Pub Date : 2022-12-26DOI: 10.15294/usej.v11i2.53034
Helina Pancawardhani, S. Sudarmin, W. Sumarni, Agung Prasetyo
The use of appropriate learning media will positively influence learning so that learning objectives can be achieved. The purpose of this study was to conduct a literature review on the use of blogs, videos, and video blogs (vlogs) in learning. This research was conducted using a meta-research or meta-analysis approach, namely a search to collect various information by reviewing several research articles in international and national journals relevant to learning media blogs, videos, and vlogs (video blogs). The articles used were published from 2014 to 2021. Based on the sampling criteria, 47 research articles were obtained, including 20 for blog media, 17 for vlog media, and 10 for vlog media. Results show that vlog media has several advantages; besides positively increasing learning motivation, it can also improve learning outcomes, speaking skills, creativity, effectiveness, and efficiency in producing a product, understanding concepts, and learning characters new experiences. The use of vlog media, which has not been widely used for science learning, in this case, chemistry, because it involves several calculation questions, can be used as an introduction or apperception and motivation so that it does not reduce the content and context of the topic and learning objectives.
{"title":"Analysis of the Use of Learning Media Based on Blogs, Videos and Video Blogs (Vlogs) in Giving a Positive Effect on Learning","authors":"Helina Pancawardhani, S. Sudarmin, W. Sumarni, Agung Prasetyo","doi":"10.15294/usej.v11i2.53034","DOIUrl":"https://doi.org/10.15294/usej.v11i2.53034","url":null,"abstract":"The use of appropriate learning media will positively influence learning so that learning objectives can be achieved. The purpose of this study was to conduct a literature review on the use of blogs, videos, and video blogs (vlogs) in learning. This research was conducted using a meta-research or meta-analysis approach, namely a search to collect various information by reviewing several research articles in international and national journals relevant to learning media blogs, videos, and vlogs (video blogs). The articles used were published from 2014 to 2021. Based on the sampling criteria, 47 research articles were obtained, including 20 for blog media, 17 for vlog media, and 10 for vlog media. Results show that vlog media has several advantages; besides positively increasing learning motivation, it can also improve learning outcomes, speaking skills, creativity, effectiveness, and efficiency in producing a product, understanding concepts, and learning characters new experiences. The use of vlog media, which has not been widely used for science learning, in this case, chemistry, because it involves several calculation questions, can be used as an introduction or apperception and motivation so that it does not reduce the content and context of the topic and learning objectives. \u0000 ","PeriodicalId":30735,"journal":{"name":"USEJ Unnes Science Education Journal","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80175944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-12DOI: 10.15294/usej.v11i2.59495
Isni Syahadah, Z. Zulirfan, Naila Fauza, Article Info
The purpose of using interactive powerpoint media is improving students' understanding of concepts. In the research that has been conducted involving 62 students of 11th natural science grade even semester of the academic year 2021/2022 at MAS PP Daarun Nahdhah Tawalib Bangkinang, Kab. Kampar, Prov. Riau. The first purpose of research is to describe students' conceptual understanding through the use of interactive powerpoint media. Second, to determine the effectiveness of using interactive powerpoint learning media in improving students' conceptual understanding. The type of research used is a quasi-experimental design with a non-equivalent posttest only control group design with 2 groups of participants, namely the experimental group and the control group. Based on the results of the descriptive analysis, it was found that the understanding of the concept of the experimental group was in the good category with an average achievement capacity of 73.2%. while the result of inferential analysis is that there is a difference in understanding of the concept of the experimental group and the control group with (sig) 0.000 <0.05. it can be concluded that the use of interactive powerpoint media can improve students' conceptual understanding of optical instrument material 11th grade MAS PP Daarun Nahdhah Tawalib Bangkinang.
