development of Populer Urban Edutours Books to Improve Cognitive Skills of High School Students

Zaini, Muhammad; Amintarti, Sri

dc.contributor.author	Zaini, Muhammad
dc.contributor.author	Amintarti, Sri
dc.date.accessioned	2023-02-13T06:32:54Z
dc.date.available	2023-02-13T06:32:54Z
dc.date.issued	2023-01-05
dc.identifier.issn	25229400
dc.identifier.uri	https://repo-dosen.ulm.ac.id//handle/123456789/27171
dc.description	Preliminary 21st century skills arise because of the reality of global education that has not fully matched the needs of educational output in the digital era. The context of learning in this century requires students to learn through examples, applications, and real-world experiences. In order for demands to be implemented, it is necessary to involve the use of Information and Computer Technology (ICT) in an appropriate, sustainable and affordable manner (Rahayu et al., 2022). The learning paradigm is generally for competition. Without realizing it, educators teach and educate that they like to compete but forget to work together (Prayogi, 2020). Therefore, students need 21st century skills, namely critical thinking, collaboration, creativity, and communication. Khoirunnisa and Habibah (2019) state that developments in the 21st century have had a negative impact on society and the environment. The information that spread around the world went out of control and caused a high digital boom. Putriani and Hudaidah (2021) stated that the industrial revolution was one of the major changes in the field of technology which resulted in changes in other fields, especially in the educational and social fields. The State of Japan declared Society 5.0. This concept allows each individual to take advantage of modern science-based knowledge such as the Internet of Things (IoT) or Artificial Intelligence (AI) which will later meet human needs to live comfortably. Aripin et al. (2020) explained that the development of ICT has made the world smaller, various information from various corners of the world can be accessed quickly by anyone and from anywhere, as well as interpersonal communication. Dahi et al. (2020) explains that in the ICT era, teachers deal with students who are born and develop in the digital era. Teachers must have high technological literacy so that they need to be equipped with ICT. That is to be skilled at using ICT as part of the learning process. According to Rahayu et al. (2022), the use of ICT in an appropriate, sustainable and affordable manner requires cognitive skills in the context of life regarding a problem, event or event. The National Research Council (2008) focuses on three skills namely 1) cognitive skills (non-routine problem solving, critical thinking, systems thinking), 2) interpersonal skills (complex communication, social skills, teamwork, cultural sensitivity, diversity), 3 ) intrapersonal skills (self-management, time management, self-development, self-regulation, adaptability, and executive function). Efforts to improve the quality of several aspects of life, both educational and social, have been initiated in this country. This is demonstrated by the implementation of the Freedom to Learn curriculum initiated by the Minister of Education, Culture, Research and Technology of the Republic of Indonesia. The main concept of independent learning is freedom in thinking. Marisa (2021) explained that curriculum development is one of the steps to shape the character of students in facing this era. This curriculum was developed with the hope of creating a millennial generation that is able to understand knowledge quickly, not just being good at remembering the teaching materials provided. Students are also expected to be able to utilize technology in their learning process, which previously relied on textual books, but now digital products such as e-books are starting to be replaced (Indarta et al., 2021). Learning models that can be used to trigger the emergence of 21st century skills are Problem Based Learning (PBL) and Project Based Learning (PjBL) learning models. This model is covered by constructivist learning theory and can develop students' critical thinking skills (HOTS). Through the PBL model students become active in thinking, communicating, searching for and processing data, and finally making conclusions (Astuti, 2019). Biology learning is related to content (material) and process. Even though the learning experience explores content, in the implementation of learning through observation, it is said that learning biology is rich in processes. Project-based learning is a mainstay of developing guiding questions (a question). Considering that students have different learning styles, project-based learning provides opportunities for students to explore content using a variety of meaningful ways. This allows students to be able to answer guiding questions (Nirwana, 2019) Facione (1990) explains that there are six indicators of critical thinking skills, namely interpretation, analysis, evaluation, inference, explanation, and self-regulation. In the learning process, the tools used are quite diverse to explore Critical Thinking Skills (CBC). One of them is a popular book. Popular urban edutourism books provide an opportunity for students to get to know the tourism potential in their neighborhood. They study in a natural environment, using the services of the natural environment without destroying it. They were guided by popular urban educational books. Zaini and Asnida (2015) reported that learning in the natural environment using an environmental approach plays an important role in learning a biological concept because it can motivate students to teach biological concepts and thinking skills. In this case the teacher who delivers does not always have to be an ecologist or scientist, but rather someone who is able to be a guide in thinking about the environment around him and has a passion for finding relationships in ecosystems (Zaini, 2010). On a micro scale, the steps taken are to improve environmental literacy as part of science and technology literacy. However, the existence of sources of information for students is still limited. Moreover, specific learning resources in a particular area. One potential that might provide scientific literacy for students is the potential for urban edutourism. The term popular book means popular science in book form. It can also be said to be a popular scientific book. Popular books are books that are arranged scientifically and structured, so that they will be easier for readers to learn and understand (Rofiqoh, 2012). Zakyah (2016) reports that this popular book is valid as reading material. Amroni (2016) also reports that popular books that are developed are suitable for use. Learning to use popular books is seen from two sides, namely improving the quality of books and increasing the KBK of students. Book quality relates to valid, practical, and effective (Plomp & Nieveen, 2007), while KBK is through the research function of book effectiveness. Based on the description above, a research question is put forward about how the quality of popular urban edutourism books is the result of development to improve the cognitive skills of high school level students. In this study cognitive skills based on KBK.	en_US
dc.description.abstract	This development research aims to evaluate the validity, practicality, and effectiveness of the popular Urban Edutours book to improve the cognitive skills of high school students. Research using Tessmer's formative evaluation design consisted of four steps; the first three steps were used in this study, namely expert tests, individual tests, and small group tests. The object of research is popular urban edutourism books. The subjects of the expert test research were UMM Palangkaraya Biology Education Lecturers, UIN Antasari Banjarmasin Lecturers and Teachers at SMAN 4 Banjarbaru. Individual tests and small group tests are students of SMAN 4 Banjarbaru. The research uses instruments to test the validity, practicality of the content, practicality of expectations, and effectiveness of expectations. Data analysis was carried out descriptively. The results of the study show that the popular Urban Edutourism book is in the valid category, as well as the good category of LKPD. The practicality of the content (readability of the book) is in the good category, so is the LKPD. The practicality of expectations is in the good category and the effectiveness of the expectations is also in the good category. Keywords: development research, urban educative tourism popular books, quality	en_US
dc.description.sponsorship	LPPM Universitas Lambung Mangkurat	en_US
dc.language.iso	en	en_US
dc.publisher	European Modern Studies	en_US
dc.relation.ispartofseries	vol 6 No 5 (2022);242-254
dc.subject	development research, urban educative tourism popular books, quality	en_US
dc.title	development of Populer Urban Edutours Books to Improve Cognitive Skills of High School Students	en_US
dc.type	Article	en_US