 2022 accepted december 6, 2022 available online december 6, 2022 communication skills in physics learning are essential to life talents that can be used to solve problems in everyday life. the read outline discussion evaluation (rode) model is a learning tool designed to help students improve their communication skills. this research was conducted in the elementary school teacher study program with basic science 2nd material and involved 100 students. this study focuses on improving students' writing communication skills before and after the teaching process with the rode learning model to determine the effectiveness of the rode learning model. this study used one group pretest-posttest design (o1-x-o2). before being applied to the rode learning model, the average score of the indicators of students' written communication skills was at a low level (1, 24), and it had a score of 3.68 (high level) after the rode learning model was implemented. this result shows that the rode model significantly impacts students' written communication skills in the high category for both classes. in addition, students' written communication skills improved in the high category, n-gain significantly increased in the high criteria, and consistent n-gain was observed in the elementary school teacher study program. keywords: physics rode learning model students written communication skills https://doi.org/10.46627/silet introduction physics can assist people in resolving difficult life situations. unfortunately, after studying physics, many students found physics to be uninteresting and difficult to comprehend (barrett, 2011; halliday et al., 1972; serway & jewett, 2008; zia, 2017; zulfa & rosyidah, 2020). physics teachers must deliver relevant physics content to motivate students to learn to compete in the global marketplace. in the competitive era of globalization, physics teachers must have exceptional expertise in various 21st-century abilities, one of which is communication. it will be difficult for physics students to compete in the twenty-first century if they do not have a vital life skill of communication. according to kusuma et al. (2020), one of the demands and problems for the education process is students' ability to communicate effectively. according to etkina et al. (2006), among the scientific abilities developed by physics education research groups are the ability to represent physical processes in various ways, the ability to compile and test qualitative or quantitative relationships, the ability to modify qualitative or quantitative relationships, the ability to design experimental investigations, the ability to collect and analyze data, and the http://u.lipi.go.id/1586183902 http://u.lipi.go.id/1587708325 https://scie-journal.com/index.php/silet mailto:silet@scie-journal.com https://scie-journal.com/index.php/silet https://doi.org/10.46627/silet the effect of rode learning model on enhancing students communication skills https://doi.org/10.46627/silet.v3i3.170 133 studies in learning and teaching https://scie-journal.com/index.php/silet ability to modify qualitative or quantitative relationships. in addition, graduates must have excellent communication skills and be able to work in a team environment. physics is a branch of study that deals with natural phenomena' material structure, phenomena, and interactions (overton & randles, 2015). communicating in physics learning is an essential component of living talents that are useful in solving difficulties in daily life. in physics, students must comprehend and explain phenomena, objects, and events, record observation data into tables, create and analyze graphs, ask questions, test explanations, and communicate ideas (zhou et al., 2013). as a result, lecturers must promote physical learning to prepare students to compete in the global period of the twenty-first century. students' communication skills become one of the demands and challenges of the educational process. practical communication skill becomes one of the demands of the 21stcentury learning framework that students must have in addition to mastering knowledge, skills, expertise, and proficiency (greenhill & petroff, 2010). in line with the national science standard's advice that communication and scientific arguments be one of the main things, students need to learn (etkina et al., 2006). preliminary studies showed 62. 5% of the sample had communication skills that were in the low category. this finding is consistent with pisa findings, which show that indonesian students struggle with scientific knowledge, communication skills, explanations, and arguments based on evidence and critical analysis (carolin et al., 2015). this finding suggests the need for a learning model that can be used to activate and train student communication skills. previous research on efforts to improve communication skills has revealed that problem based learning models and problem-solving learning models are the most commonly used models. as a result, the researchers want to look into the benefits and drawbacks of problem based learning and problem-solving models for improving student communication skills. the theoretical and empirically studied strengths and weaknesses of innovative learning models, physics learning characteristics, and communication skills formed the basis for designing the rode learning model, which is a more efficient and optimal learning model for training student communication skills (kusuma et al., 2020). kusuma et al. (2020) also suggest that the rode learning model has a solid theoretical and the most recent empirical foundation sufficient to support its use. the rode learning model allows students to collaborate on new ideas and solve problems. students can practice communication skills to aid in adapting to dynamic change. opportunities for success for students are more open when they have excellent communication skills rather than mastering conceptual knowledge (kusuma et al., 2020). this innovation is expected to be a viable alternative for teaching students communication skills. as a result, a rode model for training students' communication skills will be developed in this study. the purpose of this study is to analyze the effectiveness of the rode learning model in improving students' written communication skills. research method this research was conducted in the elementary school teacher study program (pgsd) at fkip lambung mangkurat university program with basic science 2nd material and involved 100 students. this study focuses on the effectiveness of rode learning models by comparing the improvement in students' communication skills before and after the teaching process with the rode learning model. the written communication skills test instrument consists of ten items that refer to indicators of communication skills such as (1) creating tables/ graphs/ chart results of experiments/ observations, (2) interpreting tables/ graphs/ charts of experimental/ observation data results, and (3) formulating conclusions. the student's written communication skills test instrument has been validated and received input from three experts in education, physics, and research and evaluation of education. as a result, it has a validity score mode on aspects of content, construct, and language of a written communication assessment sheet of 3.67 with very valid criteria and a percentage of agreement value mode of 85.71%, and a cronbach https://doi.org/10.46627/silet.v3i3.170 https://scie-journal.com/index.php/silet the effect of rode learning model on enhancing students communication skills https://doi.org/10.46627/silet.v3i3.170 134 studies in learning and teaching https://scie-journal.com/index.php/silet alpha coefficient of 0,983 includes excellent reliability (arikunto, 2016; borich, 1994; fraenkel et al., 2012; hunaidah et al., 2019; siswanto et al., 2017). one-group pretest-posttest (o1-x-o2) methodology is used in this investigation. giving a pretest is the first stage in the learning process (o1). next, a pretest on written communication abilities must be completed by each student. after the pretest, the lecturer applies the rode model and its learning tool for four meetings in each class (x). finally, the learning process concludes with a post-test (o2). students' written communication skills are analyzed based on pre and post-test scores. the score levels for written communication skills are based on indicators of creating tables/graphs/charts of experimental/observation results, interpreting tables/graphs/data charts of experimental/observation results, and formulating conclusions. the final rubric for the communication skills score has a range of 0-4. pretest and post-test results data for each indicator of communication skills are then categorized using table 1. table 1. rubric category student communication skills scoring range criteria 2,66 < x ≤ 4 high 1,33 < x ≤ 2,66 moderate 0 ≤ x ≤ 1,33 low the student is stated to have communication skills (complete) if their score falls inside the medium requirement, which is determined by their score > 1, 33 for written communication. ngain analysis was used to determine the level of development in the student's written communication skills before and after utilizing the rode learning model (hake, 1998; limatahu et al., 2018). n-gain was calculated using a formula 〈g〉 = (spost-spre)/ (smax-spre) 〈g〉 : n-gain score spost : post-test score spre : pretest score smax : maximum score furthermore, using the criteria in table 2, the n-gain calculation results are transformed. table 2. rubric category student communication skills n-gain score normalized gain criteria 0.70 < n-gain high 0.30 ≤ n-gain ≤ 0.70 moderate n-gain < 0.30 low the results of the pretest, post-test, and n-gain that had been gathered and the usefulness of the rode learning model in enhancing students' written communication skills were all assessed utilizing nonparametric statistical methods (limatahu et al., 2018; prahani et al., 2016; trihendardi, 2012). results and discussion the mean score of students' written communication skills obtained from two classes, namely class d and class b, is presented in figure 1. https://doi.org/10.46627/silet.v3i3.170 https://scie-journal.com/index.php/silet the effect of rode learning model on enhancing students communication skills https://doi.org/10.46627/silet.v3i3.170 135 studies in learning and teaching https://scie-journal.com/index.php/silet figure 1. pretest post-test mean score of students communication skills according to figure 1, the mean score of students' written communication skills in creating tables/graphs/chart results of experiments/observations, interpreting tables/graphs/chart results of experiments/observations, and formulating conclusions are the criteria before being applied to the model rode are low level (1.24) and moderate level (1.39). however, once the model rode is implemented, mastery of students' written communication skills is a high criterion for being with a score of 3.48 and 3.68. this result suggests that rode learning models impact students' written communication skills. n-gain analysis was also employed to compare student writing abilities before and after applying the rode learning model, which strengthened the analysis of the improvement in the mean score of students' written communication skills. table 3 presents the outcomes of the ngain analysis. table 3. the pretest and post-test score of students’ written communication skills classes indicators pretest posttest <g> criteria score criteria score criteria d creating tables/graphs/chart result of experiments /observations 1,36 moderate 3,55 high 0,83 high interpreting tables/graphs/chart result of experiments /observations 1,24 low 3,48 high 0,81 high formulating conclusions 1,33 moderate 3,63 high 0,86 high b creating tables/graphs/chart result of experiments /observations 1,39 moderate 3,68 high 0,88 high interpreting tables/graphs/chart result of experiments /observations 1,24 low 3,52 high 0,83 high formulating conclusions 1,39 moderate 3,60 high 0,85 high table 3 shows the pretest and post-test scores of student written communication skills (after using the rode learning model) for each indicator of student written communication skills classified as middle and high criteria. the average value of the n-gain for classes d and b is more significant than 0.80, indicating that student written communication skills have improved 1,36 3,55 1,39 3,68 1,24 3,48 1,24 3,52 1,33 3,63 1,39 3,6 0 0,5 1 1,5 2 2,5 3 3,5 4 4,5 5 pretest posttest pretest posttest d b pretest-postest mean of communication skills creating tables/graphs /chart results of experiments/ observations interpreting tables/graphs / charts of experimental/ observation data results, formulating conclusions https://doi.org/10.46627/silet.v3i3.170 https://scie-journal.com/index.php/silet the effect of rode learning model on enhancing students communication skills https://doi.org/10.46627/silet.v3i3.170 136 studies in learning and teaching https://scie-journal.com/index.php/silet in high criteria. furthermore, the results of an inferential statistical test that begins with a normality test pretest and post-test scores can be used to determine the significance of the impact of rode learning models. table 4 shows that the pretest and post-test scores of third-grade students' written communication skills are generally not distributed because the scores are not normally distributed between both (pretest and post-test) or one of the scores. as a result, the wilcoxon test was used to assess rode's effectiveness in improving students written communication skills. table 4 summarizes the wilcoxon test results. table 4. wilcoxon test results of student writing communication skills inferential statistical test classes written communication skills asymp. sig. conclusion wilcoxon d o1-o2 0.00 there is an increase in written communication skills b o1-o2 0.00 there is an increase in written communication skills kruskal wallis class d – class b n-gain written communication skills 0.427 consistency of n-gain table 4 shows the average scores of written communication skills of students of class d and class b showing a grade of 0.00 with a significance level of p < 0.05, which means significant. figure 1 and table 4 show that rode learning models have a significant impact on improving students' communication skills in high criteria. the success of the rode learning models can be attributed to the fact that communication skills are emphasized throughout the model, beginning with reading (phase 1), outline (phase 2), discussion (phase 3), and evaluation (phase 4). in addition, according to the findings of kulgemeyer & schecker (2013); kulsum & nugroho (2014); oktaviani & nugroho (2015); qodry et al. (2016); sarwi et al. (2013) these stated students are given space to take responsibility for learning and building their knowledge through collaborative processes with their colleagues, building motivation to learn in completing learning tasks, exchanging ideas and ideas in completing the tasks given. these findings are inextricably linked to the rode learning model's design, which trains students' written communication skills. table 4 revealed no significant difference in n-gain of student communication skills between pgsd classes d and b after using the rode learning model. the results demonstrated that using the rode learning model consistently improved student communication skills. the role of the rode learning model and the right lecture tools in improving student communication skills cannot be separated from the consistency of improving student communication skills. after implementing the rode learning model, most students report improving their communication skills. based on slavin (2018), the rode learning model is consistent with vygotsky's social constructivist theory and has two main implications: 1) social learning; students learn by interacting with more capable adults and peers. 2) zone of proximal development; students learn best when the concept is in their development zone. furthermore, the rationality of the phase of the rode model is supported theoretically and empirically by several research findings of arends (2012); brookhart (2010); kulsum & nugroho (2014); https://doi.org/10.46627/silet.v3i3.170 https://scie-journal.com/index.php/silet the effect of rode learning model on enhancing students communication skills https://doi.org/10.46627/silet.v3i3.170 137 studies in learning and teaching https://scie-journal.com/index.php/silet moreno (2010); stavropoulou & stroubouki (2014); wangsa et al. (2017); woolfolk (2017) are inextricably linked to the success of the rode learning model in training and improving student communication skills. learning activities must be designed to generate curiosity, appropriate and stimulate student learning interests, connect the knowledge and experiences that students have with the material taught, and make students actively involved in learning, among other implications of motivation theory in the rode learning model (eggen & kauchak, 2015; moreno, 2010; slavin, 2018). behavioral learning theory has implications for modeling procedural behaviors, teaching new behaviors and attitudes, motivating students to learn behaviors already present, modifying inhibitory behaviors, focusing attention, invoking emotions, and giving practice to desired behavior in learning (arends., 2012; slavin, 2018; woolfolk, 2017). the implications of connectivism theory in the design of the rode learning model support the read phase of the model, where students are tasked with investigating and reading information sources and connecting them with prior knowledge to be used to develop knowledge, understanding, and completing learning tasks. additionally, the connectivism theory's openness concept promotes the outline and discussion phase, when students are urged to investigate the thoughts and opinions of their peers and engage in the learning process (carreño, 2014; corbett & spinello, 2020; downes, 2012). the principles of behavioral learning theory are applied in the evaluation phase so that during this phase, the lecturer gives rewards (praise) and rankings based on the assessments given by students, with particular attention paid to awards for student activities that refer to clear performance (arends., 2012; slavin, 2018). students make claims about the worth of something and explain their reasoning at this stage. lecturers' and students' participation in the evaluation process and cooperation are required for evaluation activities (brookhart, 2010; stavropoulou & stroubouki, 2014). using supporting learning theories and recommendations from previous research findings in the design of the rode learning model can overcome the shortcomings of the problem based learning and problem-solving learning models in terms of improving students' communication skills. this result is consistent with the research findings, which show a significant improvement in students' written communication skills in the high category and consistent ngain in both the limited test and the broad trial groups. conclusion rode's learning model application successfully increased students' writing communication skills in learning because the data revealed significant increases in the students writing communication skills in the high category. in addition, the student writing communication skills improved in high categories, n-gain improved significantly in high criteria, and consistent n-gain was observed in both restricted test groups and extended trials at the elementary school teacher study program. the limitations of this research are that the rode learning model is applied to the student level of the elementary school teacher education program with kinematics material. for further research, the rode learning model can be tested on high school students and junior high school students on other physics materials. acknowledgements the author's gratitude is conveyed to the ministry of research, technology and higher education, borneo tarakan university, surabaya state university, and the department of teacher education at lambung mangkurat university elementary school. references arends., r. i. 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(2020). analysis of communication skills of junior high school students on classification of living things topic. insecta: integrative science education and teaching activity journal, 1(1), 78. https://doi.org/10.21154/insecta.v1i1.2078 author (s): *arief ertha kusuma (corresponding author) faculty of teacher training and education, universitas borneo tarakan, jl. amal lama no 1 tarakan, indonesia email: artha13qren@gmail.com postgraduate program universitas negeri surabaya, jl. babatan unesa surabaya, indonesia email: arief.17070966005@mhs.unesa.ac.id https://doi.org/10.46627/silet.v3i3.170 https://scie-journal.com/index.php/silet mailto:artha13qren@gmail. mailto:arief.17070966005@mhs.unesa.ac.id the effect of rode learning model on enhancing students communication skills https://doi.org/10.46627/silet.v3i3.170 140 studies in learning and teaching https://scie-journal.com/index.php/silet wasis postgraduate program universitas negeri surabaya, jl. babatan unesa surabaya, indonesia email: wasis@unesa.ac.id endang susantini postgraduate program universitas negeri surabaya, jl. babatan unesa surabaya, indonesia email: endangsusantini@unesa.ac.id rusmansyah faculty of teacher training and education universitas lambung mangkurat jl. brigjend. hasan basri banjarmasin, indonesia email: rusmansyah@ulm.ac.id https://doi.org/10.46627/silet.v3i3.170 https://scie-journal.com/index.php/silet mailto:wasis@unesa.ac.id mailto:endangsusantini@unesa.ac.id mailto:rusmansyah@ulm.ac.id 429 too many requests whoops! too many requests 429 too many requests whoops! too many requests studies in learning and teaching (silet) vol.1, no.1, april 2020, pp. 1-2 issn: 2722-1857 1 journal homepage: https://scie-journal.com/index.php/silet the launch of studies in learning and teaching (silet) n suprapto1, b k prahani2*, m n s abdullah3, t-h cheng4 1,2universitas negeri surabaya, surabaya 60231, indonesia 3university of malaya, kuala lumpur 50603, malaysia 4national dong hwa university, hualien 97401, taiwan article info abstract article history: received march 31, 2020 revised april 6, 2020 accepted april 7, 2020 this short paper introduces „studies in learning and teaching‟ (silet) as a new journal. as an international peer-reviewed journal, silet aware of the quality of the content. the rational, the purpose, and the scope are illustrated as the opening speech of the journal. since the number of learning and teaching journals is still lacking in accommodating the ideas of researchers and scholars in the world especially in the domain of education, therefore, the existence of silet will fill the void of scientific discussion, especially in terms of “learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments, measurement and evaluation, educational statistics, books review of education and other learning-teaching issues”. keywords: journal silet learning teaching rationale having experience in developing a new journal called „studies in philosophy of science and education – sipose‟ (suprapto, ku, cheng, & prahani, 2020), we extend our dedication to the academic field. we, therefore launch a new journal in the learning and teaching domain, „studies in learning and teaching silet‟. this new journal will aim to advance and disseminate scientific research and discovery, “to publish high-quality studies in the areas of learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments, measurement and evaluation, educational statistics, and other learning-teaching issues” (scie-journal.com). as terheggen (2012) underlined, “every time a new journal is launched, we work hard to ensure it is a well-considered, and hopefully balanced, solution that meets the community‟s needs”. by following his tips in developing and launching a new journal, there are some considerations: (1) we deliberate whether this journal provides a perfect infrastructure for new topics. we need to look outside the box, and make sure whether the topic is of interest and fulfill the demand of the established community. we deliberate a wide range of factors, including the discussions with reader, our guess editors, other scholars, and other researchers. additionally, we should also consider the marketing process of the journal; highlight new topics and key words; and a smart study of citation analysis and citation maps. (2) we‟ve taken the judgment that a new journal is required and the time is suitable so what happens next? (terheggen, 2012). moreover, davidson (2008) offered some suggestions when launching a new journal:  “a new journal needs an active academic constituency which is large enough to supply a sustained flow of publishable articles”.  “a new journal should consider the community behind it”. many new journals resulted when the community should be growing robustly or undergoing fundamental change. if a subject is in steady state, researchers are likely to continue publishing their quality papers in the same journals they always have. studies in learning and teaching (silet) vol.1, no.1, april 2020, pp. 1-2 issn: 2722-1857 2 journal homepage: http://scie-journal/index.php/silet  “a new journal needs a vigorous, well networked editor to draw the community together around the new title”. for example, this journal is established due to the effort of some scholars from indonesia, malaysia, taiwan, japan, and australia. in the following year, the contribution of other scholars around the world is engaged. “if these elements are in place and all are essential then a series of „multipliers‟ can help the new title flourish even more” (davidson, 2008). currently, there are thirty (30) journals and proceedings based on the scimagojr with keywords „learning and teaching‟, i.e. “new direction for teaching and learning”wileyblackwell, “innovation in language learning and teaching”taylor & francis, “asiapacific forum on science learning and teaching”hong kong institute of education, “psychology learning and teaching”sage publications inc., “citizenship teaching and learning”intellect publishers, etc. (scimagojr, 2020). this number is still lacking in accommodating the needs of exploring learning and teaching. the existence of studies in learning and teaching (silet) will fill the void of scientific discussion, especially in terms of “learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments, measurement and evaluation, educational statistics, books review of education, and other learning-teaching issues” (sciejournal.com). it is noted that silet may relate to any age level from infants to adults. further details of submission procedures are posted on the journal website (https://scie-journal.com/index.php/silet/about). the editors welcome enquiries and suggestions from potential authors on nadisuprapto@unesa.ac.id and nadisuprapto@sciejournal.com. references davidson, b. (2008). launching a new journal with routledge and taylor & francis. editors’ bulletin, 4(3), 93-95. scie-journal.com. (2020). studies in learning and teaching (silet). retrieved from https://scie-journal.com/index.php/silet. scimagojr. (2020). lists journal in learning and teaching. retrieved march 30, 2020, fromhttps://www.scimagojr.com/journalsearch.php?q=learning+and+teaching. suprapto, n., ku, c.-h., cheng, t.-h., & prahani, b.k. (2020). editorial: the launch of studies in philosophy of science and education (sipose). studies in philosophy of science and education, 1(1), 1-3. retrieved from https://sciejournal.com/index.php/sipose/article/view/3. terheggen, p. (2012). deciding to launch a new journal: some factors we consider when deciding to add a new title to the elsevier collection. retrieved march 15, 2020, from https://www.elsevier.com/editors-update/story/publishing-trends/deciding-tolaunch-a-new-journal. corresponding author: binar kurnia prahani department of physics, faculty of mathematics and natural science, universitas negeri surabaya, jl. ketintang, surabaya 60231, indonesia email: binarprahani@unesa.ac.id 429 too many requests whoops! too many requests 429 too many requests whoops! too many requests 55 p-issn: 2722-399x; e-issn: 2722-1857 silet, vol. 3, no. 1, april 2022: 55-61 ©2022 studies in learning and teaching studies in learning and teaching homepage: https://scie-journal.com/index.php/silet email: silet@scie-journal.com studies in learning and teaching https://scie-journal.com/index.php/silet science technology engineering arts mathematics (steam) approach for learning science in junior high school *a kismawardani1, tukiran1, e hariyono1 1science education study program, postgraduate program, universitas negeri surabaya, indonesia article info abstract article history: received march 23, 2022 revised april 16, 2022 accepted april 26, 2022 available online april 30, 2022 this study aims to determine how the application of the steam approach to science learning in junior high school. the research was conducted by giving questionnaires to science subject teachers at the junior high school level in surabaya, sidoarjo, and several surrounding areas. based on the results of the questionnaire given to the science teacher, it showed that 72% of the steam approach had been understood by the science teacher, 12% said they did not understand the steam approach and the remaining 16% answered doubtfully whether they understood the steam approach in science learning. however, only about 50% of science teachers who understand carry out learning using the steam approach. as many as 28% stated the lack of supporting articles for implementing the steam approach. another result stated that 56% of teachers had difficulty in referencing learning tools with the steam approach which had to be adapted to school conditions and another 16% needed training to apply the steam approach to be applied in learning. based on the results obtained, the largest percentage needed by teachers to help implement science learning using the steam approach is the need for learning tools. therefore, steambased learning tools really need to be developed, especially for the science teaching and learning process. keywords: steam approach science learning https://doi.org/10.46627/silet introduction several countries have implemented science and engineering-based education which produces qualified graduates in that field. the application of science and engineering-based education is considered capable to improve the quality of human resources to face the 21st century (oecd, 2010). science and engineering skills have become common in several countries, especially in asia. science knowledge is acquired and developed based on a series of research conducted by scientists in search of answers to the questions "what?", "why?", and "how?" from the symptoms of nature and its application in technology and daily life (rahayu et al., 2012). students' understanding of science must be built through educational levels thus as adults, they can make decisions related to various issues and solve those issues scientifically. science learning provides direct experience to students increasing the ability of students to construct, understand, and apply the concepts that have been learned. trained students find themselves with various concepts in a holistic, meaningful, authentic, and applicable way for problem-solving purposes (taufik et al., 2012). in line with the theory of constructivism which states that students can build knowledge based on personal experience. the experience is based on what he has experienced with other people and his environment. qualified human resources generated by education can be a major strength to face and overcome problems in the 21st century. therefore, the application of education in the 21st http://u.lipi.go.id/1586183902 http://u.lipi.go.id/1587708325 https://scie-journal.com/index.php/silet mailto:silet@scie-journal.com https://scie-journal.com/index.php/silet https://doi.org/10.46627/silet science technology engineering arts mathematics (steam) approach for learning science in junior high school https://doi.org/10.46627/silet.v3i1.101 56 studies in learning and teaching https://scie-journal.com/index.php/silet century requires a variety of skills that must be mastered by people. thus, it is hoped that education can prepare students to master various skills thus they become successful individuals in life. significant skills in the 21st century are still relevant to the four pillars of life which include learning to know, learning to do, learning to be, and learning to live together. each of the four principles contains specific skill which needs to be empowered in learning activities, such as critical thinking skill, problem-solving, metacognition, communication skill, collaboration, innovation and creation, information literacy, and various other skills (zubaidah, 2016). to meet 21st-century education standards and prepare for the global world of work, innovations in education can be carried out, one of which is by integrating the steam approach into learning. the steam (science technology engineering art and mathematics) approach is a development of the stem (science technology engineering mathematics) approach with the addition of art elements. adding an artistic element to this stem approach will be further enriched by several things that are connected to the art element. arts can be applied arts (sculpture, graphics, crafts, painting), communication media (literature, advertising, multimedia, official media, etc.), performance (film, drama, theater, music, dance, etc.), lifestyle (fashion, interior design, product design, etc.), and character (culture, behavior, attitudes, etc.) (liliawati et al., 2017). integrating and implementing the steam approach in the curriculum in indonesia is not an easy thing. it requires the creativity and skill of teachers to integrate the learning process based on the curriculum by integrating and implementing aspects of steam thus the learning outcomes can generate students who are ready to face the world in the 21st century. they are students who have the ability and proficiency in solving everyday problems that cannot be separated from the use of technology and innovation. in line with the demand for qualified education, all aspects must be well prepared, apart from the curriculum aspect, as well as the abilities of the educators. prospective educators must be well and professionally prepared to be able to realize students who master and be able to carry out the four pillars of life according to the skills needed in the 21st century, yet still, be able to carry out and follow the learning based on the applicable curriculum. educators must be more creative, innovative, and skilled in the field of communication and technology). educators must be able to stimulate students to use the four principles needed in the 21st century. the educators must not only master and have the skills and also apply them to the students, but they must be able to recognize the extent of students' ability to catch new things. each student learns in different ways. therefore, educators are challenged to find ways to help all students learn effectively. the application of learning using the steam (science, technology, engineering, arts, and mathematics) approach is one of the breakthroughs for education in indonesia that seeks to develop people who can create science and technology-based economy. through steam, students are encouraged to think comprehensively with problem-solving patterns based on five aspects. steam aims to teach students to think critically and have techniques or designs to solve problems obtained based on mathematics and other knowledge. this learning is one of the solutions to answer the challenges of the 21st century which require people to have technology and information management skills, learn and innovate, have a career and global awareness, and have character to meet the high market demand for products based on science, technology, and art. this study aims to analyze the application of the steam approach, especially in science learning in junior high schools. the implementation of this research is expected to be useful for various circles, the schools, students, and of course the educators. it is hoped that this research will be able to provide an overview of how the steam approach is applied in indonesia. furthermore, it is hoped to help to figure out what is needed to apply the steam learning approach. the results of this study will become the evaluation of the steam application in indonesia, especially in sidoarjo, surabaya, and the surrounding areas. https://doi.org/10.46627/silet.v3i1.101 https://scie-journal.com/index.php/silet science technology engineering arts mathematics (steam) approach for learning science in junior high school https://doi.org/10.46627/silet.v3i1.101 57 studies in learning and teaching https://scie-journal.com/index.php/silet the application of learning with the steam approach is integrated with the field of science based on conditions in everyday life through a scientific approach that allows students to become individuals who take the initiative, are creative, and are innovative. because the content of steam learning is connected across disciplines (gunawan et al., 2019). steam can be a very important paradigm for teaching and learning science to be more creative and artistic. the steam approach is expected to be able to make students feel comfortable so that they can better understand the concept to be conveyed and apply it in their daily life and can explore their potential in themselves. through steam, participants not only strengthen their learning in all of these disciplines, but through these disciplines students also get the opportunity to explore and make connections between technology, art, engineering, science, and mathematics (henriksen, 2014). research method this research involved science educator respondents from various junior high schools in sidoarjo, surabaya, and areas around east java, indonesia. this study used a descriptive quantitative approach using instruments created by the researchers through google forms which were distributed online. the data analysis used descriptive analysis, based on questionnaires distributed to science teachers at junior high schools level. the questionnaire given to the junior high school science teachers included (1) teachers' understanding of the steam approach, (2) application of the steam approach to science learning, and (3) hindrance in applying the steam approach to the implementation of science learning. results and discussion the questionnaire was given to junior high school science teachers in sidoarjo, surabaya, and surrounding areas. the subjects were filled by 25 science teachers with the following presentations: table 1. percentage of junior high school science teacher respondents areas percentage sidoarjo 56% surabaya 32% other areas 12% based on the results of the questionnaires that had been distributed to junior high school science teachers, in the first indicator (1) junior high school science teachers' understanding of the steam approach, it is known that 80% of them have understood the steam approach, while 11% of teachers answered that they did not understand the steam approach, and 9% expressed doubts about understanding what is meant by the steam approach. the following is a diagram of the results of the question of whether the educators have previously known about the steam approach. figure 1. junior high school science teachers’ responses regarding the steam approach comprehension 72% 12% 16% comprehend the steam approach uncomprehend the steam approach https://doi.org/10.46627/silet.v3i1.101 https://scie-journal.com/index.php/silet science technology engineering arts mathematics (steam) approach for learning science in junior high school https://doi.org/10.46627/silet.v3i1.101 58 studies in learning and teaching https://scie-journal.com/index.php/silet the steam approach itself is a development of stem (science, technology, engineering, mathematics) approach. (katz-buonincontro, 2018) defines steam as the integration of art disciplines into the curriculum and learning in the areas of science, technology, engineering, and mathematics (stem). art elements are combined in stem as the basis for other better and more interesting needs thus the outcomes or products resulting from steam-based learning contain elements of art in the learning process. the integration of artistic elements in steam can provide opportunities for students to create and innovate in the form of artistic creativity which is integrated into learning outcomes. creativity means the imaginative thinking power of students in realizing the products obtained from learning in accordance with the indicators used. applicable indicators may include, problem finding, product effectiveness, scientific work, problem-solving ability through science, experimentation, and product design (dwikoranto et al., 2020) steam products do not only contain cognitive aspects but they will contain several others such as affective and psychomotor aspects which can be developed in general by students in facing the era of the industrial revolution 4.0. one of the subjects that can be implemented based on steam is science. the concept of steam-based education emerged as a model of how the boundaries between traditional academic subjects can be removed thus science, technology, engineering, arts, and mathematics can be structured into an integrated curriculum (connor et al., 2015). therefore, the process of combining the existing education and steam programs must be carried out without causing any conflict (bati et al., 2018). the main objective of implementing education with an environmental science approach is to develop environmental-based insights (orion, 2007). an approach to science learning is needed to train students to bring up their skills scientifically. the approach to learning will arouse curiosity and motivate students to carry out scientific process skills and be able to solve problems through a scientific approach (utami & murti, 2018). the result of indicator (2) the application of the steam approach to science learning in junior high schools is different from the acquisition of the first indicator. although the diagram above states that as many as 72% of teachers understand steam, however, only 50% of them have implemented the steam approach. this result can be seen in the following diagram: figure 2. implementation of the steam approach in science learning the stem approach has been known since 2000 in the united states and then this approach was developed by adding elements of arts. the addition of art elements to this approach is expected to be able to encourage students to foster a high sense of creativity. steam education aims to increase students’ success, self-confidence, and interest in science, facilitate integrated understanding of science, technology, engineering, arts, and mathematics, and nurture creativity and talents they have (kim & chae, 2016). the results of the questionnaires distributed to junior high school science teachers in sidoarjo, surabaya, and surrounding areas in the province of east java, indonesia show that not 50% 17% 33% 0% 10% 20% 30% 40% 50% 60% implemented the steam approach uninterested to implement the steam approach do not implement the steam approach yet https://doi.org/10.46627/silet.v3i1.101 https://scie-journal.com/index.php/silet science technology engineering arts mathematics (steam) approach for learning science in junior high school https://doi.org/10.46627/silet.v3i1.101 59 studies in learning and teaching https://scie-journal.com/index.php/silet many of them have implemented learning using the steam approach. the data obtained from the questionnaire found that 33% of teachers have never applied learning using the steam approach, from the questionnaire which was given; it does not indicate that the teachers are still interested in implementing learning using the steam approach. based on the percentage results, it was found that 50% of them have applied the steam approach to learning, and as many as 3 out of 25 people or a percentage of 17% are not interested in implementing the steam approach to learning. based on the results of the responses given, there are some factors causing teachers to be not interested or less interested when implementing steam-based learning. it is hoped that in its implementation, the steam approach will not only give benefit to the students. steam is also expected to increase the activeness of educators during the learning process. one of the factors is the lack of specific literacy for learning related to the steam approach since the steam approach itself seems still new, even though it has been frequently adapted for school learning in other countries. the factors that make the steam approach less implemented can be seen in the teachers’ response to the questionnaire given to indicator 3 regarding the obstacles to implementing the steam approach in learning. the questionnaire result is attached in figure 3. figure 3. obstacles of the application of the steam approach based on the data generated, it is known that as many as 56% of teachers need guidance on developing learning tools using the steam approach. 18% of them stated that the application of the steam approach requires particular training in implementing steam-based learning. furthermore, about 28% of teachers need literacy such as articles, journals, or books related to the application of steam learning. the main need for teachers in implementing the steam-based approach is learning tools, then literacy and the last is the need for training to apply the steam approach. tools are devices or equipment, while learning is a process or way of making people to learn (prasetyo, 2011). permendikbud no. 65 of 2013 concerning standard of elementary and junior high school education process states that the preparation of learning tools is part of learning planning. learning planning is designed in the form of a syllabus and lesson plans (rpp) which refer to the standard of the content. besides that, learning planning also includes the preparation of media and learning resources, assessment tools, and learning scenarios. according to permendikbud no. 81 a of 2013 concerning the implementation of the general guidelines for learning curriculum, the first stage in learning according to the standard process is learning planning which is realized by the preparation of a learning implementation plan (rpp). furthermore, it is explained that the lesson plan is a learning plan developed in detail from a specific subject matter or theme that refers to the syllabus. rpp includes several things, namely: (1) school data, subjects, and classes/semesters; (2) main material; (3) time allocation; (4) learning objectives, basic competency, and indicators of competency achievement; 28% 56% 18% 0% 10% 20% 30% 40% 50% 60% literacy (scientific articles) learning tools training of the steam approach application https://doi.org/10.46627/silet.v3i1.101 https://scie-journal.com/index.php/silet science technology engineering arts mathematics (steam) approach for learning science in junior high school https://doi.org/10.46627/silet.v3i1.101 60 studies in learning and teaching https://scie-journal.com/index.php/silet (5) learning materials; learning methods; (6) media, tools and learning resources; (7) the steps for learning activities; and (8) assessment. learning tools are needed when the teaching and learning process takes place. in applying the steam approach, special developments are required that must be in accordance with the conditions of the school and the environment the student lives in. while the media itself is an intermediary or conveyor of messages from sender to recipient of messages. media can be humans, materials, or events that build conditions that enable students to acquire knowledge, skills, or attitudes (hamruni, 2013). learning media is a means to build communication interactions from educators to students that are educational (arsyad, 2011) and channel messages or content, stimulate thoughts, feelings, attention, and abilities, thus encouraging teaching and learning. the learning media referred to are books, recording devices, tapes, video cameras, video recorders, films, slides (pictures), photos, pictures, graphics, television, and computers. conclusion based on the research that has been done, it can be concluded that of the 25 teachers who filled out the questionnaire stated that 72% knew and understood the steam approach. however, in practice, only 50% of teachers are able to apply this approach in science learning. based on the descriptions obtained, the teacher explains the obstacles faced in implementing the steam approach in learning. some of the factors that cause it include the lack of articles related to the steam approach, the need for the development of steam-based tools, and the lack of training in the implementation of steam in schools. based on the statements described, as many as 56% stated that the need for reference devices with the steam approach was very much needed. therefore, it can be concluded that there is a need for a steam-based learning tool to be developed so that it can be a reference in the application of the steam approach in each school. references connor, a. m., karmokar, s., & whittington, c. (2015). from stem to steam: strategies for enhancing engineering & technology education. international journal of engineering pedagogy (ijep), 5(2), 37-47. https://doi.org/10.3991/ijep.v5i2 arsyad, a. (2011). media pembelajaran. pt raja grafindo persada. bati, k., yetişir, m. i., çalişkan, i., güneş, g., & saçan, e. g.|chapman, d. l. (reviewing editor). (2018) teaching the concept of time: a steam-based program on computational thinking in science education. cogent education, 5(1). https://doi.org/10.1080/2331186x.2018.1507306 katz-buonincontro, j. 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(2014). full steam ahead: creativity in excellent stem teaching practices. the steam journal, 1(2). https://doi.org/10.5642/steam.20140102.15 gunawan, p., ernawati, a., hasnawati, asmar, s., masdafi, rusdiana, & amrullah, f. 2019. model pembelajaran steam (science, technology, engineering, art, mathematics) dengan pendekatan saintifik. repositori institusi kemendikbud. http://repositori.kemdikbud.go.id/id/eprint/18412 https://doi.org/10.46627/silet.v3i1.101 https://scie-journal.com/index.php/silet https://doi.org/10.3991/ijep.v5i2 https://doi.org/10.1080/2331186x.2018.1507306 https://doi.org/10.1080/10632913.2017.1407979 https://doi.org/10.46627/silet.v1i3.36 https://doi.org/10.5642/steam.20140102.15 http://repositori.kemdikbud.go.id/id/eprint/18412 science technology engineering arts mathematics (steam) approach for learning science in junior high school https://doi.org/10.46627/silet.v3i1.101 61 studies in learning and teaching https://scie-journal.com/index.php/silet kim, h., & chae, d-h. (2016). the development and application of a steam program based on traditional korean culture. eurasia journal of mathematics, science and technology education, 12(7), 1925-1936. https://doi.org/10.12973/eurasia.2016.1539a liliawati, w., rusnayati, h., purwanto, & aristantia g. (2017). implementation of steam education to improve mastery concept. the 2nd annual applied science and engineering conference. bandung: iop conference series: materials science and engineering, 288. https://doi.org/10.1088/1757-899x/288/1/012148 oecd. (2010). pisa 2009 results: what students know and can do: student performance in reading, mathematics and science (volume i). oecd publishing. https://doi.org/10.1787/9789264091450-en orion, n. (2007). a holistic approach for science education for all. eurasia journal mathematics, science and technology education, 3(2), 111-118. https://doi.org/10.12973/ejmste/75382 rahayu, p., mulyani, s., & miswadi, s. s. (2012). pengembangan pembelajaran ipa terpadu dengan menggunakan model pembelajaran problem base melalui lesson study. jurnal pendidikan ipa indonesia, 1(1), 63-70. https://doi.org/10.15294/jpii.v1i1.2015 taufik, m., sukmadinata, s., abdulhak, i., & tumbelaka, b. y. (2012). desain model pembelajaran untuk meningkatkan kemampuan pemecahan masalah dalam pembelajaran ipa (fisika) sekolah menengah pertama di kota bandung. berkala fisika, 13(2), 31-44. utami, a. u., & murti, s. c. c. (2018). the effectiveness of scientific approach-based science learning materials to educate students science literacy. jpps (jurnal penelitian pendidikan sains), 8(1). https://doi.org/10.26740/jpps.v8n1.p%25p zubaidah, s. (2016). keterampilan abad ke-21: keterampilan yang diajarkan melalui pembelajaran. seminar nasional pendidikan dengan tema “isu-isu strategis pembelajaran mipa abad 21”, program studi pendidikan biologi stkip persada khatulistiwa sintang kalimantan barat. author (s): * arum kismawardani (corresponding author) science education study program, postgraduate program, universitas negeri surabaya, jl. ketintang, surabaya 60231, indonesia email: arum.18019@mhs.unesa.ac.id tukiran science education study program, postgraduate program, universitas negeri surabaya, jl. ketintang, surabaya 60231, indonesia email: tukiran@unesa.ac.id eko hariyono science education study program, postgraduate program, universitas negeri surabaya, jl. ketintang, surabaya 60231, indonesia email: ekohariyono@unesa.ac.id https://doi.org/10.46627/silet.v3i1.101 https://scie-journal.com/index.php/silet https://doi.org/10.12973/eurasia.2016.1539a https://doi.org/10.1088/1757-899x/288/1/012148 https://doi.org/10.1787/9789264091450-en https://doi.org/10.12973/ejmste/75382 https://doi.org/10.15294/jpii.v1i1.2015 https://doi.org/10.26740/jpps.v8n1.p%25p mailto:arum.18019@mhs.unesa.ac.id mailto:tukiran@unesa.ac.id mailto:ekohariyono@unesa.ac.id 429 too many requests whoops! too many requests 429 too many requests whoops! too many requests 429 too many requests whoops! too many requests 97 p-issn: 2722-399x; e-issn: 2722-1857 silet, vol. 3, no. 1, april 2021: 97-106 ©2022 studies in learning and teaching studies in learning and teaching homepage: https://scie-journal.com/index.php/silet email: silet@scie-journal.com studies in learning and teaching https://scie-journal.com/index.php/silet blended approach to physics problem-solving using conventional and virtual labs: a survey of student’s perception *m pal1, rinki1 1department of teacher education, central university of south bihar, india article info abstract article history: received march 26, 2022 revised april 27, 2022 accepted may 17, 2022 available online may 18, 2022 physics education entails rigorous problem-solving. but physics is full of abstraction and mathematical representations, which are hard to visualize. hence, understanding the problems requires constant lab activities essential to physics problem-solving. but due to limited equipment and limited periods of usage in conventional labs, virtual labs are an alternative with their own set of limitations. so, a blend of the two virtual and conventional labs is a better option for problem-solving. a mixed-method approach was adopted to know the perception of higher secondary students towards this blended approach. for this, 150 cbse board higher secondary students of science stream selected using convenient sampling from lucknow were surveyed using a likert-type perception scale comprising 15 items followed by an unstructured interview to know the preferred mode for physics problem-solving. the data so obtained were expressed in percentages. the study revealed that most students agreed with the overall perceived benefits of using conventional and virtual labs separately. but due to the inherent problems of these labs separately, students perceived the benefits offered by the blend of conventional and virtual labs in physics problem-solving more than using them separately. a blend of conventional and virtual labs should be used more often. keywords: perception higher secondary students problem-solving blend conventional and virtual labs https://doi.org/10.46627/silet introduction problem-solving is an indispensable, inevitable, and inseparable part of science education (ceberio et al., 2016; ibrahim & rebello, 2012). it is central to physics education also as physics is one of the main components of science education (adams & wieman, 2015; docktor & mestre, 2014; docktor et al., 2010). it is a mechanism incorporated into learning physics to judge whether the concept has been learned (docktor et al., 2016; ceberio et al., 2016). a lot many versions of the definition of problem-solving exist. some defined it as a form of discovery learning that acts as a bridge between a learner’s prior knowledge and the solution of a problem (ausubel, 1971). some others viewed it as a cognitive process directed towards achieving a goal when there is no obvious solution to the problem (meyer, 1992). it instills among the learners critical thinking, which is essential for decision-making skills (ritchie & thompson, 1988). but, problem-solving in physics is a herculean task as it involves abstract concepts that are hard to realize (çildir, 2005). so, it requires constant experimentation to enable the visualization of concepts, thereby reducing the abstractness (ceberio et al., 2016). hence, when conventional lab experiences support these, problem-solving becomes easy. these labs not only help students to understand concepts but also enable them to define and explain the laws and theories through hands-on activities (bajpai, 2013). but these conventional labs are sometimes hard to http://u.lipi.go.id/1586183902 http://u.lipi.go.id/1587708325 https://scie-journal.com/index.php/silet mailto:silet@scie-journal.com https://scie-journal.com/index.php/silet https://doi.org/10.46627/silet blended approach to physics problem-solving using conventional and virtual labs: a survey of student’s perception https://doi.org/10.46627/silet.v3i1.102 98 studies in learning and teaching https://scie-journal.com/index.php/silet access and lack sufficient physical equipment (yang & heh, 2007) that are either very costly or require a lot of maintenance, thus, rendering lab activities unviable and costly affair. so, there arises a need to look for alternatives, and the virtual lab is one such alternative. these laboratories have striking features that make them unique, like being safe to use without any constraints of time involved (de-jong et al., 2013; ceberio et al., 2016). their design is such that they provide sufficient problem-solving activities to the students that may vary to a degree (yuliati et al., 2018). apart from these, students also have the flexibility to work either alone or in small groups towards completing lab activities and receive immediate feedback from the computer simulations (darrah et al., 2014). hence, virtual labs play an indomitable role in problem-solving. but these labs also have certain limitations, such as less face-to-face interaction (asal & blake, 2006) and less recognition by accrediting agencies (pyatt & sims, 2007; darrah et al., 2014). so, there is a need to implement a combination of these two, conventional as well as virtual labs, to solve the problems in physics. these invigorations of the features of both complement each other, thus making the combination of the two an invincible one. this combination that takes into account both online activities and face-to-face learning is called the blended approach to learning (allen et al., 2007). so, students learn face-to-face in the classroom and concomitantly online outside the classroom. therefore, in the present study, students of higher secondary stage study the physics problems content in the conventional labs as well as in virtual labs. though the blended approach to learning has been very effective in increasing the performance outcome, motivation, and science communication skills in physics courses (rahmawatiet al., 2017), their usefulness in physics problem-solving is yet to be established. even more specifically, the role of the blended approach in problem-solving through experimentation in conventional labs and virtual labs and the perception of higher secondary stage students about this is yet to be explored that is dealt with in this study. problem-solving skill is a higher-order and complex cognitive process (docktor & mestre, 2014; yuliati et al., 2018) that is attained by a person when he understands the concepts well. consequently, students find it hard to derive the meaning of the problem and hence cannot link it to their knowledge structure for that particular content area. therefore, this was identified to be the basic reason by many researchers (nakhleh, 1993). in physics education, it is concerned with abstract symbols rather than the physical meaning of the concepts. due to the abstract nature of concepts in physics, it is difficult to realize the problems (jian-hua & hong, 2012). hence, these abstract concepts must be related to more concrete descriptions for students to understand the symbolic representations (rosengrant et al., 2009; yuliati et al., 2018). so, problem-solving, when accompanied by lab activities, improve problem-solving skills (hofstein, 2004) and is vital to physics teaching and learning. conventional labs provide handson activities that give students procedural skills and develop among them an inquiry skill with which they explore the world around them. in addition, these labs also develop a positive attitude (yeşilyurt et al., 2005) and a scientific perspective (orbay et al., 2003). but it has its own set of disadvantages. they are hard to maintain and are a costly affair. further, inadequate equipment prevents desired level of learning among the learners (ayas et al., 2002), and limitations on hours of usage (demir et al., 2011). so, virtual labs are a fruitful endeavor that technological advances have offered. physical labs are not sufficient to fulfill the various needs of diverse learners, so virtual labs emerged as an alternative. these labs are platforms that contain simulated experiments that are remotely triggered, and students learn the scientific concepts that govern the experiments through visualization and practice (jones, 2018). they mock conventional physical labs, and they overcome many of the obstacles faced by students, such as safety, flexibility in conducting experiments and affordability, and no constraints in conducting experiments (tüysüz, 2010). these labs positively affect students’ lab experiences (asikoy & isek, 2017). they also help to visualize the concepts and allow one to answer the questions (shih et al., 2016). https://doi.org/10.46627/silet.v3i1.102 https://scie-journal.com/index.php/silet blended approach to physics problem-solving using conventional and virtual labs: a survey of student’s perception https://doi.org/10.46627/silet.v3i1.102 99 studies in learning and teaching https://scie-journal.com/index.php/silet virtual labs are found to be effective in problem-solving of the students as they cater to different learning styles of students (gunawan et al., 2017). they also found these labs to be more effective in problem-solving than conventional labs and enhance problem-solving ability, thereby making them far better planners and motivated to implement problem-solving more frequently. at the same time, the problem-solving ability of students is greatly enhanced by feedback in online learning activities reported by demiraslan-çevik et al. (2015). besides this, students’ literacy skills, such as those in designing graphs and predictions, are improved by experiments using computer programs (subali et al., 2017). though these labs have some noteworthy benefits yet have their own set of limitations such as idealized data, lack of collaboration, and the absence of interaction with real equipment (hofstein & lunetta, 1982; nedic et al., 2003), less face-to-face interaction (asal & blake, 2006), less approved by accrediting agencies (pyatt & sims, 2007; darrah et al., 2014). so, it is advantageous to use a blend of conventional and virtual labs in problem-solving. this allows one to overcome the limitations of both by complementing each other. learning with virtual labs has the advantage of making the invisible appear and also providing multiple representations of the concepts that are abstract (ceberio et al., 2016). this paper is dedicated to this problem to know the perception of higher secondary students towards this approach. the perception of higher secondary students matters the most as it is an important stage in the indian education system which acts as a bridge between school and university education (national council of educational research and training, n.d). at this stage, students streamline themselves towards their careers. hence, the perception of the students plays a critical role in problem-solving. in this regard, koç (2015) reported a significant relationship between primary school students’ perceptions of problem-solving skills and their learning process need for help. not only this, female students see themselves all the more emphatically as far as problemsolving skills than their male counterparts. so, from the literature review, it is concluded that though abundant literature exists on problem-solving that has focused its attention on it as a standalone problem, it is either none or very little in the context of conventional and virtual labs. the investigator also found a dearth of studies using the blended approach of conventional and virtual labs on physics problemsolving. so, this is a pertinent problem to know the perception of students about such an approach to problem-solving. at the same time, no such study was found to be conducted in india, particularly in lucknow. apart from this, problem-solving is an inseparable part of physics education, so it should be dealt with serious thought as the technological advancement of any nation depends on how its citizens make use of their learning in solving problems of day-to-day life. therefore, the objections of this research are: 1. to find the perceptions of higher secondary students towards problem-solving in physics using a conventional lab. 2. to find the perceptions of higher secondary students towards problem-solving in physics using virtual labs. 3. to find the perceptions of higher secondary students towards problem-solving in physics by using a blend of conventional and virtual labs. 4. to find the preferred mode of physics problem-solving among conventional labs, virtual labs, and blended approaches. research method the population for this descriptive research comprised of higher secondary students of lucknow city. out of this, a sample of 150 class xi science stream students of lucknow was selected using convenient sampling studying in cbse boards that included both boys and girls. only students studying in the higher secondary stage were included in the study. they were then surveyed for data collection using a questionnaire of likert-type. an unstructured interview was also conducted to know the preferred mode of physics problem-solving by the https://doi.org/10.46627/silet.v3i1.102 https://scie-journal.com/index.php/silet blended approach to physics problem-solving using conventional and virtual labs: a survey of student’s perception https://doi.org/10.46627/silet.v3i1.102 100 studies in learning and teaching https://scie-journal.com/index.php/silet students. the data obtained from the survey were analyzed using percentages and frequency counts. they were then presented in the form of tables and graphs, and interpreted. the study is divided into four sections. the first section dealt with perception towards problem-solving in conventional labs, while the second section was to know the perception of higher secondary students towards the use of virtual labs for problem-solving in physics. the third section revealed the perception of higher secondary students towards the use of a blend of conventional and virtual labs in problems-solving in physics. the fourth section represents the data resulting from the interview that was intended to know students' preferred choices for physics problem-solving among conventional labs, virtual labs, and blended approaches. the tool used for data collection a 15-item perception scale developed by the research scholar was used for data collection. the scale items were likert-type, ranging from strongly disagree to strongly agree. the scale was developed on three dimensions, namely, • perception of higher secondary students towards the use of conventional labs for problem-solving in physics • perception of higher secondary students towards the use of virtual labs for problemsolving in physics • perception of higher secondary students towards the use of a blend of conventional and virtual labs in problems-solving in physics it had 13 positives and two negative items. the positive items were scored 5 for strongly agree and 1 for strongly disagree, while the negative items were scored 5 for strongly disagree and 1 for strongly agree. an unstructured interview was also conducted to know the preferred mode for physics problem-solving among conventional labs, virtual labs, and blended approaches. results and discussion the data obtained from the survey were tabulated in three tables and were interpreted. table 1. perception towards physics problem-solving in conventional labs no. item agree (percentage) disagree (percentage) neither (percentage) 1 the lab activities are quite engaging 65.3 28 6.7 2 they provide handson activities 80 6 14 3 they develop decision-making skills 65.3 15.4 19.3 4 they develop planning skills 73.3 12 14.7 as much as 65.3% of students agreed with the fact that lab activities keep students engaged, while 28% expressed disagreement with it. besides this, 80% of students were found to be supportive of the fact that conventional labs provide hands-on activities. however, hardly 6% of students felt otherwise. additionally, 65.3% of students agreed that traditional labs developed decision-making skills when others disagreed with the fact, and they accounted for 15.4%. also, 73.3% of students supported the fact that conventional labs develop planning skills, whereas 12% did not support this (table 1). table 2. perception towards physics problem-solving in virtual labs no. items agree (percentage) disagree (percentage) neutral (percentage) 1 it reduces abstraction in concepts 69.4 18.7 12 2 it does not increase the 36 56.7 7.3 https://doi.org/10.46627/silet.v3i1.102 https://scie-journal.com/index.php/silet blended approach to physics problem-solving using conventional and virtual labs: a survey of student’s perception https://doi.org/10.46627/silet.v3i1.102 101 studies in learning and teaching https://scie-journal.com/index.php/silet visualization of problems in physics 3 it makes experimentation less feasible 43.3 50 6.7 4 it is more economical 63.3 18.6 18 5 it encourages experimentation 70.6 17.4 12 though, 69.4% of students supported the fact that virtual labs reduce abstraction in the concepts, while 18.7% disagreed with it. when speaking of visualization of the concepts, 56.7% of students expressed disagreement that virtual labs do not increase visualization of the complex phenomenon, and only 36% of students agreed with it. furthermore, 43.3% of students agreed that virtual labs make experimentation less feasible, but half of the students disagreed with this. meanwhile, 63.3% of students perceived virtual labs to be more economical, but 18.6% opposed them. at the same time, 70.6% of students felt that virtual labs encourage experimentation, while 17.4% discarded this view (table 2). table 3. perception of students towards physics problem-solving using a blend of conventional and virtual labs no. item agree (percentage) disagree (percentage) neutral (percentage) 1 the blend boosts confidence for problem-solving in physics 66.7 16.7 16.7 2 the blend encourages problemsolving in physics collaboratively 70.6 13.4 16 3 the blend develops higher-order thinking skills by problem-solving 73.4 12.7 14 4 the blend develops novel ideas for problem-solving in physics 64.7 24.0 11.3 5 the blend will change the outlook of students towards problemsolving in physics 71.3 13.4 15.3 6 the blend of conventional and virtual labs is more successful in problem-solving than traditional. 74.7 12 13.3 out of the total, 66.7% agreed to the fact that the blend of virtual labs and traditional labs will contribute to a boost in confidence for problem-solving in physics, whereas 16.7% disagreed with it. in addition to this, 70.6% of students accepted the view that a blend of virtual and traditional labs surely encourages students to solve problems in physics with their peers collaboratively. on the other hand, 13.4% of students expressed disagreement. furthermore, 73.4% of students agreed with the fact that the blend of virtual and traditional labs contributes to the development of higher-order thinking skills, whereas 12.7% of students disagreed with it. besides this, 64.7% accepted the point that the blend of virtual and traditional labs helps develop novel ideas for problem-solving in physics, while 24% were against it. moreover, 71.3% of students supported that the combination of virtual and traditional labs will change the outlook of students toward problem-solving in physics, and a mere 13.4% of students did not accept this. notably, 74.7% of students agreed to the fact that the blend of conventional and virtual labs will be more successful in problem-solving than just the traditional labs or virtual labs (table 3). an unstructured interview was also conducted to know the preferred mode of physics problem-solving among conventional, virtual, and a blend of these two among higher https://doi.org/10.46627/silet.v3i1.102 https://scie-journal.com/index.php/silet blended approach to physics problem-solving using conventional and virtual labs: a survey of student’s perception https://doi.org/10.46627/silet.v3i1.102 102 studies in learning and teaching https://scie-journal.com/index.php/silet secondary students and the reason behind their preference. the results are as follows in figure 1: figure 1. students preferred mode for physics problem-solving eighty students preferred the blended approach for problem-solving and were highly preferred, while 37 students chose virtual labs and reasoned that they combine features of both conventional and virtual labs. however, only 33 students opted for conventional labs that were least preferred and opined that they gain real experiences that nothing can replace and be a substitute. but 37 students opted for virtual labs and concluded that they provide visualization of the abstract concepts that are hard to realize otherwise (figure 1). in the study, students perceived conventional lab activities to be engaging. they provide students an opportunity for hands-on activities as they get a chance to manipulate physical equipment. it also allows them to experience the subtleties of experimentation. additionally, working with real equipment enhances the decision-making skills of the students (okeke, 1995) while making them be better planners of the task. all these features of conventional labs help students to be better problem-solvers by enabling them to solve the problem by doing. but the limitations of space and time, the cost associated with the conventional labs, insufficiency of equipment, limited laboratory hours, and safety (yang & heh, 2007; ullah et al., 2016; rodríguez et al., 2012) make it hard to use them all the time. therefore, it was the least preferred for problem-solving. so, virtual labs pose to be an alternative. most of the students perceived virtual labs to reduce abstractionism in concepts by providing mental models of the concepts, and also keep the students actively engaged in their learning processes (finkelstein, 2005; junglas, 2006). so are very useful in learning the concepts (docktor et al., 2016; ceberio et al., 2016). additionally, it enhances the visualization by providing multiple representations of the phenomena supported by ceberio et al., (2016). the virtual labs also make experimentation more feasible since no time bounds are imposed (dejong et al., 2014; ceberio et al., 2016). these are accessible from anywhere and anytime without the worries of space and time. also, these labs are far more economical (de-jong et al., 2013) as only the initial cost accrued in developing the software. so they are less pricey than sophisticated instruments in conventional labs. but these have some noteworthy limitations too. owing to the benefits, it was the second choice of the students. thus, the study revealed that students perceived a blended approach of experimentation using virtual and conventional labs to instill and boost confidence among the students as the students can either practice the experiments before entering the physical lab (dyrberg et al., 2016; kolil et al., 2020) or use them for practicing the experiments after working with physical 33 37 80 0 10 20 30 40 50 60 70 80 90 conventional labs virtual labs blended approach n u m b e r o f st u d e n ts mode preferred for physics problem-solving https://doi.org/10.46627/silet.v3i1.102 https://scie-journal.com/index.php/silet blended approach to physics problem-solving using conventional and virtual labs: a survey of student’s perception https://doi.org/10.46627/silet.v3i1.102 103 studies in learning and teaching https://scie-journal.com/index.php/silet equipment in conventional labs. moreover, they can repeat them whenever they wish to (herga et al., 2016). hence it hones the problem-solving ability of the students while performing physical experiments (avramiotis & tsaparlis, 2013) and sharpens their critical thinking skills (mashami & gunawan, 2018). this deepens the knowledge that leads to a better understanding of physics problems. so, students are encouraged to problem-solving in physics collaboratively. hence the students develop higher-order thinking skills and look for novel ideas for solving the physics problem. most prominently, students also believed the approach to change the complete outlook toward problem-solving and predicted this combination to be more successful in physics problem-solving than either conventional or virtual labs alone. hence, the blended approach is a novel approach that overcomes the limitations of both the conventional and virtual approaches giving students a chance to explore the problems from different angles and making it the highest in preference in comparison to either conventional labs or virtual labs. thus, enabling the students to approach the problem in multiple ways. thereby making physics problem-solving much more interesting, leading to meaningful learning. therefore, it is of far more value in science education (de-jong, linn, and zacharia, 2013). so, this was the first preference of the students for physics problem-solving. conclusion the study revealed that students perceived virtual labs as effective tools for problem-solving in physics. but due to the limitations that the virtual labs pose, it is highly recommended to use a mix of the two, conventional and virtual labs, to benefit from the unique and striking features of both that complement each other. this study recommends that future researchers use the blended approach of conventional and virtual labs to solve physics problems using different approaches as much as possible for a clear understanding of the concepts and role of problemsolving in conceptual mastery. although lab activities are crucial to physics education, it is not implemented rigorously into it. henceforth, this study will motivate researchers to conduct research concerning the need and role of laboratories in various contexts, such as in developing higher-order thinking skills; and reasonable and logical understanding. so, it is imperative to integrate laboratory activities that are a blend of both conventional and technology-based labs. it can also be implemented in different other scientific areas. but which option, the conventional or virtual lab, should be introduced when a question is to be explored further? it is also recommended that virtual labs should be designed carefully. due care should be given to the lesson plans and unit plans keeping in mind the blended 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(2018). problem-solving skills on direct current electricity through inquiry-based learning with phet simulations. international journal of instruction, 11(4), 123–138. https://doi.org/10.12973/iji.2018.1149a author (s): * mamta pal (corresponding author) department of teacher education, school of education, central university of south bihar, gaya-824236 (bihar), india email: mamta11pal@gmail.com rinki department of teacher education, school of education, central university of south bihar, gaya-824236 (bihar), india https://doi.org/10.46627/silet.v3i1.102 https://scie-journal.com/index.php/silet https://doi.org/10.1103/physrevstper.5.0101 https://doi.org/10.1109/cvpr.2016.499 https://doi.org/10.15294/jpii.v6i1.8750 https://doi.org/10.1021/acs.jchemed.5b00969 https://doi.org/10.1007/s10956-007-9062-6 https://doi.org/10.12973/iji.2018.1149a mailto:mamta11pal@gmail.com 107 p-issn: 2722-399x; e-issn: 2722-1857 silet, vol. 3, no. 2, august 2022: 107-119 ©2022 studies in learning and teaching studies in learning and teaching homepage: https://scie-journal.com/index.php/silet email: silet@scie-journal.com studies in learning and teaching https://scie-journal.com/index.php/silet the implementation of zoning system policy in 10th state senior high school of surabaya *t wahyuni1, e roesminingsih1, y riyanto1 1 education management study program, postgraduate program, universitas negeri surabaya, indonesia article info abstract article history: received april 23, 2022 revised august 30, 2022 accepted august 30, 2022 available online september 1, 2022 this research aims to describe and analyze the implementation of zoning system policies at 10th state senior high school surabaya methods of this research is using a qualitative approach with case study design and collecting data using interviews, observations and documentation. data analysis techniques in this study use interactive models of analysis that have three components, namely data reduction, data presentation and conclusion. the results obtained from this study show that the implementation of the zoning system at the 10th state senior high school of surabaya is related to 6 variables, namely: (1) size and the purpose of the zoning system policy in the implementation of new student admissions at 10th state senior high school of surabaya; (2) the resources formed by the aonl team at 10th state senior high school of surabaya; (3) the characteristics of the aonl zoning system executors comitee; (4) the attitude of the registrants towards the implementation of zoning system policies in aonl at 10th state senior high school of surabaya is considered to be good enough; (5) the communication that occurs between implementers has been well established; (6) economically, socially and politically prospective students in 10th state senior high school of surabaya are considered quite good. keywords: aonl policy implementation senior high school zoning system https://doi.org/10.46627/silet introduction admission of new learners (aonl) by the government is addressed in its service system, it is all done as one as a driver of increased access in the education service environment. as is well known that aonl is one part of the mechanism of the education system held during the new school year, namely by holding new student admissions by education units regulated in accordance with applicable terms and conditions. according to an explanation from lestari and rosdiana (2017), which states that improvements to the national education system can be done through improving quality in general and thoroughly and specifically for schools to have equality of quality. in this regard, the government issued regulation of the minister of education and culture (permendikbud) number 1 of 2021 concerning admission of new students at kindergarten, elementary, junior high, high school, and vocational schools. the content of permendikbud is to set the registration path for aonl. where it is explained that the aonl path includes: zoning, affirmations, transfer of parental or guardian duties, and achievements. high school level zoning lines are at least 50% of the school's tamping power. while the afirmai line is at least 15% of the school's tamping power, and the path of transfer of parental or guardian duties is at most 5% of the school's tamping power, the remaining quota of the three lines of the local government can open the achievement path. http://u.lipi.go.id/1586183902 http://u.lipi.go.id/1587708325 https://scie-journal.com/index.php/silet mailto:silet@scie-journal.com https://scie-journal.com/index.php/silet https://doi.org/10.46627/silet the implementation of zoning system policy in 10th state senior high school of surabaya https://doi.org/10.46627/silet.v3i2.108 108 studies in learning and teaching https://scie-journal.com/index.php/silet the aonl system from year to year has undergone changes, namely from the system using national exam scores (ne) (re indonesian: un) changing using the zoning system. this is also experienced by the 10th state senior high school of surabaya, where in aonl in the 2018/2019 school also uses a zoning system, but previously in the 2017/2018 school year the aonl system still uses ne scores as its main condition, so ne grades are still used to find the next level of school. this makes, schools at that time accept students according to their abilities (hariyati et al., 2019; karmila et al., 2020; purwanti et al., 2018; wardhana & supriyoko, 2019; yuliani, 2021). there are several advantages to using ne scores as a reference in using this system, one of which is to make it easier for teachers to teach in class, because in one class students are considered to have abilities that are not much different so that teachers are not too difficult to explain (lisman et al., 2021; sukarno & mustaqiem, 2019). while the negative impact is the gap between schools, this is because of the assumption of favorite schools and ordinary schools. this assumption makes one of the reasons for the government to implement aonl through the zoning system in the admission of students, with the hope that later there will be equalization and eliminate the image of favorite schools that have been attached to the community (ali et al., 2019; ibrahim et al., 2021; rasinan, 2021). the admission system of new learners that we have known uses ne scores or by using landfill tests for regional schools, since 2018 has changed system only by using the right distance of residence or domicile as the main criteria in the admission of new students (ali et al., 2019; ariani, 2021; cullinan et al., 2021; sudarwan, 2021). the government changed the admission system of new students is expected to accelerate the equalization of quality education throughout the region. it is hoped that the school's approach to the residential environment makes equal access to services, the absence of exclusivity and discrimination of students in the school, and can be used to analyze the needs and distribution of teachers (mok, 2016). the results obtained after interviewing usmani haryono, as waka kesiswaan 10th state senior high school of surabaya on wednesday, may 6, 2020 explained that according to the president with the zoning system later can minimize gaps and eliminate the assumption (image) of favorite schools. as we have known together that a good school in surabaya based on the assumption (image) of the community so far is a complex high school consisting of 1st, 2nd, and 3rd state senior high school. the existence of the zoning system is expected to be considered the same because it has the same sop, the same teachers, and equal standards of quality of educational services (putri & meutia, 2021; rusilowati & wahyudi, 2020; serdyukov, 2017). 10th state senior high school of surabaya in 2019 has implemented a aonl zoning system with a large quota of 100%. the pros and cons related to the policy that occurs at the 10th state senior high school of surabaya one is that the school must be willing to accept and cannot refuse students with low academic scores (abidah et al., 2020; prabawa-sear, 2018; rahmawati & budirahayu, 2021; tanu & parker, 2018). on the other hand, the school is required to be able to serve students at the 10th state senior high school of surabaya well. the reality that occurred at the 10th state senior high school of surabaya using the zoning system in 2019 can be seen that 25% of students admitted under the zoning system have low academics (low) with low economic conditions of parents of learners and the average educational background of parents of students is also low (parents of many learners who are only elementary school graduates). the regulation of the minister of education and culture number 14 th. 2018 explains the zoning system at aonl regarding the admission of new students at the kindergarten, elementary, junior high, high school, vocational and other equivalent levels (datuk & kupang, 2020; guru et al., 2019; karmila et al., 2020; pradewi et al., 2019; supraptiyaningrum & muzayanah, 2020). the regulation contains several things in the application of the local government must accept prospective students amounting to 90% of the total number of students in the school with the provision of domiciled in the radius of the nearest zone from the https://doi.org/10.46627/silet.v3i2.108 https://scie-journal.com/index.php/silet the implementation of zoning system policy in 10th state senior high school of surabaya https://doi.org/10.46627/silet.v3i2.108 109 studies in learning and teaching https://scie-journal.com/index.php/silet school. family card issued no later than six months before the implementation of aonl. aonl can be done in two ways, namely registering online through the official aonl page in their respective regions and registering by coming directly to the intended school. offline registration is used for the achievement path of both value achievements and competition achievements (art or sports) (zhang & bray, 2020). the implementation process and aonl information must be disseminated openly both through the official admissions and liflet web and invitations to each school, the information includes the requirements, selection, capacity, and admission results of new learners at the school. the stages that need to be carried out in registering for aonl at the 10th state senior high school of surabaya include 1) junior high schools / equivalents can fill in the report card scores from semesters 1-5 to the rapor.aonljatim.net page online, 2) the report card value that has been filled out on the page is verified by prospective new students, 3) if an error is found when entering the report card value, then improvements were made by the junior high school operator or equivalent to the principal on the aonl jatim report card page, 4) prospective students carry out pre-registration in order to obtain a pin online, 5) the house point is determined using the geolocation application by the student and the intended school operator to verify. aonl implementation regulations at the 10th state senior high school of surabaya related to the determination of the nearest domicile distance are regulated by the local government in this case the surabaya city government, in addition to the provision of 90% for prospective learners whose closest domicile distance from the school, for the fulfillment of a ceiling that is 10% fulfilled from the achievement path of a value of 5% where students who enter with the path do not have to be within one zone radius but can be outside the zone radius. the 5% is fulfilled from the path of transfer of parental duties or if the learner is affected by a natural / social disaster. new learners whose economic level cannot be called citizen partners and domiciles are in one area with accepted obligations and are not given the burden of education costs, the percentage of citizen partners received amounts to 20% of the number of students set by the school (bridget et al., 2021; dee & murphy, 2019; easterbrook et al., 2019; steiner, 2018). this is what makes it. based on the description that has been described above, it can be concluded that the school inevitably has to accept all learners with diverse backgrounds. hence, the objectives of this research is to analyzing the aonl implementation regulations at the 10th state senior high school of surabaya related to the determination of the nearest domicile distance are regulated by the local government in this case the surabaya city government. research method the type of research used in this research is qualitative research with an appropriate case study approach. this research explains the implementation of the high school zoning system policy at the 10th state senior high school of surabaya. the research design used in this study is qualitative descriptive that describes, describes, and describes the object under study. the type of research used in this research is qualitative research with an appropriate case study approach. this research explains the implementation of the high school zoning system policy at the 10th state senior high school of surabaya. the research design used in this study is qualitative descriptive that describes, describes, and describes the object under study (arikunto, 2006:11). policy implementation refers to the implementation model of van meter and van horn (1975), judging from indicators: size and objectives of policies, resources, characteristics of the implementing body, attitude of tendencies (disposition) of implementers, communication between organizations and implementation activities, as well as the economic, social, and political environment. informants are individuals and parties who understand about high school level zoning programs in the city of surabaya, especially 10th state senior high school of surabaya. https://doi.org/10.46627/silet.v3i2.108 https://scie-journal.com/index.php/silet the implementation of zoning system policy in 10th state senior high school of surabaya https://doi.org/10.46627/silet.v3i2.108 110 studies in learning and teaching https://scie-journal.com/index.php/silet determination of informants in this study, purposive sampling techniques are used by researchers. the purpose of using this technique is for the acquisition of information that is high in validity and reliability. the data obtained is then analyzed by condensation, data presentation and data verification. checking the validity of data by using credibility tests (engineering triangulation, source triangulation and membercheck), transferability test, dependability test and confirmability test. the research stages use the pre-field stage, the field activity stage, the data analysis stage. results and discussion implementation of zoning system policy at 10th state senior high school of surabaya the implementation of high school zoning system policies at the 10th state senior high school of surabaya conducted in this study is measuring the success of policy implementation through six variables measuring the success of public policy implementation according to van meter and van horn (1975). the implementation of high school zoning system policies at the 10th state senior high school of surabaya conducted in this study is measuring the success of policy implementation through six variables measuring the success of public policy implementation according to van meter and van horn (1975). the results of the study obtained that the implementation of the high school zoning system policy at the 10th state senior high school of surabaya which was measured based on the theory of van metter van horn (1975), there are several variables that influence the implementation of the policy can be successful perfectly. the research results of each variable can be described as follows. a. policy size and purpose objectives that are accurately calculated will greatly support the successful implementation of activities, especially those that have long-term direction (makmur, 2011). the purpose of the new student admission zoning policy at 10th state senior high school of surabaya is for the school to provide equality of education quality. the zoning policy is expected to improve the quality of education at the 10th state senior high school of surabaya. the implementation of zoning is expected to eliminate discrimination against schools so that the quality of education can be equalized and to make it easier for prospective learners to obtain educational services. so it is expected that prospective learners do not need to go far in getting a quality education. the implementation of the aonl zoning policy at the high school level, especially in the 10th state senior high school of surabaya, has been implemented in accordance with the regulation of the governor of east java. registration through the achievement path is used as an alternative if prospective learners are not accepted through the zoning route. the achievement path is used for prospective learners who have achievements in academic and non-academic fields. in addition, there is also an affirmation path intended for prospective learners who are less able or have special needs. the implementation of aonl conducted at the 10th state senior high school of surabaya both online and offline has been implemented well although it has not been maximized. 10th state senior high school of surabaya applies 2 ways in accepting new students based on governor regulation no. 23 of 2019, which can be seen from the following table along with the number of students who apply. registrants at 10th state senior high school of surabaya in 2019 as many as 843 with details of the path used online (in the network) as many as 800 registrants and offline (outside the network) as many as 43 registrants. the policy of the zoning system, which is re-regulated according to local regulations, is applied to non-vocational high schools. this regulation regulates many students who can receive schools according to predetermined quotas. the following is a list of admission pathways stipulated in the governor's regulation in the technical instructions for the implementation of aonl high school and vocational school of east java province for the 2019/2020 school year no 188.4 / 3112 / 101.7.1 / kpts / 2019. https://doi.org/10.46627/silet.v3i2.108 https://scie-journal.com/index.php/silet the implementation of zoning system policy in 10th state senior high school of surabaya https://doi.org/10.46627/silet.v3i2.108 111 studies in learning and teaching https://scie-journal.com/index.php/silet prospective new learners who enrolled in the 10th state senior high school of surabaya as many as 736 students. it consists entirely of various registration channels. both from within the network of zoning pathways of choice one and two, and through outside the network of nonacademic academic achievement pathways, underprivileged children, un achievements and moving parents' assignments. the quota owned by 10th state senior high school of surabaya is 389 ceilings from 843 registered. here are the results of an interview conducted by the author to usman as waka student affairs 10th state senior high school of surabaya: “from the results of the aonl admission selection that we did, we actually netted 396 students (36 students x 11 classes), but the re-list was only 389 students there was a difference of 7 students. the seven students are transferred to other high schools because of the fulfillment of the ceiling, some follow the parents' move, etc." (interview april 20, 2020). the zoning system runs on the aonl. the implementation starts on may 27, 2019 until june 20, 2019. implementation of new student admissions in coordination with the education office and fellow teachers formed in the committee. the system runs cannot be separated from the coordination of various parties. similarly, 10th state senior high school of surabaya which makes coordination efforts with various parties related to the implementation of the new student admission system. coordination was carried out on the part of the east java education office and fellow committees. implementation of educational services at 10th state senior high school of surabaya by providing information, guidance, and infrastructure needed. the size and objectives of the zoning system policy in the implementation of aonl at the 10th state senior high school of surabaya are in accordance with existing or established policy standards and objectives. the 10th state senior high school of surabaya is a small part of the implementation of the system that has been established by the central government. the central rules are based on the minister's policy, then down and detailed back on the regional rules through the governor of east java. existing rules are detailed again by the local government in accordance with the regional agreement and the conditions that are running both in terms of the time of implementation, technical provisions and so on. b. resources human resources are workers or employees in an organization, who have an important position to get success (sedarmayanti, 2009). the implementation of this policy is supported by human resources, funding resources, and infrastructure. judging from the uneven human resources in a region, it causes uneven abilities possessed by students. learners who come from the city tend to have experience compared to prospective learners who come from the district area, so there is a social gap between prospective learners from the city and district. in addition, the competencies possessed by teachers are also different. teachers who are knowledgeable in the field of education have more teaching ability compared to teachers who have low knowledge. the existence of zoning is expected to encourage the quality of teacher. if the teacher has quality competence, it is expected to produce qualified learners as well. while in the aspect of financial resources or financing there are no obstacles. the source of funding at the 10th state senior high school of surabaya was obtained from the apbd organized by the east java provincial education office. this means that the provincial government is responsible for implementing the management of secondary education which is the responsibility of the district or city government in east java province. with the abolition of the provincial government's national inspection, it can reduce the budget, so that it can be used for interest to finance the most urgent school management. the availability of infrastructure that supports the implementation of zoning policies widely at the 10th state senior high school of surabaya is still uneven due to the limited information technology knowledge owned by prospective students' parents. in addition, the aonl zoning system turned out to have a positive impact, namely prospective students do not need to spend transportation costs because the distance of https://doi.org/10.46627/silet.v3i2.108 https://scie-journal.com/index.php/silet the implementation of zoning system policy in 10th state senior high school of surabaya https://doi.org/10.46627/silet.v3i2.108 112 studies in learning and teaching https://scie-journal.com/index.php/silet the school to home is quite close. broadly speaking, the availability of human resources and financial resources has supported the implementation of the zoning system policy in the aonl at the 10th state senior high school of surabaya. c. characteristics of the executing comitee the implementation of the admission zoning policy for new high school students at the 10th state senior high school of surabaya requires commitment or consistency of the technical implementation party, namely between the school and the surabaya city education office branch in the implementation of the policy. the characteristics of a good employee will affect the success of a policy. judging from the ability of employees at 10th state senior high school of surabaya, it can be said that it has not been evenly distributed. employees who have knowledge of information technology developments are easier to implement the policy online. unlike employees who have low knowledge about the development of information technology. this can affect services to target groups that have not been implemented optimally. nevertheless, employees at the 10th state senior high school of surabaya have tried to provide optimal services by coordinating with the surabaya city education supervisor. the authorities in policy making related to the implementation of aonl zoning system at 10th state senior high school of surabaya have coordinated with the jatim provincial education office as the main stakeholder in the management of provincial education. this proves that the technical supervision mechanism that has been carried out by related parties regarding the management of the 10th state senior high school of surabaya cannot be separated from the east java governor regulation number 18 of 2019 concerning guidelines for the implementation of admission of new learner admissions in high schools, vocational high schools, and extraordinary schools in east java province. the implementation of the admission system for prospective new learners at the 10th state senior high school of surabaya is carried out in two ways, namely online or online and offline or outside the network. the zoning system is carried out by entering student data related to the identity and residence of prospective participants who will be used in determining the coordinate point of the house on the pin regristration in high school, this is where the form of guidance services from the school in the community. as for the implementation of educational services in the admission process of new students in making a program plan for activities for all students. after the admission of new students, the data that has been collected is submitted to the branch of the provincial government office to be legalized. after the admission of students from the path of both zoning, achievement, and parents moving assignments, the school conducts a matriculation test to map students' abilities. this is done to provide maximum educational services to students who are accepted from various paths. the implementation of aonl carried out by the regional committee only refers to the central policy, while the reality in the field is not in line with what is imagined, where the registration process in the field has many obstacles, among others, during the pin retrieval process, there are many complaints from the community for determining the distance of home to school coordinates. related to these constraints, it is expected that policy makers must analyze and socialize to the community before the policy is implemented. d. attitude of tendencies (disposition) of the executors comitee personality or attitude is the character and characteristics possessed by policy implementers, such as commitment, discipline, honesty, wisdom, and democratic nature. the attitude of the implementer of this zoning policy has carried out its duties and responsibilities correctly in accordance with the aonl implementation regulations in east java province. however, not all parties responded positively to the zoning policy. some student guardians and prospective students at the 10th state senior high school of surabaya objected because with this zoning policy they felt they could not be free to choose the desired school. the employees at 10th state senior high school of surabaya have been obedient and responsible to the duties given from https://doi.org/10.46627/silet.v3i2.108 https://scie-journal.com/index.php/silet the implementation of zoning system policy in 10th state senior high school of surabaya https://doi.org/10.46627/silet.v3i2.108 113 studies in learning and teaching https://scie-journal.com/index.php/silet the head of the office and implemented the policy properly. the attitude of the implementing agent towards the policy of the zoning system in the aonl at the 10th state senior high school of surabaya affected his willingness to implement the policy. e. communication between organizations and implementation activities personal communication and interaction are essential for coordination. good interpersonal relationships have a great influence on the achievement of goals at the 10th state senior high school of surabaya. emphasize a positive work atmosphere, so that coordinators know how to interact with colleagues, and develop skills to support the work team in making ever-changing plans. communication systems for planning and monitoring facilitate dialogue on teaching, reach agreement on common goals, and exchange practices and expertise. the implementation of zoning policies at the high school level at the 10th state senior high school of surabaya requires communication between the school and the east java education office and the surabaya branch education office. after the responsibility was delegated to the provincial government, the surabaya education office and the leadership at the 10th state senior high school of surabaya organized a technical manager to carry out the zoning. communication activities are carried out through internal communication and external communication, communication with internal parties occurs between employees at 10th state senior high school of surabaya or between superiors and internal subordinates. at the same time, communication with external parties is carried out between institutions related to policy implementation as well as participants of policy target groups. based on the above description, researchers concluded that the exchanges made by the 10th state senior high school of surabaya were external exchanges and internal exchanges. internal communication can be done in the form of coordination within the organization. at the same time, cooperate with parties outside the organization for external communication. so that with the coordination and communication that occurs between the parties concerned can implement the policy of the zoning system in the aonl at the 10th state senior high school of surabaya. f. economic, social, and political environment social, political, and economic conditions are related to the condition of prospective learners at the 10th state senior high school of surabaya. if the zoning policy is properly socialized to prospective students, the implementation will not encounter obstacles. for this reason, there needs to be coordination from the school in this case 10th state senior high school of surabaya and the provincial education office through the surabaya city education office branch. economic conditions in each region are different. guardians of students who have weak economic abilities tend to be the cause of children to drop out of school. although the government currently requires 12 years of study, in fact, the bos fee provided by the government does not help the education costs of prospective students. it is expected that the government in this case will help solve the problem of prospective students at the 10th state senior high school of surabaya who are underprivileged and need tuition allowances. it is expected that the government can free up the cost of education for 12 years. this political condition benefits the government can be seen from the implementation of the zoning system carried out online, which can cut costs from the east java provincial revenue budget. referring to social, political and economic conditions as an external environment that can also affect the implementation of zoning policies in the aonl at the 10th state senior high school of surabaya, namely in the form of rejection or support for the implementation of the policy. supporting factors in the implementation of zoning system policy at 10th state senior high school of surabaya there are regulations that have been established by the government to provide access to education. supporting the implementation of the zoning system in equalization is the loyalty and cohesiveness of educators and educators. where both educators and education personnel https://doi.org/10.46627/silet.v3i2.108 https://scie-journal.com/index.php/silet the implementation of zoning system policy in 10th state senior high school of surabaya https://doi.org/10.46627/silet.v3i2.108 114 studies in learning and teaching https://scie-journal.com/index.php/silet work together to implement the regulations that have been made by the government on the admission of new students through zoning. the form of compactness they do is to cooperate to prepare the implementation of new student admissions at the 10th state senior high school of surabaya. staff owned by 10th state senior high school of surabaya is also one of the supporting factors for the running of the zoning system in equalization at 10th state senior high school of surabaya. the aonl organizing committee also conveyed that each has its own abilities, this can help each other in implementing what has been planned. another supporting factor is that 10th state senior high school of surabaya has been using the credit system this past one year semester. in the learning process, students can learn according to their learning ability. learning activities using the semester credit system are expected to accommodate students who have varying learning speeds, where students who have higher than average abilities can be accommodated. the learning activity consists of 1 rombel which includes ipa classes of 20 students and ips classes of 15 students. the teaching and learning process for ipa and ips classes is separated into 2 different classes. in addition, the function of the semester credit system is held to raise the school brand. supporting factors in the implementation of high school zoning system policies at the 10th state senior high school of surabaya, namely judging from the human resources of teachers and education personnel are already feasible (on average already with a bachelor's degree) but there are still many who have non-civil servant status so that it needs to be improved again staffing status. in addition, for the facilities and infrastructure in the 10th state senior high school of surabaya is good, it only needs to add some supporting facilities such as language laboratories and auditoriums so that teaching and learning activities can be carried out optimally. learning activities using the semester credit system are expected to accommodate students who have varying learning speeds, where students who have higher abilities above average can be accommodated. obstacles in the implementation of zoning system policy at 10th state senior high school of surabaya the inhibiting factor of the zoning system in the distribution of educational services is the distribution of schools that are still centralized and unevenly considered not ready in implementing a zoning system based on mileage from home to school. measuring distances that sometimes do not match the reality are also considered to be obstacles in the implementation of the zoning system. the determination of the coordinates of the distance between the student's home and the school is for the administration of pin creation. this is because not all home addresses are detected by the application used. determining coordinates for pin retrieval in almost all senior high school has problems, where the use of new applications makes the determination of the house point not right. this makes prospective students disadvantaged because the distance from home to school becomes far away. in addition, another obstacle is the low socioeconomic background of students plus the background of parental education is also low, making students not study well and on average school becomes low. the view that is still attached in the people of surabaya is if you go to school from the next favorite junior high school also at the favorite state high school. parents of students send children to school in their favorite schools aiming to get a good education, it is hoped that if the education system obtained is good, it will make a child at the next level will get a good school as well. another obstacle faced is the competence of educators is also felt not the same between schools with each other. with the existence of a zoning system based on the distance from home to school overrides the student's national exam scores. then public high schools will accept heterogeneous students based on their grades. the results of aonl admissions at the 10th state senior high school of surabaya judging from ne scores are still very low ranging from 35 to 38, the figure is obtained from the selection of the achievement value path, in contrast to those https://doi.org/10.46627/silet.v3i2.108 https://scie-journal.com/index.php/silet the implementation of zoning system policy in 10th state senior high school of surabaya https://doi.org/10.46627/silet.v3i2.108 115 studies in learning and teaching https://scie-journal.com/index.php/silet obtained from the zoning path selection, the average ne value is very low. this is a high disparity. admission of new students with a zoning system is like "taking a cat in a sack" because the school does not know the background of prospective students who enroll in the intended high school. student screening is only recorded with the distance from home to school, seeing the fact that the school will get prospective learners who vary greatly ranging from intelligence, socio-economic, to their personality. facing this kind of reality, the solution carried out by 10th state senior high school of surabaya by activating the role of the class guardian and bk. the school facilitates student and parent complaints. the school also conducts a home visit to filter out complaints that exist in each family. students' abilities are heterogeneous and those who are relatively low in learning ability are believed to have abilities in other fields. as only in areas of skills such as sewing, cooking, automotive and others. it's just that 10th state senior high school of surabaya has not been able to maximize this because it does not have a suitable container for those who have these skills. inhibiting factors in the implementation of the high school zoning system policy at the 10th state senior high school of surabaya, namely the comparison of state high school with the number of junior high school graduates both public and private are very unbalanced, making not all junior high school graduates unable to enter the state high school. the distribution of public high schools in surabaya is still uneven, not in every region there is a state high school this makes prospective applicants whose location is far from the public school zone, many do not get a decent school. the aonl system must also be considered, there must be socialization from the relevant agencies both to the aonl committee and to the community. where from the socialization the committee and the community became aware of how to register with the new system, so that no obstacles occurred in the field. human resources must also be improved from the quality of education and staffing status, improving the quality of education is expected educators can provide better learning. conclusion based on the results of the study and discussions that have been conducted by researchers regarding the implementation of the zoning system policy in the aonl, especially in the 10th state senior high school of surabaya, it has been going quite well. as for the conclusions for more details, namely as follows: 1. the implementation of aonl conducted at the 10th state senior high school of surabaya both online and offline has been carried out well even though it has not been maximized. regarding the budget, aonl financing comes from school operational assistance funds and is assisted by the draft school budget activities by the school committee. at the same time, communication with external parties is carried out between institutions related to policy implementation as well as participants of policy target groups; economically, socially and politically prospective students at the 10th state senior high school of surabaya are considered quite good. the efficiency or cost of transportation to school does not require large costs, then equalization of access to educational services becomes spread for students in any circle, and with the support of the government can help the successful implementation of this policy. 