Open AccessUtilization of multiple representations in science learning
Author(s) -
Syahmel,
Jumadi Jumadi
Publication year - 2020
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1567/4/042028
Subject(s) - curiosity , process (computing) , product (mathematics) , field (mathematics) , critical thinking , computer science , mathematics education , syntax , new product development , higher order thinking , psychology , artificial intelligence , teaching method , mathematics , social psychology , pure mathematics , business , operating system , geometry , marketing , cognitively guided instruction
This study aims to develop a science teaching model by utilizing multiple representations in each syntax to be implemented by science teachers in order to improve understanding of science concepts, science process skills, and critical thinking skills of students. This study is a research and development (R & D), adapting R & D model of Borg and Gall which consists of 10 developing stages, specifically: 1) research and information collection; 2) planning; 3) develop preliminary form of product; 4) preliminary field testing; 5) main product revision; 6) main field testing; 7) operational product revision; 8) operational field testing; 9) final product revision; 10) dissemination and implementation. This research was carried out until the main product revision stage (5th stage). Revisions were conducted after the experts’ judgments obtained. The result of this study is the framework of Discovery Learning using Multiple Representations (DLMRs). Based on experts judgments, this model is suitable to be implemented in science learning to improve science process skills, critical thinking skills, and students’ curiosity.