Research Article
Thinking the Most Convenient Analysis of Alpha Generation by Using Social Science Story Digital Books
Abstract
The low literacy of students in Indonesia was the center of attention for all observers of present-day education that have an effect on the alpha generation as their successors. Overcoming these problems, it was necessary to innovate and develop social science story digital books for the alpha generation in industrial revolution 4.0 era that needs to be realized in the real life of students as the purpose of this study. Development research was carried out with the development model of Borg & Gall, namely: research and information collecting, planning, develop a preliminary form of product, preliminary field testing, main product revision, main field testing, operational product revision, operational field testing, final product revision, and dissemination and implementation. The results showed that the develop social science story digital books with the design of the Adobe Photoshop CS6 for an alpha generation was feasible and effective to use.
References
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Journal of Research in Science Teaching, 1–28. https://doi.org/10.1002/tea.21514 Beker, K., Broek, P. Van Den, & Jolles, D. (2018). processes and knowledge representations. Reading and Writing, (0123456789). https://doi.org/10.1007/s11145-018-9879-9 Bellocchi, A. (2018). Early career science teacher experiences of social bonds and emotion management. Journal of Research in Science Teaching, 1–26. https://doi.org/10.1002/tea.21520 Blanton, W. E., Wood, K. D., & Taylor, D. B. (2007). Rethinking Middle School Reading Instruction : A Basic Literacy Activity. Reading Psychology, 28(1), 75–95. https://doi.org/10.1080/02702710601115489 Budde, J., & Weuster, N. (2017). Class Council between Democracy Learning and Character Education. Journal of Social Science Education, 16(3), 52–61. https://doi.org/10.2390/jsse-v16-i3-1593 Chin, D. B., Blair, K. P., Wolf, R. C., Conlin, L. D., Cutumisu, M., Pfaffman, J., & Schwartz, D. L. (2019). 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S., & Berland, L. K. (2018). Invented Science : A Framework for Discussing a Persistent Problem of Practice. Journal of the Learning Sciences, 00(00), 1–23. https://doi.org/10.1080/10508406.2018.1517354 Ryoo, K., & Bedell, K. (2018). Supporting linguistically diverse students ’ science learning with dynamic visualizations through discourse-rich practices. Journal of Research in Science Teaching, (April 2017), 1–32. https://doi.org/10.1002/tea.21519 Sanchez-Martin, J., Cañada-Cañada, F., & Dávila-Acedo, M. A. (2018). Emotional responses to innovative Science teaching methods: Acquiring emotional data in a General Science teacher education class. Journal of Technology and Science Education, 8(4), 346. https://doi.org/10.3926/jotse.408 Sawyer, R. K. (2017). Teaching and Learning How to Create in Schools of Art and Design. Journal of the Learning Sciences, 8406(October). https://doi.org/10.1080/10508406.2017.1381963 Schüller, E. M., Birnbaum, L., & Kröner, S. (2016). 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M., … Seyarto, M. C. (2017). What Can a Cognitive Coding Framework Reveal about Professional Development’s Effects on Classroom Teaching and Learning? Journal of the Learning Sciences, 0(0). https://doi.org/10.1080/10508406.2017.1396220 Tootell, H., Freeman, M., & Freeman, A. (2014). Generation alpha at the intersection of technology, play and motivation. Proceedings of the Annual Hawaii International Conference on System Sciences, 82–90. https://doi.org/10.1109/HICSS.2014.19 Turner, J. C., Christensen, A., Kackar-cam, H. Z., Sara, M., Trucano, M., Turner, J. C., … Christensen, A. (2017). The Development of Professional Learning Communities and Their Teacher Leaders : An Activity Systems Analysis. Journal of the Learning Sciences, 00(00), 1–40. https://doi.org/10.1080/10508406.2017.1381962 Victoria Turk. (2017). Understanding Generation Generation Alpha. In Wired Consulting. 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Abstract