2. a supporting factor for the implementation of the zoning system in equalization is the loyalty and cohesiveness of educators. learning activities using the semester credit system are expected to accommodate students who have varying learning speeds, where students who have higher than average abilities can be accommodated. 3. obstacles found in the implementation of zoning system policies in aonl especially in the 10th state senior high school of surabaya, namely: a) the online application provided is experiencing interference, b) the existing network at 10th state senior high school of surabaya is inadequate, c) the quota amount rule outside the zoning, namely https://doi.org/10.46627/silet.v3i2.108 https://scie-journal.com/index.php/silet the implementation of zoning system policy in 10th state senior high school of surabaya https://doi.org/10.46627/silet.v3i2.108 116 studies in learning and teaching https://scie-journal.com/index.php/silet the achievement path of both academic and non-academic, makes the unfulfilling of the capacity in the 10th state senior high school of surabaya, and d) the mindset of the community towards the flagship schools has not changed.this study 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(2019). manajemen penerimaan peserta didik baru secara online berbasis zonasi, prestasi dan perpindahan. media manajemen pendidikan, 2(2), 228. https://doi.org/10.30738/mmp.v2i2.5063 winarno, b. 2014. kebijakan publik: teori, proses, dan studi kasus. yogyakarta: caps. yuliani, n. (2021). tinjauan yuridis penerimaan peserta didik baru dalam sistem zonasi. journal presumption of law, 3(1), 80–102. https://doi.org/10.31949/jpl.v3i1.986 zhang, w., & bray, m. (2020). comparative research on shadow education : achievements , challenges , and the agenda ahead. 322–341. https://doi.org/10.1111/ejed.12413 https://doi.org/10.46627/silet.v3i2.108 https://scie-journal.com/index.php/silet https://doi.org/10.1111/ejed.12413 the implementation of zoning system policy in 10th state senior high school of surabaya https://doi.org/10.46627/silet.v3i2.108 119 studies in learning and teaching https://scie-journal.com/index.php/silet author (s): * tri wahyuni (corresponding author) education management study program, postgraduate program, universitas negeri surabaya, jl. lidah wetan, surabaya 60231, indonesia email: triwahyuni@unesa.ac.id erny roesminingsih education management study program, postgraduate program, universitas negeri surabaya, jl. lidah wetan, surabaya 60231, indonesia yatim riyanto education management study program, postgraduate program, universitas negeri surabaya, jl. lidah wetan, surabaya 60231, indonesia https://doi.org/10.46627/silet.v3i2.108 https://scie-journal.com/index.php/silet mailto:triwahyuni@unesa.ac.id 429 too many requests whoops! too many requests 429 too many requests whoops! too many requests 429 too many requests whoops! too many requests 74 p-issn: 2722-399x; e-issn: 2722-1857 silet, vol. 3, no. 1, april 2022: 74-96 ©2022 studies in learning and teaching studies in learning and teaching homepage: https://scie-journal.com/index.php/silet email: silet@scie-journal.com studies in learning and teaching https://scie-journal.com/index.php/silet management of christian character education curriculum based on dormitory abdi-allah theological college trawas-mojokerto *t n woenardi1,2, h supratno1, mudjito1 1universitas negeri surabaya, surabaya, indonesia 2sekolah tinggi teologi injili abdi allah, mojokerto, indonesia article info abstract article history: received april 7, 2022 revised april 27, 2022 accepted april 28, 2022 available online april 30, 2022 abdi theological college trawas-mojokerto or abbreviated as sttiaa trawas, is a higher education institution that is engaged in preparing its graduates (outputs) to become spiritual leaders in several churches. this research aims to understand and deepen the symptoms of a group of students at sttiaa trawas related to their character while staying on campus. this is a social phenomenon as well as a problem related to the individual human being. second, this research uses a theoretical framework that can shape or influence the study being researched. this research uses a qualitative design. based on the research background, the research focus is generally stated: (1) the boarding-based christian character education curriculum at abdi-allah theological college trawasmojokerto; and (2) the implementation strategy for the hostelbased christian character education curriculum at the abdi-allah theology college trawas-mojokerto. so that, the conclusions of this research remarks 1) the management of christian character education curriculum that influences dormitory abdi theological high school trawas-mojokerto are: holiness (85.42% good), love (82.17% good), and commitment (71.83% good). thus, the students’ lifestyle based on dormitory dominated by holiness, love, and commitment is significant; 2) the management of christian character education curriculum can affect the students’ lifestyle based on dormitory in which character transmission occurs without competition among group members as follows (a) moral knowing, (b) moral feeling, (c) moral behavior. keywords: management christian character education curriculum https://doi.org/10.46627/silet introduction the dormitory-based education model has been implemented by sttiaa trawas for almost 15 years since the establishment of the religious education institution. this educational institution is believed to have advantages because the lecture process does not only take place face-to-face in the classroom but the daily life of students is also observed. the interaction between students and lecturers can also be known easily. however, the process of forming students with good character is not an easy matter. this is related to innate attitudes and behavior before entering campus. innate attitudes and behaviors that have been formed and took place when they were at the previous school level. preparing prospective church leaders and christian teachers is not an easy job, a method or method is needed for the formation of human resources to be prepared to meet the demands of the church or school. a good education concept is needed, which hones abilities and skills to become better than before. based on the initial research study, it was found that the sttiaa http://u.lipi.go.id/1586183902 http://u.lipi.go.id/1587708325 https://scie-journal.com/index.php/silet mailto:silet@scie-journal.com https://scie-journal.com/index.php/silet https://doi.org/10.46627/silet management of christian character education curriculum based on dormitory abdi-allah theological college trawas-mojokerto https://doi.org/10.46627/silet.v3i1.106 75 studies in learning and teaching https://scie-journal.com/index.php/silet trawas lecture strategy adhered to boarding education. sttiaa trawas enforces strict campus rules and regulations in shaping the good character of its students. this is in contrast to several similar educational institutions that hold lectures without dormitories. education without campus dormitories is believed to be able to produce graduates that are easier to administer, low in tuition fees, and easy to supervise. it is easier because there is no responsibility for 24hour supervision of all students. the head of sttiaa and lecturers do not need to supervise students at certain hours. organizing lectures without dormitories is also much cheaper because the campus leadership does not provide accommodation, food, and infrastructure for students. the reason sttiaa trawas mojokerto maintains dormitory lectures (requiring all undergraduate students to live in dormitories) is because it has a goal, namely the motivation to prepare its graduates to be equipped not only with knowledge, theory, and skills but with christian character. therefore, the lecture curriculum has a christian character. christian character is applied in everyday life, including dormitory life on campus. the campus takes a bigger and tougher risk to guide students not only in cognitive but also affective terms 24 hours a day and for 4 years. sttiaa trawas applies 4 elements of the main character values, namely holy, love, commitment, and tough. a church leader and christian religious teacher should have these 4 elements. the christian character in carrying out his vocation and work. the identity and personality of a christian leader lie in his character and not in his work. ironically in the field, there are still cases that reflect that there are still many church leaders and religious teachers who do not reflect their christian character and positions. it is believed that one of the reasons why a person does not have a christian character is that during lectures at campus institutions they still do not get good character education. education is a continuous process that aims to change the identity of a student to be more advanced and develop in science (faisal & martin, 2019; idris et al., 2012; oecd, 2019). with the development of the times, the world of education continues to change significantly so that it changes the mindset of many people, from a simple mindset to a more modern one. this is very influential on the progress of education in indonesia, which desperately need human resources as the main support in supporting the development of the nation. law number 20 of 2003 concerning the national education system in article 3 states that national education functions to develop capabilities and shape the character and civilization of a nation that is dignified in order to educate the life of the nation. national education aims to develop the potential of students to become human beings who believe and fear god almighty, have a noble character, are healthy, knowledgeable, capable, creative, independent, and become democratic and responsible citizens (ambarawati, 2020; disas, 2017; huda & rokhman, 2021; komara, 2017; marsakha et al., 2021). based on the function and purpose of education, education at every level of education, including in theological high schools, must be carried out systematically to achieve the goals of national education. this is closely related to the formation of character education so that students are able to be highly competitive, have good ethics, are moral, polite, and courteous, and easily interact with the community. with consideration of the main ideas and in order to realize the bang cultured through religious values, honest, tolerant, disciplined, hard-working, creative, independent, democratic, curiosity, national spirit, love for the homeland, respect for achievement, communicative, love peace, love to read, care for the environment, care about social, and responsible, character education is a must that is taught in theological high schools. character comes from greek which means to mark and focuses on how to apply good values in real actions or daily behavior. therefore, the behavior of people who are dishonest, cruel, fraudulent, and greedy is said to be a person of bad character; and people who are wellbehaved, honest, and helpful are said to be people who have good or noble character. https://doi.org/10.46627/silet.v3i1.106 https://scie-journal.com/index.php/silet management of christian character education curriculum based on dormitory abdi-allah theological college trawas-mojokerto https://doi.org/10.46627/silet.v3i1.106 76 studies in learning and teaching https://scie-journal.com/index.php/silet in its implementation, character education should not stand alone but be integrated with other existing lecture materials by incorporating christian character values (arifin, 2017; pohan & malik, 2018). with character education, students can start by implementing good habits based on the values of noble moral attitudes and habituation on campus. students should be emphasized in the educational process at the level of independence, exemplary, and fighting power. a complete and comprehensive education does not only shape students into intelligent and good individuals but also shapes them to become good actors for changes in their own lives (darling-hammond et al., 2020). in turn, it will contribute to changes in the social order of society to be more just, basic, and humane. agreeing with the statement, character education can be interpreted as education that provides values, character, morals, or education that shape a person's character with the aim of developing students' abilities to become better and implement them in everyday life (fajariah & suryo, 2020; latiana, 2013; syahrin et al., 2021). wholeheartedly, because the good or bad of a country depends on the character of the nation. the importance of character education for students, including prospective church leaders, is because it is believed that there are still morals that are not commendable have occurred. this moral decline can be seen in the increasing number of violence against children and adolescents. the rise of promiscuity, and the abuse of drugs, pornography, and theft among students, is happening all around us until now. therefore, it is the reason why christian character education is very important to be taught and applied in the world of campus education (agboola & chen, 2012; dam, 2014). recognizing the current condition of the character of society, character education has become a national program since the last decade (kamaruddin, 2012; olsen, 2014; singh, 2019). the government took the initiative to prioritize the application of the nation's character in education. this is manifested in the national long-term development plan for 2005-2025 which states that character education is part of the nation's vision and mission in realizing national development called the national character education movement so that the strengthening of character education (ppk) campuses is a continuation of the national education movement. this is in line with the current president of the republic of indonesia who argues that character building of society by making people who have character, character, and good behavior is very important (anugerahwati, 2017; kuning, 2018; olsen, 2014; saidek et al., 2016). therefore, presidential regulation of the republic of indonesia number 87 of 2017 concerning strengthening character education (ppk) is issued which is an educational movement under the responsibility of the education unit to strengthen the character of students through harmonization of heart, taste, thought, and sports involving and cooperation in education units. strengthened in permendikbud no. 20 of 2018 concerning strengthening character education (ppk) in formal education units, all education units are required to implement ppk. a person's success is not determined solely by knowledge and technical/hard skills, but rather by the ability to manage oneself and others. this research reveals that success is only determined by about 20 percent by hard skills and the remaining 80 percent by soft skills. this implies that the quality of character education for students is very important. it is important to improve. campus ppk is an important thing that must be done in all educational units to be able to achieve the expected results in relation to kdp on campus. so far, research on kdp has been carried out but in a discussion that is not the same as the discussion that the researcher is studying. as for the urgency of the kdp research, that's why researchers need to conduct research related to strengthening character education. character is a person's nature in responding to situations morally which is manifested in concrete actions through good behavior, honesty, responsibility, respect for others, and other noble character values (mitchell, 2015; pasaribu, 2019). character education is related to moral education. however, character education has a higher meaning than moral education. character education is not only related to the problem of right and wrong but how to instill https://doi.org/10.46627/silet.v3i1.106 https://scie-journal.com/index.php/silet management of christian character education curriculum based on dormitory abdi-allah theological college trawas-mojokerto https://doi.org/10.46627/silet.v3i1.106 77 studies in learning and teaching https://scie-journal.com/index.php/silet habits about the good things in life. thus, students have high awareness and understanding, as well as concern and commitment to apply virtue in everyday life. education is the development of individual potential so that they can have better abilities than their previous abilities, after going through educational processes (wrahatnolo & munoto, 2018). so that the individual needs to be given the ability to develop various things, such as concepts, principles, creativity, responsibility, and skills. in other words, the individual needs to experience development in cognitive, affective, and psychomotor aspects (hoque, 2016; micklich, 2011; saguni, 2019). while character is the psychological, moral, and character traits that distinguish a person from others. thus, character is the unique values in the individual that are imprinted in themselves and embodied in behavior. the character can be interpreted as a basic value that builds a person's personality. christian character is formed both because of heredity and the environment that distinguishes it from others and is manifested in daily attitudes and behavior. character education is interpreted as a serious effort in which positive traits can be developed, encouraged, and empowered through example, study and practice. christian character is a character that is developed based on the teachings of christianity or the person of christ. so christian character education is the provision of guidance to students to become fully human beings with character in the dimensions of heart, thought, body, taste, and intention in accordance with christian faith. in general, it can be understood that christian character education is a form of education that emphasizes the characters of christ as a christian character that must be possessed and applied in student life (mekarwati, 2016; potter, 2007; zendrato et al., 2020). meanwhile, educational institutions implement boarding lectures as residential buildings for people. college dormitories are student residences of a high school that have student residence facilities. meanwhile, the boarding school of theology is a religious education institution that provides dormitory facilities for its students and has a boarding program/curriculum to fulfill educational goals (soleman et al., 2020). starting from the preliminary description, the researchers: 1) describe and analyze the dormitory-based christian character education curriculum at abdi allah trawas-mojokerto evangelical theology college; 2) describe and analyze the implementation strategy of the hostel-based christian character education curriculum at the abdi allah evangelical theology college, mojokerto; 3) describe and analyze the values of boarding-based christian character education at the abdi allah theological college of evangelicals, trawas-mojokerto; 4) describe and analyze the evaluation of boarding-based christian character education at the abdi allah evangelical theology college trawas-mojokerto; 5) describe and analyze the supporting and inhibiting factors in the implementation of the hostel-based christian character education curriculum at the abdi allah evangelical theology college, mojokerto. research method this study uses a qualitative design. the first is a study to understand and deepen the symptoms of a group of students at sttiaa trawas related to their character while staying on campus. this is a social phenomenon as well as a problem related to the individual human being. second, this research uses a theoretical framework that can shape or influence the study being researched (adom et al., 2018; collins & stockton, 2018; grant & osanloo, 2014; imenda, 2014). third, this research intends to holistically understand the research subject, namely the students of stiaa trawas so that the description and analysis are in the form of narrative language. from the three reasons, the suitable design is qualitative design. this is also in accordance with the opinion of sugiyono (2014) which says that the qualitative research method is a research method based on the philosophy of positivism. this means examining the condition of natural and natural objects. another reason the study uses a qualitative research approach is the https://doi.org/10.46627/silet.v3i1.106 https://scie-journal.com/index.php/silet management of christian character education curriculum based on dormitory abdi-allah theological college trawas-mojokerto https://doi.org/10.46627/silet.v3i1.106 78 studies in learning and teaching https://scie-journal.com/index.php/silet element of student variability where each individual has a different character. this research is directed to find characters that match the context of the existing and developing literature. literature that has been used in a series related to elements of christian character in the stiaa trawas campus dormitory. this is done so that the implementation based on literature can be used as a guide to trace and find the christian character more optimally in theological colleges. the interpretation of idiographic data is carried out in relation to the interpretation of the data which aims to present the contextual specifics involved in this training (beltz et al., 2016; piccirillo & rodebaugh, 2018; sartori & ceschi, 2013). research subjects are the main informants who have been living together on the sttiaa trawas campus with a very good understanding of the christian character based on dormitories. informants are individuals who understand and understand the right place to be researched. the determination of informants is carried out to obtain valid data on the object being studied. for this reason, informants who become key informants must be taken from people who are considered to be able to provide correct information that is directly related to the focus of the research being carried out. for this reason, the selection of informants as sources of data or informants in this study is based on the principle of subjects who master the problem, have data, and are willing to provide complete and accurate information. informants who act as sources of data and information must meet the criteria. the informants in this study included the head of sttiaa trawas in 2020, vice chairman, teaching lecturers, lecturers, and students in the 2020-2021 entry year. place and time of research this research will be conducted at sttiaa trawas mojokerto. the research has been going on for almost 3 months since august 2020 in the context of pre-research research. the presence of the researcher is a key instrument. this means it is very important. the presence of researchers in the field of qualitative research is an absolute must. because the researcher acts as the data taker of the research instrument as well as the data collector. furthermore, as the core instrument, qualitative research is carried out alone in extracting research data. the steps taken are as follows. first, the researcher reacts to all stimuli from informants in the sttiaa trawas campus environment which must be estimated to be meaningful or not for the research. second, researchers as a tool can adapt to all aspects of the situation at sttiaa trawas so that they can collect various kinds of data. third, each situation is considered to be meaningful in this study. there is no instrument that can capture the whole situation except humans. fourth, a situation that involves human interaction, cannot be understood with knowledge alone, but it is necessary to feel it often and explore it based on our knowledge. fifth, only humans as instruments can draw conclusions based on data collected at one time and use them immediately as feedback to obtain confirmation, change, improvement, or rejection (sugiyono, 2011). the purpose of the presence of researchers in the field is to directly observe the conditions or activities that take place while at sttiaa trawas. researchers here play an important role apart from being the main instrument. the success or failure of this research depends on the presence of the researcher, so it is hoped that the data obtained from the field are valid and easy to analyze. research instruments data collection as a research instrument was carried out directly from informants at sttiaa trawasmojokerto. furthermore, the research data instrument obtained is divided into two, namely primary data sources and secondary data sources. primary data sources were obtained from all oral utterances and informants. to explore the data of this research, sttiaa trawas informants were conducted through in-depth interview techniques. https://doi.org/10.46627/silet.v3i1.106 https://scie-journal.com/index.php/silet management of christian character education curriculum based on dormitory abdi-allah theological college trawas-mojokerto https://doi.org/10.46627/silet.v3i1.106 79 studies in learning and teaching https://scie-journal.com/index.php/silet the selection of informants for this research will be carried out using the snowballing technique, meaning that one informant appoints another informant who knows and understands inclusive education policies to complete his statement from the initial informant (buchanan, 1981). then another informant pointed to the next informant until the information provided was adequate, and so on. furthermore, to complete the primary data source, a secondary research data source is needed. secondary data sources are obtained from various photos, documents, and notes that can be used as a complement to primary data sources. secondary data sources include books, articles, scientific journals, letters, or archives owned by sttiaa trawas mojokerto related to boarding-based christian character education. other data sources in the form of documentation and photos of inclusive education implementation activities are also posed in this study. other secondary data is in the form of library archives, regulatory and statutory documents, and research results that are related to education and training materials. data collection tools were also prepared such as interview guides, informed consent forms, notebooks, stationery, voice recorders, documentation tools, and other equipment. after all data sources have been collected, both primary and secondary data, the data are compared and combined into a cross-case analysis. this is done to develop a conceptual framework for the research. the framework was developed in the abstract according to the findings in inclusive schools. in practice, searching for secondary data in the form of important documents, such as academic guidelines, manuscript guidelines, and modified curriculum development guidelines aims to complement primary data sources. all informants act as data sources that provide verbal/verbal information. the information obtained describes the perspective of the informants regarding the case being studied and provides physical evidence of the secondary data they have. the physical evidence is in the form of report files or writings. other data such as photographs related to the focus of the problem under study can come from these informants or from other direct observations. data collection technique at this stage, the research obtains data holistically and integratively. the technique is through (1) in-depth interviews, (2) participant observation, and (3) study of documents. deep interview in-depth interviews are conversational activities carried out to obtain opinions, perceptions, feelings, knowledge, and sensory experiences (alvi, 2016; dejonckheere & vaughn, 2019; rak et al., 2020) from sttiaa trawas informants regarding the problems of the focus of the problem being studied. this interview is used to interview informants who are directly related to the character of students on campus. it aims to obtain detailed information in order to complete the data of this study. the first step is to prepare an interview guide and a recorder to record the results of the interview. interviews were carried out until finally complete information was obtained from all informants and the focus of the problem could be answered. this is adjusted to the interview instruments that have been prepared previously. researchers are required to come and carry out activities directly at the mojokerto health office to get information. in conducting this in-depth interview using unstructured interviews (unstandardized interviews) which were conducted without compiling a strict list of questions. the advantage of this unstructured interview is that it can be done in a more personal manner which allows obtaining as much and more in-depth information as possible. unstructured interviews allow to record the affective responses that appear during the interview and to sort out personal influences that may have influenced the outcome of the interview. psychologically, this interview is freer and more chatty, so it is not tiring and tedious for the informants. another https://doi.org/10.46627/silet.v3i1.106 https://scie-journal.com/index.php/silet management of christian character education curriculum based on dormitory abdi-allah theological college trawas-mojokerto https://doi.org/10.46627/silet.v3i1.106 80 studies in learning and teaching https://scie-journal.com/index.php/silet benefit of conducting unstructured interviews is that the questions are held freely (free interviews) on general questions regarding the implementation of inclusive education policies. the second interview is focused (focused interview) whose questions do not have a structure but are always centered on one point to another (merton & kendall, 2014). the direction of this problem focuses on the implementation of christian character education that has been made and has been carried out so far at sttiaa trawas. after completing the interview, the informant was then asked to be shown the next informant who was deemed to have the required, relevant, and adequate information. from the information appointed, other informants pointed to the head of sttiaa trawas. the researcher conducted sufficient interviews and at the end of the interview, asked to appoint other informants who could be asked for their statements. and so on until the informants obtained are getting more and more like a snowball (snowball technique) and according to the purpose (purposive) contained in the research focus. in order for the interview to be more systematic and focused, the preparation of the desired materials is in accordance with the issues being explored. this can be done by making an interview guide instrument first. however, in practice, the guidelines that have been prepared can be developed according to the responses from the informants so that the results of the interviews are more coherent. interviews were conducted by prior agreement or they could also be conducted spontaneously according to the opportunity provided by the informant. to record the results of the interview with the permission of the informant used tools in the form of a notebook and a tape recorder. in the field, the application does not require the possibility of searching for other informants. this means that the researcher asks to be shown the next informant who is considered to have the required information and conducts sufficient interviews. and so on until information is obtained that can answer the research focus. participant observation direct observation is a data collection technique with careful direct observation in the field, where the activity is being studied. direct observation is carried out to obtain facts and symptoms that occur (new) (fagerhaugh, 1982; suminski et al., 2021). facts and symptoms that occur are important things that are recorded to answer the focus of the problem. this direct observation was carried out at sttiaa trawas in order to determine the extent to which hostel-based christian character education is being implemented. this is done to strengthen the information obtained through in-depth interviews. in order for the situation and condition of this research to be recorded perfectly, it is necessary to record everything he sees in field notes. field notes were written during direct observation and were refined. the use of digital cameras as a tool to support the natural completeness of data from events encountered during direct observation is important such as recording important events that occur related to research data in the form of videos and photos. taking pictures both in the form of videos and photos was done with the permission and knowledge of the informants. the direct presence was at the research location during observation activities and trying to pay attention to and record every symptom that arose at sttiaa trawas mojokerto. there are three stages of observation carried out in this study, namely descriptive observation (to find out the general picture), focused observation (to find categories), and selective observation (to find differences between categories). focused observation to see things related to the focus of the problem, there are four focus problems, namely a focus on the communication element, a focus on the resource element, a focus on the attitude/disposition element, and a focus on the bureaucratic structure element that occurred at sttiaa trawas. https://doi.org/10.46627/silet.v3i1.106 https://scie-journal.com/index.php/silet management of christian character education curriculum based on dormitory abdi-allah theological college trawas-mojokerto https://doi.org/10.46627/silet.v3i1.106 81 studies in learning and teaching https://scie-journal.com/index.php/silet selective observation after doing the analysis and observation repeatedly, then narrowing it down again with the selective observation by looking for differences between categories, such as the content of policies and implementation of christian character education. in addition, direct observation may be carried out as much as possible in the form of actions and symptoms that are closely related to inclusive education. this direct observation is in the form of observation in the implementation of character education learning carried out by lecturers and guardians of special students in the dormitory. documentation (study of documents). the documentation method is used to find data on related matters or variables in the form of notes, transcripts, books, newspaper inscriptions, meeting minutes, agendas and so on. the main objective is to find data regarding the implementation of sttiaa trawas christian character education mojokerto. documentation is used to complement the previous data obtained from in-depth interviews and previous observations. the documents can be in the form of photos, institutional documents, and transcripts of informant interviews. in accordance with the nature of qualitative research itself, the main instrument of research is the researcher himself and is assisted by tools such as notebooks, cameras, tape recorders, and other tools to achieve the desired data. applicatively in this study, it tries to collect data through documentation, namely in the form of written data sources. it is not enough to just collect written data such as strategic plans, curriculum development, and academic and non-academic guidelines. it is also necessary to collect documents and life books at sttiaa trawas. the collection of documentation from various sources, both offline and online through the hospital's website, supports data regarding the implementation of existing education and training. in order to obtain the documents mentioned, efforts are made to obtain maximum access through special letters to request them. this documentation is carried out in order to strengthen and complete detailed data from the results of interviews with informants. to distinguish between recordings and documents. recording is important to use as a statement from the informant to prove the existence of an event that occurred. while the document is used as a reference that is not prepared specifically for a particular purpose, such as letters, photos, manuscripts, and training manuals, but it is also important to do this. data validity technique the data validity technique of this research uses four kinds of criteria, namely credibility, transferability, dependability, and confirmability criteria. credibility to ensure a high level of data validity and credibility, it is necessary to use seven techniques, namely prolonged engagement, persistent observation, triangulation, peer debriefing, referential adequacy check, negative case analyst, and member checks. the seven points are described as follows. prolonged engagement prolonged engagement is interpreted as spending a lot of time at the sttiaa trawas research site. the goal is to ensure the full level of trust of the informants and avoid distortion of attendance at the research site. this is done as a solid foundation to be able to draw conclusions based on data in the field. research in the field is tailored to the needs. to get research data, researchers conducted research in december 2021. after that, they will directly conduct research at sttiaa trawas. https://doi.org/10.46627/silet.v3i1.106 https://scie-journal.com/index.php/silet management of christian character education curriculum based on dormitory abdi-allah theological college trawas-mojokerto https://doi.org/10.46627/silet.v3i1.106 82 studies in learning and teaching https://scie-journal.com/index.php/silet persistent observation at this stage, direct observation of phenomena or activities in sttiaa trawas. the direct observation method involves the research object that has been determined and observing all activities carried out and carried out by the informant. observations were made to obtain a complete and detailed picture of the implementation of christian character education in the field. triangulation this is a research perspective from various points of view. verification of findings using multiple sources of information and data collection techniques. the triangulation technique is a technique of checking the validity of data that uses other sources of information, methods, or theories that are interconnected with one another. there are two added values when using the triangulation technique, namely the data findings obtained are strengthened or questioned by comparing the data generated from other different techniques, and the findings data obtained can be supplemented by adding something new and different from one technique to another. peer debriefing this stage is a discussion with colleagues to discuss the temporary research findings. the purpose of peer discussion is to obtain accuracy in research. the peer discussion was carried out regarding the implementation of the training. the discussion also leads to the research method or technique that the researcher is doing. this discussion hopes that researchers can get input or contribute to the theme of hr training. colleagues do not only involve doctoral colleagues in unesa education management who understand inclusive education but mainly peer debriefing is carried out with friends from organizations such as fgds in the mojokerto area. exchange of opinions and discussions as input and improvement from the temporary findings. referential adequacy checks checking all research results by checking existing data archives from various sources such as newspapers, magazines, articles, reference materials, and documentation. the aim is to ensure the suitability of the data found with the provisional conclusions that focus on the implementation of the inclusion policy that has been obtained. if the suitability is perfect, it can be said that the level of confidence in the conclusions of this study is high or strong. negative data analyst negative cases are those that do not match or differ from the research results up to a certain point in time. conducting a negative case analysis means that the researcher looks for data that is different or contradicts the data that has been found. if there are no more different data, it means that the data found can be trusted. member checks when the final stage of the research is completed (interviews of all informants have been completed). the aim is to evaluate the outline of research findings that have been submitted by all informants. the outline of the findings is regarding the findings on the planning element of the module, the findings on the implementation element, and the findings on the inhibiting and supporting elements of christian character education at sttiaa trawas mojokerto. before leaving the research location, it is obligatory to re-check, match information and confirm with other informants carefully and with caution. member checks are an important and useful technique for maintaining the credibility of qualitative research. https://doi.org/10.46627/silet.v3i1.106 https://scie-journal.com/index.php/silet management of christian character education curriculum based on dormitory abdi-allah theological college trawas-mojokerto https://doi.org/10.46627/silet.v3i1.106 83 studies in learning and teaching https://scie-journal.com/index.php/silet transferability transferability technique is used in order to obtain a common understanding of all information, data obtained, and research findings. this technique juxtaposes the data obtained so that it is easy to see so that the data shows and describes the problem of the focus of the research problem. the purpose of transferability is to lead other readers or other researchers to fully understand the substance of the research. therefore, so that other people can understand the results of the training research in a clear, detailed, systematic, and reliable manner, the following steps are used. research settings the setting of this research must be clear that it will be carried out at sttiaa trawas mojokerto until finished. good relations must be maintained between researchers and the education and training organizers. this provides easy or quick access to carry out initial research on the case. the data collected through the initial investigation can be used as preliminary information or a preliminary study and become part of the research even though the data is not shown in detail in the research report. in this regard, it is very necessary to know the existence of patterns of commitment built from initial data in boarding-based christian education. therefore, this phenomenon that occurs deserves to be investigated in connection with the success of improving the quality and quality of its implementation. meanwhile, for the sake of research, permission in advance to carry out preliminary research chief mojokerto health office who acts as a gatekeeper. after getting information from informants about commitment and attitude in character education, the research can look at the other appropriate variable components. research informant profile the profile of the informant is considered important in the research because it involves related parties such as the profile of the head of the organizer and his committee, the profile of the informant sttiaa trawas, mojokerto, profiles of lecturers, profiles of lecturers' guardians or employees and special students. the reason for knowing the informant's profile is the readiness and ability of this informant to understand the implementation of christian character education. research area map regional maps are used for the purpose of describing the location of the site clearly and in detail, namely the sttiaa trawas area which is under the auspices of christian higher education. the location is very strategic so it is enough because it is close to many housing estates. there are several things that are considered by students studying at sttiaa trawas, namely the complete infrastructure, competent lecturers and long-established high schools. this is evidenced by a large number of students and many award achievements from the provincial to the national level. an award from the ministry of research and technology as the best number 2 christian religious college in indonesia was achieved in 2017. dependability at the dependability stage, it is guaranteed that the information or data of the research carried out is highly dependent on other supporting tools, in the form of written guidelines, sound recordings, and image recordings. all data in this study can be interpreted correctly, accurately, and scientifically justified. in qualitative research, it is very important to test dependability by conducting an audit of the entire research process. dependability test is used to assess whether the qualitative research process is of quality or not. researchers need independent expert auditors to check to maintain https://doi.org/10.46627/silet.v3i1.106 https://scie-journal.com/index.php/silet management of christian character education curriculum based on dormitory abdi-allah theological college trawas-mojokerto https://doi.org/10.46627/silet.v3i1.106 84 studies in learning and teaching https://scie-journal.com/index.php/silet dependability. the auditors in this study were conducted by two promoters, namely prof. h. haris suparno as promoter i and dr. mudjito ak, m.si, as co-promoter. confirmability at the confirmability stage, confirmation from various sources is considered correct and convincing as another element involved in the research theme (chibvongodze et al., 1998). research is said to be objective if the research results have been agreed upon by many experts. the degree of certainty from research on the implementation of education and training is a criterion for assessing the quality of results by emphasizing tracking data and information. interpretation supported by material that is sufficiently deep to the audit trail is important. qualitative data, either text or images from interpretation results can always be shown clearly and convincingly. the data that has been interpreted and used by the researcher produces the prospect of objectivity. this can show several important points, namely; generate questions about the researcher's own involvement in interpreting the data and generate the prospect of an open mind and a willingness to consider alternatives and defend data explanations. in a study, it is not allowed to present the results without going through the process that must be done. the auditor trail in this study was conducted by the promoter lecturer. data analysis technique the data analysis technique was carried out by systematically searching and arranging interview transcripts, field notes, and other materials that had been collected by the researcher. analytical activities are carried out by analyzing data, organizing, dividing into manageable units, synthesizing, looking for patterns, finding what is meant, and what is systematically researched and reported. the data analysis used in this research is qualitative analysis, which consists of data reduction, data presentation, and verification/conclusion. in order to be able to interpret and interpret data well, it takes perseverance, thoroughness, patience, and high creativity from researchers so that they are able to give meaning to each phenomenon or existing data. the type of data analysis technique used in this research is descriptive. this means that it is an analytical technique used to analyze data by describing or describing the data that has been collected soberly without any intention of making generalizations from a research result. data analysis data analysis in this study was carried out on each object of research focus. in analyzing, the researcher interprets the data in the form of words so that the meaning is obtained to be reported. activities in qualitative data analysis are carried out interactively and continuously until they are completed so that the data is saturated. the steps are as follows: a. data condensation data condensation is a process of selecting, simplifying, abstracting, and transforming data that approximates all parts of written field notes, interview transcripts, documentation, and other empirical material. this technique is done by collecting data at sttiaa trawas continuously through participant observation, in-depth interviews, and documentation so that the data collected is large and complete. then describe in more detail and depth after all the data is collected. b. data presentation after the data regarding the implementation of the training is condensed, the next step is the presentation of the data. presentation of data in the form of brief descriptions, charts, relationships between categories, flowcharts, and the like. while the data that is often used in qualitative research is narrative text. with the presentation of data on how the education and https://doi.org/10.46627/silet.v3i1.106 https://scie-journal.com/index.php/silet management of christian character education curriculum based on dormitory abdi-allah theological college trawas-mojokerto https://doi.org/10.46627/silet.v3i1.106 85 studies in learning and teaching https://scie-journal.com/index.php/silet training are held at sttiaa trawas, it will be easier to understand what happened and plan further work based on what has been understood. the steps of analysis during data collection in this study are as follows. first, after each data collection, all field notes were read, understood, and summarized. the field notes summary format used in this study follows the pattern. second, all field notes and summaries that have been made, are read again and provisional summaries are made, namely a summary of the results while synthesizing what is known about the case that is used as a background for research, and showing what remains to be researched. making a summary aims to obtain an integrated record of the case that became the background of the study. third, after all the necessary data has been collected and the researcher leaves the research field, the field notes that have been made during data collection are analyzed. more intensively. this step is called analysis after data collection. the steps taken in the analysis after data collection are as follows. first, is the development of the coding category system. the coding in this study was made based on the case study background, data collection techniques, data sources, research focus, time of research activities, and page numbers of field notes. the coding used in this study is presented in table 1. table 1. research coding sequence. no aspect of coding code 1 data collection technique interview observation documentation w o d 2 focus christian character education curriculum implementation strategy kr character education values character education evaluation inhibiting and supporting factors 1 2 3 4 5 3. order number interview / observation / documentation 1,etc 4 subject head of sttiaa representative lecturer guardian lecturer college student kdk wdk dp wd mh 5 study sttiaa 6 field note page number note page number in office room iv v 7 activity time: date – month year 04-02-2021 this coding is used in the context of data analysis activities. the research focus code is used to classify research data obtained through interviews, observations, and documentation studies. at the end of the field notes or interview transcripts, several important things are listed, such as the instrument used, the serial number of the focus of the problem theme, the serial number of the focus, the informant, the research site, the background of the research, and when the research activity was carried out as shown in the example code in table 2. https://doi.org/10.46627/silet.v3i1.106 https://scie-journal.com/index.php/silet management of christian character education curriculum based on dormitory abdi-allah theological college trawas-mojokerto https://doi.org/10.46627/silet.v3i1.106 86 studies in learning and teaching https://scie-journal.com/index.php/silet table 2. example of code sequence and how to read it code how to read it w shows the types of interview, observation, and documentation data collection techniques 1 shows the focus code of the research theme 1, etc. shows the sequence of interviews, observations, and documentation k appoint research informants spendiv pointing research site iv/ v indicates an indoor or outdoor research setting 04-032020 shows the date, month, and year of the research activity second, is data sorting. after the codes are made complete with operational restrictions, each field note is read again, and each data unit contained in it is assigned the appropriate code. what is meant by data units here are pieces of field notes in the form of sentences, paragraphs, or a sequence of paragraphs. the codes are written on the edge of the field notes sheet and then all the field notes are photocopied. the photocopies are cut into pieces based on data units, while the original field notes are kept as archives. the pieces of field notes are grouped according to their respective codes as listed on the left edge. to make it easier to track the original field notes, at the bottom of each data unit a notation is given. conclusion drawing/conclusion verification new findings that have never existed before are the main hope of a qualitative study. findings can be in the form of a description or description of an object that was previously still gray, so that it becomes clear. after researching it becomes clear to further clarify the analysis of the data. results and discussion character education curriculum management at sttiaa trawas mojokerto character education curriculum management will run effectively, in the previous research by lickona & lewis (2003) developed several principles (principles of effective character education). first, ethical core values mean character education as the foundation for the formation of good character. character education adheres to values that are widely disseminated, which are very important, and are based on noble character, called core values, for example caring, honesty, fairness, responsibility, respect for oneself and others. character education also promotes positive performance values such as diligence, a strong work ethic, and tenacity and persistence. second, character is understood comprehensively including in thinking, feeling, and behavior. the implementation of good character includes understanding, caring, and actions based on these ethical values. the holistic approach in building student character is thus related to the development of cognitive, emotional, and behavioral aspects of moral life. students will grow and understand these core values by studying them and discussing them, observing behavioral models, and solving problems related to values. third, character education requires a serious and proactive approach as well as promoting core values in all phases of life at the abdi allah trawas mojokerto evangelical theology college. this educational institution is committed to developing a character that is obliged to look at itself with a moral perspective to assess how everything in the college can have an impact on the character of the students. the curriculum for christian character education is applied in student life, both in dormitories, in class, on campus, and outside the campus. https://doi.org/10.46627/silet.v3i1.106 https://scie-journal.com/index.php/silet management of christian character education curriculum based on dormitory abdi-allah theological college trawas-mojokerto https://doi.org/10.46627/silet.v3i1.106 87 studies in learning and teaching https://scie-journal.com/index.php/silet supervision of the implementation of christian character education is carried out by all lecturers, staff, employees, and fellow students themselves. the implementation of christian character education is also regulated in/through a student handbook which contains the rules and regulations of daily life on campus. so it is hoped that the formation of character through daily habits that are closely monitored can shape students to have characters that are in accordance with the character of christ. supervision is carried out not only in class but also in dormitories and on-campus and off-campus. the comprehensive approach taken has utilized all aspects as an opportunity for character development. in this regard, this includes what is often called a hidden curriculum, such as a flag ceremony, lecturers as models, student relations with lecturers, lecturer relationships with other theological college staff, and relationships between students. the theological college is a caring community. commitment to character development in educational institutions seeks to become a microcosmic society that cares and is fair. this is made possible by building a community that helps all its members to form a caring bond between them. this caring relationship can arouse both the intention to learn and the intention to become a person of good behavior. in this connection, staff members and parents of students can establish a relationship of mutual respect, mutually beneficial to both parties. they feel more called and excited to develop their capacity in promoting character values to students. provide opportunities for students to take moral action. sttiaa trawas mojokerto's christian character education curriculum is structured based on the need to nurture students so that they can have christian character which is a demand for every student. and more importantly, not only because it is related to their profession later, but also closely related to the demands of being a true follower of christ, who should have a christ-like character. this christian character education curriculum is applied to all students who live in dormitories (the requirements set for all sttiaa trawas undergraduate students are that they must live in a dormitory for a 4-year study period). in the ethical realm as well as in the intellectual realm, students are constructive learners, they learn well by doing something (learn by doing). to develop good character, they need many and varied opportunities to apply values such as compassion, responsibility, honesty, and fairness, in daily interactions and discussions. by confronting real challenges (e.g. dividing tasks in cooperative learning, how to reach consensus in class meetings, how to reduce fights on the playing field, how to run service-learning projects) and reflecting on them in their experience, students can develop a practical understanding about the need to cooperate with others and make personal contributions. effective character education must be complemented by a meaningful and challenging academic curriculum that values all learners and helps them to achieve success. if students are successful in high school and feel that they now have a certain competence and autonomy regarding the acquisition of certain knowledge or skills, they are more likely to feel the need to have certain values that characterize their existence and feel more of a need for personal authority. because every student comes to the sttiaa trawas campus with skills, with different interests and needs, an academic program designed to help students succeed should be a program in such a way that both the academic material and the learning pedagogy are sufficient to build engagement among all students. this means that higher education institutions must provide a curriculum that is inherently interesting and meaningful to students. examples of meaningful curricula are curricula that feature active teaching and learning methods such as cooperative learning, problem-solving approaches, and experiential projects. christian character education must really try to develop students' personal motivation. growing up with self-motivation is a character development process with the principle that character learning should not be carried out through excessive emphasis on extrinsic incentives. character learning is carried out to develop students' understanding of the rules, raise https://doi.org/10.46627/silet.v3i1.106 https://scie-journal.com/index.php/silet management of christian character education curriculum based on dormitory abdi-allah theological college trawas-mojokerto https://doi.org/10.46627/silet.v3i1.106 88 studies in learning and teaching https://scie-journal.com/index.php/silet awareness that their behavior will have an impact on others, and build students' character strengths such as self-control, ability to take perspective, and resolution skills. all residents of sttiaa trawas must become a learning community and a moral community, all of which are mutually responsible for the ongoing character education, and strive to develop the same core values that guide character education for students. all high school staff starting from lecturers, administrative staff, counselors, high school psychologists, coaches, vice principals of high schools, cafeteria workers on the playground, and so on, must be involved in learning, also participate in discussions, and take their respective roles in the effort character building. first and foremost, staff members must demonstrate their responsibilities and become models for core values and take the opportunity to influence students with whom they interact. second, the same values and norms that control student behavior must also be applied in regulating the lives of more mature high school citizens in the college community. third, a college that provides free opportunities for its staff to reflect on moral issues can help convince all parties that the implementation of character education in the college is carried out with full integrity. the implementation of character education requires the necessary moral leadership for high school residents and students. colleges that have been committed to developing effective character education should have people who act as leaders (eg head of the high school, all lecturers of the high school) who have excellent abilities (excellent or strong) in leadership. colleges must recruit parents and community members as full partners in character-building efforts. colleges that are able to establish relationships with parents to want to be involved in character education are proven to have a great ability to increase their chances of succeeding with their students in building character. such high schools are usually willing to go to great lengths at every stage of character education to communicate with students' families, for example through letters, emails, and so on. implementation of the dormitory-based christian character education curriculum implementation at sttiaa implies that every lecturer makes a plan for the program that will be run. the planning in question is to realize success and achieve the expected goals in accordance with the curriculum applicable in high schools. character education involves various kinds of value compositions, including religious values, moral values, general values, and civic values. higher education institutions have the authority to determine priorities for character education values, but in the end, it is the individual himself who cultivates these values in accordance with his personal experience as an individual who believes and has the goodwill to live together in a pluralistic society. the tiered supervision of life in the dorm room (doing routine meditation every morning, praying and reading the bible, keeping the bed clean, maintaining and cleaning the bathroom, washing clothes, etc.) is carried out in stages as follows: a) by senior students; b) by mother or the father of the dormitory; c) by the vicechairman of 3 student affairs; d) by the meeting of the faculty council. permendikbud number 20 of 2018 also confirms that there are 5 (five) values contained in the character education strengthening program which are described as follows: religious, religious character values reflect faith in god almighty which is manifested in the behavior of carrying out religious teachings and beliefs, respecting differences religion, uphold a tolerant attitude towards the implementation of religious worship and other beliefs, live in harmony and peace with followers of other religions (thoyyibah et al., 2019). the value of this religious character includes three dimensions of relations at once, namely the relationship of the individual with god, the individual with others, and the individual with the universe (environment). the value of this religious character is shown in the behavior of loving and maintaining the integrity of creation. religious sub-values include love of peace, https://doi.org/10.46627/silet.v3i1.106 https://scie-journal.com/index.php/silet management of christian character education curriculum based on dormitory abdi-allah theological college trawas-mojokerto https://doi.org/10.46627/silet.v3i1.106 89 studies in learning and teaching https://scie-journal.com/index.php/silet tolerance, respect for differences in religion and belief, firm stance, self-confidence, cooperation between adherents of religions and beliefs, anti-bullying and violence, friendship, sincerity, not imposing will, loving the environment, protecting the small and marginalized. implementation or application means everything that is carried out and applied, in accordance with the curriculum that has been designed or designed to then run fully in accordance with the regulations that have been set. for this reason, curriculum implementation is also required to fully implement what has been planned in the curriculum, the problem that will occur is if what is implemented deviates from what has been designed, there will be futility between design and implementation. implementation can also be considered an action or implementation of a plan that has been prepared carefully and in detail. implementation is usually done after the planning is considered fixed. simply put, implementation can be interpreted as implementation or application. from the definitions, it shows that the word implementation boils down to the mechanism of a system. the expression mechanism implies that implementation is not just an activity, but an activity that is planned and carried out seriously based on certain norms to achieve the objectives of the activity. therefore, implementation does not stand alone but is influenced by the next object, namely the curriculum. dormitory-based christian character education values in general, character education, character education is education that aims to shape personality through character education. the result of character education is a real behavior such as honesty, sense of responsibility, hard work, and so on. character has two essential and closely related parts, namely performance character and moral character. meanwhile, character education is a deliberate effort to help students understand and care about ethical values. in the implementation of education at the college of theology, lecturers have an important role in helping students to form character through behavior, example and so on. moreover, character education is a deterrent to various behaviors that are not expected. according to zubaedi (2011) character is human nature that is permanent and distinguishes one human from another. this character includes attitudes (attitudes), behavior (behavior), motivation (motivation), and skills (skills). in addition, character also provides the best, including intellectual capacity, critical attitude, honesty, and responsibility, so that a person can contribute to his environment. from the definition, basically, character contains two dimensions, namely the intellectual dimension and the behavioral dimension. while character education is character education plus which aims to develop the character and character of students by living up to the values and applied through honesty, trustworthiness, discipline and cooperation by emphasizing affective, cognitive and psychomotor values. students with character have a level of awareness and self-knowledge trying to do their best for god almighty and others so that they can maximize their potential with full responsibility. the human character can be formed through habits both speech and action. good character is not formed automatically, good character is developed continuously in the learning process, examples, learning, and practice. character is formed because habits and habits are formed through repeated actions every day. in this study the values instilled by the college of theology cannot be separated from the directives of the 1978 standard of training, certification and watchkeeping (stcw) for seafarers which were amended in manila in 2010 namely leadership (leadership), teamwork (teamwork), managerial ability (managerial ship), care about work safety (safety awareness), and care about security (security awareness). based on this characters, it is necessary to have a curriculum that is able to form an education system at the trawas theological high school, especially those that use dormitory facilities as a means of supporting character formation. with this dormitory, it is hoped that it will be able to form new habits for students that can shape https://doi.org/10.46627/silet.v3i1.106 https://scie-journal.com/index.php/silet management of christian character education curriculum based on dormitory abdi-allah theological college trawas-mojokerto https://doi.org/10.46627/silet.v3i1.106 90 studies in learning and teaching https://scie-journal.com/index.php/silet their desired character. however, good character relates to rules of good behavior and the development of good behavior habits, which are then practiced over and over again. evaluation of dormitory-based christian character education evaluation of christian character education is carried out objectively, meaning that it is based on facts and data that are found and disclosed honestly. for this reason, continuous training is needed from all parties involved so that they are skilled in using evaluation methods that are in accordance with the situation and conditions of the school. in addition, evaluation activities are carried out through the implementation of reflection with the aim of knowing the weaknesses and strengths of the implementation of student character education in schools and then conducting an analysis together in the design and implementing teams to find solutions that will be applied to further character education. the application and utilization of the results of the analysis on character education carried out is in accordance with expectations, in the improvement and improvement of the quality and effectiveness of performance will be carried out for the implementation of character education activities in the future. after understanding the various ways in developing character education, then how to assess or evaluate the character education developed, of course, requires a specific explanation. assessment in learning related to character education can use authentic assessment. the implementation of effective character education includes efforts to assess the implementation of character education programs. the three types of outcomes that should be the focal point of the assessment are as follows. 1) the character of the high school must be judged on the extent to which the high school has become a caring community. the role of high school staff as character educators is assessed with the question: to what extent do high school staff such as teacher councils, administrators, and personal supporters develop mutual understanding of what can be done to develop character building. 2) the character of the students is assessed by the main question about the extent to which students realize their understanding, commitment, and actions based on these ethical values. 3) supporting and inhibiting factors in the implementation of dormitory-based christian character education curriculum seeing the obstacles that occur in the implementation of the program and identifying the problems that exist in sttiaa trawas then looking for a comprehensive solution so that the character education program can be achieved; there are supporting and inhibiting factors in the implementation of character education which are described as follows. supporting factors from the beginning of students entering sttiaa trawas in semester 1, students have known that this educational institution is based on christianity. the quality or character of students who are permanent and continuous, eternal, which is used as a good personal characteristic. this character is a characteristic possessed by each individual that distinguishes individuals from other individuals. this characteristic is obtained from the evaluation of the individual's personality. because character is related to evaluation or assessment, in describing individual characters, the terms good and or bad are often used. the substantive meaning of the term character consists of three interrelated student behaviors, namely (a) moral knowing, (b) moral feeling, and (c) moral behavior. it was further emphasized that good character consists of the psychological process of knowing the good, desiring the good, and doing the good – habit of mind, habit of heart, and habit of action. supervision of lecturers and high school residents in the campus area is a supporting factor. practical work is shared in all campus areas, libraries, health clinics, offices, kitchens, https://doi.org/10.46627/silet.v3i1.106 https://scie-journal.com/index.php/silet management of christian character education curriculum based on dormitory abdi-allah theological college trawas-mojokerto https://doi.org/10.46627/silet.v3i1.106 91 studies in learning and teaching https://scie-journal.com/index.php/silet courtyards, etc. carried out together with lecturers who teach, lecturers who are responsible for practical work areas, all lecturers, staff, and employees. obstacle factor the trawas theological college dormitory is a place to stay for students. dormitory is usually a building with rooms that can be occupied by several occupants in each room. its residents stay in dormitories for a longer period of time than in hotels or inns. the reason for choosing to live in a dormitory can be in the form of the residence's origin which is too far away, or because the cost is relatively cheaper than other forms of lodging, such as boarding houses or apartments. in addition to accommodating students, dormitories are also often occupied by participants of a sports party or seminar participants. christian character must be manifest in the life of a christian leader. real is meant in relation to other people. besides that, it is real in the household and the environment. real in relation to god and service. character education given throughout life is not only given one or two years but is a lifelong process. the character values developed are based on the four national pillars, namely honesty, intelligence, toughness, and caring. the abdi allah evangelical theology college also has these values, namely love, holy, commitment, and tough. character education to be successful also needs to be assessed with the right assessment tool. however, in implementation on campus, there are many constraining factors as the management function has not been optimally implemented. the most important of all series of management processes is that the implementation function emphasizes more on activities that are directly related to the human resources involved, or people within the organization have not touched on student practices in behaving and acting on-campus and off-campus. empirical study implementation is the most important management function of all series of management processes. the function of implementing dormitory-based character education places more emphasis on activities that are directly related to the human resources involved, or the people in the organization. implementation is an attempt to move group members in such a way that they are willing and trying to achieve the goals of the company and the goals of the company's members because the members also want to achieve these goals. implementation is an effort to mobilize or direct the workforce (manpower) and utilize existing facilities intended to carry out work together. among the implementation activities are conducting direction, guidance, and communication. the implementation here is to direct the workforce according to the work. in preparing for character education on campus, education needs to be made aware to all campus residents to take part in the implementation. including campus residents are the head of the high school, lecturers, administrative staff, students and residents in the campus environment. there is an influence from the application of character education on student academic behavior. character education is important to be implemented and developed on campus. lecturers have an important position in building good student character. the lecturer as the main character who meets almost every day becomes an idol and is highly respected. the behavior of lecturer needs to show virtuous and wise behavior so that it becomes an impression to be imitated and provides an example of good character. the environmental atmosphere is largely determined by the atmosphere created by students. campus regulations are an important aspect that must exist in an effort to develop a conducive atmosphere. the existing regulations include regulations that contain rights and obligations, sanctions, and rewards for all school members. these rules and regulations must be obeyed and carried out with full responsibility by all and all campus residents. however, any character that is formulated must still be based on universal values. therefore, education that develops character is a form of education that can help develop https://doi.org/10.46627/silet.v3i1.106 https://scie-journal.com/index.php/silet management of christian character education curriculum based on dormitory abdi-allah theological college trawas-mojokerto https://doi.org/10.46627/silet.v3i1.106 92 studies in learning and teaching https://scie-journal.com/index.php/silet attitudes, ethics, morals, and responsibility, and give love to students by showing and teaching good character. it is a proactive effort of ethical values such as self-respect, responsibility, integrity, and self-discipline. it provides a long-term solution that leads to moral, ethical, and academic issues that are a concern and at the same time a growing concern in society. the implementation of character education at sttiaa trawas begins with an agreement between all parties (chairman of sttiaa, deputy head, lecturers, and student guardians) about the character that will be prioritized for development. the selection of these values departs from the interests and conditions of each educational unit, which is carried out through context analysis so that in its implementation it is possible to have different types of character values developed between one high school and or one area to another. character education is integrated into the course, some things need to be considered. the implementation of character values to be developed can be started with values that are essential, simple, and easy to implement, such as: clean, neat, comfortable, disciplined, polite and courteous. in addition, the implementation of character education in high schools must create a culture of character which includes: religious, nationalist, independent, integrity, and mutual cooperation. the following is a description of the characters in christian characters at sttiaa trawas. table 3. elaboration of 3k1t character values in objectivity and key performance indicators. core values objectivity kpi holy the development of a culture of awareness to maintain the holiness of life, maintain the intensity of a personal relationship with god, and be willing and surrendered in obedience to god learners understand the values of the holiness of life and are able to maintain the holiness of life holistically through a godly attitude. learners want to go through the process of self-sanctification by maintaining the intensity of their personal relationship with god learners show an attitude of obedience to authority in the process of surrendering themselves to the formation of god love the awakening of a loving heart upon the realization that jesus christ has given his love to humans and is able to apply it to others learners understand the meaning of god's love for humans who are internalized in their lives with the revealed fruit of the spirit. learners have compassion for others through an attitude of life that pays attention to others, is willing to sacrifice and is 'lenient' in helping others. commitment building motivation in the self-leadership process that is moral, authentic, polite, and integrity learners have the ability to manage selfmotivation in doing their tasks and responsibilities. learners live an 'as is' attitude/not made up and have a character that is compatible with christ's values; have a clear attitude based on the truth (integrity). learners have a firm attitude in defending the truth values of christ. table 3 shows that sttiaa trawas has bars or standard guidelines that every student must-have. the following limitations on boarding-based character education (including the https://doi.org/10.46627/silet.v3i1.106 https://scie-journal.com/index.php/silet management of christian character education curriculum based on dormitory abdi-allah theological college trawas-mojokerto https://doi.org/10.46627/silet.v3i1.106 93 studies in learning and teaching https://scie-journal.com/index.php/silet theological college dormitory) as, the schoolhouse: that is the only place where children are thought during the day fulfills its primary function only this much. stay for the children where they are taught). meanwhile, the "dictionary of education" provides the following limits on boarding school: "boarding school is an educational institution the primary or secondary level in which pupils are residence while enrolled in as an instruction program, as opposed to a school to which pupils commute from their homes, includes school which offers regular and or special educational curriculum.” thus the theological college dormitory can be interpreted as a place where students reside for a relatively long period of time (during the study period) together with lecturers as caregivers who provide assistance to students in the process of personal development through the process of appreciation and development of cultural values. personal development here is adjusted to the field or profession being pursued at the theological college in question. the essence of hostel life is not just the formation of habits and sensory impressions, but also a process of forming life values. in fact, dormitories for school students or high school students are not something new in the context of indonesian education. because educational institutions in indonesia have long presented the concept of boarding school education, which was named "pondok pesantren" for muslims and seminaries for christians or catholics. this islamic boarding school or seminary is the forerunner of boarding schools in indonesia. in this institution, religious sciences are taught intensively at a certain level so that the products can become "kyai or ustadz" or " pastors" who will later move on as leaders in the spiritual field in society. of the many boarding universities in indonesia, there are 3 (three) styles, namely religious, nationalist-religious, and some nationalist. religion is divided into many styles, some are fundamentalist, moderate to somewhat liberal. this is more a representation of the diversity in indonesia, which generally takes these three forms. military-style because they want to transfer the pattern of disciplinary education in the military into education at boarding colleges. while the nationalist-religious style takes a position on semi-military education combined with religion in its development in high schools. the purpose of parenting is none other than the effectiveness and efficiency of achieving the goals of education and training at sttiaa. parenting is a tool to develop the characters that exist in the high school curriculum so that it can be achieved. there are 100 kinds of ways to develop character education which are contained in the curriculum in high schools developed by the university of illinois, some of which are in accordance with parenting patterns such as the introduction of character values in the form of discussions; policies related to character education. parenting patterns developed from planning, management, and program implementation to program evaluation, when referring to 100 kinds of methods still need to be further developed for parenting patterns in sttiaa trawas. conclusion conclusion of this research is as follows: 1) the management of christian character education curriculum that influences dormitory abdi theological high school trawas-mojokerto are: holiness (85.42% good), love (82.17% good), and commitment (71.83% good). thus, the students’ lifestyle based on dormitory dominated by holiness, love, and commitment is significant; 2) the management of christian character education curriculum can affect the students’ lifestyle based on dormitory in which character transmission occurs without competition among group members as follows (a) moral knowing, (b) moral feeling, (c) moral behavior. https://doi.org/10.46627/silet.v3i1.106 https://scie-journal.com/index.php/silet management of christian character education curriculum based on dormitory abdi-allah theological college trawas-mojokerto https://doi.org/10.46627/silet.v3i1.106 94 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(2020). development of christian character education based project based learning teaching materials to improve student character. international journal of english literature and social sciences, 5(3), 740–748. https://doi.org/10.22161/ijels.53 author (s): * thinna naftali woenardi (corresponding author) universitas negeri surabaya, jl. lidah wetan, kec. lakarsantri, surabaya 60213, indonesia email: thinna.17070976010@mhs.unesa.ac.id haris supratno universitas negeri surabaya, jl. lidah wetan, kec. lakarsantri, surabaya 60213, indonesia email: harissupratno@unesa.ac.id mudjito universitas negeri surabaya, jl. lidah wetan, kec. lakarsantri, surabaya 60213, indonesia email: mudjitomudjito@unesa.ac.id https://doi.org/10.46627/silet.v3i1.106 https://scie-journal.com/index.php/silet https://doi.org/10.7176/jep/10-4-06 https://doi.org/10.1007/s11135-012-9718-z https://doi.org/10.21831/jss.v15i1.25226 https://doi.org/10.36406/ijbam.v3i2.603 https://doi.org/10.3390/ijerph18179329 https://doi.org/10.1088/1757-899x/296/1/012036 https://doi.org/10.1088/1757-899x/296/1/012036 https://doi.org/10.22161/ijels.53 mailto:thinna.17070976010@mhs.unesa.ac.id mailto:harissupratno@unesa.ac.id mailto:mudjitomudjito@unesa.ac.id 429 too many requests whoops! too many requests 429 too many requests whoops! too many requests 429 too many requests whoops! too many requests 429 too many requests whoops! too many requests 429 too many requests whoops! too many requests 429 too many requests whoops! too many requests 429 too many requests whoops! too many requests studies in learning and teaching (silet) vol.1, no.1, april 2020, pp. 18-26 issn: 2722-1857 18 journal homepage: http://scie-journal/index.php/silet integrated twin tower (itt) based learning to think (ltt) model to enhance scientific creativity and spiritual of students in the early childhood islamic education department r pangastuti1, n fadhillah2 1department of early childhood islamic education, uin sunan ampel surabaya, surabaya 60237, indonesia 2department of science and technology, uin sunan ampel surabaya, surabaya 60237, indonesia article info abstract article history: received april 2, 2020 revised april 19, 2020 accepted april 20, 2020 the indonesian national qualification framework in higher education requires universities to develop a curriculum so that students have superior competence with a variety of skills that are appropriate to the needs of the 21st century in the field of enhancing creative thinking skills. expectations about the importance of scientific and spiritual creativity of students of early childhood islamic education department based on the above literature review contradict the results of preliminary studies by researchers. the results of preliminary studies that there are complex problems that must be resolved immediately, and learning innovation and development of lecture devices that are specifically designed to develop scientific and spiritual creativity of students in the early childhood islamic education department in uinsa is very needed. an alternative solution to the above problems that are offered by researchers is to develop an integrated twin tower-based learn to think (ltt) learning model to enhance scientific and spiritual creativity of students in the early childhood islamic education department. this model was developed by correcting the weaknesses of the ltt model and adding integrated twin tower in each syntax based on the literature review that has been done before. integrated twin tower is an innovative idea that has been developed at the faculty of tarbiyah and teacher training of uinsa with the foundation of thinking that the learning process cannot be separated between the core scientific fields of study and the islamic values keywords: integrated twin tower learning to think early childhood islamic education scientific creativity spiritual introduction curriculum demands and the development of the globalization era require educational institutions to innovate that benefit the 21st century skills-based education world (turiman, omar, daud, & osman, 2012; griffin, & care, 2015). the indonesian national qualification framework in higher education requires universities to develop curriculum so that students have superior competence with a variety of skills that are in line with the demands of the 21st century including creative thinking skills (perpres, 2012). the 21st century learning requires human resources with the competence and achievements that are directed to the learning skills and innovations, including critical thinking skills, problem-solving skills, decision making, creative thinking, responsible, and able to learn independently (partnership for 21st century skills, 2014; griffin & care, 2015). creativity in learning science is known as scientific creativity (mukhopadhyay & sen, 2013). scientific creativity is needed by students to solve various real-life problems (oecd, 2014); adapt to new demands flexibly (greiff et al., 2014; stenberg, 2009); scientific discovery and technological innovation (adb, 2014; dhir, 2014). based on these competencies, the islamic university of sunan studies in learning and teaching (silet) vol.1, no.1, april 2020, pp. 18-26 issn: 2722-1857 19 journal homepage: http://scie-journal/index.php/silet ampel surabaya (uinsa) has a significant role in pursuing the quality of the learning process and outcomes, including the learning process and outcomes of students in the early childhood islamic education department. uinsa conducts effective and efficient learning to improve students' scientific creativity by not leaving the spiritual aspect as a basic strength and characteristic of uinsa as one of the islamic teacher training institutions in indonesia. expectations regarding the importance of scientific and spiritual creativity of students in the early childhood islamic education department based on the above literature study contradict the results of preliminary studies by researchers. the results of the preliminary study in the even semester of 2016/2017 school year and the odd semester of 2017/2018 school year that have been conducted at uinsa, especially for students and lecturers of the early childhood islamic education department education program, in general, are as follows. 1) the scientific creativity of students in the early childhood islamic education department has generally classified as low criteria; 2) the spiritual aspects of students in the early childhood islamic education department in general still need to be improved; 3) lecturers in the classroom learning have not improved scientific and spiritual creativity of students in the early childhood islamic education department; 4) the majority of learning processes use conventional models (lectures, discussions, and presentations) and rarely do experiments in the laboratory so that they have not been able to optimally increase the scientific creativity of students in the early childhood islamic education department; 5) there is no lecture device which was developed specifically to improve scientific and spiritual creativity of students in the early childhood islamic education department in uinsa. the results of the initial study can be used as evidence of complex problems that must be resolved immediately, and learning innovation and development of lecture devices that are specifically designed to develop scientific and spiritual creativity of students in the early childhood islamic education department in uinsa are much needed. the results of previous research related to innovative learning that already exists to enhance scientific creativity include learn to think (ltt). ltt was developed specifically to improve students' thinking skills (hu, wu, jia, yi, duan, & meyer, 2013). thinking activities in ltt train students to think critically and creatively through concrete, abstract, and creative thinking activities. ltt uses students thinking methods to develop student creativity directly in the learning process, stimulates students' interest and motivation to learn from the beginning to the end of learning, develops metacognition effectively, and creates an open, democratic, and positive atmosphere. students are given more time to discuss problems with the team, think independently, dare to convey ideas and assess the views of others (hu, wu, jia, yi, duan, & meyer, 2013). the results of the literature study show the advantages of ltt as follows; 1) developed to improve students' thinking skills in physics, chemistry, biology, geography, mathematics, and other disciplines. 2) enhance the ability to find science problems creatively, design products creatively, increase the use of a product technically, solve science problems creatively, and imagine science creatively (hu, wu, jia, yi, duan, & meyer, 2013). however, ltt also has the following weaknesses; 1) lack of training the ability to determine the use of objects for scientific purposes and to design experiments creatively. 2) developed for secondary schools so it needs to be reviewed if it is applied for higher education (hu, wu, jia, yi, duan, & meyer, 2013). besides, no research implements ltt to improve the spiritual aspects of students in the early childhood islamic education department. based on the literature review above, it shows that the ltt still has weaknesses and must be corrected to improve the scientific and spiritual creativity of students in the early childhood islamic education department. an alternative solution to the above problems that are offered by researchers is to develop an ltt learning model based on itt to enhance the scientific and spiritual creativity of students in the early childhood islamic education department. this model was studies in learning and teaching (silet) vol.1, no.1, april 2020, pp. 18-26 issn: 2722-1857 20 journal homepage: http://scie-journal/index.php/silet developed by correcting the weaknesses of the ltt model and adding an integrated twin tower in each syntax based on a literature review that has been done before. integrated twin tower is an innovative idea that has been developed at the faculty of tarbiyah and teacher training of uinsa with the foundation of thinking that the learning process cannot be separated between the core scientific fields of study and the islamic values. this innovative idea will be used as a basis for learning in the classroom to increase the scientific and spiritual creativity of students in the early childhood islamic education department. there is a great hope that the innovative the ltt learning model based on itt that is developed by researchers can be an alternative solution and can be a strength of uinsa as one of the educational institutions of the educational personnel in preparing students in the early childhood islamic education department to become a golden generation in 2045. discussion scientific creativity creativity is one of the human basic needs; it is the need for self-realization or selfactualization and is the highest need for humans. everyone is born in the world with creative potential. creativity can be identified and fostered through proper education. creativity is also the power or ability of humans to create things. this ability can be related to the arts and science. in the field of art, intuition and inspiration play a big role and is according to higher spontaneity. in the field of science, the ability to observe and compare, analyze and conclude is more decisive. both require disconnection, ability, paperwork and perseverance, both depart from intellectualism and emotion, and are the ways of recognizing the same reality of nature and life. there are many definitions of creativity, but there is no definition that can be universally accepted. to further explain the notion of creativity, several formulations will be put forward, which are the experts' conclusions about creativity. creativity is a unique mental process, a process that is merely done to produce something called "difference thinking" (dive thinking). creativity is the ability of a person to produce any composition, product or idea that is new and previously unknown to the creator. the many definitions of creativity are one of the critical problems in researching, identifying and developing creativity. creativity is the process of sensitivity to problems, identifying problems, formulating hypotheses, testing hypotheses, the possibility of modifying and re-testing hypotheses, and communicating the results (fauziah et al., 2018; torrance, 2013; siswanto, 2018; suyidno et al., 2018). creativity in learning science is known as scientific creativity (mukhopadhyay & sen, 2013; suyidno et al., 2017; suyidno et al., 2018; suyidno et al., 2019; suyidno et al., 2020). scientific creativity is needed by students to solve various real-life problems (oecd, 2014); adapt to new demands flexibly (greiff et al., 2014; stenberg, 2009); scientific discovery and technological innovation (adb, 2014; dhir, 2014). hu & adey (2010) recommends scientific creativity in class that emphasizes: (a) determining the use of an object for scientific purposes (unusual uses); (b) the level of sensitivity to scientific problems (problem finding); (c) increasing the technical use of a product (product improvement); (d) scientific imagination (e) creatively science problem solving; (f) designing experiments creatively; and (g) design a product creatively. based on the explanation above, the seven indicators of scientific creativity above are the main components of the science-learning model to train students' scientific creativity. students’ spiritual aspects spirituality and religion are different but always hand in hand. spirituality looks deeper into the mind toward awareness of someone's universal values. while religion looks out of studies in learning and teaching (silet) vol.1, no.1, april 2020, pp. 18-26 issn: 2722-1857 21 journal homepage: http://scie-journal/index.php/silet someone's self by using formal rites (religious ordinances) and scriptures. religion looks more at an external orientation while spirituality includes how a person looks into his mind. so, spirituality can be reached by all people who are religious or not. spirituality is a process of transformation through various integrated aspects of life including physical, emotional, work, intellectual and rational. spirituality is closely related to creativity, love, forgiveness, compassion, trust, respect, wisdom, faith, and a sense of unity. as humans, we are formed from the body, mind, emotions, and spirit. spirituality gives an expression that there is something inside us; associated with feelings, with the power that comes from within us, by knowing our deepest self. spirituality is a term that many people want to be included in our lives. spirituality can reflect values such as contributing to humanity and the universe. the role of spirituality is very important for our lives both in family life, religion and even in our work life spirituality has two components, namely vertical and horizontal. the vertical component of spirituality is the desire to go beyond the ego or self-esteem. this vertical component can relate to god, the soul, the universe, the highest power or something else. the horizontal component is more a manifestation of something that cannot be seen. meanwhile, the horizontal component in spirituality is the desire to serve others and the earth. this horizontal component is shown by how a person tries to make a difference through his actions. this horizontal component is more a manifestation of something that can be seen. spirituality helps individuals find meaning and purpose in their lives and more shows their value. these personal values reflect a desire to make a difference and help to make the world more meaningful. therefore, having spirituality in daily life is very important to make us become a whole and meaningful individual. students’ spiritual aspects are reflected in their daily activities that can be accounted for based on islamic values (perpres, 2012, kemdikbud, 2016). the indicators of spiritual aspects in this study include prayer, worship, greetings, gratitude, and tawakal. more specifically, it can be explained as follows. 1) pray before and after doing something. 2) worship, performing worship on time; respect for other people who are performing worship according to their religion; 3) greetings, greetings at the beginning and the end of the presentation according to the adopted religion; 4) gratitude, grateful for the blessings and gifts from the almighty god; grateful for the ability of humans to control themselves; give thanks when successfully doing something; 5) tawakal, surrender to god after endeavoring or making an effort. integrated scientific and spiritual creativity of students in the early childhood islamic education department the faculty of tarbiyah and teacher training of uinsa maximally combines and synergizes islamic studies (naqliyah science) and education studies (aqliyah science) both at the faculty and study program levels as a form of integrated twin tower. lecturers are encouraged to design their learning from the formulation of objectives, materials, learning experiences, learning strategies and methods as much as possible linking to the two wings of islam and science (science, social sciences, humanities and education). the learning process cannot be separated between the core scientific fields of study and the islamic values. this innovative idea will be used as a basis for learning in the classroom to increase the scientific and spiritual creativity of students in the early childhood islamic education department. integrated twin tower (itt)-based learning to think (ltt) learning model to increase scientific and spiritual creativity of students in the early childhood islamic education department the problem-based learning model with a scientific approach based on twin tower integration called the ltt learning model based on itt is formulated based on the results of theoretical and preliminary & development studies. the ltt learning model based on itt studies in learning and teaching (silet) vol.1, no.1, april 2020, pp. 18-26 issn: 2722-1857 22 journal homepage: http://scie-journal/index.php/silet was developed referring to the characteristics of the learning model according to arends (2012) as it states that there are four special features of the learning model that can be used to achieve learning objectives effectively, namely the logic design of the theoretical rationales, the learning objectives to be achieved, the behavior of lecturers in teaching the needed learning, and a supportive learning environment to achieve the learning objectives. in summary, the characteristics of the ltt learning model based on itt can be explained as follows.  theoretical rationales the development of learning processes in the ltt learning model based on itt refers to john dewey's problem-solving flow (arends, 2012) and the scientific creativity hypothesis (hu & adey, 2010), and supported by the latest learning theories (constructivism theory), metacognitive skills, reciprocal relationships, complex cognitive processes, advanced organizers, and scaffolding). these four theories become the foundation in developing the ltt learning model based on itt that can increase the scientific and spiritual creativity of students in the early childhood islamic education department. these theories become the basis in preparing learning steps for the ltt learning model based on itt, which consists of five phases, namely: 1) learning orientation, 2) scientific activities, 3) reflection of scientific activity processes, 4) expansion of activities, and 5) evaluation. phase 1: learning orientation, introducing activities, setting learning situations through cognitive conflict is very effective for stimulating students' thinking and constructing their enthusiasm for learning in accommodating conceptual frameworks for new things. supported by the following learning theories. the cognitive learning view emphasizes the mental processes that underlie new information processing, such as paying attention to explanations, interpreting graphs, or linking new concepts with their prior knowledge (moreno, 2010). advanced organizers help lecturers direct students to the studied material and help to remember related information that can help bring new information (slavin, 2011). strengthened by relevant research results that scientific investigations can motivate students to control their learning processes (liu & lin, 2013; zakar & baykara, 2014). phase 2: scientific activities, students are facilitated to observe, think, discuss, and experiment. they are encouraged to explore their learning methods and strategies to actively master the material. supported by the following learning theories. complex cognitive processes are needed to use or transform previous knowledge and skills into creative products (eggen & kauchak, 2013). a creative product includes the results of divergent thinking (creativity). creativity is the ability to generate new ideas, combine ideas in new ways, or unique problem solving (moreno, 2010). strengthened by relevant research results that are needed to create a free, open, democratic, and positive learning atmosphere as the key to the development of scientific creativity (hu, wu, jia, yi, duan, & meyer, 2013). phase 3: reflection on scientific activity processes, students are guided to reflect on the learning process to master what has been learned in scientific activity. supported by the following learning theories. based on cognitive distribution theory, conveying ideas to others can improve their understanding because they are encouraged to clarify and organize ideas, describe known information, find flaws in reasoning, and provide alternative perspectives that are as valid as their thoughts (moreno, 2010). vygotsky introduced the zone of proximal development (zpd), which is the distance between the actual level of development (ability to solve problems independently) and the level of potential development (problem-solving abilities under the guidance of more capable adults or peers). students work in zpd when they are unable to solve their problems, but can solve problems after getting the right help from an adult or a friend (slavin, 2011). strengthened studies in learning and teaching (silet) vol.1, no.1, april 2020, pp. 18-26 issn: 2722-1857 23 journal homepage: http://scie-journal/index.php/silet by relevant research results that creativity can be developed through the delivery of ideas and evaluation of other people's ideas (gregory, hardiman, yarmalinskaya, rinne, & limb, 2013), phase 4: expansion of activities, involving the expansion of activities, students are required to apply and transfer what is learned in activities of daily life. supported by the following learning theories. bandura theorizes that learning is the result of observing others or observing the consequences of other people's behavior. learning through observation includes: (a) attention, paying attention to relevant information from the observed model, (b) retention, remembering the observed behavior to imitate it in the future, (c) production, converting mental representations that are created during coding for the motor activity, (d) motivation, motivated to learn from the model and reproduce what is learned. bandura introduced the reciprocal causation model to show the interrelationship between the environment, behavior, and personal beliefs. strengthened with relevant research results that the task of creativity can be done by applying, generating, discovering, imagining and planning creative ideas (rotteram, 2014). phase 5: evaluation, students conduct evaluation processes and learning outcomes to increase scientific creativity and spiritual aspects of students in the early childhood islamic education department. supported by the learning theories of; 1) self-evaluation, judging if the outcome of someone's actions or strategies is acceptable or unacceptable (moreno, 2010); 2) last effects (recency effects); the tendency for items that appear at the end is easier to be remembered than other items (slavin, 2011). strengthened by relevant research results that the involvement of students' roles in planning, implementing, and evaluating the learning process contributes significantly to the achievement of their responsibilities (yesil, 2013). table 1. syntax of ltt learning model based on itt, scientific creativity indicators, and spiritual aspect indicators syntax of ltt learning model based on itt scientific creativity indicators spiritual aspect indicators phase 1: learning orientation unusual uses; problem finding; product improvement; scientific imagination; creatively science problem solving; creatively experiment designing; creatively product design pray; worship; greetings, gratitude; and tawakal phase 2: scientific activity unusual uses; problem finding; product improvement; scientific imagination; creatively science problem solving; creatively experiment designing; creatively product design pray; gratitude; and tawakal phase 3: reflections on the process of scientific activity unusual uses; problem finding; product improvement; scientific imagination; creatively science problem solving; creatively experiment designing; creatively product design pray; gratitude; and tawakal phase 4: expansion of activity unusual uses; problem finding; product improvement; scientific imagination; creatively science problem solving; creatively experiment designing; creatively product design pray; gratitude; and tawakal phase 5: evaluation unusual uses; problem finding; product improvement; scientific imagination; creatively science problem solving; creatively experiment designing; creatively product design pray; worship; greetings, gratitude; and tawakal studies in learning and teaching (silet) vol.1, no.1, april 2020, pp. 18-26 issn: 2722-1857 24 journal homepage: http://scie-journal/index.php/silet • learning objectives to be achieved the purpose of developing the ltt learning model based on itt to be able to increase scientific and spiritual creativity of students in the early childhood islamic education department and other goals that are generating activities, student responses, and increasing student motivation in learning.  lecturer behavior in teaching to optimize the impact of the ltt learning model based on itt application, which is to improve the scientific and spiritual creativity of students in the early childhood islamic education department, both instructional impact and accompaniment impact, it will be described regarding the implementation of the model in terms of lecturer ways in managing learning, which includes: (a) planning tasks; (b) interactive tasks; (c) learning environment and task management; and (d) evaluation. the things done in the planning tasks are (a) formulating goals; (b) choosing content, (c) carrying out task analysis; and (d) planning time and space. conclusion integrated twin tower is an innovative idea that has been developed at the faculty of tarbiyah and teacher training of uinsa with the foundation of thinking that the learning process cannot be separated from the core scientific fields of study and the islamic values. development of the learning process in ltt based on itt refers to john dewey's problemsolving plot and hu & adey's scientific creativity hypothesis and is supported by the latest learning theories (constructivist theory, metacognitive skills, reciprocal relationships, complex cognitive processes, advanced organizer, and scaffolding). these four theories become the foundation in developing the ltt learning model that can increase the scientific and spiritual creativity of students in the early childhood islamic education department. these theories become the basis in preparing learning steps for the ltt based on itt, which consists of five phases, namely: 1) learning orientation, 2) scientific activities, 3) reflections on scientific activity processes, 4) expansion of activities, and 5) evaluation. the limitation of this study is that it is still in a hypothetical model product. therefore, further research still needs to be done to test the validity, practicality and effectiveness of the ltt learning model based on itt. acknowledgments the researchers would like to thank uin sunan ampel surabaya for providing research grant funds (decree of the rector of uin sunan ampel surabaya number 704 of 2019). references adb. 