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SETS-BASED PHYSICS MODULES INTEGRATED WITH LOCAL POTENTIALS TO IMPROVE SCIENCE PROCESS SKILLS
No full textThis research aims to produce science, technology, and society (SETS)-based physics modules integrated with local potential to improve science process skills that are valid, practical, and effective. The research method is Research and Development using the Borg & Gall model with 10 (ten) steps. However, this study only carried out steps 1 to 7, namely (1) determining potential and problems, (2) collecting data, (3) compiling product designs, (4) validating, (5) revising, and (6) preliminary research, and (7) analyze the results of preliminary research. The research produced a SETS-based physics module integrated with valid and practical local potential in improving science process skills. The validation scores of material experts and media experts show 77.8% (valid) and 80.6% (valid). Assessment of practitioners, namely physics teachers and high school students showed 91.2% (valid) and 85.4% (valid). The results of the study showed that there were significant differences in the students\u27 science process skills before and after using the SETS-based Physics module integrated with local potential. Students experience an increase in science process skills by 64% with moderate criteria
Analysis of Achievement of Islamic-Entrepreneurial Science and Technology (I-EnSciT) Module Training for Prospective Indonesian-Malaysian Science Teachers
No full textThis study aims to determine the response to the Islamic-Entrepreneurial Science and Technology (I-EnSciT) module for prospective science teachers in Indonesia and Malaysia. This research is an applied research type of evaluation with a cross-sectional method in the form of a reflection questionnaire which includes material aspects, Delivery, and Response Strategy to find out the response of prospective science teachers to the I-EnSciT Module training program. Data is obtained by conducting training activities within a certain period, then an assessment of the training program is carried out through a Google form questionnaire that is packaged to make it easier for participants to fill out a reflection questionnaire. This research was conducted with a total of 250 respondents, including 175 prospective teachers in Indonesia and 75 prospective teachers in Malaysia. Data analysis was carried out descriptively and inference was carried out using SPSS V21. Based on the results of the study, it was shown that the average recapitulation of reflection on material aspects, strategies, and responses obtained a value of 3.3 with the aspect category "Very Good". It can be said that the I-EnSciT Module Training has been achieved/fulfilled so that it can be integrated and implemented in educational institutions covering material, media, and social interaction. Research that has novelty, especially by combining entrepreneurship issues with science and religion. This can be a reference in fostering effective learning tools
PENGEMBANGAN AUGMENTED LEARNING BERBASIS ETNOSAINS TARI LAHBAKO UNTUK LITERASI SAINS DAN MINAT PADA KONSEP GERAK MELINGKAR
No full textPembelajaran berbasis etnosains berbantuan media visual augmented reality dalam pembelajaran menerapkan budaya lokal supaya literasi sains dan minat belajar siswa dalam kegiatan pembelajaran fisika dapat ditingkatkan. Tujuan penelitian ini untuk mengkaji validitas dan efektivitas media visual berbasis etnosains Tari Lahbako augmented reality dalam pembelajaran Fisika, serta mengkaji literasi sains dan minat belajar fisika siswa. Penelitian pengembangan menggunakan metode Research and Development dengan model pengembangan ADDIE. Hasil pengimplementasian media pembelajaran fisika Jember Traditional Dance Augmented Reality di beberapa sekolah menunjukkan hasil valid yang telah diuji validitasnya oleh tiga validator ahli. Berdasarkan rata-rata N-gain sebesar 0,73 terbukti bahwa literasi sains tergolong dalam kategori tinggi. Adapun, hasil minat belajar siswa sebesar 82,15 dengan kategori sangat tinggi menunjukkan terdapat peningkatan minat belajar siswa setelah menggunakan media berbasis Augmented Reality, sehingga media ini layak dan efektif untuk digunakan dalam pembelajaran fisika
Enhancing Analytical Thinking Skills and Scientific Attitudes of Prospective Science Teacher Students through Pre-Practicum Virtual Simulation
No full textAnalytical thinking skills are important for science pre-service teachers to achieve the professional competence of science educators. The aim of national education mandates the formation of a complete human being through the development of character and attitudes in the learning process, including a scientific attitude. Data shows that students\u27 analytical thinking skills are still below standard and scientific attitudes have not been sufficiently trained in learning. The purpose of this research is to describe the analytical thinking skills and scientific attitude of prospective science teacher students through pre-practicum virtual simulation. The research design was a post-test-only control group design with a sample of 55 prospective science teacher students. The data was taken using an analytical thinking ability test and a scientific attitude questionnaire. The instruments used are worksheets and web-based simulations. The experimental class conducted a pre-practicum virtual simulation before the field practicum. The results of the Wilcoxon test were <0,05 showing differences in students’ analytical thinking skills through practicum and pre-practicum virtual simulation learning. The highest score of the analytical thinking skills indicator is ‘organizing’ namely 71,0 in the experimental class. Scientific attitude with the highest indicator is curiosity in the experiment and control class with percentages of 97% and 88% respectively. Overall, both analytical thinking skills and scientific attitude are enhanced through virtual simulation pre-practicum