{"title":"The Effectiveness of Interactive Powerpoint in Improving Students’ Conceptual Understanding of Optics","authors":"Isni Syahadah, Z. Zulirfan, Naila Fauza, Article Info","doi":"10.15294/usej.v11i2.59495","DOIUrl":"https://doi.org/10.15294/usej.v11i2.59495","url":null,"abstract":"The purpose of using interactive powerpoint media is improving students' understanding of concepts. In the research that has been conducted involving 62 students of 11th natural science grade even semester of the academic year 2021/2022 at MAS PP Daarun Nahdhah Tawalib Bangkinang, Kab. Kampar, Prov. Riau. The first purpose of research is to describe students' conceptual understanding through the use of interactive powerpoint media. Second, to determine the effectiveness of using interactive powerpoint learning media in improving students' conceptual understanding. The type of research used is a quasi-experimental design with a non-equivalent posttest only control group design with 2 groups of participants, namely the experimental group and the control group. Based on the results of the descriptive analysis, it was found that the understanding of the concept of the experimental group was in the good category with an average achievement capacity of 73.2%. while the result of inferential analysis is that there is a difference in understanding of the concept of the experimental group and the control group with (sig) 0.000 <0.05. it can be concluded that the use of interactive powerpoint media can improve students' conceptual understanding of optical instrument material 11th grade MAS PP Daarun Nahdhah Tawalib Bangkinang.","PeriodicalId":30735,"journal":{"name":"USEJ Unnes Science Education Journal","volume":"120 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86150488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-12DOI: 10.15294/usej.v11i2.60688
Eka Sekar Ramandani, B. Utami, S. Sukarmin
This study aims to determine the content of inquiry and authentic assessment components in the analyzed science textbooks. The type of research approach used in this research was qualitative research with descriptive methods in the form of document analysis of Natural Science textbooks for 8th grade Junior High School published by the Ministry of Education and Culture and another book from non-ministerial publisher. The result showed that in the aspect of inquiry, the component with the highest number of findings was in the data collecting component, namely 61 findings in book I and 59 findings in book II. Meanwhile, the the lowest number of findings was the proposing hypothesis with 0 finding in the both books. In the authentic assessment aspect, the component with the highest number of findings lies in the physical context component, namely 33 findings in book I and the assessment task component with a total of 32 findings in book II. Meanwhile, the lowest number of findings in the two books was found in the assessment criteria component with 11 findings in book I and 5 findings in book II.
{"title":"Content Analysis of Inquiry and Authentic Assessment in 8th Grade Science Subject Textbook","authors":"Eka Sekar Ramandani, B. Utami, S. Sukarmin","doi":"10.15294/usej.v11i2.60688","DOIUrl":"https://doi.org/10.15294/usej.v11i2.60688","url":null,"abstract":"This study aims to determine the content of inquiry and authentic assessment components in the analyzed science textbooks. The type of research approach used in this research was qualitative research with descriptive methods in the form of document analysis of Natural Science textbooks for 8th grade Junior High School published by the Ministry of Education and Culture and another book from non-ministerial publisher. The result showed that in the aspect of inquiry, the component with the highest number of findings was in the data collecting component, namely 61 findings in book I and 59 findings in book II. Meanwhile, the the lowest number of findings was the proposing hypothesis with 0 finding in the both books. In the authentic assessment aspect, the component with the highest number of findings lies in the physical context component, namely 33 findings in book I and the assessment task component with a total of 32 findings in book II. Meanwhile, the lowest number of findings in the two books was found in the assessment criteria component with 11 findings in book I and 5 findings in book II. \u0000 ","PeriodicalId":30735,"journal":{"name":"USEJ Unnes Science Education Journal","volume":"128 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77622703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-31DOI: 10.15294/usej.v11i2.58309
Ida Riyanti, Jimmi Copriady, R. Linda
This research was the analysis phase of the first step in the research on the development of an integrated augmented reality e-module. The purpose of this study was to analyze the needs of students and to find out the responses of students and teachers if an integrated augmented reality e-module was developed in science learning. The method used in this analytical research was a survey method using questionnaires and interviews. Respondents were 32 junior high school students and 17 science teachers in Riau Province. Based on the result of data analysis, it was known that 56.3% of students consider the subject of particles, atoms, ions, molecules as difficult subjects because they were abstract and used many terms. Meanwhile, the result of interviews with science teachers showed that respondents only used government books as a source of student learning. The survey results showed 81.3% of students need learning resources in the form of e-modules that could be accessed from their Android so that it helped understand abstract concepts. Teachers who are willing to implement augmented reality integrated e-modules reached 100%. In conclusion, this analytical research needs to be continued to the design, development, implementation and evaluation stages based on research and development procedures, using the ADDIE model to develop an augmented reality integrated e-module about particles in science learning.