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(2013). scientific views of creativity and factors affecting its growth. the mit press and american academy of arts & sciences are collaborating with jstor to digitize, preserve and extend access to daedalus. studies in learning and teaching (silet) vol.1, no.1, april 2020, pp. 18-26 issn: 2722-1857 26 journal homepage: http://scie-journal/index.php/silet turiman, p., omar, j., daud, a. m., & osman, k. (2012). fostering the 21st century skills through scientific literacy and science process skills. procedia-social and behavioral sciences, 59, 110-116. yesil, r. (2013). the evaluation of responsibility education strategies of primary school teachers. procedia-social and behavioral sciences, 106, 27752787. zakar, z., & baykara, h. (2014). inquiry-based laboratory practices in a science teacher training program. eurasia journal of mathematics, science and technology education, 10(2), 173-183. corresponding author: ratna pangastuti department of early childhood islamic education, uin sunan ampel surabaya jl. ahmad yani no.117, jemur wonosari, kec. wonocolo, kota sby, jawa timur 60237, indonesia email: ratnapangastuti@uinsby.ac.id 429 too many requests whoops! too many requests 429 too many requests whoops! too many requests 429 too many requests whoops! too many requests 429 too many requests whoops! too many requests 76 p-issn: 2722-399x; e-issn: 2722-1857 silet, vol. 1, no. 2, august 2020: 76-85 ©2020 studies in learning and teaching studies in learning and teaching homepage: https://scie-journal.com/index.php/silet email: silet@scie-journal.com studies in learning and teaching https://scie-journal.com/index.php/silet the effectiveness of predict observe explain (poe) model with phet to improve critical thinking skills of senior high school students *i f alfiyanti1, b jatmiko2, wasis2 1science education study program, postgraduate program, universitas negeri surabaya, surabaya 60231, indonesia 2science education study program, doctoral program, universitas negeri surabaya, surabaya 60231, indonesia article info abstract article history: received july, 14 2020 revised august, 17 2020 accepted august, 24 2020 available online august, 31 2020 this study is aimed to determine the effectiveness of predict observe explain (poe) model with phet to improve critical thinking skills of senior high school students. the sample used was the grade eleven students of sma n 18 surabaya consist of 60 students. this type of research was pre-experimental with one group pre-test post-test design. research data is obtained from the result of pre-test and posttest of students' critical thinking skills and responses after learning activity. data analysis techniques used n-gain and wilcoxon test. the result of the study shows that the score of students' critical thinking skills in grade eleven of group 1 and group 2 increase after the implementation of predict observe explain (poe) learning model with phet and both of them present positive responses to the learning component and show a good interest. based on the data analysis result, it can be concluded that predict observe explain (poe) model with phet is effective to use to improve the critical thinking skills of senior high school students. keywords: poe model phet critical thinking student responses senior high school https://doi.org/10.46627/silet introduction physics is considered important to be taught for students because it provides knowledge. physics is also a mean or vehicle to grow thinking skills that are useful for solving problems in everyday life. the developed thinking skills are basic skills to higher level thinking skills. one of the high level thinking skills is critical thinking skill. critical thinking is a skill to examine the knowledge or thing that is believed based on supporting evidence (wahyuni, 2015). according to fahim & pezeshki (2012), critical thinking is a competency needed in student life. slavin (2011) explains that critical thinking skill does not come alone but it needs to be familiarized and trained. this explanation is in accordance with the theory of constructivism. in constructivism, teachers do not only provide knowledge to students but also give opportunities for students to find their own ideas. but in fact, the lack of students’ critical thinking skills is found both in national and international education. based on several studies in indonesia, this evidence is found in a result of research by saputri (2019) in surakarta, hairida (2016) in pontianak, and mahanal et al., (2016) in malang. whereas international research conducted by teleb & chadwick (2016) in dubai and changwong, sukkamart, & sisan (2018) in thailand also shows that students’ critical thinking skills in countries all over the world is classified as low. the low critical thinking skill of students in indonesia can also be seen on the result of the program for international student assessment (pisa). pisa research to test scientific literacy that is closely related to higher order thinking skills shows that the results of pisa 2018, indonesia is ranked 74 out of 79 countries. in the field of http://u.lipi.go.id/1586183902 http://u.lipi.go.id/1587708325 https://scie-journal.com/index.php/silet mailto:silet@scie-journal.com https://scie-journal.com/index.php/silet https://doi.org/10.46627/silet the effectiveness of predict observe explain (poe) model with phet to improve critical thinking skills of senior high school students https://doi.org/10.46627/silet.v1i2.34 77 studies in learning and teaching https://scie-journal.com/index.php/silet science, indonesia obtained a score of 396 from an oecd average score of 489 and around 40% of indonesian students reached level 2, whereas the oecd average was 78%. as for level 2 in science ability, it means that students are still able to recognize the correct explanation for known scientific phenomena and can use that knowledge to identify in simple cases (oecd, 2019). this shows that indonesian students are still not fully trained to do critical thinking, resulting to the bottom position and is generally still below the average score for the organization for economic, cooperation and development (oecd) (suprapto, 2016). based on the field experience program (ppl) conducted by researchers at sma n 18 surabaya by applying student activity sheets critical thinking skills on dynamic material, it showed that the student's average score was still below 76. it means that students still have difficulties to interpret data, analyze, evaluate, and conclude experimental results. moreover, the result of interview with students show that students have low interest in physics and are less active in the learning process in class. they think that physics is a difficult subject and identical to memorize systematic equations or formulas. this results in problems such as the high quantity of physics misconceptions and lack of students’ ability to criticize problems in physics. therefore, necessary condition for an interactive learning environment where students are actively involved in learning process, so they are accustomed to and trained in critical thinking. one of them is by choosing the appropriate learning approach or model. one learning model that can give opportunities for students to be actively involved and practice critical thinking is the predict observe explain (poe) learning model. this learning model involves students in predicting a phenomenon, observing through experiments, and explaining the suitability of prediction with the experiment result. so, poe model is effective for obtaining and increasing students' critical thinking in science. according to ulfah, asim, & parno (2014), the learning model of poe (predict observe explain) can improve critical thinking skills and students’ motivation because each step of the learning process contains learning activities that guide students actively in the learning process. based on research conducted by yulianti (2012), learning model of poe (predict observe explain) can improve students’ critical thinking skills and mastery of student concepts. besides, according to ayvaci (2013) by learning to use the poe model, students are more interested in learning concepts. the poe learning model has three stages: 1) predict, 2) observe, 3) explain (cinici & demir, 2013). the beginning stage aims to reveal the conception profile of students. while the second and third stages, students go through an accommodation process where students have the opportunity to experience changes in concepts and strengthen new concepts obtained by students from the previous stage. agustina, yushardi, & lesmono (2018) states that kinetic theory of gases is an abstract material and cannot be observed directly, where students cannot learn the properties of gases based on the behavior of the atoms of gases that move randomly. moreover, there are no devices that support experiment activity related to the kinetic theory of gases. therefore, using a virtual laboratory is very possible. a virtual laboratory is a laboratory used in the simulation to display the process of experimentation. one of the virtual laboratories that are usually used to understand abstract physics concepts is virtual laboratory physic education technology (phet). phet simulation is a virtual learning media that displays natural phenomena and is equipped with a simple experiment that can help users understand concepts (prima, putri, & rustaman, 2018). based on research conducted by taqwa & putra (2017), they declared that the use of the poe model is able to stimulate students to understand existing concepts and with the phet learning media, students can conduct research on abstract material. the research of salame & samson (2019), shows that learning with phet media has positive impacts on student attitude, contributes to the learning experience, and increases students’ involvement in the learning process. and in the research conducted by ferty, wilujeng & kuswanto (2019), the obtained https://doi.org/10.46627/silet.v1i2.34 https://scie-journal.com/index.php/silet the effectiveness of predict observe explain (poe) model with phet to improve critical thinking skills of senior high school students https://doi.org/10.46627/silet.v1i2.34 78 studies in learning and teaching https://scie-journal.com/index.php/silet result shows that the scaffolding approach model with physic education technology (phet) can improve students’ critical thinking skills. in a previous study by awalia, sitompul, & hamdani (2016) that poe was able to reduce student misconceptions by 46.8%. it was also found that student learning experiences are stored in long term memory. therefore, stimulation is needed in overcoming the problem. to train students' critical thinking skills, researchers feel that we were needed to use approaches that can engage students actively in learning and motivate students more to learn so that the learning process feels fun. poe is assumed to fulfill these demands. this can be seen from the poe model that provides opportunities for students to predict, observe problems, and explain the problem. however, the poe model that introduces virtual laboratory facilities does not yet exist. whereas in this day and age, learning activities can take advantage of the availability of existing technology, using virtual laboratories that are assisted by phet media, which allows students to connect real-life phenomena and the underlying science to facilitate students to understand abstract material such as kinetic gas theory. learning physics with a virtual laboratory physics education technology (phet) does not require much time in implementation if it is compared to using a real laboratory, so teachers can still complete the material in time and students can do the experiment in accordance with the demand of the curriculum 2013. based on the description of the problems above, the problem formulation of this study is as follows: how is the effectiveness of the poe model with phet to improve critical thinking skills of senior high school students? research method this study use the poe learning model with phet to improve critical thinking skills of senior high school students. this type of research is pre-experimental with one group pre-test post-test research design. the research design is shown in figure 1. group pre-test treatment post-test 1 u1 l u2 2 u1 l u2 figure 1. research design (prabowo, 2011) explanation: u1 = pre-test, to determine the ability of students before being given the treatment l = treatment, learning process using the poe model with phet u2 = post-test, to determine the ability of students after being given the treatment the research sample was grade eleven of group 1 and group 2 in sma negeri 18 surabaya consists of 60 students. the sample was determined by using the purposive sampling technique. the time of the implementation was in the 2019/2020 school year. learning materials that support the learning process was syllabus, lesson plan (rpp), student’s textbook, student activity sheet, critical thinking skills test, and assessment rubric. to determine the students' responses, the response sheet is used. meanwhile, to determine students' critical thinking skills, the test technique (pre-test and post-test) is performed. the test instrument used was 7 items description of the kinetic theory of gases and the question was validated by the experts. the result of students' critical thinking skills was analyzed using the n-gain test and wilcoxon signed-rank test (rostina, 2014). https://doi.org/10.46627/silet.v1i2.34 https://scie-journal.com/index.php/silet the effectiveness of predict observe explain (poe) model with phet to improve critical thinking skills of senior high school students https://doi.org/10.46627/silet.v1i2.34 79 studies in learning and teaching https://scie-journal.com/index.php/silet results and discussion students’ critical thinking skills critical thinking skills tests give to students before learning (pre-test) and after learning using poe model with phet (post-test). the pre-test score in grade eleven of group 1 shows that all students had not yet completed, while in the post-test score 13 students had not yet completed and 17 students had achieved the minimum completeness criteria. in grade eleven of group 1, the pre-test score of all students was not yet complete, while in the post-test score 11 students were not yet finished and 19 students had achieved the minimum completeness criteria. the average pre-test score of critical thinking skills achieved students of grade eleven of group 2 is still low at 33 and for the post-test average score of 78 from the maximum completeness of 100. likewise for the average pretest score achieved students grade eleven of group 2 is still low at 27 and for the average post-test score is 79 from the maximum completeness 100. it shows difference in students' pre-test and post-test score. the post-test score was higher than the post-test. the difference of the score happened because learning using phet media, the students can directly observe the gases movement and connect the experiment result with daily-life phenomena given by the teacher, so it can train students’ critical thinking skills (kapelle et al., 2019). in the learning process, students were asked to explain the prediction congruence and the experiment result. it will make students easier to remember the concepts that have been learned. in line with the research conducted by rini, suryani, & fadhilah (2018) shows the average score of students who use the poe model is higher than those who do not use it. then to determine the indicator completeness of students' critical thinking skills is shown in table 1. table 1. completeness of students' critical thinking skills indicators of critical thinking skills grade eleven of group 1 grade eleven of group 2 pretest category posttest category pretest category posttest category explanation 31 incomplete 78 complete 30 incomplete 78 complete analysis 52 incomplete 83 complete 43 incomplete 81 complete interpretation 31 incomplete 78 complete 24 incomplete 83 complete inference 33 incomplete 76 complete 23 incomplete 76 complete evaluation 21 incomplete 78 complete 19 incomplete 79 complete indicators of critical thinking skills measured are interpretation, evaluation, explanation, inference, and analysis (facione, 2011). table 1 shows the average indicators of students' critical thinking skills in the pre-test scores are incomplete categories for each indicator, while in the post-test scores are obtained complete categories for each indicator. it has happened because by using the poe model, students must be actively involved in the learning process by having discussions with friends and teachers so that students will better understand the material being taught. this is in line with the research conducted by (banawi et al., 2019; teo, yan, & goh, 2016; adibayo & olufunke, 2015; akpinar, 2014; chang et al., 2013; hsu, tsai, & liang, 2011) which shows that the poe learning model can improve student comprehension, in addition according to the research (karamustafaoglu & mamlok-naaman, 2015), using the poe learning model obtained post-score tests that experience significant changes, have fewer misunderstandings and the average of the post-test scores learning with the poe model is better than teacher-centered learning (kibirige, osodo, & tlala, 2014; hilario, 2015). in addition, the experiment using phet media is more fun, because phet media is equipped with simple experiments that make it easier for students to learn and play in the simulation. phet learning media can also educate students to have a constructivist mindset, where students can combine initial knowledge with virtual findings from phet simulation that is run. this is in accordance with the expression of ramadan & astuti (2020) that students think more critically in learning using phet media. https://doi.org/10.46627/silet.v1i2.34 https://scie-journal.com/index.php/silet the effectiveness of predict observe explain (poe) model with phet to improve critical thinking skills of senior high school students https://doi.org/10.46627/silet.v1i2.34 80 studies in learning and teaching https://scie-journal.com/index.php/silet the enhancement of students' critical thinking skills from the results of pre-test and posttest that has been done in two groups then measured by using the n-gain score analysis. n-gain of students’ pre-test and post-test of critical thinking skills in grade eleven of group 1 obtained an average score which is 0.67 with medium category and the n-gain results of grade eleven of group 2 is 0.71 with high category. there is a difference of n-gain in grade eleven of group 1 and grade eleven of group 2, because in grade eleven of group 1 some students have less attention to the explanation from the teacher during the learning process. the guideline to determine the n-gain results categorized as medium or high, according to the opinion of (hake, 2004) which states that the value of n-gain is categorized as high if obtaining an n-gain result > 0.70, medium category if obtaining 0.30 ≤ n-gain ≤ 0.70, and categorized as low if ngain results < 0.30. the number of students who get n-gain groups with high, medium, and low categories in both groups are presented in figure 2. figure 2. graph of n-gain accomplishment criteria figure 2 shows that in grade eleven of group 1 there are 14 high category students, 14 medium category students, and 2 low category students. furthermore, grade eleven of group 2 consisted of 18 students with high category, 11 students with medium category, and 1 student with low category. the difference in the average results of students’ n-gain score is influenced by several factors including the student’s comprehension of the kinetic theory of gases, the difficulty level of the questions, and the question forms. the test used in this study is essay question, because it is usually used in physics subjects. this is in line with the opinion of widoyoko (2015) who said that the form of essay question was used on subjects with clear boundaries, such as physics, mathematics, chemistry, and biology. the questions in this test only have one answer, which is started by choosing the right formula, inputting numbers in the formula, then calculating, and interpreting the results. besides, the essay question is also widely used to measure higher abilities in the area of knowledge, such as using, analyzing, assessing, and thinking creatively because through this type of test students are invited to explain, compare, create and assess an evaluation object (muri, 2015). the normality test is then performed using spss version 22. the normality test results of n-gain data in grade eleven of group 1 and grade eleven of group 2 can be seen in table 2. table 2. the normality test results of n-gain data group kolmogorov-smirnova shapiro-wilk analysis conclusion statictic df p statictic df p grade eleven of group 1 .127 30 .200 .866 30 .001 0.001> 0.05 not normally distributed grade eleven of group 2 .133 30 .187 .874 30 .002 0.002> 0.05 not normally distributed table 2 shows that the n-gain score of grades eleven of group 1 and grade eleven of group 2 obtains p-values < 0.05. this can be said that h0 is rejected, which means it is not normally 0 5 10 15 20 high medium low grade eleven of group 1 14 14 2 grade eleven of group 2 18 11 1 https://doi.org/10.46627/silet.v1i2.34 https://scie-journal.com/index.php/silet the effectiveness of predict observe explain (poe) model with phet to improve critical thinking skills of senior high school students https://doi.org/10.46627/silet.v1i2.34 81 studies in learning and teaching https://scie-journal.com/index.php/silet distributed. because the data obtained are not normally distributed, the statistical test used is the wilcoxon signed-rank test. the results of the wilcoxon signed-rank test are shown in table 3. table 3. the wilcoxon signed-rank test result of pre-test and post-test score group mean std. deviation z p(2-tailed) conclusion grade eleven of group 1 .00 15.50 .00 465.00 -4.788b 0.000 h0 is rejected grade eleven of group 2 .00 15.50 .00 465.00 -4.793b 0.000 h0 is rejected the wilcoxon signed-rank test is used to find out the improvement of students’ critical thinking skills by using pre-test and post-test scores of each group. the improvement of students' critical thinking skills showed in table 3 using pre-test and post-test scores in grade eleven of group 1 and grade eleven of group 2 obtained p-values <0.05. it can be said that h0 is rejected, so there is a significant increase after the learning process with the poe model with phet. this is in accordance with the research conducted by furqani, feranie, & winarno (2018) which shows that by using the poe learning model, the students' comprehension and critical thinking skills have increased. the improvement in student test scores is supported by the opinion of vygotsky that cognitive changes in students occur if concepts that have been previously understood are processed through an imbalance stage to learn new information. besides that, using phet learning media can make student performance better and increase student involvement (ganasen & shamuganathan, 2017). students’ response the effectiveness of learning process using poe model with phet media can also be viewed from student responses. the data of student response result is obtained through a questionnaire filled out by students after all learning activities. the response questionnaire consisted of 16 assessment aspects. the results of student responses are presented in table 4. table 4. results of student responses aspects student responses grade eleven of group 1 grade eleven of group 2 yes no yes no the poe learning model with phet is interesting and fun 100.00 0.00 100.00 0.00 i am more active in poe learning model with phet 96.67 3.33 96.67 3.33 i am more motivated in poe learning model with phet to improve critical thinking skills 93.33 6.67 93.33 6.67 the poe learning model with phet takes place very systematically and clearly 90.00 10.00 93.33 6.67 the poe learning model with phet is new to me 80.00 20.00 53.33 46.67 the instructions given by teacher during the learning process and doing the worksheet are very clear and useful 9.33 6.67 100.00 0.00 by working in groups, i can more easily study and discuss with my friends while doing the student activity sheet and more easily understand when formulating problems, making hypotheses, collecting data, analyzing and making conclusions. 96.67 3.33 100.00 0.00 the learning process triggers my curiosity 100.00 0.00 96.67 3.33 the learning materials (student’s textbook), the learning atmosphere, the way the teacher teaches and the stages directed at learning process are very new and interesting to me 86.67 13.33 96.67 3.33 the learning process that has been done makes me better 100.00 0.00 96.67 3.33 https://doi.org/10.46627/silet.v1i2.34 https://scie-journal.com/index.php/silet the effectiveness of predict observe explain (poe) model with phet to improve critical thinking skills of senior high school students https://doi.org/10.46627/silet.v1i2.34 82 studies in learning and teaching https://scie-journal.com/index.php/silet aspects student responses grade eleven of group 1 grade eleven of group 2 yes no yes no understand the kinetic theory of gases learning physics using the poe learning model with phet allows me to improve my critical thinking skills 93.33 6.67 96.67 3.33 i am happy to implement the poe learning model that are equipped with practical activities using the phet media 100.00 0.00 93.33 6.67 the teacher gives explanations that are easily to be understood during the learning process 96.67 3.33 100.00 0.00 learning material associated with daily life so that makes me happy and better understand the application of the kinetic theory of gases in daily life 96.67 3.33 100.00 0.00 the questions given is appropriate with the theory that has been taught 100.00 0.00 100.00 0.00 i am interested to participate in learning process as has been done now in the next learning activities 96.67 3.33 86.67 13.33 the percentage of average 95.00 5.00 94.00 6.04 category positive positive from table 4, it is known that grade eleven of group 1 obtained a percentage of 95% and grade eleven of group 2 amounted to 94% which means students gave a positive response to the poe learning model with phet. this is in line with a research by nana, akhyar, & rochsantiningsih (2014) which states that students have a positive attitude towards learning, besides the poe learning model will make students more interested in learning science concepts and with phet provides a unique tool that makes learning more effective and more fun (wieman et al., 2010). both groups gave a response that the learning process by using poe model with phet media can train students to think critically. this is because at the beginning of learning students are asked to predict a phenomenon related to daily life so that it can stimulate students to think critically (hermita et al, 2019). in the experimental activities, students conducted experiments with phet media. phet media can help students to observe direct experiments on abstract subject matter such as the kinetic theory of gases. conducting experiments with phet can increase student involvement in learning activities. this can be observed from the enthusiasm of students to ask questions if they have difficulty conducting experiments. then students discuss the results of the experiment and match the predicted results. through discussion activities students not only receive information from others but students must build their own knowledge by linking the information obtained through experimental activities. according to panjaitan, nur, & jatmiko (2015), another factor influencing student responses to classroom learning is the relationship between teachers and students. students who feel close to the teacher will tend to play an active role in classroom learning activities. to build a good relationship with students, the teacher's way of speaking and acting must reflect as a teacher who respects and accepts the situation of students. the teacher must also ensure that each student gets the same treatment. so that students during the learning process give a positive response to the activities and updating the learning model carried out in class. conclusion based on the research results, it shows that poe model with phet effective to improve critical thinking skills of senior high school students. it is showed from the result of the completeness five indicators of critical thinking skills after learning and the post-test scores are higher than the pre-test scores, which means there is increase in students' critical thinking skills. besides, both groups give positive responses to the learning process. the research implication is that https://doi.org/10.46627/silet.v1i2.34 https://scie-journal.com/index.php/silet the effectiveness of predict observe explain (poe) model with phet to improve critical thinking skills of senior high school students https://doi.org/10.46627/silet.v1i2.34 83 studies in learning and teaching https://scie-journal.com/index.php/silet poe model with phet is successful to improve critical thinking skills. poe learning model with phet can involve students actively in learning so it will be easier to understand the material taught. further research should conduct research about critical thinking 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(2014). the development of predict, observe, explain, elaborate, write, and evaluate (poe2we) learning model in physics learning at senior secondary school. development, 5(19), 56-65. organisation for economic co-operation and development. (2019). programme for international student assessment (pisa) results from pisa 2018. oecd publishing. panjaitan, m. b., nur, m., & jatmiko, b. (2015). model pembelajaran sains berbasis proses kreatif-inkuiri untuk meningkatkan berpikir kreatif dan pemahaman konsep siswa smp. jurnal pendidikan fisika indonesia, 11(1), 8-22. prabowo. (2011). metodologi penelitian (sains dan pendidikan sains). unesa university press. prima, e., putri, a. r., & rustaman, n. (2018). learning solar system using phet simulation to improve students' understanding and motivation. journal of science learning, 1(2), 60-70. ramadan, e. m., & astuti, d. p. (2020). application of e-handout based on phet simulation to improve critical thinking skills and learning independence of high school students. journal of physics: conference series, 1440(1). rini, a. p., suryani, n., & fadhilah, s. s. (2018). development of predict observe explain (poe)based thematic teaching materials. al-ta lim journal, 25(3), 206-215. rostina, s. (2014). statistika penelitian pendidikan. alfabeta. salame, i. i., & samson, d. (2019). examining the implementation of phet simulations into general chemistry laboratory. international journal of environmental and science education, 14(4), 207-217. saputri, a. c. (2019). improving students' critical thinking skills in cell-metabolism learning using stimulating higher order thinking skills model. international journal of instruction, 12(1), 327-342. slavin, r.e. (2011). educational psychology, theory and practice. person education. https://doi.org/10.46627/silet.v1i2.34 https://scie-journal.com/index.php/silet https://doi.org/10.1088/1742-6596/1351/1/012076 the effectiveness of predict observe explain (poe) model with phet to improve critical thinking skills of senior high school students https://doi.org/10.46627/silet.v1i2.34 85 studies in learning and teaching https://scie-journal.com/index.php/silet suprapto, n. (2016). what should educational reform in indonesia look like? learning from the pisa science scores of east-asian countries and singapore. asia-pacific forum on science learning & teaching, 17(2), 1-21. taqwa, m. r. a., & putra, g. s. (2017). kajian efektifitas penggunaan model poe berintegrasi phet pada topik kelistrikan. prosiding seminar nasional pendidikan “nanodik”, 42-52. teleb, h. m., & chadwick, c. (2016). enhancing students critical thinking skill and analytical thinking skill at the higher education level in developing countries: case study in dubai. journal of education and instructional studies in the world, 6(1), 67-77. teo, t. w., yan, y. k., & goh, m. t. (2016). using prediction-observation-explanation revision to structure young children’s learning about floating and sinking. the journal of emergent science, 10, 12-23. ulfah, q. n., asim, & parno. (2014). penerapan model predict observe explain (poe) untuk meningkatkan kemampuan berpikir kritis siswa kelas xi mia 4 sman 6 malang dalam materi fisika kalor. universitas negeri malang. wahyuni, s. (2015). pengembangan petunjuk praktikum ipa untuk meningkatkan kemampuan berpikir kritis siswa smp. jurnal pengajaran mipa, 20(2), 196-203. widoyoko. (2015). evaluasi progam pembelajaran: panduan praktis bagi pendidik dan calon pendidik. pustaka pelajar. wieman, c. e., adams, w. k., loeblein, p., & perkins, k. k. (2010). teaching physics using phet simulations. the physics teacher, 48(4), 225-227. yulianti. (2012). penerapan model pembelajaran poe (predict observe explain) untuk meningkatkan penguasaan konsep dan berpikir kritis siswa pada subkonsep pencemaran air. universitas pendidikan indonesia. author (s): * ilfi fatimah alfiyanti (corresponding author) science education study progam, postgraduate program universitas negeri surabaya, jl. raya kampus unesa, lidah wetan, lakarsantri, surabaya 60213, indonesia email: ilfifatimah04@gmail.com budi jatmiko science education study progam, doctoral program universitas negeri surabaya, jl. raya kampus unesa, lidah wetan, lakarsantri, surabaya 60213, indonesia email: budijatmiko@unesa.ac.id wasis science education study progam, doctoral program universitas negeri surabaya, jl. raya kampus unesa, lidah wetan, lakarsantri, surabaya 60213, indonesia email: wasis@unesa.ac.id https://doi.org/10.46627/silet.v1i2.34 https://scie-journal.com/index.php/silet mailto:ilfifatimah04@gmail.com mailto:budijatmiko@unesa.ac.id mailto:wasis@unesa.ac.id 429 too many requests whoops! too many requests 429 too many requests whoops! too many requests 429 too many requests whoops! too many requests 429 too many requests whoops! too many requests 63 p-issn: 2722-399x; e-issn: 2722-1857 silet, vol. 1, no. 2, august 2020: 63-65 ©2020 studies in learning and teaching studies in learning and teaching homepage: https://scie-journal.com/index.php/silet email: silet@scie-journal.com studies in learning and teaching https://scie-journal.com/index.php/silet “new normal” in learning and teaching *b k prahani1, t-h cheng2 1department of physics, faculty of mathematics and natural science, universitas negeri surabaya, surabaya 60231, indonesia 2graduate institute of science education, national dong hwa university, hualien 97401, taiwan article info abstract article history: received august, 29 2020 revised august, 31 2020 accepted august, 31 2020 available online august, 31 2020 social distancing and physical distancing policies have been implemented in many countries for some time in the face of a covid-19 pandemic. the new policy that has been adopted by many countries is "new normal". new normal is a scenario to accelerate the handling of covid-19 in health and socio-economic aspects. one of them is the government of indonesia has announced plans to implement new normal scenarios by considering epidemiological studies and regional readiness. with the implementation of new normal, education will be run again according to the health protocol. new normal policies in education must also be in line with instructions issued by the united nations agency for child welfare (unicef). unicef has issued guidelines for countries that want to reopen teaching and learning activities in schools. the guide consists of three stages, namely before opening, entering the opening process, and when opening has been carried out. research on the planning, preparation, implementation, and evaluation of new normal in the field of learning and teaching needs the attention of all parties, including academics. the results of research and publications on the impact of new normal in the field of learning and teaching are believed to be beneficial in the field of education. keywords: education learning new normal teaching https://doi.org/10.46627/silet covid-19 pandemic has caused many countries to work extra hard so that the number of cases of infection does not continue to soar and the death rate of covid-19 patients can be suppressed. based on worldometers data, as of 17:00 jakarta time, may 27, 2020, the total positive cases of covid-19 in the world reached 5,704,077 patients today (worldmeters, 2020). this means that there has been an increase of almost 100 thousand new cases in the last day. of the 5.7 million positive cases of covid-19, 352,669 people have died since the covid-19 pandemic began in late 2019 and continues today. conversely, the number of covid-19 patients in the world who have recovered has reached 2,447,424 people. worldometers noted that there were 2,903,984 active cases or patients who still had to undergo treatment and isolation. about 2 percent or 53,104 patients are in critical condition. social distancing and physical distancing policies have been implemented in many countries for some time in the face of a covid-19 pandemic. the covid-19 pandemic is now beginning to spread to the world of education. the ministry of education and culture (moec) is currently based on official information, ready with all scenarios, including encouraging online learning for students (abidah et al., 2020). the new policy that has been adopted by many countries is "new normal". new normal is a scenario to accelerate the handling of covid-19 in health and socio-economic aspects. one of them is the government of indonesia http://u.lipi.go.id/1586183902 http://u.lipi.go.id/1587708325 https://scie-journal.com/index.php/silet mailto:silet@scie-journal.com https://scie-journal.com/index.php/silet https://doi.org/10.46627/silet “new normal” in learning and teaching https://doi.org/10.46627/silet.v1i2.41 64 studies in learning and teaching https://scie-journal.com/index.php/silet has announced plans to implement new normal scenarios by considering epidemiological studies and regional readiness. with the implementation of new normal, education will be run again according to the health protocol. new normal policies in education must also be in line with instructions issued by unicef. the united nations children's fund (unicef) has issued guidelines for countries that want to reopen teaching and learning activities in schools. the guide consists of three stages, namely before opening, entering the opening process, and when opening has been carried out. during the pre-school opening, the following things must be prepared: ❖ develop clear guidelines for indicators of school opening. opening can be started from the area with the lowest risk. opening can also be done in stages, starting from limiting the days of entering school or certain levels first. ❖ prepare clear guidelines regarding the enforcement of social distancing in schools. ❖ establish clear guidelines regarding health and hygiene protocols that must still be maintained at school. ❖ revise the portion of attendance in determining the value of lessons. ❖ protection of teaching staff who are at high risk due to age and health conditions, and preparing plans to replace teachers who cannot teach. ❖ develop funding needs to improve the quality of school hygiene. ❖ building emergency response facilities such as shelters, health units, quarantine locations, and so on. ❖ provides training for teachers to support the learning process from a distance. ❖ compile changes in the academic calendar that includes various scenarios in the health sector. ❖ ensuring that teachers' salary payments remain intact and are able to support a decent life. ❖ providing financial assistance to schools affected by the corona virus pandemic. ❖ children from marginalized groups deserve priority access to education. meanwhile, when entering the reopening process, the guidelines emphasized by unicef (2020) are: ❖ improve communication and coordination from the school to students, parents, and the community. ❖ increasing the supply of clean water to schools, including improving the quality of sanitation. ❖ providing training to teachers and school staff to uphold social distancing and clean-living practices. ❖ establish procedures when students, teachers or school staff feel unwell by increasing coordination with local health authorities. ❖ revising school fees. ❖ completing teacher knowledge to guide students in mental health and psychosocial aspects. ❖ implement large-scale learning to increase the literacy level of early childhood and children with special needs. ❖ develop risk assessments for teachers with certain conditions (elderly or have medical conditions). https://doi.org/10.46627/silet.v1i2.41 https://scie-journal.com/index.php/silet “new normal” in learning and teaching https://doi.org/10.46627/silet.v1i2.41 65 studies in learning and teaching https://scie-journal.com/index.php/silet ❖ give a reduction in school fees if possible. ❖ develop specific steps to support female students. then when the school has opened again, unicef (2020) provides the following guidelines: ❖ develop a model of decision making when schools can be closed and reopened. ❖ improving the quality and quantity of school cleaning. ❖ increase the use of hand sanitizers and cloth masks. ❖ increase investment in distance learning to prepare yourself if later schools need to be closed again. ❖ consider postponing the exam and if possible, all students may go up to class. ❖ develop innovative learning methods for example online learning methods. ❖ inform students about everything about the corona virus pandemic clearly, accurately, and easily understood. avoid students from excessive fear. ❖ prioritize support for children with special needs. ❖ make sure learning material is accessible to students with limitations. based on the description above, it can be concluded that "new normal" is the choice to recover from the covid 19 pandemic, including in the field of education. research on the planning, preparation, implementation, and evaluation of new normal in the field of learning and teaching needs the attention of all parties, including academics. academics can conduct the latest research and publications in this field. the results of research and publications on the impact of new normal in the field of learning and teaching are believed to be beneficial in the field of education. references abidah, a., hidaayatullaah, h. n., simamora, r. m., fehabutar, d., & mutakinati, l. (2020). the impact of covid-19 to indonesian education and its relation to the philosophy of “merdeka belajar”. studies in philosophy of science and education, 1(1), 38-49. https://doi.org/10.46627/sipose.v1i1.9 unicef. (2020). guidance for covid-19 prevention and control in schools. new york: unicef. worldometers. (2020). reported cases and deaths by country, territory, or conveyance. retrived may 27, 2020, form https://www.worldometers.info/coronavirus/?utm_campaign=homeadvegas1 author (s): *binar kurnia prahani (corresponding author) department of physics, faculty of mathematics and natural science, universitas negeri surabaya, jl. ketintang, surabaya 60231, indonesia email: binarprahani@unesa.ac.id tsung-hui cheng graduate institute of science education, national dong hwa university, no. 1 sec. 2 da hsueh rd., shoufeng, hualien, 97401, taiwan email: editor.siletjournal@gmail.com https://doi.org/10.46627/silet.v1i2.41 https://scie-journal.com/index.php/silet https://doi.org/10.46627/sipose.v1i1.9 https://www.worldometers.info/coronavirus/?utm_campaign=homeadvegas1 mailto:binarprahani@unesa.ac.id mailto:editor.siletjournal@gmail.com 104 p-issn: 2722-399x; e-issn: 2722-1857 silet, vol. 1, no. 2, august 2020: 104-111 ©2020 studies in learning and teaching studies in learning and teaching homepage: https://scie-journal.com/index.php/silet email: silet@scie-journal.com studies in learning and teaching https://scie-journal.com/index.php/silet the improvement of critical thinking skills of primary school students through guided inquiry learning models with integrated peer instructions *m a ahaddin1, b jatmiko2, z a i supardi2 1primary education study program, postgraduate program, universitas negeri surabaya, surabaya 60213, indonesia 2department of physics, faculty of mathematics and natural science, universitas negeri surabaya, surabaya 60231, indonesia article info abstract article history: received 21, august 2020 revised 23, august 2020 accepted 30, august 2020 available online 31, august 2020 this research aims to describe the improvement of critical thinking skills of primary school students in the learning model of teaching inquiry integrated peer instruction. a research sample is a grade 5 primary school student with a total of 40 students. research methods use experimental research with one group pre-test and post-test design. data collection techniques using tests. the data analysis technique uses statistic inferential. based on the results of the calculations using n-gain, it is gained that there is an increase in the critical thinking skills of primary school students, i.e. 12 students gained a high upgrade category and 28 students gained a moderate upgrade category. in addition, it is obtained that students experience the guidance of learning both individually and in class. the result of guided inquiry model integrated peer instruction provided effect so that there has been an improvement of critical thinking in primary school students. further research is expected that all students can obtain high increases. keywords: critical thinking skills guided inquiry learning models peer instructions https://doi.org/10.46627/silet introduction the ability of critical thinking is a sensible reflective thinking ability or based on reason to determine what is to be done or believed (ennis, 1996). critical thinking skills are a way of thinking about things, substance, or any matter, where thinkers can improve the quality of his thinking by skillfully dealing with the structures inherent in thinking and applying the intellectual standards in them (fisher, 2014). corich expressed critical thinking is seen as an important skill for survival in the 21st century and education experts agreed, that encouraging learners to think critically is an important requirement of the education system (corich, 2011). the study results of the programme for international students assessment (pisa) average indonesian score in the year 2012 to year 2015 increased, namely in science and mathematics as much as 11 points, and read 1 point. although the average score achievement of indonesian students for science, reading, and mathematics was ranked at 62, 61, and 63 of the 69 countries that were evaluated but this increase showed that the more the world of education in indonesia. based on the assessment of pisa in 2015, especially in the field of science, the assessment on belief about the nature and origin of scientific knowledge still felt less because it is only 16%. this suggests that indonesian students lack the ability to integrate information, draw conclusions, and generalize knowledge that has to other matters, the ability to research the development, critical thinking, explaining and applying scientific to science in various complex situations. http://u.lipi.go.id/1586183902 http://u.lipi.go.id/1587708325 https://scie-journal.com/index.php/silet mailto:silet@scie-journal.com https://scie-journal.com/index.php/silet https://doi.org/10.46627/silet the improvement of critical thinking skills of primary school students through guided inquiry learning models with integrated peer instructions https://doi.org/10.46627/silet.v1i2.39 105 studies in learning and teaching https://scie-journal.com/index.php/silet a learning model that is expected to train students to develop their critical thinking skills is the model of the inquiry of peer instruction integration. inquiry learning can develop a scientific way of thinking that puts learners as learners in solving problems and acquiring knowledge that is research that can understand the concepts of science (anjarwani, et al, 2020). according to kuhlthau, et al (2015), inquiry is an approach in learning that expects learners to find and use various sources of information and ideas to improve learners' understanding of the topic of problems or need more than just answering questions or getting the right answers. according to lee (2007), the learning of guided inquiry to provide students with opportunities and learning experiences. student peer instruction learning is expected to optimize the evaporation of the concept by thinking and discussing with a fellow friend. the research results of nicol, et al. (2003) shows that peer instruction learning is more effective than learning class discussions. a rich learning environment with peer discussions can develop the skills of critical thinking and deep concept mastery in learners (anderson, 2001). the successful implementation of the model of inquiry guided the integration of peer instruction in classroom learning is interesting for researchers to examine how the improvement of critical thinking skills through guided inquiry learning models with integrated peer instructions in natural science subject matter. based on the description behind this research, researchers are encouraged to conduct research titled "the improvement of critical thinking skills student of primary school through guided inquiry learning models integrated peer instructions.” research method this research uses pre-experimental with one group pre-test and post-test design. observations carried out before the experiments (o1) were called pre-test, and observations after the treatment (o2) were called post-test. this research uses the following design research: o1 x o2 (arikunto, 2014) where: o1: pre-test o2: posttest x: teatment of guided inquiry learning models with integrated peer instructions this research was carried out based on the following steps: 1. preparation, in this step the researcher developed teaching materials which include syllabus, lesson plans, student learning materials, student activity sheet, and the critical thinking skills test. learning materials and instruments that have been compailed, further validation by experts. 2. implementation, in this stage is carried out four times face to face. pre-test was given before treatment while post-test is given after treatment. the result of the pre-test and post-test are then done n-gain test and doing. hypothetical tests are conducted to determine the significance of the effect of treatment on results. the researcher designed the teaching material dan instruments and gave them to experts to evaluate. two experts assessed them in validation’s sheets in the form of value and gave suggestions and criticism. analysis of data from the learning materials and instrumen validation was obtained through the values on the expert validation questionnaire sheet. the results of validation of teaching material and instrument are declared valid and feasible to use. from the results of pre-test and post-test data obtained by learners and then analyzed by using n-gain to know the critical thinking of learners after using teaching material with guide inquiry models integrated f peer instruction. n-gain = spost−spre smax−spre (hake, 1999) https://doi.org/10.46627/silet.v1i2.39 https://scie-journal.com/index.php/silet the improvement of critical thinking skills of primary school students through guided inquiry learning models with integrated peer instructions https://doi.org/10.46627/silet.v1i2.39 106 studies in learning and teaching https://scie-journal.com/index.php/silet description: spost = value of post-test spre = value of pre-test smax = maximum values then n-gain calculation results are then converted with the criteria in table 1. table 1. n-gain criterion n−gain score normalized gain 0.70 < n – gain high 0.30 ≤ n – gain ≤ 0.70 moderate n−gain < 0.30 low significance of improving critical thinking skills is obtained from hypothesis testing using ttests with the condition that the analyzed n-gain data should be normally distributed. the formula is: t-test = d 𝑠𝑑 √𝑛 (arikunto, 2014) where: d : average value of the difference between paired observations sd : standard deviation of differences between paired observations n : number of samples this t test will be able to know the significance of improving students' critical thinking skills. results and discussion the validation of teaching material and instrument aims to assess valid and feasilibity produce learning material by experts. the learning material that are validated are the syllabus, lesson plan, student learning materials, student activity sheet, and critical thinking skills tests. the results of the validation of learning materials and instrument are as follows: table 2. validation results device score reliability category syllabus 3.96 99% valid & reliable lesson plan 4.14 96% valid & reliable student learning materials 3.82 91% valid & reliable student activity sheet 4.00 96% valid & reliable critical thinking test 4.08 98% valid & reliable the purpose of the validity of this learning device is to find out how much the accuracy of the measuring instrument of the study of the actual content to be measured. the result shows that all material and instrument are valid and reliable to be used in the learning process. assessment of learning devices and instruments measured based on validation results (nieveen, 2013). the students' critical thinking skills can be obtained by comparing the students' pre-test and post-test results using normalized gain (n-gain). a general learner's critical thinking skills can be seen in figure 1. figure 1. critical thinking skills of student’s 12 28 0 0 10 20 30 h i g h m o d e r a t e l o w https://doi.org/10.46627/silet.v1i2.39 https://scie-journal.com/index.php/silet the improvement of critical thinking skills of primary school students through guided inquiry learning models with integrated peer instructions https://doi.org/10.46627/silet.v1i2.39 107 studies in learning and teaching https://scie-journal.com/index.php/silet figure 1 obtained data that from 40 learners who take critical thinking tests there are 12 learners who acquire high categories and 28 learners who acquire a moderate categories. the increased learning outcomes of student knowledge after the implementation of the guided inquiry learning models integrated peer instructions shows that the stages in the learning are able to help learners to contract the concept so as to increase the power of the concept accommodation. the high value of learning outcomes and individual and classical results are supported by an excellent student response to guided inquiry learning model with integrated peer instruction. in line with the research of wulandari (2013) stating that learning with an inquiry model can positively influence the academic success of students and can develop critical thinking skills. whether the student's response to learning remains a meaningful input for improved learning quality. in the knowledge aspect of science, learners need to capture a number of important concepts to understand specific natural phenomena and changes that occur as a result of human activity (ratumanan, 2015). the results of n-gain shows that almost all learners who have increased critical thinking skills after learning through the model of peer instruction are guided by the integration, which are as many as 28 well-categorized learners and 12 high-level learners. the increase in the results of the n-gain calculation suggests that the learning model of inquiry guided the integration of peer instruction is effective in enhancing the learners' critical thinking skills on the heat transfer material. the learners' critical thinking skills can develop well if the teacher is able to create a comfortable learning environment that allows learners to interact and discuss (basri, et al, 2007). the following will be presented table 2 which is a result spread of students' critical thinking skills based on indicators of critical thinking skills: table 3. the spread indicator of critical thinking skills no indicator pre-test post-test n-gain category 1 interpretation 120.0 177.5 1.00 high 2 analysis 105.0 167.5 0.86 high 3 evaluation 107.5 165.0 0.82 high 4 inference 100.0 147.5 0.61 moderate 5 explanation 102.5 162.5 0.80 high based on table 2, there are four indicators that acquire high n-gain value, which is in indicator of interpretation, analysis, evaluation, and explanation, while one indicator gets ngain value in moderate categories, which is inference. in the inference indicator, divided into 3 sub-indicators are questioning evidence, complaining of alternatives, and draw conclusions. in this indicator increases the moderate value of the upgrade, it is likely because the students are still difficult in digging evidence, choosing an acceptable solution, and drawing conclusions. the test of critical thinking skills referred to the indicators of critical thinking put forward by facione (2011) which includes the ability to analyze, evaluate, explain, inference, and interpret. the critical thinking ability test was carried out twice before and after learning. in this study, the researchers took five indicators to describe students' critical thinking skills. these include skills of analysis, evaluation, interpretation, inference, and explanation. that indicator was chosen because its result of preliminary research is still low and easily observed and easily measured. table 4. paired t-test result paired samples test paired differences t df sig. (2-tailed) 95% confidence interval of the difference lower upper critical thinking skills -3.074 -2.626 -25.757 39 .000 https://doi.org/10.46627/silet.v1i2.39 https://scie-journal.com/index.php/silet the improvement of critical thinking skills of primary school students through guided inquiry learning models with integrated peer instructions https://doi.org/10.46627/silet.v1i2.39 108 studies in learning and teaching https://scie-journal.com/index.php/silet the p-value < 0.05, it can be seen that there is a significant difference between the pre-test and post-test values, with a negative t value, which means that the h1 region is accepted on the left, where the post-test value is better than the pre-test value. with these results, it can be concluded that there is a significant increase in the critical thinking skills of students who are trained through learning with guided inquiry models integrated peer instruction. this finding is in line with martin (2012) which states that students who are taught science by using inquiry in primary school can develop literacy skills in science, 92 independent thinking, critical thinking, and problem solving. research according to almuntasheri, (2016) which states that guided discovery learning can increase student understanding rather than learning done in the usual way. in line with the research of pratiwi, et al. (2019) stating that the hypothesis test used t-test, that was the independent sample t-test by looking up the score of ttable on the rate of sig 0.05 for the science process skill and it gained tcount > ttable (18.846 > 1.669), while the learning process gained tcount > ttable (8.465 > 1.669) and could be concluded that the guided inquiry model integrated with peer instruction can improve student’s science process skill and learning achievement compared to the conventional method. the research results of seranica, et al. (2018) stating that data on critical thinking skills were collected through the description test and analyzed using the ancova test at 5% significance level and the results of the analysis obtained a significance value of 0.00 < 0.05 indicating that there is a significant influence of guided inquiry model on the critical thinking skills thus, it can be concluded that the guided inquiry model significantly influences the critical thinking skills of learners. according to panjaitan, nur, & jatmiko (2015), another factor influencing student responses to classroom learning is the relationship between teachers and students. students who feel close to the teacher will tend to play an active role in classroom learning activities. to build a good relationship with students, the teacher's way of speaking and acting must reflect as a teacher who respects and accepts the situation of students. the teacher must also ensure that each student gets the same treatment. so that students during the learning process give a positive response to the activities and updating the learning model carried out in class. the same thing also expressed by vygotsky (trianto, 2011), the learning process will occur if the child work or hand let asks that have not been studied, but the task is still within their reach is called the zone of proximal development. thus, the more active the students handle the tasks of learning, the more effective the learning is done. this is reinforced by the constructivist theory of piaget (sugiyono, 2009), emphasizes the importance of the activities of learners to actively construct their own knowledge, such as the activities of learners in processing materials, work on the problems, make conclusions, and formulate a formula with their own words which are indispensable activity so that learners can build knowledge. the research results of rodzalan (2015) on the perception of critical thinking and problem solving skills among malaysian undergraduate student concluded that the ability to solve problems and critical thinking can be achieved when learners make their own decisions in resolving the problem namely through investigations so that they are creative and innovative in solving problems, alameddine & ahwal (2016) on inquiry based teaching in literature classrooms gives the conclusion that the model based on inquiry teaching tools improve learning outcomes and achievement of learners, research on pratiwi, et al (2019) on the impact of guided inquiry learning models with integrated peer instructions towards science process skills and physics achievement provides the conclusion that the guided inquiry learning models with integrated peer instructions can improve the skills of the science process and student learning performance compared to conventional methods, research on pitasari (2017) on the development of learning tool model of instructional inquiry style and motion material to improve critical thinking skills primary school students. the results showed that learning devices were valid, lesson plan's reliability and student activities were practically stated. there is an increase in the skills of critical thinking and on the response of well-categorized learners, https://doi.org/10.46627/silet.v1i2.39 https://scie-journal.com/index.php/silet the improvement of critical thinking skills of primary school students through guided inquiry learning models with integrated peer instructions https://doi.org/10.46627/silet.v1i2.39 109 studies in learning and teaching https://scie-journal.com/index.php/silet so expressed effective, sriarunrasmee, et al. (2015) on the learning model using virtual field trips (vfts) with the learning of inquiry and the critical thinking process improves the learning outcomes of science stating that the results of the science learning value post-test significantly higher than pre-test at the significance level of 0.05 so that it proved that the model of learning using virtual field trips (vfts) with enquiries learning and critical thinking process was able to improve learning outcomes science, results of research kurniawati (2014), said the results showed that the critical thinking skills of learners learning with learning inquisers guided the integration of peer instruction higher than the learning inquisenvy of guided and conventional learning, and research greenwald and quitadamo (2014) about a maind of their own: using inquiry based teaching to build critical thinking skills and intelectual engagement in an undergraduate neuroanatomy course concluded that there was an increase in the students' critical thinking skills with the application of an inquisated learning model compared to a direct learning model. the improvement in student test scores is supported by the opinion of vygotsky that cognitive changes in students occur if concepts that have been previously understood are processed through an imbalance stage to learn new information (yilmaz, 2011). the guided inquiry learning models with integrated peer instructions on each of its stages are able to insert aspects of critical thinking and give more meaning in learning so as to provide high quality learning in the aspect of critical thinking. the stage of the guided inquiry learning models with integrated peer instruction is able to create a learning atmosphere that is oriented to explore the ideas of learners. exploration of the student's idea will be to control their understanding of the concept so that the important aspects of learning will be mastered by the learners. the guided inquiry learning models with integrated peer instructions is a change that aims to emphasize the most important aspects of learning. this is supported by research conducted by aditomo & klieme (2020) that inquiry based models had a positive impact on student learning outcomes because of student-centered learning. conclusion based on the findings of the data, the students are said to be completed individually and classifying, and there are increased critical thinking skills of 12 students with high increase category and 28 students with moderate upgrade category. the result of paired sample t-test showed significant value at α < 5% (0,05) so that h0 is rejected and ha is accepted, it means the equipment by guided inquiry learning model with integrated peer introduction provided big effect toward increasing the skill of critical thinking of primary student. the improvement of critical thinking skills of primary school students in the learning model of teaching inquiry integrated peer instruction with contextual approach is expected to support student to achieve their success in the future. they needed guidance and pedagogical support to become accustomed to critical thinking. the implication of this research is that the learning model of teaching inquiry integrated peer instruction with contextual approach can be an innovative solution to improve critical thinking skills, yet there is still a need for repetition. to strengthen the result of this research, it is necessary to do further research in other relevant materials and in various education levels. further research is expected that all students can obtain high increases categories. acknowledgements the author thanked all the academic civitas of the university of muhammadiyah sidoarjo and all friends in elementary education program study, surabaya state university for all the motivation and encouragement in completing this article. https://doi.org/10.46627/silet.v1i2.39 https://scie-journal.com/index.php/silet the improvement of critical thinking skills of primary school students through guided inquiry learning models with integrated peer instructions https://doi.org/10.46627/silet.v1i2.39 110 studies in learning and teaching https://scie-journal.com/index.php/silet references aditomo, a., & klieme, e. (2020). forms of inquiry-based science instruction and their relations with learning outcomes: evidence from high and low-performing education systems. international journal of science education, 42(4), 504-525. https://doi.org/10.1080/09500693.2020.1716093 alameddine, m. m., & ahwal, h. w. (2016). inquiry based teaching in literature classrooms. social and behavioral sciences journal, 232, 332-337. https://doi.org/10.1016/j.sbspro.2016.10.031 anderson, t., howe, c., soden, r., halliday, j., & low, j. (2001). peer interaction and the learning of critical thinking skills in further education students. instructional science, 29, 1–32. https://doi.org/10.1023/a:1026471702353 anjarwani, r., mukh d., & bambang, i. (2020). guided inquiry learning with outdoor activities setting to improve critical thinking ability and science process skills of elementary school students. journal of primary education, 9(2), 129–135. https://doi.org/10.15294/jpe.v9i2.36178 arikunto, s. (2014). prosedur penelitian suatu pendekatan praktik (6th ed.). rineka cipta. basri, s., sarlan, a., aziz, n. a., & zahiri, a. s. a. (2017). teaching software engineering course with cooperative learning method: a pilot study. world engineering education forum, 251-256. https://doi.org/10.1109/weef.2017.8467065 corich, s. p. (2011). automating the measurement of critical thinking in discussion forums. [doctoral dissertation, massey university]. massey research online. https://mro.massey.ac.nz/handle/10179/2991 ennis, h. (1996). critical thinking. pretince hall inc. facione, p.a. (2011). critical thinking: what it is and why it counts. measured reasons and the california academic press. fisher, a. (2014). berpikir kritis : sebuah pengantar. erlangga. greenwald & quitadamo, s. d. (2014). a maind of their own: using inquiry based teaching to build critical thingking sklills and intelectual engagement in an undergraduate neuroanatomy course. the journal of undergaraduate neurosciense education (june), 12(2), a100–a106. hake, r. (1999). analyzing change/gain scores. unpublished. [online]. http://physics.indiana.edu/~sdi/analyzingchange-gain.pdf kuhlthau, c., leslie k., maniotes, & ann k. c. (2015). guided inquiry learning 21 century. libararies unlimited inc. kurniawati, i. d., & diantoro, m. (2014). pengaruh pembelajaran ikuiri terbimbing integrasi peer instruction terhadap penguasaan konsep dan kemampuan berpikir kritis siswa. jurnal pendidikan fisika indonesia, 10(1), 36-46. https://doi.org/10.15294/jpfi.v10i1.3049 lee, m. (2007). the effect of guided inquiry laboratory on conceptual understanding. california state university northridge. http://www.csun.edu/~ml727939/coursework/697/miha's%20revised%20action%20re search%20project%20paper.pdf.pdf martin, d. j. (2012). elementary science methods a constructivist approach. wadsworth publishing. nicol, d. j. (2003). peer instruction versus class-wide discussion in large classes: a comparison of two interaction methods in the wired classroom. studies in higher education, 28(4), 457473. https://doi.org/10.1080/0307507032000122297 nieveen, n., & folmer, e. (2013). formative evaluation in educational design research. educational design research, 153, 152-169. panjaitan, m. b., nur, m., & jatmiko, b. (2015). model pembelajaran sains berbasis proses kreatif-inkuiri untuk meningkatkan berpikir kreatif dan pemahaman konsep siswa smp. jurnal pendidikan fisika indonesia, 11(1), 8-22. https://doi.org/10.15294/jpfi.v11i1.3999 https://doi.org/10.46627/silet.v1i2.39 https://scie-journal.com/index.php/silet https://doi.org/10.1080/09500693.2020.1716093 https://doi.org/10.1016/j.sbspro.2016.10.031 https://doi.org/10.1023/a:1026471702353 https://doi.org/10.15294/jpe.v9i2.36178 https://doi.org/10.1109/weef.2017.8467065 https://mro.massey.ac.nz/handle/10179/2991 http://physics.indiana.edu/~sdi/analyzingchange-gain.pdf https://doi.org/10.15294/jpfi.v10i1.3049 http://www.csun.edu/~ml727939/coursework/697/miha's%20revised%20action%20research%20project%20paper.pdf.pdf http://www.csun.edu/~ml727939/coursework/697/miha's%20revised%20action%20research%20project%20paper.pdf.pdf https://doi.org/10.1080/0307507032000122297 https://doi.org/10.15294/jpfi.v11i1.3999 the improvement of critical thinking skills of primary school students through guided inquiry learning models with integrated peer instructions https://doi.org/10.46627/silet.v1i2.39 111 studies in learning and teaching https://scie-journal.com/index.php/silet pitasari, m. (2017). pengembangan perangkat pembelajaran model inkuiri terbimbing materi gaya dan gerak untuk meningkatkan ketrampilan berpikir kritis siswa sd. [unpublished master’s thesis]. state university of surabaya. pratiwi, h. y., hudha, m. n., asri, m., & ahmad, n. j. (2019). the impact of guided inquiry model integrated with peer instruction towards science process skill and physics learning achievement. momentum: physics education journal, 3(2), 78-85. https://doi.org/10.21067/mpej.v3i2.2768 ratumanan, t. g. (2015). inovasi pembelajaran mengembangkan kompetensi peserta didik secara optimal (l. noviastuti ed.). penerbit ombak. (original work was published 1965) rodzalan, s. a. (2015). the perception of critical thinking and problem solving skill among malaysian undergraduate student. procedia social and behavioral sciences journal, 172, 725-732. https://doi.org/10.1016/j.sbspro.2015.01.425 almuntasheri, s., gillies r.m., & wright, t. (2016). the effectiveness of a guided inquirybased, teachers’ professional development programme on saudi students’ understanding of density. science education international, 27(1), 16-39. seranica, c., purwoko, a. a., & hakim, a. (2018). influence of guided inquiry learning model to critical thinking skills. iosr journal of research & method in education (iosr-jrme), 8(1), 28-31. https://doi.org/10.9790/7388-0801022831 sriarunrasmee j. s., suwannatthachote, p., & dachakupt, p. (2015). virtual field trips with inquiry learning and critical thinking process: a learning model to enhance student' science learning outcomes. procedia sosial and behavioral sciences journal, 197, 1721-1726. https://doi.org/10.1016/j.sbspro.2015.07.226 sugiyono. (2009). exploiting software cabri in learning by guided discovery. proceedings of the national seminar on mathematics learning school, 124-134. trianto. (2011). designing a learning model inovative-progresive. kencana prenada group. wulandari, t. (2013). penerapan pembelajaran ips berbasis masalah (problem based learning) untuk meningkatkan karakter rasa ingin tahu siswa. [undergraduated thesis, indonesia university of education]. upi repository. http://repository.upi.edu/id/eprint/672 yilmaz, k. (2011). the cognitive perspective on learning: its theoretical underpinnings and implications for classroom practices. journal of educational strategies, 84(5), 204-212. https://doi.org/10.1080/00098655.2011.568989 author (s): * muhammad alim ahaddin (corresponding author) primary education study program, postgraduate program universitas negeri surabaya, jl. rektorat unesa, lidah wetan, kec. lakarsantri, surabaya 60213, indonesia email: mohammadahaddin16070855020@mhs.unesa.ac.id budi jatmiko department of physics, faculty of mathematics and natural science, universitas negeri surabaya, jl. ketintang, surabaya 60231, indonesia email: budijatmiko@unesa.ac.id zainul arifin imam supardi department of physics, faculty of mathematics and natural science, universitas negeri surabaya, jl. ketintang, surabaya 60231, indonesia email: zainularifin@unesa.ac.id https://doi.org/10.46627/silet.v1i2.39 https://scie-journal.com/index.php/silet https://doi.org/10.21067/mpej.v3i2.2768 https://doi.org/10.1016/j.sbspro.2015.01.425 https://doi.org/10.9790/7388-0801022831 https://doi.org/10.1016/j.sbspro.2015.07.226 http://repository.upi.edu/id/eprint/672 https://doi.org/10.1080/00098655.2011.568989 mailto:mohammadahaddin16070855020@mhs.unesa.ac.id mailto:budijatmiko@unesa.ac.id mailto:zainularifin@unesa.ac.id 429 too many requests whoops! too many requests 5 p-issn: 2722-399x; e-issn: 2722-1857 silet, vol. 2, no. 1, april 2021: 5-15 ©2021 studies in learning and teaching studies in learning and teaching homepage: https://scie-journal.com/index.php/silet email: silet@scie-journal.com studies in learning and teaching https://scie-journal.com/index.php/silet effectiveness of comics to train students’ critical thinking skills in physics learning: a mini-review *s khoiriyah1, n suprapto1 1department of physics, faculty of mathematics and natural science, universitas negeri surabaya, surabaya 60231, indonesia article info abstract article history: received november 11, 2020 revised december 17, 2020 accepted january 4, 2021 available online january 5, 2021 critical thinking skills, namely intelligence, is needed by students in the 21st century period. interpretation, analysis, evaluation, conclusions, and explanations are some of the cognitive indicators of critical thinking. one way to practice impressive critical thinking skills is to use comics as media. comics are one of the benefits of improving the learning process because they have several aspects that can attract students' learning interest to understand the material to be conveyed through visualizing images and stories in comics. the research was intended to explain comic media's effectiveness to train students' critical thinking skills in learning physics. the research used a literature search in journals that can be accounted for in comic media and critical thinking skills. data analysis techniques in library research applied descriptive qualitative research. physics comics that are digital-based can attract students' interest because they can be used anytime and anywhere to strengthen students' critical thinking skills. the learning outcomes of students can be more effective and contextual. the literature search results obtained indicate that comic media is useful in training students' critical thinking skills. keywords: critical thinking comic physics learning https://doi.org/10.46627/silet introduction in the 21st century, globalization and technology have a vital role in improving students' artistic skills and knowledge. the 21st century has an educational element that concerns student competencies, organization skills, collaboration, communication, and critical thinking. expertise in critical thinking is needed to become a scientific behavior that exists in science. however, students' critical thinking skills are very lacking in classroom learning. many students lack in thinking logically and solving the problems they face. several steps can be taken to optimize crit is the use of interactive media arts. if there is a lack of interactive media in the learning process, then the learning process is not running optimally to meet the learning needs of students. according to the regulation of the minister of education number 41 of 2017, explains that learning is expected to take place actively, productively, interestingly, challenges, and gives students the ambition to participate in creating freedom according to what they can and the physical, mental growth of the students. based on the implementation of the 2013 curriculum, learning activities are designed using critical thinking methods, and scientific approaches, namely the learning process is carried out by observing, concluding, and creating activities. critical thinking is reflective thinking in making decisions and problems analyzing situations, discussing problems, and thinking. indicators of critical thinking are interpretation (classification and detection of information), argument evaluation, argument analysis, experimental data and considering the credibility of information evidence, inference (analyzing results and justification procedures), analyzing conclusions, hypotheses and truths, and setting. students critically think because they carry out various school activities, all of which are done http://u.lipi.go.id/1586183902 http://u.lipi.go.id/1587708325 https://scie-journal.com/index.php/silet mailto:silet@scie-journal.com https://scie-journal.com/index.php/silet https://doi.org/10.46627/silet effectiveness of comics to train students’ critical thinking skills in physics learning: a mini-review https://doi.org/10.46627/silet.vi.49 6 studies in learning and teaching https://scie-journal.com/index.php/silet with careful thinking, strong arguments, and correct information. however, many students have not used thinking skills in dealing with school problems, causing students to be unable to solve the problem themselves and tend to need other people. to overcome this problem, some researchers use a method by presenting learning media that can attract students' interest in the learning process using comics. comic media in learning will usually be packaged in an attractive and interactive appearance, not using textbooks but based on online media using kvisoft flipbook flash to prohibit student interest in learning. learning physics is learning that requires self-readiness from students. physics is one of the branches of science with three essential essences: physics as a product, as an attitude, and as a process. the thinking of high school students states that physics is a significantly less exciting subject. in physics learning, the teacher only explains the formulas and materials to develop learning and creates students' incomprehension. however, learning physics also needs to apply a concept in everyday life and develop critical thinking skills. so that students can overcome various misconceptions in learning physics. it is vital to know how to solve students' learning physics and critical thinking skills using interactive and exciting learning media. the essence of physics in a lesson can be interpreted directly by students by applying a scientific attitude. these results have an impact on students being able to conclude their physics learning that has been taught. with the media used and the use of exciting and creative methods, physics learning can run conducive. so far, the teacher-centered method has resulted in passive students, and students' learning independence is low so that students do not explore their abilities, only depending on the teacher. so that with the existence of comic media in learning physics, students imagine everyday life in understanding physics material. physics material will be more enjoyable with comic media in learning physics which is applied with features of humor, narration, and visual representations so that comics have a strong appeal to students. comic media in physics learning was also chosen as a means to improve critical thinking skills because it contains storylines in everyday life, is related to learning physics, is accompanied by funny pictures or pictorial figures, and is packaged uniquely and attractively so that it makes students interested so that making students' reading interest higher. comics in physics learning also make students think more imaginatively when seeing characters and stories in comic physics, and it is hoped that it can foster students' interest in reading. the advantage of comic media in learning physics is that making comics in classroom learning can make students interested in enjoying physics learning, where comics can simplify difficult concepts while providing entertainment for students. the weakness of comic media in learning physics is that the learning process requires guidance from the teacher because students like to read comics, so they forget the material being taught. from this background, the researcher will study comic media in physics learning because many students do not apply critical thinking skills in solving problems and only need other people. many researchers have researched comics, but it is still minimal in improving critical thinking skills. most of them only discuss the practicality of the media used in the learning process. so that with the method of selecting researchers will focus more on reviewing several articles. so in general, the background of this research is used to see reading media from critical thinking, practicality, and the effectiveness of comics in learning physics and the instruments used in physics learning research. research method type of research this research uses the literature study method, where this study using data and information sourced from various sources from books, journals, encyclopedias, dictionaries, and magazines. literature study can also be interpreted as a technique of collecting data by analyzing a book or literature related to the problem to produce information that will be used as the result of library research. a referance study is a way to collect the truth of a news story by searching for sources https://doi.org/10.46627/silet.vi.49 https://scie-journal.com/index.php/silet effectiveness of comics to train students’ critical thinking skills in physics learning: a mini-review https://doi.org/10.46627/silet.vi.49 7 studies in learning and teaching https://scie-journal.com/index.php/silet from libraries which include archives, books, newsletters, journals, and history (mardalis, 1999). a literature study studies theoretically every phenomenon related to culture, values , and developing norms (sugiyono, 2013). the data technique is done by analyzing books, looking for references, writings, and information related to problems (nazir, 1998). research procedures the research procedure used in the literature study according to kuhlthau, there are several steps taken, namely selecting topics, exploring information, determining research focus, collecting data sources, preparing data presentation, and preparing reports. the following is a chart in the library research procedure, namely: figure 1. library research chart data collection techniques in literature research, data collection techniques in this study used secondary data. according to suliyanto, secondary data is information obtained unsustainably from the subject of analysis. secondary data already accumulated and shown by other parties for specific purposes. secondary data used in this data collection research is in the form of documents by looking at the variables and subjects studied from national and international journals related to critical thinking and comic media physics and sources from web pages analyzed and presented concisely and clearly. data analysis techniques data analysis techniques using descriptive qualitative analysis. in this qualitative approach, the experimental method was carried out by applying descriptive data, namely in recorded or spoken form sentences from the results of the literature study that has been carried out. identifying comics to practice students' critical thinking skills in physics education can be found in several research journals relevant to their fields. each literature is content and serves as an object to obtain valid information and can be examined in detail according to a predetermined context. the content analysis procedure that is carried out aims to provide facts or phenomena studied (nursalim, 2020). then analyze to find information and conclusions from this literature study. results and discussion from the articles that have been selected and adjusted to the research field, namely articles on critical thinking and comics then the point of discussion will be analyzed how the instruments, data analysis, and research methods are used in the article. one article will be analyzed and followed by other articles. in analyzing it will use qualitative methods. the following is a table to make it easier to analyze the relationship between comic media and critical thinking skills. 6. preparation of reports 5. preparation of presenting data 4. collection of data sources 1. topic selection 2. information exploration 3. determine the focus of research https://doi.org/10.46627/silet.vi.49 https://scie-journal.com/index.php/silet effectiveness of comics to train students’ critical thinking skills in physics learning: a mini-review https://doi.org/10.46627/silet.vi.49 8 studies in learning and teaching https://scie-journal.com/index.php/silet table 1. sample journal articles on the relationship between comic media and critical thinking skills. no source / journal articles 1. 1 . journal of physics: conference series authors: handayani et al., (2019) title: development of comic integrated student worksheet to improve critical thinking ability in microscope material critical thinking skills: students' critical thinking skills are tested using student worksheets. the test is carried out after students conduct learning using lks comic material integrated with microscope material. media: using physics comics in the form of worksheets effectiveness: integrated student comic worksheets in line for use after the validation process. real proof with worksheets that can improve skills. 2. 2 . journal of physics: conference series authors: damayanti & kuswanto (2020) title: the use of android-assisted comics to enhance students' critical thinking skills critical thinking skills: the question device used to assess the excellence of students' critical thinking on momentum and impulse material was by using android-based physics comics. media: android-based physics comics, using the same storyline with critical thinking ability parameters. effectiveness: the implementation of physics comics based on android with positive responses from students. delivering good and polite speech with clear explanations and plots produces comics that captivate students. 3. psychology, evaluation, and technology in educational research authors: putri & prodjosantoso (2020) title: improving critical thinking skills and scientific attitudes by using comic critical thinking skills: students 'critical thinking skills can be reviewed by giving critical thinking skills test items using the manova statistical test to determine the significance of deviations in students' critical thinking skills. media: science comics are a medium for learning media for seventh-grade students of smp to explore students' critical thinking skills. effectiveness: science comic learning media sourced from guided inquiry has grown critical thinking skills, competence attainment, and scientific attitudes of students). furthermore, science comic media is active in improving students' critical thinking skills significantly. on the example of journal articles related to comics and critical thinking skills from dinda putri handayani et al with the title "development of comic integrated student worksheet to improve critical thinking ability in microscope material", the problems obtained include: how integrated comic worksheets can measure critical thinking skills in microscope material. in solving these problems, the researcher used the research and development (r&d) research and development procedure and the 4-d development reference, consisted of the define, design, develop, and disseminate stages. the research participants consisted of 15 students of class xii https://doi.org/10.46627/silet.vi.49 https://scie-journal.com/index.php/silet effectiveness of comics to train students’ critical thinking skills in physics learning: a mini-review https://doi.org/10.46627/silet.vi.49 9 studies in learning and teaching https://scie-journal.com/index.php/silet and 32 students of class xi as the subject of the trial. the media used is physics comics in worksheets. critical thinking skills are estimated with student worksheets. the test will be fulfilled when the student has finished studying with lks comic material on the worksheets combined with the microscope material based on examples of journal articles about relationships from comics and critical thinking skills from ae damayanti and h kuswanto with the title "the use of android-assisted comics to enhance students 'critical thinking skills", there are problems, including to understand the motive for developing students' critical thinking skills through comic physics sourced on android. in solving the research problem, the method used is qualitative as the data collection process. participation in the study involved a sampling of 44 students. this experiment was carried out with two experimental classes. the media used is using android comics on momentum and impulse material. the pre-learning ability analysis was carried out before the android comic media was used by using the pretest question instrument at the beginning of the lesson and the posttest analysis of the ability after learning was done by giving posttest questions. in the third journal review entitled "improving critical thinking skills and scientific attitudes by using comics", the researcher used the research and development (r&d) method. science comic media development as learning media for seventh-grade junior high school students to develop students' critical thinking skills. the subjects used in this experiment comes from seventh-grade junior high school students. the instrument for collecting data on critical thinking skills already operated in this study consists of test items for critical thinking skills. sourced from the results of the reviewing a sample of journal articles related to comic media with critical thinking skills in table 1, it was found that the average use involved 15-44 students with two experimental classes. students' critical thinking skills are measured using different instruments, namely using student worksheet tests and pretest and posttest questions. however, the media used remains the same, namely using comic book media. most of them use android as a supporting medium of comic display. learning is conducive because the packaging of comic media made verbally with a narrative and directed plot makes comics more exciting, and students are more enthusiastic than traditional learning. table 2. sample journal articles on comic media no source / journal articles 1. 1 . journal of physics: conference series authors: ramadhan, ratnaningtyas, kuswanto, & wardani (2019) title: analysis of physics aspects of local wisdom: long bumbung (bamboo cannon) in media development for android-based physics comics in sound wave chapter media: physics comic-based media presented on bumbung panjang local wisdom with the sound wave chapter material. effectiveness: physics comics based on android using local wisdom from bumbung panjang comics are illustrated in order to attract students' interest in studying physics. students can take advantage of android media as learning material to learn physics anytime and anywhere. physics comics widely used as a way to reproduce material to reinforce students' philosophy and material in class. https://doi.org/10.46627/silet.vi.49 https://scie-journal.com/index.php/silet effectiveness of comics to train students’ critical thinking skills in physics learning: a mini-review https://doi.org/10.46627/silet.vi.49 10 studies in learning and teaching https://scie-journal.com/index.php/silet 2. 2 . unnes science education journal, authors: praptiwi, pamelasari, & parmin (2018) title: the effectiveness of science comic on the materials of sound and hearing based on problem based learning toward junior high school student' learning motivation and outcome media: comic media developed using pbl-based science comics. effectiveness: pbl-based science comics can create students more enthusiastic about learning, easy to understand the material, enjoy using comics, are determined to learn, proficient in learning, and interested in reading comics thoroughly. comic discussion can get students involved in solving problems. 3. journal of physics: conference series authors: nikmah, haroky, jumadi, wilujeng, & kuswanto (2019) title: development of android comic media for the chapter of newton's gravity to map learning motivation of students media: comic media developed in android-based comic book media, equipped with videos in the newton gravity chapter. effectiveness: the development of android patterned comic media in newton's gravity chapter namely the breakthrough in learning, efficient, can be used and read anywhere and anytime. it can also represent a substitute a textbook because it saves video illustrations, materials, sample questions and discussions, and practice questions. 4. journal of learning physics, authors: agustin, bektiarso, & bachtiar (2018) title: pengembangan modul komik fisika pada pokok bahasan hukum kepler di sma kelas xi media: comic media developed in the physics comic module about of kepler's law in xi grade high school effectiveness: the physics comic module on kepler's law in high school class xi can increase students' imagination skills to make learning potential more contextual and practical. 5. journal of physics: conference series author: sari, ratnaningtyas, wilujeng, jumadi, & kuswanto (2019) title: development of android comics media on thermodynamic experiment to map the science process skill for senior high school media: comic media developed in android comics about thermodynamic experiments to map science process expertise. effectiveness: android comics about thermodynamic experiments in classroom lab activities can be it is interesting when physics comics are implemented in the classroom during the learning process. students can see the learning videos in the comics, which causes the enthusiasm of students to be even greater. in the research article with a sample journal on comic media with the title "analysis of physics aspects of local wisdom: long bumbung (bamboo cannon) in media development for android-based physics comics in sound wave chapter", researchers in solving these problems used the research and development (r&d) uses 4-d which consists the define, design, develop and disseminate stages. the article is presented with a comic design wearing way by determining and designing the stage, which was spelled out according to the local wisdom of bumbung panjang with the sound wave chapter material. this study's participation was the 11th-grade https://doi.org/10.46627/silet.vi.49 https://scie-journal.com/index.php/silet effectiveness of comics to train students’ critical thinking skills in physics learning: a mini-review https://doi.org/10.46627/silet.vi.49 11 studies in learning and teaching https://scie-journal.com/index.php/silet students in the physics class, but the number was not stated. this experiment aims to hone hots skills and students' physical representations of sound material. then in the review of the second article entitled "the effectiveness of science comic on the materials of sound and hearing based on problem based learning toward junior high school student 'learning motivation and outcome", researchers used experimental methods with quasi-experimental designs. comic media developed using pbl-based science comics. participation in this experiment used all students of class viii junior high school. the data analysis in this experiment used the normality and homogeneity of the pretest and post-test data. the test is used to obtain information about students' cognitive improvement. as for the review of the third article entitled "development of android comic media for the chapter of newton's gravity to map learning motivation of students", the researcher used the addie method (analysis, design, development, implementation, and evaluation), this comic developed in the form of a physics comic, which is accompanied by a video on newton's gravity chapter. comics can be read anywhere with the himawari rider application on a smartphone or android. the research subjects consisted of 18 high school students. the analysis is made by analyzing students, curriculum, and material. reviewing the fourth article from agustin, bektiarso, and bachtiar with the title "development of the physics comic module on the subject of kepler's law in class xi senior high school", the researcher used the development method developed by borg and gall with direct modification of doing comic physics modules. the comic was developed in the physics comic module on kepler's law in xi grade high school. the subjects consisted of 21 students of class xi science. the analysis was carried out by giving pretest questions before learning to ensure the improvement of students' physics learning outcomes after using the comic module. in the fifth article review entitled "development of android comics media on thermodynamic experiment to map the science process skill for senior high school", researchers used the development method used, namely the borg and gall research and improvements, consisting of a preliminary, literature reviews, and implementation of field survey. the concept of physics comic media was developed based on android on thermodynamic materials made using the sigil application. subjects were taken from class xi science students. the method used is descriptive qualitative analysis, namely data analysis in the form of qualitative descriptive about the meaning of the research data. data found from experiments while studying thermodynamics practicum. based on table 2, the average comic media is packaged with different concepts according to the researcher's needs. it proves that comic media is beneficial if used in the learning process; that is, it can adapt to the field conditions. most comic media use a development method where researchers want to create a comic appearance that is more attractive and different from comics on the market and is presented based on android which is very easy to reach and can be used whenever and wherever they are. that way comics are very useful as media in learning. table 3. sample journal articles on critical thinking skills no source / journal articles 1. 1 . journal of physics: conference series authors: barra, wilujeng, & kuswanto (2019) title: the effect of inductive learning model assisted mind map mindjet mind manager towards critical thinking skills of students critical thinking skills: the data collection techniques using research include, namely : • the pretest and posttest questions in the form of a description of the optical eye topic, • amounting to four items to measure critical thinking skills in providing simple explanations, • concluding, and https://doi.org/10.46627/silet.vi.49 https://scie-journal.com/index.php/silet effectiveness of comics to train students’ critical thinking skills in physics learning: a mini-review https://doi.org/10.46627/silet.vi.49 12 studies in learning and teaching https://scie-journal.com/index.php/silet • developing strategies and tactics. effectiveness: after the pretest and posttest questions were carried out, there is variations in students' critical thinking knowledge between before and after being given the mindjet mindmanager mindmap assisted inductive learning model, namely the critical thinking ability successfully improved. 2. 2 . universal journal of educational authors: risdianto, dinissjah, nirwana, & kristiawan (2020) title: the effect of ethno science-based direct instruction learning model in physics learning on students' critical thinking skill critical thinking skills: the critical thinking skills test is given by giving pre-test questions and after being given the treatment of post-test questions in classes that have been carried out experiments which apply the ethno-based direct instruction learning method. effectiveness: the ethno-science-based direct instruction learning model's application affects critical thinking skills because the learning model connects classroom learning with students' daily lives and motivates students to participate in the learning process actively. 3. journal of physics: conference series authors: nisa, koestiari , habibbulloh & jatmiko (2018) title: effectiveness of guided inquiry learning model to improve students' critical thinking skills at senior high school critical thinking skills: the test used to measure critical thinking skills is carried out by giving questions (pre-test) to physics subjects on the topic of static fluids and after learning the same (post-test) questions are also given. the critical thinking skills test consists of 10 questions in the form of descriptions (narrative) effectiveness: learning with the guided learning model is very conducive to developing critical thinking skills of class x sma students, as evidenced by the substantial increase in the average score of students' critical thinking skills before and after learning. in research articles with journal samples on critical thinking skills with the title "the effect of inductive learning model mindjet assisted mindmanager towards critical thinking skills of students", researchers solve these problems using the one-group pretest-posttest design method as a strategy in research that aims to solve the problem-comparing the conditions of the group between before being given treatment and after being given treatment. this experiment only uses one class as a research subject because of the school policy. after the pretest and posttest questions were carried out, there are various critical thinking skills that students have between before and after being given the mindjet mindmanager mindmap assisted inductive learning model, namely the critical thinking ability successfully improved. reviewing the second article entitled "the effect of ethno science-based direct instruction learning model in physics learning on students' critical thinking skill", the researcher used a quasi-experimental research method in which no group was randomly drawn. in this analysis using the non-equivalent control group creation, namely the experimental group and the control group were not randomly selected. the subjects used in this exploration were all students from class xi science. data analysis using the critical thinking ability test was carried out by giving pretest questions and after being given posttest question treatment in the experimental class that applied ethno-based direct instruction learning model. https://doi.org/10.46627/silet.vi.49 https://scie-journal.com/index.php/silet effectiveness of comics to train students’ critical thinking skills in physics learning: a mini-review https://doi.org/10.46627/silet.vi.49 13 studies in learning and teaching https://scie-journal.com/index.php/silet in the review of the third article from nisa, koestiari, habibbulloh, and jatmiko with the title "effectiveness of guided inquiry learning model to improve students' critical thinking skills at senior high school", the researcher used a pre-experimental method with a one-group pretest design and posttest. the pretest and posttest scores in physics subjects on the topic of the inquiry model were obtained through observations on static fluid material. the subjects used were taking three classes x science. data analysis using pretest and posttest questions of the guided inquiry fluid static model increased critical scores—students' thinking skills with a consistent improvement level. based on table 3, which is drawn from 3 samples of research articles on critical thinking skills, the average research procedure is one group pretest and posttest. the subjects used an average of 1-3 classes. exploration in used to see how practical and efficient students' critical thinking skills were in learning—the evidence gave pretest questions before being given treatment and given posttest questions after being given treatment. the results obtained said that after giving the pretest questions and after being given the treatment of the posttest question, students' critical thinking skills increased and were consistent. so that critical thinking skills can be effectively used in learning. from the review of eleven articles on comics and critical thinking, on average, using the development method and one group pretest and posttest. the study consisted of 15 students to 90 students, who were on average taking a sample of 1-3 science classes, both class vii junior high school and class x, xi senior high school science. then the instrument mostly uses pretest questions before being given treatment and posttest questions after being given treatment. however, some use practicum observations in the lab. comic physics media to improve critical thinking skills uniquely brings students to learn fun in a class by providing comic media concepts that are packaged by applying daily life, applying local wisdom around the school environment. therefore, they can adjust the classroom situation by applying learning models such as pbl, inquiry, and direct instruction. students can be comfortable learning in class, starting from learning science subjects in junior high school classes to physics subjects in high school classes, which are considered difficult and tedious because there are many formulas used. that way, students become excited about learning plus comic media based on android so that they can be accessed anytime and anywhere without having to bring textbooks. conclusion based on the research criteria that have been reviewed and the contents of eleven articles were selected, the conclusions can be drawn from how the researcher can make critical thinking skills, the media used, and the effectiveness. through a sample selection of several articles, three articles about the relationship between comic media and critical thinking skills were obtained, five articles related to comic media, and three articles related to critical thinking skills. second, from the results of eleven review articles, the number of participants or respondents used ranged from 15 students to 90 students, where the average sample was 1-3 science classes, from grade vii junior high school to class x and xi senior high school science. the three overall methods used are the development method and the one group pre-test and post-test method. comic media can also apply critical thinking skills in the laboratory, not only in the classroom to the learning process. acknowledgements thanks to all reviewers who with all the time and expertise to review and evaluate and help us in finalization of this scientific article. https://doi.org/10.46627/silet.vi.49 https://scie-journal.com/index.php/silet effectiveness of comics to train students’ critical thinking skills in physics learning: a mini-review https://doi.org/10.46627/silet.vi.49 14 studies in learning and teaching https://scie-journal.com/index.php/silet references af'idah, i., & kustijono. r. 