ANALISIS KEMAMPUAN LITERASI DAN NUMERASI DITINJAU DARI SOAL AKM BERORIENTASI KONTEKS SAINTIFIK DAN SOSIAL BUDAYA PADA MATERI KESETIMBANGAN ASAM DAN BASA
No full textCurrently, the MCA (Minimum Competency Assessment) program is part of the National Assessment to measure minimum literacy and numeracy competencies. MCA questions consist of various content, various contexts and several levels of cognitive levels. This quantitative descriptive research is focused on analyzing the literacy and numeracy abilities of students in solving MCA questions that are integrated with scientific and socio-cultural contexts. Data collection was carried out using a questionnaire and MCA test instruments. The results of this study indicate that the minimum competence of students is mostly at the proficient level of 42%. The greatest achievement of the cognitive level of reading literacy is at the level of evaluating and reflecting because the discourse and phenomena presented in the questions are often encountered by students. The lowest achievement is at the understanding level because it requires the ability to analyze and associate information with the concepts that students have. The achievement of the highest cognitive level of numeracy literacy is at the knowing level because students can carry out basic calculation operations and change variables according to the information in the items. The lowest achievement at the reasoning level was because students had never found the type of questions that required the ability to analyze, predict, and take strategies to solve the items.
CITIZEN SCIENCE PROJECT\u27S CONTRIBUTION TO SCIENCE LEARNING OUTCOME: SYSTEMATIC LITERATURE REVIEW
No full textThe research on the contributions of Citizen Science (CS) at the school and university levels has primarily focused on the technical execution of projects undertaken by participants. Rarely has it measured the types of contributions these projects have on the science learning outcomes of the participants. This study aims to understand various types of Citizen Science Projects and their contributions to science learning achievements at the school and university levels. The study employs the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) method, consisting of five stages: identification, scanning, eligibility, dan inclusion. The research findings identify 19 types of CSPs that contribute to science learning achievements at the school and university levels. Six indicators of science learning outcomes are measured through the implementation of CSPs in science education, both in schools and universities. These indicators include interest in science and the environment, motivation for learning science, self-efficacy, knowledge of content and scientific processes, science inquiry skills, and environmental awareness. The contributions of CSPs to these measured indicators of science learning outcomes show positive and significant results. Based on the research findings, it can be concluded that CSPs contribute to science learning outcomes through input, output, and nurturant effects resulting from the implementation of CSPs. Educators can incorporate CSPs into science education to facilitate more optimal science learning
TREN PENELITIAN PEMBELAJARAN BIOLOGI BERBASIS CITIZEN SCIENCE UNTUK MELATIHKAN KETERAMPILAN ABAD 21
No full textCitizen science (CS) has become a popular research in world education. However, it is still very little implemented in Indonesia. Besides that, the presence of the 21st century requires students to have 4C skills. CS integration in learning has the potential to train these skills. So, it is necessary to conduct research on CS-based biology learning to train 21st century skills. The results can become a reference source and guide for relevant research. This research was conducted by collecting articles related to citizen science and 21st century skills. There were 16 articles used with Scopus accreditation from various countries in the world. The method used is systematic literature review with PRISMA analysis. The results of this research include biological concepts related to CS to train 21 skills, CS innovations in learning, sources and models used in CS involvement, 21st century skills that can be trained, and CS-based biology learning. The material that is mostly used is biodiversity. Meanwhile, learning resources with CS integration include online (applications and website) and offline. The model used consists of project-based learning and inquiry. Learning innovation with CS involvement in the form of a framework which can be used as an evaluation tool. The 21st century skills with which CS is most frequently reported are collaboration and communication. CS is becoming a promising option for education with collaboration between scientists, students, and society. This is an opportunity to practice 21st century skills in learning.AbstrakCitizen science (CS) telah menjadi penelitian populer di pendidikan dunia. Namun, masih sangat sedikit dilaksanakan di