{"title":"Student Needs Analysis for The Development of Augmented Reality Integrated E-Modules about Particles in Science Learning","authors":"Ida Riyanti, Jimmi Copriady, R. Linda","doi":"10.15294/usej.v11i2.58309","DOIUrl":"https://doi.org/10.15294/usej.v11i2.58309","url":null,"abstract":"This research was the analysis phase of the first step in the research on the development of an integrated augmented reality e-module. The purpose of this study was to analyze the needs of students and to find out the responses of students and teachers if an integrated augmented reality e-module was developed in science learning. The method used in this analytical research was a survey method using questionnaires and interviews. Respondents were 32 junior high school students and 17 science teachers in Riau Province. Based on the result of data analysis, it was known that 56.3% of students consider the subject of particles, atoms, ions, molecules as difficult subjects because they were abstract and used many terms. Meanwhile, the result of interviews with science teachers showed that respondents only used government books as a source of student learning. The survey results showed 81.3% of students need learning resources in the form of e-modules that could be accessed from their Android so that it helped understand abstract concepts. Teachers who are willing to implement augmented reality integrated e-modules reached 100%. In conclusion, this analytical research needs to be continued to the design, development, implementation and evaluation stages based on research and development procedures, using the ADDIE model to develop an augmented reality integrated e-module about particles in science learning.","PeriodicalId":30735,"journal":{"name":"USEJ Unnes Science Education Journal","volume":"79 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90990119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-31DOI: 10.15294/usej.v11i2.55744
James Tlhabane, M. Rankhumise, O. Mafa-Theledi
This paper investigated the impact of the Nurturing talent in Science, Engineering and Technology (NSET) programme on teaching practices in rural schools within the Nkowankowa cluster in the Limpopo Province. Though NSET programme focused on Science, Mathematics and Technology, this study will only concentrate on Physical Sciences. Out of the population of 68 Science teachers, 30 participated in the completion of questionnaires and nine were interviewed. A mixed-methods approach with an exploratory design was used in this study to investigate the impact of the NSET programme on learner performance in Physical Sciences (focusing on teacher content and pedagogical delivery). For learners to consistently perform better, then one need to focus on teacher development in terms of content and pedagogy. The model that focuses on teacher development in order to address the performance of learners helps to sustain better results at school than focusing directly on learners since the teachers are likely to interact with more learners and stay at the same school longer. Questionnaires, interviews and document analysis were used as data collection methods. According to the research findings, the NSET programme had a positive impact on both the content and pedagogical delivery of teachers. This was revealed through the confidence educators gained and their ability to come up with new teaching strategies and improved teaching practices. The positive impact of the NSET programme is also noted through learners’ improved academic performance in Physical Science. The NSET programme conducted within the Nkowankowa cluster yielded positive results and the Limpopo Department of Basic Education (DBE) can adopt it as one of the best practices in the development of teachers and improvement of results in their schools.