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(2014). development of mathematics learning media ecomic based on flipbook maker to increase the critical thinking skill and character of junior high school students. jurnal internasional pendidikan dan penelitian, 2(11), 535-544. risdianto, e., dinissjah, m. j., nirwana., & kristiawan, m. (2020). the effect of ethno sciencebased direct instruction learning model in physics learning on students' critical thinking skill. universal journal of educational research, 8(2), 611-615. sugiyono. (2013). metode penelitian pendidikan pendekatan kuantitatif kualitatif, dan r & d. bandung: alfabeta. umar, l. m., & nursalim, m. (2020). studi kepustakaan tentang dampak wabah covid-19 terhadap kegiatan belajar mengajar pada siswa sekolah dasar (sd). jurnal bk unesa, 11(4). author (s): *saidatul khoiriyah (corresponding author) department of physics, faculty of mathematics and natural science, universitas negeri surabaya, jl. ketintang, surabaya 60231, indonesia email: saidatulkhoiriyah05@gmail.com nadi suprapto department of physics, faculty of mathematics and natural science, universitas negeri surabaya, jl. ketintang, surabaya 60231, indonesia email: nadisuprapto@gmail.com https://doi.org/10.46627/silet.vi.49 https://scie-journal.com/index.php/silet https://iopscience.iop.org/journal/1742-6596 https://iopscience.iop.org/journal/1742-6596 https://iopscience.iop.org/journal/1742-6596 https://iopscience.iop.org/journal/1742-6596 mailto:saidatulkhoiriyah05@gmail.com mailto:nadisuprapto@gmail.com 429 too many requests whoops! too many requests 429 too many requests whoops! too many requests 29 p-issn: 2722-399x; e-issn: 2722-1857 silet, vol. 2, no. 1, april 2021: 29-40 ©2021 studies in learning and teaching studies in learning and teaching https://scie-journal.com/index.php/silet studies in learning and teaching homepage: https://scie-journal.com/index.php/silet email: silet@scie-journal.com the effectiveness of the business incubator and entrepreneurial education in interest to start a business in vocational school students majoring in marketing r sulistyowati1 1departement of economics educations, faculty of economic and business, universitas negeri surabaya, surabaya 60231, indonesia article info abstract article history: received march 26, 2021 revised april 29, 2021 accepted april 30, 2021 available online april 30, 2021 many media can be a tool for developing entrepreneurial potential in the school environment. one of them is a direct practice in the entrepreneurship laboratory, namely the business incubator. this research uses descriptive qualitative. the research states that the business incubator's management at smk muhammadiyah 2 malang is called the business incubator, there are three parts. namely the photocopy room, used for student practice activities majoring in office administration and islamic banking, the second production room, used for practical activities majoring in marketing, the third entrepreneurship room, for students majoring in marketing. the role of the business incubator as an entrepreneurship learning unit at smk muhammadiyah 2 malang is perfect. it can be seen from the increasing enthusiasm of students in participating in entrepreneurship learning. the business incubator students have a place to practice entrepreneurial theory taught by the teacher. empowerment of the business incubator to foster student interest in opening a business in students has been running. some students can see it; most students have been able to read business opportunities and manage sales finances. thus it can foster the characteristics of an entrepreneurial spirit in students. keywords: business incubator entrepreneurial education interest to start a business https://doi.org/10.46627/silet introduction vocational education is a place to prepare students to become productive humans, able to work independently, filling existing job vacancies according to the competencies in the expertise program they choose (moslem et al., 2019). to be independent and productive, vocational high school (smk) students need to change their way of thinking by not becoming workers, but becoming someone who opens new jobs for others, because currently, competition in the business world is very tight along with the number of available jobs. not proportional to the number of workers (basri et al., 2019; perwita, 2017). the cause of the increase in unemployment cannot be separated from the education system which only emphasizes theory rather than practice (nastiti & ’abdu, 2020; rifai & sucihatiningsih, 2016). therefore, to improve prospective smk graduates' identity who have high-quality human resources, skills and can be competitive, for example, through education with entrepreneurship lessons (usman & raharjo, 2012). efforts to reduce unemployment, at least there must be a change in the community's mindset, especially for smk graduates from looking for work to creating jobs (prihastiwi et al., 2018). therefore, smk graduates are not only focused on preparing to become a workforce in the http://u.lipi.go.id/1586183902 http://u.lipi.go.id/1587708325 https://scie-journal.com/index.php/silet https://scie-journal.com/index.php/silet mailto:silet@scie-journal.com https://doi.org/10.46627/silet the effectiveness of the business incubator and entrepreneurial education in interest to start a business in vocational school students majoring in marketing https://doi.org/10.46627/silet.v2i1.61 30 studies in learning and teaching https://scie-journal.com/index.php/silet business world but also on the willingness to become entrepreneurs (basri et al., 2019). courage to do business is the main asset a person must have to enter the world of work. the entrepreneurial interest of smk graduates is still shallow (ulgari et al., 2020). because the practice of doing entrepreneurial activities is not easy, excessive fear of failure and loss often haunts one's soul when starting a business. to achieve educational goals, especially at the vocational level, has developed and implemented entrepreneurship lessons in the national curriculum for the vocational intermediate level. this lesson is given to smk following their respective skill competencies with theory and practice (rami & supardi, 2019). this combination is expected so that students will have the knowledge and skills after graduating. because the entrepreneurship education given since smk will foster an entrepreneurial spirit after graduation. entrepreneurship education provides a theoretical basis for the concept of entrepreneurship and forms attitudes, behaviours, and a person's mindset in entrepreneurship. capital investment to prepare students to start new businesses through the experience, skills and knowledge essential to entrepreneurship (wibowo, 2017). many media can be a tool for developing entrepreneurial potential in the school environment (amin et al., 2020). they are first forming a student activity unit to train entrepreneurial competence by making various types of handicrafts from students. second, making a juju canteen is intended to train students' honesty because honesty is one of the characteristics of someone who has an entrepreneurial character. third, student entrepreneurship training with hands-on practice in the entrepreneurial laboratory, namely the business incubator. the business incubator is a place to conduct trading business by involving education elements by relevant expertise competencies and can be implemented in a combination system with other skill systems (lutfiani et al., 2020). the role of the business incubator, namely a training and education place for students that functions as a school production unit and as an entrepreneurial laboratory for students to carry out entrepreneurial practices, calculations or bookkeeping (budiyanto et al., 2017). the existence of this practice is expected to motivate students in fostering student interest in entrepreneurship. based on the republic of indonesia number 19 of 2005 concerning national education standards in chapter vii article 42 paragraph 2 states that. each academic unit is required to have infrastructure which includes land, classrooms, academic unit leadership rooms, teaching rooms, administration rooms, library rooms, laboratory rooms, workshops, production unit rooms, canteen rooms, power and service installations, sports venues, a place of worship, a place to play, a place to create, and other spaces/places needed to support an orderly and sustainable learning process. apart from that, as a place for entrepreneurial practice and training, the business incubator can help students provide training on how to trade, market an item, and open another business. this is done in opening a business by selling items in the business incubator to be sold in the business environment. it was intended to train students' independence and courage in communicating with customers and at the same time learning about marketing (usman & raharjo, 2012). this was reinforced by the existence of relevant previous research by amin et al. (2020), komara & bagus setiawan (2020), and lutfiani et al. (2020) concluded that the current business incubator management model is not yet optimal, the business incubator management model as a result of the development consists of model components, model content and objectives. the model component includes a management function consisting of planning, organizing, implementing, supervising and managing the business incubator, covering aspects of production, marketing, finance, and human resources. the stages of implementing the business incubator consist of socialization, honest business, business application activities. the business incubator management model can be implemented effectively and efficiently. https://doi.org/10.46627/silet.v2i1.61 https://scie-journal.com/index.php/silet the effectiveness of the business incubator and entrepreneurial education in interest to start a business in vocational school students majoring in marketing https://doi.org/10.46627/silet.v2i1.61 31 studies in learning and teaching https://scie-journal.com/index.php/silet based on the background described above, this research's focus is as follows: (1) management of business incubators at smk. (2) the effectiveness of the role of the business incubator as an entrepreneurial learning unit in smk. (3) empowerment of business incubators as a means of fostering student interest in opening businesses. research method this research uses a qualitative approach with descriptive research type. this research took place at smk muhammadiyah 2 malang, located on jalan baiduri sepah no.27, tlogomas, kec. lowokwaru, malang city. the data collection technique is done by observing, interviewing, and documenting. to test the data collected's validity, the researcher will do: first triangulation techniques between data sources, between data collection techniques, and between data collectors. second, check the information's correctness to the informants the researcher in the research report has written. third, i will discuss with colleagues in the department where the researcher teaches, including corrections under the supervisor—fourth, negative case analysis, namely cases that are not by the study results. fifth, extend the research time. the research stages include pre-field training, selecting research locations, determining the object's boundaries, understudy, taking care of permits, selecting informants. table 1. informant research no. informant excavated information description as 1. entrepreneurship teacher to explore information about entrepreneurial learning practices carried out at the business incubator major informants 2. management teacher and chairman of the business incubator to dig up information about the management activities of the muhammadiyah 2 smk muhammadiyah 2 business incubator major informants 3. student managing the business incubator to find out information on the effectiveness of entrepreneurship learning in the business incubator in fostering student interest in entrepreneurship additional informants 4. waka chart of facilities and infrastructure to find out general information about the need for facilities and infrastructure in the business incubator at smk muhammadiyah 2 malang major informants (source: researcher, 2021) results and discussion management of business incubators at smk muhammadiyah 2 malang so that all smk muhammadiyah 2 malang business incubator activities are controlled, a business incubator management is formed. there are many functions of the organizational structure of the business incubator smk muhammadiyah 2 malang. descaprio (2013) states that there are four functions of laboratory organizational structure, namely facilitating practice and research planning, facilitating management of research and practice activities in the laboratory, facilitating reporting and accountability for all activities in the laboratory so that they are quickly evaluated, making it easier to supervise all activities in the laboratory. management of the business incubator is, of course, not solely for commercial purposes. in general, the management of the smk muhammadiyah 2 malang business incubator is based on the basics of laboratory management according to descaprio (2013) , which states, "business incubators are managed and designed to improve, grow and develop the skills of their users in various activities." for example, if a business incubator is in the room. in the school's scope, the administrators must be able to improve students 'entrepreneurial learning practices and foster https://doi.org/10.46627/silet.v2i1.61 https://scie-journal.com/index.php/silet the effectiveness of the business incubator and entrepreneurial education in interest to start a business in vocational school students majoring in marketing https://doi.org/10.46627/silet.v2i1.61 32 studies in learning and teaching https://scie-journal.com/index.php/silet students' interest in becoming entrepreneurs. the business incubator must be managed and designed to train the ability to compile and analyze the practice results, which are then continued to interpret the results of the practice. therefore, the business incubator becomes the basis for the psychomotor development of students. business incubators are managed and designed to train skills in designing practical activities and implementing them. in the practice of entrepreneurship learning in the business incubator, students are taught to carry out product pentatonic, recap sales, excellent service, such as entrepreneurship learning theory that has been taught. the business incubator must be managed and designed flexibly and not pressure on those involved in it. this means that anyone can help manage the management of the business incubator at smk muhammadiyah 2 malang. in general, the management of the business incubator at smk muhammadiyah 2 malang is based on the laboratory management stated by susanto (2017) as follows: (1) the business incubator must be managed and designed to improve, grow, and develop its users' skills in a variety of activities. for example, suppose a business incubator is in the scope of the school. in that case, the manager must be able to improve students 'entrepreneurial learning practices, and foster students' interest in becoming entrepreneurs, (2) business incubators must be managed and designed to be able to train the ability to compile and analyze practical results which are then continued to interpret the results of the practice. therefore, the business incubator becomes the basis for students' psychomotor development, (3) the business incubator must be managed and designed to train the ability to communicate the results of practical activities. this means that in the practice of entrepreneurship learning in the business incubator, students are taught to communicate with customers, (4) business incubators must be managed and designed to train skills in designing practical activities and implementing them. this means that in the practice of entrepreneurship learning in the business incubator students are taught to carry out product promotion, recap sales, excellent service, such as entrepreneurship learning theory that has been taught, and (5) business incubators must be managed and designed flexibly and not pressure anyone involved in therein. this means that anyone can help manage the management of the business incubator at smk muhammadiyah 2 malang. in the business incubator organizational structure, there are several positions and responsibilities for each task. descaprio (2013) several positions must exist in every business incubator organizational structure, including the technical person in charge, the head of the business incubator manager, the coordinator of each business incubator field, and the teacher who manages the business incubator. the board of directors' management and the business incubator/marketing officer's duties and responsibilities at smk muhammadiyah 2 malang are as follows. https://doi.org/10.46627/silet.v2i1.61 https://scie-journal.com/index.php/silet the effectiveness of the business incubator and entrepreneurial education in interest to start a business in vocational school students majoring in marketing https://doi.org/10.46627/silet.v2i1.61 33 studies in learning and teaching https://scie-journal.com/index.php/silet figure 1. organizational structure of the business incubator at smk muhammadiyah 2 malang (source: business incubator smk muhammadiyah 2 malang) advisor : nur cholis, s.pd general coordinator : elok nurani, s.pd coordinator i : dra. yayuk pujiastuti coordinator ii : elok nurani, s.pd coordinator iii : misriyah, s.pd secretary : elok nurani, s.pd treasurer : dra. yunanik promotion : seluruh wali kelas procurement : misriyah, s.pd & dra. yunanik delivery : elok nurani, s.pd & dra. indah sulistyowati general : enny dian handayani, s.pd & mila irawati, s.pd so far, the management of the business incubator at smk muhammadiyah 2 malang has been running correctly. in the production room and the shop, the marketing room is functioning on a semifinal basis. however, it is miserable that the photocopy room business incubator does not function as it should be used as an additional teacher room. the factor that causes this to happen is that some of the photocopy room, business incubator tools cannot be used. emha (2006) many other factors have caused the shift in the function of the laboratory/business incubator as a place to observe, find, and solve a problem, including, lack of ability to manage school laboratories, both from school leaders and teachers, lack of understanding of the meaning and function of school laboratories and their implications for development. and improvement of the learning system. the procurement of facilities and infrastructure has not been evenly distributed, making learning practice difficult. one vital learning resource is the learning practice facilities and infrastructure that can help clarify concepts or understand and train students to achieve specific skills. the learning process using teaching advisor coordinator secretary treasurer coordinator 1 (photocopy room) coordinator 2 (production room) coordinator 3 (marketing room) promotion procurement delivery general https://doi.org/10.46627/silet.v2i1.61 https://scie-journal.com/index.php/silet the effectiveness of the business incubator and entrepreneurial education in interest to start a business in vocational school students majoring in marketing https://doi.org/10.46627/silet.v2i1.61 34 studies in learning and teaching https://scie-journal.com/index.php/silet aids/practices makes students have clear responses to the stimuli provided to leave a perfect observation impression on each student. based on the government regulation of the republic of indonesia number 19 of 2005 concerning national education standards in chapter vii article 43 paragraph 1 states that "standards for the diversity of types of natural science laboratory equipment (ipa), language laboratories, computer laboratories, and other learning equipment in academic units are stated in the list, which contains the minimum type of equipment that must be available." the purpose of establishing the entrepreneurship laboratory or business incubator is to make it easier for students to understand the teacher's entrepreneurial learning theory, develop students' abilities, and foster an entrepreneurial spirit in students. the objectives of student activities in the laboratory include: (1) able to interpret experimental results to obtain findings and be able to solve problems, (2) be thorough in practicing observations and be careful in recording observational practices, (3) be able to plan and carry out experiments about what is being learned or researched in the laboratory, (4) skilled in carrying out practices using laboratory equipment, and (5) growing a positive attitude in carrying out practices in the laboratory (susanto, 2017). the management of the business incubator at smk muhammadiyah 2 malang is running well. this can be proven by an organizational structure's existence, running the management of the business incubator at smk muhammadiyah 2 malang by their duties and responsibilities. however, it still lacks maintenance regarding the facilities and infrastructure in the smk muhammadiyah 2 malang business incubator. this can be seen in the photocopy room business incubator, which is currently not being used properly because the photocopy room tools cannot be used. then the business incubator in the marketing room shop also lacks tools in the form of a cash register, making it difficult for students to practice entrepreneurship learning (descaprio ,2013) effectiveness of the role of a business incubator as an entrepreneurship learning unit learning is an activity or process to gain knowledge, improve skills, improve attitudes and strengthen personality. learning is believed to be able to develop various potentials that humans have. with the learning, it is hoped that it can increase the knowledge, attitudes, and skills that are owned. learning is a conscious effort that aims to change a person's behavior. these learning activities need to be designed, arranged, monitored in such a way and evaluated to achieve predetermined goals (suryono & hariyanto, 2012). entrepreneurship learning means a pattern that is used as a basic guideline in the form of global policies through stages that are directed to carry out ideal interactions between managers of educational institutions, educators, and student trainees, which are planned and organized in an education management mechanism and contain design and development factors for learning activities entrepreneurship (sabatari & hariyanto, 2015). the objectives of holding entrepreneurship learning are (1) building entrepreneurial character; (2) preparing business practice-based entrepreneurship learning services; (3) preparing industrial teaching pilot in smk; (4) preparing junior high school graduates to become entrepreneurs. in order to achieve this goal, the business incubator smk muhammadiyah 2 malang makes programs that involve active students in the management of the program, starting from activities in production, helping to produce original product drinks from smk muhammadiyah 2 malang turmeric asem, helping packing orders, making products itself for sale. in addition to the production site, students are also actively involved in managing the shop's business incubator. in the business incubator, students are given picket schedules to be on guard, student activities in the store's business incubator, starting from cleaning the room, arranging products, serving customers, recording bookkeeping, etc. by being actively involved in the management of the business incubator, it will increase understanding of learning entrepreneurship. learning entrepreneurship through practice in the business incubator is very effective and positively affects students' entrepreneurial competence. this is by the relevant previous research https://doi.org/10.46627/silet.v2i1.61 https://scie-journal.com/index.php/silet the effectiveness of the business incubator and entrepreneurial education in interest to start a business in vocational school students majoring in marketing https://doi.org/10.46627/silet.v2i1.61 35 studies in learning and teaching https://scie-journal.com/index.php/silet by lutfiani et al. (2020) who found that business incubators play an essential role in encouraging student creativity and innovation in entrepreneurship. the effectiveness of entrepreneurship learning by using a business incubator has been proven that can be proven by the active participation of students in practice at the business incubator at muhammadiyah 2 malang vocational school, and many student activities are carried out in the business incubator. students are also enthusiastic about accepting entrepreneurial learning theory. teachers also find it easier to explain entrepreneurship learning through practice in the business incubator to more easily understand what the teacher has explained about entrepreneurship learning. of course, there is entrepreneurship learning in every school, especially in the marketing, accounting, and office administration majors. even in other departments, there is entrepreneurship learning. it is not enough if entrepreneurship learning is carried out the only in-class theory. therefore, schools usually provide a place to practice doing entrepreneurial activities. one of the places to practice entrepreneurship learning owned by muhammadiyah 2 malang vocational school is in the form of a business incubator. with the business incubator at smk muhammadiyah 2 malang, students can do direct practice according to the teachers' theory. many student activities are carried out at the business incubator, starting from product arrangement, display arrangement, financial management, purchasing recap, marketing goods to customer service. with the business incubator to practice entrepreneurship learning, students can more easily understand and understand entrepreneurship learning, and teachers can easily explain it to students. the existence of a business center at smk muhammadiyah 2 malang makes it easier for students to understand entrepreneurship learning. learning theory in class alone is not enough to broaden students' insights about entrepreneurship, so establishing a business incubator as a student practice is very necessary and very helpful in improving learning. on the other hand, the schools here are based on vocational schools where practice must be more than theory. barnawi & arifin (2012) the purpose of holding entrepreneurship learning, namely (1) building entrepreneurial character; (2) preparing business practice-based entrepreneurship learning services; (3) preparing industrial teaching pilot in smk; (4) preparing junior high school graduates to become entrepreneurs. in order to achieve this goal, the business incubator smk muhammadiyah 2 malang makes programs that involve active students in the management of the program, starting from activities in production, helping to produce original product drinks from smk muhammadiyah 2 malang turmeric asem, helping packing orders, making products itself for sale. in addition to the production site, students are also actively involved in managing the shop's business incubator. in the business incubator, students are given picket schedules to be on guard, student activities in the store's business incubator, starting from cleaning the room, arranging products, serving customers, recording bookkeeping, etc. by being actively involved in the management of the business incubator, it will increase understanding of learning entrepreneurship. according to suryono & hariyanto (2012) , the learning function contains various functions such as helping, guiding, training, nurturing, caring for, growing, encouraging, shaping, straightening, assessing, and developing. the learning functions are carried out by educators, namely teachers, tutors, tutors, coaches, to make changes in themselves according to the learning objectives, which are the goals of education. the effectiveness of entrepreneurship learning by using a business incubator has been proven that can be proven by the active participation of students in practice at the business incubator at muhammadiyah 2 malang vocational school. many student activities are carried out in the business incubator. students are also enthusiastic about accepting entrepreneurial learning theory. teachers also find it easier to explain entrepreneurship learning through practice in the business incubator to more easily understand what the teacher has explained about entrepreneurship learning. https://doi.org/10.46627/silet.v2i1.61 https://scie-journal.com/index.php/silet the effectiveness of the business incubator and entrepreneurial education in interest to start a business in vocational school students majoring in marketing https://doi.org/10.46627/silet.v2i1.61 36 studies in learning and teaching https://scie-journal.com/index.php/silet empowerment of business incubators as a means of fostering interest in opening a business in students apart from being a place to practice entrepreneurship learning and entrepreneurship training, the business incubator can help students to provide training on how to trade, how to market an item, and of course, how to open another business. this is done in opening a business by selling goods in the business center to be sold in the business environment. it is intended to train students' independence and courage in communicating with customers and at the same time learning about entrepreneurship. the business incubator aims to improve the skills where students get into the job market. the education delivery system will be successful if supported by good training, an orderly, directed and planned learning process, supported by a supply of educational staff competent in their field of work, and adequate facilities and infrastructure are available (saptono, 2017). with the business incubator smk muhammadiyah 2 malang, it can foster students' characteristics for entrepreneurship. suryana (2003) the general characteristics of having an entrepreneurial spirit are full of selfconfidence. the indicators are full of confidence, optimism, commitment, discipline, and responsibility. having initiative is the indicator that is full of energy, dexterous in action and activity. have an achievement motivation. the indicator is the possible results and future insight. the indicators are daring to be different and being trustworthy and tough in acting with a leadership spirit. dare to take calculated risks and therefore love challenges. an entrepreneur is always committed to doing his job to get the expected results. an entrepreneur is not half and half in doing his job because he is always diligent, resilient, never gives up. his actions were not based on speculation but careful calculation. an entrepreneur is brave enough to face risks to his work. the more courageous they feel the need to show an independent or powerful attitude on behalf of themselves. likes to imagine and tries to express creativity and introduce the results to other parties. with hard work and accomplished step-by-step progress, self-confidence and a more fundamental attitude of optimism are generated. an entrepreneur always has the principle that what is done is an optimal effort to produce maximum value. this means that entrepreneurs do things carelessly, even though other people can do them. values and achievements are the things that differentiate between the results of his work as an entrepreneur and others who do not have an entrepreneurial spirit (alexander & honig, 2016; kalyoncuoğlu et al., 2017; kouakou et al., 2019; sherkat & chenari, 2020; walter & block, 2016). entrepreneurs generally have a higher creative and innovative power than nonentrepreneurs. things that others have not thought of have already occurred to him, and entrepreneurs can make their innovations into demand. the ideas and behavior of an entrepreneur cannot be separated from the demands and responsibilities. therefore, commitment is highly treated at work so that it can give birth to responsibility (kouakou et al., 2019; ramadani & ratten, 2015). being an entrepreneur, you must always be brave in facing risks. the more students are daring to face the risk, the more excellent the risk, the more excellent the opportunity to take advantage of it, and vice versa (asimakopoulos et al., 2019; jabeen et al., 2017, 2017; kreiser et al., 2010; pihie & arivayagan, 2016; rapp-ricciardi et al., 2018). seeking opportunities does not mean that opportunities already exist. however, entrepreneurs must create their opportunities by creating something new and different and something more valuable, and easy to use. students at smk muhammadiyah 2 malang have read business opportunities, especially students majoring in marketing. in contrast, students majoring in accounting can read sales finance well. the business incubator smk muhammadiyah 2 malang students who previously did not understand buying and selling became. students who were previously embarrassed in communicating with the business incubator practice student were fluent in communicating. most students desire to become entrepreneurs because by becoming entrepreneurs, students can open jobs for other people, work independently, and work according to their wishes. the benefits of entrepreneurship include the following: increasing labor capacity, as a generator for https://doi.org/10.46627/silet.v2i1.61 https://scie-journal.com/index.php/silet the effectiveness of the business incubator and entrepreneurial education in interest to start a business in vocational school students majoring in marketing https://doi.org/10.46627/silet.v2i1.61 37 studies in learning and teaching https://scie-journal.com/index.php/silet environmental development, production, distribution, environmental maintenance, welfare, et al. becoming an example for other members of society, always respecting applicable laws and regulations, trying to assist others and social development, according to their abilities, trying to educate their employees to be independent, disciplined, honest, diligent in dealing with work, giving an example of how we have to live hard work, but not forgetting religious orders and always getting closer to allah swt, living efficiently does not wasteful and not wasteful, maintaining environmental harmony. however, some students do not want to become entrepreneurs because being entrepreneurs requires significant capital, is less respectful, and uncertain. furthermore, other factors, namely psychological factors that shape society's negative attitude so that they are less interested in the entrepreneurial profession, including aggressive, competitive, selfish, dishonest, stingy, unstable sources of income, less respectful of low jobs, and so on (descaprio, 2013) the business incubator of smk muhammadiyah 2 malang as a means of cultivating students' entrepreneurial characteristics is quite good. this can be seen from students who have an entrepreneurial spirit, have a passion for opening a business, are active in entrepreneurial learning tasks, are honest, tenacious, and creative in practicing entrepreneurship learning in the business incubator. apart from being a place to practice entrepreneurship learning and entrepreneurship training, the business incubator can help students to provide training on how to trade, how to market an item, and of course, how to open another business. this is done in opening a business by selling items in the business incubator to be sold in the business environment. ramadani & ratten (2015) it is intended to train students' independence and courage in communicating with customers and at the same time learning about entrepreneurship. motivation from teachers at school to students needs to be done. different teachers are also different ways of motivating their students, starting from giving appreciation in the form of cash to students, giving encouragement and praise to students, etc. this is done so that students do not get bored in participating in entrepreneurship learning and can foster students' interest in opening a business. the existence of entrepreneurship learning and a place to practice entrepreneurship learning in a business incubator will indirectly foster students' interest in becoming entrepreneurs. the teachers at smk muhammadiyah malang have stated that the existence of a business incubator as support for entrepreneurship learning at smk muhammadiyah 2 malang will increase students' interest in entrepreneurship, on the other hand, the background of the parents of students at smk muhammadiyah 2 malang is an entrepreneur, it makes students want students with the same profession as their parents. another factor is that it is increasingly difficult to find a job, and the higher the cost of going to college, students want to become entrepreneurs, and it is better to open jobs than to look for jobs. having been given entrepreneurial skills from the school to students, the teachers at muhammadiyah 2 malang vocational school are sure that their students can become successful entrepreneurs. in contrast to students whom researchers have interviewed, most students want to be entrepreneurs, and some want to become office employees. some even want to become office employees as well as entrepreneurs. based on students' statements, there are different desires, there are those who want to become office employees, bank employees, work in the tax office, the reason is that being entrepreneurs requires significant capital, making products to sell is a complicated process, on the other hand, there are also many students who are interested in becoming entrepreneurs because by becoming entrepreneurs they can opening jobs for other people, can be the boss, not regulated by people, and maybe there is also a family factor, the parents who work as entrepreneurs, finally the child wants to continue the parent's business. some want to become office employees as well as open businesses. the business incubator of smk muhammadiyah 2 malang as a means of cultivating students' entrepreneurial characteristics is quite good. this can be seen from students who have an entrepreneurial spirit, have a passion for opening a business, are active in entrepreneurial https://doi.org/10.46627/silet.v2i1.61 https://scie-journal.com/index.php/silet the effectiveness of the business incubator and entrepreneurial education in interest to start a business in vocational school students majoring in marketing https://doi.org/10.46627/silet.v2i1.61 38 studies in learning and teaching https://scie-journal.com/index.php/silet learning tasks, are honest, tenacious, and creative in practicing entrepreneurship learning in the business incubator. conclusion based on the discussion, the researcher can draw the following conclusions. management of the business incubator at smk muhammadiyah 2 malang has 3 parts. the first part is a photocoppy room, used for student practice activities majoring in office administration and islamic banking, the second part is the production room, is used for practical activities majoring in marketing, the third is the entrepreneurship room, mainly used for students majoring in marketing, but students majoring in office administration, accounting, sharia banking is also actively involved in managing the entrepreneurial space business incubator. the facilities and infrastructure contained in the business incubator of muhammadiyah 2 malang vocational school, according to the researcher, were insufficient, it caused students to change their practice places in the entrepreneurial space business incubator. meanwhile, in the business incubator in the production room, little equipment is used. the entrepreneurial space business incubator is good enough. with the business incubator at smk muhammadiyah 2 malang, entrepreneurship learning is very effective, teachers can easily explain entrepreneurship theory to students, while students can quickly understand what is explained by the teacher so that it can improve entrepreneurship learning. empowering the business incubator as a means of 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(2010). desain pembelajaran kewirausahaan. kencana. susanto, i. (2017). korelasi kemampuan pengelolaan laboratorium. jurnal penelitian bidang pendidikan, 23(2), 80–85. ulgari, s., aritonang, a. z., & manulang, r. (2020). hubungan kemampuan menerapkan teknik pembuatan dan disiplin belajar siswwa dengan minat berwirausaha. journal of mechanical engineering learning, 9(2). usman, h., & raharjo, n. e. (2012). model pendidikan karakter kewirausahaan di sekolah menengah kejuruan. jurnal pendidikan teknologi dan kejuruan uny, 21(2), 163617. https://doi.org/10.21831/jptk.v21i2.2940 walter, s. g., & block, j. h. (2016). outcomes of entrepreneurship education: an institutional perspective. journal of business venturing, 31(2), 216–233. https://doi.org/10.1016/j.jbusvent.2015.10.003 wibowo, a. (2017). dampak pendidikan kewirausahaan bagi mahasiswa. asian journal of entrepreneurship and family business, 01(01), 1–14. https://doi.org/10.21632/ajefb.1.1.1-14 author (s): raya sulistyowati department of economics educations, faculty of economic and business universitas negeri surabaya, jl. ketintang, surabaya 60231, indonesia email: rayasulistyowati@unesa.ac.id https://doi.org/10.46627/silet.v2i1.61 https://scie-journal.com/index.php/silet mailto:rayasulistyowati@unesa.ac.id 429 too many requests whoops! too many requests 429 too many requests whoops! too many requests 429 too many requests whoops! too many requests 429 too many requests whoops! too many requests 140 p-issn: 2722-399x; e-issn: 2722-1857 silet, vol. 1, no. 3, december 2020: 140-150 ©2020 studies in learning and teaching studies in learning and teaching homepage: https://scie-journal.com/index.php/silet email: silet@scie-journal.com studies in learning and teaching https://scie-journal.com/index.php/silet concept of human resources development to improve teacher performance: multi-case study *m b harahap1, m v roesminingsih1, mudjito1 1doctoral program of educational management, universitas negeri surabaya, surabaya indonesia article info abstract article history: received november 15, 2020 revised december 12, 2020 accepted december 26, 2020 available online december 28, 2020 this study aims to analyze the concept of human resource development carried out by schools in improving the performance of teaching staff at elementary school muhammadiyah of 1 jember and al baitul amien of 1 jember. this research method uses a qualitative approach with a multi-case study design. the multi-case study used in this study uses two research sites. data collection techniques in this study used participant observation, documentation, and interviews. based on the research conducted, it can be concluded that the concept of the human resource development program carried out by these schools to improve the quality of teacher performance, namely: (1) increasing the abilities, skills, attitudes, and responsibilities of educators (teachers) to be more effective and efficient, (2) optimizing human resource development as much as possible by delegating to educators (teachers), and (3) striving to improve education quality by recommending educators (teachers) to take further studies to a higher level. there is no multi-case study research in improving the performance of students. keywords: human resource development multi case studies performance https://doi.org/10.46627/silet introduction education's characteristics are universal or comprehensive—both in attitude and education space (david, 2014). continuous education never stops and gives up from time to time, so that the integration of teaching and skills continues to be developed (tam et al., 2018). education has its existence in building a country's civilization. it is a good indication that developed countries have a high level of awareness of productive human resources (nadarajah et al., 2012; figueiro & raufflet, 2015). education is one of the essential prerequisites for the continuity of education to keep developing with the times, resulting in free human thinking (prahani et al., 2020) in harmonizing the times. these developments are both academic and non-academic (bair & bair, 2011; austin & sorcinelli, 2013), both in natural resources and managing their supporting infrastructure (nadarajah et al., 2012; berryman & sauve, 2016; barth et al., 2007). education requires superior human resources (saw & watana, 2020). human resources that can have a good and active performance will influence an institution or organization (vosloban, 2012). educational organizations and institutions need human resources who can continue to develop with the changing times. collaboration between employees, in this case, is needed (amundsen & wilson, 2012). all elements of the members in the agency need to improve performance or facilities continuously. real superior schools are generally built jointly by all school members' elements, not solely by education authorities (stes et al., 2010). at this time, to create a good or superior school, it must be designed and planned with an excellent curriculum (setiawan, 2020) and also served by educators (teachers) who are committed and of high quality (wijaya et al., 2016; mangkunegara, 2011; tenggala, 2013). real superior schools can be achieved if all of the school's resources can be utilized optimally (talan & tyagi, http://u.lipi.go.id/1586183902 http://u.lipi.go.id/1587708325 https://scie-journal.com/index.php/silet mailto:silet@scie-journal.com https://scie-journal.com/index.php/silet https://doi.org/10.46627/silet concept of human resources development to improve teacher performance: multi-case study https://doi.org/10.46627/silet.v1i3.52 141 studies in learning and teaching https://scie-journal.com/index.php/silet 2020; bearman et al., 2012; zuhro, 2015). it means that all elements of the school, including school principals, administrative staff, school curriculum developers, teachers, and school caretakers, must be directly and thoroughly involved (irmayani et al., 2018) because all these resources will create an excellent and good school atmosphere, able to make an adequate or superior institution/school (omebe, 2014; septi, 2017). based on the pre-field results and information obtained at the muhammadiyah 1 jember elementary school and the al baitul amien 1 jember elementary school, information was obtained and several human resource development phenomena in both schools. the information obtained by the phenomenon is that some differences or limitations appear in the muhammadiyah 1 jember elementary school and the al baitul amien 1 jember elementary school regarding student achievement which is fairly good based on data while the activities, creativity, and innovation of educators (teachers) in upgrading their knowledge are lacking. . in this case, the two schools have the same problems regarding human resources at the primary school education level. one of the problems with teaching resources in these schools can be caused by inadequate leadership processes in learning and school management. for decentralization and educational autonomy to be successful, the principal's leadership must be maximally and continuously empowered (omebe, 2014; kumaedi et al., 2010). the empowerment of principal leadership in question is to increase functional abilities so that teachers as educators play a role by their primary duties and functions and the authority and purpose of their duties (wijaya & nyoto, 2016; krismiyati, 2017; suharto, 2017). the activities, creativity, and innovation of the less developed students (teachers) can be seen through the learning carried out by the teacher who still often uses conventional learning, and some school activities are not running or have not been implemented such as workshop, seminars or training, or other activities that should be able to improve experience and knowledge of students. based on the conditions of the problem, it is not by the theory of opening education. competent educational institutions must be oriented towards forming competent human beings or students (upi lecturer team, 2012). in solving the problem, it is indispensable to research to obtain more accurate information about human resource development, especially on improving educators' performance as teachers in both schools to improve and improve performance optimally at muhammadiyah 1 jember elementary school and al elementary school baitul amien 1 jember. research method general background this study uses a qualitative approach to the type of evaluation research. when researchers have obtained information from researchers (students), then an evaluation analysis is carried out on the information or data obtained. the research design used a descriptive multi-case study, namely the process of making comparisons between two or more research sites. two research sites were used, namely the elementary school level of education. the research location is in a different location so that it has different criteria, but there is no possibility of a similarity in the menus of the two schools. sample/participant the sample in this study was the board of the foundation as policymakers at the muhammadiyah 1 jember elementary school and the al baitul amien 1 jember elementary school as the stakeholders, as well as the human resources (hr) managers at the muhammadiyah 1 jember elementary school and the al baitul amien 1 jember elementary school. the sample of this study included: principals, curriculum representatives, vice principals, teachers, and students of both schools. https://doi.org/10.46627/silet.v1i3.52 https://scie-journal.com/index.php/silet concept of human resources development to improve teacher performance: multi-case study https://doi.org/10.46627/silet.v1i3.52 142 studies in learning and teaching https://scie-journal.com/index.php/silet instrument and procedures researchers carry out data collection by visiting subjects or informants and conducting interviews to obtain complete data and information. data collection was carried out using participatory observation techniques, structured and in-depth interviews, and documentation. research with a qualitative approach was conducted with four criteria for data validity: 1) credibility, 2) transferability, 3) dependability, and 4) confirmability. in credibility, the researcher made prolonged observations to obtain relevant information and checked the correctness of the information regarding the management of student resources at muhammadiyah 1 jember elementary school and al baitul amien 1 elementary school. the transferability process is a process where researchers determine standards in finding the same topic and harmonious than the results of information regarding students' human development in the two schools are described in detail and tune. the dependability process is the audit process of the fundamental research, wherein in this process, the researcher conducts discussions with experts in the field. finally, the confirmability process is where the results of this study have been mutually agreed upon by experts. data analysis the data analysis process is carried out in several steps, namely 1. data condensation (the process of selecting, simplifying, and transforming data that is close to the overall data, both interviews, documents, and observations regarding the development of student resources), 2. data presentation (a collection of information obtained by researchers allows a conclusion), 3. drawing conclusions and verification. result and discussion a. the concept of human resources development was carried out by the elementary school muhammadiyah of 1 jember in improving the performance of educators. an overview of the concept of human resource development carried out by schools in improving the performance of teaching staff at elementary school muhammadiyah of 1 jember can be seen in table 1. table 1. human resources development activities conducted by educators at elementary school muhammadiyah of 1 jember no name of activity topic time and place level 1 education and training educational and review of graduate competency standards 25-26 january 2018 at elementary school of muhammadiyah 1 jember local intern elementary school of muhammadiyah 1 jember 2 education and training head of library training 8-17 september 2018 at the regional library of jember regency districts 3 education and training mathematics teacher education and training 5-7 august 2019 hotel campi surabaya province 4 seminar international seminar on educational concepts in finland 17 february 2020 elementary school muhammadiyah of 5 jakarta international 5 workshop basic literacy workshop 10-14 november 2018 harris hotel malang national https://doi.org/10.46627/silet.v1i3.52 https://scie-journal.com/index.php/silet concept of human resources development to improve teacher performance: multi-case study https://doi.org/10.46627/silet.v1i3.52 143 studies in learning and teaching https://scie-journal.com/index.php/silet 6 workshop basic literacy development in early grades december 14, 2019 east java muhammadiyah regional leadership hall province 7 teacher working group similarity of perceptions for low grade al islam teachers (grades 1 2 and 3) material: wudu method july 29, 2019 muhammadiyah elementary school hall of 1 jember local intern elementary school muhammadiyah of 1 jember from the presentation of the table 1, it can be seen that several activities indicate the existence of human resource development activities carried out by educators at elementary school muhammadiyah of 1 jember. the table above shows that the concept of human resource development in muhammadiyah 1 jember elementary school is already running. the concept of human resource development applied by the muhammadiyah 1 jember elementary school refers to a development theory that is more directed at improving the quality of education, perfecting and maximizing educational functions. continuous refinement of the system and continuously is a development step that needs to be carried out by educational institutions and schools (irmayani et al, 2018). therefore, the program that must and needs to be carried out is the professional development of educators with pre-service and in-service education programs. elementary school muhammadiyah of 1 jember has a superior program that is implemented. with this school shows a commitment to the development of educator resources. through this superior program to improve and develop the competence and professionalism of educators. this was revealed by the principal of elementary school muhammadiyah 1 jember that: "regarding the success of professional development of educators, i always give confidence by giving all deputy principals and teachers the responsibility to implement each education quality standard". w.03/bms/head/muh1jbr/1/2018 single case study findings: the research findings on the first site are related to the concept of developing human resources carried out by schools in improving the performance of teaching staff at elementary school muhammadiyah of 1 jember. based on the explanation of research data that has been previously stated, the researcher found the findings of research notes related to the concept of human resource development at elementary school muhammadiyah of 1 jember, which are presented in table 2. table 2. the concept of human resource development carried out by schools in improving the performance of teaching staff at elementary school muhammadiyah of 1 jember no findings findings notes 1 educator professional development in recruitment (1) recruitment is going well (2) improvement of education quality standards 2 educator development program in recruitment (1) program implementation is carried out in a flexible manner (2) increase the potential and supporting factors in developing educator skills (3) increasing the skills of educators and teaching staff 3 regulations concerning the development of educators in transfer and promotion (1) written educator implementing regulations (2) regulations on increasing teaching staff are binding and for all https://doi.org/10.46627/silet.v1i3.52 https://scie-journal.com/index.php/silet concept of human resources development to improve teacher performance: multi-case study https://doi.org/10.46627/silet.v1i3.52 144 studies in learning and teaching https://scie-journal.com/index.php/silet the concept of human resource development for teaching staff at elementary school muhammadiyah of 1 jember was carried out in several steps, based on interviews with school principals including program preparation, determination of needs, targeting, program determination, identification of learning principles, and program implementation. according to research by nadarajah et al (2012) which states that educational institutions have highperformance staff and a consistent work program that will continue to develop human resources in these institutions. planning and designing a good curriculum in learning will improve the quality of my human resources for educators (wijaya et al, 2016; mangkunegara, 2011; tenggala, 2013). b. the concept of human resource development carried out by schools in improving the performance of teaching staff at elementary school al baitul amien of 1 jember the concept of human resource development for teaching staff at elementary school al baitul amien of 1 jember is basically not much different from schools in general, carried out in several steps, based on interviews with school principals, including: "several potentials and supporting factors as well as various possibilities that can be pursued in the human resource development program for educators. by improving the skills of educators through training workshops, seminars, and further studies for all educators with the pension rules for employees aged 58 and teachers 60 years. w.02/bms/head/alamin1jbr/8/2019 in the development program, targets, policies, procedures, budgets, participants, curriculum, and timing for implementation are determined and are informed openly to all educators. to see an overview of the concept of human resource development carried out by schools in improving the performance of teaching staff at elementary school al baitul amien of 1 jember, it can be seen in table 3. tabel 3. human resource development activities for educators at elementary school al baitul amien of 1 jember no name of activity topic time and place level 1 education and training review of graduate competency standards 21-22 january 2018 at elementary school al baitul amien of 1 jember local intern elementary school al baitul amien of 1 jember 2 education and training education and training for the head of library 8-17 september 2018 at the regional library of jember regency districts 3 education and training mathematics teacher education and training 5-7 august 2019 hotel campi surabaya province 4 seminar national seminar on educational challenges in the industrial era 4.0 17 february 2020 hotel aston jember national 5 workshop classroom action research writing workshop 10-14 november 2018 hotel ibis surabaya national 6 teacher working group preparation of lesson plans january 29, 2019 elementary school al baitul amien of 1 jember local intern elementary school al baitul amien of 1 jember the process of developing human resources for educators at elementary school al baitul amien of 1 jember is compiled for long, medium, and short term programs and is generally https://doi.org/10.46627/silet.v1i3.52 https://scie-journal.com/index.php/silet concept of human resources development to improve teacher performance: multi-case study https://doi.org/10.46627/silet.v1i3.52 145 studies in learning and teaching https://scie-journal.com/index.php/silet programmed at the beginning of the learning year with various considerations related to needs, facilities, implementation, and budget. according to what was conveyed by the principal of elementary school al baitul amien of 1 jember, namely: "efforts to develop human resources for educators by determining needs, determining needs are made to know and overcome various new challenges and challenges that will come. so development will only be carried out if the need is needed and in determining the need there are several parties involved including the principal, head of administration, deputy head of school as well as educators and education personnel "w.2/bms/head/ alamin1jbr/8/2019. in this case, the development will only be carried out if the need is needed and in determining needs there are several parties involved including the principal, the head of administration, the deputy principal of the school, and the educators. no matter how ideal the development objectives, the amount of available costs always demands the planners the necessary adjustments, so that the programs offered remain affordable. based on the implementation of these programs according to the principal of elementary school al baitul amien of 1 jember, stated that: "facilities are the most important thing in program utilization. apart from costs, facilities are an aspect that also influences the planning and implementation process of human resource development for educators and educational personnel. what is meant by facilities are learning facilities (library, laboratory, media, tools, practices, books, and others). supporting facilities (means of transportation, printing equipment, and others. "w.3.1/bms/head/alamin1jbr /1/2018. this means that the more complete the facilities you have, the easier the planning and implementation of human resource development activities for educators and educational personnel will be. some facilities such as information technology. technological facilities will greatly assist educators in facilitating learning activities (lince, 2016 irmayani et al, 2018). single case study findings: research findings on the second site are related to the concept of human resource development carried out by schools in improving the performance of teaching staff at al baitul amien 1 jember elementary school. based on the explanation of research data that has been previously stated, the researcher found the findings of research notes related to the concept of human resource development at elementary school al baitul amien of 1 jember, which are presented in table 4. table 4. the concept of human resource development carried out by schools in improving the performance of teaching staff at elementary school al baitul amien of 1 jember no findings findings notes 1 educator professional development in recruitment (1) it is organized and runs according to the rules (2) improvement of education quality standards using a program of skills improvement programs 2 educator development program in recruitment (1) program implementation is carried out periodically and in a planned manner (2) increase the potential and supporting factors in skills improvement training (3) increasing the skills of educators and teaching staff through various programs 3 regulations concerning the development of educators in transfer and promotion (1) the implementing regulations for educators are implemented and binding (2) regulations concerning the improvement of teaching staff regulates skill enhancement and recruitment rules until discharge/retirement https://doi.org/10.46627/silet.v1i3.52 https://scie-journal.com/index.php/silet concept of human resources development to improve teacher performance: multi-case study https://doi.org/10.46627/silet.v1i3.52 146 studies in learning and teaching https://scie-journal.com/index.php/silet final findings both concepts: the concept of developing human resources, which is implemented by schools to improve the performance of educators (teachers) at elementary school muhammadiyah of 1 jember and the elementary school al baitul amien of 1 jember, namely first, (a) increase abilities, skills, attitudes and responsibilities educators (teachers) to be more effective and efficient in achieving program goals and school goals through regular and periodic and continuous religious guidance. in line with research from mukolwe et al (2017), it is stated that the existence of the management of human resources increases the performance and skills of educators so that there is a significant positive effect. the second, b) optimizing human resource development as much as possible by delegating to educators (teachers) to increase competence through skills and knowledge development activities, either independently or institutionally. the concept of developing skills and knowledge in improving the performance of educators (teachers) in both schools is carried out through various supporting activities such as workshops and education and training, which must be ongoing and routinely carried out to improve the quality of educators (teachers), due to teaching staff (teachers). is an important and complex component that must receive top priority, because to get educators (teachers) who are competent and qualified, harmonious and effective cannot be the same as easily procuring and placing machines in one place without routine maintenance, and educators are not machines that are employed continuously, so that teaching staff (teachers) need to get special attention, as an activity step to pay special attention to educators (teachers), then refresher is carried out through workshops and training activities so that the quality and quantity of teaching personnel teacher) according ai with the needs of institutions or schools, more effective and efficient to support the achievement of school goals. in line with research from suharto (2017) in hypothesis testing, it shows that supervision and training have a positive effect on performance. and also improve the quality of the workforce (suhardan, 2014). the third, c) strive to improve the quality of education by recommending educators (teachers) to take further studies to a higher level or for educators (teachers) who are not linear, schools provide education for educators (teachers) according to the field of work they can support. provide opportunities and recommendations to take part in an equalization program, this is done in increasing the academic knowledge and skills of educators (teachers). to improve the quality of education, the professionalism of educators needs to be improved using further study (irmayani et al, 2018; fahrudin 2015; maamarah, 2016). in general, the concept of the human resource development program carried out by the two schools in maintaining the quality and improving the performance of educators (teachers) starts from an analysis of the needs of teaching staff (teachers), recruitment (recruitment), candidate selection, orientation and induction that has been planned and well structured, thus helping in the process of achieving educational goals in both schools. in line with research from irmayani 2018, it was stated that in developing elementary school puri teaching resources, it was carried out by management starting from the admission of new students, the recruitment process, implementing activities to the end of the activity implementation program. based on the analysis above, the findings of case 1 and case 2 can be tabulated along with the final findings of the two schools in the table below: table 6. multi case study of human resource development concept in both schools no findings case findings 1 (elementary school muhammadiyah of 1 jember) case findings 2 (elementary school al baitul amien of 1 jember) final findings 1 educator professional development in recruitment (1) recruitment is going well (2) improvement of education quality standards (1) it is organized and runs according to the rules (2) improvement of education quality standards using a (1) increase the abilities, skills, attitudes, and responsibilities of educators https://doi.org/10.46627/silet.v1i3.52 https://scie-journal.com/index.php/silet concept of human resources development to improve teacher performance: multi-case study https://doi.org/10.46627/silet.v1i3.52 147 studies in learning and teaching https://scie-journal.com/index.php/silet program of skills improvement programs (teachers) to be more effective and efficient (2) optimizing human resource development as much as possible by delegating to teaching staff (teachers) (3) strive to improve the quality of education by recommending educators (teachers) to attend further studies to a higher level. 2 educator development program in recruitment (1) program implementation is carried out in a flexible manner (2) increase the potential and supporting factors in developing educator skills (3) increasing the skills of educators and teaching staff (1) program implementation is carried out periodically and in a planned manner (2) increase the potential and supporting factors in skills improvement training (3) increasing the skills of educators and teaching staff through various programs 3 regulations concerning the development of educators in transfer and promotion (1) written educator implementing regulations (2) regulations on increasing teaching staff are binding and for all (1) the implementing regulations for educators are implemented and binding (2) regulations concerning the improvement of teaching staff regulates skill enhancement and recruitment rules until discharge/retirement c. cross-site findings of the concept of human resource development carried out by schools in improving the performance of teaching staff at elementary school muhammadiyah of 1 jember and elementary school al baitul amien of 1 jember. referring to the results of individual case studies for each institution in the two schools, namely the elementary school muhammadiyah of 1 jember and the elementary school al baitul amien of 1 jember, a comparison is found in figure 1. figure 1. educator development program from the figure 1, several explanations can be explained, namely, the guidelines for professional educator development are always maximized in the form of team teaching in learning. the training program is entirely based on management guidelines. so that planning is carried out in a directed manner to achieve the training objectives to develop the desired and well-designed educators. the purpose of planning is carried out carefully in a training program regulation/ guidelines for training and recruitment programs educator development program: education and training spiritual development https://doi.org/10.46627/silet.v1i3.52 https://scie-journal.com/index.php/silet concept of human resources development to improve teacher performance: multi-case study https://doi.org/10.46627/silet.v1i3.52 148 studies in learning and teaching https://scie-journal.com/index.php/silet which is an effort to improve the quality of learning in the activeness of educators and to increase competency development. furthermore, planning in the teacher skills training program can be implicated in learning to make learning successful. supported by research from mukolwe et al (2017) states that the positive performance obtained from the results of collaboration and designing training for educators will provide positive results on organizational professionalism. the maturity of the activity program will optimize the achievement of educational quality (fahrudin 2015; maamarah, 2016; suharto, 2017; suhardan, 2014). this research implies that it can contribute to the development of student resources at muhammadiyah 1 jember elementary school and al baitul amien 1 jember elementary school, both in coaching activities or in learning management in the classroom so that the two schools are not only superior and competent in student achievement but the competence of teachers and students. conclusion based on the research conducted, it can be concluded that the concept of the human resource development program carried out by the elementary school muhammadiyah of 1 jember and the elementary school al baitul amien of 1 jember to improve the quality of teacher performance, namely 1. by increasing the abilities, skills, attitudes, and responsibilities of educators ( teachers) to be more effective and efficient, 2. optimizing human resource development as much as possible by delegating to educators (teachers), 3. striving to improve education quality by recommending educators (teachers) to take further studies to a higher level. there is no multi-case study research in improving the performance of students. acknowledgements researchers are grateful to all parties who have helped research the development of teaching resources, especially the teachers, the leadership and staff of elementary school muhammadiyah of 1 jember and elementary school al baitul amien of 1 jember. references amundsen, c., & wilson, m. 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(2018). a systematic literature review of faculty development for teacher educators. higher education research & development, 37(2), 373-389. https://doi.org/10.46627/silet.v1i3.52 https://scie-journal.com/index.php/silet concept of human resources development to improve teacher performance: multi-case study https://doi.org/10.46627/silet.v1i3.52 150 studies in learning and teaching https://scie-journal.com/index.php/silet tenggala, (2013). analisis implementasi kebijakan pengelolaan sarana dan prasarana sekolah di smp negeri 2 batu martinus tanggela. jurnal kebijakan dan pengembangan pendidikan, 1 (1), 26-34. vosloban, v. i. (2012). the influence of the employee's performance on the company's growth a managerial perspective. procedia economics and finance, 3, 660–665. wijaya, e. y., sudjimat, d. a., & nyoto, a. (2016). transformasi pendidikan abad 21 sebagai tuntutan pengembangan sumber daya manusia di era global. prosiding seminar nasional pendidikan matematika, 1, 263-278. zein, m. s. (2016), profesional development needs of primary efl teachers: perspectives of teachers and teacher educators. journal professional development in education, 43(2), 293-313. zuhro, a. (2015). total quality management: capaian kualitas output melalui sistem kontrol mutu sekolah. cendekia, 9(1), 79-94. author (s) : *muh burhanudin harahap (corresponding author) universitas negeri surabaya, indonesia jl. raya kampus unesa, lidah wetan, kec. lakarsantri, kota sby, jawa timur 60213 indonesia email: muh.harahap16070976008@mhs.unesa.ac.id maria veronika roesminingsih universitas negeri surabaya, indonesia jl. raya kampus unesa, lidah wetan, kec. lakarsantri, kota sby, jawa timur 60213 indonesia email: roesminingsih@unesa.ac.id mudjito universitas negeri surabaya, indonesia jl. raya kampus unesa, lidah wetan, kec. lakarsantri, kota sby, jawa timur 60213 indonesia email: mudjito@unesa.ac.id https://doi.org/10.46627/silet.v1i3.52 https://scie-journal.com/index.php/silet mailto:mudjito@unesa.ac.id 429 too many requests whoops! too many requests 1 p-issn: 2722-399x; e-issn: 2722-1857 silet, vol. 2, no. 2, august 2021: 1-11 ©2021 studies in learning and teaching studies in learning and teaching homepage: https://scie-journal.com/index.php/silet email: silet@scie-journal.com studies in learning and teaching https://scie-journal.com/index.php/silet impact of online education on student learning during the pandemic *h kohli1, d wampole1, a kohli2 1school of social work university of southern maine, portland, maine, 04105, united states of america 2school of business, university of southern maine, portland, maine, 04105, united states of america article info abstract article history: received may 19, 2021 revised august 3, 2021 accepted september 8, 2021 available online september 9, 2021 using qualitative exploratory research, we documented the experiences of 90 undergraduate and graduate students on how online education was affecting their learning during the pandemic. data was collected from school of social work students at a northeastern public university in the united states. the participants were unsatisfied with the unexpected disruption to online education. however, they had adjusted to digital learning and stated that they would rather have subpar education than put themselves and others in danger due to covid-19. the major challenges that the students encountered are: (a) struggle with online education, (b) difficulty connecting with instructors, (c) lack of motivation, (d) losses, (e) difficulty accessing other learning resources, and (f) unsafe/inaccessible home environment. recommendations are provided for instructors and administrators to support students in these challenging times. keywords: covid-19 higher education learning online education students https://doi.org/10.46627/silet introduction our lives have been upended in ways that are incomprehensible, not only because of the confirmed number of infections at a staggering 119 million and deaths related to covid-19 passing over 2.6 million globally, but also because of the wide-ranging consequences the pandemic has had on our collective mental, emotional, and financial wellbeing (world health organization, 2021). the shutdowns imposed to control the novel coronavirus and avert a global health crisis necessitated a hasty but nimble transition to virtual education for all from k-12 schools to the institutions of higher education. the past year has been extremely stressful and disorienting for students and instructors alike as they are learning to adapt to this sudden shift to remote instruction. numerous research studies have documented the adaptation to teaching and learning (al-okaily, alqudah, matar, lutfi, & taamneh, 2020; evans, 2020; griffiths, 2020; jena, 2020; karademir, yaman, & saatçioğlu, 2020; mladenova, kalmukov, & valova, 2020); and student vulnerabilities (aucejo, french, araya, & zafar, 2020; chen, liang, peng, li, chen, tang, & zhao, 2020; cohen, hoyt, & dull, 2020; palgi et al., 2020; shahzad, hassan, aremu, hussain, & lodhi, 2020). our research builds on this knowledge by documenting the experiences of undergraduate and graduate students on how online education is affecting their learning during the pandemic in a school of social work at a northeastern public university in the united states. literature review adaptation to teaching and learning with the uncontrolled covid-19 surge, universities worldwide have been compelled to migrate to some form of remote instruction. research is emerging as academia is responding to this sudden unexpected transition to elearning globally (al-okaily, et al., 2020; hasan & bao, 2020; evans, 2020; griffiths, 2020; jena, 2020; karademir et al., 2020; mladenova et al., 2020; toquero, 2020). even though online and blended learning has been mainstreamed for several decades, http://u.lipi.go.id/1586183902 http://u.lipi.go.id/1587708325 https://scie-journal.com/index.php/silet mailto:silet@scie-journal.com https://scie-journal.com/index.php/silet https://doi.org/10.46627/silet impact of online education on student learning during the pandemic https://doi.org/10.46627/silet.v2i2.65 2 studies in learning and teaching https://scie-journal.com/index.php/silet continuing professional development resources needed to make flexible, interactive, creative, and fun online courses are dwindling (griffiths, 2020). many studies are documenting the acceptance of students to the online medium (al-okaily et al., 2020; ana, minghat, purnawarman, saripudin, muktiarni, dwiyanti, & mustakim, 2020; de boer, 2021). university students’ acceptance of elearning in jordan was positively correlated with subjective ease, perceived ease of use, and perceived usefulness (al-okaily et al., 2020). in malaysia and indonesia, e-learning was positively accepted by the students more than half of the participants were well prepared for the unforeseen transition to remote learning (ana et al., 2020). student enrollment and satisfaction in online courses in dutch universities saw an uptick, with more students completing online courses as they were not able to find suitable learning opportunities for a gap year (de boer, 2021). even though some students favor online learning, research is indicating that students are having a difficult time adjusting to remote instruction during the pandemic particularly in the context of following guidelines, struggle with deadlines, lack of interest, and expectation for speedy replies from instructors at odd hours (mladenova et al., 2020). additionally, although online learning allowed students to continue on their educational paths, it is disadvantaging students who are financially devastated, have unstable internet connection, lack self-discipline, and are socially isolated (ana et al., 2020; kapasia, et al., 2020). infrastructure access and reliability were big hindrances in turkey, which were furthermore exacerbated by anxiety, stress, and uncertainty caused by the pandemic on university employees, students, and their families (karademir et al., 2020). lack of information and digital competence in students is leading to gaps in assessment and inability to effectively communicate, despite mastery of technological tools and extensive use of mobile devices (sales, cuevas-cerveró, & gómez-hernández, 2020). students at a medical school in india were frustrated with online (zoom-based) flipped classrooms and were requesting a reduction in the number of class sessions to keep up with the space and speed of work online (roy, ray, saha, & ghosal, 2020). even with access to good quality internet and technology savviness, for some students face to face classes were the preferred modality (adnan & anwar, 2020; roy et al., 2020). hence, one can argue that neither a fully online nor a complete return to face-to-face instruction will be desirable post-pandemic requiring universities worldwide to rethink higher education modalities (eringfeld, 2021). student vulnerabilities during the pandemic emerging research is magnifying the mental health struggles that are negatively impacting the emotional, psychological, and social well-being of college students worldwide as they navigate online learning during the pandemic (aucejo, et al., 2020; chen, et al., 2020; hasan & bao, 2020; kapasia, et al., 2020; palgi et al., 2020; shahzad, et al., 2020; son et al., 2020). about 7.7% of university students in china manifested depressive symptoms during the covid-19 pandemic, which was higher than the depressive symptoms observed in the general population at about 4.3% during the same time (chen et al., 2020). cao and colleagues reported that an astounding 24.9% of college students in china were experiencing anxiety since the onset of the pandemic. economic distress, life trauma, academic delays, and exposure to the novel coronavirus in their family unit were positively associated with anxiety (cao et al., 2020; wang et al., 2020). university students in bangladesh were reported to have significant psychological distress due to fear of the academic year (hasan & bao, 2020). a study of indian students corroborated an increase in suffering from stress, depression, and anxiety during the pandemic about 42% of the 232 students surveyed were facing mental health stressors (kapasia, et al., 2020). loneliness and isolation imposed by the quarantine were identified as key risk factors for depression and anxiety (palgi, et al., 2020). high levels of anxiety and stress have been documented in college students in the united states during the pandemic (hoyt et al., 2020; rudenstine, mcneal, schulder, ettman, hernandez, gvozdieva, & galea, 2020). multiple stressors have been identified that have increased anxiety, depression, and stress within college students as they grapple with remote learning during the pandemic income disparities, health disparities, fear of loss, https://doi.org/10.46627/silet.v2i2.65 https://scie-journal.com/index.php/silet impact of online education on student learning during the pandemic https://doi.org/10.46627/silet.v2i2.65 3 studies in learning and teaching https://scie-journal.com/index.php/silet concentration reduction, sleep disruption, social isolation, and academic failures (hoyt, cohen, dull, castro, & yazdani, 2020; rudenstine, et al., 2020; son, et al., 2020; wang et al, 2020). research method the research question for this qualitative exploratory research was: “how are the current social distancing practices and resulting remote learning affecting your learning during the pandemic?” ninety students at the school of social work in a northeastern united states public university responded to this question. this research was approved by the university’s office of research compliance and the respondents were guaranteed anonymity. participation in the study was voluntary and $5 amazon gift cards were provided to the participants. we employed a qualitative systematic content analysis (sca) approach as defined by krippendorff (2019) and schreier (2012). sca is an appropriate design for analyzing data to excavate meaning and key themes. we will now identify the trustworthiness procedures, outline the inclusion criteria, and explain coding. trustworthiness we employed strategies to ensure rigor and soundness by employing an interdisciplinary research team. all the researchers served as a check and balance for all research activities, including research design, sample selection, and data analysis (denzin & lincoln, 2011). we worked collaboratively and utilized a consensus coding process. additionally, we engaged in ongoing reflexive journaling and team discussion to reduce the impact of our own assumptions on the research. sampling procedures and inclusion criteria a convenient sampling strategy was employed, and the unit of analysis was data collected from students enrolled in the school of social work in a northeastern public university. all the undergraduate and graduate students enrolled in the spring 2020 semester were invited to participate in this web-based survey, and the data were collected online using the qualtrics survey software during a four-month period (march 2020 june 2020). we utilized krippendorff’s (2019) four-step process of unit identification, sampling, coding, and reducing. all raw data was cleaned, and the transcripts were coded and analyzed. after careful and repeated examination of the transcripts, categories and subcategories of analysis were developed and defined. the categories of themes evolved during the analysis as more patterns, variations, and concepts were identified. analysis was further accomplished by identifying the themes that emerged most frequently across the transcripts. participant profile the sample consisted of ninety undergraduate (40%) and graduate (60%) social work students enrolled in a council on social work education (cswe) accredited school of social work in a northeastern public university in the united states. the mean age of the group was 29 (sd 9.3), with a range from 18 to 59 years, which is reflective of the university’s age diversity. the group had around 18 years of education on average (sd 2.4), and a mean of 8.2 years of professional social work employment, with a range of 0 – 35 years (sd 7.8). about 90% of participants identified as female, 7% male, and 1% each identified as transgender female, gender variant/nonconforming, and agender. nearly 91% of the respondents identified as white/european american, 5% as black/african american, and 4% hispanic/latinx. about half of the participants were single, 28% were married (or in a civil partnership), 18% were cohabitating with a partner, and 2% each identified as divorced and widowed; and only 22% of students reported having a disability. the sample was predominantly heterosexual (75%), 13% identified themselves as bisexual, 8% queer/gay/lesbian, 2% pansexual, and 2% questioning/unsure. around 9% of responding students identified themselves as republican, 31% as independent, and 60% as democrats. approximately 32% of the respondents lived in urban areas, 26% resided https://doi.org/10.46627/silet.v2i2.65 https://scie-journal.com/index.php/silet impact of online education on student learning during the pandemic https://doi.org/10.46627/silet.v2i2.65 4 studies in learning and teaching https://scie-journal.com/index.php/silet in suburban areas, and 42% were from rural areas. more than half of the respondents (60%) shared they were not religious and identified as either atheists, agnostics, or non-religious. about 26% identified as christians, 4% jewish, 1% buddhist, and 9% shared they ascribed to the other category (non-denominational spirituality, belief in higher power, and witchcraft). about 36% of students were leaning towards both non-spiritual and very-spiritual, with about 28% at the middle of the continuum from 1-7, where 1 reflected on-spiritual and 7 reflected very-spiritual. results and discussion the majority of the respondents shared that sudden shift to online learning had a significant impact on their learning as documented by one participant, “my learning at (this institution) feels very disorganized sometimes, remote learning in a new place doesn't make for a smooth transition”. six major themes emerged on the significant challenges students faced during the shift to remote instruction that will be discussed next: (a) struggle with online education, (b) difficulty connecting with some instructors, (c) lack of motivation, (d) losses, (e) difficulty accessing other learning resources, and (f) unsafe/inaccessible home environment. struggle with online education struggle with online education was a major theme and one participant reported, “moving to online classes has been terrible. i feel like we’re not really in class anymore, just scrambling to finish assignments”. another student discussed, “[online] learning feels ‘flatter’, not as full and effective”. three sub-themes were identified regarding participants’ struggle with online education: (a) discomfort with remote/online learning, (b) reduced engagement in online environment, and (c) lack of rigor. discomfort with remote/online education. discomfort with distance education was elucidated by all the respondents. they all found the shift too hard to adjust to, and emotions ranged from “difficult transition”, “terrible”, “hard”, “hurts”, “tough”, and “hate”. one student reflected, “the social distancing practices have made my learning slightly difficult as i am a hands-on learner and i find it hard to learn things online and not in the classroom”. another respondent corroborated, “i feel i am learning much less now than in class. discussions are a major part of social work learning for me, so not having these makes the information not stick with me as well.” still another participant deliberated, “i hate online learning. online learning without in-person discussions just doesn’t do it for me and i know that the quality of my learning has decreased because of this”. this sentiment was shared consistently, “it’s been a bummer missing out on class time, as i learn best in class rather than online”. the reasons for the disconcert were: (a) difficulty staying on task and focus; (b) difficulty time remembering deadlines and assignments for online classes, and (c) strains and headaches caused by overuse of electronics. reduced engagement in online classes. another sub-theme that emerged from the data was the students’ perception of reduced engagement in online learning. one student relayed, “it’s hard to practice social work when you aren’t able to be social”. visual and conversational learners found it difficult to absorb as much information online as they could in a classroom setting. one student spoke that, “...it can sometimes feel like i am teaching myself on subjects that i could use more guidance on”. furthermore, students perceived that online discussion boards were not affording the same opportunity and learning as passionate in-person discussions. one student shared, “it’s awkward to have class discussions but we’re figuring it out”. another student reflected, “i hate distance learning. i think it squanders the ability to have deep, well-rounded conversations about the subject matter”. the sentiment that online discussion can never compare to face-to-face discussions was rampant as noted here, “i miss in-person class discussions. online discussion boards have just never come close to what it's like to hear from professors and classmates in person”. additionally, students discussed that they were finding taking some courses i.e., social work practice and research to be difficult online. students’ narratives regarding this are reflected here “i’m missing out learning how to do individual therapy in person”; “i’m pretty disappointed https://doi.org/10.46627/silet.v2i2.65 https://scie-journal.com/index.php/silet impact of online education on student learning during the pandemic https://doi.org/10.46627/silet.v2i2.65 5 studies in learning and teaching https://scie-journal.com/index.php/silet about this one [practice course] because i want to use these techniques and i feel that i haven’t received much other hands-on training in clinical therapeutic approaches”, and “i’m taking a very hands-on elective course this semester and doing this by zoom has greatly inhibited the learning”. finally, the students shared their frustrations and difficulties in completing group work online via zoom and one student said, “it is difficult to conduct group projects over zoom” and another stated, “it has affected group work in a lot of ways, making it more stressful”. for classes that were meeting synchronously via zoom, a few students shared their disdain regarding the overuse of zoom. one student raised this concern, “i feel like i’m learning a whole lot less by doing all of this online”. lack of rigor. students were disappointed that their online courses were lacking rigor. as one elucidated here, “my online classes seem to be far less rigorous, and i don’t feel challenged by them at all. while i’m grateful for the compassion my instructors are showing us as we navigate this situation, it all feels a little bit pointless. like we’re treading water until the end of the semester”. in addition, students were unhappy with many instructors shifting their discussions from required readings to impacts of covid-19. a student sentiment further elaborates on this, “...class became a zoom call for peers to discuss the impacts of covid19 on their lives, and learning any planned class content went out the window. so the end of the semester was not a period of learning”. and, another student echoed, “my classes completely changed to analyzing the covid-19 response in (our state)”. difficulty connecting with instructors participants shared concerns regarding access to their instructors as documented in these quotes: “it has been a bit difficult to communicate with some professors”; “i honestly don't think that i learned anything new this semester because the professors gave up”; and “it’s really hard for me to communicate what i need to my professor online”. lack of motivation the lack of motivation to continue with schoolwork due to the increased uncertainty and stress caused by the pandemic was another recurrent theme. one participant eloquently stated “i’m finding the current global crisis to be negatively affecting my ability to concentrate and to find the motivation necessary to complete the tasks required of me by my professors. what's the point of writing a paper when people i know are sick or dying?” another participant discussed, “i’m finding it hard to motivate [myself] to do school work when there is such a global disaster happening outside”. still another participant shared, “my mind is preoccupied with what the world is going through, and it makes school and homework seem trivial at times”. and one respondent confronted us to not forget about “...the challenges people of color face in attending a predominantly white institution”. lack of motivation resulted in procrastination, and lack of accountability at home further disengaged some of the students from the course work. one respondent noted, “i procrastinate a lot, so i am struggling with not having the motivation to do some of my work. with attending classes in person there is this feeling of accountability that i don’t have when i am home”. moreover, students found it difficult to adapt to remote learning due to lack of focus at home during the quarantine. one student reflected, “i am having a difficult time focusing being stuck at home all day, not being able to study or do work at (an)other place”. losses losses due to missing out on the graduation celebration and loss of classroom and community support, along with the internship experience being cut short was another theme. for the graduating undergraduate and graduate students, missing out on the commencement celebration was identified as a huge loss. one participant shared, “we never had a proper goodbye and we https://doi.org/10.46627/silet.v2i2.65 https://scie-journal.com/index.php/silet impact of online education on student learning during the pandemic https://doi.org/10.46627/silet.v2i2.65 6 studies in learning and teaching https://scie-journal.com/index.php/silet will not have our celebration at graduation. it is frustrating, saddening, and confusing all at once. is this really happening? this isn’t a movie”? missing out on graduation seems to have cut short the end of their learning experience, and one student reflected, “i feel like i didn’t get a true sense of closure”. furthermore, many students shared their challenges with the disruption in the internship/fieldwork experience. struggles were documented by students who were applying for fieldwork experience for the next academic year, as elaborated by one participant, “it has made it more challenging to get a field work interview done and get accepted for field work due to bad internet connections”. the respondents spoke of frustration, anger, disappointment, regret, and huge loss due to missing out on the last two months of their internship. one student voiced, “studying theoretical applications of concepts is helpful, but actually working with clients face to face is a much more powerful teacher. i regret that i’m not able to continue experiencing that at this time because of the pandemic”. another student discussed, “i, like all students, was unable to finish my fieldwork in person. this feels very strange and unfinished especially because the agency isn’t contacting me at all. there is some guilt that i left unintentionally without saying goodbye”. students noted how this cut short their own learning, “i was disappointed i couldn’t finish my internship on site. i had many ideas of techniques and skills i wanted to try”. missing out on the classroom and community support from peers and professors due to the transition to online learning was another major loss and challenge that the students had to contend with. the abrupt transition with social distancing in all arenas of their life exacerbated the loss and resulting stress. one participant stated, “i was highly active in my community, which all ended within a day. i also miss my community”. another student reported, “being unable to see classmates and professors has been hard, especially since we didn't see this coming”. students missed classroom teaching and learning as it helped build community and trust, as documented by one respondent, “i miss the discussions, the laughter, and the comradery that we had”, and another shared, “i miss the dialogue that happens in class and feeling connected to other social work students”. the sudden disruption of classroom teaching resulted in isolation for many students that further negatively impacted their school work as chronicled by one respondent, “i feel isolated at times and a lack of connection with my professors and peers has impacted my motivation to complete work”. the isolation made the academic journey difficult, as observed by one student, “it just felt difficult (and still continues to feel difficult) not being with my peers. i am a person who thrives off routines and in-person contact and both were taken away. it definitely makes me feel more isolated”. another student echoed, “in a lot of ways, [the pandemic] has stripped me of my socialization around schooling”. for students who were new to the region, this sense of isolation during the pandemic created an emotional turmoil as shared by one student, “i have very few friends so appreciate the class time i got to spend with my classmates. that does not necessarily affect my learning but does my emotional state and at the end of the day it is all connected”. another student summarized, “the installation of remote learning comes with feelings of loss as i am not able to be with my cohort”. difficulty accessing other learning resources respondents brought to the forefront difficulties they faced accessing other learning resources when the university transitioned into online education. one student complained, “my resources to learn have been distanced, changed, become harder to get to, or completely disintegrated since the transition”. key services that the students noted they were having difficulty or were finding ineffective online were tutoring and library as a physical space for learning. we need to focus on the needs of the vulnerable students as we engage in educational planning post-pandemic. https://doi.org/10.46627/silet.v2i2.65 https://scie-journal.com/index.php/silet impact of online education on student learning during the pandemic https://doi.org/10.46627/silet.v2i2.65 7 studies in learning and teaching https://scie-journal.com/index.php/silet unsafe/inaccessible home environment participants disclosed that the pandemic had forced them to continue living in an unsafe environment or one that is unfit for productive learning due to disabilities. one participant disclosed struggles they have to contend with while living in an unsafe home environment, “i live with a family member who is a substance abuser and i am more focused on locking my door at night and accounting for my things rather than sit and learn. normally i can escape to a coffee shop or my partner's home but now i am stuck, which is extremely anxiety-producing”. another participant stressed, “i have a harder time focusing from home”. still another participant with a disability contended, “my entire education was made inaccessible due to my [disability]”. discussion the pandemic has strained university instructors and students personally and professionally as they undertake the daunting task of engaging in the learning as their own support systems disintegrate as everyday life is upended during the pandemic (de boer, 2021; evans, 2020). all participants reported struggles with online education the transition to remote learning was difficult for all the participants. even though they were unsatisfied with the unexpected disruption to their learning due to the pandemic, they had adjusted to digital learning. the respondents reflected that they would rather have a disruptive and subpar education in the times of the pandemic than be the carriers and get sick or worse still make someone in their own family and community sick. educators and administrators need to be aware of the struggles that students encountered during this transition due to discomfort with remote/online learning, reduced engagement in online classes, and lack of rigor in coursework. prior research has highlighted that limited institutional resources, internet unreliability, and social impediments on learners, are tremendously testing the capacity of academic institutions to deliver basic equitable access to education to all (crawford et al., 2020; peters, et al., 2020; tesar, 2020). even though the participants in this research did not face any technological difficulties, educators need to grapple with the students’ distress adjusting to a completely online learning environment. learning online leads to reduced rigor and engagement if the curriculum is not well planned. faculty need to contend with these critical questions as they work on developing their courses for online environment: how can rigor be ensured in the coming semesters? while it can be expected that rigor loosened in the early onset of the pandemic when universities underwent drastic covidrelated changes, how can we “right the ship” so to speak to provide the most “normal” experience to our students? what efforts are we taking to make sure that any focus does not drift from course content to covid-19 related trauma/issues? simply moving to synchronous learning through zoom sessions does not lead to effective, engaged learning and the participants in this research alluded to this concern. the inability of faculty and students to develop and build honest, trusting relationships for open and critical dialog is hampered in unplanned haphazard online learning (kulikowski, przytuła, & sułkowski, 2021). additionally, students in this research shared difficulty in connecting with instructors and it is essential that we be aware of and spend a more concerted effort as institutions to create open communications regarding expectations, responsibilities, and communication modalities with students to help build community and develop a sense of belongingness. moreover, the cessation of in-class sessions resulted in lack of motivation for the participants. another theme emerged that all of us have to grapple with and find solutions for was unsafe/inaccessible home environment and difficulty accessing other learning resources due to various reasons, i.e., addictions, safety, and disability. support services for students who feel unsafe or are managing disabilities need to be at the forefront of institutional leaders in the digital environment. smaller group discussions, using breakout sessions, or alternate week sessions, seem to be more https://doi.org/10.46627/silet.v2i2.65 https://scie-journal.com/index.php/silet impact of online education on student learning during the pandemic https://doi.org/10.46627/silet.v2i2.65 8 studies in learning and teaching https://scie-journal.com/index.php/silet meaningful for the students as they are able to create a sense of community and belongingness. as observed by the participants in our research, engaging in zoom discussions with larger groups (full classes) is stress-inducing and confusing for students as it was harder to manage the group and must be avoided at all costs. in light of the above findings, it is recommended that universities consider these concerns as they institutionalize and standardize online education to increase student retention and engagement (yang & huang, 2021). conclusion and limitation it is imperative that universities work to address the needs of all students as they access education irrespective of challenges in their living spaces. given the potential for ongoing online learning, considerations need to be made to attend to student safety and ability to effectively learn at home. such awareness and actions reflect the growing movement for trauma-informed educational practices. the pandemic has negatively affected our collective mental, emotional, and financial wellbeing, increasing anxiety and stress amongst the students. all humanity has been engulfed with losses during the current pandemic, and the students in this research reiterated losses at several levels. feelings of disorganization, isolation, disconnection from peers and faculty during quarantine, lack of enjoyment, as well cancellations of graduation gatherings and celebrations contributed to exacerbated stress and anxiety for the students. these factors call attention to the need for educators and administrators to consider the social and emotional needs of students which have been compounded by social distancing regulations and to create additional spaces for student connection and support. in addition to focusing on curriculum and strengthening hygiene practices on campus, universities need to incorporate and make freely available online mental health services for all students. clear management protocols and flowcharts documenting online access to support services should be widely distributed through a variety of mediums to all stakeholders when the majority of the students are learning online (toquero, 2020). universities have to be prepared to support the students enduring academic failures (procrastination and reduced motivation) due to collective human suffering caused by the pandemic. university leaders need to cultivate empathy, caring community, and trust amongst faculty, staff, and students as they navigate learning complexities that the pandemic has foisted a very tall order in the world of online education when students face housing, food, and technological insecurities (evans, 2020). data for this web-based qualitative research were completed by students who voluntarily participated in the study and the resulting sample is not a random sample. secondly, the participating students come from the same university which is characterized as a comprehensive public university situated in a small metropolitan area. even though the results are not generalizable, they provide important insights for educators and administrators as they plan and develop curriculum, services, and policies that support the learning needs of all the students they serve during the pandemic. further investigation is needed at a broader scope to further test these emerging observations. references adnan, m., & anwar, k. 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(2021) turn crisis into opportunity in response to covid-19: experiences from a chinese university and future prospects. studies in higher education, 46(1), 121-132. https://doi.org/10.1080/03075079.2020.1859687 https://doi.org/10.46627/silet.v2i2.65 https://scie-journal.com/index.php/silet https://doi.org/10.18421/tem93-42 https://doi.org/10.1016/j.jad.2020.06.036 https://doi.org/10.1080/00131857.2020.1777655 https://doi.org/10.7860/jcdr/2020/44869.13797 https://doi.org/10.1002/jts.22600 https://doi.org/10.3145/epi.2020.jul.23 https://doi.org/10.1007/s11135-020-01028-z https://doi.org/10.2196/21279 https://doi.org/10.1177/1478210320935671 https://doi.org/10.29333/pr/7947 https://doi.org/10.1016/j.jad.2020.06.034 https://covid19.who.int/ https://doi.org/10.1080/03075079.2020.1859687 impact of online education on student learning during the pandemic https://doi.org/10.46627/silet.v2i2.65 11 studies in learning and teaching https://scie-journal.com/index.php/silet author (s): * hermeet k. kohli (corresponding author) school of social work, university of southern maine, portland, maine 04105, united states of america email: hermeet.kohli@maine.ed donna m. wampole school of social work, university of southern maine, portland, maine 04105, united states of america email: donna.wampole@maine.edu amarpreet s. kohli school of business, university of southern maine, portland, maine 04105, united states of america email: amarpreet.kohli@maine.edu https://doi.org/10.46627/silet.v2i2.65 https://scie-journal.com/index.php/silet mailto:hermeet.kohli@maine.ed mailto:hermeet.kohli@maine.ed mailto:donna.wampole@maine.edu mailto:donna.wampole@maine.edu mailto:amarpreet.kohli@maine.edu 429 too many requests whoops! too many requests 26 p-issn: 2722-399x; e-issn: 2722-1857 silet, vol. 2, no. 2, august 2021: 26-34 ©2021 studies in learning and teaching studies in learning and teaching homepage: https://scie-journal.com/index.php/silet email: silet@scie-journal.com studies in learning and teaching https://scie-journal.com/index.php/silet teachers’ perception about flipped classroom in era of covid-19 pandemic *a yadav1, m sankhla1, k yadav1 1department of physiology, sms medical college, jaipur (rajasthan) india302004 article info abstract article history: received july 18, 2021 revised september 4, 2021 accepted september 8, 2021 available online september 9, 2021 the covid-19 affects medical education by shifting classroom teaching to online mode, facing numerous challenges, particularly in developing countries, such as internet connectivity, technological issues, mode of assessment. teachers' perspectives and various challenges affecting the e-learning system during the covid-19 pandemic require attention to ensure effective learning, so the present study aimed to assess the above objective. after institutional ethical committee approval, a cross-sectional observational study was conducted on teachers (30 responded) of phase-i mbbs via a survey questionnaire. the qualitative data were analyzed using chi-square, with a significance level set < 0.05. the majority of teachers were female (70%) and generation x (60 %), with an 81 % response rate. faculty (53%) had a positive impression of online teaching but preferred face-to-face instructions (67%). with a non-significant difference (p=0.255), the majority of the teaching staff sometimes faces network and technology challenges but satisfies with online teaching and assessments. faculty prefer traditional classroom learning and assessment as they miss student participation and feedback, with prior e-teaching training and platform privacy but recognized online mode as an alternative during covid-19. the faculty had a positive attitude towards online teaching but lack face-to-face interaction with students. internet access, combined with some technical difficulties, posed a challenge in providing high-quality teaching. keywords: covid-19 e-learning medical education pandemic online teaching https://doi.org/10.46627/silet introduction the covid-19 pandemic forced educational institutes to close temporarily, disrupting the education system and 1.7 billion students globally (nicola et al., 2020; unesco, 2020). as a result of the pandemic's emergence, the online classroom has become an essential tool for maintaining normal teaching order and preventing virus infection (world health organization, 2019). shifting to e-teaching was a challenge, especially for medical education which needs practical skills as well. covid-19 has a profound impact on medical (mian & khan, 2020; rose, 2020; kanneganti, et al., 2020; sandhu & wolf, 2020) and dental students (iyer, et al., 2020) and radiology trainees (alvin, et al., 2020). our institution used the cisco webex online platform to deliver e-lectures to restore regular teaching from may 2020. online learning provides several advantages over traditional classroom teaching methods, including time and location flexibility, time savings (no commute time), convenience, and student accessibility (panchabakesan,2011). however, these online education platforms have numerous challenges, including lack of motivation, anxiety during online learning (simamora 2020), internet connectivity (tabatabai, 2020), and technological issues in conducting e-lectures, student assessments, communication, and a lack of in-person interaction (esani, 2010; christiane amanpour, 2020.). many teachers are technophobic http://u.lipi.go.id/1586183902 http://u.lipi.go.id/1587708325 https://scie-journal.com/index.php/silet mailto:silet@scie-journal.com https://scie-journal.com/index.php/silet https://doi.org/10.46627/silet teachers’ perception about flipped classroom in era of covid-19 pandemic https://doi.org/10.46627/silet.v2i2.69 27 studies in learning and teaching https://scie-journal.com/index.php/silet as they are concerned about or unsure how to cope with computer hardware and software problems in the classroom (rosen, & weil,1995). during an emergency, challenges to the online environment may delay the adoption of technology-enabled education (chiasson, et al., 2015). adopting e-learning systems in developing countries remains a challenge in reality. inadequate network connectivity during delivering e-lectures system usage hampers the benefits of the e-learning system. a thorough analysis of challenges and factors influencing the e-learning systems during the covid-19 pandemic is needed. the majority of e-learning research has focussed on students, but teachers' perspectives have not been explored. thoroughly. for effective e-learning, it is necessary to assess whether online education can become an effective means especially in medical education that also requires practical skills, whether these online education platforms meet the needs and satisfaction of teachers, whether online teaching can complete the teaching tasks with high quality. the present study aimed to assess teacher’s perceptions, attitudes, suggestions, satisfaction with online teaching and assessment, and focus on various challenges-internet connectivity, and technological issues affecting e-learning system usage during the covid-19 pandemic. research method a cross-sectional observational study was conducted after taking permission from the institutional ethical committee and consent from participants to identify the satisfaction, perceptions, and experiences of faculty members for online teaching during the early lockdown period due to covid-19 pandemic. the purpose of the present study was briefed to the teaching faculty of phase-1 mbbs who were taking online classes during the pandemic and the google form link of the 19-item questionnaire (open and close-ended) was shared with them by whatsapp or e-mail. the participation was voluntary and the confidentiality of the participants was assured. the response to the google form was considered as acceptance of participation and the teachers not taking the online lectures or not responded to the google form were excluded from the study. the teachers from 3 specialties anatomy, physiology, and biochemistry participated in the survey. the online classes were conducted on the cisco-webex platform that was provided by the college with technical support. a total 30 teachers’ response was obtained in the feedback survey, after removal of 4 duplicate results and one incomplete form, teacher’s data was compiled and analyzed in excel microsoft. the comment analysis was also performed for open-ended questions. the chi-square test was applied to find the significance level in various groups with the help of primer version7. the p-value <.05 was considered significant. results and discussion the present study exhibits the different factors influencing e-learning and also analyzed the various challenges faced by medical teachers during the transition from offline to online medical education during the covid-19 pandemic. the present study response rate was 81% and participated faculty belong to different generations. the generations were classified as follows based on the year of their birth: baby boomers (19461964), generation x (1965-1980), the millennials or generation y (1981-1996), and generation z or post-millennials (1997-2012) (dimock, 2019). the majority of participants were females (70%) as compared to males (30%) and belonged to generation x18 (60%), followed by generation y9 (30%) than baby boomers3 (10%). no faculty belongs to generation z. the teaching faculty proportion was nearly the same for all designation (senior demonstrator 27%, assistant 27%, associate 20%, and professors 27%). baseline characteristics of study respondents were depicted in figure 1. https://doi.org/10.46627/silet.v2i2.69 https://scie-journal.com/index.php/silet teachers’ perception about flipped classroom in era of covid-19 pandemic https://doi.org/10.46627/silet.v2i2.69 28 studies in learning and teaching https://scie-journal.com/index.php/silet figure 1. an overview of the profile of teachers of mbbs (phase-i) of the medical educational institute (number of teachers=30) figure 2. overall perception of medical faculty about quality of online teaching-learning process the perception of teaching faculty about the overall quality of online teaching was good by the majority of staff (> 1/2), 1/4 experienced average and the remaining 1/4 participants had a poor perception of the online teaching-learning process (figure 2). teachers of mbbs anatomy physiology biocehmistry gender female=21 male=9 position professor=8 associate professor=6 assistant professor=8 senior demonstrator=8 age group baby boomers= 3 generation x= 18 generation y = 9 generation z =0 17(53%) 7(23%) 6(20%) good average poor 0 5 10 15 20 quality of online teaching-learning process https://doi.org/10.46627/silet.v2i2.69 https://scie-journal.com/index.php/silet teachers’ perception about flipped classroom in era of covid-19 pandemic https://doi.org/10.46627/silet.v2i2.69 29 studies in learning and teaching https://scie-journal.com/index.php/silet figure 3: perception of preferred mode of medical education by teachers (number of teachers = 30) the majority of teaching faculty (2/3rd) preferred face-to-face teaching, while the remaining (1/3rd) preferred live broadcasts followed by recorded class videos (figure 3). figure 4. comparison of network problem with technological issues during online classes most of the faculty (> 1/2) sometimes faced network connectivity problems or slow speed of the internet. only 13% of staff rarely face any network connectivity issue. technological issues during e-lectures were also experienced sometimes by half of the staff members while 1/3rd never experienced any such challenges and only < 1/3rd confronted with this technological situation. the difference between technical and network connectivity obstacles was statistically nonsignificant (figure 4). similarly, just 1/3 of the teaching faculty (n=10) had confidence in the technology utilized for online education, with 13 staff members being neutral and 7 dissatisfied with the system's reliability. table 1. comparison of medical teachers’ satisfaction with online teaching and online assessment. satisfaction level of teachers online teaching n (%) online assessment n (%) chi-square significance satisfied 13 (43%) 14 (47%) 𝛘2= 0.104 df=2 p=0.949 neutral 8 (27 %) 7 (23 %) unsatisfied 9 (30%) 9 (30%) p<.05 significant n= number of subjects 20% 13% 67% preferred mode of teaching live broadcast of onlineclass recording class video face-to-face class 8(27%) 18(60%) 4(13%) 5(17%) 16(53%) 9(30%) o f t e n s o m e t i m e s r a r e c o m p a r i s o n o f n e t w o r k w i t h t e c h n o l o g i c i s s u e network problem during online clasess technological problem during online classes 𝛘2= 2.733 df=2 p=0.255 https://doi.org/10.46627/silet.v2i2.69 https://scie-journal.com/index.php/silet teachers’ perception about flipped classroom in era of covid-19 pandemic https://doi.org/10.46627/silet.v2i2.69 30 studies in learning and teaching https://scie-journal.com/index.php/silet nearly one-half of the teaching faculty was satisfied with online teaching (43%) and online assessment (47%), while a quarter of faculty was neutral about their opinion and the remaining 30% were unsatisfied with the online mode of teaching as well as assessment of mbbs students. there was no discernible difference between online instruction and online assessment. there was a non-significant difference between online teaching and assessment. the viewpoint of teaching faculty about “online mode of assessment, covered all learning domains” was varied; the majority were unsatisfied (n=24), only four were satisfied, and two were neutral about their opinion on this issue. table 2. attitude of medical teachers towards online teaching and assessment questionnaire agree n (%) neutral n (%) disagree n (%) online teaching is better in learning than conventional classroom learning 0 (0%) 5 (17%) 25 (83%) online assessment is better than the conventional assessment 0 (0%) 4 (13%) 26 (87%) in online classes, students are not actively involved in their learning 26 (87%) 1 (3%) 3 (10%) i miss the face-to-face contact with students when teaching online 28 (93%) 1 (3%) 1 (3%) in an online class, there is a lack of feedback from students 21 (70%) 3 (10%) 6(20%) i have no problem controlling my students in the online environment. 16 (53%) 8 (27%) 6 (20%) quality of online teaching is affected by the computer/it skills of faculty members 17 (57%) 6 (20%) 7 (23%) online class learning should be combined with classroom learning in the future. 18 (60%) 2 (7%) 10 (33%) n=number of subjects the majority of faculty members disagree with online teaching and assessment (83%, 87%, respectively) in comparison to conventional classroom teaching. the majority believe that the student was not actively involved in an online class, and they miss the face-to-face contact with students, and there was also a lack of feedback from the students. regarding control of students during online teaching, as they could be muted and unmuted by the teacher, had varied opinion half agree while 1/4th neutral and other 1/4th disagree. almost half of the faculty members stated that it skills influenced online teaching and, at the same time, the majority of the staff's support combining offline and online classroom teaching. (table 2) table 3. comment analysis of medical teachers about online teaching and assessment n=number of subjects index content of investigation/user experience teaching faculty n (%) positive comments covid-19 prevention 9 (30%) ease of use 9 (30%) new experience 2 (6.6%) resistance to e-teaching 2 (6.6%) insufficient internet connectivity 2 (6.6%) no comments 6 (20%) negative comments lack of interaction 25 (83.4%) insufficient internet connectivity 5 (16.6%) suggestions interactive with feedback 14 (46.6%) improved network 8 (26.6%) interactive with improved network 1 (3.3%) training programs 1 (3.3%) interactive with short groups and improved network with training programs 1 (3.3%) online platform privacy 1 (3.3%) no suggestion 4 (13.3%) https://doi.org/10.46627/silet.v2i2.69 https://scie-journal.com/index.php/silet teachers’ perception about flipped classroom in era of covid-19 pandemic https://doi.org/10.46627/silet.v2i2.69 31 studies in learning and teaching https://scie-journal.com/index.php/silet according to online user comments analysis, 1/3 of the staff believes that online teaching was need of the time to prevent covid-19 infection. almost 30 % of faculty find it easy to use while others find it a novel experience; nonetheless, some faculty (6.6 percent) were resistant to switch-over to e-teaching. the negative aspect of e-teaching was lack of feedback from the student (83%) and inadequate internet connectivity (47%). the teaching faculty recommended interactive teaching in small groups with feedback, high-speed internet connectivity, and mandatory prior hands-on training to fix the technological difficulty. only one faculty also take our attention to a safe and secure online platform. (table 3) discussion the effectiveness of every system is determined by the satisfaction of its users, in this context, teacher satisfaction with e-teaching is the prime requisite for the success of online learning. the present study found that the overall perception of the majority of teachers towards online teaching-learning quality was good, even though the majority of the teaching faculty (67%) prefer face-to-face teaching. inadequate network connectivity during delivering e-lectures was a big challenge that influences the quality of the e-learning as experienced by most of the faculty (60%) members, along with technological issues (53%). during the covid-19 epidemic, the online platform met the faculty satisfaction towards teaching as well as assessment, with over half of the staff (43 percent and 47 percent, respectively) satisfied, whereas the remaining 30% were dissatisfied. teaching faculty attitude was more in favor of traditional classroom teaching as they miss the face-to-face contact and feedback from students. similarly, a maximum of faculty (87%) did not like online assessment since it does not cover all the domains of assessment. the majority of faculty believe that the online platform was the effective means for education during the covid-19 pandemic, and it also provided a new experience. faculty suggested that to promote the online teaching platform, e-classes should be in small groups, interactive with students’ feedback and better internet connectivity, and prior hands-on training should be compulsory to resolve the technical problems. in a faculty study about online teaching, kapoor, et al., (2020) in madhya pradesh (india) discovered that while internet access was a barrier for 33 percent of faculty members and technology issues for 21 percent, just 4.3 percent felt a lack of human contact and eye contact. a study conducted by al-araibi, et al., (2019) revealed technical issues as the main criteria for the success of e-learning systems indicated that 45% of e-learning projects in developing countries were total failures, 40% were partial failures, while only 15% were successful. research conducted at eight different indonesian universities to investigate instructors' prospects also identified internet as a barrier up to some extent (simamora, et al., 2020). the study conducted at alfaisal university riyadh (rajab, et al., 2020) prefers face-to-face teaching by 25%, 12% by online, and 62 % by combined online with face-to-face interaction. they reported that the challenges during the covid-19 pandemic were communication (59%), student assessment (57.5%), use of technology tools (56.5%), experience in online education (55.0%), and technophobia (17.0%). in contrast to the present study (43%), elzainy, et al. (2020) at qassim university found that staff satisfaction in virtual classrooms of the preclinical phase was very effective by 84% of faculty. the present study found internet connectivity issues often faced by 27% and sometimes by 60% faculty, although the technological problems were faced less (17%) by faculty as the college provides technical support. in contrast to kapoor, et al. (2020) and rajab, et al. (2020), the majority of present study staff (67%) prefer face-to-face teaching, with 60% of faculty recommended that online learning should be integrated with traditional classroom learning in the future. previous research has identified the primary causes of e-learning failures. many academics believe that the technological challenges that students confront when using an e-learning system are a key source of concern ( al-araibi, et al., 2019). the failure of an e-learning system can also be attributed to a lack of technological infrastructure within the university, which includes hardware, software, facilities, and network capabilities (almaiah, & almulhem, 2018). others https://doi.org/10.46627/silet.v2i2.69 https://scie-journal.com/index.php/silet teachers’ perception about flipped classroom in era of covid-19 pandemic https://doi.org/10.46627/silet.v2i2.69 32 studies in learning and teaching https://scie-journal.com/index.php/silet focus on lack of technical support and technical employees, and a lack of facilities to carry out various operations (installation, operation, maintenance, network administration, and security), as well as poor internet speeds and high internet traffic throughout the e-learning experience (eltahir, 2019). faculty members' lack of information technology (it) skills (almaiah, & alyoussef, 2019) and adoption of e-learning technologies posed a significant difficulty in the transitional phase of smoothly conducting e-learning (vershitskaya, et al., 2020). the lack of security and privacy was also a concern during e-learning since the openness of e-learning systems presents a challenge for the security of the personal information of students and faculty (rajab, et al., 2020). this covid-19 outbreak was sudden during april 2020, teachers didn't have enough time to experiment with new technology, offline lectures switch to online education platforms. furthermore, the concept of online education was in its infancy because the vast majority of teachers lacked sufficient knowledge of computer technology. issues such as how to schedule classes, how to carry out online teaching according to plan, which online teaching platform to use, and how to monitor the effect and quality of online teaching may be the cause of decreased teacher satisfaction when faced with the abrupt introduction of online teaching. while pandemics have historically posed difficulties, recognizing these difficulties is the first step toward turning them into possibilities. to meet the various challenges of e-learning, teachers must employ a range of strategies, including "you ask me a question," “problem-based learning,” "face to face video call," "students record e-lectures," and "real-time lecture" in small groups with interaction, rather than teaching by rote and lecturing. students' learning interests and focus can be improved by increasing interaction. implication and future research the present study proposes that the online education platform technology should be improved with better network infrastructure, which is expected to improve user satisfaction during public health education. teachers should be trained in advance to deal with technophobic of the handling of computer hardware and software issues in the classroom. the administration must also handle the security and privacy of e-learning, as it poses a threat to the protection of students' and faculty's private information. the findings of this study can assist policymakers and developers at universities and colleges, as they present a realistic image of the current e-learning system and can be used as a guideline to increase the satisfaction of faculty towards the use of elearning systems for effective quality online learning. however, some aspects of this survey depended on participants’ memory perhaps influencing their reporting, introducing elements of recall bias. moreover, the study participants belonged to a single medical college; therefore, the findings are only applicable to similar contexts. for generalizability, a survey based on our findings should be conducted across the province or country including technical (medical education, engineering, etc) and non-technical (arts, etc) education systems. as learning is a continuous process, there is a need to explore alternative learning environment for efficient, effective, easy-to-access quality learning to cope up with the impact of an unpredictable future pandemic. conclusion the covid-19 pandemic transforms medical education into innovative e-learning. the teaching faculty adopt the online mode of education smoothly in the pandemic situation as nearly half of the faculty satisfies with e-teaching, but internet connectivity was a big challenge with some difficulty in technical handling of online classes. to accomplish faculty satisfaction and quality of e-lecture, the delivery of high-yielding quality of efficient teaching, platform technology should be upgraded with preceding hands-on training. the interaction, feedback, verbal and nonverbal communication with students were also the major aspects of teaching that were unable to replace in a virtual class. https://doi.org/10.46627/silet.v2i2.69 https://scie-journal.com/index.php/silet teachers’ perception about flipped classroom in era of covid-19 pandemic https://doi.org/10.46627/silet.v2i2.69 33 studies in learning and teaching https://scie-journal.com/index.php/silet acknowledgements the authors would like to acknowledge the teachers for their valuable time and contributions. references al-araibi, a. a. m., mahrin, m. n, & yusoff, r. c. m. 