Educational Studies: Conference Series

Improving problems solving skills through problem-based learning of oil palm empty fruit bunch waste in science learning for students at SMAN 1 Muara Badak

Hijrana Mega Sasmitha, Pintaka Kusumaningtyas, Farah Erika, Sumarioto Sumarioto — Tue, 31 Dec 2024 00:00:00 +0000

Problem-solving skills need to be provided to students so that they can play a role in overcoming environmental problems in everyday life. This study aims to determine the effect of problem-based learning in science learning on the topic of empty oil palm bunches waste to improve students' ability to solve problems. This research is quantitative research with a pre-experimental method. The research design used is a one-group pretest-posttest design with five replications. The samples in this study were students of SMAN 1 Muara Badak in grade . Data collection used tests in the form of pre-tests and post-tests. Data analysis used the N-Gain Test. The results showed an increase in problem-solving skills in the good category. Thus, it can be concluded that problem-based learning of oil palm empty fruit bunches waste in science learning can improve students' skills to solve environmental problems in everyday life.

Experiencing Digital Storytelling: Students’ Perception

Ichi Ahada, Ida Wardani, Sanova Rizki Zulfikar , Ajeng Izzatul Jannah — Tue, 31 Dec 2024 00:00:00 +0000

To foster global connections by promoting networking and collaboration through storytelling is the aim of this investigation, beginning with students in a classroom setting who will collaboratively write a story by merging their ideas and creativity. The primary activities involve reading, writing, and sharing, where participants read a paragraph, add to it, and share their contributions with others. The research focuses on understanding students' perceptions of their experiences with digital storytelling. Engaging students in meaningful learning experiences through digital storytelling is an effective strategy that enhances teamwork, creativity, and writing skills. The integration of technology makes the storytelling process more engaging and enjoyable for students. Findings indicate that students have a positive view of digital storytelling as it stimulates their imagination, encourages collaboration, and improves their writing abilities

Analysis Of Challenges and Strategies In Implementing Pancasila Student Profile Values Through The Introduction Of Local Wisdom in School

Novita Majid, Wingkolatin Wingkolatin, Asnar Asnar, Nur Aini — Tue, 31 Dec 2024 00:00:00 +0000

The Pancasila student profile has urgency in fixing problems related to the nation's noble values and morals, as well as improving the quality of education in Indonesia. The six Pancasila student profile indicators cannot be separated from the 2020-2035 education road map. Efforts to integrate local wisdom in Civics learning provide a bridge for the younger generation. The method in this research is qualitative with descriptive analysis and data collection techniques in the form of interviews, questionnaires, literature studies and documentation. This research aims to analyze the obstacles and efforts to apply the values of the Pancasila student profile in PPKn learning from the implementation of local wisdom activities for 7th generation teaching campus students. The results of the research explain that there are obstacles in implementing the Pancasila profile for students at SMPN 8 Tenggarong, namely internal and external factors. Internal factors: different student characteristics, lack of student literacy skills, lack of teacher understanding of the project to strengthen the Pancasila profile, limited use of media and teacher limitations in designing lesson plans; external factors, less than optimal government implementation, lack of support from some parties, and limited time for teaching and learning activities. efforts to implement students' Pancasila profile values through the introduction of local wisdom in schools, namely: integrating local wisdom into intracurricular, co-curricular and extracurricular learning materials; Teachers are given training on how to integrate local wisdom in the learning process, because teachers have a central role in the knowledge transfer process; and Adequate infrastructure required.