Yuli, Rahmawati and Nurbaity, Nurbaity and Marheni, Marheni (2014) ENGAGING STUDENTS IN SOCIAL EMOTIONAL LEARNING: THE ROLE OF DILEMMA STORIES IN CHEMISTRY LEARNING. Proceeding of International Conference On Research, Implementation And Education Of Mathematics And Sciences 2014. (Submitted)
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Abstract
The research aimed to engage students in social and emotional learning in chemistry learning. Dilemmas stories have been engaged students in values awareness through critical thinking and dilemma thinking. The research was conducted in Secondary schools in Jakarta. Interpretive study as a methodology provided deep engagement for both researcher and participants. The VLES (Values Learning Environment Survey), semi- structured interviews, and classroom observations were used as methods of collecting data. The VLES obtained perceptions of student engagement with the story, the teacher’s supportive role, critical thinking skill development, and students’ learning to listen actively and think about the chemistry learning. The results show that the students and the researcher engaged in critical reflection on their values, collaboration with others, on their roles in participating in environmental education, social issues, and in deep chemistry learning.
| Item Type: | Article |
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| Uncontrolled Keywords: | social emotional learning, dilemma story, chemistry learning, action research |
| Subjects: | Prosiding > ICRIEMS 2014 > CHEMISTRY & CHEMISTRY EDUCATION |
| Divisions: | Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) > Jurusan Pendidikan Kimia > Pendidikan Kimia |
| Depositing User: | Eprints |
| Date Deposited: | 06 Nov 2014 08:55 |
| Last Modified: | 06 Nov 2014 08:55 |
| URI: | http://eprints.uny.ac.id/id/eprint/11457 |
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