{"title":"The Impact of Nurturing Talent in A Science, Engineering and Technology Programme on Learner Performance in Physical Science","authors":"James Tlhabane, M. Rankhumise, O. Mafa-Theledi","doi":"10.15294/usej.v11i2.55744","DOIUrl":"https://doi.org/10.15294/usej.v11i2.55744","url":null,"abstract":"This paper investigated the impact of the Nurturing talent in Science, Engineering and Technology (NSET) programme on teaching practices in rural schools within the Nkowankowa cluster in the Limpopo Province. Though NSET programme focused on Science, Mathematics and Technology, this study will only concentrate on Physical Sciences. Out of the population of 68 Science teachers, 30 participated in the completion of questionnaires and nine were interviewed. A mixed-methods approach with an exploratory design was used in this study to investigate the impact of the NSET programme on learner performance in Physical Sciences (focusing on teacher content and pedagogical delivery). For learners to consistently perform better, then one need to focus on teacher development in terms of content and pedagogy. The model that focuses on teacher development in order to address the performance of learners helps to sustain better results at school than focusing directly on learners since the teachers are likely to interact with more learners and stay at the same school longer. Questionnaires, interviews and document analysis were used as data collection methods. According to the research findings, the NSET programme had a positive impact on both the content and pedagogical delivery of teachers. This was revealed through the confidence educators gained and their ability to come up with new teaching strategies and improved teaching practices. The positive impact of the NSET programme is also noted through learners’ improved academic performance in Physical Science. The NSET programme conducted within the Nkowankowa cluster yielded positive results and the Limpopo Department of Basic Education (DBE) can adopt it as one of the best practices in the development of teachers and improvement of results in their schools.","PeriodicalId":30735,"journal":{"name":"USEJ Unnes Science Education Journal","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77094939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-24DOI: 10.15294/usej.v11i2.56448
Niken Ayu Lestari Bondan Jatiningsih, N. R. Dewi
This study aims to develop e-comic science interactive learning with scratch (eCILS), to analyze eCILS’ characteristics, test eCILS’ validity, and determine user responses. The research method is development research. The research procedure used is 4D (defined, designed, developed, and disseminated). The research was only up to development due to the pandemic. The result of this research is eCILS. ECILS is an e-comic learning media that have characteristics: (a) equipped with a bibliography, (b) in accordance with problem-based learning syntax, (c) could train critical thinking skills, (d) stories that are displayed in accordance with everyday life, (e) equipped with instructions to use, and (f) in accordance with the characteristics of interactive media learning. ECILS media is very valid to use, this is based on the assessment of material validators who get an average score of 95.63% and media validators 94.38%. Response students to the media are very good indicated by the results of the questionnaire responses of students who get an average of 82.15%. Based on this, it can be concluded that eCILS media can be used as a medium to train critical thinking skills.
{"title":"Development of e-Comic Science Interactive Learning with Scratch (eCILS) Based on Problem Based Learning to Train Critical Thinking Skills for Junior High School Students","authors":"Niken Ayu Lestari Bondan Jatiningsih, N. R. Dewi","doi":"10.15294/usej.v11i2.56448","DOIUrl":"https://doi.org/10.15294/usej.v11i2.56448","url":null,"abstract":"This study aims to develop e-comic science interactive learning with scratch (eCILS), to analyze eCILS’ characteristics, test eCILS’ validity, and determine user responses. The research method is development research. The research procedure used is 4D (defined, designed, developed, and disseminated). The research was only up to development due to the pandemic. The result of this research is eCILS. ECILS is an e-comic learning media that have characteristics: (a) equipped with a bibliography, (b) in accordance with problem-based learning syntax, (c) could train critical thinking skills, (d) stories that are displayed in accordance with everyday life, (e) equipped with instructions to use, and (f) in accordance with the characteristics of interactive media learning. ECILS media is very valid to use, this is based on the assessment of material validators who get an average score of 95.63% and media validators 94.38%. Response students to the media are very good indicated by the results of the questionnaire responses of students who get an average of 82.15%. Based on this, it can be concluded that eCILS media can be used as a medium to train critical thinking skills.","PeriodicalId":30735,"journal":{"name":"USEJ Unnes Science Education Journal","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81180870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-24DOI: 10.15294/usej.v11i2.58185
Yunita Ayana, F. Fakhruddin, Zulfarina Zulfarina
This study aims to determine the feasibility of student worksheets based on the PhET-assisted Argument-Driven Inquiry (ADI) to train students’ argumentation skills on the subject of substance pressure. This research uses Research and Development (R&D) research using a 4-D development model (Define, Design, Development, and Dissemination). This study uses the LKPD validation sheet instrument, which consists of 6 assessment aspects. The research data was obtained from the validation test results by three validators consisting of two physics education lecturers and one science education lecturer at the University of Riau. The validation test results for developing an Argument-Driven Inquiry (ADI) based on PhET from each validator were 3.63%, 3.57%, and 3.53%, respectively. So that the average validator results reach 3.58% in the very valid category. Based on the results of the validity assessment, it can be concluded that the development of PhET-assisted Argument-Driven Inquiry (ADI)-based worksheets on substance pressure materials is included in the appropriate category to be used as teaching materials to train students’ argumentation skills in the learning process.