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(2019, december 31). coronavirus disease (covid-19)-events as they happen. https://www.who.int/emergencies/diseases/novel-coronavirus2019/events-as-they-happen author (s): * anuradha yadav (corresponding author) department of physiology, sms medical college, jaipur, rajasthan 302004, india email: dr.anuradhayadav@yahoo.co.in manisha sankhla department of physiology, sms medical college, jaipur, rajasthan 302004, india email: manisha_signsky@yahoo.com kavita yadav department of physiology, sms medical college, jaipur, rajasthan 302004, india email: kavita0616@gmail.com https://doi.org/10.46627/silet.v2i2.69 https://scie-journal.com/index.php/silet https://doi.org/10.1016/0747-5632(94)00018-d https://doi.org/10.1080/10872981.2020.1764740 https://doi.org/10.46627/silet.v1i2.38 https://doi.org/10.46627/silet.v1i3.45 https://doi.org/10.30476/jamp.2020.86070.1213 https://en.unesco.org/covid19/educationresponse https://www.who.int/emergencies/diseases/novel-coronavirus-2019/events-as-they-happen https://www.who.int/emergencies/diseases/novel-coronavirus-2019/events-as-they-happen mailto:dr.anuradhayadav@yahoo.co.in mailto:manisha_signsky@yahoo.com mailto:kavita0616@gmail.com 1 p-issn: 2722-399x; e-issn: 2722-1857 silet, vol. 2, no. 3, december 2021: 1-9 ©2021 studies in learning and teaching studies in learning and teaching homepage: https://scie-journal.com/index.php/silet email: silet@scie-journal.com studies in learning and teaching https://scie-journal.com/index.php/silet the effectiveness of problem based learning (pbl) based socioscientific issue (ssi) to improve critical thinking skills *m n fita1, b jatmiko2, e sudibyo3 1science education study program, postgraduate program, universitas negeri surabaya, indonesia 2department of physics, faculty of mathematics and natural science, universitas negeri surabaya, indonesia 3department of science, faculty of mathematics and natural science, universitas negeri surabaya, indonesia article info abstract article history: received july 29, 2021 revised august 29, 2021 accepted september 9, 2021 available online december 30, 2021 the purpose of this research was to see how effective the problem based learning (pbl) based socioscientific issues (ssi) is at improving critical thinking skills. the sample used was grade seven in junior high school 4 lamongan with 2 classes and each class contains 15 students. the design of the learning materials trial used one-group pre-test post-test design. tests of critical thinking skills and student answer sheets were used to collect data. techniques of data analysis used n-gain, paired t-test, and independent t-test. the result of this research is as follows: the effectiveness in terms of the critical thinking skills test the category increase is high, there is a significant difference between the test before and after learning with pbl based ssi and there is no difference n-gain in the two group classes and students' responses are classified as very good. based on data analysis, it can be concluded that pbl with ssi is effective to improve critical thinking skills. the implications of this study are pbl-based ssi has the potential to be an innovative solution and alternative for improving critical thinking skills. keywords: critical thinking skills effective pbl model ssi student response https://doi.org/10.46627/silet introduction the development of technology, information, and industry in the 21st century has had a significant impact on society. culture and lifestyle are strongly influenced by electronic devices which make information accessible freely so that the teacher's role as a source of information can not be maintained. rapid changes in information technology are changing and reshaping society and giving birth to new terms. one of the new terms is the information age society. in an information society, individuals must understand, interpret, and use scientific data; generate new ones, and have the ability to solve problems (demirel, 2009). apart from that, current developments also have an impact on job opportunities that can be obtained by school graduates. now and future, jobs do not require routine work but rather skills that cannot be replaced by technology. if we do not adapt to the changes that occur, then we can not compete in the present era. the world of education must also change the education system so that school graduates can survive in the future. indonesian education has made efforts to improve education by implementing the 2013 curriculum, which has student-centered learning. the 2013 curriculum focuses on the development of critical, creative, communication, collaboration (4c) skills, that need to be applied in learning, one of which is science learning. in science learning, critical thinking skills are one of the 4c's abilities that need to be developed. critical thinking is defined as a set of skills and dispositions that enable a person to solve problems logically, reasonedly in making decisions about what to believe or not believe, and attempt to think independently by balancing the problem-solving process (ennis 1993; http://u.lipi.go.id/1586183902 http://u.lipi.go.id/1587708325 https://scie-journal.com/index.php/silet mailto:silet@scie-journal.com https://scie-journal.com/index.php/silet https://doi.org/10.46627/silet the effectiveness of problem based learning (pbl) based socioscientific issue (ssi) to improve critical thinking skills https://doi.org/10.46627/silet.v2i3.71 2 studies in learning and teaching https://scie-journal.com/index.php/silet gotoh, 2016). critical thinking skills are very important in the information and technology era where information must be filtered intelligently and critically. critical thinking skills are considered a vital skill for the 21st century, so they are the educational outcomes desired by educators (tosuncuogl, 2018). critical thinking skills need to be applied in all learning processes, because it develops students' ability to carry out complex cognitive reasoning processes, which include critical thinking, solving non-routine problems, and building and evaluating evidence-based arguments (santos, 2017). based on a preliminary study conducted at smp negeri 4 lamongan by giving critical thinking skills with indicator critical thinking facione (2011) interpretation, analysis, explanation, inference, and evaluation questions to 29 students, it was found that students' critical thinking skills were still low. the ability to think critically at interpretation is 20.0%, analysis 24.8%, inference 13.8%, explaining 32.2%, and evaluation 20.6%. based on the results of the preliminary study, students' critical thinking skills need to be improved. students' critical thinking skills can be developed using the problem based learning (pbl) model. pbl is a basic process for identifying problems, considering options and making informed choices (greenstein, 2012). pbl is a learning model that increases students' active participation in the learning process by exposing them to real-world problems and empowering them to conduct investigations (arends, 2013) so that it can help students develop higher-order thinking skills like critical thinking, knowledge construction, collaborative learning, and independent learning (orozco & yangco, 2016). pbl learning has the advantages: 1) encouraging teamwork in the completion of assignments 2) encouraging learners to become self-regulatory and independent learners 3) fostering critical thinking and interpersonal abilities (arends, 2013). pbl learning can be integrated with socioscientific issues (ssi). ssi is a complicated, open, mostly contentious, and socially significant scientific problem with multiple possible solutions but no definitive answers. (topcu, 2010; zeidler et al., 2011). give place of ssi in science education aims to provide a more meaningful learning experience by integrating to real-life problems. (topcu, 2010). scientific data can be critically analyzed, evaluated, and decisionmaking with ssi integration (bossér et al., 2015). the material used in the pbl based ssi can be found in the global context of environmental issues such as climate change or global warming. the increase in the average temperature of the earth's surface that continues to occur due to human activities is one of the causes of the material importance of global warming. many daily activities from various sectors such as transportation, industry, agriculture, and forestry sectors contribute to climate change so that the future ecological balance is disturbed. to prevent disturbing the ecological balance, consider the importance of educating conscious individuals about the environment. based on results by orozco and yangco (2016), students who receive learning instruction with pbl had a higher post-test average score on critical thinking skills tests than students who do not receive learning instruction with pbl. ssi integration has the potential to provide students with opportunities to critically examine and evaluate scientific information and to engage in debate and decision-making (bossér et al., 2015). the supporting learning theory is 1) according to piaget's learning theory, children have a natural curiosity that encourages them to actively form representations in their minds about the environment they experience, so encouraging them to start an investigation. 2) constructivist theory of learning, which emphasizes the need for students to investigate their environment, find their own ideas, and construct their knowledge (arends, 2013; suprihatiningrum, 2014). 3) vygotsky's theory which emphasizes the social aspects of learning can be seen in pbl learning at the organizational stage of students' learning and investigations to complete tasks by exchanging ideas or sharing tasks. the purpose of this study is to describe the effectiveness of the ssi-based pbl model in improving critical thinking skills, including student responses and critical thinking skills. https://doi.org/10.46627/silet.v2i3.71 https://scie-journal.com/index.php/silet the effectiveness of problem based learning (pbl) based socioscientific issue (ssi) to improve critical thinking skills https://doi.org/10.46627/silet.v2i3.71 3 studies in learning and teaching https://scie-journal.com/index.php/silet research method this study used a design one group pre-test post-test design (sugiyono, 2016). the research subject is seven grade students junior high school with 2 classes and each class contains 15 students. the research design can be described as follows figure 1. research design (sugiyono, 2016). information: o1 : pre-test, to determine students' knowledge before being given treatment x : treatment, learning process with pbl model-based ssi o2 : post-test, to determine students' final knowledge after being given treatment this is the development stage of material adapted to the 4-d models with modification, for more detail, see figure 2. figure 2. flowchart 4-d models a test sheet for critical thinking skills and student responses was utilized to assess the effectiveness of pbl-based ssi. a test and a questionnaire were used as the methods. the results of the critical thinking test were analyzed using normalized gain analysis (n-gain) to determine the increase in critical thinking skills, paired t-test to determine the significant increase in critical thinking skills pretest and post-test with t-test results sig < 0.05, and an independent t-test to determine whether the n-gain of the two classes were not significantly o1 x o2 https://doi.org/10.46627/silet.v2i3.71 https://scie-journal.com/index.php/silet the effectiveness of problem based learning (pbl) based socioscientific issue (ssi) to improve critical thinking skills https://doi.org/10.46627/silet.v2i3.71 4 studies in learning and teaching https://scie-journal.com/index.php/silet different with t-test results sig ≥ 0.05. pbl-based ssi is declared effective if the increase in the critical thinking skill test score is 0.31, the paired t-test with sig value < 0.05, and the independent test has a significance value of ≥ 0.05 and student responses get a percentage of > 60%. results and discussion critical thinking skills students' critical thinking skills were assessed by a written test in the form of an essay, which was carried out twice, before and after learning with pbl based ssi. after that, the pre-test and post-test were analyzed using n-gain score. the following are the results of the n-gain analysis of the two classes which can be seen in table 1. table 1. n-gain critical thinking skills class pre-test post-test n-gain vii-e 15,83 76,17 0.72 vii-f 19,83 78,00 0.73 based on table 1. students in class vii-e got an average n-gain critical thinking score of 0.72 with a high category, while students in class vii-f got an n-gain critical thinking score of 0.73 with a high category. pbl based ssi is declared effective because the increase in the critical thinking skill test score is ≥ 0.31. the number of students who got n-gain in the high, medium, and low categories in both classes are presented in figure 3. figure 3. criteria for n-gain based on figure 3 it is known in class vii-e, 13 students in the high category and 2 students in the medium category, while in class vii-f has 10 students in the high category and 5 students in the medium category. this shows that learning with pbl based ssi can improve students' critical thinking skills. the improvement of students 'critical thinking skills varies due to the students' ability to absorb different information. students' ability to solve problems is influenced by intelligence (intelligence). because if students have high intelligence, they can quickly solve the problems faced and vice versa with students who have low intelligence (bagia, 2016). guiterez (2011) improves students' critical thinking skills through the integration of ssi problems in learning. before the statistical test is carried out, it is necessary to test the normality with spss, the results of which are shown in table 2. table 2. tests of normality class shapiro-wilk statistic df sig. n-gain vii-e .897 15 .086 vii-f .960 15 .692 0 2 4 6 8 10 12 14 vii-e vii-f n-gain achievement criteria sedang tinggi medium high https://doi.org/10.46627/silet.v2i3.71 https://scie-journal.com/index.php/silet the effectiveness of problem based learning (pbl) based socioscientific issue (ssi) to improve critical thinking skills https://doi.org/10.46627/silet.v2i3.71 5 studies in learning and teaching https://scie-journal.com/index.php/silet according to table 2, the normality of the n-gain test for class vii-e is 0.086 and class vii-f is 0.692. the test results of the two classes obtained a probability (sig)> 0.05. as a result, ho is acceptable, meaning that the data is normally distributed. because the data were normally distributed, the data were also analyzed using a paired t-test and can be seen in table 3. table 3. paired t-test mean std. deviation t df sig. (2-tailed) vii-e pre-test post-test -6.03333e1 4.41858 -52.884 14 .000 vii-f pre-test post-test -5.81667e1 5.78380 -38.950 14 .000 based on the paired t-test, it shows that the sig value in both classes is 0.000. this shows the sig value < 0.05, and t is negative, which means that there is a significant difference between the results of the pre-test and post-test, so that there is an effect of using the pbl based ssi learning model on improving students' critical thinking. these findings are supported by amin et al., (2020), who found that the pbl model had a significant impact on students' critical thinking skills. there are significant differences in critical thinking skills before and after the application of pbl learning (lapuz & fulgencio, 2020). pbl can help students increase their soft skills, such as critical thinking. (suryanti & supeni, 2019). according to other researchers, the pbl-based ssi model has a considerable impact on critical thinking skills development and cognitive learning outcomes (wilsa et al., 2017), and using the ssi problem as a learning context has a significant effect on students' critical thinking skills (pratiwi et al., 2016). zeidler et al. (2011) give a place for ssi in science education, students' can make ability decisions, analyze, synthesize, and evaluate. fadilah ms et al., (2020) statement that learning designed with a student-centered model will improve critical thinking skills and make students motivated in learning. student-centered learning can insert aspects of critical thinking and give more meaning to learning to provide high-quality learning on aspects of critical thinking (ahaddin et al., 2020). this result is supported by the theory of piaget is children have an innate nature of curiosity, this curiosity will encourage them to actively construct representations in their minds about the environment they experience so that they will be encouraged to carry out investigations. according to piaget, learning is a process of acquiring individual knowledge through continuous interaction with the environment. interaction with the environment, the intellectual function is growing (dimyati & mudjiono, 2008). in addition to improving critical thinking skills, pbl based ssi has benefits in the social aspects of cooperation. vygotsky's theory which emphasizes the social aspects of learning can be seen in pbl based ssi learning at the organizational stage of students' learning and investigation. at this stage, the social aspect of working together and discussing with peers occurs to complete tasks or problem solving by exchanging opinions or sharing tasks so that their critical thinking skills can improve through controversial issues of daily life. vygotsky argued that in addition to teachers, peers also affect the cognitive development process of children (slavin, 2011). kardoyo et al., (2020) stated that pbl can improve students' critical thinking skills and students with their groups can work together to solve problems. the next test is the homogeneity test, which is shown in table 4. tabel 4. test of homogeneity levene statistic df1 df2 sig. n-gain based on mean 1.441 1 28 .240 based on median 1.380 1 28 .250 based on median and with adjusted df 1.380 1 27.979 .250 based on trimmed mean 1.513 1 28 .229 based on table 4, it is obtained a significant value of 0.240. this value is following the testing criteria, if the probability value (sig) is more than 0.05 then h0 is accepted, which means https://doi.org/10.46627/silet.v2i3.71 https://scie-journal.com/index.php/silet the effectiveness of problem based learning (pbl) based socioscientific issue (ssi) to improve critical thinking skills https://doi.org/10.46627/silet.v2i3.71 6 studies in learning and teaching https://scie-journal.com/index.php/silet that the n-gain data of the two classes are homogeneous. the data are normally distributed and homogeneous, so an independent t-test can be performed. table 5. independent t-test t-test for equality of means t f sig. (2-tailed) n-gain equal variances assumed -.389 8 .700 in addition, an independent t-test was also carried out in this study. an independent t-test was used to determine the difference in the n-gain of the two classes. based on table 5, it can be seen that the significant value is ≥ 0.05 so there is no significant difference in the n-gain between classes vii-e and vii-f. critical thinking skills for both classes have improved because they use the same tool, namely pbl based ssi, and both classes' learning implementation was great. student response student response is a response or reaction of students after participating in learning. the results of student responses to learning activities using the ssi-based pbl model were obtained using student response questionnaires. student response questionnaires are given at the end of learning to students after participating in the entire learning process. learning equipment is stated to be practical if the student's response is ≥ 61% (riduwan, 2013). the results of student responses to learning can be seen in table 5. table 5. student response no statement vii-e vii-f response (%) response (%) yes no yes no 1 the learning process of the pbl based ssi was interesting and fun 100,0 0,0 93,3 6,7 2 i am more active in learning the ssi-based pbl model 80,0 20,0 93,3 6,7 3 ssi based pbl learning model gives me motivated and makes meaningful learning 80,0 20,0 86,7 13,3 4 the learning process aroused my curiosity 86,7 13,3 93,3 6,7 5 by forming groups for learning, i can more easily study and discuss with my friends during learning 100,0 0,0 100,0 0,0 6 learning materials are related to everyday life so that it makes me understands more in everyday life 100,0 0,0 93,3 6,7 7 the presentation and display of the worksheets is interesting and motivating to learn 86,7 13,3 80,0 20,0 8 student textbooks, the learning atmosphere, the way the teacher taught in learning was interesting and made it easier for me 93,3 6,7 93,3 6,7 9 learning pbl based on ssi allows me to improve my critical thinking skills 93,3 6,7 86,7 13,3 10 the test questions given are in accordance with the material that has been taught 93,3 6,7 100,0 0,0 11 student worksheets and textbooks use language that is easy to understand 86,7 13,3 86,7 13,3 average 90,9 9,1 91,5 8,5 based on table 5, explains that students give a positive response to learning using the ssibased pbl model with each class obtaining an average percentage of 90.9% for class vii-e with the very good category and 91.5% for class viif with very good category. learning material is stated effective if the student's response is ≥ 61% (riduwan, 2013). each individual has a different perception due to different perspectives, experiences, and knowledge of a particular https://doi.org/10.46627/silet.v2i3.71 https://scie-journal.com/index.php/silet the effectiveness of problem based learning (pbl) based socioscientific issue (ssi) to improve critical thinking skills https://doi.org/10.46627/silet.v2i3.71 7 studies in learning and teaching https://scie-journal.com/index.php/silet object so that they respond according to what they experience. these results are supported by the results of device validation which are generally categorized as valid and very valid and the implementation of the two classes of learning is also carried out very well. to create positive relationships with students, the way the teacher speaks and acts must reflect a teacher who respects and must ensure that all students are treated equally so that students respond positively to activities and learning model updates that are carried out. outside the classroom during the learning process (alfiyanti et al., 2020). students give a positive response to learning because the pbl based ssi learning process is interesting and fun by forming groups in learning so that students can be more active, easier to learn, and discuss with friends during learning. this is supported by hmelo-silver's (2004) statement that pbl facilitates small groups, tutorial instruction, and active learning. members of the group must work together to ensure that everyone participates fully, no single person has a monopoly on assignments and discussions (silva et al., 2018). vygotsky's theory emphasizes the social aspects of learning which can be seen in pbl based ssi learning at the organizational stage of students in learning and investigation. at this stage, students will conduct investigations to solve problems related to science and social so that interaction and social care, and critical thinking skills will develop. according to thakur et al., (2018), 80.0 percent of students believe that pbl gives space for social interaction because of its collaborative approach, which is built on the idea of peer discussion and learning, therefore developing learning confidence. students also gave positive responses to ssi-based pbl statements which enabled me to improve my critical thinking skills. this is because learning with the pbl model can develop students' critical thinking skills (kong et al., 2014) and ssi integration in learning has the potential to allow students to critically examine and evaluate scientific information (bossér et al., 2015). conclusion based on the results, it shows that pbl-based ssi learning is effective to improve critical thinking skills. this is indicated by the average n-gain of the two classes in the high category, a statistically significant increase at 5% alpha and the mean n-gain is not different for the two classes. furthermore, both classes responded positively, with a very good category. this research implies that the learning model of pbl based ssi can be an innovative solution and alternative for improving critical thinking skills. further research with additional relevant materials and more subjects could enhance this research even more. acknowledgements the author is grateful to the all-academic civitas of junior high 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(2017). problem based learning berbasis socio-scientific issue untuk mengembangkan kemampuan berpikir kritis dan komunikasi siswa. journal of innovative science education, 6(1), 129–138. https://doi.org/10.15294/jise.v6i1.17072 zeidler, d. l., sadler, t. d., simmons, m. l., & howes, e. v. (2005). beyond sts: a research‐ based framework for socioscientific issues education. science education, 89(3), 357-377. author (s): * muflichatu nur fita (corresponding author) science education study progam, postgraduate program, universitas negeri surabaya, jl. raya kampus unesa, lidah wetan, lakarsantri, surabaya 60213, indonesia email: muflichatu.18040@mhs.unesa.ac.id budi jatmiko department of physics, faculty of mathematics and natural science, universitas negeri surabaya, jl. ketintang, surabaya 60231, indonesia email: budijatmiko@unesa.ac.id elok sudibyo department of science, faculty of mathematics and natural science, universitas negeri surabaya, jl. ketintang, surabaya 60231, indonesia email: eloksudibyo@unesa.ac.id https://doi.org/10.46627/silet.v2i3.71 https://scie-journal.com/index.php/silet https://doi.org/10.5430/ijhe.v8n8p62 https://doi.org/10.1080/09500791003628187 https://doi.org/10.15294/jise.v6i1.17072 mailto:muflichatu.18040@mhs.unesa.ac.id mailto:budijatmiko@unesa.ac.id mailto:eloksudibyo@unesa.ac.id 429 too many requests whoops! too many requests 35 p-issn: 2722-399x; e-issn: 2722-1857 silet, vol. 2, no. 2, agustus 2021: 35-46 ©2021 studies in learning and teaching studies in learning and teaching homepage: https://scie-journal.com/index.php/silet email: silet@scie-journal.com studies in learning and teaching https://scie-journal.com/index.php/silet make a match techniques in cooperative learning: innovations to improve student learning outcomes, student learning activities, and teacher performance viyayanti1, * dwikoranto2 1smk negeri 1 cerme gresik, indonesia 2department of physics, faculty of mathematics and natural science, universitas negeri surabaya, surabaya 60231, indonesia article info abstract article history: received august 15, 2021 revised september 1, 2021 accepted september 8, 2021 available online september 9, 2021 the purpose of this study is to describe improving student learning outcomes, describe student activities, describe teacher performance after applying the make a match technique in cooperative learning. this learning improvement is carried out by classroom action research, with steps of planning, implementing, observing, revising. the research subjects were 34 students in the chemistry class of vocational school 1 cerme gresik. data were analyzed descriptively quantitatively. the results of the class average score before the action were 70. students who scored above the minimum completeness criteria (mcc) 76 were 16 students (47%) with the highest score of 92 and students who scored below the mcc were 18 students (53%) with the lowest score of 40. after taking action in cycle 1 the average grade of 79. students who scored above or equal to the mcc were 26 students (76%) with the highest score of 100 and students who scored below the mcc were 8 students (24%) with the lowest score of 52. cycle 2 the average grade of 84. students who scored above the mcc were 31 students (91%) with the highest score of 100, while students who scored below the mcc as many as 3 students (9%) with the lowest score of 64. the students' attention, activity, and enthusiasm for learning increased. teacher performance in learning has increased. keywords: activities cooperative learning learning outcomes make a match teacher performance https://doi.org/10.46627/silet introduction the success of learning is determined by many factors, one of which is the teacher's factor in carrying out the teaching and learning process, because the teacher can directly influence, color, foster, and improve student learning outcomes and skills. the role of the teacher remains very important and it is hoped that the teacher has good techniques, strategies, or teaching models and can choose the right learning model and in accordance with the characteristics of the subjects to be delivered (arends, 2018). to improve the quality of learning, teachers need to understand the components that affect student learning processes, both those that hinder and support them. in addition, teachers must understand effective learning models, techniques, and strategies that can help students learn optimally and be able to increase student activity in the learning process (isjoni, 2016). there are various types of learning models, each of which has advantages and disadvantages, so the selection of models with certain techniques that are suitable with the topic or subject to be taught must be considered by the teacher who will deliver the learning material. every student http://u.lipi.go.id/1586183902 http://u.lipi.go.id/1587708325 https://scie-journal.com/index.php/silet mailto:silet@scie-journal.com https://scie-journal.com/index.php/silet https://doi.org/10.46627/silet make a match techniques in cooperative learning: innovations to improve student learning outcomes, student learning activities, and teacher performance https://doi.org/10.46627/silet.v2i2.74 36 studies in learning and teaching https://scie-journal.com/index.php/silet entering the first course in physics subject has a belief system and intuition about physical phenomena that originate from extensive personal experience (lin et al., 2015). the results of initial observations made by researchers on chemistry learning carried out in class x ki 2 vocational school 1 cerme gresik which were carried out with lectures, questions, and answers, and assignments showed that student learning activities were still lacking, some students became bored in learning. this is thought to have caused the not yet optimal understanding of the concept of learning material which has an impact on learning outcomes that are still below the minimum completeness criteria (mcc) (dirmenjur, 2018). table 1 shows the real conditions obtained where the average value of conceptual understanding is 70. table 1. students' initial value data before action no. value interval frequency percentage 1 36-45 1 3% 2 46-55 3 9% 3 56-65 10 29% 4 66-75 4 12% 5 76-84 12 35% 6 85-100 4 12% sum 34 100% classical completeness 47% lowest value 40 the highest score 92 average value 70 students finish studying 16 (47%) students do not finish studying 18 (53%) based on table 1, students who scored below the mcc (76) were 18 students or 53%, and students who scored the same as or above the mcc were 16 students or 47%. this can be interpreted that classical completeness of 47% is still below the specified learning mastery of 85% with students getting a score of 76, in other words, student learning outcomes are still low. the low value of learning outcomes or incompleteness is caused by the low understanding of concepts by students. in addition, there are several factors causing students' low understanding of concepts, including: (1) the subject matter that must be completed is very large which confuses students to understand, thus making students regard it as a scourge; (2) teachers in conducting learning are still conventional, meaning that teachers have not used innovative learning models and interactions that can attract students' interest and activity to learn. (3) teacher performance is not optimal. therefore we need a learning innovation that can improve learning outcomes. by applying the cooperative learning model of the make a match technique. learning outcomes are the most important part of learning which is essentially a change in behavior covering the cognitive, affective, and psychomotor fields (sudjana, 2016). learning outcomes are the result of an interaction between the act of learning and the act of teaching. the teaching act ends with the process of evaluating learning outcomes (dimyati and mudjiono, 2016). the problems to be solved: 1). learning outcomes still need to be improved through the application of the cooperative learning model of the make a match technique. 2). the low activity of students in the learning process in class. 3). teacher performance in the classroom is not optimal. while the research objectives: 1). describe improving learning outcomes. 2). describe student activities. 3). describe the teacher's performance. cooperative learning model is a learning model that requires the active involvement of students to work together in heterogeneous groups with learning success determined by working together with groups, the purpose of forming groups in cooperative learning models is https://doi.org/10.46627/silet.v2i2.74 https://scie-journal.com/index.php/silet make a match techniques in cooperative learning: innovations to improve student learning outcomes, student learning activities, and teacher performance https://doi.org/10.46627/silet.v2i2.74 37 studies in learning and teaching https://scie-journal.com/index.php/silet to provide opportunities for all students to be actively involved. active in the process of thinking and learning activities. (lie, 2015; isjoni, 2016; rusman, 2016; trianto, 2011). this learning model is centered on students to further activate students and to be able to learn and interact with their friends, develop attitudes, values, and behaviors that allow them to participate in learning (ardana, 2013). the advantages of cooperative learning can improve students' cognitive and affective skills. in addition, cooperative learning also provides benefits: (1) increasing social sensitivity and solidarity; (2) enabling students to learn from each other about attitudes, skills, information, social behavior, and views; (3) make it easier for students to make social adjustments; (4) enabling the formation and development of social values and commitments; (5) eliminate selfishness or selfishness; (6) build friendships that can continue into adulthood; (7) the various social skills needed to maintain mutually beneficial relationships can be taught and practiced; (8) increase mutual trust in humans; (9) improve the ability to view problems and situations from various perspectives; (10) increasing willingness to use other people's ideas that they feel are better; (11) increasing fondness for making friends regardless of differences in ability, gender, normal or disabled, ethnicity, social class, religion and task orientation (sugiyanto, 2014; slavin, 2013). there are 14 cooperative learning techniques that are often applied in the classroom. the fourteen techniques are: (1) make a match; (2) exchange of partners; (3) think-pair-share); (4) sending greetings and questions; (5) numbered heads together; (6) structured numbered heads; (7) two stay two stray; (8) group tour; (9) rattling buttons; (10) class circumference; (11) inside-outside circle; (12) bamboo dance; (13) jigsaw; (14) paired story telling (huda, 2011; slavin, 2014). cooperative learning with make a match technique is an active, effective, and fun learning model that prioritizes cooperation and speed among students to achieve learning objectives so that students are actively involved in participating in learning. this technique can be used in all subjects and for all age levels (isjoni, 2016; sani. 2013). research method research procedure. this classroom action research procedure is carried out in the form of an iterative cycle that will take place through 2 cycles, where each cycle consists of 2 meetings. at the end of the meeting, it is hoped that the goals that have been set can be achieved, namely increasing student learning outcomes, student activities, and teacher performance. classroom action research consists of the following four steps: 1). planning, namely formulating problems, determining objectives and research methods, and making action plans. 2). implementation (acting), namely the implementation of the planning carried out together with observations on the impact of actions, especially changes in group dynamics in learning. 3). observation, carried out systematically to observe the results or the impact of actions on the teaching and learning process. 4). reflecting, namely reviewing or considering the results or impacts of the actions taken (arikunto, 2012). research subject, place, and time the research subjects were students of chemistry class x ki 2 vocational school 1 cerme gresik for the 2019/2020 academic year in september-december 2019, with a total of 34 students with different backgrounds who could be subjected to a treatment (arikunto, 2012). performance indicator performance indicators are performance formulations that will be used as references or benchmarks in determining the success/effectiveness of research (suwandi, 2011). the performance indicators in this study are sourced from documentation, observation results, interviews, and tests based on the mcc (minimum completeness criteria) 76. the performance https://doi.org/10.46627/silet.v2i2.74 https://scie-journal.com/index.php/silet make a match techniques in cooperative learning: innovations to improve student learning outcomes, student learning activities, and teacher performance https://doi.org/10.46627/silet.v2i2.74 38 studies in learning and teaching https://scie-journal.com/index.php/silet indicator is if the understanding of concepts in student learning increases. the increase was seen from the students' conceptual understanding before applying cooperative learning with the low make a match technique and after applying the cooperative model the make a match technique students' understanding of the concept increased. this research will end after 85% of students have experienced an increase in understanding based on student evaluation test scores. if the minimum completeness limit has been reached, it means that the cycle can be stopped and the research is said to have met the standards that have been determined or set by the researcher. conversely, if it does not meet the specified standards, the next cycle will continue by correcting the deficiencies in the previous cycle. data analysis technique a. student learning outcomes student learning outcomes data in the form of evaluation sheets were analyzed using the formula below. information: m = mean (the average grade of mcc achievers) fx = the total number of students who reach the mcc n = number of students who reach mcc (indarti, 2014) to calculate student learning completeness, the researcher uses a formula. then the success criteria are consulted in table 3 below. table 3. criteria for the level of success (completeness) of student learning no percentage range information 1 86% 100% very good 2 76% 85% well 3 60% 75% enough 4 55% 59% not enough 5 <54% very less (kunandar, 2015) b. student activity and teacher performance to analyze student activities when participating in learning and the performance of teachers who apply the cooperative model of the make a match technique uses the following formula. (pramonoadi et al., 2020) information: p = percentage of activity frequency that appears f = number of activities that appear n = the total number of activities that appear (kunandar, 2015) p = (f/n) x 100% % completeness = (number of students completed / total number of students) x100% m = (f.x)/n https://doi.org/10.46627/silet.v2i2.74 https://scie-journal.com/index.php/silet make a match techniques in cooperative learning: innovations to improve student learning outcomes, student learning activities, and teacher performance https://doi.org/10.46627/silet.v2i2.74 39 studies in learning and teaching https://scie-journal.com/index.php/silet the level of activity and the success of the learning implementation is determined by the assessment criteria as shown in table 2 below. table 2. criteria for teacher activities and performance no. percentage range information 1 91% 100% very good 2 71% 90% well 3 61% 70% enough 4 < 61% not enough (kunandar, 2015) results and discussion student learning outcomes the results of the evaluation in cycle 1 and cycle 2 in learning using the make a math technique for class x ki 2 vocational school 1 cerme gresik students obtained the results as shown in table 4 below. table 4. learning evaluation results cycle 1 and cycle 2 no student name (initial) cycle 1 cycle 2 value information value information complete not complete complete not complete 1 e a p 52 √ 64 √ 2 f a v 100 √ 96 √ 3 f d m 70 √ 76 √ 4 f j a 65 √ 80 √ 5 f h r 60 √ 80 √ 6 g p 90 √ 82 √ 7 g f a 68 √ 88 √ 8 h d f 60 √ 88 √ 9 h d p 76 √ 72 √ 10 h s 74 √ 92 √ 11 h f n 78 √ 80 √ 12 h h 76 √ 88 √ 13 i p s 88 √ 88 √ 14 i r w 88 √ 92 √ 15 i s r 92 √ 100 √ 16 i l f 76 √ 88 √ 17 i a 80 √ 88 √ 18 j y p 80 √ 84 √ 19 k s 80 √ 84 √ 20 k l k 85 √ 88 √ 21 k a 60 √ 88 √ 22 m 84 √ 92 √ 23 m p k 78 √ 88 √ 24 m a m 95 √ 84 √ 25 m l c 90 √ 92 √ 26 m d s 88 √ 88 √ 27 m r a 88 √ 88 √ 28 m w w 78 √ 84 √ 29 m a z 78 √ 92 √ 30 m a y 85 √ 88 √ 31 m a f 65 √ 68 √ 32 m e n a 95 √ 96 √ 33 m r a 85 √ 100 √ 34 m r b i 85 √ 92 √ https://doi.org/10.46627/silet.v2i2.74 https://scie-journal.com/index.php/silet make a match techniques in cooperative learning: innovations to improve student learning outcomes, student learning activities, and teacher performance https://doi.org/10.46627/silet.v2i2.74 40 studies in learning and teaching https://scie-journal.com/index.php/silet sum of value 2692 average 79 classical completeness 74% lowest value 52 64 the highest score 100 100 average value 79 84 students finish studying 26 students (73%) 31 students (91%) students do not finish studying 9 students (27%) 3 students (9%) from the recapitulation data on the value of understanding the concept of chemical properties, it can be seen that in cycle 1, the value of students' conceptual understanding in the basic chemical analysis subject is still not good, because there are still some students who do not meet the minimum completeness criteria (mcc) of 76. based on the data above, students who scored below 76 (mcc) were 8 students or 24%, and students who scored above mcc were 26 students or 76%. based on the results of the analysis and reflection above, the actions taken in the first cycle have not reached the expected success indicators, this research is said to be successful if the success indicators for student achievement reach 85%, but the results obtained have not achieved maximum results because there are still students whose grades are at under mcc and there are still shortcomings in the implementation of cycle 1, it is necessary to continue improvements in the research cycle 2 (ariyanti et al, 2013). from these data, it can be seen that in cycle 2, the value of students' understanding of concepts in basic chemistry analysis material is very good, because only 3 students out of 34 students have not met the minimum graduation criteria (mcc) of 76. in cycle 2, students are already familiar with the model. cooperative learning makes a match and students already understand the material properties of chemicals. from the recapitulation data on the understanding value of cycle 2, students who scored below 76 (mcc) were 3 students or 9% and students who scored above mcc were 31 students or 91%., it can be said that learning basic chemical analysis through the application of the cooperative model of the make a match technique in cycle 2 has been successful because it has achieved the target performance indicator of achievement (kristiawan, 2013). thus, researchers do not need to continue research in the next cycle. it can be concluded that the research carried out for two cycles with four meetings succeeded in improving student learning outcomes. observation of student learning activities this observation activity is carried out during the learning process. observation is done by observing the activities of teachers and students. this observation was carried out to obtain data regarding the suitability of the implementation of learning and student activities during the learning process. in this observation, the researcher collaborated with other teachers who acted as observers and colleagues to document the learning. observations are not only focused on student activities, but are also carried out on teacher activities during learning so that observations are carried out thoroughly on all aspects, both from aspects of student activities and teacher performance (primarinda et al, 2012). a description of the observations that have been carried out during learning in cycle 1 and cycle 2 is presented in table 5 below. https://doi.org/10.46627/silet.v2i2.74 https://scie-journal.com/index.php/silet make a match techniques in cooperative learning: innovations to improve student learning outcomes, student learning activities, and teacher performance https://doi.org/10.46627/silet.v2i2.74 41 studies in learning and teaching https://scie-journal.com/index.php/silet table 5. observation of student activities in cycle 1 and cycle 2 no form of student activity cycle 1 cycle 2 sum of students percentage information sum of students percentage information 1 answering questions during apperception 18 53% not good 24 71% good 2 pay attention to the teacher's lessons and instructions 22 65% good 30 88% good 3 collaboration between students in groups 21 62% good 28 82% good 4 the activity of conducting experiments observing chemical label packaging 24 71% good 24 71% good 5 ability to express opinions in good language 21 62% good 24 71% good 6 find a partner on time 20 59% not good 20 60% good 7 presenting a presentation with a partner 24 71% good 24 71% good 8 q&a discussionspresentations 22 65% good 26 76% good 9 doing evaluation questions with tips 25 74% good 32 94% very good 10 work on evaluation questions on time 26 76% good 30 88% good percentage < 60% = not good percentage 60% 90% = good percentage > 90 = very good the results of observations in table 5 regarding student activities/activities in learning basic chemical analysis of material properties of chemicals in cycle 1 for 2 meetings by applying a cooperative model of make a match technique can be obtained an overview of student activities in learning as follows. a) the willingness of students to learn has shown an increase. this can be seen from the students who are willing to answer questions during the apperception. b) the attention of some students is quite good in paying attention to the lessons delivered by the teacher, but still needs to be improved. c) some students are enthusiastic and happy in participating in learning using the make a match cooperative learning model, this is shown by the cooperation between students which has slightly increased. however, there are also those who are less enthusiastic about participating in learning (bubin, 2012). d) the activeness of students in participating in learning is still low, this is evident when the teacher offers students to conduct experiments observing the packaging of chemical labels, there are still many embarrassed students. e) some students still talk alone with their friends and disturb their friends. f) some students can do the evaluation questions well and on time. in cycle 1 it can be concluded that student learning activities are quite good, but teachers need to motivate to increase student learning activities so that the results obtained by students https://doi.org/10.46627/silet.v2i2.74 https://scie-journal.com/index.php/silet make a match techniques in cooperative learning: innovations to improve student learning outcomes, student learning activities, and teacher performance https://doi.org/10.46627/silet.v2i2.74 42 studies in learning and teaching https://scie-journal.com/index.php/silet increase. therefore, it is necessary to make improvements in learning activities by actively involving students through the application of a cooperative model of make a match technique. the results of details regarding student activities in learning basic chemical analysis of material properties of chemicals in cycle 2 for 2 meetings, by applying a cooperative model of make a match technique can be obtained an overview of student activities in learning as follows. a) most students listen and pay attention to the teacher's explanation seriously. b) most students are enthusiastic and happy in participating in learning by using the make a match cooperative learning model. c) student cooperation in participating in learning has increased, this is evident when applying the make a match cooperative learning model, many students are active and not shy when looking for make a match cards and pairs they get. d) the effectiveness of the application of the cooperative model of the make a match technique is optimal because many students are actively participating in learning and are not shy when they come forward to read question cards and answer cards with their friends. e) most students can do the evaluation questions well and on time. overall, based on the results of observations of students' activities in learning basic chemical analysis of chemical properties by applying a cooperative model of make a match technique in cycle 1 to cycle 2, it can be concluded that students' attention, activity, and enthusiasm for learning have increased. teacher performance observation results in this study, the researcher acts as a teacher and collaborates with lecturers from 2 state universities as observers to observe the learning process and discussion partners in reflection. the results of the observations in cycle 1 and cycle 2 are shown in table 5 below. table 5. teacher performance observation data cycle 1 and cycle 2 no observed aspects cycle 1 cycle 2 score information score information 1 2 3 4 1 2 3 4 1 material mastery: a. fluency in explaining material 3 good 4 very good b. ability to answer questions 3 good 4 very good c. diversity presents an example 3 good 4 very good 2 systematic presentation: a. completeness of material description 3 good 3 good b. the material description leads to the goal 4 very good 4 very good c. the order of the material is in accordance with the curriculum 4 very good 4 very good 3 application method: a. the accuracy of the selection of the method according to the material 3 good 4 very good b. syntax order compatibility with the method used 3 good 4 very good c.easy for students to follow 3 good 3 good 4 media usage: a. accuracy of media selection with material 3 good 3 good b. skills using media 3 good 4 very good c. the media clarifies the material 4 very good 4 very good 5 performance: https://doi.org/10.46627/silet.v2i2.74 https://scie-journal.com/index.php/silet make a match techniques in cooperative learning: innovations to improve student learning outcomes, student learning activities, and teacher performance https://doi.org/10.46627/silet.v2i2.74 43 studies in learning and teaching https://scie-journal.com/index.php/silet a. clarity of spoken voice 4 very good 4 very good b. communicating between teachers and students 3 good 4 very good c. the flexibility of the teacher's attitude with students 3 good 4 very good 6 giving motivation: a. teacher enthusiasm in teaching 3 good 4 very good b. the teacher's concern for students 3 good 4 very good c. accuracy of reward and punishment 3 good 3 good 7 evaluation and closing a. appropriateness of the number of questions and time 3 good 4 very good b. order of evaluation 4 very good 4 very good c. final conclusion of learning 3 good 3 good d. assignment for the next meeting 3 good 3 good score 51 20 18 64 total score 71 82 maximum score 88 88 percentage = (78/88) x 100% = 89% 81% 93% 4 = very good 3 = good 2 = not good 1 = very not good observation of teacher performance in learning cycle 1 was carried out for 2 meetings. based on the observations of the teacher's performance in making the learning implementation plan and the implementation of learning in cycle 1 was good. however, it is necessary to make improvements in teaching so that there is a significant increase (riski, 2012). these problems include: 1) the teacher is not able to condition the class so that there are still busy students in the class, and there are still some students who are passive towards the lesson. 2) the teacher in guiding and explaining to the students about the application of the make a match model is still unclear. 3) during the cooperative learning of the make a match technique, there were still some students who did not want to pair the question and answer cards. 4) there are still some students who are shy when paired with male and female friends. 5) at the time of taking the cards students should be left to take them alone, so that students are more interested in the cards they get and are challenged to pair them. so learning is more fun. (dwikoranto, 2020). based on the problems above, it can be reflected that the learning of basic chemical analysis of the material properties of chemicals by applying the cooperative model of the make a match technique is still not optimal (kristiawan, 2013). so researchers must find solutions to overcome problems that hinder the smooth process of learning basic chemical analysis of chemical properties by applying a cooperative model of make a match technique. things that can be done are as follows. 1) the attention of the teacher in the classroom must be spread out so that students can listen to the teacher's explanation well and actively participate in learning. 2) the teacher provides an explanation of the steps for using the cooperative model of the make a match technique clearly and the teacher gives an overview of its use so that students are not confused. 3) during cooperative learning the make a match technique takes place, the teacher observes students one by one so that students are not busy themselves in looking for their partner cards. the teacher also always provides guidance to all students so that they want to work together with their friends, so that the results obtained can https://doi.org/10.46627/silet.v2i2.74 https://scie-journal.com/index.php/silet make a match techniques in cooperative learning: innovations to improve student learning outcomes, student learning activities, and teacher performance https://doi.org/10.46627/silet.v2i2.74 44 studies in learning and teaching https://scie-journal.com/index.php/silet be maximized. 4) the teacher gives direction so that students who get a male and female partner so that they are not ashamed and continue to carry out learning activities well. 5) students who will get cards are given the freedom to take cards so that students are more interested in learning because learning to make a match is very interesting. in addition, the teacher also guides and observes each student to pair the cards he gets, the teacher also guides each pair of cards to convey the questions he has obtained. cycle action 2. a) the teacher has prepared and implemented the learning implementation plan properly. b) the formulation of learning objectives/basic competencies is clear. c) the development of materials, learning media, learning resources, and the making of match cards are good. d) the teacher has opened the lesson, gave an introduction, and asked questions about the material being taught in order to improve student activity very well. e) the teacher's attention is evenly distributed to all students. f) the teacher provides guidance to all students to find pairs of make match cards. g) the teacher gives a firm warning to students who pay less attention to the lesson. h) in the closing activity, the teacher has reflected and followed up on the learning that has been carried out well (harnoto et al, 2021). based on the observations of the teacher's performance in making the learning implementation plan and the implementation of learning in cycle 2, it has increased from cycle 1. conclusion based on the results of classroom action research carried out in two cycles, using the cooperative learning model of make a match technique in chemistry subjects for students of class x ki 2 smkn 1 cerme gresik, it can be concluded that the application of the cooperative learning model of the make a match technique can improve learning outcomes. this is evident in the average grade before the action was taken of 70. students who scored above or equal to the mcc (76) were 16 students (47%) with the highest score of 92 and students who scored below the mcc were 18 students ( 53%) with the lowest score of 40. after taking action in cycle 1 the average grade of 79. students who scored above or equal to the mcc were 26 students (76%) with the highest score of 100 and students who scored below the mcc as many as 8 students (24%) with the lowest score of 52. cycle 2 the average grade of 84. students who scored above the mcc (completed learning) were 31 students (91%) with the highest score of 100, while students who scored below the mcc (did not complete learning) as many as 3 students (9%) with the lowest score of 64. the students' attention, activity, and enthusiasm for learning increased. teacher performance in learning has increased. this research can be used limited to subjects with similar characteristics, then it can be tested on other subjects. references ardana, i. k., arnyana, i. b. p., & setiawan, i. g. a. n. 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(2021). the implementation of the quantum teaching strategy with multiple intelligence approach at state senior high school. ijorer: international journal of recent educational research, 2(1), 73-85. https://doi.org/10.46245 /ijorer.v2i1.78 https://doi.org/10.46627/silet.v2i2.74 https://scie-journal.com/index.php/silet https://doi.org/10.46245%20/ijorer.v2i1.78 make a match techniques in cooperative learning: innovations to improve student learning outcomes, student learning activities, and teacher performance https://doi.org/10.46627/silet.v2i2.74 45 studies in learning and teaching https://scie-journal.com/index.php/silet bubin. (2012). meningkatkan kemampuan pemecahan masalah matematik peserta didik melalui penggunaan model pembelajaran kooperatif tipe think pair share. http://journal.unsil.ac.id/jurnalunsil-197-.html. dimyati & mudjiono. (2016). belajar dan pembelajaran. pt rineke cipta. direktorat sekolah menengah kejuruan direktorat jendral pendidikan vokasi. (2018). kompetensi inti dan kompetensi dasar mata pelajaran smk. standar no. 464/d.d5/kr/2018. kementerian pendidikan dan kebudayaan. dwikoranto, setiani, r., widuroyekti b., tresnaningsih, s., sambada, d., setyowati, t., rohman, a., harnoto, b. t. (2020). the effectiveness of the student activity sheet (sas) on teachinglearning and creativity (tlc) model to increase creativity competence. studies in learning and teaching, 1(3), 175-184. https://doi.org/10.46627/silet.v1i3.36 huda, m. (2011). cooperatif learning. pustaka belajar. indarti, t. (2008). penelitian tindakan kelas (ptk) dan penulisan ilmiah. fpbs unesa. isjoni, a. m. (2016). pembelajaran kooperatif meningkatkan kecerdasan komunikasi antar peserta didik. pustaka pelajar. kristiawan, m. (2013). the implementation of cooperative learning in english class of favorite school of secondary high school 5 batusangkar, west sumatera. international journal of educational administration and policy studies, 5(6), 85-90. kunandar. (2015). penilaian autentik suatu pendekatan praktis. pt raja grafindo persada. lie, a. (2015). cooperative learning mempraktikkan cooperative learning di ruangruang kelas. pt. grasindo widia sarana indonesia. pramonoadi, tresnaningsih, s., faqih, a., setiani, r., dwikoranto. (2020). the validity of concept attainment with multi representation as an alternative learning model to improve students' mastery of concepts and scientific consistency. studies in learning and teaching, 1(2), 122-132. https://doi.org/10.46627/silet.v1i2.35 primarinda, i., maridi, & marjono. (2012). pengaruh model pembelajaran cooperative learning tipe group investigation (gi) terhadap keterampilan proses sains dan hasil belajar biologi siswa kelas x sma negeri 4 surakarta tahun pelajaran 2011/2012. jurnal pendidikan biologi fkip uns, 4(2) 60-71. riski, y. e. (2012). pengaruh penerapan model pembelajaran kooperatif tipe think-pair-share terhadap kemampuan komunikasi matematis siswa. jurnal pendidikan matematika unila, 1(1). rusman. (2016). model-model pembelajaran mengembangkan profesional guru. raja grafindo persada. sani, r. a. (2013). inovasi pemelajaran. pt bumi aksara. slavin, r. e. (2014). cooperatif learning. nusa media. sudjana, n. (2016). penilaian hasil proses belajar mengajar. pt remaja rosdakarya. sugiyanto. (2018). model-model pembelajaran inovatif. yunus pustaka. suwandi, s. (2011). penelitian tindakan kelas (ptk) dan penulisan karya tulis ilmiah. yuma pustaka. slavin, r. e. (2013). instruction based on cooperative learning. in r. e. mayer, & p. a. alexander (eds.), handbook of research on learning and instruction (pp. 344-360). taylor and francis group. setyowati t., setiani r., sambada d., surasmi, w. a., dwikoranto. (2020). improving the quality of tutorials to create a quality culture through an integrative selection of tutors. studies in philosophy of science and education, 1(2), 1-3. https://doi.org/10.46627/sipose.v1i3.51 trianto. (2011). pebelajaran inovatif terpadu konsep strategi implementasinya dalam kurikulum tingkat satuan pendidikan. bumi aksara. https://doi.org/10.46627/silet.v2i2.74 https://scie-journal.com/index.php/silet http://journal.unsil.ac.id/jurnalunsil-197-.html https://doi.org/10.46627/silet.v1i3.36 https://doi.org/10.46627/silet.v1i2.35 https://doi.org/10.46627/sipose.v1i3.51 make a match techniques in cooperative learning: innovations to improve student learning outcomes, student learning activities, and teacher performance https://doi.org/10.46627/silet.v2i2.74 46 studies in learning and teaching https://scie-journal.com/index.php/silet author (s): viyayanti smk negeri 1 cerme gresik, jl. jurit cerme gresik 61171, indonesia email: viyayanti.smkncerme@gmail.com * dwikoranto (corresponding author) department of physics, faculty of mathematics and natural science, universitas negeri surabaya, jl. ketintang, surabaya 60231, indonesia email: dwikoranto@unesa.ac.id https://doi.org/10.46627/silet.v2i2.74 https://scie-journal.com/index.php/silet mailto:viyayanti.smkncerme@gmail.com mailto:dwikoranto@unesa.ac.id 47 p-issn: 2722-399x; e-issn: 2722-1857 silet, vol. 2, no. 2, august 2021: 47-58 ©2021 studies in learning and teaching studies in learning and teaching homepage: https://scie-journal.com/index.php/silet email: silet@scie-journal.com studies in learning and teaching https://scie-journal.com/index.php/silet effect of mind mapping as a learning tool on online learning of chemistry g a nyagblormase1, *a o gyampoh1, j hinson2., b aidoo3, e yeboah4 1science department, kibi presbyterian college of education (ghana) 2science department, holy child college of education takoradi (ghana) 3school of education, university of iceland (iceland) 4science department, mount mary college of education somanya (ghana) article info abstract article history: received august 18, 2021 revised september 17, 2021 accepted september 19, 2021 available online september 19, 2021 the advent of the covid-19 pandemic brought distortions in the academic calendar of nations when educational institutions were closed. as a way of filling the gap created in the trend, tertiary institutions introduced online learning to support students’ learning while at home. there was also the need to introduce alternative learning approaches to students that will help them summarize and represent the lengthy lecture notes and reading materials into meaningful and memorable units. this study looks at the effectiveness of mind maps in promoting this home-based online learning. the participants were seventy-one (71) first-year bachelor of education students pursuing a 4-year degree program in basic education in kibi presbyterian college of education. one group consists of students pursuing home economics as their major and the other primary education. a test and questionnaire were used to collect data. t-test was used to test the significance of the performance of the two groups, and multiple regression was used to find an association between the use of the strategy and students’ performance. the statistical software used for data analysis was ibm’s spss version 25. the result shows that the mind map strategy helped learners retain knowledge; however, students’ understanding of concepts was low. keywords: covid–19 graphic organizer in-class learning online learning tutors https://doi.org/10.46627/silet introduction the need for online learning, synchronous or asynchronous, arose globally and in ghana due to covid -19 pandemic. the pandemic set in when tertiary institutions in ghana were to resume for the second semester of teaching and learning activities. the sudden change from in-class learning to online learning came as a challenge to both teachers and learners, as the country’s educational system, until then, placed little or no emphasis on online education. it was a challenge for tutors in colleges of education because most of them had little knowledge in information and communication technology (ict) and had no background on online lesson planning and teaching strategies. more complicated was the lack of knowledge of teachers on the use of online teaching tools and software. in a study to assess the preparedness of tutors of colleges of education for online teaching in the covid-19 period, gyampoh et al. (2020) found that only 33.3% of tutors interviewed could teach confidently online, while 66.7% need further training to deliver lessons online confidently. for online learning to be successful, tutors must invest more time in intensive preparations such as lesson plan preparation to meet online needs and technical abilities to encode and upload learning materials. http://u.lipi.go.id/1586183902 http://u.lipi.go.id/1587708325 https://scie-journal.com/index.php/silet mailto:silet@scie-journal.com https://scie-journal.com/index.php/silet https://doi.org/10.46627/silet effect of mind mapping as a learning tool on online learning of chemistry https://doi.org/10.46627/silet.v2i2.75 48 studies in learning and teaching https://scie-journal.com/index.php/silet students equally have their challenges. most of them stayed in remote villages where mobile networks are not available. even though they are students in tertiary institutions, most do not have modern communication gadgets like smartphones and laptops that could help them access their learning notes and other information on the internet. financial constraints prevented most learners from acquiring data to access information posted on their various learning portals. these challenges are embedded in the list of five common challenges of online learning enumerated by kumar (2015): adaptability, technical issues, computer literacy, time management, and self-motivation. again, kumar (2015) opined that the sudden transition from classroom face-to-face instruction to online learning posed problems to the students who had the traditional mindset. the second semester commenced amid all these challenges, and both tutors and students in colleges of education were expected to start teaching and learning of the semester’s courses online. despite the shortcomings of teachers as far as communication technology is concerned, teaching and learning must continue. teachers had to adopt creative teaching strategies to help learners to learn the content of courses with ease. according to rankin and brown (2015), innovative learning strategies promote meaningful learning, student engagement, and peer interaction. one significant component of online learning is that the learners must take responsibility for their learning. online learning is likened to adult-based knowledge in which the learners must take charge and own their learning, mostly learning independently in a holistic manner. that is, it is self-directed learning, and this implies that the success of a student in an online course depends on the learning effort put in by the learner. the challenge for the instructor is how to design appropriate instructional approaches to increase student activity and student responsibility concerning their own learning. another role of the teacher is to provide the necessary course materials and guidance to the learner. based on these challenges, the researchers examined mind map learning strategy on students’ learning of pure and impure substances, a concept that is part of their secondsemester chemistry course for level 100 students in home economics and primary education majors. the research examines how effective the mind map learning strategy will promote students’ retention of knowledge, understanding of concepts, and procedural knowledge in the concept. there had been several publications on online learning, but few studies have highlighted the use of mind maps as a learning tool in chemistry among pre-service graduate teachers in colleges of education in ghana. the researchers believed this study would add knowledge to teaching and learning strategies adopted by college of education tutors in this covid-19 period. purpose of the study this study aimed to compare the effectiveness of the mind map learning strategy to the traditional lecture method in online learning to promote understanding of chemistry concepts. the concept covered was pure and impure substances, which includes compounds and mixtures and separation or purification techniques. literature review according to meister (n.d.), a mind map is a visual display of information in the form of a diagram. it is a “visual tool used to organize information,” take notes and summarize concepts (jiang, 2020). the open-flowing format of mind mapping supports the natural thinking process (wilson et al., 2016) and makes it a suitable representation style. d’antoni et al. (2010) describe mind maps as multi-sensory tools that may help medical students organize, integrate, and retain information. the mind map is a useful teaching and learning technique that helps learners to learn more effectively. it can improve learners’ mode of recording information, support, and enhance their ability to solve a problem creatively. as a graphic organizer, mind maps summarize https://doi.org/10.46627/silet.v2i2.75 https://scie-journal.com/index.php/silet effect of mind mapping as a learning tool on online learning of chemistry https://doi.org/10.46627/silet.v2i2.75 49 studies in learning and teaching https://scie-journal.com/index.php/silet information in a format that the mind finds easy to recall (adodo, 2013) hence supports remembrance. it makes lengthy conventional notes more compact and helps making associations and generalizations easier. the mind map is a kind of graphic organizer that teachers employ to summarize concepts. graphic organizers are visual illustrations of ideas, information, and verbal statements. the theme or concept, or subject of a mind map, is centrally located, from which sub-concepts radiate. figure 1. sample mind map adapted from researchers (2021) in chemistry, mind maps help teach inquiry process skills in defining features, charts, and diagrams. chemistry teachers can use them as instructional strategies to record observed information or from reading to create a descriptive model of phenomena. according to brinkmann (2003), visual appeal can boost memorization and recall, which is expected to speed up the learning process. employing the mind map technique in lesson delivery makes students learn a sensemaking process (zhao, 2003), and it is an active learning technique. ueckert and gess-newsome (2008) describe active learning techniques (short demonstrations, think-pair-share, group projects, case study, role-play, etc.) as processes that recognize individuals’ engagement with the content of a lesson and with others. active learning unveils initial ideas, makes connections between ideas, and helps to construct new knowledge from learners’ experiences. the researchers believe that mind mapping activities will promote a deeper level of approach to the learning process. more significant learning would also be achieved, based on vekiri’s (2002) research that visual displays play a vital role in the learning process. students representing their knowledge in pictorial forms are helpful because they can self-regulate their learning since they will externalize their thoughts and compare them with the thinking of others. spencer et al. (2013) found that mind maps are creative and unique learning methods in which students expand their memory and recall critical topics. researchers found that using mind map as a learning strategy improves students’ grades in chemistry (abi-el-mona & abd-el-khalick, 2008), increases the achievement scores of students (horton et al., 1993), and promotes retention of knowledge (nesbit & adesope, 2006). mind maps are instrumental in notetaking and arranging thought (boyson, 2009), planning, and organizing information (wilson et al., 2016). meister (n.d.) argues that student’s ability to create mind maps can lead to faster memorization of information, ease of writing essays, and the student’s ability to create engaging presentations. https://doi.org/10.46627/silet.v2i2.75 https://scie-journal.com/index.php/silet effect of mind mapping as a learning tool on online learning of chemistry https://doi.org/10.46627/silet.v2i2.75 50 studies in learning and teaching https://scie-journal.com/index.php/silet mind maps are helpful to instructors. edwards and cooper (2010) indicated that mind maps help the instructor prepare and review lectures, while nesbit and adesope (2006) found that when teachers use mind maps, it helps them vary their teaching methods, and diverse learners may benefit from this diversity. mind maps affect forcing students to learn information since it enables them to organize information meaningful and add images and color to it. nesbit and adesope (2006) indicated that the use of mind maps lowers the extrinsic cognitive load. chandler and sweller (1991) described cognitive load as the working memory load experienced by learners as they interact with materials. mind maps enhance students’ learning by creating a visual image of the concept being learned (budd, 2004). mind maps improve the metacognitive skills of learners (astriani et al., 2020) and permit students to make associations with material meaningfully. budd (2004) indicated that mind maps are used as ‘reflective tools’ that enable the extended association to be made to materials. in teaching chemistry, anil (2018) argues that mind maps can create wonders in learners’ output. he indicated that mind maps could help learners gather and hold many data and encourage problem-solving because learners see new or novel pathways, increase retention, and make learners achieve higher levels of creativity, increased concentration, and clear organization of thought. mind maps, to him, improve the mental ability of learners, help to remember names, facts, formulae, and figures, and make recall easy. meister (n.d.) also listed the following advantages of mind maps: • the radiant structure mind map resembles the way our brains store and process and retrieve information. • mind maps convey the relationships between individual ideas, so you see hierarchy and the entire concept in diagrams. • memorization is maximized as the colors, pictures, and connections the mind map use make things easier to recall. theoretical framework mind mapping hinges on the constructivist approach or theory. constructivism believes that people build their knowledge in their minds from what they do (işman, 1999). when constructing information, the constructivist theory is concerned with the process, as durmuş (2001) found. information depends on our knowledge of the subject matter, our experiences with the subject matter, how we arrange our experiences about the subject matter, and our beliefs about our experiences. the lens through which we view the world is established by our various experiences. students and teachers do not have the same knowledge and experience, making the transfer of teachers’ personal experiences incomplete. mind mapping requires employing these tools, which provide a useful and long-lasting education (bütüner, 2006). research questions three research questions were formulated to guide this research, and one hypothesis was tested using a student’s t-test. 1. what learning strategies do students use before and during the covid-19 period? 2. what is students’ perception about using the mind map learning approach to the learning of scientific concepts? 3. what is the effect of using the mind map learning approach in the online learning of chemistry? h0: there is no significant difference in students’ performance using lecture and mind map learning strategies in online learning of chemistry. h1: there is a significant difference in students’ performance using lecture and mind map learning strategies in online learning of chemistry. https://doi.org/10.46627/silet.v2i2.75 https://scie-journal.com/index.php/silet effect of mind mapping as a learning tool on online learning of chemistry https://doi.org/10.46627/silet.v2i2.75 51 studies in learning and teaching https://scie-journal.com/index.php/silet methodology research design the study examines the effect of mind maps in online teaching on students’ performance in the chemistry concepts of pure and impure substances and mole concept. it employs the experimental versus control group design. two intact levels 100 groups were purposively selected and randomly assigned to experimental and control groups. forty students offering home economics as their major formed the experimental group, while thirty-one (31) students offering primary education create the control group. the two groups were purposively selected because they provided general chemistry as a core course for that semester. a simple ballot was conducted to assign the two groups into experimental and control groups. the experimental group was introduced to the mind map learning approach, while the conventional method was used on the control group. participants the participants in this study are first-year bachelor of education students pursuing a 4-year degree program in basic education in kibi presbyterian college of education. one group consists of students pursuing home economics as their major and the other primary education. the chemistry course mounted for the two groups for the semester was general chemistry. the general chemistry course was designed to consolidate and expand the content, and skills students have acquired from their lessons in integrated chemistry at the senior high school level, particularly topics in chemistry. it also reflects some of the issues treated at the primary school level and the senior high school. to the home economics students, the general chemistry course is to increase their knowledge in the chemistry of food and related ideas. the home economics group comprises 40 students – 36 females and 4 males, while the primary education group includes 31 students consisting of 18 females and 13 males. mind mapping activities as a result of the covid -19 pandemic, lesson delivery, and learning have changed from face-toface to online. in kibi presbyterian college of education, google classroom and moodle were used for asynchronous lessons, while zoom, telegram, and whatsapp were used for synchronous lessons. the tutors use multiple platforms to deliver their lessons because students who miss the synchronous sessions can access the asynchronous platforms. as the weeks unfolded, the researchers realized that the number of students who accessed the zoom sessions declined and never exceeded a quarter of the entire class. the number of students who visited the google classroom to assess the lessons posted there was better than the synchronous attendance. the researchers then thought of a learning strategy that would help learners summarize lessons posted on the asynchronous platform in the forms of powerpoint, videos, and write-ups in diagrammatic forms that would aid lesson assimilation and memory. a lesson on using a mind map as a learning strategy was posted on the google classroom platform for students in the home economics major group to study. they were also invited to a synchronous session on zoom and were taken using a mind map as a learning strategy. the researchers, having been assured that the students understood using mind maps as a learning strategy, posted two lessons on the google platform for the learners to study. the lessons were on the mole concept and pure and impure substances. the students were told to explore the ideas and draw mind maps on the two pictures. this exercise they submitted in person to the course tutors for assessment. however, the primary education major group was not taken through the mind mapping activities but were taken through the lessons presented in the synchronous and asynchronous forms. when the covid-19 pandemic subsided a bit, the students returned to college for four weeks face-to-face. two weeks were used for revision and two weeks for examination. within the revision week, the researchers gave an eight-item test to both the primary education major https://doi.org/10.46627/silet.v2i2.75 https://scie-journal.com/index.php/silet effect of mind mapping as a learning tool on online learning of chemistry https://doi.org/10.46627/silet.v2i2.75 52 studies in learning and teaching https://scie-journal.com/index.php/silet group and the home economics group to determine the effect of the mind mapping activities on the experimental group. the researchers wanted to determine whether the mind-mapping activities could enhance or improve learners’ knowledge, concepts, and procedural knowledge. also, the experimental group was given a questionnaire to examine their experience with the mind mapping learning strategy. instrumentation and data collection the researchers used two tools to collect data for the study. these include tests and questionnaires. the test was made up of eight items. items 1-4 were designed to test students’ recall of knowledge. items 5 and 6 were designed to test students’ understanding of the concepts under study, while items 7 and 8 were designed to test students’ procedural knowledge in terms of mole calculations. in scoring the tests, the researchers used two scoring approaches. in one method, the marks scored in the knowledge, understanding, and procedural domains were scored on a 4-point likert scale (very adequate, adequate, fair, and inadequate. all the points in all 8 items were summed up to give the student’s total score in the other approach. an 18-item questionnaire was used to examine students’ perceptions about using the mind map learning approach. the questionnaire was administered to the home economics group only because they were taken through the mind map learning approach. three of the items were open-ended, while the rest were graded on a 4-point likert scale. to ensure the credibility and reliability of the test items and the questionnaire, the items were submitted to the research committee of the chemistry department and the college assessment unit for review. their recommendations and suggestions helped to reshape the items before they were given to the student. due to the limited time, the students had to spend on campus and their preparation for the end-of-semester examinations, the items were not pilot tested. the data collected were analyzed using version 27 of ibm spss software. the statistics calculated are frequencies and paired sample t-test. data presentation and analysis learning approaches students used before and during the covid-19 period. table 1: learning strategy conversant with n % self study 12 30.8 diamond line conversant concept map mind map 1 4 3 2.6 10.3 7.7 group study other 18 1 46.2 2.6 whether at home or in school, students must continue learning. there are many learning approaches, and individuals have their preferred strategies. data on learners’ learning approaches before the pandemic shows a significant preference for group study and self-study. a few students used a concept map, while two students mention diamond nine. the responses showed that 59% of the students used at least one learning strategy, 5.1% used at least two strategies, and 15.4% used three strategies. 10.3 % used four or more strategies, while 10.3% used none, indicating that some students were not concerned about learning while out of school. during the covid-19 lockdown, all the students mentioned self-study using online resources like u-tube videos and online texts, using search engines like google, yahoo, and vidmate. their responses showed that many of the students were willing to take responsibility for their learning in the instructor’s absence. https://doi.org/10.46627/silet.v2i2.75 https://scie-journal.com/index.php/silet effect of mind mapping as a learning tool on online learning of chemistry https://doi.org/10.46627/silet.v2i2.75 53 studies in learning and teaching https://scie-journal.com/index.php/silet table 2: descriptive statistics of different learning styles n mean sd min. max. self study 11 8.36 3.53 3 13 group study 26 9.19 3.07 1 14 self and group study 11 10.45 3.75 5 15 multiple 23 10.57 3.64 2 18 the descriptive statistics of the various learning styles are shown in table 2. as indicated, the means for learning styles factors were not different from each other. a one-way independent-samples of variances (anova) was conducted to investigate the impact of different learning styles on student’s achievement. there was a significant effect of different learning styles on exam performance, f (2,37) = .36, p > .001, np2 = .02. bonferroni posthoc comparisons revealed that those who used self-study only and group study and self-study (m= 8.36, sd= 3.53) were lower but statistically insignificant (m= 8.00, sd= 3.23), students who used group study only and self and group study (m=9.19, sd= 3.07) were lower but statistically insignificant (m= 8.00, sd= 4.36). table 3: students’ perception about the use of mind map learning strategy variable percentage (%) mean sd agree disagree i understand the mind mapping learning strategy 65.0 32.0 2.08 1.12 mind mapping is relevant learning strategy 83.8 16.2 1.68 0.82 i can summarize lengthy lessons with mind mapping 71.8 28.2 1.97 0.96 it has decreased the time spent on learning concept 65.7 34.3 1.97 0.99 easily recall concepts with mind map diagrams 73.0 27.0 2.03 0.93 can confidently draw mind map concepts in any subject 70.3 29.7 2.08 1.04 my recall and memorization power has boosted 67.6 32.4 2.08 1.12 i can make connections between ideas and concepts 78.9 21.1 1.74 0.98 i can explain scientific concepts to friends 76.3 23.7 1.95 1.09 i can perform better in tests with a mind map 73.0 27.0 2.03 1.09 the mind map has stimulated my interest in chemistry 65.8 34.2 2.21 1.14 i can use my mind up to ideas for knowledge transfer 73.7 26.3 1.89 1.13 drawing a mind map on concepts wastes time 63.2 36.8 2.97 0.94 i can use other graphic organizers than mind map 55.9 44.1 2.50 0.86 table 3 shows the responses to the questionnaire assessing students’ perceptions about using the mind map learning approach. a good number of the respondents agree with the advantages of the use of a mind map; that is, it can be used to summarize lengthy lessons (83.8%), recall concepts (73.0), boost memorization of concepts (67.6%), and see connections between ideas. however, most of them admitted that mind map is difficult to draw (64.1%), and it wastes their time (63.2%), but agreed that they would perform well when they are tested on concepts, they learn using mind maps (73.0%). the researchers then conclude that a mind map is a good learning strategy for online learning. it will help the learners to organize concepts in meaningful ways. effect of the use of mind map learning approach in the online learning of chemistry the effect of using mind map learning approach on student’s academic performance was analyzed using an independent t-test. the t-test was conducted to explore the differences in means performance between the experimental group and control group. an alpha level of 0.5 was utilized. descriptive statistics are shown in table 3. homogeneity of variance was conducted using levene´s test with all the groups were normally distributed and variations were homogenous, f (1,32) = .506, p>.05, hence equal variances were assumed. https://doi.org/10.46627/silet.v2i2.75 https://scie-journal.com/index.php/silet effect of mind mapping as a learning tool on online learning of chemistry https://doi.org/10.46627/silet.v2i2.75 54 studies in learning and teaching https://scie-journal.com/index.php/silet table 4. independent samples t-test for control and experimental group scores levene’s test for equality of variances t-test for equality of means mean sd f sig. t df sig. (2tailed) mean diff. std. err diff 95% confidence interval of the difference lower upper control 7.81 3.06 .506 .482 -1.933 32 .062 -3.527 1.825 -7.244 .190 experimental 11.33 2.31 *p<0.01 no statistically significant difference was found in the scores for the experimental group (m= 11.33, sd= 2.31) and the control group (m= 7.81 sd= 3.06) conditions; t (32) = -1.933, p>.05). a small effect was noted, d= 0.13, indicating a weak significance. this implies that using the mind map approach to online learning improved the learners’ performance in the home economics group than that of the primary education group who used the conventional approach to learning. the researchers then conclude that the mind mapping learning strategy improves student’s learning and performance. table 5: comparison of students’ performance in knowledge recall, concept understanding, and procedural knowledge. variable percentage (%) inadequate mean sd adequate adequate fair knowledge recall 15 38 25 2.5 2.55 1.011 understanding 10 10 20 57.5 3.40 1.128 procedural knowledge 33 25 30 12.5 2.23 1.050 students’ score in the three cognitive domains was graded as very adequate (va = 5), adequate (a = 4), fair (fair = 2 to 3) and inadequate (in = 0 to 1). table4 shows that 53% of students displayed good knowledge recall when using the mind mapping learning strategy, while 25% displayed fair recall of knowledge. in terms of knowledge recall, that of 23% of the students was inadequate. only 20% of students performed well on concept understanding, and another 20% showed fair understanding. as many as 60% of the students showed an inadequate understanding of the scientific concepts. the researchers reasoned that student using mind maps in their studies only attempt to memorize the concept rather than pay attention to understanding the concepts. in the following procedures, the table indicated that 60% of students showed adequate knowledge in this area, while 30% showed adequate knowledge. however, the procedural knowledge of 13% of students was found to be inadequate; that is, 88% of students showed adequate knowledge in following procedures. the researchers, therefore, conclude that the use of mind map learning strategy in online learning of chemistry, in this study, favors knowledge recall and procedural knowledge but limits understanding of concepts. https://doi.org/10.46627/silet.v2i2.75 https://scie-journal.com/index.php/silet effect of mind mapping as a learning tool on online learning of chemistry https://doi.org/10.46627/silet.v2i2.75 55 studies in learning and teaching https://scie-journal.com/index.php/silet performance of students in terms of gender table 6: independent samples t-test comparing males and females in knowledge recall, concept understanding, and procedural knowledge. factors gender n mean sd knowledge recall male female 4 36 2.25 2.58 1.50 0.97 understanding concepts procedural knowledge male female male female 4 36 4 36 3.50 3.39 2.00 2.25 1.29 1.13 1.16 1.05 * p< 0.001 table 6 showed there were no significant differences between male and female students‘ knowledge acquisition in terms of ´´recall´´ (t= -0.62, p=.539), no significant differences in understanding in terms of gender (t=0.19, p=.855), and there were no significant gender differences in terms of procedural in favor of female ( t=-0.45, p= .657). students’ perception of mind mapping students expressed their personal views about the use of the mind map concept. table 3 shows a few of the positive and negative opinions expressed by learners. students’ dispositions and ideas were vital on the use of mind maps for learning. participants described their positive beliefs of being in mind map enacted learning environment. their comments provide better information about mind mapping helped them to learn. participants reported mind mapping helped them to recall knowledge from the concepts. shanty said “mind map increased my creativity and productivity because it is an excellent tool to generate more ideas. the mind map is not difficult to draw, and you can also use it on other subject areas…..it is a relevant strategy, and it has helped me a lot”. the participants also expressed mind mapping enhanced their understanding of concepts and transferred the knowledge in other areas. according to liza, mind map makes learning easy and fast, and many concepts are captured when using mind map……it helps you know all the areas of the topic. the participants reported mind mapping is an effective instructional strategy in a chemistry classroom. agbe also opined that the mind map learning approach is an excellent approach to learning. it helps you easily recall concepts related to the topic…... it is ideal for personal studies, group studies, and online studies…….it is a good strategy because it does not waste time, and it helps you recall what you have learned. despite the benefits of the mind mapping approach, the participants reported having difficulty using it to learn. according to kofi, it is challenging to study when learning…. i find it challenging to use it. ……. it was very confusing the first time was introduced to it. https://doi.org/10.46627/silet.v2i2.75 https://scie-journal.com/index.php/silet effect of mind mapping as a learning tool on online learning of chemistry https://doi.org/10.46627/silet.v2i2.75 56 studies in learning and teaching https://scie-journal.com/index.php/silet most students who used the mind map learning approach gave positive comments about it. the positive comments go to reinforce the findings of earlier researchers about the use of the approach. discussion and conclusion the study’s findings showed that learners who used the mind map learning approach during the online learning period displayed improved performance than students who used the traditional method in learning. this finding supports earlier research on the effectiveness of the mind map strategy (adodo, 2013; abi-el-mona & abd-el-khalick, 2018; astriani et al., 2020). the research outcome shows a need for instructors to introduce learners to creative learning approaches that will help them learn and generate knowledge for themselves, especially online education. a mind map is one of the innovative approaches that instructors can adapt at all levels to help learners organize lessons and concepts in a meaningful way since the approach makes students’ learning a sense-making process (zhao, 2003) because it is an active learning technique (ueckert & gess-newsome, 2008). the researchers were able to identify the misconceptions of learners in learners’ knowledge and re-plan their lessons to correct the misconceptions. this aligns with edwards and cooper (2010), who said that mind maps help the instructor prepare and review lectures. nesbit and adesope (2006) also indicated that mind maps help instructors to vary their teaching methods, and diverse learners can benefit from this diversity. the researchers suggest that tutors at colleges of education adopt this strategy to help pre-service teachers improve their procedural, recall, and understanding of knowledge levels. brinkmann (2003) found that the approach can boost memorization and recall, which is expected to speed up the learning process. acknowledgements the authors acknowledge the unconditional support from all participants in this project. again, this project received no grant. references abi-el-mona, i., & abd-el-khalick, f. (2008). the influence of mind mapping on eighth graders’ chemistry achievement. school chemistry and mathematics, 108(7), 298-312. adodo, s. o. (2013). effect of mind-mapping as a self-regulated learning strategy on students’ achievement in basic chemistry and technology. mediterranean journal of social chemistry, 4(6) 163-172. anil. (2018). effectiveness of mind mapping technique in teaching chemistry to secondary school students in relation to their academic achievement. international journal of scientific research in chemistry and technology, 4(2), 76 – 83. astriani, d., susilo, h., suwono, h., & lukiati, b. (2020). mind mapping in learning models: a tool to improve student metacognitive skills. international journal of emerging technologies in learning (ijet), 15(06). https://doi.org/10.3991/ijet.v15i06.12657 brinkmann, a. (2003). graphical knowledge display–mind mapping and concept mapping as efficient tools in mathematics education. mathematics education review, 16, 35-48. budd, j. w. (2004). mind maps as classroom exercises. the journal of economic education, 35(1). https://doi.org/10.3200/jece.35.1.35-46 bütüner, s. ö. (2006). açılar ve üçgenler konusunun ilköğretim 7. sınıf öğrencilerine ve diyagramları ve zihin haritaları kullanılarak öğretimi [master’s thesis, balıkesir üniversitesi]. dspace@balıkesir kurumsal akademik arşiv. http://dspace.balikesir.edu.tr/xmlui/handle/20.500.12462/1622 chandler, p., & sweller, j. (1991). cognitive load theory and the format of instruction. cognition and instruction, 8(4), 293-332. https://doi.org/10.46627/silet.v2i2.75 https://scie-journal.com/index.php/silet https://doi.org/10.3991/ijet.v15i06.12657 https://doi.org/10.3200/jece.35.1.35-46 http://dspace.balikesir.edu.tr/xmlui/handle/20.500.12462/1622 effect of mind mapping as a learning tool on online learning of chemistry https://doi.org/10.46627/silet.v2i2.75 57 studies in learning and teaching https://scie-journal.com/index.php/silet d'antoni, a. v., zipp, g. p., olson, v. g., & cahill, t. f. (2010). does the mind map learning strategy facilitate information retrieval and critical thinking in medical students?. bmc med educ, 10. https://doi.org/10.1186/1472-6920-10-61 durmuş, s. (2001). matematik eğitimine oluşturmacı yaklaşımlar. kuram ve uygulamada eğitim bilimleri dergisi, 1, 91-107. edwards, s., & cooper, n. (2010). mind mapping as a teaching resource. the clinical teacher, 7(4), 236-239. gyampoh, a. o., ayitey, h. k., fosu-ayarkwah, c., ntow, s. a., akossah, j., gavor, m., & vlachopoulos, d. (2020). tutor perception on personal and institutional preparedness for online teaching-learning during the covid-19 crisis: the case of ghanaian colleges of education. african educational research journal, 8(3), 511-518. https://doi.org/10.30918/aerj.83.20.088 horton, p. b., mcconney, a. a., gallo, m., woods, a. l., senn, g. j., & hamelin, d. (1993). an investigation of the effectiveness of concept mapping as an instructional tool. chemistry education, 77, 95-111. işman, a. (1999, march). eğitim teknolojisinin kuramsal boyutu: yapısalcı yaklaşımın (constractivisim) eğitim öğretim ortamına etkisi. öğretmen eğitiminde çağdaş yaklaşımlar sempozyumu, dokuz eylül üniversitesi, i̇zmir, turkey. jiang, y. (2020) application of the mind map in learning english vocabulary. open access library journal, 7, 1-4. https://doi.org/10.4236/oalib.1106484 kumar, s. (2015, july 10). 5 common problems faced by students in e-learning and how to overcome them. elearning industry. https://elearningindustry.com/5-common-problems-faced-bystudents-in-elearning-overcome meister, r. b. (n.d.). 15 creative mind map examples for students. retrieved december 17, 2020, from https://www.mindmeister.com/blog/students-guide-to-mind-mapping/ nesbit, j. c., & adesope, o. o. (2006). learning with concept and knowledge maps: a metaanalysis. review of educational research, 76(3), 413-448. network support (201, april 18). why use graphic organizers in the classroom. professional learning board. https://k12teacherstaffdevelopment.com/tlb/why-use-graphicorganizers-in-the-classroom/ sapitri, l., rachmawati, e., & surachmat, a. m. (2019). the use of mind mapping technique to increase efl students’ motivation in writing (a case study at the eighth grade of a junior high school in brebes) journal of english education and teaching, 3(3), 392-402. https://doi.org/10.33369/jeet.3.3.392-402 spencer, j. r., anderson, k. m., & ellis, k. k. (2013). radiant thinking and the use of the mind map in nurse practitioner education. the journal of nursing education, 52(5), 291-293. https://doi.org/10.3928/01484834-20130328-03 ueckert, c. w., & gess-newsome, j. (2008). active learning strategies: three activities to increase student involvement in learning. the chemistry teacher, 75(9), 47-52. vekiri, i. (2002). what is the value of graphical displays in learning?. educational psychology review, 14(3), 261-312. https://doi.org/10.1023/a:1016064429161 wilson, k., copeland-solas, e., & guthrie-dixon, n. (2016). a preliminary study on the use of mind mapping as a visual learning strategy in general education chemistry classes for arabic speakers in the united arab emirates. journal of the scholarship of teaching and learning, 16, 31-52. zhao, y. (2003). the use of a constructivist teaching model in environmental chemistry at beijing normal university. the china papers, 2, 78-84. zipp, g. p. (2011, september 7). using mind maps as a teaching and learning tool to promote student engagement. faculty focus. https://www.facultyfocus.com/articles/teaching-andlearning/using-mind-maps-as-a-teaching-and-learning-tool-to-promote-studentengagement/ https://doi.org/10.46627/silet.v2i2.75 https://scie-journal.com/index.php/silet https://doi.org/10.1186/1472-6920-10-61 https://doi.org/10.30918/aerj.83.20.088 https://doi.org/10.4236/oalib.1106484 https://elearningindustry.com/5-common-problems-faced-by-students-in-elearning-overcome https://elearningindustry.com/5-common-problems-faced-by-students-in-elearning-overcome https://www.mindmeister.com/blog/students-guide-to-mind-mapping/ https://k12teacherstaffdevelopment.com/tlb/why-use-graphic-organizers-in-the-classroom/ https://k12teacherstaffdevelopment.com/tlb/why-use-graphic-organizers-in-the-classroom/ https://doi.org/10.33369/jeet.3.3.392-402 https://doi.org/10.3928/01484834-20130328-03 https://doi.org/10.1023/a:1016064429161 https://www.facultyfocus.com/articles/teaching-and-learning/using-mind-maps-as-a-teaching-and-learning-tool-to-promote-student-engagement/ https://www.facultyfocus.com/articles/teaching-and-learning/using-mind-maps-as-a-teaching-and-learning-tool-to-promote-student-engagement/ https://www.facultyfocus.com/articles/teaching-and-learning/using-mind-maps-as-a-teaching-and-learning-tool-to-promote-student-engagement/ effect of mind mapping as a learning tool on online learning of chemistry https://doi.org/10.46627/silet.v2i2.75 58 studies in learning and teaching https://scie-journal.com/index.php/silet author (s): george agbenyega nyagblormase science department, kibi presbyterian college of education (ghana) email: agbenyegageorge50@gmail.com *alexander obiri gyampoh (corresponding author) science department, kibi presbyterian college of education (ghana) email: ao.gyampoh@gmail.com james hinson science department, holy child college of education takoradi (ghana) benjamin aidoo school of education, university of iceland (iceland) email: bea30@hi.is ernest yeboah science department, mount mary college of education somanya (ghana) https://doi.org/10.46627/silet.v2i2.75 https://scie-journal.com/index.php/silet mailto:agbenyegageorge50@gmail.com mailto:ao.gyampoh@gmail.com mailto:bea30@hi.is 429 too many requests whoops! too many requests 21 p-issn: 2722-399x; e-issn: 2722-1857 silet, vol. 2, no. 3, december: 21-32 ©2021 studies in learning and teaching studies in learning and teaching homepage: https://scie-journal.com/index.php/silet email: silet@scie-journal.com studies in learning and teaching https://scie-journal.com/index.php/silet optimal use of l1 and l2 in teaching chinese to sri lankan students: approaches and challenges *n s y dassanayake1 1department of languages, faculty of social sciences and languages, sabaragamuwa university of sri lanka, sri lanka article info abstract article history: received september 16, 2021 revised september 24, 2021 accepted september 26, 2021 available online december 30, 2021 traditional perspectives on monolingual education and total immersion have been substituted by more novel approaches to multilingual education such as translanguaging and partial immersion where the learners’ language repertoire is paid adequate respect. the present study investigates the role of l1 and l2 in teaching chinese in sri lanka using 42 adult chinese language learners in sri lanka as informants and a structured questionnaire was used as the main data collection tool. the informants have a highly divided perspective towards the use of l1 and l2 in the classroom. most students have favored english instruction considering its efficacy in career prospects and sinhala for convenience of comprehension. considering the existing situation of chinese language textbooks, language policy, and recent trends in multilingualism in sri lanka, total immersion is less likely to bring optimal effectiveness in teaching chinese. the present study suggests that partial immersion and translanguaging would be more constructive for sri lankan students if cautiously handled with less hindrance to the delivery of target language content and its accuracy. a multilingual approach would, on one hand, offer a safe space for students to communicate while penetrating cross-cultural barriers through cultivation of culture-sensitivity. keywords: immersion multilingualism sri lanka teaching chinese translanguaging https://doi.org/10.46627/silet introduction exclusive use of mother tongue and l2 in language programs has been an issue of controversy for over decades. according to mcmillan & turnbull (2009), exclusive use of target language can result in over-reliance on cognates and over simplification of language. findings of the tarclindy1 research project (macaro, 1997) conclude that there are three distinctive personal theories of teachers regarding the first language use. some teachers tend to believe that second language could only be learnt through that language while some others believed that exclusive use of second language is nearly impossible due to unavailability of the perfect learning conditions in second language classroom. the third belief is that there is considerable value in use of first language in second language learning. (macaro, 2009) language transfer and codeswitching in immersion programs are perceived by different researchers in the language field in different perspectives. most commonly used instruction languages of chinese language programs in sri lanka are sinhala and english, the former being the mother tongue of a majority of students and the latter being the second language. chinese, sinhala and english belong to three different language 1 tarclindy: abbreviation of target language, collaborative learning and independent learning. http://u.lipi.go.id/1586183902 http://u.lipi.go.id/1587708325 https://scie-journal.com/index.php/silet mailto:silet@scie-journal.com https://scie-journal.com/index.php/silet https://doi.org/10.46627/silet optimal use of l1 and l2 in teaching chinese to sri lankan students: approaches and challenges https://doi.org/10.46627/silet.v2i3.78 22 studies in learning and teaching https://scie-journal.com/index.php/silet families and there are significant differences between their linguistic systems and features. although issues of l1 and l2 transfer on teaching chinese to sri lankan students have been major concerns, they neither have been paid adequate consideration, neither have they been systematically studied. the present study aims to explore the boundaries and efficiency of using l1, l2 and the target language individually and as combinations for instruction in chinese language programs in sri lanka. research methods the study has utilized multiple approaches to examine the optimal use of each instruction language which includes both qualitative and quantitative methods. key informants 42 adult chinese language students in sri lanka were randomly selected for the study as primary informants who were from different language and social backgrounds. the diversity of social and linguistic backgrounds of the informants was considered as a positive factor to obtain a wider stance on the multilingual background of sri lankan chinese language students. data collection tools a questionnaire was used as the primary data collection tool and the questionnaire was designed on google forms and all primary data were collected online. the questionnaire consisted of three parts of which the first part was concerned on the multilingual competencies and skills of the students and the second part was dedicated for their opinion on the preferred medium of instruction of each aspect of teaching. the third part consisted of two multiple choice questions which questioned the reasons for the preference of instruction language. analysis methods the responses collected through google forms were first transferred into an excel spreadsheet and then each variable and respective data were entered in spss. analysis function was used to calculate percentages, mean values and standard deviation. a comprehensive survey of literature was conducted parallelly to establish and refine the theoretical framework for the study. review of literature multilingualism and second language learning according to the 2012 special eurobarometer report on europeans and their languages, more than 88% of europe believe that knowing languages other than their mother tongue is very useful. 67% of the europeans believe that english one of the two most important languages for themselves and 98% of the europeans believe that mastering foreign languages is useful for the future of their children. dramatic expansion of cross-cultural contact through digital platforms and immigration in the recent decades have resulted in new language contacts creating multilingual environments all over the world. the interest in multilingualism and multilingual literacy have grown rapidly in last two decades along with significant linguistic, cultural and demographic changes prompted by globalization, transnational population flow, technological advancements and changes in regional political and economic landscapes. (martin-jones et al., 2015) multilingualism could be defined in terms of language policy, lifestyle, cultural context, politics etc. different approaches. in some cases, multilingualism connects with language policies and language planning. no matter how linguistically diverse a community may be, most countries limit the number of official languages to a small number of languages. what language is used in public services, schools, courts and congress is decided by language policies of the administration. (maher, 2017) the introduction of english education in the nineteenth century as a result of colonialism had profound and long-term impacts on sri lanka’s language policies and https://doi.org/10.46627/silet.v2i3.78 https://scie-journal.com/index.php/silet optimal use of l1 and l2 in teaching chinese to sri lankan students: approaches and challenges https://doi.org/10.46627/silet.v2i3.78 23 studies in learning and teaching https://scie-journal.com/index.php/silet practice. (coperehewa, 2011) english still remains largely a colonial aristocratic symbol in sri lanka thus limiting its stakeholders mostly to the elite community. dominant languages are the greatest threat on multilingualism. according to casanova & jones (2013) the notion of “equity” among languages however true it may be in an absolute sense, is completely false in reality. among millions of live and extinct languages, there have always been the ones that were more “prestigious” than the other or others. their proposition is testified by many incidents of dominant languages devouring the less popular ones all over the world. for example, sinhala language of sri lanka consists of a considerable number of luxury loans from english which has resulted in expelling the native forms from daily vernacular. code switching and code mixing has also resulted in undermining native language vocabulary. speaking of language diversity by region, asia accounts for the highest percentage value in terms of number of languages. 