INTERAKSI DEMOKRATIS LINTAS JENJANG MAHASISWA MELALUI PEMBELAJARAN TEMATIK-EKSPLORATIF-DEMOKRATIK DALAM BELAJAR FISIKA DI AIR TERJUN TUMIMPERAS
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Jul 1, 2024
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Abstract
The study is motivated by the importance of paying attention to democratic interaction among students in order to prepare them with the 21st-century competencies they need to possess. This research aims to understand the democratic interactions across different levels of students through Thematic-Explorative-Democratic Learning in physics at Tumimperas Waterfall. The research method used is descriptive qualitative, with the subjects of the study being two groups of students from the Physics Department at Manado State University. Data were collected through observation and peer assessment based on eight indicators of democratic interaction. Data were analyzed through data collecting, reduction, display, and classification. The results showed that students from various levels were able to interact democratically with scores ranging from good to very good. This democratic interaction aids in the development of critical thinking skills, collaboration, effective communication, and social responsibility. Thus, Thematic-Explorative-Democratic Learning at Tumimperas Waterfall can be considered an effective learning activity in developing 21st-century competencies in students
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Mulyono, M., Palilingan, R., Tumimomor, F., & Lahope, K. (2024). INTERAKSI DEMOKRATIS LINTAS JENJANG MAHASISWA MELALUI PEMBELAJARAN TEMATIK-EKSPLORATIF-DEMOKRATIK DALAM BELAJAR FISIKA DI AIR TERJUN TUMIMPERAS. SOSCIED, 7(1), 67-76. https://doi.org/10.32531/jsoscied.v7i1.761
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LPPM Politeknik Katolik Saint Paul Sorong
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Binkley, M., Erstad, O., Herman, J., Raizen, S., & Ripley, M (with M. Rumble). (2010). Defining 21st century skills and assessments (Draft White Paper 1). Melbourne, Australia: Assessment and Teaching of 21st Century Skills. Retrieved from http://cms.education.gov.il/NR/rdonlyres/19B97225-84B1-4259-B423-4698E1E8171A/115804/defining21stcenturyskills.pd
Medellu, C. S. (2015). Democratization of learning through thematic assignment.
Matulessy, F. C., Medellu, C., & Lolowang, J. (2021). Interaksi demokratis dalam pembelajaran eksploratif model HOTL-DI Tipe A fenomena nyiur melambai. Charm Sains: Jurnal Pendidikan Fisika, 2(1), 12-20.
Pangkey, G., Tulandi, D. A., & Lolowang, J. (2022). Interaksi demokratis dalam pembelajaran eksploratif fenomena perubahan suhu udara dan suhu tanah. Charm Sains: Jurnal Pendidikan Fisika, 3(2), 96-106.
Tumangkeng, J., Katuuk, D. A., Pasandaran, S. J., & Lengkong, J. S. (2020). Design and Implementation of Context-Concept of Local Wisdom Machete Production in Science Learning About Energy. International Journal of Advanced Education Research.
Tumangkeng, J. V. (2017). Design and Process of Learning Making Machete as a Model of Community Participation in the Democratic Learning-Based Thematic Task. IRA-International Journal of Education & Multidisciplinary Studies, 8(1), 24-34.4
Selberg, A. (1970). Discovery Science in the Elementary School. Addison-Wesley Publishing Company, Inc.
Korua, M. V., Medellu, C. S., & Silangen, P. M. (2021). Democratic Interaction in Explorative Learning Model HOTL-DI Type B About Pottery Making. International Journal of Instruction, 14(1), 30–39.
Komansilan, A., Mandang, T., Rampengan, A. M., & Suriani, N. W. (2022). Explorative Learning Local-Global Concept of HOTL-DI-Type B Models for Junior High School Students on a Small Island. Universal Journal of Educational Research, 10(2), 137–145. DOI: 10.13189/ujer.2022.100203
[
Rende, J. C. (2014, December). Development Design And Implementation Task Cross Energy Thematic Study Of Education. In *Isqae 20165 International Seminar On Quality & Affordable
Asnawi, N. et al. (2020). Pemahaman Konsep Dan Kesulitan Belajar Mahasiswa: Studi Lintas Semester Pada Materi Usaha Energi. In Jurnal Ilmiah Pendidikan Lingkungan dan Pembangunan (Vol. 21, Issue 01, pp. 18–29). Universitas Negeri Jakarta. DOI: 10.21009/plpb.211.03
[
Tulandi, D. (2017). Effectiveness Guidance Tasks Students do Physical Phenomena and the Association Formulate simple mathematical Models in Physics Review Course II. JPPPF-Journal of Physics Education Research Development & Volume 3 number 1, June 2017.
Setiyoningsih, T. (2017). Pengelolaan pembelajaran ipa berbasis lingkungan di smpn 1 gabus-grobogan. Manajemen Pendidikan, 12(1), 1-9.
Tulandi D. (2014). Buku Ajar Fisika Lingkungan. Tondano : Jurusan Fisika Universitas Negeri Manado
Murad, M. (2023). Keberanian Mengemukakan Pendapat dan Pemahaman Siswa. Journal on Education, 6(1), 775-786.
Deng-deng, W. (2013). The Idea of Respecting Students in Classroom Teaching and Its Practical Strategies. Contemporary Education and Culture.
Robertson, J., Green, K., Alper, S., Schloss, P., & Kohler, F. (2003). Using a Peer-Mediated Intervention to Facilitate Children's Participation in Inclusive Childcare Activities. Education and Treatment of Children, 26, 182.
Cole, D. (2008). Constructive Criticism: The Role of Student-Faculty Interactions on African American and Hispanic Students' Educational Gains. Journal of College Student Development, 49, 587 - 605. https://doi.org/10.1353/CSD.0.0040.
Weinstein, M. (1991). Critical Thinking and Education for Democracy. Educational Philosophy and Theory, 23, 9-29. https://doi.org/10.1111/J.1469-5812.1991.TB00129.X.
Altmiller, G. (2016). Strategies for Providing Constructive Feedback to Students.. Nurse educator, 41 3, 118-9 . https://doi.org/10.1097/NNE.0000000000000227.
Kämäräinen, A., Eronen, L., Björn, P., & Kärnä, E. (2020). Initiation and decision-making of joint activities within peer interaction in student-centred mathematics lessons. Classroom Discourse, 12, 299 - 318. https://doi.org/10.1080/19463014.2020.1744457.
Khairunnisa, P., Hardjo, S., & Parinduri, M. (2023). The Connection between Student Learning Independence, Responsibility and Discipline in An-Nizam Private High School in Medan. PALAPA. https://doi.org/10.36088/palapa.v11i1.3239.