References
- Acar, Ö. (2018). Investigation of the science achievement models for low and high achieving schools and gender differences in Turkey. Journal of Research in Science Teaching, 1–27. https://doi.org/10.1002/tea.21517 Acikalin, M., & Kilic, H. (2017). The Role of Turkish National Holidays in Promoting Character and Citizenship Education. Journal of Social Science Education, 16(3), 74–83. https://doi.org/10.2390/jsse-v16-i3-1622 Amry, A. (2018). The Effect of Twitter Activities in a Blended Learning Classroom Guided by Activity Theory on Students ’ Achievement and Attitudes. The Turkish Online Journal of Educational Technology, 17(2), 143–157. Archer, L., Dawson, E., Seakins, A., DeWitt, J., Godec, S., & Whitby, C. (2016). “I’m Being a Man Here”: Urban Boys’ Performances of Masculinity and Engagement With Science During a Science Museum Visit. Journal of the Learning Sciences, 25(3), 438–485. https://doi.org/10.1080/10508406.2016.1187147 Augusto, T., Gomes, C., Fernanda, C., Bezerra, D. M., Oste, G., & Cremonezi, G. (2018). Study on The Alpha Generation And The Reflections of Its Behavior in the Organizational Environment. Quest Journals Journal of Research in Humanities and Social Science, 6(1), 9–19. Bächtold, M., & Munier, V. (2018). Teaching energy in high school by making use of history and philosophy of science. Journal of Research in Science Teaching, (May 2017), 1–32. https://doi.org/10.1002/tea.21522 Bacia, E., & Ittel, A. (2017). Education to Thrive in a Heterogeneous and Democratic Society--A Task for Citizenship and Character Education? Results of Case Studies in Three Berlin Schools. Journal of Social Science Education, 16(3), 40–51. https://doi.org/10.2390/jsse-v16-i3-1596 Baumfalk, B., Bhattacharya, D., Vo, T., Forbes, C., Zangori, L., & Schwarz, C. (2018). Impact of model-based science curriculum and instruction on elementary students ’ explanations for the hydrosphere. Journal of Research in Science Teaching, 1–28. https://doi.org/10.1002/tea.21514 Beker, K., Broek, P. Van Den, & Jolles, D. (2018). processes and knowledge representations. Reading and Writing, (0123456789). https://doi.org/10.1007/s11145-018-9879-9 Bellocchi, A. (2018). Early career science teacher experiences of social bonds and emotion management. Journal of Research in Science Teaching, 1–26. https://doi.org/10.1002/tea.21520 Blanton, W. E., Wood, K. D., & Taylor, D. B. (2007). Rethinking Middle School Reading Instruction : A Basic Literacy Activity. Reading Psychology, 28(1), 75–95. https://doi.org/10.1080/02702710601115489 Budde, J., & Weuster, N. (2017). Class Council between Democracy Learning and Character Education. Journal of Social Science Education, 16(3), 52–61. https://doi.org/10.2390/jsse-v16-i3-1593 Chin, D. B., Blair, K. P., Wolf, R. C., Conlin, L. D., Cutumisu, M., Pfaffman, J., & Schwartz, D. L. (2019). Educating and Measuring Choice : A Test of the Transfer of Design Thinking in Problem Solving and Learning. Journal of the Learning Sciences, 00(00), 1–44. https://doi.org/10.1080/10508406.2019.1570933 Cole, M., & Packer, M. (2016). Design-Based Intervention Research as the Science of the Doubly Artificial. Journal of the Learning Sciences, 25(4), 503–530. https://doi.org/10.1080/10508406.2016.1187148 Craig, T. T., & Marshall, J. (2019). Effect of project-based learning on high school Students’ state-mandated, standardized math and science exam performance. Journal of Research in Science Teaching, (January 2018). https://doi.org/10.1002/tea.21582 D’Agostino, J. V., Rodgers, E., & Mauck, S. (2017). Addressing Inadequacies of the Observation Survey of Early Literacy Achievement. Reading Research Quarterly, 