32% of world’s languages are of asian origin. (coulmas, 2017) east asia is one of the most linguistically diverse regions in the world in terms of number of languages as well as their linguistic features. the asian continent region consists of five major regions, namely south asia, southeastern asia, central asia, east asia and western asia. the languages in concern in this study mainly are of south asian and east asian origin and primary attention will be drawn towards multilingualism of these regions. according to gottlieb & chen (2013), characterization of east asian languages including japanese and korean have been largely influenced by chinese. despite japan and korea being a largely monolingual territories for a long time, japanese and korean have largely been influenced by chinese over long cultural contacts. chinese language remains the most popular east asian language and is spoken by one fifth of the world population (law et al., 2009). chinese language by itself is diverse with its wide variety of dialects. chinese consists of seven major dialects, namely mandarin in the north, cantonese yue in south, wu in shanghai region, xiang, gan kejia and min. (taylor & taylor, 1995) chinese is widely contributed to creating multilingual environments in east asian and south east asian countries making a wide impact on the multilingualism and language policies of singapore, vietnam, philippines, indonesia etc. countries. many of these countries have chinese language immersion programs in chinese schools specially meant to cater for overseas chinese children who the chinese refer to as huaren 2. pasaribu & suprapto (2020) discusses the language issues faced by foreign students in taiwan and claim that although there is english instruction in the chinese class, there is always the need to resort to chinese outside class which is not easy due to the language competency barriers. the quadrilingual teaching model in singapore in one hand is implicit of singapore’s diverse multilingualism and on the other hand its pedagogical implications could be of much use for developing multilingual instruction models. although the language requirements at individual level remain bilingual in singapore, it would be more accurate to describe the language policy of singapore as a quadrilingual model because all four official languages are treated as equal players in the national agenda. (silver & bokhorst-heng, 2016) equality among languages is a core principle of singapore’s language policy. according to rappa & wee (2006) the widespread use of english is less problematic since there are no privileged languages in singapore and all languages are treated as equally important. china has largely been a monolingual territory at least until the reform and opening up policy of deng xiaoping in 1978. however, this does not necessarily mean that chinese language has not had contacts and influences from other languages. efforts towards multilingualism in china has more been multi-dialectical rather than multilingual with several different mutually unintelligible dialects spread all over china. cantonese one of the most distinctive and widely spoken dialects in china has had a wide influence within and outside china. however, the language policies in china after the reform and opening up movement in 1978 were more 2 huaren 华人: the term used by chinese people to refer to people of chinese origin living in overseas territories. there are special benchmarks prepared for measuring the chinese language skills of this overseas chinese people which is different from teaching chinese as a foreign language (tcfl). https://doi.org/10.46627/silet.v2i3.78 https://scie-journal.com/index.php/silet optimal use of l1 and l2 in teaching chinese to sri lankan students: approaches and challenges https://doi.org/10.46627/silet.v2i3.78 24 studies in learning and teaching https://scie-journal.com/index.php/silet directed towards promotion and standardization of putonghua, the major dialect. (liang, 2014) along with these reformations, the requirement for equipping the chinese community with international languages to cope with the globalized trade became imperative. language policy reformations in china shifted its focus from regional dialects to international languages. out of all the dramatic transformations occurred in china in the last few decades, one of the significant changes was the embracing and promotion of english both at school level and after school level. (pan, 2014). the second most important topic related to the present research is multilingualism in south asia. most south asian languages belong to the indo-aryan or dravidian language families and few other languages of tibeto-burman and munda families. as kachru et al. (2008) suggests, diffusion, mutual contact and convergence are essential characteristics of south asian languages in their historical and functional contexts. colonial occupation of portuguese, dutch and english was a decisive factor on characterization of multilingualism in south asian context. as kudchedkar (2002) narrates although english ruled nearly two hundred years their language is ruling much longer than that and it doesn’t look like leaving the territory. the situation is much similar in most south asian countries including bangladesh, pakistan and sri lanka. during the british colonial era, only those who could afford to go to english taught schools had the privilege of learning english and it prevented the children of lower social class from receiving comprehensive english education. (karunaratne, 2009) however, english has already secured its prestigious position in the india, sri lanka etc. south asian countries that english is no more considered as a qualification but as a prerequisite for employment. it is important to pay specific attention to the language situation of the country in question in this research. the indian subcontinent had been multilinguistic from thousands of years ago and its influence has been high on the language situation in sri lanka. the first indian settlers of sri lanka lead by vijaya were of western indian origin and preferably spoke a dialect of that region. soon after the first settlements trade and commerce were established with eastern parts of india and new immigrants preferably spoke an eastern indian dialect. (geiger, 1995) along with the introduction of buddhism to sri lanka in 1st century, sanskrit and pali became popular in sri lanka. dravidian languages, mainly tamil have also been an important language largely spoken in the northern and eastern parts of sri lanka. in addition to colonial english, many other foreign languages became popular in sri lanka including french, german etc. indoeuropean languages and chinese, japanese, korean etc. east asian languages. hindi is the most widely taught south asian foreign language in sri lanka. cross-linguistic transfer and foreign language learning according to odlin and yu (2016), even when only two languages are in contact, cross-linguistic influence may occur in different ways. typically, language transfer mostly involves divergences between source and target language which result in negative transfer. cross-linguistic influence is inevitable in a multilinguistic environment and it is a decisive factor in the pedagogy of second language and foreign language. existing approaches to interlanguage transfer are highly restricted, which mostly involve interaction between two languages. the presence of more than two linguistic systems in the speakers’ mind is essential for interlanguage transfer to occur. (angelis & selinker, 2001) the traditional hypothesis that transfer only occurs from mother tongue to second and third languages has been overshadowed by novel approaches to transfer which have validated that transfer is a two-way process and could occur between l2 and l3 too. language transfer could be perceived from its impact on the recipient language as positive and negative transfer. wang & garigliano (1992) define positive transfer as transfer which makes learning easier as in chinese and english syntax which can facilitate acquisition of chinese grammar. negative transfer is defined as transfer which leads to ‘error’ or ‘inappropriate form’ in target language acquisition. according to ellis (1994), the degree of difficulty in l2 learning is dependent on the extent of differences between native language and target language patterns. learning is made easy in cases where the two are identical through positive transfer but negative https://doi.org/10.46627/silet.v2i3.78 https://scie-journal.com/index.php/silet optimal use of l1 and l2 in teaching chinese to sri lankan students: approaches and challenges https://doi.org/10.46627/silet.v2i3.78 25 studies in learning and teaching https://scie-journal.com/index.php/silet transfer is likely to occur in cases where there are differences between the native language patterns and the target language patterns. influence of l1 or the mother tongue has been a key topic of discussion in second and foreign language learning. vainikka & young-scholten (2006) suggest that the extent to which l1 influences the acquisition of syntactic structures of l2 throughout development is an unresolved issue. however, the influence of mother tongue cannot be considered the only influential factor on foreign language learning. according to angelovska & hahn (2012) although first language has been considered as the main source of transfer on acquisition of other languages, it cannot be concluded that the first language is necessarily the major source or an inevitable source of transfer. mother tongue influence has to be more carefully analyzed in contexts as south asia where english as a second language is highly influential in foreign language learning. the use of mother tongue in second and foreign language learning has been a controversial topic throughout the history of second and foreign language research. some scholars perceive the use of mother tongue as a destructive influence in second and foreign language acquisition while there are many others who perceive it as an asset. according to ali et al., (2015) despite the prejudice against the use of l1 for teaching foreign languages, both empirical and theoretical findings demonstrate that l1 could be a “precious source” in assisting teachers to improve target language skills. krashen (1981) has discussed first language influence from different perspectives and claim that first language influence is strongest in environments where “acquisition is poor” and its influence is weaker in bound morphology. results and discussion survey results the primary informants of the present study were a group of 42 chinese language students of diverse language levels. diversity of linguistic background was considered as a positive factor since this would provide a clearer picture of the preferred instruction language. 71.4% of the informants were in the age group between 20-29, 21.4% were under age 19 and the rest were in the age group between 30-39. the first section of the questionnaire was aimed at drawing information on the linguistic background of the students. to the question on what languages the informants were speaking, 100% of the students have answered that they were able to speak sinhala and 72.4% students have answered that they are able to speak in english. sri lanka’s third language tamil was spoken only by 6.9% students and korean, japanese and hindi were spoken by only one student each. table 1. language proficiency levels of informants and most convenient language proficiency level language sinhala english chinese language proficiency levels highly proficient 90.47% 21.42% 4.76% good 9.52% 52.3% 33.33% working knowledge 0% 23.8% 52.38% poor 0% 0% 2.38% very poor 0% 0% 0% n 42 42 42 mean 1.0952 2.0238 2.5952 most convenient language 83.33% 16.66% 0% https://doi.org/10.46627/silet.v2i3.78 https://scie-journal.com/index.php/silet optimal use of l1 and l2 in teaching chinese to sri lankan students: approaches and challenges https://doi.org/10.46627/silet.v2i3.78 26 studies in learning and teaching https://scie-journal.com/index.php/silet table 2. language skills of informants language skill n sinhala english chinese % mean std.dev % mean std.dev % mean std.dev understand 42 100 1.00 0.00 90.47 0.90 0.29 73.80 0.74 0.44 speak 42 78.57 0.78 0.41 83.33 0.83 0.37 59.52 0.60 0.49 read 42 78.57 0.78 0.41 78.57 0.78 0.41 73.80 0.74 0.44 write 42 61.9 0.61 0.49 61.90 0.61 0.49 57.14 0.57 0.50 table 1 and table 2 give a clear picture of the language competencies and language skills of the informants. most students claim to be highly proficient in their mother tongue and nearly 50% of the students claim to possess working knowledge in english. only 4.76% of the informants have claimed that they are highly proficient in chinese language and a majority (85.68%) have claimed that they possess either good or working knowledge in chinese. with regard to the language skills of the students, reading and comprehension skills of the students are relatively higher than speaking and writing. the overall mean value of reading and comprehension skills of the students in all three languages is higher ([comprehension 1.00+0.90+0.74] +[reading 0.78+0.78+0.74] /6=0.82) in contrast to that of speaking and writing ([speaking 0.78+0.83+0.60]+[writing 0.61+0.61+0.57]/6=0.66). except for 16.66% students who have selected english as the most convenient language to communicate all others have selected sinhala as the most convenient language to communicate. table 3. medium of instruction: existing situation and preference medium of instruction preferred language of instruction prevailing language instruction in the classroom only chinese instruction 2.4% 2.4% chinese sinhala bilingual instruction 45.2% 47.6% chinese english bilingual instruction 45.2% 47.6% all explanations in sinhala 4.8% 2.4% all explanations in english 2.4% 0% n 42 42 mean 2.59 2.50 std.dev 0.73 0.59 from the table 3 it is evident that the preferred medium of instruction is quite debatable among the students. except for 4 students all other students have resorted for chinese-sinhala bilingual instruction or chinese-english bilingual instruction. the prevailing situation with regard to the medium of instruction in the sri lankan chinese language classroom has only catered the expectations of only some students. specifically referring to the informants of this study, only nearly half of them have been satisfied about the medium of instruction in the chinese language classroom while the other half preferred another medium of instruction. table 4. medium of instruction: existing situation and preference response % mean std. dev i want to improve my english along with chinese 61 .59 .49 i think english translations will be more useful in future career 68.3 .66 .47 english examples are easier to understand 31.7 .30 .46 i don't want english instructions in the classroom 0 .00 .00 english explanations are more suitable for chinese words 24.4 .23 .43 to the question in which areas do the students need mother tongue (sinhala) explanations in the chinese classroom 47.6% of the students have answered that they need sinhala explanations for grammar and 31% of the students have responded that they need sinhala instructions for translation methods. the question was limited to single choice thus limiting the responses to the most preferred aspect. 9.5% informants have chosen that they need sinhala instructions for new word meanings and 7.1% have prioritized text. https://doi.org/10.46627/silet.v2i3.78 https://scie-journal.com/index.php/silet optimal use of l1 and l2 in teaching chinese to sri lankan students: approaches and challenges https://doi.org/10.46627/silet.v2i3.78 27 studies in learning and teaching https://scie-journal.com/index.php/silet according to table 3 the strongest reason behind the preference of english language instruction is students’ perception of english as a necessary aptitude for future career prospects. 61.3% informants have responded that they prefer english instruction since it would improve their english alongside chinese. 31.7% students have claimed that it is easier to comprehend english examples and 24.4% informants have claimed that english examples are more suitable for chinese words. none of the informants have responded that they do not need english language instruction in the classroom which implies that all the informants are in favour of at least some incorporation of english language in the chinese language classroom. table 5. students' opinion on sinhala medium instruction response % mean std. dev i can easily understand sinhala meanings 92.7 .90 .29 i find english and chinese instructions difficult to understand 12.2 .11 .32 i want to improve my sinhala language 0 .00 .00 i don't want sinhala instructions in the class 7.3 .07 .26 responses on the use of sinhala language in the classroom show that most students prefer sinhala instruction for ease of comprehension. however, unlike on english instruction where none of the students are against it, 7.3% students have responded that they do not need sinhala medium instruction in the chinese language class. 12.2% students have responded that they prefer sinhala instructions because they find english instructions difficult to comprehend. discussion few important inferences could be drawn from the data analysis. a majority of students have either preferred bilingual or trilingual instruction in the classroom where their mother tongue sinhala or english is expected to involve in instructions, descriptions and clarifications of linguistic elements of the target language. in a broader sense, the informants seem to have a positive attitude towards cross-linguistic transfer from their mother tongue and second language. nevertheless, the informants’ preference of instruction language appears to be highly controversial since l1 and l2 both are perceived as the preferred language of instruction by nearly 50% of the students each. this has to be analysed in relation to the multilinguistic situation in sri lanka. as emphasized in a previous section, sinhala as the mother tongue of a majority of population and english as official second language of the country at large are the most spoken languages in sri lanka. the informants’ preference of sinhala as medium of instruction is justifiable since its natural of any foreign language learner to seek for help from their mother tongue for convenience but the reasons behind students’ preference of english as medium of instruction is worth investigating further. according to the english impact 2018 report by the british council and ministry of education in sri lanka, a majority of the sample students’ (58.2%) are in level a1 of cefr3 and second largest group (29.2%) are in level a2 of cefr. the report further demonstrates that the receptive skills are much higher than productive skills of sri lankan students. 39.6% students are at level b1 of cefr in reading while 56.1% are at a2 in reading. (shepherd & ainsworth, 2018) although these are relatively low numbers and as liyanage (2019) claims, the bilingual education in sri lanka remains an ‘unrealized policy objective’, the demand and motivation for learning english are still growing rapidly. according to the analysis of the responses in the present study, 668% of the informants have responded that they believe english translations to be useful for their future career prospects while 61% of the students have responded that they need english language instruction in the chinese classroom because they need to improve their english language alongside chinese. a considerable number of indic loanwords were borrowed into chinese along with the sutra translations from sanskrit, gandhari, magadhan etc. indic languages. according to yu (2008) 3 cefr common european framework of reference for languages https://doi.org/10.46627/silet.v2i3.78 https://scie-journal.com/index.php/silet optimal use of l1 and l2 in teaching chinese to sri lankan students: approaches and challenges https://doi.org/10.46627/silet.v2i3.78 28 studies in learning and teaching https://scie-journal.com/index.php/silet buddhist sutra translations facilitated the emergence of 佛教混合汉语 fójiào hùnhé hànyǔ “buddhist hybrid chinese”. the aforementioned “buddhist hybrid chinese” consists of a large number of transliterations which are phonologically similar to their original words in indo-aryan languages. similarly, sinhala also consists of a substantial number of loanwords from indic languages most of which are of buddhist origin. these two parallel processes have resulted in phonological similarities between buddhist loanwords in chinese and sinhala since both languages have borrowed from the similar source languages. how this relates to teaching chinese in sri lanka is that these phonological and semantic similarities could be utilized in teaching chinese phonetics and word formation strategies. otherwise stated, indic loanwords in chinese and their sinhala counterparts could be utilized in positive transfer to assist language acquisition. therefore, although mother tongue is traditionally viewed as a negative influence on second and foreign language acquisition, its positive impact could not be totally neglected. three key questions arise in choosing between the most effective method of instruction for chinese language classroom in sri lanka. i. is total immersion going to be an option? ii. would students be more benefitted by a bilingual model or a trilingual model? iii. to which extent does mother tongue and english could be utilized in the classroom? although immersion is a widely used method of teaching, and proven effective in many contexts, it is a question whether immersion may prove similarly effective in every context. immersion programs may vary depending on the proportion of instructional time spent in the target language and the age of students in which immersion instruction begins. there are total and partial immersion programs which use different proportions of target and native languages. (siegel et al., 2010) in a context as in sri lanka, where transfer from l2 is as influential as transfer from l1, total immersion would be less effective. majority of tcfl textbooks used in sri lanka are designed using english as the instruction language which makes the involvement of english an inevitable factor. although this is a matter of preparing context-oriented textbooks and study material using native language for tcfl in sri lanka, using english at least to some extent is unavoidable in order to grapple with the present situation. secondly, one of the key issues in teaching forms and structures of chinese language is finding sinhala equivalents for technical terms. counterparts for chinese grammatical terms such as ‘predicate’, ‘complement’, ‘aspect particle’ are either unavailable in sinhala or even if available students are hardly familiar with them compared with their english equivalents. although english is considered as l2 in the sri lankan context and language policy and planning differs much from singapore, english language situation in sri lanka is much similar to that of in singapore. as stated by (goh, 2020) the dominance of english language extends well beyond education in singapore to almost every formal domain including politics, law, business, technology and public administration. despite language policy and planning efforts in sri lanka still remain much less effective in ameliorating english literacy at large, the role of english extends well beyond functioning as a lingua franca. analysis of key informants’ responses prove that preference for english language instruction is much higher than sinhala and are mostly aimed at career development. the reasons for preference of sinhala language appear to be aimed at convenience in learning. both these factors have to be carefully analysed when deciding on the medium of instruction and the proportion and extent of using l1 and l2 in the classroom. when we accumulate the data from relevant literature and the informants, it could be concluded that total immersion is less likely to be an option for teaching chinese in sri lanka. ahaddin et al. (2020) have investigated into the possibility of using peer instruction in classroom and claim that peer instruction has a high impact on enhancing the critical thinking skills of students. this could be a viable solution for language students since peer instruction would preferably drive away any linguistic barriers which occur in teacher instruction and provide a safe space for students to communicate in languages they are familiar with. translanguaging has been a topic of discussion which has emerged as an extension of bilingual programs. translanguaging offers the learner a wider space to use the languages they https://doi.org/10.46627/silet.v2i3.78 https://scie-journal.com/index.php/silet optimal use of l1 and l2 in teaching chinese to sri lankan students: approaches and challenges https://doi.org/10.46627/silet.v2i3.78 29 studies in learning and teaching https://scie-journal.com/index.php/silet are competent with beyond the borders of bilingualism. according to garcía & kleyn (2016), in translanguaging all the language features of students’ repertoires are acknowledged, valued and deployed in learning. translanguaging could also be considered as a workable solution for teaching chinese in sri lanka where l1 and l2 are considered as equally important as the new language. to the question how translanguaging differs from code-switching and code-mixing lin (2020) concludes, despite translanguaging at surface level sounds similar to code-switching and code-mixing, the term refers to a more ‘dynamic’ and ‘fluid’ view of language. according to wang (2018) translanguaging is a phenomenon that respects superdiverse multilingual social conditions and accepts all resourceful semiotic and linguistic inventions of teachers and students. a translanguaging model could make l1, l2 and the target language inclusive in the classroom which will benefit bilingual and multilingual learners by providing them a safe space to communicate freely in the language classroom. the core issue, however, would be how translanguaging could be integrated into chinese language classroom of sri lanka. age, linguistic diversity, bilingual/multilingual competency levels, class strength etc. factors have to be considered before deciding on medium(s) of instruction. for example, in a classroom with a majority of low english competency adult learners, translanguaging would be impractical and would have to resort to a bilingual model. at the same time, the amount of contact hours allocated for a programme also become a crucial factor since translanguaging would be more time consuming which may hinder the delivery of adequate target language content. while translanguaging could be an option for students who learn chinese from early ages, a different approach will have to be taken for adult learners who follow chinese for professional and academic purposes. therefore, the extent of using l1 and l2 have to be considered for adult learners who learn chinese for short courses and for undergraduate programmes. a majority of the informants who have participated in the present study are adult learners between the ages of 20-39 except for 14% of the informants who are under age 19. according to carder (2007), mothertongue proficiency is a crucial factor behind successful mastery of l2. as previously emphasized, although mother-tongue immersion has been a controversial issue for over decades, its positive impacts on l2 and foreign language acquisition cannot be totally neglected. a partial immersion approach using either l1 or l2 or both depending on the context would be more appropriate for these two types of programmes. however, educators have to ensure that l1 and l2 do not act as negative transfer agents in classroom hindering the accuracy of target language acquisition. in translanguaging and partial immersion the teacher has to have a considerable competency, fluency and accuracy in all the languages used in the classroom including a fair knowledge of the language systems of the languages. chinese being a tonal language of sino-tibetan language family has to be handled with extra sensitivity to its culture and terminology. bernaus (2007) claim that language awareness can never be dissociated from cultural awareness and language learners should have multidimensional cultural awareness in multicultural, pluricultural and intercultural aspects while kim (2020) claim that an adequate account of culture is essential to create language pedagogy that supports more effective intercultural communication. cultureloaded words are a key element of culture-sensitive content of a language. according to yuewu & qin (2015), culture-loaded words are the words, idioms and expressions which incorporate specific cultural meanings. familiarization with this content is of paramount importance for teachers in order to incorporate culture-sensitivity into a multilingual classroom. conclusion although teaching chinese in sri lanka has drawn much attention during the past few years with the growing demand for chinese competency in the job market, little has been studied on the role of l1 and l2 in the chinese language classroom which has led to inconsistency of the medium of instruction. the results of the present study also reveal that the students’ perspective on the medium of instruction is highly divided. despite the traditional negative stance on the use of l1 and l2 in the teaching foreign languages, there is much theoretical and empirical evidence to support the fact that they could be constructively utilized in teaching foreign languages. while https://doi.org/10.46627/silet.v2i3.78 https://scie-journal.com/index.php/silet optimal use of l1 and l2 in teaching chinese to sri lankan students: approaches and challenges https://doi.org/10.46627/silet.v2i3.78 30 studies in learning and teaching https://scie-journal.com/index.php/silet the present study suggests that total immersion would not bring much success into the chinese language classroom in sri lanka, the extents and proportions of using l1 and/or l2 in the classroom is to be decided after careful consideration of the age, l1 and l2 competency, time duration etc. factors. the present study has only analyzed medium of instruction from a multilingual perspective and further research on this could be conducted from a plurilingual perspective. acknowledgements i express my sincere gratitude to the key informants of the study for their sincerity in providing their valuable data for this study. references ahaddin, m. a., jatmiko, b., supardi, z.a.i. the improvement of critical thinking skills of primary school students through guided inquiry learning models with integrated peer instructions. studies in learning and teaching, 1(2). https://doi.org/10.46627/silet.v1i2.39 ali, s., namaghi, o., norouzi , s. 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(2006). the roots of syntax and how they grow:. the roots of syntax and how they grow: organic grammar, the basic variety and processability theory. in b. d. schwartz, & s. unsworth (eds.), paths of development in l1 and l2 acquisition: in honor of bonnie d. schwartz. j. benjamins pub. co. wang, d. (2018). multilingualism and translanguaging in chinese language classrooms. palgrave macmillan. wang y., & garigliano r. (1992) an intelligent language tutoring system for handling errors caused by transfer. intelligent tutoring systems (its) 1992, montréal, canada, 395-404. https://doi.org/10.1007/3-540-55606-0_47 yu, l., & odlin, t. (2016). new perspectives on transfer in second language learning. multilingual matters. yu, w. (2008). the influence of buddhist words on chinese [佛教词语对汉语的影响]. journal of baicheng normal college, 22(1), 68. yuewu, l., & qin, y. (2015). an investigation into the culture-loaded words learning by english majors in a vocational college in china. english language teaching, 8(8). https://doi.org/10.46627/silet.v2i3.78 https://scie-journal.com/index.php/silet https://doi.org/10.21832/9781847691972-005 https://doi.org/10.21832/9781847691972-004 https://doi.org/10.46627/silet.v1i1.19 https://doi.org/10.1007/3-540-55606-0_47 optimal use of l1 and l2 in teaching chinese to sri lankan students: approaches and challenges https://doi.org/10.46627/silet.v2i3.78 32 studies in learning and teaching https://scie-journal.com/index.php/silet author (s): *noel sampath yasasri dassanayake (corresponding author) department of languages, faculty of social sciences and languages, sabaragamuwa university of sri lanka, sri lanka, 4/5, amuthagoda factory watta, hidellana, ratnapura, sri lanka email: noel@ssl.sab.ac.lk https://doi.org/10.46627/silet.v2i3.78 https://scie-journal.com/index.php/silet mailto:noel@ssl.sab.ac.lk 429 too many requests whoops! too many requests studies in learning and teaching homepage: https://scie-journal.com/index.php/silet email: silet@scie-journal.com 1 studies in learning and teaching https://scie-journal.com/index.php/silet p-issn: 2722-399x; e-issn: 2722-1857 silet, vol. 3, no. 1, april 2022 : 1-15 ©2022 studies in learning and teaching analyzing multiple intelligence theory in taiwan elementary school: tongmen elementary and tabalong elementary school r m simamora indonesia institute of the art, yogyakarta, indonesia article info abstract article history: received oktober 30, 2021 revised november 10, 2021 accepted november 17, 2021 available online april 30, 2022 this study aimed to investigate the implementation of multiple intelligence theory in taiwan elementary school. the research conducted in tongmen elementary school and tabalong elementary school. according to gardner's theory of multiple intelligences, the multiple intelligence perspective on learning, teaching, curriculum, and assessment are briefly described. in this study, the researcher chooses an observation as a research approach. observation is appropriate for collecting data on naturally occurring behaviors in their usual contexts. the observation showed that both of the two schools has implemented and integrated the theories of mi in their learning process. the principals has completed students to be independent, how student will live in the community, school, knowing their own culture, learned directly in nature, how student control the weather, humidity, temperature, and how later when student study it further in the level. keywords: indonesia learning multiple intelligence schools taiwan teaching https://doi.org/10.46627/silet introduction the multiple intelligences theory was originally proposed by psychologist howard gardner at harvard university in 1983. he defined seven measures of multiple intelligences: linguistics, logical-mathematics, visual-spatial, interpersonal, intrapersonal, musical, bodily-kinesthetic and naturalist. in 1997, gardner added an eighth intelligence, the naturalist intelligence, and two years later a ninth intelligence, existentialist intelligence (gardner, 1999). gardner present evidence that human beings possess a range of capacities and potentials— multiple intelligences that, both individually and in consort, can be put to many productive use individuals can not only come to understand their multiple intelligences but also deploy them in maximally flexible and productive ways within the human roles that various societies have created. gardner claims that everyone has all eight intelligences to some degree, but each individual has his or her own pattern of stronger and weaker intelligences. gardner also argues that most tasks require more than one intelligence working together. for example, the conductor of a symphony obviously uses musical intelligence, but also must use interpersonal intelligence as a group leader and bodily-kinesthetic intelligence to move in a way that is informative to the orchestra. the claim of separate and independent intelligences is, of course, central to gardner’s theory. there are many studies related to multiple intelligences and elaborating multiple intelligences with different learning approaches. based on the previous research, hanafin (2014) shows that teachers believe mi theory-in-use delivers direct benefits to their students’ learning, motivation, and self-belief. yavich & rotnitsky (2020) obtained that the two dominant intelligences that were measured and influenced high achievement in the education system are not linguistic and logical, but only logical-mathematical. the findings also show that linguistic intelligence is not a dominant intelligence among students (both successful and unsuccessful). in https://scie-journal.com/index.php/silet mailto:silet@scie-journal.com https://scie-journal.com/index.php/silet http://u.lipi.go.id/1589863685 http://u.lipi.go.id/1586183902 https://doi.org/10.46627/silet practices, challenges, and prospects of online learning during covid-19 pandemic in higher education: lecturer perspectives https://doi.org/10.46627/silet.v3i1.82 2 studies in learning and teaching https://scie-journal.com/index.php/silet addition, visser et al (2006) founded that highly diverse tests of purely cognitive abilities share strong loadings on a factor of general intelligence, and that ability involving sensory, motor, or personality influences are less strongly g-loaded. other research, emmiyati et al (2014) showed that there was no significant difference between male students and female students in verbal linguistic intelligence, visual-spatial intelligence, and naturalist intelligence. principles of multiple intelligences according to gardner & hatch (1989) defined intelligence as “the ability to solve problem or to create products that are valued within one or more cultural settings.” gardner (2011) initially identified seven intelligences that all individuals possess to varying degrees, and these intelligences might be combined and used in highly personal ways. in considering additional candidate intelligences, including naturalist, spiritual, existential, and moral ones, gardner (1999) added naturalist intelligence as an eighth intelligence. these eight intelligences can be defined and summarized as follows. 1. verbal-linguistic intelligence relates to words and language, and is used in listening, speaking, reading, and writing. 2. logical-mathematical intelligence deals with deductive and inductive reasoning, numbers and relationships. it involves the ability to recognize patterns, to work with geometric shapes, and to connect different pieces of information. 3. visual-spatial intelligence includes being able to visualize an object and to create mental images. it deals with the visual arts, navigation, architecture, and certain games such as chess. 4. bodily-kinesthetic intelligence is related to physical movement, the knowledge of the body and its functions. it includes the ability to use the body to express emotions, to play a game, and to interpret and invoke effective body language. 5. musical intelligence includes the ability to recognize tonal patterns, pitch, rhythm, and timbre. it includes the sensitivity to environmental sounds, the human voice and musical instruments. 6. interpersonal intelligence is used in person-to-person relationships. it includes the ability to communicate with others, to have empathy for their feelings and beliefs, to work with and relate to others, and to understand their moods, temperaments, motivations, and intentions. 7. intrapersonal intelligence is based on the knowledge on the self, one's strengths, weaknesses, hopes, and desires. it includes metacognition, emotional responses, self-reflection and an awareness of metaphysical concepts. 8. naturalist intelligence consists of observing patterns in nature, identifying and classifying objects, and understanding natural and human made systems. besides that, phillips (2010) argued that a focus on traditional linguistic and logical teaching and testing strategies must broaden to include strategies that meet the needs of diverse learners. multiple intelligences in the schools integrating multiple intelligences into education represents a key component to student success regardless of the presentation method. an instructor who gears course material to address the needs of multiple intelligences will encourage academic success and promote a quality learning experience. an online learner must realize the significant role learning styles play in the educational process and would benefit from understanding individual strengths and weaknesses (riha & robles-piña, 2009). also, shearer (2004) argued that the adoption of an mi perspective can have a profound effect on teaching, curriculum design, and school organization. to create and maintain an mi-inspired school requires ongoing and meaningful professional development of the faculty. new teachers need to be brought on board from the start and the skills of all teachers (and administrators) need to be continually expanded so that student can deal with real problems in ways that are theoretically consistent. https://doi.org/10.46627/silet.v3i1.82 https://scie-journal.com/index.php/silet practices, challenges, and prospects of online learning during covid-19 pandemic in higher education: lecturer perspectives https://doi.org/10.46627/silet.v3i1.82 3 studies in learning and teaching https://scie-journal.com/index.php/silet the theory of multiple intelligences (mi) brings a pragmatic approach to how we define intelligence and allows us to use our students’ strengths to help them learn. students who read and write well are still smart, but student are joined by other students who have different talents. through mi, schools and classrooms become settings in which a variety of skills and abilities can be used to learn and solve problems. being smart is no longer determined by a score on a test; being smart is determined by how well students learn in a variety of ways (hoerr, 2004). many schools have implemented and integrated the theories of mi in their teaching learning process in schools. for examples, the new city school believed that the personal intelligences are the most important; at the key school, however, all intelligences are valued equally. latitude in implementation respects the professionalism of teachers and trusts their judgment to know how best to meet their students’ needs. besides that, he said that mi theory helped this school to recognize that all of us have different intelligence profiles; not only do we learn differently, we teach differently too. teaching teams became more than people working together and supplying emotional support; using mi meant that teams began to draw upon the expertise and interests of each member in planning curriculum and instruction (hoerr, 2004). other schools also used mi theory to develop their schools. campbell and campbell (1999), russell elementary school, lexington, kentucky success used instruction with mi: student-driven curriculum, arts integrated into daily lessons in all classrooms, mi exploratory classes offered. schools used assessment with mi: written classroom tests, projects, performances, and teacher observations, on state tests, scores doubled between 1992-1996 without one student at the “novice” level. and, exposition (expo) for excellence elementary magnet school, st paul, minnesota also success used instruction with mi: students learn content through mi in “family groups” that stay together for three years, students select three mi “theaters” or electives per year based on their interests. schools used assessment with mi: classroom assessments include multimedia work samples, on metropolitan achievement tests, students at school three or more years score at 75th percentile. the researcher think that how to apply this mi theory to teaching and learning are challenging. we talked about how to recognizing mi would change what happens in classroom, how students’ assessment would also have to change, and the impact this would have on communication with our students’ parents. we should enthusiastic but see embracing mi as a more complex effort than we originally thought. in addition, there are studies did in another schools. suprapto et al (2017) points out that one of their studied said that give an example how mi theory has been implemented. school in taiwan: binmao elementary school and binmao junior high school in taitung county which implemented mi theory in their school, teachers success to decide on which topics, concepts, or ideas are of greatest importance and then present them in a variety ways in school. the principals have equip students to be independent, how student will live in the community, and how later when student study it further in level. in us, implementation of mi gives a positive impact to students achievement. the important things is the relationship between teacher beliefs, students and mi theory since not only mi offers guidance for improving learning but also both teacher and student realize that mi pluralizes the concept of intelligence and of being academically challenged. mi teaching wilson (2018) argued that transforming the classroom to a fun, positive, and challenging learning experience can be a daunting task. however, such a formidable process can be rewarding as well. therefore, arulselvi (2018) suggested that multiple intelligence theory can be applied by educators, and language educators specifically, in the classroom. tamilselvi & geetha (2015) shows the importance of integrating mi activities in the lesson plans which aid students' learning, providing them with the optimum learning environment through their preferred learning medium and help them to achieve their fullest potential in their respective talented areas. using https://doi.org/10.46627/silet.v3i1.82 https://scie-journal.com/index.php/silet practices, challenges, and prospects of online learning during covid-19 pandemic in higher education: lecturer perspectives https://doi.org/10.46627/silet.v3i1.82 4 studies in learning and teaching https://scie-journal.com/index.php/silet multiple intelligences to teaching allows teachers to teach for greater and enhanced understanding on important topics and themes for students and arulselvi (2018), identifying students’ abilities, teachers are able to organize a variety of contents that offer learners ways to engage in active learning that matches or enhances their multiple intelligences. therefore, macías, (2013) suggested that when applying both mi and interest centers, the teacher was able to organize a variety of contexts, activities and materials that offered students several learning opportunities gardner (1999) proposes three increasingly focused approaches to teaching for understanding: (1) entry points, (2) analogies, and (3) approaching the core. and, amstrong (2009), presented 40 teaching strategies, five for each of the eight intelligences. the strategies are designed to be general enough and can apply them at any grade level, yet specific enough so that little guesswork is required to implement them. he encouraged to find additional strategies or to develop your own unique adaptations of existing strategies: 1) teaching strategies for linguistic intelligence; storytelling, brainstorming, tape recording, journal writing, and publishing. 2) teaching strategies for logical-mathematical intelligence; calculations and quantifications, classifications and categorizations, socratic questioning, heuristics, and science thinking. 3) teaching strategies for spatial intelligence; visualization, color cues, picture metaphors, idea sketching, and graphic symbols. 4) teaching strategies for bodily-kinesthetic intelligence; body answers, theater classroom, kinesthetic concepts, hands-on thinking, and body maps. 5) teaching strategies for musical intelligence; rhythms, songs, raps, and chants, discographies, super-memory music, musical concepts, and mood music. 6) teaching strategies for interpersonal intelligence; peer sharing, people sculpture, cooperative groups, board games, and simulations. 7) teaching strategies for intrapersonal intelligence; one-minute reflection periods, personal connections, choice time, feeling-toned moments, and goal-setting sessions. 8) teaching strategies for naturalist intelligence; nature walks, windows onto learning, plants as props, pet-in-the-classroom, and eco-study. mi assessment gardner (2006) argued that used assessment to test students, he said standardized tests for teachers, supervisors, soldiers, and police officers; we use adaptation of these instruments to assess capacities not only in standard areas of the curriculum but also in civics and arts; and we can draw on short-answer measures for assessing personality, degrees of authoritarianism, and compatibility for dating. the schools need summative assessments of finished products, assessments that show what students know and can do, as well as cumulative assessments, assessments that show how a problem was solved and the points of progress along the learning route. each of these kinds of assessment provides insights into student thinking and also provides the student with information about personal achievement. and as the various intelligences are woven into instruction, student should be included in assessment (hoerr, 2004). hoerr adding that educators decry parents who focus on grades and standardized test scores, yet we often share only these measures of student progress. we need to recognize that there are many different assessment audiences and that not only what we assess, but also why and how we assess vary with the audience: for students, for students’ parents, for educators, for the larger community, for the larger educational institution (the school or district’s board of education, state board, and department of education). arulselvi (2018) argued that there are many mi assessment tools available online or in print for use in the classroom. these tests can provide a fascinating snapshot for teachers to identify their students’ innate abilities. identifying students’ abilities, teachers are able to organize a https://doi.org/10.46627/silet.v3i1.82 https://scie-journal.com/index.php/silet practices, challenges, and prospects of online learning during covid-19 pandemic in higher education: lecturer perspectives https://doi.org/10.46627/silet.v3i1.82 5 studies in learning and teaching https://scie-journal.com/index.php/silet variety of contents that offer learners ways to engage in active learning that matches or enhances their multiple intelligences. besides of that, mckenzie (2005) offered additional insights into the relationship between human intelligence, technology, and effective instruction. he suggested there are two how to measure student mastery, namely, formative and summative methods of assessment, which must take place when addressing multiple intelligences through technology. formative assessments are snapshots in time that allow teachers and students to check on progress in the process of learning. formative assessments are ongoing and provide information that allows the teacher to modify instruction to increase opportunities for student success. in addition, setiawan & mardapi (2020) argues that assessment of mi-based curriculum that developed meets the criteria of valid, reliable, and meets the suitability of empirical data models. the first criteria are the mi-based creative curriculum assessment model developed to meet valid, reliable, and conformity criteria of an empirical data model. second, the implementation of the assessment model had fulfilled the requirements worthy of using three criteria aspects. aspect 1, the results of the assessment using creative instruments based on multiple intelligences on children get "very good" results: aspect 2, the readiness of the teacher in learning included in the "good" category. aspect 3, teacher performance appraisal shows the "very good" category, and aspect 4, the benefits of the products developed are in the "very good" category. summative assessment, on the other hand, is a measure of a student's success at the completion of a lesson or unit. teachers require students to take skills and concepts and apply them to higher levels of thinking. for this reason, traditional paper and pencil assessments have used essays, word problems, and lengthy objective sections to measure the degree to which students have truly mastered material. traditionally, summative assessments have been very final in the way student have been implemented. research method this study used a qualitative research approach. the researcher hopes to present an insider’s perspective into the events that will occur in the study as data are collected and analyzed. ary et al (2010) stated that qualitative research, in contrast, focuses on understanding social phenomena from the perspective of the human participants in natural settings. it does not begin hypothesis, but it may in hypothesis as the study unfolds. this study, i obtained from two in taiwan: tongmen elementary school and tabalong elementary school. the purpose of study to observe the implementation of multiple intelligences by both of schools. three most common qualitative methods are observation, interview, collecting and examining. in this study, i choosed observation as this research method. observation is appropriate for collecting data on naturally occurring behaviors in their usual contexts. yin (2011) state that observing can be an invaluable way of collecting data because what you see with your own eyes and perceive with your own senses is not filtered by what others might have (self-) reported to you or what the author of some document might have seen. during these observations, the researcher also had note-taking to collecting data. it was used to find out the implementation of multiple intelligence theory in two schools based on the eight intelligences. an analysis from observation was conducted through several stages as follow: 1) taking picture of activities (figure 1), 2) watching the video-taped many times, 3) transcribing recording from video and recorder, 4) analyzing and classifying the data into categories related to eight intelligence activities. results and discussion description of schools a) tongmen elementary school this school has been established since a hundred years ago. tongmen elementary school want the students can learn fun. the purpose of teaching who can connect, identify and take care of https://doi.org/10.46627/silet.v3i1.82 https://scie-journal.com/index.php/silet practices, challenges, and prospects of online learning during covid-19 pandemic in higher education: lecturer perspectives https://doi.org/10.46627/silet.v3i1.82 6 studies in learning and teaching https://scie-journal.com/index.php/silet the mountain. so, this school trying to think and find what the students like. this school separate students becomes to two parts. the first is tongmen mountain and the second one is tongmen humanity. the first, taking the students to going to the mountain, to learn how to hunt, to learn how to survive. second, teaching the students about their history and local industry. this school surround by mountains. if student go to the mountain, there are a lot of animals. most of the animals are dangers. so, the teachers teach the students how to be safe, what the names and their habits. the teachers teach them how to use archery. the students also can teach the peoples how to use it. the teacher realized that is not enough to teach students using by textbook. that’s why the teacher always inviting students go to the outside. most of the students is aboriginal peoples therefore the teacher teach them where are student come from. student can show their personality and take care of the mountain. the teachers also invite the students to the mountain to recognize the nature closer or environment. make camping around of the mountain. student can challenge the students to take care of themselves. hunt pig and teach them how to cooking in outside. second, tongmen humanity. let students to know who student are. the first class is about i am truku. truku is the name of their tribe. so, student ask the teacher who is the senior assessor in their village. he is following up their knowledge about aboriginal culture. ask him to teach the students about home story and traditional artist of their history. the second class, let them to the village and drawing the picture on the wall. student also teach students to recognize traditional knife. traditional knife is the famous industry in their village. and student have already more than one hundred years. so, student also renew the creativity factory. this school has principal classes. student invite all of students to the space building. student also cooperate with the peoples in their village. student environment provide a lot of source and student can keep learning. student want the students learn in the summer vacation. because student own experiences, the students always forget all of think that their learning in the school. the teachers want the students go to school but no just sitting in the classroom. let them go to the outside to learn something is meaningful. b) tabalong elementary school tabalong is historical school. this history has remained a hundred fifty years. tabalong is means “white craft” because this school has a lot of craft. interestingly, this school separated in two groups, namely, regional class and pottery class. this school focused on sport, art and music. most of the student are good playing baseball. student got the best competition of playing baseball and the best teacher can made pottery. this school also got the best aboriginal dance. ninety six persen of the students are amis tribe. the government also encouraged this school to learn language. so, the begin to bring community resources to the school and teach them amish language and stories. in summer student have harvest celebrate of amis tribe. this school taught students to know their own culture. like i mention before, this school also focus on art and music instruments like drama, flute, piano and so on. the school wanted the students can play what kind of music student want. this school hopefully the students can get one skill or one instrument. if student can get opportunity, student can bring with them. 1. tongmen elementary school https://doi.org/10.46627/silet.v3i1.82 https://scie-journal.com/index.php/silet practices, challenges, and prospects of online learning during covid-19 pandemic in higher education: lecturer perspectives https://doi.org/10.46627/silet.v3i1.82 7 studies in learning and teaching https://scie-journal.com/index.php/silet dance performance of welcoming guests every student ready to shoot arrow the paintings on the wall some of the fixtures in front of school 2. tabalong elementary school preparation for the games on the class students start to make craft two of the crafts made by students figure 1. the activities of student in tongmen elementary school and tabalong elementary school table 1. multiple intelligence perspective in tongmen elementary school no. the implementation of mi on learning process mi perspective l m bk lm vs inter intra n 1. the school teach students about reading, writing, speaking and listening. this activity encouraging the student abilities in speaking is one form of implementati on linguistic intelligence. this activity as a form of teacher attention to students who experience learning difficulties in speaking. students will be aware of themselves, know the shortcomings and know their strengths, especially in speaking skills. https://doi.org/10.46627/silet.v3i1.82 https://scie-journal.com/index.php/silet practices, challenges, and prospects of online learning during covid-19 pandemic in higher education: lecturer perspectives https://doi.org/10.46627/silet.v3i1.82 8 studies in learning and teaching https://scie-journal.com/index.php/silet no. the implementation of mi on learning process mi perspective l m bk lm vs inter intra n 2. the school teach the students about their history and local industry. teacher take on the role therefore student stand in front of the class to demonstrate the knowledge and skills. the activities as a form of closeness and the way of communicat ion between the community and school. students whose parents are standing in front of the class will feel proud and confident. in their minds will grow a new spirit and tremendous pride to themselves and their parents. 3. the teacher teaching students how to hunt pig and how to cook in outside teacher take on the role therefore student stand in front of the class to demonstrate the knowledge and skills. the teachers teach them how to use archery. the students also can teach the peoples how to use it. students can recognize the animals in the mountain. there are a lot of animals. most of the animals are dangers. so, student want students to memorize the names and their habits. the activities as a form of closeness and the way of communicat ion between the community and school. students whose parents are standing in front of the class will feel proud and confident. in their minds will grow a new spirit and tremendous pride to themselves and their parents. students can recognize many animals in the mountain. 4. the principal leading the student to know who student are. the promotion uses aboriginal language by using some slogans. the students also use some instrum ent either by mouth or by musical instrum ent. the students go out as a form of physical learning. the students will be familiar with the space, street, and alley so train their space intelligence. here students will practice to interact with others, either friend, teacher, and community. through this activity then the student will also grow selfesteem, selfconcept, and self-confidence to dare to appear. students also learn at the same time directly with nature, how student control the weather, humidity, and temperatu re. 5. the teacher teaching students about home story and traditional artist of their history. this activity encouraging the student abilities in communicati on with each other. this activity is accompa nied by tradition al art from the aborigi nal tribe. student performance requires body work and manuver as part of a bodilykinesthetic. student can interact with community in the village. student can social relationship, able to know and use a variety of ways when do interaction. through this activity then the student will also grow selfesteem, selfconcept, and self-confidence to dare to appear. https://doi.org/10.46627/silet.v3i1.82 https://scie-journal.com/index.php/silet practices, challenges, and prospects of online learning during covid-19 pandemic in higher education: lecturer perspectives https://doi.org/10.46627/silet.v3i1.82 9 studies in learning and teaching https://scie-journal.com/index.php/silet no. the implementation of mi on learning process mi perspective l m bk lm vs inter intra n 6. the teacher inviting students to know their village and drawing the picture on the wall. this activity encouraging the student abilities in communicati on with each other. student performance requires body work and maneuver as part of a bodilykinesthetic. students have a good level of internal fantasies (internal imagery). so, it tends to imaginative and creative. student can interact with community in the village. through this activity then the student will also grow selfesteem, selfconcept, and self-confidence to dare to appear. students have a great interest in the environme nt, including animals. 7. observation the nature student illustrate how aboriginal people carry out something to the mountain student will learn life science, tree age, stem diameter, flowers, leaves, cambium, pollination , and the various dimension s of the tree students will have selfawareness that the universe was created by god and we should be grateful. students enjoy the objects and stories relating to natural phenomen a such as the occurrence of clouds and rain, the origin of the animal, plant growth, and the astronomy . students have a great interest in the natural surroundi ngs. the students really enjoyed the walk in the outside, like gardening or closely with the park and keep animals. 8. outdoor activity in order to close students with local culture. the story of tribes making the students learn to be prose, literacy, essays, and stories of the past students are familiar with tradition al music student performance requires body work and maneuver as part of a bodily because of activities outside the classroom students will be trained about sensitivity of space students to practice interacting with each other, help each other and complement in the task students also practice their independence and confidence since the outdoor activity so many students learn about the nature around 9. every student showing their respect with other. students be able to feel the feelings, thoughts, behavior and expectations of others, students have a sense of feeling in a situation that is taking place, understand themselves, and being able to https://doi.org/10.46627/silet.v3i1.82 https://scie-journal.com/index.php/silet practices, challenges, and prospects of online learning during covid-19 pandemic in higher education: lecturer perspectives https://doi.org/10.46627/silet.v3i1.82 10 studies in learning and teaching https://scie-journal.com/index.php/silet no. the implementation of mi on learning process mi perspective l m bk lm vs inter intra n and be able to cooperate with others. control themselves in conflict situations. table 2. multiple intelligence perspective in tabalong elementary school no. the implementation of mi on learning process mi perspective l m bk lm vs inter intra n 1. the school conducting sport, art craft and music course collaborating with expert. students have a musical intellige nce easily recogniz e and rememb er tunes. students with a sense of rhythm, beats, melody or timbre of a musical composi tion. for example : playing piano students use the power of their hands and feet muscles to produce work through activities carve or weld. for example: baseball and dance in art crafts, creative students use their spatial intelligence to form an artistic artwork. for example: make handcraft. students will be aware of themselves develop the skills of their imagination in designing a work of art 2. the school teach amish students to know their own language and stories. the promotion uses aboriginal language by using some slogans this activity is accompa nied by tradition al art from the aborigi nal tribe. student performance requires body work and manuver as part of a bodilykinesthetic. here students will practice to interact with others, either friend, teacher, and community through this activity then the student will also grow selfesteem, selfconcept, and self-confidence to dare to appear. 3. the school have harvest celebrate of amish tribe students have a promine nt musical intellige nce and easily to recogniz e and rememb er the tones. students are also easy to students can move and touch. student have no control on their body movement, balance, agility, and grace of movement. student explore the world with his muscles. here demonstrati ng the role of interpersona l intelligence is required. situation related to a failure of interaction between students and teachers or their parents. students can the awareness to accept theirself (selfconcept), others and the environment (contextual efficacy) are part of intrapersonal intelligence in this case. the student can show an independent attitude and a https://doi.org/10.46627/silet.v3i1.82 https://scie-journal.com/index.php/silet practices, challenges, and prospects of online learning during covid-19 pandemic in higher education: lecturer perspectives https://doi.org/10.46627/silet.v3i1.82 11 studies in learning and teaching https://scie-journal.com/index.php/silet no. the implementation of mi on learning process mi perspective l m bk lm vs inter intra n follow the rhythm of the music. cooperate with team on the stage. strong, selfconfidence is very well. 4. the teacher created students become two groups. the teacher provided game i, game ii, and clay in the classroom. students can show their performance. student can control their body movement, balance, agility and elegance in the classroom. students are very prominent in art subjects. students can understand the information through images and shaping the clay into a souvenir. students can indicate social relationships , knowing and using a variety of ways when interacting with other. students are able to think focused and directed at achieving goals. 5. triggering potential sports: baseball, and dance. this activity familiarizes students with healthy living through training and producing strong athletes. students also learn to calculate the points as in the game of basketball and softball, how many points to throw two digits, three digits, and so on. it also studied the logic of how a strategy to defeat an opponent in a match. this activity also trains students insight into the spacerelated field or stadium, for example: the size of the field, running track length, etc. the school plan is to create student become national athlete so improve their confidence when participate in some tournaments, competition, events, and contests. description: l : linguistic m : musical bk : bodily-kinesthetic lm : logical-mathematical vs : visual-spatial inter : interpersonal intra : intrapersonal n : naturalist https://doi.org/10.46627/silet.v3i1.82 https://scie-journal.com/index.php/silet practices, challenges, and prospects of online learning during covid-19 pandemic in higher education: lecturer perspectives https://doi.org/10.46627/silet.v3i1.82 12 studies in learning and teaching https://scie-journal.com/index.php/silet table 3. the unique of two schools a snapshot of two mi elementary schools school name unique mi features mi perspective tongmen elementary school 1) students enjoy the objects and stories relating to natural phenomena such as the occurrence of clouds and rain, the origin of the animal, plant growth, and the astronomy. 2) students have a great interest in the natural surroundings. the students really enjoyed the walking in the outside, like gardening or closely with the park and keep animals. 3) for visual-spatial, gardner & hatch (1989) argues that the capacities to perceive the visual-spatial world accurately and to perform transformations on one's initial perceptions. naturalist and visual-spatial tabalong elementary school 1) all students are intelligence in art crafts/artistic artwork. for example: make handcraft. 2) all students are intelligence in sport, and music course collaborating with expert. 3) for bodily-kinesthetic, gardner & hatch (1989) argues that abilities to control one's body movements and to handle objects skillfully. 4) for musical, gardner & hatch (1989) argues that abilities to produce and appreciate rhythm, pitch, and timbre; appreciation of the forms of musical expressiveness. visual-spatial, bodilykinesthetic and musical the implementation of multiple intelligence theory in classroom eisner (2004) founded that the implications of gardner’s view for education pertain to the cultivation of the various ways in which humans reflect intelligently and the implicit recommendation that individual proclivities, interests, and intelligences be cultivated. such an approach to schooling would yield differences among the outcomes for children whose intelligences differed. it is this orientation to the aims of education that conflicts dramatically with a standards-driven approach to school improvement. martini-jamaris (2014) conducted research on children aged 4-6 years in three stages of testing. the third stage was done by implementing mix method research and revealed that the children’s multiple intelligences were improved. the improvement of the children’s multiple intelligences assessed accurately. to decide the level of multiple intelligences improvement of the children, therefore, the assessment instruments equipped by measured standard used. based on the previous research, mcclellan & conti (2008) argues that the most preferred multiple intelligences are ones that allow the learner to be actively and emotionally involved in the learning; these are bodily-kinesthetic and musical. in tabalong elementary school showed that all students are intelligence in art crafts/artistic artwork. for example: make handcraft and all students are intelligence in sport, and music course collaborating with expert. for bodilykinesthetic, according to gardner & hatch (1989) argues that abilities to control one's body movements and to handle objects skillfully. for musical, gardner & hatch (1989) argues that abilities to produce and appreciate rhythm, pitch, and timbre; appreciation of the forms of musical expressiveness. author’s perspective during the observation in both school, the researcher saw the schools keep try to teach students in classroom or outside based on mi theory. personally, the researcher believed about mi theory. if we use interpretive paradigm then mi theory gives me opportunity to understand about the profile of human being in term of their ability in eight-abilities: linguistic, musical, logicalmathematics, spatial, interpersonal, intrapersonal, bodily-kinesthetic, and naturalistic. https://doi.org/10.46627/silet.v3i1.82 https://scie-journal.com/index.php/silet practices, challenges, and prospects of online learning during covid-19 pandemic in higher education: lecturer perspectives https://doi.org/10.46627/silet.v3i1.82 13 studies in learning and teaching https://scie-journal.com/index.php/silet the researcher strongly suggesting all of educator to use mi theory as a teaching strategy in the classroom. teaching with a cognizance of mi can improve student achievement because students have different dominant learning styles and different learning engagements reach students on different cognitive levels. designing learning engagements with mi in mind serves to reach the range of learners in the class as well as deepen student understanding. the researcher thinking that learning about levels of multiple intelligences and how to use mi theory as a teaching strategy can help students as well as teachers to better understand each other in ways more than before. like we tend to hold everything in, and not want to share our true thoughts because maybe we thinking that others may see us differently than who we really are, therefore, we need to know who we are, and what we are capable of being or becoming as well as knowing and understanding others, their feeling, and what student are capable of. as a researcher, always open to ideas of how might better understand and diversify my teaching to reach my students on the classroom. this idea of multiple intelligences recognizes that students vary in way student are able to understand concepts simply validates the importance of finding many ways to present and allowing students many ways to show their understanding. the researcher also believe that every student has his or her way of process information in terms of how student learn and how student retain the knowledge. majority of students learn and understand a particular concepts through traditional lecture. students learn best when teacher adopts various instruction techniques. some students learn best when student can reflect the things student have learned. student learn by listening, brainstorming and sharing ideas with others. on the other hand, some students learn best through conceptual learning and logical thinking. some students need to be actively involved in their own learning by practicing hands-on problem solving. the implementation of mi theory in the classroom requires extra teacher guidance. teachers, therefore, should think of all intelligences as equally important. this is in great contrast to traditional education systems which typically place a strong emphasis on the development and use of verbal and mathematical intelligences. thus, the theory of multiple intelligences implies that educators should recognize and teach to a broader range of talents and skills. i guess, the educators should make a structure the presentation of material in a style which engages most or all of the intelligences. this kind of presentation not only excites students about learning, but it also allows a teacher to reinforce the same material in a variety of ways. by activating a wide assortment of intelligences, teaching in this manner can facilitate a deeper understanding of the subject material. in addition, sometimes we think that in order to implement a variety of teaching methods that developed lately required a sophisticated equipment to support the learning process. when in fact it is not. in the application of multiple intelligences in the teaching process can be done in several ways, including by using music to develop musical intelligence, study groups to develop interpersonal intelligence, art activities to develop the visual-spatial intelligence, role play to develop bodily-kinesthetic intelligence, field trip (field trips) to develop nature intelligence, using multimedia, self-reflection for developing certain personal intra intelligence, and others. out of long habit patterns of teaching is teaching that only emphasizes the lecture method is very difficult, because people tend not to get out of your comfort zone. conclusion the role of multiple intelligences is to know that every student has way of process information in terms of how student learn and how student retain the knowledge. majority of students learn and understand a particular concepts through traditional teach. students learn best when teacher adopts various instruction techniques. some students learn best when student can reflect the things student have learned. the student learn by listening, reading, writing, dancing, brainstorming, nature walk and sharing ideas with others. on the other hand, some students learn best through conceptual learning and logical thinking. khoiriyah & suprapto (2021) argues https://doi.org/10.46627/silet.v3i1.82 https://scie-journal.com/index.php/silet practices, challenges, and prospects of online learning during covid-19 pandemic in higher education: lecturer perspectives https://doi.org/10.46627/silet.v3i1.82 14 studies in learning and teaching https://scie-journal.com/index.php/silet that critical thinking is reflective thinking in making decisions and problems analyzing situations, discussing problems, and thinking. some students need to be actively involved in their own learning by practicing hands-on problem solving. pasaribu & suprapto (2020) argues that every child has their own experience, an expectation in future or their motivation and students have limited time to learn, and they have to focus on their learning. every students has strengths and challenges in abilities. no two people are the same. as a result, it is not fair to assume every student will learn best with the same instructional strategy. each student has unique multiple intelligences and the different ways to learn. in other words, not every student learns best from a single teaching approach. as a teacher, i must constantly be aware of the learning styles of my students in order to incorporate instructional strategies that will enhance their learning potential. both of schools, tongmen elementary school and tabalong elementary school have implemented and integrated the theories of mi in their teaching learning process. student apply mi theory based on school background and culture. the principals has completed students to be independent, how student will live in the community, school, knowing their own culture, learned directly in nature, how student control the weather, humidity, temperature, and how later when student study it further in the level. in my opinion, a lot of things that can be imitated and adapted to the development of schools in indonesia. in addition, it takes careful planning curriculum in applying mi in the classroom and outside the classroom, as was done by both schools. acknowledgements the author would like to thank to tongmen elementary school and tabalong elementary school, taiwan for giving me the opportunity to collect data for this research. references armstrong, t. (2009). multiple intelligences in the classroom. ascd. arulselvi, e. (2018). incorporating multiple intelligences in the english classroom. excellence in education journal, 7(2), 101-121. ary, d., jacobs, l. c., & sorensen, c. k. (2010). introduction to research in education (8th ed.). cengage learning. campbell, l., & campbell, b. (1999). multiple intelligences and student achievement: success stories from six schools. ascd. eisner, e. w. (2004). multiple intelligences: its tensions and possibilities. teachers college record, 106(1), 31-39. emmiyati, n., rasyid, m. a., rahman, m. a., arsyad, a., & dirawan, g. d. (2014). multiple intelligences profiles of junior secondary school students in indonesia. international education studies, 7(11), 103-110. gardner, h. (1999). intelligences reframed: multiple intelligences for the twenty-first century. basic books. gardner, h. (2006). multiple intelligences: new horizons. basic books. gardner, h. (2011). frames of mind: the theory of multiple intelligences. new york: basic books. gardner, h., & hatch, t. (1989). educational implications of the theory of multiple intelligences. educational researcher, 18(8), 4-10. gardner, h., & hatch, t. (1989). educational implications of the theory of multiple intelligences. educational researcher, 18(8), 4-10. hanafin, j. (2014). multiple intelligences theory, action research, and teacher professional development: the irish mi project. australian journal of teacher education, 39(4), 126-141. hoerr, t. r. (2004). becoming a multiple intelligences school. ascd. khoiriyah, s., & suprapto, n. (2021). effectiveness of comics to train students’ critical thinking skills in physics learning: a mini-review. studies in learning and teaching, 2(1), 5-15. https://doi.org/10.46627/silet.v3i1.82 https://scie-journal.com/index.php/silet practices, challenges, and prospects of online learning during covid-19 pandemic in higher education: lecturer perspectives https://doi.org/10.46627/silet.v3i1.82 15 studies in learning and teaching https://scie-journal.com/index.php/silet macías, f. a. d. (2013). development of the distinct multiple intelligences in primary students through interest centers. how, a colombian journal for teachers of english, 20(1), 90-115. martini-jamaris, e. d. w. i. t. a. (2014). formal multiple intelligences assessment instruments for 4-6 years old children. american journal of educational research, 2(12), 1164-1174. mcclellan, j. a., & conti, g. j. (2008). identifying the multiple intelligences of your students. journal of adult education, 37(1), 13-32. mckenzie, w. (2005). multiple intelligences and instructional technology. iste (interntl soc tech educ. pasaribu, m. a., & suprapto, n. (2020). experiences in chinese class for indonesian elementary students in taiwan. studies in learning and teaching, 1(1), 12-17. phillips, h. (2010). multiple intelligences: theory and application. perspectives in learning, 11(1), 4. riha, m., & robles-piña, r. a. (2009). the influence of multiple intelligence theory on web-based learning. merlot journal of online learning and teaching, 5(1), 97-103. setiawan, r., & mardapi, d. (2020). multiple intelligences-based creative curriculum: the best practice. european journal of educational research, 9(2), 611-627. shearer, b. (2004). multiple intelligences theory after 20 years. teachers college record, 106(1), 2-16. suprapto, n., liu, w. y., & ku, c. h. (2017). the implementation of multiple intelligence in (science) classroom: from empirical into critical. pedagogika, 126(2), 214–227. tamilselvi, b., & geetha, d. (2015). efficacy in teaching through" multiple intelligence" instructional strategies. journal on school educational technology, 11(2), 1-10. visser, b. a., ashton, m. c., & vernon, p. a. (2006). beyond g: putting multiple intelligences theory to the test. intelligence, 34(5), 487-502. wilson, s. d. (2018). implementing co-creation and multiple intelligence practices to transform the classroom experience. contemporary issues in education research, 11(4), 127-132. yavich, r., & rotnitsky, i. (2020). multiple intelligences and success in school studies. international journal of higher education, 9(6), 107-117. yin, r. k. (2011). qualitative research from start to finish. the guilford press. author (s): * roy martin simamora (corresponding author) department of performing art education, faculty of performing art, indonesia institute of the art, yogyakarta, indonesia jl. parangtritis no. km. 6,5, glondong, panggungharjo, kec. sewon, bantul, daerah istimewa yogyakarta, 55188 email: simamoramartin@gmail.com, roy.simamora@isi.ac.id https://doi.org/10.46627/silet.v3i1.82 https://scie-journal.com/index.php/silet mailto:simamoramartin@gmail.com mailto:roy.simamora@isi.ac.id 45 p-issn: 2722-399x; e-issn: 2722-1857 silet, vol. 2, no. 3, december 2021: 45-60 ©2021 studies in learning and teaching studies in learning and teaching homepage: https://scie-journal.com/index.php/silet email: silet@scie-journal.com studies in learning and teaching https://scie-journal.com/index.php/silet profile of analytical thinking skills through inquiry-based learning in science subjects *a s ramadani1, z a i supardi1, tukiran1, e hariyono1 1 science education study program, postgraduate program, universitas negeri surabaya, indonesia article info abstract article history: received november 10, 2021 revised november 16, 2021 accepted november 16, 2021 available online december 30, 2021 the 2013 curriculum aims to form students who are ready to face the 21st century so that the 2013 curriculum is not only taught about aspects of knowledge but also aspects of skills. thinking skills are the skills used in the 2013 curriculum, where one of the thinking skills students need is expertise in analytical thinking. these skills are necessary for science learning. analytical thinking skills can be improved if the teacher trains them correctly, both from the learning model and learning strategies. this study examines learning models and learning tools that can improve analytical thinking skills. learning based on inquiry learning is expected to improve students' analytical thinking skills. the findings of this study, it is known that inquiry-based models and tools can improve analytical thinking skills because they start from a problem. the problems given are then discussed with the group to find information that fits the situation and find ways to solve the problem nicely by conducting experiments or observations, then summing up the results obtained and communicating them well. analytical thinking skills are closely related to problem-solving. so with analytical thinking skills, students will quickly identify and solve a problem. keywords: analytical thinking skills inquiry-based learning science subjects https://doi.org/10.46627/silet introduction education in the 21st century has a huge role in the face of an increasingly rapid globalization era. the purpose of implementing education in the 21st-century era is expected to be a tool or instrument that can help in increasing human knowledge. the hallmark of 21st-century education is using the value of knowledge in all its aspects (mukhadis, 2013). currently, indonesia is implementing the 2013 curriculum, which aims to create indonesian society in facing the 21st century and excelling in the science field. in 21st century education, there has been a paradigm shift in learning which is one of the characteristics of the 2013 curriculum. there is a change in the object as a learning center where previously teacher-centered learning become a student-oriented and student-centered learning system. science learning is a process of learning activities that link experience with specific skills, concepts, and principles in a learning process (ekapti, 2016). science is a field of study that emphasizes students so that they can be active throughout the implementation of learning and be able to process the information obtained to facilitate students in learning understanding in mastering a concept (qomariya et al., 2018). in addition, science learning is also taught to recognize and understand problems and find solutions to solve these problems (fadilah. ms et al., 2020). so it takes the ability to think analytically. science learning is taught about knowledge in the form of facts, concepts, and laws and is also taught to recognize, understand, and solve problems carried out by students. to solve a http://u.lipi.go.id/1586183902 http://u.lipi.go.id/1587708325 https://scie-journal.com/index.php/silet mailto:silet@scie-journal.com https://scie-journal.com/index.php/silet https://doi.org/10.46627/silet profile of analytical thinking skills through inquiry-based learning in science subjects https://doi.org/10.46627/silet.v2i3.83 46 studies in learning and teaching https://scie-journal.com/index.php/silet problem, a student needs good analytical thinking skills (nilah & roza, 2020). these thinking skills are obtained from thinking creatively, critically, and analytically. analytical thinking involves breaking down material into small pieces, determining the relationship between each component and the other factors, and paying attention to the overall structure (astriyani et al., 2017). expertise in analytical thinking is needed to face life in the 21st century (setiawaty et al., 2019). students are said to have analytical thinking skills if they can find various problems, describe these problems, different unrelated problems, and form links between issues that have the same concept to find appropriate solutions to each situation (fitriani et al., 2021). analytical thinking skills are also closely related to problem-solving so that with analytical thinking skills, students will readily identify and solve a problem. analytical thinking skills are fundamental for students to understand information or concepts in-depth, detail, and connect each information or idea. the analytical ability of students in science subjects tends to be below, based on research conducted by trends in international mathematics and science study (timss) also research by the program for international students assessment (pisa). to be known from research findings from pisa in 2018, the scientific ability of students in indonesia has a score of 396 and is ranked 71 out of 79 countries (oecd, 2019). the results of a study from timss in 2015 indonesia ranked 46 out of 51 participating countries. meanwhile, in 2019 indonesia did not participate in the survey conducted by timss. dinni (2018) argued that pisa encourages learners to think and act logically and be guided in solving a problem. so it takes skills in reviewing and evaluating to be able to solve the conditions of the problems faced. based on the data from the two studies, it can be concluded that students' achievement of students in science is still low, especially in the ability to think analytically. students must be accustomed to solving and solving analytical problems so that students have good analytical thinking skills (ilma, 2017). the ability to think analytically can be trained as early as possible for students to be accustomed to thinking analytically. following the theory put forward by jean piaget, which states that children in the age range of 11-13 years, namely at the junior high school level, are in the concrete operational stage (santrock, 2013). at this stage, students can identify tangible things but have not been able to identify abstract things. students will have good analytical thinking skills if they can adequately train them through learning models and strategies. a teacher must be able to determine appropriate learning strategies and models to facilitate analytical thinking skills. however, science learning in schools only teaches theoretical concepts and is insufficient to prepare students’ analytical thinking skills (setiawaty et al., 2019). so it is necessary to have a model or learning device to facilitate analytical thinking skills that are appropriate in terms of material and abilities to be achieved by students. one of the learning models that can improve analytical thinking skills is inquiry (qomariya et al., 2018). inquiry-based learning involves students actively seeking, finding, and investigating knowledge with confidence (kusdiastuti et al., 2016). based on the explanation above, it is known that analytical thinking skills are essential for students, so a strategy is needed to be able to facilitate and support improvement in thinking analytically to students. based on these researches was carried out to find out the approach that needs to be carried out to enhance students' analytical thinking skills, both using models and learning tools. research method the type of research used in this research is library research. while the strategy used in this study is a qualitative research strategy. the definition of qualitative research is research on natural objects, where the researcher is the key instrument, the data analysis is inductive or qualitative, and the research results emphasize generalization. the natural object in question is an object that is as it is and is not manipulated by the researcher either before, during, or after the research takes place. the method of data collection in this research is the method of literature study or literature review. https://doi.org/10.46627/silet.v2i3.83 https://scie-journal.com/index.php/silet profile of analytical thinking skills through inquiry-based learning in science subjects https://doi.org/10.46627/silet.v2i3.83 47 studies in learning and teaching https://scie-journal.com/index.php/silet sources of data in this study were obtained from various journals or articles that can be accounted for nationally and internationally regarding inquiry learning models and inquirybased learning tools that can help improve analytical thinking skills. data collection is done by searching, collecting, and reviewing topics following research from various journals or articles that can be accounted for nationally and internationally regarding inquiry learning models and inquiry-based learning tools that can help improve analytical thinking skills. after the data is collected, then the next is the process of analyzing the data. data analysis was carried out to obtain valid data following the research conducted. after the data is collected, the next step is data analysis. the method used is the descriptive method. the descriptive analysis technique is a research technique where information that has been collected will be compiled and analyzed to obtain clear and valid research data. figure 1. research flowchart results and discussion articles are obtained from the results of selection and selection as well as adjustments to this research, namely the ability to think analytically and inquiry-based learning. the following is a table regarding research that discusses the relationship between analytical thinking skills and inquiry-based learning. table 1. profile of analytical thinking skills through inquiry-based learning in science subjects no journal/article journal review 1 (sartika, 2018) research result : several learning models that can help improve analytical thinking skills include guided inquiry models, problem-based learning, group investigation, context-based learning, and analytical thinking skills training models. research weakness : this research is only a literature study, and it is not explained how effective the learning model is to improve analytical thinking skills. research recommendations : conduct research on the effectiveness of one learning model or learning strategy by applying it to the learning process to improve analytical thinking skills. 2 (wahyuni & analita, 2017) research result : • laboratory inquiry-based learning is carried out for 3 cycles. the average percentage of learning in cycle 1 got 79% with a very good category. in cycle 2, the average percentage of learning is 86% in the excellent category. and the average percentage of learning in cycle 3 is 89% in the excellent category. • guided inquiry with an experimental laboratory model able to make students' skills in analytical thinking increase, as seen from the n-gain score obtained, which is 0.03 with low improvement criteria. • the p-values of the paired t-test for pretest and post-test were 0.113 and 0.561, respectively (sig. (2-tailed) > 0.05). it means that the measurement results are not significant and showed no difference in terms of students' analytical thinking skills in the implementation of cycles i, ii, and iii. research weakness : laboratory inquiry-based learning can improve analytical thinking skills. but the increase is only in the low category. research recommendations : further research is needed on laboratory inquiry-based learning, and more https://doi.org/10.46627/silet.v2i3.83 https://scie-journal.com/index.php/silet profile of analytical thinking skills through inquiry-based learning in science subjects https://doi.org/10.46627/silet.v2i3.83 48 studies in learning and teaching https://scie-journal.com/index.php/silet no journal/article journal review preparation is required to conduct laboratory inquiry-based learning to improve analytical thinking skills effectively. 3 (qomariya et al., 2018) research result : • the average value of the analytical thinking pretest in the control class got a score of 28.18, and the pretest in the experimental class got a value of 29.28. • the results of the scores based on the analytical thinking skills of the experimental class students after going through the implementation of guided inquiry learning with the pictorial riddle model were better than the control class, 77.69 and 68.14. the average percentage of post-test scores for each indicator of analytical ability for the control class is 69.3% and for the experimental class is 76%. research weakness : research on the effectiveness of the pictorial riddle method in guided inquiry learning was only carried out on a small scale, that is, there are two classes, namely the control class and the experimental class. so it is not known the level of effectiveness of the learning method on a wide scale. research recommendations : research needs to be done on a broader scale, for example, in a school. it is recommended that the pictorial riddle learning method in guided inquiry learning is an alternative learning method used in the learning process to train analytical thinking skills and conduct further research, for example, in other subjects or different levels of education, for the quality of education in indonesia which is getting better and developing. 4 (fakhrurrazi et al., 2019a) research result : • the mean values of the pretest and posttest in the control class were 45.33 and 59.67. while the average value of pretest and posttest in the experimental class is 46.22 and 83.11. • the interactive demonstration-based inquiry module was declared quite effective in improving students' analytical thinking, which indicated an average n-gain score of 68.52% and the calculation of the independent sample t-test, the value of sig (2 tailed) was less than 0.05, which is 0.000 <0.005, which means that between the experimental class and the control class, it is proven that there is a significant difference between their cognitive learning outcomes. research weakness : the effectiveness of the interactive demonstration inquiry-based module needs to be carried out on a small scale, namely in 1 control class and 1 experimental class. research recommendations : testing the effectiveness of the interactive demonstration inquiry-based module needs to be carried out on a broader scale. and it is necessary to research the development of interactive demonstration inquiry-based modules on different materials, subjects, and levels of education. 5 (fakhrurrazi et al., 2019b) research result : • the feasibility test of the interactive demonstration-based inquiry module was carried out using validating material aspects by experts, validation of development aspects by experts, validation of aspects of learning tools by experts, and validation of aspects of problem development by experts. • the motion system module in humans based on interactive demonstration of inquiry obtained a validation score of 92.7 from material experts in the very feasible category, module development experts at 91.8% in the very feasible category, learning device experts at 96.7% in the very feasible category, linguistic and readability experts were 93.7% in the very decent category, and cognitive development experts at 91.5% in the very decent category. research weakness : the interactive demonstration-based inquiry module was only tested for its feasibility by validation methods by several experts. the interactive demonstrationbased inquiry module was not tested for its effectiveness on a small sample or a large sample, so it is not known how effective it is to improve analytical thinking. https://doi.org/10.46627/silet.v2i3.83 https://scie-journal.com/index.php/silet profile of analytical thinking skills through inquiry-based learning in science subjects https://doi.org/10.46627/silet.v2i3.83 49 studies in learning and teaching https://scie-journal.com/index.php/silet no journal/article journal review research recommendations : it is necessary to test the effectiveness of the module on a small or large scale. 6 (rosadi et al., 2018) research result : • the n-gain score in the control class is 0.5 and the n-gain score in the experimental class is 0.6. • the results showed that the level of students' analytical thinking increased as indicated by the n-gain value. for the control class, there were results of n-gain scores in the low category of 6.7% of students, followed by those with n-gain scores in the medium category of 83.3% of students, and those with n-gain scores in the high category of 10% of students. in the experimental class, 70% of students got n-gain scores in the medium category and another 30% in the high category. based on this, it was concluded that students' analytical thinking skills differed after learning with the process-oriented guided inquiry learning (pogil) method. research weakness : the test of the effectiveness of the pogil method in learning was only carried out on a small scale sample, namely 1 experimental class and 1 control class. research recommendations : it is necessary to test the effectiveness of the pogil method on a large scale. 7 (sartono et al., 2018) research result : • in this study, there are 2 experimental classes, namely 1 experimental class using pogil learning and 1 experimental class using discovery learning. • the results obtained in the experimental class using discovery learning the average posttest value is 74.7 and the posttest average value in the experimental class using pogil learning is 72.13. meanwhile, the average posttest score in the control class was 62.27. • the learning implementation score in the experimental class was higher than the control class, namely 95.84 for discovery learning, 93.89 for pogil, and 88.09 for the control class. • the test results with one-way anova, it was concluded that pogil and discovery learning affected students' analytical thinking skills. research weakness : the study was only conducted on a small-scale sample. research recommendations : it is necessary to test the effectiveness of the pogil method and discovery learning on a large scale. 8 (annisa et al., 2016) research result : • the value of students’ analytical thinking skills in pre-cycle, cycle 1, cycle 2, and cycle 3 are 45.34; 61.64; 70.06; and 74.02. • the application in learning with the guided inquiry model found an increase in students' analytical thinking skills, which was 28.68%. research weakness : the study was only conducted on a small-scale sample. research recommendations : the guided inquiry-based learning model can be used as an alternative model that can be used to help improve analytical thinking skills. it is necessary to apply an inquiry-based learning model to other subjects and levels of education to help students at all levels enhance analytical thinking. 9 (puspita et al., 2018) research result : in the experimental class students with a gain score of more than 26 there are 16 students, while at intervals 1-5, there are no students at all. based on these results, it can be stated that the gain score in the experimental class obtained a higher value. in this case, it is assumed that the post-test and pretest had a significant increase in students who were in the experimental class. while the gain score in the control class was evenly distributed but did not experience a significant increase in value as in the experimental class. research weakness : https://doi.org/10.46627/silet.v2i3.83 https://scie-journal.com/index.php/silet profile of analytical thinking skills through inquiry-based learning in science subjects https://doi.org/10.46627/silet.v2i3.83 50 studies in learning and teaching https://scie-journal.com/index.php/silet no journal/article journal review testing the effectiveness of the observation-based inquiry learning model is only done on a small scale. research recommendations : the observation-based inquiry learning model can be utilized and used alternative models that can be used to help improve analytical thinking skills. it is important in implementing an inquiry-based learning model to other subjects and levels of education to help students at all levels enhance analytical thinking. 10 (weaver et al., 2016) research result : • feedback from students after the learning took place was very positive and they indicated that learning with this method was needed to complete research projects. • after the learning process, it is known that the skills possessed by some students in the form of critical thinking, problem-solving, and analytical thinking achieve high results. • this learning method encourages students to think independently and helps in understanding the concepts and knowledge they have. research weakness : the test of the effectiveness of the inquiry-based learning model was only carried out on a small scale. research recommendations : it is necessary to test the effectiveness of inquiry-based learning on a large scale. 11 (indrayanti et al., 2021) research result : • based on the results of assessments from media experts and science teachers, criteria 4 < va < 5 were obtained, which means that this guided inquiry-based learning module is valid and feasible to use. • student assessment resulted in 12 out of 15 students stating that this module is suitable for learning. • the level of students' discourse understanding in this module is 80%, meaning that this module has module readability in the category of easy to learn by students independently. • the students' average environmental care attitude at meeting 1 was 83, meeting 2 was 88, and meeting 3 was 85. • the pretest and posttest scores of students' higher-order thinking skills were 66.25 and 88.33. with an n-gain score of 0.36, the criteria are quite increased. research weakness : the implementation of the test of the effectiveness of the guided inquiry-based learning module is only carried out on a small scale. research recommendations : it is necessary to test the effectiveness of guided inquiry-based learning modules on a larger scale 12 (nisak & yulkifli, 2021) research result : • the electronic module with the hots integrated ibl model has gone through the validity and practicality test stages and obtained results with valid and practical criteria. the average value of the tests carried out on the electronics module is in a good category. there are four aspects of assessing the validity of the electronic module, and each gets a different validity score. namely, the material aspect gets a score of 0.78, the learning form aspect gets a score of 0.80, the visual communication aspect gets a score of 0.78, and the software use aspect gets a score. 0.81. • the level of practicality measured is helpful, easy to use, attractive, and efficient. with each score in percentage and category (from the teacher) is 90.00 (very practical), 93.06 (very practical), 96.43 (very practical), 92.50 (very practical), and get an average score an average of 93.27 with an efficient category. while the practicum results of each student were 88.59 (very practical), 88.01 (very practical), 89.14 (very practical), 85.71 (very practical), https://doi.org/10.46627/silet.v2i3.83 https://scie-journal.com/index.php/silet profile of analytical thinking skills through inquiry-based learning in science subjects https://doi.org/10.46627/silet.v2i3.83 51 studies in learning and teaching https://scie-journal.com/index.php/silet no journal/article journal review and the average score was 87.86 with the category efficient. after assessing practicality by teachers and students, the electronic analysis module is in the efficient category. research weakness : the effectiveness of electronic module-based inquiry learning was only carried out on a small scale. research recommendations : inquiry-based modules can be used as a tool or media that can be used during the learning process. and more in-depth research can be done on the development of inquiry-based modules to be used in different subjects and levels of education. 13 (savira et al., 2019) research result : • the average feasibility test for e-modules conducted by material experts was 82.78% in the very feasible category. • the average e-module feasibility test conducted by media experts was 88.81%, with a very decent category. • the average e-module feasibility test conducted by learning experts was 80.83%, with a very feasible category. • the average of the feasibility test conducted by the teacher is 98.25%, with a very decent category. • the average of the feasibility test conducted by students is 92.05%, with a very feasible category. research weakness : the development of the inquiry-based e-module is carried out according to the addie development model. however, this e-module has only been tested for feasibility using the validity method carried out by several experts. e-modules are not tested for effectiveness, for example, by applying them to learning. research recommendations : it is necessary to test the effectiveness of the developed e-module. it needs to be done to determine how much the module's effectiveness is to improve students' higherorder thinking. 14 (fitriyati et al., 2017) research result : • the device developed is an inquiry-based learning tool that gets the validity test results on textbooks by 87.43% and learning media by 87.31%, each of which is in the very valid category. • the average result of the trial in the small group is 80.55 with a suitable category for use. • the test result of the effectiveness of learning devices in higher-order thinking skills obtained an average score of 62.45 in the control class and 74.16 in the experimental class. • the test result of the effectiveness of learning devices in scientific reasoning obtained an average score in the control class of 4.16 and the experimental class of 5.23. research weakness : science learning tools developed in the form of textbooks and learning media were only tested in small groups. research recommendations : science learning tools developed in the form of textbooks and learning media should be tested in large groups such as 1 school or various schools so that it is known how effective science learning tools have been developed. 15 (purnamawati et al., 2017) research result : • higher-order thinking indicators used are the ability to analyze, evaluate, and create. the pretest value for each indicator is 23.13, 22.29, and 19.58. while the posttest value for each indicator is 77.92, 78.75, and 76.87. https://doi.org/10.46627/silet.v2i3.83 https://scie-journal.com/index.php/silet profile of analytical thinking skills through inquiry-based learning in science subjects https://doi.org/10.46627/silet.v2i3.83 52 studies in learning and teaching https://scie-journal.com/index.php/silet no journal/article journal review • the n-gain value for each indicator is 0.70, 0.72, and 0.70 with each high category. research weakness : the developed student worksheets were only tested in small groups. research recommendations : the developed student worksheets should be tested in large groups such as 1 school or in various schools to determine how effective the created worksheets are. inquirybased worksheets need better development to be used in the learning process and get better results. 16 (mubarok et al., 2019) research result : • the results of calculations in the study showed that the experimental group obtained an n-gain value of 0.57 (experimental class 1) and 0.54 (experimental class 2). on the other hand, for the control group, the increase was 0.13 and both groups were shown to have a statistically significant difference in improvement. that means the experimental group can analyze, evaluate and create. • using an inquiry-based laboratory can improve students' abilities which will benefit students' habituation in doing higher-order thinking due to 21stcentury learning. research weakness : this research was only conducted on a small scale. research recommendations : further research was conducted on a broader scale. laboratory-based inquiry learning can be an alternative learning method in science or other subjects to improve higher-order thinking skills. 17 (yulianti et al., 2018) research result : • the instrument used has been validated with reliability of 0.872. • the t-test found that t arithmetic was greater than t table, so it was concluded that the value of students' higher-order thinking skills in the experimental class (inquiry-based interactive demonstration model) was higher than in the control class (discovery learning model). research weakness : this research was only conducted on a small scale. research recommendations : further research was conducted on a broader scale. laboratory-based inquiry learning can be an alternative learning method in science or other subjects to improve higher-order thinking skills. 18 (mawardi et al., 2020) research result : • after getting treatment, using a guided inquiry-based worksheet, the experimental class got an n-gain score of 0.64 in experiment 1 and 0.60 in experiment 2. at the same time, the control class got an n-gain score of 0.58 in experiment 1 and 0.56 in experiment 2. • it can be concluded that the experimental class can analyze, evaluate, and create better than the control class. research weakness : the improvement of higher-order thinking skills in the experimental class is included in the excellent category. research recommendations : further research is needed on the development of student worksheets so that they can produce better results. 19 (wafiroh, 2017) research result : the validation test results from the module development experts obtained a percentage of 69.79% with a feasible category. the results of the student response questionnaire on the small class test were 82.44%, while the increase in students' thinking skills on the small class test obtained an n-gain percentage of 0.67% with a medium increase category. the results of the student response questionnaire in the https://doi.org/10.46627/silet.v2i3.83 https://scie-journal.com/index.php/silet profile of analytical thinking skills through inquiry-based learning in science subjects https://doi.org/10.46627/silet.v2i3.83 53 studies in learning and teaching https://scie-journal.com/index.php/silet no journal/article journal review limited class trial obtained a percentage of 82.07%. in comparison, the increase in students' thinking skills in the restricted class test received an n-gain percentage of 0.64% with a moderate improvement category. research weakness : this research was conducted on a small scale. research recommendations : further research on a large scale is needed. 