{"title":"Validation of Student Worksheet (LKPD) Based Argument-Driven Inquiry (ADI) Assisted with PhET to Train Argumentation Skills the Pressure Materials","authors":"Yunita Ayana, F. Fakhruddin, Zulfarina Zulfarina","doi":"10.15294/usej.v11i2.58185","DOIUrl":"https://doi.org/10.15294/usej.v11i2.58185","url":null,"abstract":"This study aims to determine the feasibility of student worksheets based on the PhET-assisted Argument-Driven Inquiry (ADI) to train students’ argumentation skills on the subject of substance pressure. This research uses Research and Development (R&D) research using a 4-D development model (Define, Design, Development, and Dissemination). This study uses the LKPD validation sheet instrument, which consists of 6 assessment aspects. The research data was obtained from the validation test results by three validators consisting of two physics education lecturers and one science education lecturer at the University of Riau. The validation test results for developing an Argument-Driven Inquiry (ADI) based on PhET from each validator were 3.63%, 3.57%, and 3.53%, respectively. So that the average validator results reach 3.58% in the very valid category. Based on the results of the validity assessment, it can be concluded that the development of PhET-assisted Argument-Driven Inquiry (ADI)-based worksheets on substance pressure materials is included in the appropriate category to be used as teaching materials to train students’ argumentation skills in the learning process.","PeriodicalId":30735,"journal":{"name":"USEJ Unnes Science Education Journal","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80323246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-24DOI: 10.15294/usej.v11i2.58458
N. Nurhasnah, L. Lufri, Andromed Andromed, F. Mufit
Distrust of students’ abilities will have an impact on the process and expected results in learning. With self-efficacy in students, it will require students to behave steadily and effectively in learning. This study aims to identify students’ self-efficacy in learning science. Students are expected to have self-potential and develop a level of confidence in their ability to do or achieve learning goals. The survey research was conducted on 30 students of class IX SMPN in Padang City. Data was collected using a questionnaire based on self efficacy indicators with 15 questions. The results of the analysis of the data obtained that the self-efficacy level of class IX students of SMPN in Padang City is 70.94 with a high category. This means that both teachers and students have actively worked together in the success of the science learning process in the classroom.
{"title":"Analysis of Students' Self Efficacy in Science Learning","authors":"N. Nurhasnah, L. Lufri, Andromed Andromed, F. Mufit","doi":"10.15294/usej.v11i2.58458","DOIUrl":"https://doi.org/10.15294/usej.v11i2.58458","url":null,"abstract":"Distrust of students’ abilities will have an impact on the process and expected results in learning. With self-efficacy in students, it will require students to behave steadily and effectively in learning. This study aims to identify students’ self-efficacy in learning science. Students are expected to have self-potential and develop a level of confidence in their ability to do or achieve learning goals. The survey research was conducted on 30 students of class IX SMPN in Padang City. Data was collected using a questionnaire based on self efficacy indicators with 15 questions. The results of the analysis of the data obtained that the self-efficacy level of class IX students of SMPN in Padang City is 70.94 with a high category. This means that both teachers and students have actively worked together in the success of the science learning process in the classroom.","PeriodicalId":30735,"journal":{"name":"USEJ Unnes Science Education Journal","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77608571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-23DOI: 10.15294/usej.v11i2.59602
P. Parmin, E. N. Savitri
Problem-solving skills require an integrated understanding of the data, facts, and scientific theories being studied. Prospective teachers need problem-solving skills so that their way of thinking becomes more critical and analytical. This study aims to measure prospective science teachers’ problem-solving skills after applying the science-integrated learning model. This study uses a mixed method. Quantitative data in this study were obtained from the test results measuring problem-solving skills. Qualitative data were obtained from exploring the test results through in-depth interviews with respondents. Prospective science teachers have excellent problem-solving skills. The average score is 86, the highest score is 92, and the lowest score is 80. Most students get a score >85, and there are no students who score below 80. This study concludes that problem-solving skills are measured from various prospective science teachers’ learning outcomes through practicum, discussion, and assignments.
