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This study aims to obtain an overview of the obstacles and learning obstacles of Indonesian high school students on the problem of geometric sequences. The research used descriptive qualitative. Data of the research was obtained from the results of test and interviews given to fifty students from one of the senior high-school in West Java. The test is given consists of four questions related to problem of geometric sequence. The answer to the questions were confirmed again by clinical interview. These data are analyzed based on the framework of learning obstacles to the students answer. The obstacles obtained through the test of questions include students still having difficulty in determining the sequence, ratio, the value of the nth term, and the number of the nth term. The results showed that there are still many students who experience learning obstacles on learning geometric sequences. Learning obstacles that occurs includes ontogenic obstacles, epistemological obstacle and didactical obstacles. [ABSTRACT FROM AUTHOR]

Proleco-DDR is intended to develop teacher professional knowledge through the implementation of a professional learning community network by applying a didactical research design. This study was intended to find out how teachers' professional knowledge develops through the implementation of Proleco-DDR in West Java. This study was a qualitative study with a hermeneutic phenomenological approach. The participants involved in this study amounted to 42 people consisting of mathematics teachers, school principals, and junior high school supervisors in West Java. Based on the results and discussion, Base on the results and discussion, it can be concluded that mathematics teachers, principals, and supervisors of junior high schools need to enhance the capacity to innovate in the teaching and learning process through a series of teacher research on constructive and productive professional practice. To develop teacher professional knowledge, the Proleco-DDR implementation framework is implemented through reflective practice mechanisms, argumentative dialogue, narrative writing and collaborative-colleague relationship. Furthermore, metapedadictic framework and DDR is intellectual tools in the Proleco activity system for junior high school networks. teacher in West Java. [ABSTRACT FROM AUTHOR]

This study aims to examine (1) the availability of science e-learning facilities, (2) the students and teachers' mastery in using the science e-learning facilities, and (3) the condition on e-learning activities in public or private Madrasah Aliyah (Islamic Senior High Schools); whether the science e-learning was more interesting than normal learning. The research methods used a survey to attain the data and quantitative descriptive to analyze the data. The survey was carried out by distributing questionnaires through whatsapp groups and google forms. The primary data were taken from 340 participants' responses, consists of 213 female respondents and 127 male respondents, representing Madrasah Aliyah population in West Java, both public and privates. This study used types of data, namely knowledge, attitudes and actions. The result revealed that science e-learning had been implemented in the Madrasah Aliyah in West Java. However, the availability of science e-learning facilities, the mastery of the science e-learning facilities, and the science e-learning process in the public schools were better than the private ones. Generally, students in both types of Islamic schools stated science e-learning was not more interesting than normal learning. However, the majority understood the lessons and had chances to participate actively during the learning process. This paper suggested e- learning platforms be more interesting than normal learning so that science e-learning activities will be more meaningful. [ABSTRACT FROM AUTHOR]

The purpose of this study is to describe whether Education for Sustainable Development (ESD) values have been reflected in the 2013 curriculum at the 8th-grade junior high school level in promoting the development of sustainable education through the theme of healthy food. The analysis was carried out based on data obtained by researchers from student books, syllabus, core competencies (KI), and basic competencies (KD) curriculum 2013 at the junior high school level and a survey of 11 science teachers at the junior high school level from 9 different schools, namely West Java, Central Java, East Java, and West Sumatra. Based on an analysis of the syllabus, basic competencies, and core competencies of the 2013 junior high school curriculum in grade 8, it was found that every KD related to healthy food had reflected ESD values. In the student handbook, it was also found that student activities and projects carried out by students also reflected ESD values. In line with these findings, the survey results show that all teachers stated the importance of teaching students' understanding of healthy food so that students have an awareness of eating healthy foods and promotion of continuing education in science learning. However, the assessment contained in the student handbook has not been able to measure the key competencies that students must have in ESD-based learning. So that a learning process is needed including teaching materials, methods approach used by teachers that can improve students' key ESD competencies. [ABSTRACT FROM AUTHOR]

The study on the learning outcome (LO) analysis of the Citizen Science (CS) monitoring mango (Mangifera indica) pollinator was conducted using a survey method and involved several Biology education students in the 6th semester (n=68) from two campuses in West Java, namely Universitas Majalengka and IAIN Syekh Nurjati Cirebon. CS volunteers were recruited from both campuses because there are conservation biology courses that are relevant to the research being developed. The research data was collected using a questionnaire that was distributed via Google Form simultaneously. The participant LO evaluation was developed from Philips's Citizen Science learning outcome evaluation framework with six indicators (interest in science and the environment, self-efficacy, motivation, knowledge of nature and science, science inquiry skills, and behavior). Each indicator is represented by several statements with a scale of 1 to 4. The data were analyzed descriptively qualitatively and interpreted according to the findings. The results showed that the learning outcomes of the CS monitoring mango (Mangifera indica) pollinator on the first indicator, namely interest in science and the environment were the highest indicators (3.42), the lowest was self-efficacy (3.12). These results indicate that CS activities have an impact on participants' LO. Therefore, this research can be a benchmark in developing effective Citizen Science activities in improving learning outcomes for lectures, especially in the study of biodiversity in Universities. [ABSTRACT FROM AUTHOR]