0(0), 1–19. https://doi.org/10.1002/rrq.181 Dreher, K. L. (2016). New media in black women’s autobiography: intrepid embodiment and narrative innovation. Prose Studies, 38(2), 197–200. https://doi.org/https://doi.org/10.1080/01440357.2016.1189241 Farsides, T., Sparks, P., Jessop, D., Farsides, T., Sparks, P., & Jessop, D. (2017). Self-reported reasons for moral decisions. Thinking & Reasoning. https://doi.org/10.1080/13546783.2017.1366946 Gall, M. D., Borg, W. R., & Gall, J. P. (2003). Educational Research: An Introduction. Gholami, J., & Qurbanzada, I. (2016). Key stakeholders’ attitudes towards teacher education programs in TEFL: A case study of Farhangian University in Iran. Journal of Teacher Education for Sustainability, 18(2), 5–20. https://doi.org/10.1515/jtes-2016-0011 Granger, E. M., Bevis, T. H., Southerland, S. A., Saka, Y., & Ke, F. (2018). Examining features of how professional development and enactment of educative curricula influences elementary science teacher learning. Journal of Research in Science Teaching, 1–23. https://doi.org/10.1002/tea.21480 Gürçay, B., & Baron, J. (2016). Challenges for the sequential two-system model of moral judgement. Thinking & Reasoning ISSN:, 6783(August). https://doi.org/10.1080/13546783.2016.1216011 Gutiérrez, K. D., & Jurow, A. S. (2016). Social Design Experiments: Toward Equity by Design. Journal of the Learning Sciences, 25(4), 565–598. https://doi.org/10.1080/10508406.2016.1204548 Hawley, P. H., & Sinatra, G. M. (2018). Declawing the dinosaurs in the science classroom : Reducing Christian teachers ’ anxiety and increasing their efficacy for teaching evolution. Journal of Research in Science Teaching, 1–27. https://doi.org/10.1002/tea.21479 Hemmerechts, K., Kavadias, D., & Spruyt, B. (2017). Segregation and Socialization: Academic Segregation and Citizenship Attitudes of Adolescents in Comparative Perspective? Journal of Social Science Education, 16(2), 30–41. https://doi.org/10.2390/jsse-v16-i2-1611 Horn, M. S. (2018). Tangible Interaction and Cultural Forms: Supporting Learning in Informal Environments. Journal of the Learning Sciences, 27(4), 632–665. https://doi.org/10.1080/10508406.2018.1468259 Jaber, L. Z., & Hammer, D. (2015). Engaging in Science : A Feeling for the Discipline. Journal of the Learning Sciences, 0(0), 1–47. https://doi.org/10.1080/10508406.2015.1088441 Kim, D. (2018). A STUDY ON THE INFLUENCE OF KOREAN MIDDLE SCHOOL STUDENTS ’ RELATIONSHIP THROUGH SCIENCE CLASS APPLYING STAD COOPERATIVE LEARNING. Journal of Technology and Science Education, 8(4), 291–309. Kisby, B. (2017). “Politics is Ethics Done in Public”: Exploring Linkages and Disjunctions between Citizenship Education and Character Education in England. Journal of Social Science Education, 16(3), 8–21. https://doi.org/10.2390/jsse-v16-i3-1582 Kolbe, K. D. (2015). Knowledge, Attitudes and Behaviour regarding Waste Management in a Grammar and a Comprehensive School in England - Results from a School Questionnaire. Journal of Teacher Education for Sustainability, 17(1), 58–71. https://doi.org/10.1515/jtes-2015-0005 Krist, C., Schwarz, C. V, & Reiser, B. J. (2018). Identifying Essential Epistemic Heuristics for Guiding Mechanistic Reasoning in Science Learning Identifying Essential Epistemic Heuristics for Guiding Mechanistic Reasoning in Science Learning. Journal of the Learning Sciences, 00(00), 1–46. https://doi.org/10.1080/10508406.2018.1510404 Levine, S. (2018). Using Everyday Language to Support Students in Constructing Thematic Interpretations. Journal of the Learning Sciences, 00(00), 1–31. https://doi.org/10.1080/10508406.2018.1485023 Lund, E. S., Braten, I., & Brandmo, C. (2018). Direct and indirect effects of textual and individual factors on source-content integration when reading about a socio-scientific issue. Read Writ, (1). https://doi.org/10.1007/s11145-018-9868-z