20 (tindangen, 2018) research result : • data analysis has been carried out using the t-test and obtained results where t results are higher than t tables. its shows that the inquiry learning model affects on increasing students' higher-order thinking skills. • the research was conducted using a control class and an experimental class. the results of the post-test in the control class showed that 11 students had good higher-order thinking skills. while in the experimental class, 30 students had good higher-order thinking skills. in the experimental class, learning is done using an inquiry-based model with the help of student worksheets. research weakness : this research was conducted on a small scale. research recommendations : further research on a large scale is needed. the inquiry-based learning model the inquiry-based learning model is one of the learning models that involve thinking processes and activities (kidman & casinader, 2017). students can be trained by conducting inquirybased learning to develop various scientific abilities in thinking, namely observing, characterizing, calculating, formulating hypotheses, linking relationships, measuring, interpreting data, and designing experiments (brown, 2017). learning with an inquiry approach is learning that prioritizes students to be able to use and process the information obtained to be able to solve a given problem and not only provide the right solution but also be able to analyze the situation (ahaddin et al., 2020). inquiry-based learning is constructivism-based learning that prioritizes student activity in exploring and finding knowledge during the learning process. the teacher involves students in scientific questions or problems raised in learning so that they can invite students to explore, make scientific explanations by connecting knowledge and ideas they have, creating opportunities for students to add, apply, evaluate things that have been learned (simamora et al., 2020). inquiry-based learning implementation in the classroom, but there are two things that need to be prepared, namely determining learning objectives and identifying scientific questions or problems that will be raised in learning (arends, 2012). meanwhile, before inquiry-based learning begins, teachers are also required to know the knowledge possessed by students (odegaard et al., 2015). the teacher is tasked with facilitating students in every phase of inquiry learning. the phases in inquiry-based learning are known to help students develop scientific inquiry skills. the steps in inquiry learning, according to (arends, 2012) are 1) get attention and explain the inquiry process, 2) describe inquiry problems, 3) formulate hypotheses, 4) collect data material for hypothesis testing, 5) formulating conclusions, and 6) reflecting on the situation. problem and the thought processes used. advantages and disadvantages of inquiry-based learning as with other learning models, inquiry-based learning models have advantages and disadvantages. the advantages and disadvantages of the inquiry-based learning model will be described in table 2. https://doi.org/10.46627/silet.v2i3.83 https://scie-journal.com/index.php/silet profile of analytical thinking skills through inquiry-based learning in science subjects https://doi.org/10.46627/silet.v2i3.83 54 studies in learning and teaching https://scie-journal.com/index.php/silet table 2. strengths and disadvantages of inquiry-based learning strengths disadvantages can support students in increasing their higher thinking potential and be active in working of their own volition (anam, 2015) some students have not been able to use previous knowledge to be able to recognize and explain scientific phenomena given in the learning process independently and ideally (asyhari & clara, 2017) cultivate an honest, objective, and transparent or open attitude (anam, 2015) in the learning process, no learning resources or reading are provided for students, so it is feared that their knowledge will not develop properly (basam et al., 2018) can grow or train the skills of each student (odegaard et al., 2015) at the investigative stage, the teacher cannot teach decision-making skills because, at this stage, students only conclude the results of data analysis (rakhmawan et al., 2015) devices are media used during the learning process. while learning is a teaching and learning activity carried out by students and teachers both inside and outside the school environment. learning devices are media that teachers must own to support learning activities (masitah, 2018). meanwhile, according to sari et al. (2020), learning tools are a collection of media used during the learning process by both teachers and students prepared by the teacher to support learning. inquiry-based learning tools are learning tools in which scientific abilities are trained. learning tools are generally in the form of syllabus, lesson plans, worksheets, handouts, and evaluation tools. student analytical thinking analytical thinking is a part of higher-order thinking skills and is a skill that is needed for students to face challenges in the 21st century (prawita et al., 2019). analyzing is an activity that involves breaking down material into smaller parts than before, determining the form of relationships between elements and the overall structure (anderson & krathwohl, 2015). analytical thinking is a skill to break down information into smaller parts to provide a deeper explanation of the meaning of the information (irwanto, 2017). it can be concluded that the formation of analytical thinking patterns is a higher-order thinking skill that involves solving information into smaller parts to gain an in-depth and precise knowledge of the information. to identify and solve a problem, students need good analytical thinking skills. analytical thinking skills are one of the essential parts of the problem-solving process. with good analytical thinking skills, students can make appropriate decisions to solve problems, such as answering questions. methods in analytical thinking are categorized, namely the process of distinguishing, organizing, and attributing (anderson & krathwohl, 2015). the purpose of education which is classified in the cognitive process in analytical thinking is about learning in sorting and determining the parts of relevant information from given information or object (distinguishing), determining how to organize parts or pieces of information obtained so that it can become the suitable set of information (organizing), and determine the purpose and point of view of the information (attributing). the level of students' analytical thinking ability can be known by measuring it using several indicators. indicators of analytical thinking skills include distinguishing, organizing, and attribution (anderson & krathwohl, 2015). according to setyani et al. (2017), the indicators of analytical thinking ability are interpreting information, using previous concepts and knowledge to solve problems, evaluating general conclusions based on the investigations carried out, and providing reasons why something can solve issues sensibly. meanwhile, according to wahyuni & analita (2017), indicators of analytical thinking are formulating tentative assumptions, interpreting observations, integrating knowledge and experience that have been gained in the discussion process, formulating conclusions, and applying a concept that has been obtained into different problems. based on the explanation above, it can be concluded that the indicators that are commonly used to measure analytical thinking skills are https://doi.org/10.46627/silet.v2i3.83 https://scie-journal.com/index.php/silet profile of analytical thinking skills through inquiry-based learning in science subjects https://doi.org/10.46627/silet.v2i3.83 55 studies in learning and teaching https://scie-journal.com/index.php/silet being able to explain information by sorting and determining the part of the information that is relevant to the material, being able to organize the information obtained by considering the previous knowledge it has, and being able to determine the purpose, point of view, and conclusions from the information obtained. analytical thinking skills through inquiry-based learning based on the opinions of several experts, it can be concluded that analytical thinking is a hots that involves breaking down information into smaller parts to gain an in-depth and precise knowledge of the data. in learning science, it is essential to have good analytical thinking skills. with good analytical thinking skills, students can recognize and analyze a fact in detail that can be used to solve problems given in class. students can have good analytical thinking skills if they are supported by methods, learning models, and learning tools that support them during the learning process (qomariya et al., 2018). one of the learning models that can help achieve good analytical thinking skills is an inquiry-based learning model. there are several types of inquiry-based learning: confirmation inquiry, structured inquiry, guided inquiry, and open inquiry. in table 1, it has been explained that many studies that discuss inquiry-based learning can help improve students' analytical thinking skills, especially in science subjects. in table 1, it is known that almost all types of inquiry-based learning can improve analytical thinking skills. the inquiry-based learning model is one of the constructivism-based models, which means that this model prioritizes student activity in the learning process, such as building independent learning and analyzing complex information (sartika, 2018). the independence and activeness of students in education are benchmarks for the success of inquiry-based learning because each student will have the same responsibility to contribute ideas in solving problems. based on the opinion of arends (2012), inquiry-based learning has a syntax that includes getting attention and explaining the inquiry process, presenting inquiry problems, formulating hypotheses, collecting various materials to test opinions, formulating conclusions, and reflecting on problematic situations the thinking processes used. each syntax in inquiry-based learning supports the training of students' analytical thinking skills. in the first syntax of inquiry-based learning, the teacher has the task of preparing students to learn. in the second syntax, the teacher brings students into a form of problems presented in the learning process where the existence of these problems can foster an attitude of curiosity, get students to the material to be studied, and can invite students to explore these problems so that students can be active. this stage is the stage of directing students to scientific investigations and stimulating the sorting aspect (annisa et al., 2016). when students observe a given phenomenon, the sorting element in question will think which phenomenon is relevant or not to be used as the next problem at the problem formulation stage. in the third syntax, namely formulating hypotheses whereby practicing in formulating hypotheses, students can simultaneously develop their thinking skills by using the knowledge they have previously to analyze the causes of problems (annisa et al., 2016; phumeechanya & wannapiroon, 2013). at this stage, the sorting and organizing aspects are being trained where students will determine hypotheses that follow the formulation of the problem that has been proposed and involve the activity of compiling statements consisting of several temporary variables (annisa et al., 2016). while in the fourth syntax, there are activities to collect data that can be done using investigation or observation to solve problems that have been given at the beginning of learning and test hypotheses while analyzing the data obtained. students can understand and increase their knowledge by finding a new concept through these investigation activities. the ability to think analytically is very closely related to problem-solving activities. to facilitate analytical thinking, it can provide an activity that involves a problem-solving process, one of which is by way of investigation. in this syntax, the sorting and organizing aspects are trained, namely planning appropriate and systematic investigation or observation activities to solve problems (annisa et al., 2016). in addition, at this stage, the organization and attribution aspects are also trained through data analysis activities. in analyzing data, it is necessary to have the ability to https://doi.org/10.46627/silet.v2i3.83 https://scie-journal.com/index.php/silet profile of analytical thinking skills through inquiry-based learning in science subjects https://doi.org/10.46627/silet.v2i3.83 56 studies in learning and teaching https://scie-journal.com/index.php/silet break down information or data from the results of the investigation, determine the relationship between these data, and conclude data analysis. the fifth syntax is to formulate conclusions where this activity also requires a good analytical thinking ability. and the last syntax is to reflect the problematic situation and the thought process used. in addition to using inquirybased learning models, inquiry-based learning tools can also foster students' analytical thinking skills. inquiry-based learning tools are learning tools that apply the syntax of the inquiry model in it. inquiry-based learning is carried out to create interaction between students or interactions between students and teachers. in line with this, vygotsky argues that a child's development will not be separated from activities that smell social and cultural so that children's knowledge can be achieved well through interaction with other people, for example, in groups (hyun et al., 2020). interaction with other people will increase and develop the knowledge and cognitive level of students. students need help in the learning process both from the teacher and from peers. with this assistance, students will move further into the nearest development zone where new learning occurs. this is in line with the opinion expressed by belland (2017), which states that students will be motivated to learn various things with the help of others who are more capable, such as teachers, tutors, experts, or more capable friends. in addition, inquiry-based learning is one of constructivism-based learning, which emphasizes students finding their concepts or information, which is then transformed into more complex knowledge and revised if it is not appropriate (slavin, 2015). during the learning process, especially in science learning, students need a good analytical thinking ability. analytical skills are necessary because the final product in science learning does complete knowledge and can also recognize, understand, and solve a scientific problem. with inquiry-based learning models and tools, during the learning process, students' thinking abilities can be maximally involved to be able to investigate and solve a problem critically, analytically, creatively, and systematically with the knowledge they have either independently or with the help of the teacher. so that inquiry-based learning models and tools can enable students to apply and analyze their ability to achieve a learning goal. conclusion inquiry-based learning can facilitate analytical thinking skills because they depart from a scientific problem presented in the learning process. students are trained to recognize a problem, formulate ways or solutions to problem-solving, seek information or concepts related to the problem, conduct investigations with experimental or observational activities, conclude the results of experiments, and communicate them through inquiry-based learning and learning tools. in each syntax in inquiry-based learning, analytical thinking indicators are trained to train analytical thinking well. the research recommendation from the researcher is to develop a learning model and learning tool that can specifically teach analytical thinking skills where each syntax can pay attention to and train the indicators used to measure analytical thinking skills. references ahaddin, m. a., jatmiko, b., & supardi, z. a. i. 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(2017). pengembangan modul pembelajaran berbasis inkuiri terbimbing untuk meningkatkan kemampuan berpikir tingkat tinggi. seminar nasional pendidikan fisika iii 2017, 102–109. wahyuni, t. s., & analita, r. n. (2017). guided-inquiry laboratory experiments to improve students’ analytical thinking skills. aip conference proceedings, 1911. https://doi.org/10.1063/1.5016010 weaver, m. g., samoshin, a. v., lewis, r. b., & gainer, m. j. (2016). developing students’ critical thinking, problem solving, and analysis skills in an inquiry-based synthetic organic laboratory course. journal of chemical education, 93(5), 847–851. https://doi.org/10.1021/acs.jchemed.5b00678 yulianti, e., al husna, i. y., & susilowati, s. (2018). the role of inquiry-based interactive demonstration learning model on viii grade students’ higher order thinking skill. journal of science education research, 2(1), 35–38. https://doi.org/10.21831/jser.v2i1.19333 https://doi.org/10.46627/silet.v2i3.83 https://scie-journal.com/index.php/silet profile of analytical thinking skills through inquiry-based learning in science subjects https://doi.org/10.46627/silet.v2i3.83 60 studies in learning and teaching https://scie-journal.com/index.php/silet author (s): *alifia suryatin ramadani (corresponding author) science education study program, postgraduate program, universitas negeri surabaya, jl. unesa lidah wetan, surabaya, east java, 60213, indonesia email: alifia.20018@mhs.unesa.ac.id z. a. imam supardi science education study program, postgraduate program, universitas negeri surabaya, jl. unesa lidah wetan, surabaya, east java, 60213, indonesia email: zainularifin@unesa.ac.id tukiran science education study program, postgraduate program, universitas negeri surabaya, jl. unesa lidah wetan, surabaya, east java, 60213, indonesia email: tukiran@unesa.ac.id eko hariyono science education study program, postgraduate program, universitas negeri surabaya, jl. unesa lidah wetan, surabaya, east java, 60213, indonesia email: ekohariyono@unesa.ac.id https://doi.org/10.46627/silet.v2i3.83 https://scie-journal.com/index.php/silet mailto:corresp-author@mail.ac.id mailto:zainularifin@unesa.ac.id mailto:tukiran@unesa.ac.id mailto:ekohariyono@unesa.ac.id 61 p-issn: 2722-399x; e-issn: 2722-1857 silet, vol. 2, no. 3, december 2021: 61-72 ©2021 studies in learning and teaching studies in learning and teaching homepage: https://scie-journal.com/index.php/silet email: silet@scie-journal.com studies in learning and teaching https://scie-journal.com/index.php/silet the impact of students’ perceptions of online learning environments on students’ satisfaction in the context of covid-19 pandemic s g dastidar1 1department of education, rabindra bharati university, india article info abstract article history: received november 13, 2021 revised november 28, 2021 accepted december 6, 2021 available online december 30, 2021 in the context of the covid-19 pandemic, the present study aimed to examine students’ perceptions of online learning environments and students’ satisfaction based on their academic stream. the study also investigated the impact of students’ perceptions of online learning environments on students’ satisfaction. a quantitative descriptive survey method was applied. this study included 230 students (130 undergraduate and 100 postgraduate students) from colleges and universities of west bengal. online learning environments survey, an adapted and translated (bengali) version of the distance education learning environments survey (deles) by scott l walker (2003), was used for collecting data. for data analysis, statistical techniques, anova, and regression analysis were performed. the results revealed significant mean differences among arts, commerce, and science students’ perceptions of online learning environments in the dimensions of student interaction and collaboration, personal relevance, authentic learning, active learning, and student autonomy except in instructor support. furthermore, a significant mean difference in student satisfaction was found based on the academic stream. the result revealed that overall students’ perceptions of online learning environments had a significant impact on student satisfaction, with student interaction and collaboration being the most significant predictor of all; however, instructor support, active learning, and student autonomy were not found to be significant predictors of student satisfaction. keywords: online learning student satisfaction learning environment covid-19 pandemic academic stream https://doi.org/10.46627/silet introduction the sudden emergence of the covid-19 pandemic forced many countries to implement lockdown to flatten the curve of the lethal virus (kamble et al., 2021). this wreaked havoc on every sector of life including education sector. the pandemic took a toll on the education system with unprecedented challenges. it has shaken the education sector globally (dhawan, 2020). all educational institutions were compelled to close their doors for face-to-face teaching and learning to prevent the transmission of the virus. it has caused severe disruption of education systems, affecting approximately 1.6 billion students across more than 190 countries (united nations, 2020). in this time of turbulence when face-to-face teaching and learning was not feasible, emergency remote learning was the only way to ensure continued teaching and learning (hussein et al., 2020; tang et al., 2021). educational institutions shifted from the traditional model of teaching and learning to the online mode of teaching and learning (biwer et al., 2021; patricia, 2020). online learning refers to learning experiences that take place through the use of technology (moore et al., 2011). online learning has acquired popularity in the field of education (baber, 2020); however, earlier it was considered only as a part of non-formal http://u.lipi.go.id/1586183902 http://u.lipi.go.id/1587708325 https://scie-journal.com/index.php/silet mailto:silet@scie-journal.com https://scie-journal.com/index.php/silet https://doi.org/10.46627/silet the impact of students’ perceptions of online learning environments on students’ satisfaction in the context of covid-19 pandemic https://doi.org/10.46627/silet.v2i3.84 62 studies in learning and teaching https://scie-journal.com/index.php/silet education (mishra et al., 2020). the pandemic has increased the pace of online learning. with this emergent transition to the online mode of teaching and learning, students experience entirely different learning experiences (adnan & anwar, 2020) as there is a difference between the nature of traditional and online learning environments (trinidad et al., 2005). bignoux & sund (2018) stated that the online learning environment varied profoundly from the traditional learning environments in terms of students’ motivation, satisfaction, and interaction. over the past few decades, studies showed the significance of the learning environment in the process of teaching and learning. learning environment refers to “the social, physical, psychological and pedagogical context in which learning occurs and which affects student achievement and attitudes (fraser, 2012). physical, social, and organizational environments in which teaching and learning processes take place have a pivotal role (unesco, 2012). the learning environment is a significant predictor of student performance (duruji et al., 2014; shamaki, 2015), academic interest (ezike, 2018), academic self-efficacy (daemi et al., 2017). students’ perceptions of the psychological characteristics of their classroom influence students’ cognitive and affective learning outcomes (fraser, 1998). “good learning environments foster quality learning, and bad learning environments do not” (unesco, 2012, p.9). student satisfaction refers to a “short-term attitude resulting from an evaluation of a students’ educational experience” (elliott & healy, 2001, p.2). the quality of learning experiences is determined by student satisfaction (kuo et al., 2013).satisfaction influences student motivation (bolliger & martindale, 2004); persistence and retention (sembiring, 2015). learner satisfaction is positively correlated with the quality of learning outcome (palmer & holt, 2009); students’ success in learning (muzammil et al., 2020). students with a high level of satisfaction performed better academically than students with a low level of satisfaction (martirosyan, 2014). student satisfaction is crucial in the adaption of online learning (zhu, 2012). india like many countries imposed a nationwide lockdown from march 25, 2020 first for 21days and later extended to 31st may 2020 to limit the spread of deadly coronavirus (kamble et al., 2021). before that, the government of west bengal announced the closure of all educational institutions on 14th march 2020 as educational institutions were viewed as the potential hotspots for the spread of coronavirus. colleges and universities quickly shifted to online teaching and learning as per the guidelines of the university grants commission. in west bengal, more than a year has been passed since students adopted online learning; hence, it is necessary to understand how students perceive online learning environments and the factors influencing students’ satisfaction in online learning environments to foster student success and academic performance. quality enhancement of online teaching and learning is crucial (dhawan, 2020). students’ perceptions and satisfaction need to be examined as these determine the quality of learning outcomes. this study aimed to examine the impact of students’ perceptions of online learning environments on students’ satisfaction in the context of the covid-19 pandemic. literature review abbasi et al. (2020) conducted a study on 382 mbbs and bds students from a medical college to examine the perceptions of students towards e-learning during the lockdown. the result revealed that students preferred face-to-face teaching and learning to e-teaching during the lockdown amid the covid-19 pandemic. adnan & anwar (2020) in a study on 126 higher education students from pakistan reported that traditional classroom learning was more effective and motivating than online learning or distance education. the study showed that online learning could not produce effective outcomes in underdeveloped nations, where the majority of students lack access to the internet because of technical and financial constraints. ansar et al. (2020) in a study conducted on 600 students of medical, engineering, and art from universities of pakistan reported that the majority of the students were not satisfied with https://doi.org/10.46627/silet.v2i3.84 https://scie-journal.com/index.php/silet the impact of students’ perceptions of online learning environments on students’ satisfaction in the context of covid-19 pandemic https://doi.org/10.46627/silet.v2i3.84 63 studies in learning and teaching https://scie-journal.com/index.php/silet online learning. students preferred classroom teaching and did not want to continue with elearning. baber (2020) in a study conducted on 100 undergraduate students from south korea and india reported that the factors that had an impact on students’ perception of learning outcome and student satisfaction were classroom interaction, student motivation, course structure, instructor knowledge, and facilitation. the results showed no significant difference in the students’ perceived learning outcome and student satisfaction in the two countries. syauqi et al. (2020) conducted a study on 58 students from indonesia to examine students' perceptions of mechanical engineering education on online learning as a result of the impact of the covid-19 pandemic. the results indicated that teachers’ management with online learning did not satisfy students’ expectations. students felt that online learning could not provide better experience or productivity in mastering competencies, but might bring motivation and ease in their learning; however, they were unwilling to use it in the future. alqurashi (2017) in a study of 167 undergraduate and graduate students from a university of western pennsylvania concluded that all four predictor variables of the learning environment (online learning self-efficacy, learner-content interaction, learner-instructor interaction, and learner-learner interaction) impacted students’ satisfaction and perceived learning. the study reported that interaction between learner and content was the most significant factor influencing student satisfaction; however, the interaction between learner and learner was not a significant predictor of student satisfaction and perceived learning. carver (2014) in a study on 745 high school students from the usa revealed that students perceived online learning to be more beneficial than face to face learning in terms of active learning and autonomy; though they preferred face to face learning to online teaching and learning in terms of student interaction and collaboration and enjoyment. kuo et al. (2013) found that interaction between learner and instructor, the interaction between learner and content, and internet self-efficacy were significant determinants of student satisfaction; however, the interaction between learner and learner and self-regulated learning had no impact on students satisfaction. velayutham et al. (2013) in a study of 352 college students from the united arab emirates reported that two aspects of learning environments namely teacher support and personal relevance were significant predictors of students’ enjoyment of mathematics lessons and academic self-efficacy. sahin (2007) in a study of 970 undergraduate students from turkey reported that four dimensions of learning environments that had a significant and positive relation to student satisfaction were personal relevance, instructor support, active learning, and authentic learning. trinidad et al. (2005) in a study of 325 students from australia and hong kong reported that overall instructors perceived learning environments more preferably than their students. the results also indicated a statistically significant association between the e-learning environment and student enjoyment. significance of the study a significant body of research has been conducted on the learning environment and student satisfaction; however, studies on the online learning environment and students’ satisfaction in the online learning environment are very limited in india, particularly in west bengal. moreover, previous studies were conducted on the learning environment, mostly on the traditional classroom learning environment. in the context of the covid-19 pandemic, the present study examined the impact of students’ perceptions of online learning environments on student satisfaction in west bengal, as a new online learning environment has emerged as a result of the current pandemic situation, and many researchers opine that this online teaching and learning will eventually replace traditional teaching and learning if the situation persists (mishra et al., 2020). further, very few studies addressed students’ perceptions and satisfaction https://doi.org/10.46627/silet.v2i3.84 https://scie-journal.com/index.php/silet the impact of students’ perceptions of online learning environments on students’ satisfaction in the context of covid-19 pandemic https://doi.org/10.46627/silet.v2i3.84 64 studies in learning and teaching https://scie-journal.com/index.php/silet with the online learning environment based on their academic stream. this study examined the students’ perceptions of online learning environments and students’ satisfaction with online learning environments based on the academic stream. the findings of the present study will contribute to and extend previous literature related to the learning environment and the impact of the learning environment on student satisfaction. this study is significant as it provides educators and policymakers with insights on how to improve the quality of online learning environments, which is dependent on students’ perception and satisfaction. understanding the predictors of student satisfaction in the new online learning environments is crucial as this will help the educators, administrators to design content, apply effective techniques, and implement teaching strategies so that students may succeed in online learning. research method a quantitative descriptive survey method was used in this study. objectives the objectives of this study were: 1. to find out the significant mean difference among arts, commerce, and science students’ perceptions of online learning environments. 2. to find out the significant mean difference among arts, commerce, and science students’ satisfaction. 3. to study the impact of students’ perceptions of online learning environments on students’ satisfaction. hypotheses the following hypotheses were formed based on the objectives of the study: h01. there was no significant mean difference among arts, commerce, and science students’ perceptions of online learning environments. h02. there was no significant mean difference among arts, commerce, and science students’ satisfaction. h03. there was no impact of students’ perceptions of online learning environments on students’ satisfaction. population & sample the population of the study consisted of undergraduate and postgraduate students from government and government-aided colleges and universities of west bengal. the sample of the study was 230 students including 100 postgraduate and 130 undergraduate students studying at the government and government-aided colleges and universities of west bengal. a random sampling technique was used to select the participants for the study. tool and procedure of data collection google forms were sent to the students through whatsapp and e-mail for conducting an online survey. the online learning environments survey, an adapted and translated version (bengali) of the distance education learning environment survey by scott el walker, 2003, was used to collect data. the present scale consisted of 56 items. online learning environments survey includes 6 sub-scales measuring students’ perceptions of the online learning environment, namely, instructor support, student interaction and collaboration, personal relevance, authentic learning, active learning, and student autonomy. an added effective scale of the online learning environments survey is student satisfaction. statistical analysis for analysing the data anova and regression analysis were conducted using ibm spss. https://doi.org/10.46627/silet.v2i3.84 https://scie-journal.com/index.php/silet the impact of students’ perceptions of online learning environments on students’ satisfaction in the context of covid-19 pandemic https://doi.org/10.46627/silet.v2i3.84 65 studies in learning and teaching https://scie-journal.com/index.php/silet results and discussion h01. there was no significant mean difference among arts, commerce, and science students’ perceptions of online learning environments. table 1. results of anova for arts, commerce, and science students’ perceptions of online learning environments scales of online learning environment survey stream n mean sd df f sig instructor support arts 108 41.54 4.335 between groups 2 1.676 0.189 commerce 48 41.38 4.579 within groups 227 science 74 40.35 4.455 total 229 student interaction and collaboration arts 108 28.14 5.610 between groups 2 4.153 0.017 commerce 48 27.56 5.214 within groups 227 science 74 25.58 6.855 total 229 personal relevance arts 108 26.80 6.418 between groups 2 7.137 0.001 commerce 48 26.33 5.762 within groups 227 science 74 23.42 5.850 total 229 authentic learning arts 108 29.06 5.173 between groups 2 12.571 0.000 commerce 48 27.79 5.194 within groups 227 science 74 24.93 5.934 total 229 active learning arts 108 33.21 5.099 between groups 2 3.481 0.032 commerce 48 32.79 4.993 within groups 227 science 74 31.20 5.268 total 229 student autonomy arts 108 41.66 7.158 between groups 2 5.273 0.006 commerce 48 41.46 5.903 within groups 227 science 74 38.55 6.383 total 229 table 1 showed that obtained p-value was less than the .05 level of significance in all the dimensions of online learning environments survey, namely, student interaction and collaboration( f= 4.153, p value= 0.017); personal relevance(f= 7.137, p value= 0.001);authentic learning(f= 12.571, p value= 0.000) active learning(f= 3.481, p value= 0.032); student autonomy(f= 5.273, p value= 0.006) except in one dimension, instructor support (f= 1.676, p value= 0.189). it indicated that there was a significant difference among arts, commerce, and science students’ perceptions of online learning environments in all sub-scales except in the sub-scale of instructor support; hence, the null hypothesis, “there was no significant mean difference among arts, commerce and science students’ perceptions of online learning environments”, was partially rejected. the mean difference indicated that the students of arts https://doi.org/10.46627/silet.v2i3.84 https://scie-journal.com/index.php/silet the impact of students’ perceptions of online learning environments on students’ satisfaction in the context of covid-19 pandemic https://doi.org/10.46627/silet.v2i3.84 66 studies in learning and teaching https://scie-journal.com/index.php/silet had the best experiences with online learning environments among the three groups of students. h02. there was no significant mean difference among arts, commerce, and science students’ satisfaction. table 2. results of anova for arts, commerce, and science students’ satisfaction descriptives anova variable academic stream n mean sd df f sig. student satisfaction arts 108 29.21 8.840 between groups 2 42.240 0.000 commerce 48 26.83 6.231 within groups 227 science 74 18.91 6.064 total 229 total 230 25.40 8.782 from table 2, it was found that obtained p-value was less than the 0.01 level of significance in the sub-scale of student satisfaction (f= 42.240 and p-value= 0.000). this indicated that there was a significant mean difference among arts, commerce, and science students’ level of satisfaction. hence, the null hypothesis, “there was no significant mean difference among arts, commerce and science students’ satisfaction.” was not accepted. the result signified that art students scored the highest and science students scored the lowest in their level of satisfaction with online learning environments. h03. there was no impact of students’ perceptions of online learning environments on students’ satisfaction. table 3. model summary for regression analysis model summary model r r square adjusted r square std. error of the estimate 1 .555a 0.307 0.289 7.406 table 3 showed that the r-value was .555 that indicated a medium degree of positive correlation between students’ perceptions of online learning environments and students’ satisfaction. the value of r2 was 0.307, which indicated that students’ perceptions of online learning environments could account for 30.7% of the variation in students’ satisfaction. table 4. anova test of students’ perception of online learning environments on student satisfaction anovaa model sum of squares df mean square f sig. 1 regression 5430.494 6 905.082 16.502 .000b residual 12230.706 223 54.846 total 17661.200 229 a. dependent variable: student satisfaction. b. predictors: (constant), student autonomy, instructor support, student interaction and collaboration, personal relevance, active learning, authentic learning. table 5 reports the overall effect of students’ perceptions of online learning environments on student satisfaction. here, f is 16.502, which is significant at p < .001 (because the value in https://doi.org/10.46627/silet.v2i3.84 https://scie-journal.com/index.php/silet the impact of students’ perceptions of online learning environments on students’ satisfaction in the context of covid-19 pandemic https://doi.org/10.46627/silet.v2i3.84 67 studies in learning and teaching https://scie-journal.com/index.php/silet the column labeled sig. is less than .001). this result indicated that overall effect of students’ perceptions of online learning environment on student satisfaction is significant. table 5. the regression coefficient for students’ perception of online learning environments and student satisfaction coefficientsa model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) -2.246 5.307 -0.423 0.672 instructor support 0.038 0.133 0.018 0.287 0.775 student interaction and collaboration 0.290 0.118 0.200 2.459 0.015 personal relevance 0.250 0.121 0.178 2.073 0.039 authentic learning 0.286 0.142 0.186 2.023 0.044 active learning 0.026 0.153 0.015 0.171 0.864 student autonomy 0.075 0.119 0.058 0.63 0.530 a. dependent variable: student satisfaction table 5 showed that, in the present model, the unstandardized beta-values (b) were significant for student interaction and collaboration, personal relevance, and authentic learning; unstandardized beta values for instructor support, active learning, and student autonomy are not significant. the unstandardized beta values indicate that if student interaction and collaboration increase one unit student satisfaction increases by .290 units. for personal relevance, student satisfaction increases by .250 units and for authentic learning, student satisfaction increases by .286 units. student interaction and collaboration were found to have the highest predictive value (0.200). the findings showed that there was a significant difference among arts, commerce, and science students’ perceptions of online learning environments in all sub-scales of the online learning environments survey, namely, student interaction and collaboration, personal relevance, authentic learning, active learning, student autonomy, except in one scale, i.e., instructor support. students of arts perceived their online learning environments the best during the pandemic situation followed by students of commerce and students of science. there might be many reasons causing the differences among students’ perceptions of online learning environments based on the academic stream. one reason could be that practical experiments and simulations needed for a deep understanding of science concepts were not performed in the online classroom (nsengimana et al., 2021). also, knowledge construction through collaborative learning that was an effective method of science learning was limited in the online classroom (nsengimana et al., 2021). science students may have problems grasping the concepts virtually. however, students did not differ in their perceptions of instructor support, this https://doi.org/10.46627/silet.v2i3.84 https://scie-journal.com/index.php/silet the impact of students’ perceptions of online learning environments on students’ satisfaction in the context of covid-19 pandemic https://doi.org/10.46627/silet.v2i3.84 68 studies in learning and teaching https://scie-journal.com/index.php/silet indicated that students felt that their instructors were supportive, gave prompt feedback, encouraged participation, and could be contacted easily. the results of the study, further, revealed significant differences among arts, commerce, and science students’ satisfaction with online learning environments. the students of science were least satisfied and students of arts were most satisfied with online learning environments among all groups of students. the reason might be the fact that practical experiments, demonstrations, laboratory activities, field trips that are required for science teaching and learning were not performed in the online learning classes (nsengimana et al., 2021). another reason could be that science students preferred face-to-face teaching and learning to online teaching and learning (abbasi et al., 2020; adnan & anwar, 2020; patricia, 2020) and was reluctant to use online learning in the future (syauqi et al., 2020). the findings of the study also revealed that overall, students’ perceptions of online learning environments had a significant impact on students’ satisfaction; however, the dimensionsstudent interaction and collaboration, personal relevance, and authentic learning were significant predictors of students’ satisfaction; three sub-scales, instructor support, active learning, and student autonomy did not predict students’ satisfaction. the strongest predictor of student satisfaction was found to be student interaction and collaboration. this signifies that students who have opportunities to interact with their peers, share ideas and information and collaborate are more satisfied in online learning environments. this finding is in line with the findings of previous studies like baber (2020), sher (2009) who reported that student interaction fostered student satisfaction. in the present study, personal relevance was found to be another significant predictor of student satisfaction. this suggests that in online learning environments, students who have opportunities to integrate academic content with personal experiences are more satisfied. this finding is consistent with the findings of sahin (2007) who reported that personal relevance was the strongest predictor of student satisfaction. the present study found that another significant predictor of satisfaction was authentic learning. this indicates that in online learning environments, students become highly satisfied when they can solve real-life examples, facts. this finding is in line with the findings of sahin (2007) and noreen et al.(2019) who reported that authentic learning enhanced students’ satisfaction. the results of the present study, however, differed from the previous studies. for example, sahin (2007) reported that instructor support and active learning were predictors of student satisfaction; bolliger & martindale (2004) found that instructor variables were the most important factor influencing student satisfaction in the online learning environment. limitation and future research the present study has many limitations. first, only students of general courses of colleges and universities of west bengal participated in the study. further studies can be done on the perceptions of online learning environments of students pursuing engineering, vocational, medical courses. secondly, a descriptive survey design was used in this study. mixed method research can be done for in-depth exploration and understanding of students’ perceptions of online learning environments and students’ level of satisfaction. third, the present study was done only on 230 students (100 undergraduate and 130 postgraduate students). future studies can be conducted on a large sample of students, also on students of secondary and higher secondary level. conclusion online learning was not as prevalent as it is in the post-covid era. the emergence of the pandemic has brought a seismic transformation in the field of education as educational institutions switched to digital platforms from the four walls of the classroom to ensure incessant education. it is overwhelmingly possible that online teaching-learning will continue in the coming years as there is uncertainty looming large over the resumption of classes as wave https://doi.org/10.46627/silet.v2i3.84 https://scie-journal.com/index.php/silet the impact of students’ perceptions of online learning environments on students’ satisfaction in the context of covid-19 pandemic https://doi.org/10.46627/silet.v2i3.84 69 studies in learning and teaching https://scie-journal.com/index.php/silet after wave of covid-19 virus engulfs our country. in this context, the present study aimed to investigate students’ perceptions of online learning environments as well as their satisfaction based on the academic stream. the study also examined the impact of students’ perceptions of online learning environments on students’ satisfaction. the findings showed except in instructor support, there existed a significant difference in students’ perceptions of online learning environments. further, a significant difference in their satisfaction with online learning environments based on the academic stream was found. the students of arts scored the highest while the students of science scored the lowest in their perceptions of online learning environments and satisfaction in online learning environments. further, the results showed that overall students’ perceptions of online learning environments had a significant impact on students’ satisfaction. the findings of the present study have various suggestions for the stakeholders to improve the quality of online learning environments and enhance students’ satisfaction. instructors should provide information; give assessments that are related to students’ out-of-class experiences. activities including collaboration, group assignments should be provided. students should have opportunities to interact among themselves, solve realworld problems in the online learning environment. acknowledgements the author thanks all the students participating in this study. references abbasi, s., ayoob, t., malik, a., & memon, s. i. 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satisfaction in the context of covid-19 pandemic https://doi.org/10.46627/silet.v2i3.84 72 studies in learning and teaching https://scie-journal.com/index.php/silet author (s): * sunipa ghosh dastidar (corresponding author) department of education, rabindra bharati university, 10 mb road, govt. qtrs, block – f, flat – 3, belgharia, kolkata 700083, india email: sunipa25@gmail.com https://doi.org/10.46627/silet.v2i3.84 https://scie-journal.com/index.php/silet mailto:sunipa25@gmail.com 73 p-issn: 2722-399x; e-issn: 2722-1857 silet, vol. 2, no. 3, december 2021: 73-85 ©2021 studies in learning and teaching studies in learning and teaching homepage: https://scie-journal.com/index.php/silet email: silet@scie-journal.com studies in learning and teaching https://scie-journal.com/index.php/silet influence of lkpd to facilitate cooperative group investigation in improving students' science process skills *suliwa 1, w widodo2, munasir3 1postgraduate of science education, universitas negeri surabaya, indonesia 2department of physics education, faculty of mathematics and natural science, universitas negeri surabaya, indonesia 3department of physics, faculty of mathematics and natural science, universitas negeri surabaya, indonesia article info abstract article history: received november 15, 2021 revised november 28, 2021 accepted december 1, 2021 available online december 30, 2021 this study purpose to know the effect of lkpd to facilitate group investigation cooperatives in improving students' science process skills in learning science material for object motion in class viii mts al miftah modung for the 2020/2021 academic year. this research was conducted in two classes, namely the control class and the experimental class. the experimental class was taught using the cooperative group investigation model. while the control group also received the group investigation model learning with the same steps, but the experimental group had lkpd. the sample used was all students of class viii as many as 20 students. the results of hypothesis testing students' science process skills were obtained score –ttable ≤ tcount ≥ ttable (-2.262 ≤ 5.071 ≥ 2,262) then ho is rejected and ha is accepted. the average percentage of implementation is 90.25% with a very good category. the average student response questionnaire is 94% with a very good category. based on the results of the data analysis, it can be concluded that there is an influence of lkpd to facilitate group investigation in improving science process skills student. keywords: lkpd (student worksheet) group investigation learning activities science process skills https://doi.org/10.46627/silet introduction education is an important place which provides all the knowledge, scientific attitudes and various kinds of skills that students need in fulfilling their daily needs. the us-based association stated that the skills needed in the modern 21st century are "four skills", communication, collaboration, critical thinking, and creative (zubaidah, 2016). these skills are very important to be trained on students in every subject, especially the science in motion of objects. one of the skills that the researchers examined in this research is science process skills as one of the skills that students must possess because the indicators contain skills in facing the era of 21st century progress. science learning is essentially developing amount of skills that are in accordance with the changes in the current era towards the future era (suastra, 2009). the skills in meant are scientific process skills, scientific products (concepts, understanding, facts, ideas), and scientific attitude. the implementation of the nature at science learning in learning is the responsibility of the teacher as a transmitter, regulator, facilitator in learning, and students as learning actors (student-centered learning). carin and sund (1989) stated that science has three major elements: attitude, process methods and products. this formula is a benchmark that science/science learning is emphasized not only on the product, but also on attitudes and processes. process abilities that http://u.lipi.go.id/1586183902 http://u.lipi.go.id/1587708325 https://scie-journal.com/index.php/silet mailto:silet@scie-journal.com https://scie-journal.com/index.php/silet https://doi.org/10.46627/silet influence of lkpd to facilitate cooperative group investigation in improving students' science process skills https://doi.org/10.46627/silet.v2i3.85 74 studies in learning and teaching https://scie-journal.com/index.php/silet are expected to be possessed by students in this case are science process skills. science process skills are the benchmark for the implementation of the k13 curriculum adopted by education in indonesia. the fact during the learning process in the field the teacher acts as a source of knowledge information but students only act as recipients of knowledge information. teachers should act more as facilitators and motivators in the implementation of learning activities so that learning objectives can be achieved as expected. the impact on the knowledge gained is only limited to mere memorization, not on the basis of aspects of the student's process. in fact, to get the discovery of concepts, experiences, facts or principles required a process skill. the process skills in meant are science process skills. however, in the actualization of learning in schools, the opposite facts were found. based on observations at mts al miftah bangkalan, especially in learning science class viii on object motion material it is felt very boring because the process of presenting learning carried out by the teacher, among them 1) monotonous / not dynamic, 2) textbooks are the main source, 3) lecture learning method , and discussion is more dominant in learning, 4) learning has not taught and trained science process skills but more on the basic skills of memorizing and taking notes, 5) learning has not trained and developed skills that can foster student curiosity or scientific attitude. viyayanti and dwikoranto (2021) said that cooperative learning was chosen because it was considered suitable and appropriate to achieve the learning objectives, for improving students' science process skills. students can work together on groups in finding, compiling, processing, and communicating related problems at material motion of objects directly. cooperative learning model is a learning model that requires the active involvement of students to work together in heterogeneous groups with learning success determined by working together with groups, the purpose of forming groups in cooperative learning models is to provide opportunities for all students to be actively involved. active in the process of thinking and learning activities. slavin (2010) suggests that group investigation cooperative learning has a great opportunity to improve cooperative relationships between students and other students in achieving common goals through small group discussions. this is an important reason that researchers are interested in applying the group investigation model at mts al miftah schools to improve students' science process skills. sanjaya (2008) said that the factors influence the learning process system include students, teachers, facilities and infrastructure, as well as environmental factors are also involved. technological advances that are growing rapidly, especially in the industrial era 4.0 provide solutions to make learning seem interesting, namely by utilizing technology in the manufacture of learning media that helps in the process of delivering material to students. in this study, researchers used student worksheets (lkpd) to facilitate cooperative group investigation models so that students were directed and systematically measured so that science process skills could be seen in students. science process skills are classified into two, namely basic and integrated science process skills. basic science process skills include observing, inferring, measuring, classifying, predicting/predicting, and communicating (gasila et al., 2019). meanwhile, integrated science process skills include identifying problems, controlling variables, formulating hypotheses, reading graphs, interpreting data, defining operations, and conducting experiments (sayekti, 2017). in this study, the indicators of science process skills used were formulating problems, formulating hypotheses, formulating variables, planning experiments, conducting experiments, presenting tables, concluding, and communicating research method research design this research is included in the pretest-posttest control group design, namely the experimental group and the control group (hardani, 2020). in this research design, observation was applied https://doi.org/10.46627/silet.v2i3.85 https://scie-journal.com/index.php/silet influence of lkpd to facilitate cooperative group investigation in improving students' science process skills https://doi.org/10.46627/silet.v2i3.85 75 studies in learning and teaching https://scie-journal.com/index.php/silet during the pretest, the learning process used teaching materials in the form of lkpd, and posttest. the comparison obtained from the results of the pretest and posttest between the control and experimental groups will be analyzed and assumed to have an effect after being given treatment in the form of group investigation cooperative learning with student learning aids in the form of lkpd. during the learning process, science process skills will be assessed either as a group or each student. the design can be described as follows. tabel 1. design research o1 o2 o3 x o4 description: o1: pretest, serves to find out how students' knowledge of the material to be taught before being given treatment in the control group o2: posttest control group. x: treatment, namely learning using the group investigation cooperative model with learning aids in the form of lkpd on object motion material. o3: pretest experimental group. o4: posttest experimental group. research procedure this research was conducted in two classes, namely the control class and the experimental class. the experimental class was taught using the cooperative group investigation model. while the control group also received the group investigation model learning with the same steps, but the experimental group had lkpd. subject, place and time of research the subjects of this study were all students of class viii mts al miftah for the academic year 2020/2021 with a total of twenty students. 10 students were randomly selected as research subjects who received treatment. achievement indicators the indicators of science process skills studied include formulating problems, formulating hypotheses, formulating variables, planning experiments, conducting experiments, presenting tables, concluding, and communicating. formulating problems with student achievement being able to find and formulating problems in the form of questions about an event, information or data. formulating variables with student achievement being able to find and understand the variables involved in the problem. planning experiments with the achievement of the ability to compose work steps in writing, determine experimental variables, create and apply work steps and how to process data. conduct experiments with the achievement of students being able to use tools and materials in experiments, able to control the variables involved, and able to take measurements according to work steps. presenting tables with student achievements in processing experimental data, organizing data in tabular form that makes it easier to inform data and makes it easier to draw conclusions. concluding with the achievement of students are able to provide a final decision which is the essence of the problem based on data or information. communicating with the achievement of students are able to convey the results of experimental data directly in front of the class in the form of suggestions, responses, criticisms, and information or conclusions from the experiment. the achievement of each indicator is declared complete if it gets a score above 65. https://doi.org/10.46627/silet.v2i3.85 https://scie-journal.com/index.php/silet influence of lkpd to facilitate cooperative group investigation in improving students' science process skills https://doi.org/10.46627/silet.v2i3.85 76 studies in learning and teaching https://scie-journal.com/index.php/silet data analysis validation of learning tools instruments of learning tools include lesson plans, lkpd, and questionnaires. as for the implementation of the learning instrument, before being used, the validity test was carried out first. the results of the validation were analyzed using the combined mean percentage formula to determine the validity of the learning tools. 𝑉 = 𝑠𝑐𝑜𝑟𝑒 𝑜𝑏𝑡𝑎𝑖𝑛𝑒𝑑 max 𝑠𝑐𝑜𝑟𝑒 𝑥 100% the assessment category for the validation results is shown in the table below: table 1. category of learning tool validity score category 0% 24% invalid and not worth using 25% 49% worth using with many revisions 50% 74% worth using with a little revision 75% 100% valid and suitable for use without revision test instrument validation before the test was used to measure students' understanding, the validity and reliability of an instrument were first measured from the assessment of the validator team. the analytical steps carried out for the test items include validity and reliability. the test consists of two kinds, namely pretest and posttest with the same questions. the measurement of validity uses the aiken item validity index which is formulated as follows: v = ∑ 𝑆 n (c − 1) (aiken, 1980) description: v : value index validity s : r – i0 n : number of validators l0 : lowest validity value c : highest validity value r : value given by validator the results of the value index validity are in the range of values 0 – 1. items with a validity index ≤ 0.4 are categorized as invalid, but if the validity index ≥ 0.8 is categorized as very valid. the category of the results of the validity index is stated as follows: table 2.validity correlation coefficient percentage category 0.8 < v 1.0 very high 0.6 < v 0.8 high 0.4 < v 0.6 enough 0.2 < v 0.4 low 0 v 0.2 very low (arikunto, 2015) reliability reliability is carried out to test the stability of the instrument used. instrument reliability testing (utami et al., 2019) uses the borich reliability formula: r = [1 − a−b a+b ] x 100% https://doi.org/10.46627/silet.v2i3.85 https://scie-journal.com/index.php/silet influence of lkpd to facilitate cooperative group investigation in improving students' science process skills https://doi.org/10.46627/silet.v2i3.85 77 studies in learning and teaching https://scie-journal.com/index.php/silet description: a : frequency of the highest value of the validator b : frequency of the lowest value of the validator the results of the assessment data from the validator will be tested using formula 3.2 to determine the reliability of the test instrument. the test is said to have good reliability if the value obtained is ≥ 75%. item sensitivity sensitivity analysis was carried out to determine how much the ability of each test item was to distinguish between students with high abilities and students with low abilities. the sensitivity index of essay questions is calculated using the following calculation formula: 𝑆 = ∑ 𝐵𝑛1 𝑝𝑜𝑠𝑡 − ∑ 𝐵 𝑛 1 𝑝𝑟𝑒 𝑁(𝑠𝑐𝑜𝑟𝑒𝑚𝑎𝑥 − 𝑠𝑐𝑜𝑟𝑒𝑚𝑖𝑛) (gronlund, 2016) description: s : sensitivity index n : total number of students scoremax : the maximum score obtained by students scoremin : the minimum score obtained by students ∑ 𝐵𝑛1 𝑝𝑜𝑠𝑡 : total score of students after learning ∑ 𝐵𝑛1 𝑝𝑟𝑒 : total score of students before learning the items are said to be good and sensitive to learning if the sensitivity value is ≥ 0.30. difference power purwanto (2010) said that difference power is the ability of items to distinguish students with high understanding (upper group) and students with low understanding (lower group). the difference power of essay questions is calculated using the following formula: 𝐷𝐵 = �̅�𝐴−�̅�𝐵 𝑥𝑚𝑎𝑥 (arikunto, 2015) description: db : the value of discriminating power of essay questions �̅�𝐴 : the average value of the students in the upper group �̅�𝐵 : the average value of the lower group students xmax : the maximum value of the question the results of differentiating power values and assessment categories are stated in the table below: table 3. difference power category score category 0.71-1.00 very good 0.41-0.70 well 0.21-0.40 medium 0.00-0.20 bad (arikunto, 2015) https://doi.org/10.46627/silet.v2i3.85 https://scie-journal.com/index.php/silet influence of lkpd to facilitate cooperative group investigation in improving students' science process skills https://doi.org/10.46627/silet.v2i3.85 78 studies in learning and teaching https://scie-journal.com/index.php/silet question difficulty level arifin (2013) argues that "the calculation of the level of difficulty of a question is a measurement of how big the degree of difficulty of a question is". the difficulty level of the essay questions is calculated using the formula. tk = �̅� 𝑥𝑚𝑎𝑥 description: tk : difficulty level �̅� : the average score obtained by students for each item xmax : question maximum score with the category of the difficulty level of the question. table 4. difficulty category score category 0.71-1.00 easy 0.31-0.70 medium 0.00-0.30 difficult (arifin, 2013) learning implementation learning completeness data from observers was analyzed to measure the practicality of the lesson plans in terms of the level of implementation of the planning stages during the learning process, calculated using the following formula: 𝐿𝑒𝑎𝑟𝑛𝑖𝑛𝑔 𝐼𝑚𝑝𝑙𝑒𝑚𝑒𝑛𝑡𝑎𝑡𝑖𝑜𝑛 = 𝛴𝑥 𝑛 x 100% (arikunto, 2015) description: p : percentage value of learning implementation x : total value n : number of questions the results of the analysis are then converted into the following implementation categories: table 5. category of learning implementation value percentage category 86% 100% very good 71% 85% well 51% 70% not enough good value 50% not good (arikunto, 2015) student response questionnaire questionnaires were given to students after receiving treatment, namely the application of lkpd in facilitating cooperative group investigation. questionnaire containing 10 questions containing indicators of model suitability, model help, model attractiveness, and model convenience with likert scale categories, namely, sts (strongly disagree), ts (disagree), s (agree), ss (strongly agree). the results of the questionnaire were then analyzed to determine student responses to the lkpd cooperative model of group investigation with the mean formula (the average score obtained): 𝑠𝑐𝑜𝑟𝑒 = 𝑠𝑐𝑜𝑟𝑒 𝑜𝑏𝑡𝑎𝑖𝑛𝑒𝑑 max 𝑠𝑐𝑜𝑟𝑒 𝑥 100% https://doi.org/10.46627/silet.v2i3.85 https://scie-journal.com/index.php/silet influence of lkpd to facilitate cooperative group investigation in improving students' science process skills https://doi.org/10.46627/silet.v2i3.85 79 studies in learning and teaching https://scie-journal.com/index.php/silet table 6.category of student response questionnaire assessment percentage category 0% 25% not very good 26% 50% not good 51% 75% well 76% 100% very good observation of students' science process skills observation data on indicators of science process skills in experiments i and ii were analyzed using the formula: 𝑆𝑐𝑜𝑟𝑒 𝐾𝑃𝑆 = 𝑠𝑐𝑜𝑟𝑒 𝑜𝑏𝑡𝑎𝑖𝑛𝑒𝑑 max 𝑠𝑐𝑜𝑟𝑒 𝑥 100 with the category of achievement of science process skills table 7. science process skill achievement category kps achievement value category 0 20 not very good 21 40 not good 41 60 enough 61 80 well 81 100 very good hypothesis testing testing the hypothesis to answer the hypothesis above by calculating the posttest value data for the experimental group with the control group posttest using the free sample t-test (t-test) formula, if the data is parametric at a significance level of 5% (0.05) (sugiyono, 2015), namely: 𝑡ℎ𝑖𝑡𝑢𝑛𝑔 = 𝑋1̅̅ ̅ − 𝑋2̅̅ ̅ √ 𝑠1 2. 𝑛2 + 𝑠2 2. 𝑛1 𝑛1𝑛2 information: t : t value count 𝑋1̅̅ ̅ : average data group 1 𝑋2̅̅ ̅ : the mean of group data 2 s1 : the value of the standard deviation of group data 1 s1 : standard deviation value of group data 2 n : number of samples the basis for making hypothetical decisions are: if -ttable < tcount < t-table, it can be concluded that h0 is accepted and ha is rejected. if –ttable ≤ tcount ≥ t-table, it can be concluded that h0 is rejected and ha is accepted. results and discussion observation of the science process skills of the experimental group in group john dewey's view on group investigation model is “a group learning model that can encourage student activity and involvement in research” (slavin, 2010). this view is in line with the thoughts sharan (1980) which states that the group investigation model is formed into small groups with group members of 2-6 people, each group chooses a topic and makes a report which is then presented with students communicating with each other and exchanging ideas. the science process skills of students in each group for experiments i and ii of the experimental class can be seen in figure 1. https://doi.org/10.46627/silet.v2i3.85 https://scie-journal.com/index.php/silet influence of lkpd to facilitate cooperative group investigation in improving students' science process skills https://doi.org/10.46627/silet.v2i3.85 80 studies in learning and teaching https://scie-journal.com/index.php/silet figure 1. graphics of ppp experiments i and ii experimental groups figure 1 above shows that in the first experiment, the group that got the lowest score was group ii with a score of 72.50 and the group that got the highest score was group i with a value of 74.37. in experiment ii, the group that got the lowest score was group ii with a score of 86.88 and the group with the highest score was group i with a score of 90.63. the data showed that the science process skills of all groups in the experimental group increased in experiment ii compared to experiment i. this was because on average all groups in experiment ii had better understanding of some aspects of science process skills from the previous experiment. because the members of the experimental group ii had received discussion from the teacher in the first experiment, where the material is not much different from the experiment ii in which they did, so that students more easily understand the experiments carried out in experiment ii. experimental group science process skills in terms of indicators science process skills in terms of indicators were obtained by calculating the average score for each indicator of science process skills in both experiment i and experiment ii. the average science process skills of students in each indicator on experimental i and ii can be seen in table 8. table 8. the value of the experimental group kps indicators in experiments i and ii. aspect science process skills score group 1 category group 2 category average category formulate the problem 95 enough 95 very good 95 very good formulating a hypothesis 90 very good 97.5 very good 93.75 very good formulating variables 50 enough 75 good 62.5 good planning an experiment 85 very good 92.5 very good 88.75 very good doing an experiment 75 good 85 very good 80 good serving table 50 enough 85 very good 67.5 good conclude 77.5 good 95 very good 86.25 very good communicating 65 good 85 very good 75 good average score 81.09 very good table 8 above shows that the average of each indicator of students' science process skills is in the very good category and has increased in practicum ii, but in the first experiment there are 74,37 72,50 90,63 86,88 0 10 20 30 40 50 60 70 80 90 100 group 1 group 2 experiment 1 experiment 2 https://doi.org/10.46627/silet.v2i3.85 https://scie-journal.com/index.php/silet influence of lkpd to facilitate cooperative group investigation in improving students' science process skills https://doi.org/10.46627/silet.v2i3.85 81 studies in learning and teaching https://scie-journal.com/index.php/silet several skill indicators that are classified as quite good, namely the skill in formulating variables and the skill in presenting tables. observation of control group science process skills in groups the group investigation model is essentially a model designed to guide and train students in defining problems, exploring problems, collecting data, developing and testing hypotheses (trikasari, 2016). in applying this model students are actively involved in planning both the topic and the course of the investigation. average of students' science process skills in groups in experiments i and ii the experimental group can be seen in figure 2. figure 2. graph of science process skills of control group students figure 2 above shows that the group data in the first experiment which obtained the lowest score was group i with a value of 55 and the group with the highest score was group ii with a value of 56.88. in experiment ii, the group that got the lowest score was group ii with a score of 63.13 and the group with the highest score was group i with a score of 67.50. shows that the science process skills of all groups in the control group have increased in experiment ii compared to experiment i. however, the increase is not relatively far, so many aspects of science skills are categorized as incomplete according to the kkm. this is because students are still confused about what they should do in the experiment because students do not have a structured guide when conducting the experiment. control group science process skills in terms of indicators science process skills in terms of indicators were obtained by calculating the average score for each indicator of science process skills in both experiment i and experiment ii. the average science process skills of students in each indicator on experimental i and ii can be seen in table 9. table 9. the value of the control group kps indicators in experiments i and ii aspect science process skills score group 1 category group 2 category average category formulate the problem 60 enough 67.5 good 63.75 good formulate a hypothesis 55 enough 60 good 57.5 good formulate variables 50 enough 67.5 good 58.75 enough planning an experiment 57.5 enough 65 good 61.25 good do an experiment 57.5 enough 67.5 good 62.5 good drawing graphs/tables 50 enough 65 good 57.5 enough interpretation 60 enough 67.5 good 63.75 good communicate 57.5 enough 62.5 good 60 enough average score 60,625 enough 55,00 56,88 67,50 63,13 0 20 40 60 80 100 group 1 group 2 experiment 1 experiment 2 https://doi.org/10.46627/silet.v2i3.85 https://scie-journal.com/index.php/silet influence of lkpd to facilitate cooperative group investigation in improving students' science process skills https://doi.org/10.46627/silet.v2i3.85 82 studies in learning and teaching https://scie-journal.com/index.php/silet table 9 above shows that the average science process skills of all indicators in experiment i are categorized as good enough and have increased in experiment ii, it's just that on average all indicators of science process skills are categorized as good enough and have not been completed in kkm in experiment i. the skill indicator in experiment ii seems to have increased and is classified as good category with 75% of all science process skills complete. hypothesis testing of students' science process skills based on the results of the prerequisite test, the analysis of the results of the pretest and posttest of students' science process skills, it was concluded that the experimental group and the control group had data that were normally distributed and the variance was homogeneous. testing the research hypothesis to determine the effect of lkpd in facilitating group investigation to improve students' science process skills by using a free sample t-test in the spss version 20.00 program. based on the results of the homogeneity test and posttest normality of the experimental-control group, it showed that both groups had homogeneous and normal variances, so that the requirements for using the free sample t-test in testing the hypothesis were fulfilled. hypothesis decision making is if tcount < ttable then ho is accepted and ha is rejected, whereas if tcount ≥ ttable then ha is accepted and ho is rejected. table 10. hypothesis test results of students' science process skills levene's test for equality of variances t-test for equality of means f sig. t sig. (2-tailed) score equal variances assumed 1.817 .194 5.071 .000 equal variances not assumed 5.071 .000 table 10 above shows that the tcount value is 5.071, when compared with the value ttable with degrees of freedom dk = 9 and a significance level of 5% is 2.262. both tcount and ttable values meet the pattern –ttable < tcount > ttable (-2.262 < 5.071 > 2.262), so it can be concluded that ho is rejected and ha is accepted. these results indicate that there is a significant effect of using lkpd in facilitating group investigation to improve students' science process skills. student response questionnaire analysis the results of the analysis of filling out the student response questionnaire sheet on the motion material using the lkpd-based group investigation learning model can be seen in table 11. table 11. student response questionnaire analysis no questionnaire indicators evaluation percentage category 1 suitability 96% very good 2 help 87.5% very good 3 convenience 96.25% very good 4 attractiveness 96.25% very good total 94% very good table 11 above shows the average percentage of total student responses in the use of the lkpd-based group investigation learning model is 94% with a very good response category. the data shows how happy students are in learning. the atmosphere of active and fun learning activities cannot be separated from the characteristics of the lkpd-based group investigation model. this is in line with the opinion expressed by wahyuni et al. (2018), which states that the group investigation model will make students actively explore, build, and develop concepts, provide opportunities for students to develop science process skills, students get more attention when compared to lecture system, as well as enabling students to understand and fully understand the concepts taught by the teacher, because they were directly involved in the https://doi.org/10.46627/silet.v2i3.85 https://scie-journal.com/index.php/silet influence of lkpd to facilitate cooperative group investigation in improving students' science process skills https://doi.org/10.46627/silet.v2i3.85 83 studies in learning and teaching https://scie-journal.com/index.php/silet experiment. in addition, visually the results of the student response questionnaire applying the lkpd-based group investigation learning model can also be seen in figure 3. figure 3. student response questionnaire diagram teacher learning implementation the opinion of bsnp in sulistiyono (2014) which states that the implementation of learning is the actualization of the learning implementation plan (rpp). the results of the analysis of filling out the observation sheet on the implementation of teacher learning in the experimental class using the lkpd-based group investigation learning model can be seen in table 4.18. table 12. learning implementation analysis no the implementation of learning observer 1 observer 2 average percentage category 1 meeting 1 89% 94% 0.915 very good 2 meeting 2 89% 89% 0.89 very good average score 0.9025 category very good table 12 above shows the average value of the total percentage of teacher learning implementation of object motion material using the lkpd-based group investigation learning model in the experimental group of 90% with the category of very good learning implementation. this shows that the teacher has carried out learning very well with the learning steps that have been fulfilled. in addition, visually the results of the analysis of the implementation of teacher learning in the subject of motion of objects using the lkpd-based group investigation learning model can be seen in figure 4. figure 4. teacher learning implementation diagram conclusion research conducted in class viii of mts al miftah modung for the 2020/2021 academic year on science learning material motion objects using lkpd to facilitate cooperative group investigation in improving students' science process skills it was concluded that there was an 0% 20% 40% 60% 80% 100% 96% 88% 96% 96% positive scale 85% 90% 95% meeting i meeting ii 89% 89% 94% 89% observer i observer ii https://doi.org/10.46627/silet.v2i3.85 https://scie-journal.com/index.php/silet influence of lkpd to facilitate cooperative group investigation in improving students' science process skills https://doi.org/10.46627/silet.v2i3.85 84 studies in learning and teaching https://scie-journal.com/index.php/silet influence of lkpd to facilitate group investigation in improving science process skills student. with the average achievement of indicators of science process skills in the experimental group of 81.09 in the very good category, while the average indicator of science process skills in the control group is 60.625 in the enough good category. with the percentage of student response questionnaires of 94% in the very good category and the percentage of learning implementation of 90.25 in the very good category. references aiken, l, r. 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(2018). pengaruh model pembelajaran kooperatif tipe group investigation berbantuan asesmen kinerja terhadap keterampilan proses sains. international journal of elementary education, 2(3), 202-210. https://doi.org/10.46627/silet.v2i3.85 https://scie-journal.com/index.php/silet https://doi.org/10.3102/00346543050002241 https://doi.org/10.46627/silet.v2i2.74 influence of lkpd to facilitate cooperative group investigation in improving students' science process skills https://doi.org/10.46627/silet.v2i3.85 85 studies in learning and teaching https://scie-journal.com/index.php/silet zubaidah, s. (2016). keterampilan abad ke-21: keterampilan yang diajarkan melalui pembelajaran. seminar nasional pendidikan, 2(2), 1-17. author (s): * suliwa (corresponding author) graduate student of science education at surabaya state university universitas negeri surabaya, jl. lidah wetan, surabaya 60213, indonesia email: suliwa.18051@mhs.unesa.ac.id wahono widodo department of physics education, faculty of mathematics and natural science, universitas negeri surabaya, jl. ketintang, surabaya 60231, indonesia email: wahonowidodo@unesa.ac.id munasir department of physics, faculty of mathematics and natural science, universitas negeri surabaya, jl. ketintang, surabaya 60231, indonesia email: munasir_physics@unesa.ac.id https://doi.org/10.46627/silet.v2i3.85 https://scie-journal.com/index.php/silet mailto:suliwa.18051@mhs.unesa.ac.id mailto:wahonowidodo@unesa.ac.id mailto:munasir_physics@unesa.ac.id 429 too many requests whoops! too many requests 429 too many requests whoops! too many requests 115 p-issn: 2722-399x; e-issn: 2722-1857 silet, vol. 2, no. 3, december 2021: 115-129 ©2021 studies in learning and teaching studies in learning and teaching https://scie-journal.com/index.php/silet studies in learning and teaching homepage: https://scie-journal.com/index.php/silet email: silet@scie-journal.com burnout syndrome during the covid-19 pandemic among visual art teachers in ghana *m osei1, d adom1, a twene2, n tetteh3 1department of educational innovations in science and technology, kwame nkrumah university of science and technology, ghana 2department of publishing studies, kwame nkrumah university of science and technology, ghana 3department of industrial art, dr. hilla limann technical university, ghana article info abstract article history: received november 19, 2021 revised november 27, 2021 accepted december 6, 2021 available online december 30, 2021 this study sought to address burnout syndrome during the covid19 global pandemic among visual art teachers in ghana. the startling intricacies of covid-19 burnout among visual art teachers (vat) in ghana were discovered using an exploratory research approach. 112 participants were surveyed across senior high schools visual art teachers in ghana. data were analysed using t-test, regression and analysis of variance test (f test) to determine whether there were significant differences between the burnout levels and demographic factors. the findings revealed that, the only effects of the burnout that are statistically significant on gender are reduction in productivity or efficacy in teaching difference (t=-4.41, p=0.00(p<0.05)), sleep disorders (t= -3.22, p=0.02(p<0.05)), short temper (t=-2.84, p=0.006(p<0.05)) and health consequences (t=3.36, p=0.001(p<0.05)). the anova was significant between burnout negative effect among education level f (3, 108) =2.983, p= .035. however, the anova was insignificant between burnout causes, effects and preventive strategies scores and the ages of the teachers. the findings revealed that the majority of suggestions for burnout prevention falls under the category of personal changes. the study contends that though job responsibilities are high, the primary idea is that individuals have a larger role to play in preventing burnout. keywords: academic stress burnout syndrome covid-19 stress coping mechanism https://doi.org/10.46627/silet introduction academic activities in various educational institutions are fertile grounds for breeding stress among teachers and students (edjah et al., 2020; adom et al., 2020a). in its aggravated form, stress turns into burnout (shailesh, 2018). burnout is more prevalent in employment outlets where workers spend considerable time with their clients (clutterbuck, 2009). thus, it is no surprise to find the burnout syndrome among teachers because research tags the teaching profession as a high-stress job (kyriacou, 2001; hulya, 2014). the term burnout was first referenced in graham greene’s novel titled ‘a burnt-out case’ published in the early 1960s (montero-marin et al., 2016). however, freudenberger, the american-german psychologist, is noted to be the celebrated name for the term ‘burnout’ in 1974. this is when he used it in describing the physical and emotional exhaustion faced by some young social workers he studied (cluterbuck, 2009). burnout has often been defined as a psychological response to chronic work-related stress (shirom, 2003; shailesh, 2018). it is a psychosocial condition that presents itself when a person is unable to cope with chronic stress (montero-marin et al., 2016). burnout syndrome is a negative subjective experience with negative perceptions and behaviours evident after prolonged exposure to http://u.lipi.go.id/1586183902 http://u.lipi.go.id/1587708325 https://scie-journal.com/index.php/silet https://scie-journal.com/index.php/silet mailto:silet@scie-journal.com https://doi.org/10.46627/silet burnout syndrome during the covid-19 pandemic among visual art teachers in ghana https://doi.org/10.46627/silet.v2i3.88 116 studies in learning and teaching https://scie-journal.com/index.php/silet chronic stress (ahola et al., 2010; khamisa et al., 2017; unesco, 2020a). there has been a resurgent interest in burnout studies recently by scholars because of its negative effects on professions related to human services such as teaching (hulya, 2014; gorji, 2011). the causes of burnout syndrome are multifaceted, though they are all forms of stressors (shailesh, 2018). among teachers, working for long hours due to high workloads, emotional exhaustion, pressure from educational administrators, role ambiguity, student-behaviour problems, lack of social support, lack of motivation and participatory decision-making, amongst many others, often result in burnout (kyriacou, 2001; zhang & sapp, 2007; stoeber & rennert, 2008). the main causes of burnout syndrome in academic institutions are always associated with the challenges in the delivery of teaching and learning activities (cruz & abellan, 2015). this drastically reduces the productivity or efficacy of teachers driven by a lack of enthusiasm (rothmann et al., 2006; najimi et al., 2014). burnout syndrome develops gradually among teachers as they battle with ineffective stress management strategies (schaufeli et al., 2009). hamre and pianta (2004) note that teachers affected by the burnout syndrome demonstrate less empathy and intolerance toward their students in the dispensation of classroom teaching and learning. there is also noticeable feelings of inadequacy and job dissatisfaction amongst teachers experiencing burnout syndrome (kumari & de alwis, 2015; khamisa et al., 2017). such teachers are subject to physical, emotional and mental health disorders (jennings, 2008; idris, 2011; young et al., 2013; montero-marin et al., 2016; gorji, 2011). a teacher or educator who is undergoing burnout has low morale, low self-esteem, and is physically exhausted (brown & roloff, 2011). depression, musculoskeletal pain, cardiovascular diseases, and type 2 diabetes are all possible burnout health challenges faced by teachers. other negative effects of burnout among teachers include sleeping disorders, strained relations with family and friends as well as short temperaments (garcía-izquierdo & rı´os-rı´squez, 2012). studies on burnout syndrome among teachers merit scholarly attention as it greatly affects the expected learning outcomes of students (hulya, 2014; khan et al., 2013; veena & shailaja, 2016; adom et al., 2020b). this has become even more necessary due to the unparalleled disruption of the foundations of education as a result of the recent covid-19 global pandemic that forced the suspension of the west african secondary school certificate examination (wassce) on march 20, 2020. though recently ended, the wassce saw frantic preparations by teachers to put their candidates in the mode of the examination a couple of months ago when these final year students were called back into school amidst a lot of uncertainties. teachers were thus under a lot of pressure to prepare students to be able to sit for these examinations, visual art teachers inclusive. based on this backdrop, the main purpose of the study was to investigate the causes, effects and preventive strategies of the covid-19 burnout syndrome on visual art teachers in ghana. also, it was to determine whether there was a significant negative effect of the covid-19 burnout on the socio-demographic factors such as gender, age and educational levels of visual art teachers. https://doi.org/10.46627/silet.v2i3.88 https://scie-journal.com/index.php/silet burnout syndrome during the covid-19 pandemic among visual art teachers in ghana https://doi.org/10.46627/silet.v2i3.88 117 studies in learning and teaching https://scie-journal.com/index.php/silet conceptual framework figure 1. adapted from the general model of burnout. source: maslach et al. (1996) job burnout study began in the human services sector in an attempt to describe the syndrome that afflicted the overworked, fatigued, and distant worker who was once driven and involved. although there is some variation in burnout definitions, maslach et al. (1996) conceptual and operational definition is the most generally used and recognized. maslach et al. (1996) concept of job burnout posits a three-dimensional construct consisting of emotional exhaustion, depersonalization, and personal accomplishment. burnout's central characteristic is emotional exhaustion, which is defined as a sense of being emptied as a result of long-term job stress. emotional exhaustion causes the worker to pull away from clients, becoming cynical and disconnected. depersonalization is the insensitivity to people receiving services and inappropriate behaviour toward others, regardless of their distinctions. personal accomplishment, the third dimension, refers to sentiments of ineffectiveness at work, regardless of effort. the following research question guides this study, which focuses on studies exploring the significant differences between job burnout and teachers well-being: are there any significant negative effects of the covid-19 burnout on gender (visual art teachers)?; are there any significant difference between burnout causes, effects and preventive strategies scores and the ages of visual art teachers (vat); to what extent did visual art teachers (vat) burnout causes, negative effect and preventive strategy vary depending on sociodemographic factors such as education level. (see figure 1)? the negative effects of the covid-19 burnout were categorised into three domains: psychological, physiological and behavioural. the world health organization's comprehensive definition of health and well-being, which defines health as a state of total mental, bodily, and social welfare, guides this study's multi-domain approach (world health organization, 1948) (1) psychological well-being, (2) physiological well-being, and (3) behavioural well-being were the three well-being domains examined. figure 1 indicated that the three categories of burnout (emotional exhaustion, depersonalisation and personal accomplishment give rise to these negative effects. https://doi.org/10.46627/silet.v2i3.88 https://scie-journal.com/index.php/silet burnout syndrome during the covid-19 pandemic among visual art teachers in ghana https://doi.org/10.46627/silet.v2i3.88 118 studies in learning and teaching https://scie-journal.com/index.php/silet research method an exploratory research design was deemed to appropriate to discover the striking complexities of covid-19 burnout among visual art teachers (vat) in ghana. exploratory research is conducted when enough is not known about a phenomenon and a problem that has not been clearly defined (saunders et al., 2017). it does not plan to address the research questions in a final and definitive way, but rather discusses the research subject with different degrees of profundity. therefore, it aims at addressing new issues that have not been investigated before. the study also employed a quantitative method through the use of questionnaire. on the other hand, the researchers would objectively use a quantitative approach to summarize the problem by using fixed numbers. to provide insight into covid-19 burnout among visual art teachers, a convenience sampling technique (n = 112) was used to recruit senior high visual arts teachers in ghana specifically ashanti region to complete the hard copy questionnaire during the wake of the covid-19 pandemic. to participate, a teacher had to teach visual arts in ashanti region. the questionnaire included three different scales adopted and modified from (maslach et al., 1996). the first scale included was the covid-19 causative scale (12 items), the second scale included negative effects (12 items) and the last scale included the preventive strategies (16 items). a fivepoint likert scale ranging from strongly disagree (1) to strongly agree (5) was used to measure the three different scales. an example question of the causative scale included, “high workloads due to class size.” an example question of negative effects included, “challenges in the delivery of the teaching and learning activities” lastly, an example question of preventive strategies included “training on self-control and stress management”. in the study, t-test, regression and analysis of variance test (f-test) were used for the analysis of the data. a t-test was used to determine whether there were significant differences between both the burnout levels and the classroom management attitudes and beliefs of male and female teachers. furthermore, the data were analyzed using anova to find out whether there were significant differences among different categories of the variables under study (age, gender, and education level). again, the data were analysed using regression to test the impact of burnout on visual art teachers (vat). results and discussion table 1 reliability statistics a cronbach’s alpha was used to prove the reliability and how consistent will be of the data collected. the results gave a good coefficient alpha of 0.822. table 1. gender distribution. obs percent female 21 18.8 male 90 80.4 total 111 99.1 total 112 100 table 1, it shows that out of 112 respondents surveyed 80.4 % of the respondents were male while 18.8% of the respondents were female. table 2. educational qualification. obs percent valid diploma 6 5.4 1st degree 82 73.2 master's degree 20 17.9 phd 4 3.6 total 112 100 table 2 indicates that the majority of the respondents' educational qualification is 1st degree representing 73.2% and the qualification is doctor in philosophy representing 3.6%. https://doi.org/10.46627/silet.v2i3.88 https://scie-journal.com/index.php/silet burnout syndrome during the covid-19 pandemic among visual art teachers in ghana https://doi.org/10.46627/silet.v2i3.88 119 studies in learning and teaching https://scie-journal.com/index.php/silet table 3. age distribution. m sd obs percent 20-30 33 29.5 31-40 53 47.3 41-50 20 17.9 51-60 4 3.6 total 110 98.2 total 1.95 .794 112 100 data from table 3 suggests, a higher number of respondents which is 53(47.3%), took part in the study were within the ages of 31-40 years and the least age group was 51-60 years representing 4(3.6%). the average age is (m= 1.95, sd=.794). table 4. marital status. obs percent valid married 70 63.6 single 40 36.4 total 110 100 total 112 table 4 shows the majority of the respondents who took part in the study is married representing 63.6% and the remaining 36.4% is single. table 5. subject distribution according to teachers. teachers percent valid g.k.a 33 29.5 textiles 9 8 g.k.a./picture making 12 10.7 sculpture 8 7.1 leather work 8 7.1 graphic design 25 22.3 picture making 7 6.3 g.k.a/ ceramics 6 5.4 total 112 100 from table 5, most of the respondents who participated in the survey were teachers of general knowledge in art (g.k.a.) representing 29.5%, followed by graphic design teachers, representing 22.3% and the least participated participants were teachers teaching both g.k.a and ceramics, representing 5.4%. table 6. school distribution. names of participated senior high schools number of visual art teachers percent valid prempeh college 4 3.6 st. louis 5 4.5 ksts 18 16.1 pakoso community day shs 8 7.1 sda shs bekwai 14 12.5 kofi agyei shs 9 8 serwaa nyarko shs 6 5.4 ejisuman 15 13.4 ests 2 1.8 knust shs 6 5.4 adventist senior high kumasi 3 2.7 kumasi academy 9 8 total 112 100 https://doi.org/10.46627/silet.v2i3.88 https://scie-journal.com/index.php/silet burnout syndrome during the covid-19 pandemic among visual art teachers in ghana https://doi.org/10.46627/silet.v2i3.88 120 studies in learning and teaching https://scie-journal.com/index.php/silet table 6 indicates the number of senior high schools and visual arts teachers surveyed for this study. table 7. causative, effects and preventive strategies variable obs mode m sd causative agents of the covid-19 burnout 1. high workloads due to class size 112 agree 3.313 1.389 2. emotional exhaustion as a result of covid-19 health concern 112 agree 3.473 1.185 3. financial problems 112 agree 3.321 1.092 4. fear or uncertainty of the future 112 neutral 3.607 1.11 5. pressure from educational administrators 106 agree 3.377 1.238 6. role ambiguity 110 neutral 2.973 0.999 7. student-behaviour problems 108 agree 3.574 1.129 8. lack of social support 110 agree 3.782 1.144 9. lack of motivation 104 agree 3.637 1.215 10. lack of participatory decision-making 111 agree 3.279 1.192 11. inability to engage in cultural events such as funeral etc. 110 neutral 3.536 1.217 12. inability to associate with friends, and family as a result of the covid-19 lockdown 112 neutral 3.455 1.177 overall mean 3.443 negative effects of the covid-19 burnout 1. challenges in the delivery of the teaching and learning activities 108 agree 3.315 1.22 2. reduction in productivity or efficacy in teaching 112 neutral 3.179 0.97 3. lack of enthusiasm 112 neutral 3.179 0.942 4. ineffective stress management strategies 112 neutral 3.214 1.118 5. demonstration of less empathy and intolerance toward their students 110 neutral 2.709 1.061 6. noticeable feelings of inadequacy 112 neutral 3.08 1.00574 7. job dissatisfaction 112 neutral 2.759 1.05 8. depression 110 neutral 2.964 1.091 9. sleep disorders 112 neutral 2.991 1.095 10. strained relations with family and friends 112 neutral 3.232 1.082 11. short temper 112 neutral 2.563 1.02 12. health consequences 111 neutral 2.775 1.248 overall mean 2.997 covid-19 burnout preventive strategies 1. training on self-control and stress management 112 agree 3.821 0.951 2. taking time off to think, reflect, meditate and pray 110 agree 3.809 0.943 3. taking time off their busy schedules to relax or sleep 112 agree 3.676 1.18 4. engaging in fun activities (game movie, concert) 112 agree 3.429 1.271 5. going for vacation 112 agree 3.821 0.97 6. aerobic exercises/muscles relaxation/breathing exercises 112 agree 3.607 1.188 https://doi.org/10.46627/silet.v2i3.88 https://scie-journal.com/index.php/silet burnout syndrome during the covid-19 pandemic among visual art teachers in ghana https://doi.org/10.46627/silet.v2i3.88 121 studies in learning and teaching https://scie-journal.com/index.php/silet 7. sharing feelings with friends and family 110 agree 3.6 1.094 8. having a healthy home life 111 agree 3.846 1.138 9. eating a healthy balanced meal 110 agree 4.073 0.945 10. school administration consulting teachers on curriculum development 110 agree 3.827 1.132 11. provision of adequate instructional facilities for teaching and practical activities 108 agree 4 1.005 12. giving teachers clear job descriptions and expectations 112 agree 3.938 0.952 13. offering training programmes targeted at the professional growth of teachers 110 agree 3.882 1.147 14. organizing health promotion and awareness programs for teaching staff 112 agree 3.938 1.157 15. setting shortand long-term realistic goals 110 agree 3.891 1.026 16. setting limits on excessive or inappropriate work demands 108 agree 3.852 0.975 overall mean 3.813 note: the five-point likert scale ranges from strongly disagree =1, disagree = 2, neutral =3, agree = 4, strongly agree= 5 table 7 indicates the analysis of the causative agents, effects and preventive strategies of the covid-19 burnout among visual art teachers (vat). with regards to the causes of the covid19 burnout, the responses to the first statement shows that high workloads due to class size are one of the causative agents of covid-19 burnout (mode = agree, m = 3.313, sd = 1.389). the respondents also agree that emotional exhaustion as a result of covid-19 health concern is a causative agent (mode = agree m = 3.473, sd = 1.185). contrariwise, the respondents were neutral about these statements as causative agents of the c0vid-19 burnout among visual arts teachers: “financial problems, fear or uncertainty of the future, role ambiguity, lack of participatory decision-making and inability to engage in cultural events such as funeral”. owing to this, the overall mean (mode= 4, m= 3.443) suggests the majority of the respondents were in agreement with the 12 statements (8 out of 12 statements indicate agreement) used to test as causative agents of the covid-19 burnout among visual arts teachers in ashanti region specifically senior high schools. concerning the negative effects of the covid-19 burnout on visual arts teachers, the respondents were neutral to the majority of the statements. for instance, out of 12 statements, only one shows positive agreement to the negative effect of the covid-19 burnout on them that is “challenges in the delivery of the teaching and learning activities (mode = agree m = 3.315, sd = 1.220). the overall mean and mode also indicate neutrality among the respondents (mode = neutral, m = 2.997). regarding the preventive strategies to curb the covid-19 burnout, the overall sampled participants representing 100% (112) agreed that the 16 listed statements in table 4.8 could be used as a strategy to control the covid-19 burnout. the overall mean and mode suggest a positive agreement (mode = agree, m = 3.813). https://doi.org/10.46627/silet.v2i3.88 https://scie-journal.com/index.php/silet burnout syndrome during the covid-19 pandemic among visual art teachers in ghana https://doi.org/10.46627/silet.v2i3.88 122 studies in learning and teaching https://scie-journal.com/index.php/silet (r1) are there any significant negative effects of the covid-19 burnout on gender (visual art teachers)? table 8. multiple regression analysis on the effect of covid-19 burnout on vat the f-test analysis in table 4.8 shows that there is an equal variance between the two groups namely sex and the effects ((f test; f=4.26196 p=0.000(p<0.05)). again, the only effects of the burnout that are statistically significant are reduction in productivity or efficacy in teaching difference (t = -4.41, p=0.00(p<0.05)), sleep disorders (t = -3.22, p=0.02(p<0.05)), short temper (t = -2.84, p=0.006(p<0.05)) and health consequences (t = 3.36, p=0.001(p<0.05)). the rest is statistically insignificant (table 4.9). however, 33% approximately of the variance is connected to the effects of covid-19 burnout among vat. this variation is too small leaving several differences unexplained. it could also be deduced that only reduction in productivity, as well as sleep disorders, short temper and health consequences, are predictors of the negative effects of the covid-19 burnout among vat. the value for the r-squared is 0.3328. this implies that in this model only approximately 33% of the variance accounts for the negative effect of burnout among teachers. (r2) are there any significant difference between burnout causes, effects and preventive strategies scores and the ages of visual art teachers (vat) a one-way analysis of variance was conducted to evaluate the difference between burnout scores and the ages of visual art teachers (vat). the independent variable is the age of the visual art teachers and the dependent variable is burnout scores. the independent variable has 4 levels: 20-30, 31-40, 41-50, and 51-60 while the dependent variable has 3 levels: causes, negative effects and preventive strategies. the anova was insignificant covid-19 burnout causes scores and ages of vat f (3, 106) = 2.240, p = .087. the variance estimates between the subject scores (ages) are 1.014 and within the subject scores (ages) is .0.451. this implies that the population variance is nearly 2.2 times greater than within the subject scores (ages) that are being accounted for. the value for the r-squared is 0.060. this shows that, in this model, only approximately 6% of the variance accounts for burnout causes scores leaving several differences unexplained. also, there was not a statistically significant difference between burnout negative scores and age f (3, 106) = .647, p = .587. the value r-squared is .018. again, the anova was insignificant between burnout preventive strategy scores and ages f (3, 106) =2.221, p = .0.09 and the value for the rsquared is .059. (r3) to what extent did visual art teachers (vat) burnout causes, negative effect and preventive strategy vary depending on socio-demographic factors such as (r3a) education level? _cons 2.185539 .1821568 12.00 0.000 1.823862 2.547216 health .1344925 .0399829 3.36 0.001 .0551055 .2138795 short -.1216648 .0428757 -2.84 0.006 -.2067955 -.0365342 strained .0598537 .0478056 1.25 0.214 -.0350655 .1547729 sleep -.1443254 .0448175 -3.22 0.002 -.2333117 -.0553392 depression -.0519436 .0391799 -1.33 0.188 -.1297363 .025849 job .0745642 .0500429 1.49 0.140 -.0247972 .1739256 noticeable .0318595 .0451367 0.71 0.482 -.0577605 .1214794 demonstration .0104773 .0407204 0.26 0.798 -.0703741 .0913286 ineffective -.0178913 .0465554 -0.38 0.702 -.1103282 .0745456 enthusiasm .075653 .0555782 1.36 0.177 -.0346988 .1860047 reduction -.181413 .040236 -4.51 0.000 -.2613024 -.1015235 sex coef. std. err. t p>|t| [95% conf. interval] sex 106 12 .3457316 0.3328 4.26196 0.0000 equation obs parms rmse "r-sq" f p https://doi.org/10.46627/silet.v2i3.88 https://scie-journal.com/index.php/silet burnout syndrome during the covid-19 pandemic among visual art teachers in ghana https://doi.org/10.46627/silet.v2i3.88 123 studies in learning and teaching https://scie-journal.com/index.php/silet anova was conducted to assess the difference between burnout causes, negative effects and preventive strategy and education level. the independent variable is education level and the dependent variable is burnout. the independent variable has 4 levels: diploma, 1st degree, master’s degree, and doctorate degree and the dependent variable has 3 levels: causes, negative effects and preventive strategy. the anova was insignificant between education level and burnout causes f (3, 108) =1.735, p = .164. the variance estimates between the subject scores (education level) are .783 and within the education level is .452. this means that the population variance is approximately 2 times greater than within the subject experience (education level) that is being accounted for. the value for the r-squared is .046. also, there was not a statistically significant difference between preventive strategy among education level f (3, 108) = .661, p = .578. the value for r-squared is .018. however, the anova was significant between burnout negative effect among education level f (3, 108) =2.983, p = .035. the variance estimates between the subject scores (education level) are 1.783 and within the group of education level is .352. the value for the r-squared is .077. this shows that, in this model, only approximately 8% of the variance accounts for burnout negative effects leaving several differences unexplained. since the overall f-test was only statistically significant between burnout negative effect score and education of levels of vat, post hoc multiple comparisons were conducted to determine the pairwise difference among the means of the four groups of education levels. the procedure adopted for these multiple comparisons is tukey. the post-hoc t-tests indicated that there was a significant difference in the means between teachers with lower and high education levels and burnout negative effects (p=0.041) as well as between low and high education levels (p=0.047). however, low and middle educated vat did not indicate the tendency of burnout negative effects (p=.708). again, there was not a significant difference in the means between vat with middle and high education levels (p=.205). it could be deduced that vat with lower, low and high education levels was highly affected during the covid-19 burnout. the 95% confidence intervals for the pairwise differences are reported in table 9. table 9. post hoc test dependent variable: negative effect tukey hsd (i) educational qualification mean difference (i-j) std. error sig. 95% confidence interval lower bound upper bound diploma 1st degree -.2289 .25077 .798 -.8833 .4255 master's degree -.3872 .27600 .500 -1.1075 .3330 phd -1.0278* .38275 .041 -2.0266 -.0290 1st degree diploma .2289 .25077 .798 -.4255 .8833 master's degree -.1583 .14788 .708 -.5442 .2275 phd -.7989* .30362 .047 -1.5912 -.0066 master's degree diploma .3872 .27600 .500 -.3330 1.1075 1st degree .1583 .14788 .708 -.2275 .5442 phd -.6405 .32477 .205 -1.4880 .2070 phd diploma 1.0278* .38275 .041 .0290 2.0266 1st degree .7989* .30362 .047 .0066 1.5912 master's degree .6405 .32477 .205 -.2070 1.4880 based on observed means. the error term is mean square (error) = .352. *. the mean difference is significant at the .05 level. note: lower =diploma, low =1st degree, middle=master degree, high =phd the study aims to examine the covid-19 burnout among visual arts teachers (vat) in ghana such as the causes, effects and preventive strategies put in place in order to curb the burnout. https://doi.org/10.46627/silet.v2i3.88 https://scie-journal.com/index.php/silet burnout syndrome during the covid-19 pandemic among visual art teachers in ghana https://doi.org/10.46627/silet.v2i3.88 124 studies in learning and teaching https://scie-journal.com/index.php/silet causative agents of the covid-19 burnout the findings reveal that most of the visual art teachers agree that the causes of the covid-19 burnout affected their profession and life during the pandemic. this finding is congruent with recent studies in an italian and chilean population, which showed a significantly lower psychological wellbeing among people and individuals with health risk factors (lizana et al., 2021; pieh et al., 2020). similar results have also been found in austria, where women and young adults aged less than 35 years and the unemployed and the impoverished have problems with mental health due to an increase in depression and a decline in quality of life. negative effects of the covid-19 burnout with regards to the negative effect of the covid-19 burnout, teachers’ opinions were normally distributed. there was no clear indication that the covid-19 burnout has affected their quality of life and their field of work. although studies on the effect of covid-19 burnout on teachers is scanty, the findings reveal that visual art teachers face challenges in the delivery of teaching and learning activities due to inadequate resources. this result is paralleled with the studies conducted by (sokal et al., 2020). owing to this, recent research has shown that teachers have been stressed to adjust (at record time) to conduct online classes during lock-down (besser et al., 2020). this stress is typically accompanied by worry, sadness and sleep disturbance as a result of increased workload as a result of home education (ng, 2007). another recent arab study has confirmed that this crisis has caused teachers to suffer problems that are often related to a pandemic situation, such as anxiety, depression, domestic violence, and divorce, all of which restrict their ability to teach properly (al lily et al., 2020). moreover, prior research has demonstrated that working at home using ict can produce emotions of strain, anxiety, weariness and decreased work satisfaction (cuervo et al., 2018) and that these were the only facilities accessible for teachers during the pandemic. the research findings also indicate that under-efficiency, lower flexibility as evaluated by attitudes to change, and more demand for work combined with lower resources are connected with teacher burnout in the pandemic situation. in addition to this, the multiple regression analysis reveals that there is an equal variance between the two groups namely sex and the effects but approximately 33% of the variance is connected to the effects of covid-19 burnout among vat. this variation is too small leaving several differences unexplained. also, the findings of this study confirm that a high percentage of visual art teachers suffer symptoms of sleeping disorders, short temper, health disorders; which is statistically significant according to the multiple regression analysis. a plethora of studies confirm these findings of the negative effect of covid19 burnout (lizana et al., 2021; besser et al., 2020; unesco, 2020b). covid-19 burnout preventive strategies regarding the preventive strategies to curb the covid-19 burnout, the overall sampled participants representing 100% (112) agreed that the 16 listed statements in table 4.8 could be used as a strategy to control the covid-19 burnout. the overall mean and mode suggest a positive agreement. in line with a recent study in japan, mindfulness, counselling those at risk of burnout, and reducing workload have been proposed as measures to address the widespread burnout among workers given the unprecedented surge in covid-19 cases (correia & almeida, 2020). also, psychological resilience has been highlighted as a protective factor against burnout (di monte et al., 2020). although there are no simple answers to the prevention of burnout, it would be important to ensure shift efforts to prevent overwork and to provide support for mental health at a high level of policy to enhance efficiency. taking time off busy schedules to relax is one of the preventive strategies to curb work burnout (maslach & goldberg, 1998). according to the authors, there are different strategies to reduce high excitement and achieve a calm condition, from biofeedback, meditation and massages to hot baths. some relaxation tactics are geared for the job, while others focus on relaxing when the workday is through (hamberger & stone, 1983; homer, 1985). a relaxed lifestyle also incorporates positive interests in non-work-related https://doi.org/10.46627/silet.v2i3.88 https://scie-journal.com/index.php/silet burnout syndrome during the covid-19 pandemic among visual art teachers in ghana https://doi.org/10.46627/silet.v2i3.88 125 studies in learning and teaching https://scie-journal.com/index.php/silet activities and hobbies and is therefore promoted as a technique to compensate for burnout stress (macbride, 1983). healthy living at home and nutritious food are other preventive precaution that was considered by the vat. the necessity of excellent health is so important that frequently it is not explained why it is anti-burnout (slavin, 2019). the opposite viewpoint, however, was that, in addition to their intrinsic health benefits, such wellness programmes, only temporarily reduce burnout and do not avoid stress problems (donatelle & hawkins, 1989). it is usually considered that a person is protected against burnout by good health and fitness. therefore, most suggestions for burnout prevention contain diet and exercise advice in addition to the other measures (leighton & roye, 1984; lowenstein, 1991; ross, 1993). in addition to this, one apparent preventive measure adopted by the visual art teachers in this study was setting shortand longterm realistic goals and limits on excessive or inappropriate work demand. sometimes this takes the form of advocating a permanent reduction in hours worked per week (homer, 1985). in other cases, the proposal is to deliberately slow down the pace of work once burnout begins to appear, rather than to shift into overdrive and work harder than ever (lyall, 1989). however, there was no significant difference between preventive strategies and socio-demographic factors such as sex, age and education level of visual art teachers. conclusion the study’s purpose was to find out the causes, effects and preventive strategies for covid-19 burnout syndrome for visual art teachers in ghana. also, it was to determine whether there was a significant negative effect of the covid-19 burnout on the socio-demographic factors such as gender, age and educational levels of visual art teachers (vat). the findings of this study revealed approximately 33% of the variance accounts for the negative effect of burnout among teachers. with regards to the preventive strategies, the overall mean and mode suggest a positive agreement. nevertheless, the difference between preventive strategies and socio-demographic factors such as age and educational level of vat was statistically insignificant. contrariwise, there was a significant difference between burnout negative effects and different categories of education level. given how much more research is needed to fully comprehend the complexities of burnout causes and effects, it would be premature to assume that there is a definitive solution to this problem. however, as the risk of burnout spreads to other work contexts, the need to identify those answers is becoming increasingly essential. the majority of advice for burnout prevention falls under the area of person modification according to burnout. although workplace demands are significant the basic concept is that teachers have a larger role in burnout prevention. this individualistic argument is based on a variety of assumptions. to begin with, the cause of burnout is usually attributed to the teacher rather than the workplace. burnout is caused not just by a harsh working environment but also by the teacher’s workaholic attitude toward this situation. again, for institutional burnout to be curbed, the stakeholders in education precisely the ghana education service (ges) and ministry of education (moe) must establish counselling units in schools to help teachers who are stressed. the scope of the study is dictated by quantitative variables and the specific recommendations made by the researchers. however, this study did not adequately address all the variables to assess burnout syndrome during the covid-19 pandemic; a qualitative study is therefore suggested to investigate the actual practice of teachers that causes burnout, to create a more complete picture of the causes and effects of the burnouts. also, one particular subject which the researcher has not discussed in this study, but which is worth researching and which complements this study is the perspective of pupils or students on covid-19 burnout due to large class size. acknowledgements the authors would like to thank our research assistants, lydia, belinda, and emmanuella for helping us with the collection of the data for the study. https://doi.org/10.46627/silet.v2i3.88 https://scie-journal.com/index.php/silet burnout syndrome during the covid-19 pandemic among visual art teachers in ghana https://doi.org/10.46627/silet.v2i3.88 126 studies in learning and teaching https://scie-journal.com/index.php/silet references adom, d., chukweure, j. & osei, m. 