{"title":"Prospective Science Teachers’ Problem-solving Skills through Science-integrated Learning","authors":"P. Parmin, E. N. Savitri","doi":"10.15294/usej.v11i2.59602","DOIUrl":"https://doi.org/10.15294/usej.v11i2.59602","url":null,"abstract":"Problem-solving skills require an integrated understanding of the data, facts, and scientific theories being studied. Prospective teachers need problem-solving skills so that their way of thinking becomes more critical and analytical. This study aims to measure prospective science teachers’ problem-solving skills after applying the science-integrated learning model. This study uses a mixed method. Quantitative data in this study were obtained from the test results measuring problem-solving skills. Qualitative data were obtained from exploring the test results through in-depth interviews with respondents. Prospective science teachers have excellent problem-solving skills. The average score is 86, the highest score is 92, and the lowest score is 80. Most students get a score >85, and there are no students who score below 80. This study concludes that problem-solving skills are measured from various prospective science teachers’ learning outcomes through practicum, discussion, and assignments.","PeriodicalId":30735,"journal":{"name":"USEJ Unnes Science Education Journal","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87846613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-09DOI: 10.15294/usej.v11i2.58304
P. Chowdhury, M. Rankhumise, O. Mafa-Theledi, S. Simelane-Mnisi
The purpose of this study is to investgate mixed content based teaching using a student centric pedagogy to teach physical science in high school classroom. Mixed Context Based Teaching (MCBT) was developed as an alternative pedagogy. MCBT in Grade 10 classrooms was investigated in the Nkomazi municipal region of South Africa’s Mpumalanga province. Despite a lack of resources at the school, MCBT was found to increase Chemistry teaching learning outcomes. In this study MCBT was used to teach chemistry content of physical science. The developed pedagogy uses a controlled dialogic method combined with context and analogy to teach. Present study used a mixed method of data analysis. Pre-testing and post-testing was used in this quasi-experimental investigation. In this study, quantitative data was collected and used for finding the answer for the research questions even though we used an exploratory sequential mixed-method research design. There were two distinct groups. A control group and an experimental group were created. A control group consisted 31 students and an experimental group had 50 students. Pre-test and pot-test data were collected from control group as well from experimental group. It also included four in-service teachers as co-researchers. They assisted in the administration of pre-tests and post-tests, as well as observing the class delivery process. Teachers who took part in the study returned to their schools and incorporated MCBT in their classes. The lead researcher watched the participating teachers’ lessons using a refined teaching observation procedure. After working on MCBT deployment in classrooms, these teachers provided a collection of qualitative data. An analysis of quantitative data using z-stats, showed statistically significant differences in the performances between control and experimental groups. The study found that a hybrid context-based pedagogy was beneficial in enhancing Chemistry teaching and learning results in rural schools with limited resources. Any technology-based teaching technique could be costly, however MCBT has no financial costs other than the training of participating teachers. The observations of this study opens an opportunity to adopt an improved teaching-learning method for underdeveloped and developing countries’ rural poor country sides, where finances are a barrier to enhancing Chemistry teaching-learning outcomes.
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