Indonesia. Disamping itu, hadirnya abad 21 menuntut siswa untuk memilki keterampilan 4C. Integrasi CS dalam pembelajaran berpotensi melatihkan keterampilan tersebut. Sehingga, perlu dilakukan penelitian mengenai pembelajaran biologi berbasis CS untuk melatihkan keterampilan abad 21. Hasilnya, dapat menjadi sumber referensi dan panduan untuk penelitian relevan. Penelitian ini dilakukan dengan mengumpulkan artikel yang berkaitan dengan citizen science dan keterampilan abad 21. Artikel yang digunakan sebanyak 16 dengan terakreditasi scopus dari berbagai negara dunia. Metode yang digunakan yaitu systematic literature review dengan analisis PRISMA. Hasil dari penelitian ini mencangkup konsep biologi yang berhubungan melalui CS untuk melatihkan keterampilan 21, inovasi CS dalam pembelajaran, sumber dan model yang digunakan dalam pelibatan CS, Keterampilan abad 21 yang dapat dilatihkan, dan pembelajaran biologi berbasis CS. Materi yang mayoritas digunakan yaitu keanekaragaman hayati. Sedangkan untuk sumber belajar dengan integrasi CS mencangkup online (aplikasi dan website) dan offline. Model yang digunakan terdiri dari project-based learning dan inkuiri. Inovasi pembelajaran dengan pelibatan CS berupa framework yang dapat digunakan sebagai alat evaluasi. Keterampilan abad 21 dengan pelibatan CS yang paling sering dilaporkan adalah kolaborasi dan komunikasi. CS menjadi pilihan yang menjanjikan untuk pendidikan dengan kolaborasi antara ilmuwan, siswa, dan masyarakat. Hal tersebut menjadi peluang untuk melatihkan keterampilan abad 21 dalam pembelajaran
DEVELOPMENT OF E-BOOKLET BASED ON PROBLEM BASED LEARNING ON ACID BASE MATERIAL FOR PROBLEM SOLVING ABILITY
No full textTeaching materials are a source of learning for students. For this reason, efforts are needed to develop teaching materials that accommodate the needs of students in terms of ease of access, attractive presentation, and encouraging student activity. This research focuses on the development of electronic booklets (e-booklets) using the "problem-based learning (PBL)" model on acid-base materials. Research and Development (R&D) with the 4-D model consisting of define, design, and develop was used as this research method, but dissemination stages were not conducted because of limited research time. 34 purposively selected students of SMAN 21 Bekasi City were given a questionnaire to determine the need for e-booklet development at the define stage. Meanwhile, the questionnaire that had been developed at the development stage was validated by 4 experts. After the instrument was deemed feasible, the e-booklet was tested on 34 purposively selected students. The research findings showed that the percentage of the results of the trial of teaching materials to students was 81.53% with very good criteria. This study concludes that the teaching materials developed are suitable for use as a learning resource for students in solving problems on acid-base materials
PROFILE OF STUDENTS\u27 CREATIVE THINKING IN INTEGRATED PHYSICS LEARNING IN ENVIRONMENTAL EDUCATION
No full textThe ability to think creatively in physics learning is needed to help students develop creativity in finding solutions to problem-solving, especially those related to environmental education. This study aims to determine the creative thinking profile of 34 high school students in Jombang on global warming in learning that integrates environmental issues. The research was conducted using creative thinking ability test questions on global warming material, which were then analyzed descriptively and quantitatively. The results showed that students had poor scores on the elaboration indicator, while the other three indicators (fluency, flexibility, and originality) were in the moderate category. The study concluded that further research is needed to improve students\u27 creative thinking skills at the secondary school level, especially in physics material related to the environment
CRITICAL THINKING AND BIOLOGICAL LITERACY: RELATIONSHIP WITH CONCEPTUAL UNDERSTANDING OF PLANT TISSUE
No full textBiology learning currently requires students to have critical thinking ability and biological literacy so that they can improve conceptual understanding. The purpose of this study was to analyze the correlation between critical thinking ability and biological literacy in conceptual understanding of plant tissue. This research method is quantitative descriptive research using a correlational study. The research sample used 92 students from SMA Negeri 37 Jakarta. critical thinking ability instrument uses essay type test with 24 questions, biological literacy uses multiple choice type test with 10 questions and concept mastery is a multiple-choice type test with 30 questions. In variable showed that the fifth indicator was the lowest in critical thinking, biological literacy was the lowest in the nominal dimension, and mastery of concepts corresponded to the difficulty of the cognitive level of the questions. The results of hypothesis testing show that there is a positive and linear correlation between critical thinking ability and biological literacy with conceptual understanding of plant tissue. Multiple linear regression model Multiple linear regression model Ŷ = 13.077 + 0.399X1 + 0.413X2. Critical thinking ability and biological literacy contribute 33.5% to conceptual understanding. Critical thinking skills and biological literacy have a positive relationship but with different strengths and levels of contribution to the mastery of plant tissue concepts