This study aims to analyze the mastery of biodiversity content knowledge of junior high school teachers through the implementation of biodiversity literacy textbooks containing local potency of West Java. The study used a weak experiment design with the one group pretest posttest method. A total of 33 junior high school teachers from various districts in West Java Province were involved in the research conducted in the period January 2020 to April 2021. The results showed that: (1) there was an average increase in mastery of biodiversity content knowledge of 64% (medium category); (2) All components of biodiversity content knowledge have increased; (3) Sequentially increasing the mastery of the component of biodiversity content knowledge from the largest to the smallest, namely three levels of biodiversity (87%), problems and issues related to biodiversity (72%), strategies and actions to conserve biodiversity (69%), threats to biodiversity (62%), ecological factors that affect biodiversity (57%), and biodiversity values (52%). The conclusion is that biodiversity literacy textbooks containing local potency of West Java can increase the mastery of biodiversity content knowledge. [ABSTRACT FROM AUTHOR]

Education during the Covid-19 pandemic must continue with all the consequences and limitations. The Distance Learning Policy is the solution provided by the government in this condition, learning at one of the SMAIT Boarding in West Java carries out learning with a limitation on the number of students, so teachers are required to make learning with two methods, namely online and offline. This study compares the effectiveness of learning with Virtual laboratory in the form of simulations and interactive animations for online class and Real Laboratory for offline classes on vector material. The research method used is a mixed-method by comparing the effectiveness of student learning outcomes, questionnaire results, findings during the learning process, and interviews with student representatives from three classes with a total sample of 89 people. The analysis shows that there are differences in learning outcomes between online and offline classes. Then students in offline classes can communicate more with teachers, practice motor skills, and the range of student scores is not far away, while online classes can better understand by independent study, lack of communication with teachers, and the range of student scores is very far. [ABSTRACT FROM AUTHOR]

The Bandung Basin is an area located in the middle of the mountains of West Java, Indonesia. Located at the coordinates of 6 ° - 7 ° South and 107 ° -108 ° East, the area has a large area and is relatively flat. The area is planned to become an Urban Area. The area is threatened by natural disasters, an earthquake caused by the Lembang Fault and a source of shallow and deep background earthquakes. This natural phenomenon can cause a high surface acceleration of the earthquake, causing infrastructure damage. Therefore, earthquake mitigation efforts need significant attention. In this study, the surface acceleration of the earthquake will be analyzed using the Probabilistic Seismic Hazard Analysis (PSHA) method for the 2500-year return period combined with the amplification function of the slope effect. The results obtained are that the highest surface acceleration is near the Lembang Fault, which reaches more significant than 2.0 g and is followed by the area in the middle of the Bandung Basin, which reaches 1.0 g and a small part of the west side reaches 0.2 g. Amplification occurs in relatively flat areas and vice versa; deamplification occurs on the south-central side of the Bandung Basin, associated with hilly/mountainous areas. The slope function amplification method is reliable only applied in a hilly area; if not, this will make a misleading analysis. [ABSTRACT FROM AUTHOR]

The research aimed to provide an overview of the integration of sustainable development education into thematic learning in elementary schools. This study used an Explanatory Sequential Mixed Method Design. Data were collected through a survey of 279 elementary school teachers in West Java and followed by a focus group discussion involving experts and teachers. The survey data collection uses a questionnaire in the form of a perception scale uploaded in the Google Form and open-ended questions. The questionnaire was used to collect information about teachers' choice of integration of sustainable development education into thematic learning. Open-ended questions were used to collect the information on integration of sustainable development education into thematic learning detail by Focus Group Discussion (FGD). The survey is analyzed statistically using descriptive statistic and one-way ANOVA in SPSS. The data collected from the FGD were analyzed qualitatively through of data triangulation. The research results: (1) ESD can be integrated into elementary school thematic learning; (2) There are 11 essential themes of ESD such as biodiversity, climate change, disaster risk reduction, cultural diversity, poverty reduction, gender quality, health promotion, sustainable lifestyle, sustainable lifestyles, prevention of water crises and sustainable urbanization and each of their elaborations into thematic learning in elementary schools; (3) There are 9 topics of thematic learning considered relevant for infusing the themes. The research concludes that it is necessary to develop of ESD-oriented thematic learning designs, develop of ESD-oriented thematic teaching materials, and ESD-oriented evaluations to develop ESD competencies such as sustainability consciousness. [ABSTRACT FROM AUTHOR]