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(2008). a burning issue in teaching: the impact of perceived teacher burnout and nonverbal immediacy on student motivation and affective learning. journal of communication studies, 1(2), 152-168. https://doi.org/10.46627/silet.v2i3.88 https://scie-journal.com/index.php/silet https://doi.org/10.1300/j010v18n02_06 https://doi.org/10.1016/j.nepr.2017.08.014 https://doi.org/10.1108/13620430910966406 https://doi.org/10.1037/10474-012 https://doi.org/10.1186/s13584-019-0303-y https://analytics.theconversation.com/ca/institutions/universityofwinnipeg3096/540/articles/dates/20200516/20200616 https://analytics.theconversation.com/ca/institutions/universityofwinnipeg3096/540/articles/dates/20200516/20200616 https://doi.org/10.1080/10615800701742461 https://en.unesco.org/covid19/educationresponse/consequences http://www.who.int/about/definition/en/print.html burnout syndrome during the covid-19 pandemic among visual art teachers in ghana https://doi.org/10.46627/silet.v2i3.88 129 studies in learning and teaching https://scie-journal.com/index.php/silet author (s): * mavis osei (corresponding author) department of educational innovations in science and technology, kwame nkrumah university of science and technology, ghana e-mail: adjakoma@yahoo.com dickson adom department of educational innovations in science and technology, kwame nkrumah university of science and technology, ghana e-mail: dickson.adom@knust.edu.gh/adomdick2@gmail.com ampofo kwene department of publishing studies, kwame nkrumah university of science and technology, ghana e-mail: ampofodrum@gmail.com nicholas tetteh department of industrial art, dr. hilla limann technical university, ghana e-mail: natdeconqueroracts635@gmail.com https://doi.org/10.46627/silet.v2i3.88 https://scie-journal.com/index.php/silet mailto:adjakoma@yahoo.com mailto:dickson.adom@knust.edu.gh mailto:adomdick2@gmail.com mailto:ampofodrum@gmail.com mailto:natdeconqueroracts635@gmail.com 16 p-issn: 2722-399x; e-issn: 2722-1857 silet, vol. 3, no. 1, april 2021: 16-27 ©2022 studies in learning and teaching studies in learning and teaching homepage: https://scie-journal.com/index.php/silet email: silet@scie-journal.com studies in learning and teaching https://scie-journal.com/index.php/silet analysis of online community services in problem solving studying at open university: a case study to improving problem-solving ability of pgsd *dwikoranto1, t setyowati2, suparti2, sulistiyono2, widiasih3 1department of physics, faculty of mathematics and natural science, universitas negeri surabaya, indonesia 2universitas terbuka, upbjj-ut surabaya, indonesia 3universitas terbuka, indonesia article info abstract article history: received december 5, 2021 revised march 6, 2022 accepted march 29, 2022 available online april 30, 2022 the purpose of this study is to analyze problems in online communities to help solve problems faced by open university (ou) students in terms of topics discussed in online communities, problems that arise in online communities, the process of counseling guidance in online communities, improving student problem-solving skills after discussing in online communities. this research was conducted using a quantitative descriptive design. all elementary school teacher education (pgsd) students who post on online community services, from january 2019 to december 2019 as research objects. data were collected using the documentary method and a problem-solving ability test for students from the bojonegoro study group. data from the online community is described based on the proportions while the problem-solving ability with n-gain, sensitivity, and completeness. the results showed: (1) the topics discussed in the online community service were introductions, registration, tutoring/study, and grades/exams; (2) problems that arise in online community services are registration, tutorials, grades, and exams; (3) the process of counseling guidance in online community services for student problems is karstic; (4) students' problem-solving ability after discussing in online community services increases and is in high criteria. keywords: case study online community service analysis solution to problem teacher candidate https://doi.org/10.46627/silet introduction the online community at the guidance and counseling forum (fbk) is a forum for providing assistance services for open university (ou) students to exchange ideas freely on issues related to completing studies in the study program they are participating in. this forum is only a medium for interaction between users, not a medium for official correspondence with institutions (setyowati & widuroyekti, 2014). every student has the same opportunity to use this media as a place for sharing to solve various problems faced related to learning (fatmawati, 2019). thus, the online community is a form of tutoring service for ou students (setyowati, 2016). for pgsd students, the learning problems they face are expressed through every article posted by students on online community pages. data posted by pgsd students about the problems they face, contains various problems and complaints, asking for advice, giving advice, asking about lectures and the like. this forum is a form of guidance which contains expressions of student problems in the context of completing studies. the emphasis of this forum is more on http://u.lipi.go.id/1586183902 http://u.lipi.go.id/1587708325 https://scie-journal.com/index.php/silet mailto:silet@scie-journal.com https://scie-journal.com/index.php/silet https://doi.org/10.46627/silet analysis of online community services in problem solving studying at open university: a case study to improving problem-solving ability of pgsd https://doi.org/10.46627/silet.v3i1.90 17 studies in learning and teaching https://scie-journal.com/index.php/silet the cathartic technique, namely what students' problems are expressed, expressed in this forum, so that they feel relieved to be able to convey emotional stress freely, in the hope of completing his studies without pressure (alzahrani, 2017; omede, 2013). various expressions that appear in the online community in the form of greetings, complaints, statements, or questions expressed by students in the hope that there will be a settlement, both from the supervisor and from their colleagues (zuhara, 2015). students are satisfied if the problems they face are responded to by various authorities in their fields, but if that doesn't happen, then they inevitably have to accept it sincerely and sincerely, because there is no need for a supervisor to guide students (azizah et al., 2018). facing unresolved student problems, this forum places more emphasis on cathartic techniques, students can express their emotional stress or worries freely, so that they can complete their studies to the fullest without mental burden (walgito, 2014). problems that are group in nature can be solved with group guidance and counseling as a dynamic interpersonal process which is an effort to help students (winkel & hastuti, 2013; mandala et al., 2013). the topics discussed ranged from registration issues, tutorials and grades issues. this program is in line with the academic services provided by ou, namely helping students complete their study programs at ou. based on data on the ou website page with an online tutorial menu, in the online community of pgsd program students, it is known that the problems discussed are various, some of which contain expressions of feelings, questions, statements or responses from students, such as registration problems, online tutorial problems and learning outcomes, and exam problems. it is a challenge to identify the various problems that arise so as to describe the effectiveness of the counseling guidance services implemented at the open university higher education institutions. as the results of previous research, online community services at the pgsd program counseling guidance forum are effectively implemented at ou through peer guidance and counseling (setyowati, 2016; khlaif et al., 2017). in connection with the various topics that appear in the online community in the fbk for pgsd students, the following problems will be analyzed: (1) what topics are discussed in the fbk service in the online community? (2) what problems arise in the fbk service in the online community? (3) how is the counseling process in the fbk service in the online community regarding student problems? (4) how is the improvement of students' problem-solving skills towards the tap subject of the pgsd s1 program at pokjar bojonegoro after discussing the fbk service in the online community? this research focuses on the problem of handling difficulties related to pgsd student tutorials in solving learning cases that have an impact on administrative activities, student grades and smooth graduation. then seen the increase in learning outcomes in pgsd pokjar bojonegoro students who programmed the program final project (tap) course. guidance as an aid to overcome difficulties in life, so that they can face their welfare (walgito, 2014). guidance can be given to an individual or a group of individuals. therefore, guidance can be given to anyone in need regardless of age so that children or adults can become objects of guidance (sam, 2013). counseling is assistance given to individuals to solve their life problems independently by means of interviews and in a way that is in accordance with the circumstances faced by individuals to achieve their welfare (walgito, 2014; mappiare-at, 2014). counseling as a technique of guidance. therefore, counseling is guidance, but not all forms of guidance are counseling (yusuf, 2014). guidance is more preventive or preventive, maintenance and counseling is more curative or healing. guidance services can be in the form of orientation and information services, data collection services, placement services, counseling services and follow-up services. in line with the development of communication and information technology that has an impact on the world of education, counseling guidance is one part of overall educational activities, also experiencing development (chai et al., 2020). basically, counseling techniques are https://doi.org/10.46627/silet.v3i1.90 https://scie-journal.com/index.php/silet analysis of online community services in problem solving studying at open university: a case study to improving problem-solving ability of pgsd https://doi.org/10.46627/silet.v3i1.90 18 studies in learning and teaching https://scie-journal.com/index.php/silet carried out face-to-face relations, with the development of increasingly advanced technology and information, counseling techniques are carried out not only face-to-face between clients with problems and counselors, but can also be done through print or non-print media such as electronic, internet or online. telephone / cell phone. as stated by yusuf (2014), counseling is the process of helping or assisting the counselor to the counselee, either through face-to-face or media, internet or telephone), so that clients can develop their potential or solve their problems, so that they develop into a meaningful person, both for himself, and for others, in order to achieve mutual happiness (breivik, 2020). the use of counseling skills by counselors can be divided into five different goals, namely (1) supportive listening, (2) managing problematic situations, (3) problem management, (4) changing bad skills (5) realizing changes in life philosophy (nelson-jones, 2012). counselors use an integrated approach by: (1) being sincere; (2) empathizing, being warm, and showing sensitivity in a harmonious relationship based on mutual understanding; and (3) nonjudgmental. an active, methodical, and pragmatic approach is needed to deal with personal problems (astuti et al., 2013; winkel & sri hastuti, 2013). counselors in general should encourage clients to explore the feelings of clients, including letting them be sad, cry, angry, touched, happy, afraid, and so on. by doing this, the counselor can help release the client's emotional baggage and move forward. the healing process in releasing emotional baggage is called catharsis (geldard, 2014). there are three categories of problems commonly faced by students in the distance higher education system, namely (1) administrative problems, which affect student interactions with institutions; (2) learning problems, which are related to learning activities and task completion; (3) personal problems, namely circumstances or personal problems that can affect the learning process. the success of counseling, broadly speaking, is influenced by three factors, namely the client factor, the counselor factor, and the accuracy of the technique/method used (saam, 2013). however, the counselor factor, the supervising teacher plays an important role in achieving the success of guidance. therefore, the counselor or supervising teacher must understand the client's internal factors such as (mental-emotional conditions, thought patterns, and other behaviors). research method the object of this research is all posts that appear in online communities. in other words, all the problems that arise from pgsd students from january 2019 to december 2019 who access and post on the online community. the total number of topics discussed on the online community page. topics written by students in the form of greetings, expressions of feelings, questions or statements posted by students in online community services as material to be analyzed. the data collection instrument used the documentary method. the document materials used are official and external, meaning that the data is official from the ou institution, and is prepared for the benefit of students. the instrument for obtaining data on students' problemsolving abilities in the tap course is in the form of a p-test for solving learning cases. the data that has been collected in the form of student writings is analyzed descriptively. the analysis includes data reduction, data display, conclusion verification (bungin, 2014; pramonoadi et al., 2020). data reduction sharpens, selects, focuses, discards, and organizes data in a way where final conclusions can be drawn and verified (emzir, 2014). to see students' problem-solving abilities, the data were analyzed by calculating the normalized n-gain value, sensitivity and completeness of 30 pokjar bojonegoro students who took the program final project (tap) course. https://doi.org/10.46627/silet.v3i1.90 https://scie-journal.com/index.php/silet analysis of online community services in problem solving studying at open university: a case study to improving problem-solving ability of pgsd https://doi.org/10.46627/silet.v3i1.90 19 studies in learning and teaching https://scie-journal.com/index.php/silet results and discussion in connection with the various topics that emerged in the online community in the fbk for pgsd students during the period january 2019 to december 2019, the results and discussions can be described as follows. 1. topics discussed in fbk services in online communities table 1. variety of discussion statements in online communities no aspect various forms of student statements 1 introductory greetings greetings to all, hello friends in arms, assalamualaikum, greetings to meet me, syafrizal from batam. 2 statements among friends who took bi pgsd (3 semesters), sdh can be accessed on the ou digital teaching materials application. how to activate the login with the username nim@ecampus.ut.ac.id with the password on the date of birth, the online module already exists, you can download the app on the playstore, there is no physical module. let's make a whatsapp group, if there is a wa group, please add it, 3 question among friends who took bi pgsd (3 semesters), sdh can be accessed on the ou digital teaching materials application. how to activate the login with the username nim@ecampus.ut.ac.id with the password on the date of birth, the online module already exists, you can download the app on the playstore, there is no physical module. let's make a wa group, if there is a wa group, please add it, 4 academic complaint in the previous 2 semesters, the tutoring time for each module could be done with a period of 1 week. if the hours are counted as monday. after 12 pm, tuton and physical modules are ready for upbjj purwokerto?, i want to ask how do i register for courses for the pgsd major, has anyone entered tuton yet? why can't i enter the course, even though i have clicked, i want to register for tutoring but after i click the registration form, register at sia first, after i check at sia, my registration still hasn't paid off the tuition fee, 5 expression of feelings (confession) please help, my friends. want to make a wa discussion group, me too, let's all create a wa pgsd semester 1 group, thank you ou. the value of pkp already exists. various student statements use free language. students who access the guidance and counseling forum on the portal provided by the open university can raise various kinds of problems related to various activities or topics or problems they face (geldart, 2014). based on the data mapping on the ou portal, there are four topics to be discussed, namely topic a: introduction, topic b: registration, topic c: tutoring/study, topic d: grades/exams. the complete results can be seen in table 2 below. https://doi.org/10.46627/silet.v3i1.90 https://scie-journal.com/index.php/silet analysis of online community services in problem solving studying at open university: a case study to improving problem-solving ability of pgsd https://doi.org/10.46627/silet.v3i1.90 20 studies in learning and teaching https://scie-journal.com/index.php/silet table 2. recapitulation per topic in terms of the number of respondents no topic amount respondent % information (there is guidance) number of topics that received solutions/guidance (from students/supervisors) 1 a introduction 165 59.56 a-mhs (sequence number 34) 1 (from student) 2 b registration 10 3.61 a-mhs (sequence number 35, 36) 2 (from student) 3 c tuton/learn 96 34.65 a-pemb (sequence no. 243, 252); a-mhs (sequence numbers 189, 210, 231, 266, 269) 2 (from the supervisor); 5 (from students) a-pemb.(sequence number 255); a-mhs (sequence numbers 13, 21, 179); a-pokjar pokjar (sequence number 75) 1 (from the advisor); 3 (from students); 1 (from pokjar management) a-mhs (sequence number 28) 1 (from student) 4 d test scores 6 2.16 a-mhs (sequence number 3) 1 (from student) amount 277 100 the topic that was discussed the most by ou students in the fbk forum was the introduction (a) of 165 respondents. this is in line with human nature as social beings who will need, complement and depend on each other (geldard, 2014). the topic of registration (b) is 10 respondents, the topic of tutoring/learning (c) is 96 respondents and the topic of grades/exams (d) is 6 respondents. each topic a: introduction, topic b: registration, topic c: tutoring/learning, topic d: grades/exams is divided into several sub-topics with the number of respondents and mentoring as shown in table 3 below. table 3. recapitulation per sub-topic in terms of the number of respondents no topic amount respondent % information (there is guidance) number of topics that received solutions/guidance (from students/supervisors) 1 a1-(1) 1 0.3610108 a1-(2) 4 1.4440433 a2-(1) 25 9.0252708 a-mhs (sequence number 34) 1 (from student) a2-(2) 135 48.736462 2 b1-(1) 2 0.7220217 b2-(1) 8 2.8880866 a-mhs (sequence number 35, 36) 2 (from student) 3 c1-(1) 40 14.440433 a-pemb (sequence no. 243, 252); a-mhs (sequence numbers 189, 210, 231, 266, 269) 2 (from the supervisor); 5 (from students) c1-(2) 2 0.7220217 c2-(1) 38 13.718412 a-pemb. (sequence number 255); a-mhs (sequence numbers 13, 21, 179); a-pokjar pokjar (sequence number 75) 1 (from the advisor); 3 (from students); 1 (from pokjar management) https://doi.org/10.46627/silet.v3i1.90 https://scie-journal.com/index.php/silet analysis of online community services in problem solving studying at open university: a case study to improving problem-solving ability of pgsd https://doi.org/10.46627/silet.v3i1.90 21 studies in learning and teaching https://scie-journal.com/index.php/silet c2-(2) 3 1.0830325 c3-(1) 13 4.6931408 a-mhs (sequence numbers 28) 1 (from students) 4 d1-(1) 3 1.0830325 a-mhs (sequence numbers 3) 1 (from students) d3-(1) 2 0.7220217 d3-(2) 1 0.3610108 amount 277 100 a1-a2=introductory subtopic b1-b2 = registration subtopic c1-c3 = tuton/study subtopic d1-d3 = value/exam subtopic 2. problems that arise in the fbk service in the online community the large number of students, educational backgrounds, economic backgrounds, regional origins, and the various available means of contact lead to a large variety of problems. the problems recorded and the responses obtained can be observed in table 4 below. table 4. statement of problems and responses to fbk no student complaints feedback 1 witri fitria nuraini 837668941 why is my tutorial folder not showing up? dear. mr. witri fitria n please check at the address sia.ut.ac.id menu update reg. tuton thank you (by drs. didi permana, m.pd. monday, 8 april 2019, 10:55 am) 2 by agustia wulandari 826053917 tuesday, 9 april 2019, 10:09 am sorry sir in advance. i have a reg update but it has been closed, sir, what is the solution?? dear. all pgsd students who follow the online tutorial, try now to open and login, because previously there was an improvement on the server, hopefully now it's smooth (by drs. didi permana, m.pd. thursday, 18 april 2019, 9:10 am) 3 adinda tria sutrisna 835664537 my tuton schedule is not out yet. have friends already? dear. mr. adinda tria s makud br. what hasn't been released yet, if the schedule starts on april 1 2019, for courses, please check at the address sia.ut.ac.id menu update reg. tuton 4 siti zulaikoh 836691078 why hasn't the tuton come out yet even though i have agreed to the willingness to join the tuton form? tuton's assignment isn't out yet. (by drs. didi permana, m.pd. monday, 8 april 2019, 10:49 am) 5 zulkipli. b 838066733 does anyone have the same fate as me...there is no material appearing re: no, the lesson appears. dear. mr. zilkipli please check at the address sia.ut.ac.id, menu update reg. tuton. (by drs. didi permana, m.pd. monday, 8 april 2019, 10:44 am) 6 by sepri yetni 835492882 thursday, 7 march 2019, 12:11 pm peace be upon you, and allah mercy and blessings. obstacles in filling out the form following tuton, i chose the wrong menu on the tuton approval form, what is the solution, i really hope to be able to fill out the "tuton approval form". i have also sent a complaint to the ou contact center email, and it has been responded to, after i tried again for the according to the explanation, if there are problems in filling out the form, check the registration status at sia ou by asking you to log in to the https://sia.ut.ac.id/ account >> registration >> course registration >> update reg tuton >> click search >> view courses >> then check whether it is checked or not. if not, then check it and save it and wait some time to click on the willingness form for your ehttps://doi.org/10.46627/silet.v3i1.90 https://scie-journal.com/index.php/silet analysis of online community services in problem solving studying at open university: a case study to improving problem-solving ability of pgsd https://doi.org/10.46627/silet.v3i1.90 22 studies in learning and teaching https://scie-journal.com/index.php/silet command that was responded to by the ou contact center, my e learning still can't fill out the consent form to follow tuton because there is no such order yet. learning account. thank you. (by m. widodo 030097762 tuesday, 5 march 2019, 11:40 pm) 7 suryaning agustina. 858799609 thu, 3 oct 2019, 2:59 pm prodi: s1 pgsd. upbjj-ou: malang pokjar gondangwetan kabupaten pasuruan introduce my name is suryaning agustina. my target is to take this college education, hopefully i can get a bachelor's degree on time by getting a satisfactory ip, in carrying out tasks that will be given by the tutor without any delays, and getting a predicate value for each course at least b. hopefully you will get a wider and deeper knowledge about elementary school teacher education. may we all be successful people, friends... spirit... ? 8 agusman lafau 826147166 fri, 4 oct 2019, 12:02 am good evening to all ladies and gentlemen?. i hope the solution is very helpful, yesterday i clicked wrongly on the attendance list. so no longer allowed to follow the course tuton. what is the solution so that i can return to follow the tuton courses? 9 mugiyanti 857797333 i am mugiyanti ou salatiga, i am a newcomer to the world of education with minimal knowledge of rules etc. hopefully here i can get new knowledge that supports my profession, maybe there are colleagues who can share knowledge about elementary school management. thank you 3. the process of counseling guidance in fbk services in the online community for student problems. guidance and counseling services provided by ou are more focused on cathartic services, because they only provide a place to share all the problems faced by students. with the hope that there will be a response from other students or supervisors, so that they can find a solution. the following are the results of the mentoring process by fellow students, supervisors and pokjar administrators. table 5. grouping of problems in fbk no description number /topic % / topic conclusion (guidance process both by fellow students, supervisors and pokjar administrators) in % 1 a1-(1) 165 59.57 a1-(2) 0 0.00 a2-(1) problems related to introductions, from 25 topics, one topic got a solution from students. 0 0.00 0.61 https://doi.org/10.46627/silet.v3i1.90 https://scie-journal.com/index.php/silet analysis of online community services in problem solving studying at open university: a case study to improving problem-solving ability of pgsd https://doi.org/10.46627/silet.v3i1.90 23 studies in learning and teaching https://scie-journal.com/index.php/silet a2-(2) 0 0.00 2 b1-(1) 10 3.61 b2_(1) problems related to early registration, from 8 topics, two topics received solutions from students. 0 0.00 20.00 3 c1-(1) problems related to early registration, from 8 topics, two topics received solutions from students.. 96 13.54 3.13 c1-(2) 0 0.00 c2-(1) problems related to the implementation of following online tutorials/studying at ou, from 38 topics, one topic received a solution from the pokjar management, one solution topic from the supervisor and three topics from students. 0 0.00 c2-(2) 0 0.00 c3-(1) problems related to the value of tutors, from 13 topics, one topic got solutions from students. 0 0.00 4 d1-(1) problems related to the final semester exam (uas), from 3 topics, one topic gets a solution from students. 6 2.17 16.67 d3-(1) 0 0.00 d3-(2) 0 0.00 amount 277 78.88 there are 4 categories of problems commonly faced by students in the distance higher education system, namely (1) administrative problems, which affect student interactions with institutions; (2) learning problems, which are related to learning activities and task completion; (3) personal problems, namely circumstances or personal problems that can affect the learning process. (4) grades/exam issues. the following is the guidance that occurs with the problems that exist in students and what should be done by a tutor who has the ability to solve problems of students complaining in the guidance and counseling forum in the ou online forum. table 6. counseling skills no counseling skills problems/complaints appearance yes no 1 supportive listening (ability to hear complaints) problems related to introductions, from 25 topics, one topic received a solution from students. 2 managing problematic situations problems related to the final semester exam (uas), from 3 topics, one topic gets a solution from students. √ 3 management problems problems related to the value of tutors, from 13 topics, one topic got solutions from students. 4 skill change my target is to take this college education, hopefully i can get a bachelor's degree on time by getting a satisfactory ip, in carrying out tasks that will be given by the tutor https://doi.org/10.46627/silet.v3i1.90 https://scie-journal.com/index.php/silet analysis of online community services in problem solving studying at open university: a case study to improving problem-solving ability of pgsd https://doi.org/10.46627/silet.v3i1.90 24 studies in learning and teaching https://scie-journal.com/index.php/silet without any delays, and getting a predicate value for each course at least b. hopefully i get more knowledge broad and deep about elementary school teacher education. 5 change of philosophy of life if cumlade's gpa is the determinant of success, then all students whose grades are comload are successful. my name is uud suberani, i was born in cirebon, june 1, 1964. i now live on jln raya sunan gunung jati blok 1 rt.02/rw. 01 suranenggala lor village, cirebon regency. i teach at sdn 1 lemahtamba ds. lemahtamba kec. panguragan district. cirebon. i have been a civil servant for 31 years with 6 mutations from one elementary school to another from one sub-district to another. my education is only d2 ou and i have studied several times at fkip ou and muhammadiyah but always run aground due to economic factors and other factors that make me not think ahead, especially regarding my work status. with a unanimous intention, now i am attending fkip ou pgsd study program semesters 7, 8 and 9 and i hope it goes well until i can graduate, amen. please, those who want to know can send letters, e-mails, sms or phone calls to this community. thank you. (nelson-jones, 2012) respondents hope that a mentor should show a sincere (congruent) feeling in guiding the problems they face. empathize (warm, sensitive) to existing problems. don't judge what happened and judge them. this kind of ability is certainly not always owned by a mentor. but it is very necessary and required to become a mentor. ability to listen to complaints, give minimal positive response will encourage them to rise up to overcome their problems. troubled students feel cared for, if the counselor responds to what is expressed by using minimal responses that we usually spontaneously do in conversation when we listen more than talk. counselors must encourage clients to explore the feelings of clients, including letting them be sad, cry, angry, touched, happy, afraid, and so on. by doing this, the counselor can help release the client's emotional baggage and move forward. the healing process in releasing emotional burdens is called catharsis (sutoyo, 2012). the process of expressing pent-up feelings, listening, observing and responding empathetically can help relieve the client's burden (geldard, 2014). they also tend to be satisfied with the results even though they do not receive any input or advice (wood, 2010). 4. improved problem-solving ability the ou guidance and counseling forum is attended by students throughout indonesia and even abroad can also access it. pgsd students from bojonegoro and surrounding areas who are registered as ou students at upbjj ou surabaya also have the same right to access and use them. the karstic nature of ou online mentoring can reduce the stress burden of pgsd students. the shortcomings that exist in students can be treated and raised with this kartasis mode. for https://doi.org/10.46627/silet.v3i1.90 https://scie-journal.com/index.php/silet analysis of online community services in problem solving studying at open university: a case study to improving problem-solving ability of pgsd https://doi.org/10.46627/silet.v3i1.90 25 studies in learning and teaching https://scie-journal.com/index.php/silet example, in terms of solving contextual problems that exist in the program final project (tap) course. the educational problem-solving abilities narrated in the tap questions of s1 pgsd students as teachers need to be improved. they as teachers in elementary schools still need to be honed in their problem-solving skills. competencies taken to be observed in contextual problem solving, namely: formulating problems, problem identification, problem solving strategies, strategy execution, and reorienting problem-solving activities. results of competency value analysis before and after students attend the lecture process by accessing the guidance forum and counseling is presented in table 7 below. table 7. results of problem-solving competency analysis competency description initial test final test student completene ss indicator x̅ students completene ss indicator x̅ formulate the problem complete 6 18.75 40.20 28 87.50 86.00 not complete 26 4 identification of problems complete 8 25.00 35.00 26 81.32 86.80 not complete 24 6 solution strategy complete 6 18.75 20.40 27 84.38 82.20 not complete 26 5 strategy execution complete 8 25.00 40.00 26 81.32 80.10 not complete 24 6 reorientation of problem-solving activities complete 6 18.75 30.40 24 75.00 76.60 not complete 26 8 students asking questions complete 10 31.25 24.00 27 84,38 82.00 not complete 22 5 x̅ = average score based on table 7, the competence of students before participating in the fbk process is generally still lacking. most of the students have difficulty applying their skills in solving case study problems of learning in tap courses. participation in the fbk can improve competency completeness, although some students still have difficulties in certain aspects. the value of n-gain (increasing problem-solving competence) and sensitivity in the final project program (tap) tutorial can be seen in table 8 below. table 8. n-gain and sensitivity values in the tap tutorial no competence n-gain sensitivity coefficient description coefficient description 1 formulate the problem 0.92 high 0.56 sensitive 2 identification of problems 0.81 high 0.64 sensitive 3 solution strategy 0.75 high 0.64 sensitive 4 students asking questions 0.78 high 0.54 sensitive 5 strategy execution 0.84 high 0.48 sensitive 6 reorientation of problem-solving activities 0.80 high 0.52 sensitive average 0.82 high 0.56 sensitive table 8 shows that the increase in competence in formulating problems, identifying problems, exploring problem solving strategies, asking questions in high criteria, executing strategies, reorienting problem solving activities, also in high criteria. the student competencies used are generally good and sensitive to the learning process, as well as reviewing and evaluating the effect of sensitive problem solving activities on the lecture process. thus, this https://doi.org/10.46627/silet.v3i1.90 https://scie-journal.com/index.php/silet analysis of online community services in problem solving studying at open university: a case study to improving problem-solving ability of pgsd https://doi.org/10.46627/silet.v3i1.90 26 studies in learning and teaching https://scie-journal.com/index.php/silet fbk forum contributes to s1 pgsd ou pokjar bojonegoro students in problem-solving competencies. conclusion the topics discussed in the fbk service in the online community are the topics of introduction, registration, tutoring/study, and grades/exams. problems that arise in the fbk service in the online community are the folders shown do not appear, the tutorial schedule, the forms are filled out but the tutorials do not appear, the books, test scores that do not appear, graduation, attendance lists, have received information. the process of counseling guidance in fbk services in the online community for student problems. guidance and counseling 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(2020). the validity of concept attainment with multi representation as an alternative learning model to improve students’ mastery of concepts and scientific consistency. studies in learning and teaching, 1(2), 122-132. https://doi.org/10.46627/silet.v1i2.35 saam, z. (2013). psikologi konseling. pt raja grafindo setyowati, t. (2016). forum bimbingan konseling program pgpaud peer guidance and counseling. upbjj-ut surabaya setyowati, t., & widuroyekti, b. (2014). kontribusi forum bimbingan konseling pada komunitas online terhadap pemecahan masalah mahasiswa program pgpaud di universitas terbuka. universitas terbuka. sutoyo, a. (2012). pemahaman individu (observasi, cheklist, interviu, kuesioner, sosiometri). pustaka pelajar. walgito, b. (2014). bimbingan dan konseling (studi & karier). andi offset winkel, w. s., & hastuti, m. m. s. (eds.). (2013). bimbingan dan konseling di institusi pendidikan (revision ed.). media abadi. wood, j. t. (2010). interpersonal communication: everyday encounters (6th ed.). cangage learning. yusuf, s. (2014). program bimbingan dan konseling di sekolah. refika aditama press. zuhara, e. (2015). efektivitas teknik sosiodrama untuk meningkatkan komunikasi interpersonal siswa (penelitian kuasi eksperimen kelas x di sma kartika siliwangi 2 bandung tahun ajaran 2013/2014). jurnal ilmiah edukasi, 1(1), 80-81. https://doi.org/10.22373/je.v1i1.319 author (s): * dwikoranto (corresponding author) department of physics, faculty of mathematics and natural science, universitas negeri surabaya, jl. ketintang, surabaya 60231, indonesia email: dwikoranto@unesa.ac.id titik setyowati universitas terbuka, upbjj-ut surabaya kampus c mulyorejo, indonesia email: titiktyowati@ecampus.ut.ac.id suparti universitas terbuka, upbjj-ut surabaya kampus c mulyorejo, indonesia email: suparti@ecampus.ut.ac.id sulistyono universitas terbuka, upbjj-ut surabaya kampus c mulyorejo, indonesia email: sulistyono@ecampus.ut.ac.id widiasih universitas terbuka jl. cabe raya pondok cabe pamulang, tangerang selatan 15437, banten, indonesia email: widiasih@ecampus.ut.ac.id https://doi.org/10.46627/silet.v3i1.90 https://scie-journal.com/index.php/silet https://doi.org/10.10520/ejc137548 https://doi.org/10.46627/silet.v1i2.35 https://doi.org/10.22373/je.v1i1.319 mailto:dwikoranto@unesa.ac.id mailto:titiktyowati@ecampus.ut.ac.id mailto:suparti@ecampus.ut.ac.id mailto:sulistyono@ecampus.ut.ac.id mailto:widiasih@ecampus.ut.ac.id 28 p-issn: 2722-399x; e-issn: 2722-1857 silet, vol. 3, no. 1, april 2021: 28-35 ©2022 studies in learning and teaching studies in learning and teaching homepage: https://scie-journal.com/index.php/silet email: silet@scie-journal.com studies in learning and teaching https://scie-journal.com/index.php/silet institutional model design for the implementation of the program merdeka belajar kampus merdeka (merdeka learning programmerdeka campus or mbkm) *defrizal1, a p redaputri1, v t narundana1, nurdiawansyah1, y y dharmawan2 1department of accounting faculty of economic and business, universitas bandar lampung, indonesia 2department of english language, faculty of teacher training and education, universitas bandar lampung, indonesia article info abstract article history: received january 4, 2022 revised march 11, 2022 accepted april 27, 2022 available online april 30, 2022 mbkm program has been implemented by several universities, including at the universitas bandar lampung. universities need to determine policies that serve as guidelines for the study programs they cover, including support for cross-study learning and allocation of funds, as well as ensuring that the quality of graduates will not decrease by running this program. for this reason, in its implementation, it is necessary to form an institutional model for the implementation of merdeka learning program merdeka campus to see who has a role and how the relationship between these parties plays a role. this research uses a descriptive qualitative approach. in collecting the data, it applies literature studies and in-depth interviews with resource persons who are experts related to the merdeka learning program merdeka campus. the results in this study found that in the implementation of the merdeka learning program merdeka campus at the universitas bandar lampung, there were internal and external stakeholders involved. each stakeholder has its respective roles and relationships, both coordination and command relationships, both between internal stakeholders and between internal and external stakeholders. everything is described in the institutional model of the merdeka learning program merdeka campus. keywords: design institutional model implementation of mbkm https://doi.org/10.46627/silet introduction the independent learning program – merdeka campus (mbkm) was formulated by nadiem anwar makarim, minister of education and culture in 2020 to prepare graduates of higher education who are tough in facing change. the merdeka learning program merdeka campus is an educational program launched by the minister of education and culture which aims to encourage students to master various knowledge to prepare them to get into the coorporate world. in its definition, freedom to learn means giving freedom and autonomy to educational institutions, and independence from bureaucratization, lecturers are made free from complicated bureaucracy, and students are given the independency to choose the fields they are preferrence for. for this reason, the role of higher education institutions is asked to be active in making rules and policies in the implementation of merdeka learning program merdeka campus. this can also be related to the implementation of the tri dharma of higher education. law no. 20 of 2003 concerning the national education system states that teaching, research, and http://u.lipi.go.id/1586183902 http://u.lipi.go.id/1587708325 https://scie-journal.com/index.php/silet mailto:silet@scie-journal.com https://scie-journal.com/index.php/silet https://doi.org/10.46627/silet institutional model design for implementation of program merdeka belajar kampus merdeka (merdeka learning program-merdeka campus or mbkm) https://doi.org/10.46627/silet.v3i1.93 29 studies in learning and teaching https://scie-journal.com/index.php/silet development activities, as well as community service, can be applied to activities that run in the merdeka learning program merdeka campus. according to prasetyas (2021), the key to the success of universities in implementing the merdeka learning program merdeka campus policy is the existence of an adaptive curriculum and being able to adapt to the times. the curriculum is a plan that is used as a guide or instruction in teaching and learning activities (sukmadinata, 2009). curriculum in the old view is defined as subject matters, while in the current view, curriculum is defined as all activities that can support educational success, either directly or indirectly. law number 20 of 2003 concerning the national education system article 1 point 19, specifically: "the curriculum is a set of plans and arrangements regarding the objectives, content, and learning materials as well as the methods used as guidelines for the implementation of learning activities to achieve certain educational goals". according to sukmadinata (2009), the function of the education curriculum is nothing but a tool to achieve educational goals, including: 1. organize and develop education 2. continuity function. in which, the upper level must know the curriculum used at the lower level so that it can adjust the curriculum it holds. 3. power preparation function. when certain schools are given the authority to prepare teachers for schools that need teachers, both regarding content, organization, and teaching methods. in addition to the importance of the curriculum, collaboration and cooperation between study programs and other parties are needed that can support the success of the student learning process. in the technical implementation, through the merdeka learning program merdeka campus or abbreviated as mbkm, students get the opportunity for 1 (one) semester (equivalent to 20 credits) to study outside the study program at the same university; and a maximum of 2 semesters or equivalent to 40 credits of studying in the same study program at different universities, studying in different study programs at different universities; and/or learning outside the university. currently, the mbkm program has been implemented by several universities, including at the universitas bandar lampung. however, to be able to implement this policy, the universitas bandar lampung must prepare itself to be able to run this program following the characteristics of the university and its resources. universities need to determine policies that serve as guidelines for the study programs they cover, including support for cross-study learning and allocation of funds, as well as ensuring that the quality of graduates will not decrease by running this program. higher education leaders can also find suitable partners for all existing study programs. meanwhile, study programs must align their curriculum to enable students to independently choose 3 (three) semesters of study across study programs and/or outside universities. study programs must also carry out quality assurance that the graduates produced will still obtain the learning outcomes that have been determined. study programs need to collaborate and collaborate with partners to carry out forms of learning activities (bkp) in the merdeka learning program merdeka campus or mbkm to support the acquisition of the required learning outcomes. this program is expected to be able to improve the competence of graduates, both soft skills and hard skills, to be more prepared and relevant to the needs of the times, to prepare graduates as future leaders of the nation who are superior, moral, and ethical (suhartoyo et al., 2020). it is hoped that with the independent learning program there will be student involvement l, in this case students in learning will increase (siregar et al., 2020). including critical thinking skills. besides mbkm program a learning model that is expected to train students to develop their critical thinking skills is the model of the inquiry of peer instruction integration. inquiry learning can develop a scientific way of thinking that puts https://doi.org/10.46627/silet.v3i1.93 https://scie-journal.com/index.php/silet institutional model design for implementation of program merdeka belajar kampus merdeka (merdeka learning program-merdeka campus or mbkm) https://doi.org/10.46627/silet.v3i1.93 30 studies in learning and teaching https://scie-journal.com/index.php/silet learners as learners in solving problems and acquiring knowledge that is research that can understand the concepts of science (anjarwani et al., 2020). based on the explanation above, it can be seen the description of the merdeka learning program merdeka campus in detail and who are the parties involved and what their roles are. for this reason, in its implementation, it is necessary to form an institutional model for the implementation of merdeka learning program merdeka campus to see who has a role and how the relationship between these parties plays a role. research method this research is a literature review research. literature review research is research that processes and collects research materials in the form of library data that can be obtained from books or journals (sherly et al., 2020). this research was conducted to examine theories related to the implementation of independent learning activities with the pioneer teaching campus program. the stages are as follows: 1) prepare a plan for the topics to be studied; 2) searching for library sources that are relevant to the study and selecting materials from various appropriate library sources; 3) the data obtained from the study of the material is then used as a reference in making discussions and conclusions. (savitri, 2020). in addition, this study uses a descriptive qualitative approach. bogdan and taylor define qualitative methodology as a research procedure that produces descriptive data in the form of written or spoken words from people and observed behavior. in addition, qualitative research is research that intends to understand the phenomena as they are experienced by research subjects holistically through descriptions in the form of words and language in special contexts that are natural and by utilizing various scientific methods (moleong, 2013). descriptive research is research that tries to describe current problem solving based on data. this qualitative descriptive study aims to describe what is currently in effect. there is an attempt to describe, record, analyze, and interpret the conditions that are happening or exist in it. in other words, this qualitative descriptive research aims to obtain information about the existing situation. to perform data analysis, it is necessary to collect data first. in this study, data were collected by literature studies, field observations, and the implementation of in-depth interviews with resource persons, namely the parties involved in the implementation of the merdeka learning program merdeka campus at the universitas bandar lampung. results and discussion the first step in creating an institutional system is to determine the pattern of relevant activities by identifying the stakeholders involved in the company's activities carried out by humans as actors or actors who run the system. the institutional system is very complex because it involves many parties or stakeholders as stakeholders both individually and on behalf of groups intending to optimally implement the company's vision and mission. stakeholders in this study are divided into two parts, namely internal and external. internal means part of the college and external means outside the college. table 1. stakeholder no system sub system supra system 1 internal stakeholder 1. college 1.1 rector and vicerector 1.2 mbkm unit 1.2.1 mbkm director, mbkm staff 1.3 faculty 1.3.1 dean 1.4 study program 1.4.1 head of study programs, secretary of study programs, lecturers, educators 1.5 bureau chief 1.5.1 academic administration, hr, student affairs, finance, general affairs. https://doi.org/10.46627/silet.v3i1.93 https://scie-journal.com/index.php/silet institutional model design for implementation of program merdeka belajar kampus merdeka (merdeka learning program-merdeka campus or mbkm) https://doi.org/10.46627/silet.v3i1.93 31 studies in learning and teaching https://scie-journal.com/index.php/silet 1.6 students 2 eksternal stakeholder 1. government 1.1 ministry of education and culture 2. partner 1.1 companies (state agencies, private, bumn, bumd, etc.) 1.2 village 1.3 school 1.4 community 1.5 association based on the table above, it can be seen that each stakeholder has their respective interests, functions and responsibilities which are carried out following the common goals to be achieved. the importance of mapping relationships between systems, sub-systems to the supra-system level is so as universities and faculties and study programs in it can carry out the process of identifying, mapping, formulating engagement between stakeholders optimally to achieve the goals that have been created, specifically increasing the competence of graduates, both soft skills and hard skills, in order to be more prepared and relevant to the needs of the times, preparing graduates as future leaders of the nation with superior and personality. for this reason, it is necessary to create an institutional system as a means of supporting universities to achieve the initial goals of mbkm. with the institutional system, it is expected that it will help to create a strong and mutually supportive relationship between each stakeholder. the strong relationship is made and agreed upon under the goals and expectations set forth in the form of decisions or policies approved by each stakeholder. the institutional system can be seen in the following figure: https://doi.org/10.46627/silet.v3i1.93 https://scie-journal.com/index.php/silet institutional model design for implementation of program merdeka belajar kampus merdeka (merdeka learning program-merdeka campus or mbkm) https://doi.org/10.46627/silet.v3i1.93 32 studies in learning and teaching https://scie-journal.com/index.php/silet figure 1. system merdeka learning, merdeka campus institutional picture description: orange box : internal college green box : partner dotted blue line : demonstrate the relationship of coordination and communication between internal stakeholders with interrelated external holders. red line : shows command relationship between internal stakeholders with internal stakeholders. from the institutional system that has been described previously, it will be seen the relationships and interrelationships between all stakeholders or related parties. after obtaining the parties related to the problem, then a general description of the problem is made using the rich picture technique. rich pictures were specifically developed by checkland in soft systems methodology to collect information about complex situations (checkland, 2007; checkland and scholes, 1990). the idea is to use pictures as a framework for thinking about problems in general and find several alternative solutions to problems using creative thinking methods (including therapy) because intuitive awareness in communicating will make it easier to explain explanations in the form of pictures and symbols from words. pictures can well evoke and record a picture of the situation that occurs. drawing is also a technique to be able to create different visualizations, for example, such as visual brainstorming, image manipulation and creative imagination for a particular purpose (mckim, 1980). rich picture is taken at the pre-analysis stage, before a researcher knows more clearly which part of the situation is best considered the process and structure used to describe a complex situation. efforts to summarize the real situation through pictures, cartoon agency/ company school association, etc. community village partner government rector faculty/ dean vice rector study program/ head ofm study program educators mbkm unit students • academic administration, • hr, • student affairs, finance, • general affairs internal college https://doi.org/10.46627/silet.v3i1.93 https://scie-journal.com/index.php/silet institutional model design for implementation of program merdeka belajar kampus merdeka (merdeka learning program-merdeka campus or mbkm) https://doi.org/10.46627/silet.v3i1.93 33 studies in learning and teaching https://scie-journal.com/index.php/silet representations, ideas or ideas, which are objective, problem layout, relationship, influence, cause and effect of the problem, the rich picture analysis tool is used. rich pictures must depict subjective elements such as the character of the actor and the characteristics of the subject matter, point of view and prejudice, spirit and human nature. the explanation above can be made in an image using the rich picture analysis tool as follows: figure 2. rich picture problem situation description the rich picture above describes the conditions and problem situations that occur in the implementation of the merdeka learning program merdeka campus (mbkm) which is an institutional model and mechanism for the current mbkm program implementation. starting from the input process, namely the mbkm policy that was implemented at the universitas bandar lampung and the emergence of several problems such as the adjustment of the implementation of the merdeka learning program merdeka campus (mbkm), changes in the learning system in higher education and the implementation of mbkm that was not optimal. so it is necessary to form a separate mbkm unit that manages the implementation of mbkm at the universitas bandar lampung in general and the faculty of economics and business in particular. then it is necessary to establish a clear system regarding implementation planning as well as monitoring and evaluating the implementation of the mbkm program. so that it can result in system and curriculum adjustments, the establishment of sops for the implementation of mbkm, so that the implementation of the mbkm program can be more optimal and maximal, and the goal of increasing students' hardskills and softskills as well as the readiness of students and graduates of universitas bandar lampung to be more ready to follow the needs of the times. in addition, the mbkm program is also a solution for online learning during the covid-19 pandemic. according to bestiantono et al. (2020), web-based learning or online learning cannot create wanted outcomes in immature nations like indonesia, where a larger part of understudies cannot get to the web because of specialized just as money-related issues. the absence of eye-to-eye connection with the educator, reaction time and nonattendance of conventional homeroom socialization were among some different issues featured by advanced education understudies. although according to simamora et al. (2020), based on the lecturer's perspective, the researchers concluded that online learning applications are useful for some lecturers to deliver lecture material without face to face, even though there are several obstacles https://doi.org/10.46627/silet.v3i1.93 https://scie-journal.com/index.php/silet institutional model design for implementation of program merdeka belajar kampus merdeka (merdeka learning program-merdeka campus or mbkm) https://doi.org/10.46627/silet.v3i1.93 34 studies in learning and teaching https://scie-journal.com/index.php/silet such as inadequate internet access. some campuses provide self-developed applications to make it easier for lecturers to teach and provide access for students to study lecture material. conclusion in the implementation of the merdeka learning program merdeka campus at the universitas bandar lampung, there are internal and external stakeholders involved. as for internal stakeholders, there are stakeholders within the university, such as the rector, vice rector, mbkm units, faculties, study programs, to bureaus and students. then, there are external stakeholders such as the government and partners. in this case the government is the ministry of education and culture and partners are agencies, villages, schools, communities, associations and others. each stakeholder has their respective roles and relationships, both coordination and command relationships, both between internal stakeholders and between internal and external stakeholders. everything is described in the institutional model of the merdeka learning program merdeka campus. suggestions for further research from this research, research can be done that discusses the institutional model of the mbkm program again and case studies can be carried out in certain locations. references anjarwani, r., mukh, d., & bambang, i. (2020). guided inquiry learning with outdoor activities setting to improve critical thinking ability and science process skills of elementary school students. journal of primary education, 9(2), 129–135. https://doi.org/10.15294/jpe.v9i2.36178 bestiantono, d. s., agustina, p. z. r., & cheng, t.-h. (2020). how students’ perspectives about online learning amid the covid-19 pandemic?. studies in learning and teaching, 1(3), 133139. https://doi.org/10.46627/silet.v1i3.46 checkland, p. (2007). systems thinking, systems practice. wiley checkland, p., & scholes, j. (1990). soft systems methodology in action. wiley. mckim, r. h. (1980). experiences in visual thinking. brooks/cole publishing. moleong, l. j. (2013). qualitative research methodology revised edition. pt remaja rosdakarya offset publisher. prasetyas, v. r. (2021, june 10). sekilas mengenai program merdeka belajar kampus merdeka. kumparan. https://kumparan.com/vetti-rina-prasetyas/sekilas-mengenai-program-merd eka-learning-kampus-merdeka-1vunzcnnnsq/2 savitri, d. i. (2020). tantangan mahasiswa calon guru sd universitas borneo tarakan pasca ppl di kawasan perbatasan dalam menghadapi era digital dan merdeka belajar. jurnal pendidikan dasar borneo, 1(2), 103-110. sherly, s., dharma, e., & sihombing, h. b. (2021). merdeka belajar: kajian literatur. prosiding konferensi nasional pendidikan i, indonesia, 183-190. simamora, r. m., de fretes, d., purba, e. d., & pasaribu, d. (2020). practices, challenges, and prospects of online learning during covid-19 pandemic in higher education: lecturer perspectives. studies in learning and teaching, 1(3), 185-208. https://doi.org/10.46627/silet.v1i3.45 siregar, n., sahirah, r., & harahap, a. a. (2020). konsep kampus merdeka belajar di era revolusi industri 4.0. fitrah: journal of islamic education, 1(1), 141-157. suhartoyo, e., wailissa, s. a., jalarwati, s., samsia, s., wati, s., qomariah, n., ... & amin, i. m. (2020). pembelajaran kontekstual dalam mewujudkan merdeka belajar. jurnal pembelajaran pemberdayaan masyarakat (jp2m), 1(3), 161-164. sukmadinata, s. n. (2009). metode penelitian. pt remaja rosdakarya. https://doi.org/10.46627/silet.v3i1.93 https://scie-journal.com/index.php/silet https://doi.org/10.15294/jpe.v9i2.36178 https://doi.org/10.46627/silet.v1i3.46 https://kumparan.com/vetti-rina-prasetyas/sekilas-mengenai-program-merdeka-learning-kampus-merdeka-1vunzcnnnsq/2 https://kumparan.com/vetti-rina-prasetyas/sekilas-mengenai-program-merdeka-learning-kampus-merdeka-1vunzcnnnsq/2 https://doi.org/10.46627/silet.v1i3.45 institutional model design for implementation of program merdeka belajar kampus merdeka (merdeka learning program-merdeka campus or mbkm) https://doi.org/10.46627/silet.v3i1.93 35 studies in learning and teaching https://scie-journal.com/index.php/silet author (s): * defrizal (corresponding author) department of management, faculty of economic and business, universitas bandar lampung, l. za. pagar alam no.29, labuhan ratu, kec. kedaton, kota bandar lampung, lampung, indonesia 35142 email: defrizal@ubl.ac.id appin purisky redaputri department of management, faculty of economic and business, universitas bandar lampung, l. za. pagar alam no.29, labuhan ratu, kec. kedaton, kota bandar lampung, lampung, indonesia 35142 email: appin@ubl.ac.id vonny tiara narundana department of management, faculty of economic and business, universitas bandar lampung, l. za. pagar alam no.29, labuhan ratu, kec. kedaton, kota bandar lampung, lampung, indonesia 35142 email: vonny.tiara@ubl.ac.id nurdiawansyah department of accounting faculty of economic and business, universitas bandar lampung, l. za. pagar alam no.29, labuhan ratu, kec. kedaton, kota bandar lampung, lampung, indonesia 35142 email: nurdiawansyah@ubl.ac.id yanuarius yanu dharmawan department of english language, faculty of teacher training and education, universitas bandar lampung, l. za. pagar alam no.29, labuhan ratu, kec. kedaton, kota bandar lampung, lampung, indonesia 35142 email: yanu@ubl.ac.id https://doi.org/10.46627/silet.v3i1.93 https://scie-journal.com/index.php/silet mailto:defrizal@ubl.ac.id mailto:appin@ubl.ac.id mailto:vonny.tiara@ubl.ac.id mailto:nurdiawansyah@ubl.ac.id mailto:yanu@ubl.ac.id 36 p-issn: 2722-399x; e-issn: 2722-1857 silet, vol. 3, no. 1, april 2022: 36-45 ©2022 studies in learning and teaching studies in learning and teaching homepage: https://scie-journal.com/index.php/silet email: silet@scie-journal.com studies in learning and teaching https://scie-journal.com/index.php/silet the potency of social constructivism on classroom productivity in universities *b i omodan1 1captd faculty of education, butterworth campus, walter sisulu university, south africa article info abstract article history: received february 21, 2022 revised march 3, 2022 accepted march 29, 2022 available online april 30, 2022 various indications, including literature, have confirmed that university classrooms are still mostly inactive and undemocratic, dominated by instructors and lecturers. that is, little or no atmosphere is created for the student to be a socially active participant in generating knowledge which appears to have affected their sociality in the university and their lives after their university education. some university lecturers still use traditional or a systematic colonised way of teaching. this study responded by proposing unabridged social constructivism (sc) to create socially active university students towards becoming productive and active citizens. this was done by answering a general question: how can sc be projected in the university classroom to create active and productive students? this study was located within a transformative paradigm in order to transform students’ inactiveness in the process of generating knowledge. conceptual analysis was used to design the study. this was done within the principle of thematic analysis by arranging sc's assumptions into themes and making sense of them. the study thus presents that sc possesses the acumen to assist lecturers in ensuring that their classrooms are socially active towards student productivity both in the schools and in the field of work. keywords: social constructivism university students classroom productivity transformation https://doi.org/10.46627/silet introduction active participation in university classrooms is characterised by lecturers engaging with students, students engaging themselves and their instructors socially, morally and cognitively into the learning process. in this study, both lecturer and instructor are used interchangeably to mean the same thing. however, a university classroom is supposed to be a source of learning if both students and lecturers are involved in an interactive relationship that will benefit from each other's expertise. this is essential because socially active classroom members do not just sit back in the class session but actively participate in activities such as asking questions that require an explanation or clarification, encouraging others, raising opinions, presenting their views either through reactions or counter-arguments to other students' input and basically getting engaged with their environment. however, in most cases today, university classrooms are inactive towards student productivity (benzo et al., 2016; pengpid et al., 2015). therefore, the process of generating knowledge in classrooms is not inclined to the plight of the students by making them socially and actively informed. this can be attributed to many factors, but the main reason for an inactive classroom, according to gilakjani et al. (2013), is that most instructors lack resources and knowledge to create an active environment in the classroom. for clarity sake, socially active classrooms are where the instructors can motivate the students to be involved in discussions, debates, and other forms of interactive participation with each other or their instructors (zepke, 2015). at the same time, the socially inactive classroom does not participate actively in a http://u.lipi.go.id/1586183902 http://u.lipi.go.id/1587708325 https://scie-journal.com/index.php/silet mailto:silet@scie-journal.com https://scie-journal.com/index.php/silet https://doi.org/10.46627/silet the potency of social constructivism on classroom productivity in universities https://doi.org/10.46627/silet.v3i1.97 37 studies in learning and teaching https://scie-journal.com/index.php/silet discussion, debate or even ask for clarifications from their instructor(s) when need be (deliens et al., 2015). one could then argue that there is a clear distinction between socially active and inactive classroom members as the former's primary interest is learning while the latter's priority is passing through the course. for this reason, more emphasis is focused on why todays’ university classrooms still have an iota of inactiveness. the existence of the latter, that is, inactive classroom participants, can be linked to a lack of utilisation and understanding of effective teaching and learning components like motivation, appropriate skills, and knowledge necessary to interact with the course material (gilboy et al., 2015; saeed & zyngier, 2012), which renders students inactive in the classroom. it may also reduce their zeal to seek knowledge and thereby affect their critical thinking, inquisitive, interactive, and participatory skills. this is especially true for socially inactive students who feel that they have no control over or no motivation towards the subject under discussion/instruction. hence, they become silent in the process of knowledge construction. this argument complements that of siebenaler (1997) that an inactive classroom is significant to students’ dissatisfaction with classrooms activities and affect the potential bond between students and their instructors. this article joins the host of other literature to argue that inactive classrooms affect classroom productivity which could be measured by students’ participatory skills, academic performance, overall productivity, students-teacher relationships, the ability of students to manage their diversities, and the knowledge of their individual differences (adha et al., 2018; bernstein‐ yamashiro & noam, 2013; gurin et al., 2002; weaver et al., 2018). this further confirms that poor classroom productivity resulting from teaching and learning practices undermine student achievement. furthermore, poor teaching practices are also more likely to lead to poor productivities among classroom stakeholders (adeyemo, 2012). when a lecturer has little knowledge of the appropriate teaching styles for classroom situations or has a low level of commitment to teaching and is poorly prepared, it will lead to nothing but unpleasant productivity. teaching practices here means the belief or style lecturers use in teaching their students. turner et al. (2009) tagged this as teacher’s beliefs. in their argument, teachers who believe that all children are capable learners will create classrooms where students are encouraged to ask questions and seek out new challenges, whereas those with negative academic beliefs will tend to give out much busy work or use a grading system that does not encourage students to take risks and learn from mistakes. the latter constitutes one of the reasons for the lack of productive classrooms in the universities. findings from akbari and allvar (2010) about teachers’ efficacy showed that the use or not the use of appropriate teaching styles and teachers’ reflectivity are significant to students' academic achievement. the extent to which teachers display classroom efficacies and mastery of teaching and learning that is productive to students will go a long way to assist students in succeeding. it has also been established that poor teachers’ teaching methods, unconducive students’ environment, and teachers’ professionalism influence students’ academic performance (asikhia, 2010). this is to argue that when the lecturer is unsure or possesses low knowledge of the method of appropriate teaching style, unable to create good teaching and classroom atmosphere with professional knowledge, may affect the student’s productivity, which decreases classroom productivity thereafter. this is also supported by the finding of banerjee (2016) that the lack of a positive environment and social support for students in the classroom deprives students of their performance and overall achievement. this kind of environment may make the students perceive their lecturer negatively, and such negative perception of teachers by the students, according to (graber, 2009) can affect students’ academic performance negatively. based on this, the study proposed that, for a university classroom to be active and participatory to meet its expected end, the place of social constructivism (sc) is imminent. this is because it is a theory that views the process of knowledge production from sociological perspectives through human relationships, interactions and togetherness (omodan & tsotetsi, 2020). this theory will be unpacked in the latter part of the article. https://doi.org/10.46627/silet.v3i1.97 https://scie-journal.com/index.php/silet the potency of social constructivism on classroom productivity in universities https://doi.org/10.46627/silet.v3i1.97 38 studies in learning and teaching https://scie-journal.com/index.php/silet research question in other to respond to the above problem, the following research question was answered analytically and argumentatively: • how can sc be projected in the university classroom as a strategy to create active and productive students? research objectives in order to answer the above research question, the following research objectives were presented to guide the process. • the study presented social constructivism as a potential philosophy of classroom productivity. • the study also examines the assumptions of social constructivism and its relevance to classroom productivity. research method this study is argumentative in nature and situated with the purview of the transformative paradigm (tp). in research, the research paradigm is seen as the researcher’s worldview (mackenzie & knipe, 2006), first conceptualised by thomas kuhn in 1962 as a philosophical way of thinking (kivunja & kuyini, 2017). that is, one could argue that the research paradigm is the school of thought and or the researchers’ belief towards particular research and the process of conducting such research. among many paradigms, such as positivism, post-positivism, interpretivism, and transformative paradigm, this study adopted the latter. the transformative paradigm is appropriate because it aims to transform students' classroom predicament towards productivity. the paradigm is majorly to promote freedom for the marginalised, colonised and subjugated people into the world of being (heimtun & morgan, 2012). in this study, the perpetual traditional and or anti participatory classroom practices in a university classroom is challenged by proffering solutions that could alleviate the problem. by so doing, i presented social constructivism as an alternative to transform university classrooms towards transformation. this was done with the help of conceptual analysis as a design that guided the process of making sense of the argument. conceptual analysis is an argumentative process of making sense or a case based on the potency of a particular concept or meaning. this agrees with the definition of furner (2004) that conceptual analysis enables the use of exploratory and evaluation where the concept and evidence are analysed, perhaps, through argument and critical thinking. therefore, the assumptions of the sc as presented in this study were subjected to argumentative evaluation and analysis to make sense of the concepts. however, the theoretical assumptions of the theory (sc) alongside how it can ameliorate classroom productivity were presented thematically and point by point. thematic analysis was relevant because it enables the presentation to be arranged in the form of themes (guest et al., 2011) derived from the theory and then targeted the “assumptions”. these are shown below. results and discussion this section presents the theoretical understanding of social constructivism, its assumptions, relevance, and how it could be implemented in the classroom. this was done by presenting the theory, followed by its relevance to the pedagogical process and its assumptions vis-à-vis the practical application of the assumptions. presentation of theory: social constructivism the social constructivism (sc) theory was first introduced by jean piaget, a swiss developmental psychologist (amineh & asl, 2015; brau, 2020; pass, 2004). sc was coined to explain the process of knowledge production with the belief that knowledge is produced by social forces conditioned by history and culture; thus, it cannot be taken as a fixed or objective representation of reality (kukla, 2013; lynch, 2019). this theory is widely used in social studies since it focuses on culture https://doi.org/10.46627/silet.v3i1.97 https://scie-journal.com/index.php/silet the potency of social constructivism on classroom productivity in universities https://doi.org/10.46627/silet.v3i1.97 39 studies in learning and teaching https://scie-journal.com/index.php/silet and history, which play important roles in shaping individual interpretations of socially constructed concepts (mckinley, 2015; van hover & hicks, 2017). piaget believed that to understand knowledge, one must go beyond the product and investigate how it has been created. hence, social constructivists view human relationships, interactions and togetherness as necessary factors in producing knowledge. this implies that learning is an active process where learners are involved in doing things with others who are more experienced/more knowledgeable than them. in a related argument positioned by doolittle (2014), knowledge is viewed as something that emerges through social interactions or activities. therefore, social constructivist educators believe every individual has different ways of learning depending on their culture and togetherness with others, which challenge traditional education because they tend to focus on the relationship between teachers and students to create learning experiences that are meaningful to learners. based on this, one can argue that within the purview of sc, knowledge is co-constructed through interactions with others in a given social setting, thus creating meaning for individuals participating in these interactions. in the argument of bunge (2000), sc is against individualism because of its principle of information sharing among two or more people as important in defining knowledge. this is a practical challenge to empiricism (i.e., what one sees should dictate what one knows) since social constructionists claim that knowledge is not objective but rather constructed by culture and history. sc also challenges objectivism (objective truth exists independent of people) (hazelrigg, 1986) since social constructionists believe interactions between people construct knowledge. this is also a practical challenge to traditional pedagogy where learners are seen as neutral receivers of knowledge, where learning should be structured to make sense, where learning should have an end, and where the teacher is the primary source of knowledge. as against the tenet of a traditionalist, social constructivists claim that what you know is not something that's given but rather something that you create, a personal construct of a shared reality. that is, they see learning as an active process where learners constantly remake knowledge through interactions with others. this theory is advantageous over traditional classrooms because it views students as active participants in the classroom who share different ways of learning and because it also believes everyone has different worldviews based on their experiences and togetherness with others, which leads to different ways of understanding knowledge. based on this, i can also argue that the potency of this theory has introduced spices into the way general education is being viewed. when the sc lens is used, education is seen as a social activity that involves mutual sharing among people instead of focusing on concepts and ideas, which encourages students to share their perspectives because this will enable them to see other people's views and knowledge construct. this paradigm shift is based on the idea that people construct knowledge from those experiences and their interactions with others. findings also confirm that sc is effective in the classroom as it helps students understand better what they are studying and how they can apply those concepts outside of the classroom (atwater, 1996; schreiber & valle, 2013). this also corroborates the argument of kalpana (2014) that sc provides an opportunity for learners to be actively involved in learning instead of being passive receivers of information. in addition, one could argue that it encourages collaboration by allowing several possibilities for learning activities such as recognising patterns, relating ideas, drawing inferences and brainstorming. perhaps, this is why cs was recommended as an effective approach to teaching because it emphasises the learner's point of view and accommodates many different learning styles (kalina & powell, 2009; kim, 2001). it also enables students to express their opinions about what they are learning, which builds knowledge that comes from the experience of each individual (kearney & treagust, 2001). from the above exploration of the sc, one can deduce the existence of many assumptions: participatory classroom, group problem solving, unity and human relationship, and diversity management. these four assumptions are discussed below as the principle of sc based on the argument made above. https://doi.org/10.46627/silet.v3i1.97 https://scie-journal.com/index.php/silet the potency of social constructivism on classroom productivity in universities https://doi.org/10.46627/silet.v3i1.97 40 studies in learning and teaching https://scie-journal.com/index.php/silet assumptions of social constructivism • participatory classroom: from all indications in the above exploration, one could see that the sc-oriented process of knowledge generation is participatory. sc promotes participation among the people or the stakeholders in generating new knowledge. this is not only because of its principle of information sharing classroom participants (bunge, 2000), but also cherished interaction, collaboration and team spirit among the people. the argument of churcher (2014) also confirms that sc is participatory in nature and could produce robust knowledge that complements an adage that says “two heads are better than one”. this also corroborates the presentation of muro and jeffrey (2008) that cs enables the production of new knowledge to be possible through people’s togetherness and participation. • group problem solving: from the above theoretical analysis, one could also argue that the principle and focus of sc are to motivate people’s interest to find solutions to problems jointly. that is, implementation of a concerted usage of sc is synonymous with problemsolving skills. this is also in consonance with the argument of kalina and powell (2009) that cs enables students to think critically and provide solutions to their problems. the idea here is that people’s sociality enables them to freely interact, work together, and find solutions to problems. in such a situation, there is no individuality but collectivity, and the problem of one becomes the problem of all. in the same vein, it also assists people to solve their conflicts towards finding solutions to their common problems (schreiber & valle, 2013). • unity and human relationships: from the above analysis, one can argue that unity and human relationships are at the centre of sc. it is a philosophical view that postulates that human beings can control social reality through their own mental activity. social realities are the subject of ideas, objects, relationships and arrangements of behaviour between individuals. this aligns with the argument that people are actively involved in creating their perceived reality (adoni & mane, 1984; knoblauch & wilke, 2016) which is an element that creates unity of purpose among people. this assumption also takes solace from symbolic interactionism, which claims that focusing only on what goes into an individual's mind misses much of what is important in human relationships. in this view, social reality is created through unity of purpose shared by interacting individuals. diversity management: from the above theoretical analysis, i believe that social constructivism enables people to understand themselves and become aware of their differences. that is, the goal of social constructivism is to create and or provide individuals with tools they can use to help them better understand themselves, people around them and their community via collaboration and togetherness in the process of generating new knowledge. the idea here is that when people work together, doing things together, interacting together, thinking together will increase their love for one another, helping them understand and manage themselves, including their potential conflict. this complements the fact that working with different people can help people think in new ways about themselves and others, leading to insights that might otherwise remain hidden. analysis of the assumptions and classroom productivity this section presents the discussion of cs assumptions as correlates of classrooms productivity which has been earlier described as participatory skill, students’ academic performance and overall productivity, students-teacher relationships, the ability of students to manage their diversities, and the knowledge of their individual differences. this discussion is done under the following sub-headings: participatory classroom and classroom productivity, group problem solving and classroom productivity, unity and human relationships and classroom productivity, diversity management and classroom productivity. https://doi.org/10.46627/silet.v3i1.97 https://scie-journal.com/index.php/silet the potency of social constructivism on classroom productivity in universities https://doi.org/10.46627/silet.v3i1.97 41 studies in learning and teaching https://scie-journal.com/index.php/silet • participatory classroom and classroom productivity: from the above theoretical argument, the study presents a participatory classroom as one of the teaching and learning approaches that could enhance classroom productivity. when classroom activities are participatory and allow the students to be actively involved in generating knowledge, it will promote their critical thinking skills and enhance their collaborative ways of doing things. this agrees with zubiri-esnaola et al. (2020) findings that participatory classrooms increase students’ collaboration towards generating new knowledge. in the same vein, the finding of coldwell et al. (2008) also confirm that lack of participatory classrooms is significant in the negative direction to the students’ academic performance. on the other hand, consistent participation in classes has been found as the major characteristics of top performer students in universities (voghoei et al., 2019). abubakar et al. (2017) also support this by saying that collaborative engagement among students and between students and lecturers promotes students’ success. therefore, a participatory classroom laced with sc is an instrument for classroom productivity in the university system. • group problem-solving and classroom productivity: based on the above theoretical analysis, i deduced that group problem solving as one of the assumptions of the sc is beneficial to classroom productivity. this is because the unity involved in the process of providing solutions to a particular problem makes a robust achievement among the students. this aligns with telzrow et al. (2000) that problem-solving components are significant to positive students’ outcomes. this is also supported by the fining of gupta (2004) that when students cooperatively work in a group to find a solution to a particular problem, it increases students’ teamwork, communication, problem-solving skill and retention rate. furthermore, when students work together in pairs, it increases cooperative learning towards performance and enables them to learn how to share responsibilities, which encourages the transfer of knowledge from one another (mahenthiran & rouse, 2000; suliwa et al., 2021; viyayanti & dwikoranto, 2021). that is, when the idea of group problem solving from the purview of sc is implemented in the university classroom, it will promote overall classroom productivity. • unity and human relationships and classroom productivity: based on the above theoretical analysis, one can further argue that good relationships facilitate unity among students. this argument is taken from sc's principle, which postulated shared ways of doing things. that is, sc is premised on togetherness in the process of generating new knowledge (dag, 2016). hence, the unity among students, vis-à-vis student on student or student on lecturer relationships, has been found to enhance students’ performance and overall classroom achievement (arum, 2011; aspelin, 2012; omodan & tsotetsi, 2018; topor et al., 2010). therefore, university classrooms are bound to be productive when professional relationships and unity among the classroom stakeholders are created. • diversity management and classroom productivity: based on the above analysis, one can deduce that sc creates democratic classrooms because it encourages interactions, opinions, and arguments to be freely given among colleagues. my argument is to create an avenue for all the participants to understand themselves and their diversities and learn how to many their differences. this is in consonance with guo et al. (2014) that students learn to manage their diversities when they get involved in themselves towards a particular purpose. this is to further argue that when university classrooms are made to recognise individual students and their unique differences, it will enhance their knowledge of diversities and how to manage their diversities towards ensuring overall classroom productivity. https://doi.org/10.46627/silet.v3i1.97 https://scie-journal.com/index.php/silet the potency of social constructivism on classroom productivity in universities https://doi.org/10.46627/silet.v3i1.97 42 studies in learning and teaching https://scie-journal.com/index.php/silet conclusion students respond to the perceived inactive classrooms by proposing social constructivism as an imminent alternative classroom practice that could promote classroom productivity in universities. this was argued within the lens of transformative paradigm to enable the end product of the article to transform classroom productivity. based on the theoretical presentation, and analysis of the assumptions alongside their implication on classroom productivity, the study concludes that adequate implementation of sc and its four cardinal assumptions are the factors that could enhance productivity in university classrooms. therefore, the following recommendations were made: university lecturers alongside students should ensure the use of a participatory teaching-learning process to ensure transformative classrooms. secondly, classrooms should be structured to accommodate grouping in solving problems that are assumed to be productive to the students critical thinking and problem-solving skills. thirdly, professional relationships towards the unity of purpose must be created in the classrooms, and lastly, since the classroom consists of diverse students from various backgrounds, the classrooms must be made to cater for students diversities by making the student aware of their diversities and how to manage them. references abubakar, a. m., abubakar, y., & itse, j. d. 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(2020). inclusivity, participation and collaboration: learning in interactive groups. educational research, 62(2), 162-180. https://doi.org/10.1080/00131881.2020.1755605 author (s): *bunmi isaiah omodan (corresponding author) captd, faculty of education, butterworth campus, walter sisulu university, republic of south africa. email: bomodan@wsu.ac.za https://doi.org/10.46627/silet.v3i1.97 https://scie-journal.com/index.php/silet https://doi.org/10.1177%2f1046496413488422 https://doi.org/10.2307%2f3345462 https://doi.org/10.46627/silet.v2i3.85 https://doi.org/10.1080/02796015.2000.12086029 https://doi.org/10.1080/10852352.2010.486297 https://doi.org/10.1007/978-0-387-73317-3_23 https://doi.org/10.46627/silet.v2i2.74 https://doi.org/10.1109/csci49370.2019.00147 https://doi.org/10.1177/1090198117731600 https://doi.org/10.1080/07294360.2015.1024635 https://doi.org/10.1080/00131881.2020.1755605 mailto:bomodan@wsu.ac.za 46 p-issn: 2722-399x; e-issn: 2722-1857 silet, vol. 3, no. 1, april 2022: 46-54 ©2022 studies in learning and teaching studies in learning and teaching homepage: https://scie-journal.com/index.php/silet email: silet@scie-journal.com studies in learning and teaching https://scie-journal.com/index.php/silet school-related irrational beliefs as predictor of academic motivation among secondary school learners b m diale1, *v victor-aigbodion1 1department of educational psychology, university of johannesburg, 2006, south africa article info abstract article history: received february 22, 2022 revised march 12, 2022 accepted march 29, 2022 available online april 30, 2022 learners' thoughts are important for academic motivation and learning in secondary schools. specifically, this study aims to determine the extent to which school-related irrational beliefs influence academic motivation among secondary school students. using a multi-stage random sampling technique, 740 secondary school students of both genders were selected as a sample: 303 boys and 437 girls. the irrational beliefs inventory (ibi) and the academic motivation scale (ams) were used for data collection. in order to answer research questions, mean scores, standard deviations, and pearson product moment correlation analysis were used while the hypotheses were tested using regression analysis at 0.05 level of significance. a statistically significant relationship was found between irrational beliefs and academic motivation among secondary school learners. a key recommendation of the study is that secondary school psychologists should teach learners on the adverse impact of irrational beliefs. keywords: academic motivation irrational beliefs secondary school learners https://doi.org/10.46627/silet introduction as students progress through primary, secondary, and tertiary education, they are continually evaluated both formally and informally. a classroom serves as a place for students' intelligence and abilities to be displayed (deemer, 2004). amasuomo (2014) stated that one challenge for many students is not to be labeled as stupid. according to martin et al. (2003), irrational belief is likely to be exacerbated in evaluative situations, particularly among secondary school students. students in senior secondary schools are in-school adolescents, which means that they must deal with adolescence, which is a period of transition from childhood to adulthood. adolescence is a time of change for secondary school students as they go through physical, cognitive, and social changes. according to qidwai et al. (2010), adolescents are found in the period bounded by childhood and adulthood who are neither children nor adults. furthermore, the authors note that adolescents are expected to have graduated from secondary school by age 18. in the context of this study, in-school adolescents are individuals who are still in secondary school and who are within the age range of 12 to early 18. among the critical indicators of achievement in the schooling system is academic motivation (schulze & lemmer, 2017). there is convincing evidence that students think about learning differently, which results in rational and irrational beliefs (purdie & hattie, 2002). these beliefs are shaped by how individuals interpret and reflect on their academic experiences (lin et al., 2012). despite this, school-related irrational beliefs have been found to negatively affect achievement among secondary school learners which indicates an early predisposition to making sense of the world around us (vezzani et al., 2018). http://u.lipi.go.id/1586183902 http://u.lipi.go.id/1587708325 https://scie-journal.com/index.php/silet mailto:silet@scie-journal.com https://scie-journal.com/index.php/silet https://doi.org/10.46627/silet school-related irrational beliefs as predictor of academic motivation among secondary school learners https://doi.org/10.46627/silet.v3i1.99 47 studies in learning and teaching https://scie-journal.com/index.php/silet a person is said to have irrational beliefs when they develop incorrect solutions to personal problems in their minds that ultimately impact their lives (klatter et al., 2001). the rational emotive behavior theory was first used in literature to describe irrational beliefs and behaviors (dryden, 2005). the rational emotive behaviour theory is about the personal problems of the individuals and the fundamental solutions they develop to deal with them. when creating these solutions, people get caught up with emotions they cannot exactly define (ellis & dryden, 1997). people's irrational thoughts about themselves, others, and the world they live in are mostly responsible for the emotional disturbances that they suffer (dryden & branch, 2008). it was noted in the literature that these irrational behaviours are characterized by individuals' negative emotions which, when related to specific situations, are not rational (schulze & heerden, 2015). these individuals believe that they can necessarily experience that negativity under the influence of emotions without knowing why. therefore, these behaviors lead individuals to a failure that they cause (ellis & dryden, 1997). also, individuals with irrational behaviors are also more likely to experience emotional problems such as anxiety, depression and distress (bortolotti, 2009). ellis (1977) describes the stages of irrationality with the abc process. the stages of this process are the activating experience (a): the state of experiencing the negativity which depicts the emotional consequence (c): the emotional consequence caused by the individual herself in a negative situation; and the irrational belief (b): a process consisting of the creating of the emotional consequence between these two situations, i.e. after a situation is experienced. in stage b, the individual comes to an emotional conclusion due to a previous incorrect prejudice. in this stage, the prejudice dominates, and the individual draws an incorrect emotional conclusion as a result of their negative thoughts. consequently, irrational beliefs have as a result been formed (burger, 2010). according to digiuseppe (2010), irrational beliefs occur when two negative conditions exist. the first scenario occurs when certain events in an individual's life result in emotionalbehavioural disorders and settle in their lives as irrational beliefs. in the second circumstance, an irrational belief arises in response to an adverse event that resulted from irrational behavior in the past. as a result of the individuals' experiences, along with the adverse events that take place, new irrational beliefs may emerge in a negative environment created by the individuals. as a result, the environment in which secondary school learners spend a large and important part of their lives becomes conducive to the occurrence of these situations, indicating irrational beliefs are rooted in the socio-cultural context of the individual (david & digiuseppe, 2010) irrational thoughts that occur at school result from learners developing the belief that a belief about an academic situation that is incorrect is right over the belief that it is wrong and that it cannot be countered or easily handled (gert, 1998). studies have shown that students' irrational beliefs are high and negatively affect their motivation and learning in secondary school (purdie & hattie, 2002). according to the research conducted by flett et al. (1991), high selfexpectations, which constitutes a dimension of irrational belief, are positively correlated with academic motivation. in another study conducted by dilmac et al. (2009), they also found that the more irrational beliefs one possesses, the more demands one makes for success, and also found that excessive demands increase students' fear of failure, which results in a decrease in their success achievement. academic motivation is a critical aspect of academic achievement, which is why school related irrational beliefs can also be adversely affected (pajares & urdan, 2002). in a study conducted by bridges and roig (1997) with 195 university students, it was found out that students' irrational beliefs increased their tendency to procrastinate academically. such an effect is critical to uncovering its connection to academic motivation. academic motivation' refers to the student's attitude, perseverance, and level of interest for academic subjects as it is reflected in their approach, persistence, and level of interest (eccles & wigfield, 2002). research on gender-based stereotypes has consistently supported the notion that women are more likely to hold irrational beliefs than men (allen & haccoun, 1976). there is typically a difference between men and women in terms of their overall irrational beliefs, such as intensity of belief or https://doi.org/10.46627/silet.v3i1.99 https://scie-journal.com/index.php/silet school-related irrational beliefs as predictor of academic motivation among secondary school learners https://doi.org/10.46627/silet.v3i1.99 48 studies in learning and teaching https://scie-journal.com/index.php/silet level of expressivity, and in terms of the specific ways in which they express their emotions. the belief that women are more prone to irrational belief is widespread, but researchers disagree over whether there is empirical support for gender differences in irrational belief expression and experience. research evidence suggests that women demonstrate irrational belief more verbally and non-verbally than men. women express their fear with greater intensity, more frequently express fear with facial expressions, and are more likely to cry and freeze when frightened (kring & gordon, 1998). research purposes the main purpose of this study was to determine the extent to which school-related irrational beliefs influence academic motivation among secondary school students. specifically, the study sought to examine: 1. the predictive influence of school-related irrational belief on academic motivation among secondary school learners. 2. the extent to which gender moderate the predictive influence of school-related irrational belief on academic motivation among secondary school learners. hypotheses h01: school-related irrational belief has no predictive influence on academic motivation among secondary school learners. h02: gender does not moderate the predictive influence of school-related irrational belief on academic motivation among secondary school learners. research method a correlational research design was used in the study. it was considered appropriate to use the correlational design in this study because it investigated the predictability of school-related irrational beliefs on secondary school learners' academic motivation. study participants were 6 373 junior secondary ii (jssii) students from kontagora/mashegu education zone in niger state, nigeria. in this study, the sample consist of 303 boys and 437 girls from 10 governmentowned coeducational secondary schools in kontagora local government area were enrolled in jssii classes. researchers initially stratified secondary schools by gender. the simple random sampling technique was used to randomly select 10 schools from the 48 coeducational secondary schools in the education zone. a purposive sampling procedure was used to sample all the jssii students from each sampled school. data were collected using the irrational belief inventory (ibi) and academic motivation scale (ams). in the ibi, a total of 15 items were developed by türküm (2003), and they were prepared on a five-point likert scale. scores were assigned between 15 and 75. according to the scale, an increase in the score also indicates an increase in irrational beliefs. the scale's reliability was assessed by calculating its internal consistency coefficient and test-retest reliability. the item-scale correlations in the scale are between .50 and .52, and the internal consistency coefficient is .75. when retested, the reliability coefficient increased to .81. this indicates that the item scales are more reliable. the ams scale was developed by bozanoğlu (2004), it consists of 28 items graded from 1 to 7 in the likert-type scale ranging from 1 not at all to 7 exactly. two experts in educational psychology and one expert in measurement and evaluation from the faculty of education at the university of nigeria, nsukka face-validated both instruments. afterwards, the validated instruments were trial tested on 20 secondary school students outside the study area. students' scores were compiled and analysed for internal consistency using cronbach's alpha statistics. there were reliability coefficients of 0.81 alpha and 0.67 alpha for school-related irrational belief and academic motivation, respectively. these scores were considered high enough for the instruments to be considered reliable for the study. the data was analyzed using mean scores, standard deviation, and pearson's product moment https://doi.org/10.46627/silet.v3i1.99 https://scie-journal.com/index.php/silet school-related irrational beliefs as predictor of academic motivation among secondary school learners https://doi.org/10.46627/silet.v3i1.99 49 studies in learning and teaching https://scie-journal.com/index.php/silet correlation analysis. mean scores above 2.50 were considered high while scores below 2.50 were considered low for irrational beliefs and academic motivation. using the t-test of equality of mean and anova, the null hypothesis of no differences in irrational belief and academic motivation among secondary school students was also tested, while pearson's r and multiple regression analysis were used to test the hypothesis that sought to find a relationship between irrational belief and academic motivation at 0.05 significance level. a 0.05 level of significance was used as the decision rule. accordingly, any item whose calculated t-value was less than its critical t-value at 0.05 level of significance was not rejected, while items whose calculated tvalue was greater than the critical t-value at 0.05 level were not accepted as significant. results and discussion research question 1 what is the predictive influence of school-related irrational belief on academic motivation among secondary school learners? table 1: pearson’s product moment correlation analysis (r2) of school-related irrational belief and academic motivation model variable �̅� sd n 1 2 1 school-related irrational belief 2.11 0.13 740 1 0.66 2 academic motivation 2.85 0.19 740 0.66 1 r2= coefficient of determination in order to answer research question 1, the responses of the respondents on school-related irrational beliefs were correlated with their responses on academic motivation. according to the results, the correlation coefficient obtained between school-related irrational belief and academic motivation was .66. this indicates that there is a direct but moderate positive relationship between school-related irrational belief and academic motivation. the results indicate that 66% of students' irrational beliefs predict their academic motivation. in other words, the level of academic motivation is responsible for 66% of students' irrational beliefs about school. hypothesis 1 h01: school-related irrational belief has no predictive influence on academic motivation among secondary school learners. table 2: regression analysis of school-related irrational belief and academic motivation model sum of squares df mean square f sig. regression 2.466 1 2.466 115.61 0.00 residual 3.178 149 0.021 total 5.644 150 α = 0.05 hypothesis 1 (h01) was tested using linear regression analysis. table 2 shows an f-ratio of 115.61 with an exact probability value of .00. this probability was compared with .05 as the level of significance for testing the hypothesis, and it was found to be significant since .00 was less than .05 this rejects the null hypothesis that school-related irrational beliefs cannot significantly predict academic motivation among secondary students. it was concluded that school-related irrational beliefs predict academic motivation among secondary school students. in other words, school-related irrational beliefs predict academic motivation in secondary school students. https://doi.org/10.46627/silet.v3i1.99 https://scie-journal.com/index.php/silet school-related irrational beliefs as predictor of academic motivation among secondary school learners https://doi.org/10.46627/silet.v3i1.99 50 studies in learning and teaching https://scie-journal.com/index.php/silet research question 2 to what extent does gender moderate the predictive influence of school-related irrational belief on academic motivation among secondary school learners? table 3: pearson’s product moment correlation analysis (r2) of school-related irrational belief and academic motivation of boys model variable �̅� sd n 1 2 1 school-related irrational belief 2.10 0.12 740 1 0.63 2 academic motivation 2.85 0.14 740 0.63 1 r2 = coefficient of determination to answer the research question, the scores from the respondents on school-related irrational belief of boys were correlated with their responses on academic motivation. results indicate that a correlation coefficient of .63 existed between irrational belief of boys and their academic motivation. therefore, there is a moderately positive relationship between boys' irrational beliefs and their motivation to learn. this indicates that boys' academic motivation is predicted by 39% of secondary school students' irrational beliefs. thus, 39% of boys' academic motivation is accounted for by their irrational beliefs. table 4: pearson’s product moment correlation analysis (r2) irrational belief and academic motivation of girls model variable �̅� sd n r2 1 school-related irrational belief 2.10 0.12 740 2 academic motivation 2.87 0.11 740 0.68 note. r2 = coefficient of determination. in order to answer this research question, the scores from the respondents' responses on irrational beliefs of girls were compared with those on academic motivation. according to the result, there is a moderate positive relationship between irrational belief of girls and their academic motivation. thus, irrational beliefs of girls are positively correlated with their academic motivation in a moderately positive manner. students' irrational beliefs are associated with 68% of their academic motivation in females. therefore, 68% of female students' academic motivation can be explained by their irrational beliefs. hypothesis 2 h02: gender does not moderate the predictive influence of school-related irrational belief on academic motivation secondary school learners. table 5: regression analysis of school-related irrational belief and academic motivation of boys model sum of squares df mean square f sig. regression 1.040 1 1.040 43.749 0.00 residual 1.593 67 0.024 total 2.632 68 α = 0.05. in order to test hypothesis 2 (h02) concerning boys, linear regression analysis was also used. the result in table 5 shows an f-ratio of 43.74 and an associated exact probability of .00. the probability of .00 was compared with .05 as the significance level, and it was determined to be significant because .00 is less than .05. therefore, the null hypothesis is rejected. based on the findings, it was concluded that school-related irrational belief significantly predicts academic motivation in male secondary school students. in other words, irrational beliefs are significantly associated with academic motivation in boys. table 6: regression analysis of school-related irrational belief and academic motivation of boys model sum of squares df mean square f sig. regression 1.423 1 1.423 71.83 0.00 residual 1.585 80 0.020 total 3.008 81 α = 0.05 https://doi.org/10.46627/silet.v3i1.99 https://scie-journal.com/index.php/silet school-related irrational beliefs as predictor of academic motivation among secondary school learners https://doi.org/10.46627/silet.v3i1.99 51 studies in learning and teaching https://scie-journal.com/index.php/silet a linear regression analysis was also used to test hypothesis 2 (h02) about girls. based on table 6, the f-ratio is 71.83, and the exact probability is .00. this probability value was compared with .05, the significance level for testing the hypothesis, and it was found to be significant since .00 is less than .05. therefore, the null hypothesis is rejected. in line with the results, it could be inferred that school-related irrational beliefs significantly predict academic motivation among female secondary school students. in line with hypothesis 2, the results of the study showed that school-related irrational belief significantly predicted academic motivation in male and female secondary school students. the study found a moderate correlation between school-related irrational beliefs and academic motivation. irrational beliefs and academic motivation were statistically associated. furthermore, the study found that a direct but moderate positive correlation exists between boys' school-related irrational beliefs and their academic motivation as well; a direct but moderate positive correlation exists between girls' school-related irrational beliefs and their academic motivation. the results of this study confirm the observation of bortolotti (2009) who showed that irrational beliefs were prominent in those with high levels of academic motivation, but insignificant in those with low levels. the study results are also consistent with that of ozer and akgun (2015) who demonstrated that students’ irrational beliefs were positively related to their academic motivation. also, atkinson (2011) had noted that students’ irrational beliefs are related to their school behaviour. the finding aligns with allen et al. (2017) who observed that students’ irrational beliefs impact their academic behaviour. sapp (1996) had stated that irrational beliefs can result in students’ failure in academic work. tittle (1997) observed that students’ irrational beliefs affect their academic life. harju and eppler (1997) also documented that students’ irrational beliefs have an effect on their level of academic motivation. kufakunesu (2015) also showed that students’ irrational beliefs influence the extent to which they are motivated to achieve academically. consistent with our findings, fasciani (2015) showed that students’ irrational beliefs and academic motivation are interconnected. stanciu et al. (2014) also found a similar result of irrational beliefs in relation to students’ academic life. according to davies (2008), one of the issues affecting students’ academic life is irrational beliefs. the implication of this study is that it is important to develop and implement cognitive behavioral interventions to combat irrational beliefs of secondary school learners. in this instance, şahin and türk (2021) recommended the use of cognitive-behavioral group psycho-education program which they found to be effective in the reduction of irrational beliefs. another implication of this study is that in view of students’ irrational beliefs, critical and problem solving skills need to be developed in these students to help them overcome such beliefs and become better motivated to pursue their academic work. in this regard, ahaddin et al. (2020), cindikia et al. (2020), and fadilah et al. (2020) suggested the use of inquiry-based learning models to assist students in the development of critical and problem solving skills. conclusion this study shows that the level of school-related irrational beliefs was responsible for secondary school learners' academic motivation. additionally, school-related irrational beliefs are associated with boys' and girls' academic motivation. girls, however, hold more irrational beliefs about academic motivation in relation to school than boys. it was determined that there is a moderately positive correlation between the academic motivation and self-sufficiency of the students. as a result of these findings, learners' beliefs that they can succeed academically motivate them to achieve moderate success. a major implication of this research is that irrational beliefs are not necessarily gender-specific. another implication of the study is that students irrespective of their gender should be included in interventions aiming to reduce irrational beliefs in student population as both male and female students are prone to irrational beliefs which impact their level of academic motivation. it is clear that there may be other factors affecting the academic performance of the learners. one weakness of this research is that correlation results are not enough to determine cause and effect. in light of this, further research https://doi.org/10.46627/silet.v3i1.99 https://scie-journal.com/index.php/silet school-related irrational beliefs as predictor of academic motivation among secondary school learners https://doi.org/10.46627/silet.v3i1.99 52 studies in learning and teaching https://scie-journal.com/index.php/silet is needed to fully understand the positive cause-and-effect relationship between irrational beliefs and academic motivation. acknowledgements the authors wish to thank all the secondary school students who participated in this study and their respective principals for granting us permission to conduct the study in their schools. references ahaddin, m. a., jatmiko, b., & supardi, z. a. i. 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(2018). assessing students’ beliefs, emotions and causal attribution: validation of learning conception questionnaire. south african journal of education, 38(2), 1-18. https:// doi.org/10.15700/saje.v38n2a1453 author (s): boitumelo molebogeng diale department of educational psychology, university of johannesburg, auckland park campus, 2006, south africa email: tumid@uj.ac.za * vera victor-aigbodion (corresponding author) department of educational psychology, university of johannesburg, auckland park campus, 2006, south africa email: verav@uj.ac.za https://doi.org/10.46627/silet.v3i1.99 https://scie-journal.com/index.php/silet https://doi.org/10.1007/s10942-021-00392-5 https://doi.org/10.1007/s10942-021-00392-5 https://doi.org/10.1007/bf02238186 http://dx.doi.org/10.15700/saje.v35n2a1058 http://dx.doi.org/10.15700/saje.v37n1a1276 https://files.eric.ed.gov/fulltext/ed411674.pdf mailto:tumid@uj.ac.za mailto:verav@uj.ac.za 