Marco-Bujosa, L. M., McNeill, K. L., & Friedman, A. A. (2019). Becoming an urban science teacher: How beginning teachers negotiate contradictory school contexts. Journal of Research in Science Teaching, (May). https://doi.org/10.1002/tea.21583 McCrindle, M. (2014). The ABC of XYZ: Understanding the Global Generations. In McCrindle Research Pty Ltd. Retrieved from http://mccrindle.com.au/resources/The-ABC-of-XYZ_Chapter-1.pdf Mckenney, S. (2017). How Can the Learning Sciences (Better) Impact Policy and Practice? Journal of the Learning Sciences, 0(0), 0–11. https://doi.org/10.1080/10508406.2017.1404404 Nagy, Á., & Kölcsey, A. (2017). Generation Alpha: Marketing or Science. Acta Technologica Dubnicae, 7(1), 107–115. https://doi.org/10.1515/atd-2017-0007 Neill, D. K. O. (2016). Understanding Design Research–Practice Partnerships in Context and Time: Why Learning Sciences Scholars Should Learn From Cultural- Historical Activity Theory Approaches to DBR. Journal of the Learning Sciences, 8406(August). https://doi.org/10.1080/10508406.2016.1226835 Neoh, J. Y. (2017). Neoliberal Education ? Comparing Character and Citizenship Education in Singapore and Civics and Citizenship Education in Australia. Journal of Social Science Education, 16(3), 28–38. https://doi.org/10.2390/jsse-v16-i3-1575 Nixon, R. S., Smith, L. K., & Sudweeks, R. R. (2018). Elementary teachers ’ science subject matter knowledge across the teacher career cycle. Journal of Research in Science Teaching, 1–25. https://doi.org/10.1002/tea.21524 Park, S. Y. (2017). Clarifying the Characteristics and Exploring the Collaboration of Citizenship and Character Education in South Korea. Journal of Social Science Education, 16(3), 22–28. https://doi.org/10.2390/jsse-v16-i3-1600 Pradhan, J. K., & Singh, S. (2016). Learning to learn from the Other: subaltern life narrative, everyday classroom and critical pedagogy. Prose Studies, 38(3), 261–270. https://doi.org/DOI: 10.1080/01440357.2017.1290601 Rienties, B., Tempelaar, D., & Rienties, B. (2017). Turning Groups Inside Out : A Social Network Perspective. Journal of the Learning Sciences, 00(00), 1–30. https://doi.org/10.1080/10508406.2017.1398652 Rodgers, E., Agostino, J. V. D., Harmey, S. J., Kelly, R. H., & Brownfield, K. (2016). Examining the Nature of Scaffolding in an Early Literacy Intervention. Reading Research Quarterly, 51(3), 345–360. https://doi.org/10.1002/rrq.142 Rouse, H. L., & Fantuzzo, J. (2006). Validity of the Dynamic Indicators for Basic Early Literacy Skills as an Indicator of Early Literacy for Urban Kindergarten Children. School Psychology Review, 35, 341–355. Ruiz-Gallardo, J.-R., & Reavey, D. (2018). Learning Science Concepts by Teaching Peers in a Cooperative Environment : A Longitudinal Study of Preservice Teachers. Journal of the Learning Sciences, 00(00), 1–35. https://doi.org/10.1080/10508406.2018.1506988 Russ, R. S., & Berland, L. K. (2018). Invented Science : A Framework for Discussing a Persistent Problem of Practice. Journal of the Learning Sciences, 00(00), 1–23. https://doi.org/10.1080/10508406.2018.1517354 Ryoo, K., & Bedell, K. (2018). Supporting linguistically diverse students ’ science learning with dynamic visualizations through discourse-rich practices. Journal of Research in Science Teaching, (April 2017), 1–32. https://doi.org/10.1002/tea.21519 Sanchez-Martin, J., Cañada-Cañada, F., & Dávila-Acedo, M. A. (2018). Emotional responses to innovative Science teaching methods: Acquiring emotional data in a General Science teacher education class. Journal of Technology and Science Education, 8(4), 346. https://doi.org/10.3926/jotse.408 Sawyer, R. K. (2017). Teaching and Learning How to Create in Schools of Art and Design. Journal of the Learning Sciences, 8406(October). https://doi.org/10.1080/10508406.2017.1381963 Schüller, E. M., Birnbaum, L., & Kröner, S. (2016). 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