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ISSN:
2377-2891(Print); 2377-2905(Online)
Frequency:
Bimonthly
Editor-in-Chief:
Prof. Eric C. K. Cheng
Associate Executive Editor:
Ms. Jenny Jiang
DOI:
10.18178/ijlt
Abstracting/Indexing:
Google Scholar; Crossref, CNKI,
etc.
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Editor-in-Chief
Prof. Eric C. K. Cheng
Professor & Vice President (Academic)
Yew Chung College of Early Childhood Education, Hong Kong, China
As the Editor-in-Chief of IJLT, I invite you to contribute your scholarly work to our esteemed publication. IJLT serves as a beacon for original and impactful academic contributions in the realm of education, fostering multidisciplinary research and development to enhance teaching-learning processes globally. We welcome submissions spanning a wide spectrum of topics, from innovative program development to the integration of digital tools in education. Our scope encompasses areas such as student leadership, diversity in education, and collaborative initiatives, reflecting our commitment to a sustainable and inclusive society. [
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What's New
2024-02-29
Vol. 10, No. 1, 2024 has been published!
2024-02-07
Welcome Prof. Eric C. K. Cheng from Yew Chung College of Early Childhood Education, Hong Kong, China to join IJLT Editorial Board as Editor-in-Chief!
2023-12-13
IJLT will adopt Article-by-Article Work Flow from 2024. For the Bimonthly journal, each issue will be released at the end of the issue month.
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2019
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Volume 5, No. 4, December 2019
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Design Action in Primary School Students Class V for High and Medium Group Related Food Themes
Lidya Mustikasari, Tatat N. Hartati, and Rinita Rosalinda Dewi
Indonesia University of Education, Bandung, Indonesia
Abstract
—This study aims to determine the role of design action adapted from design thinking with project-based learning on the scientific literacy of elementary school students related to the theme of food. The subjects of the study were elementary school students from grade V of several State schools in Bandung District, West Java – Indonesia, consisting of 70 students who were then divided into 20 high-scoring students and 50 average-scoring students. The research method used was quasi-experiment with design one group pretest-posttest design. Instruments used include questions of scientific literacy tests, observation guidelines, attitude scales, and questionnaires. The results showed that there was a significant increase in the scientific literacy of high-scoring and average-scoring students based on the results of the test seen from the statistical calculations through t-test, where p-value (2-tailed) = 0,000 <0.05. However, in term of attitude, although there was an increase, the difference between two groups was not significant.
Index Terms
—design action, food themes, literacy
Cite: Lidya Mustikasari, Tatat N. Hartati, and Rinita Rosalinda Dewi, "Design Action in Primary School Students Class V for High and Medium Group Related Food Themes," International Journal of Learning and Teaching, Vol. 5, No. 4, pp. 322-326, December 2019. doi: 10.18178/ijlt.5.4.322-326
9-JA2152
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