ABSTRACT
This study aims to determine the benefits of using inquiry-based digital teaching materials during the COVID-19 pandemic for natural science learning subjects in high-grade elementary schools. The method used in this research is descriptive method with the aim of obtaining a description of the usefulness of digital teaching materials in online learning for elementary school teacher education (PGSD) students. Digital teaching materials are one of the solutions that can be given to problems that occur during the pandemic. COVID-19 so that students need for teaching materials are still fulfilled even though the learning that is taking place is not carried out face-to-face in class. This teaching material is structured with self-instructional adaptive self-contained and user-friendly characteristics. The data analysis in this study is based on four indicators namely the ability of students to use digital teaching materials student activeness in learning using digital teaching materials the effectiveness of learning using digital teaching materials and student responses to learning using digital teaching materials. The instrument used in collecting data in this study was a questionnaire. Based on the results of data analysis it was found that 75% of students were able to use applications as science teaching materials 65% of students seemed to be active in learning 85% of students stated that digital teaching materials were very effective in online learning and 90% of student responses to learning were positive.
ABSTRACT
Since the COVID-19 pandemic, learning at the university or school level has implemented online learning. Even though the learning is conducted online, the teacher candidate's scientific argumentation skills must be trained. One way is through the MIKIR approach. The purpose of this research is analyzing the science pre-service teachers’ scientific argumentation skills by using MIKIR approach during pandemic COVID-19. This type of research is a quasi-experimental study with a one-shot case study design. The research sample was 50 pre-service teachers. The instrument was an argumentation essay test based on the argumentation aspects according to Toulmin;claim, data, warrant and backing. The science pre-service teachers’ scientific argumentation skills will be analyzed through the one-sample T test assisted by the SPSS version 22 application. The results of this study is shown by the T score, 0.010> 0.05, is larger than a significance level. It means that MIKIR approach during pandemic COVID-19 can practice significantly to the scientific argumentation skills of science pre-service teachers. Keywords: science pre-service teachers’ scientific argumentation skills, MIKIR approach, science learning during pandemic COVID-19