Pub Date : 2020-07-31DOI: 10.15294/usej.v9i2.42906
A. Aprilia, P. Parmin, Indah Urwatin Wusqo
This study intends to reveal the influence of PBL on heat and its transfer topic toward the students' problem-solving skills and scientific attitudes. The design of this study was quasi-experimental with the nonequivalent control group. The samples consisted of the students of VII A (experimental class) and VII B (control class) selected using a purposive sampling technique. Data were collected through observation and tests. The results showed that the value of the correlation coefficient obtained based on the posttest of students' problem-solving skills was r = 0.728. Moreover, the t-test analysis on the value of the correlation coefficient of problem solving skill scored t count = 6.58, which indicated the existence of a dependent influence or relationship. The significance of the effect was seen from the coefficient of determination score of 56.25%. Besides, there were 75% of the students gave a positive response to the learning process. Thus, it concludes that the PBL on heat and its transfer topic has affected the students' problem-solving skills.
{"title":"The Influence of Problem-Based Learning Model on Heat and Its Transfer Topic Toward Junior High School Students’ Problem-Solving Skills","authors":"A. Aprilia, P. Parmin, Indah Urwatin Wusqo","doi":"10.15294/usej.v9i2.42906","DOIUrl":"https://doi.org/10.15294/usej.v9i2.42906","url":null,"abstract":"This study intends to reveal the influence of PBL on heat and its transfer topic toward the students' problem-solving skills and scientific attitudes. The design of this study was quasi-experimental with the nonequivalent control group. The samples consisted of the students of VII A (experimental class) and VII B (control class) selected using a purposive sampling technique. Data were collected through observation and tests. The results showed that the value of the correlation coefficient obtained based on the posttest of students' problem-solving skills was r = 0.728. Moreover, the t-test analysis on the value of the correlation coefficient of problem solving skill scored t count = 6.58, which indicated the existence of a dependent influence or relationship. The significance of the effect was seen from the coefficient of determination score of 56.25%. Besides, there were 75% of the students gave a positive response to the learning process. Thus, it concludes that the PBL on heat and its transfer topic has affected the students' problem-solving skills.","PeriodicalId":30735,"journal":{"name":"USEJ Unnes Science Education Journal","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75379274","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 : 2020-07-31DOI: 10.15294/usej.v9i2.39511
Drocelle Niyitegeka
This study explored public primary school teachers’ understanding of inquiry based instruction, teachers’ self-efficacy for inquiry based instruction and its actual implementation in upper primary science classroom. Data included servey instrument using everyday teaching sennarios to measure teachers’understanding, self-report servey instrument to measure teachers’ self-efficacy for inquiry based instruction, individuals’ interviews and classroom observation through Electronic Quality of Inquiry Protocol(EQUIP) designed to measure the quality and quantity of inquiry being implemented in science classroom. The results of this study revealed that teachers’ undesrtanding has limited description of the components of inquiry based instruction to only posing and answering the questions in science classroom. They failed to decribe all components of inquiry based instruction as listed in competence based curriculum as the vehicle of the entire learning and teaching process which lead to insufficient understanding of inquiry based instruction. Their self-efficacy for inquiry based instruction is high and their actual implementation is at lowest level, none of the components of inquiry science classroom has implemented by participating teachers. No factors predicting implementation found among teachers ‘understanding of IBI, teachers’ self-efficacy for IBI and their demographic information. Implications for teacher-education and research about self-efficacy and teachers’ understanding are discussed.
{"title":"Primary School Teacher’s Understanding and Selfefficacy Towards Implementation of Inquiry-based Instruction in Primary Science Curriculum: Case of Kigali City Rwanda","authors":"Drocelle Niyitegeka","doi":"10.15294/usej.v9i2.39511","DOIUrl":"https://doi.org/10.15294/usej.v9i2.39511","url":null,"abstract":"This study explored public primary school teachers’ understanding of inquiry based instruction, teachers’ self-efficacy for inquiry based instruction and its actual implementation in upper primary science classroom. Data included servey instrument using everyday teaching sennarios to measure teachers’understanding, self-report servey instrument to measure teachers’ self-efficacy for inquiry based instruction, individuals’ interviews and classroom observation through Electronic Quality of Inquiry Protocol(EQUIP) designed to measure the quality and quantity of inquiry being implemented in science classroom. The results of this study revealed that teachers’ undesrtanding has limited description of the components of inquiry based instruction to only posing and answering the questions in science classroom. They failed to decribe all components of inquiry based instruction as listed in competence based curriculum as the vehicle of the entire learning and teaching process which lead to insufficient understanding of inquiry based instruction. Their self-efficacy for inquiry based instruction is high and their actual implementation is at lowest level, none of the components of inquiry science classroom has implemented by participating teachers. No factors predicting implementation found among teachers ‘understanding of IBI, teachers’ self-efficacy for IBI and their demographic information. \u0000Implications for teacher-education and research about self-efficacy and teachers’ understanding are discussed.","PeriodicalId":30735,"journal":{"name":"USEJ Unnes Science Education Journal","volume":"58 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84721972","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 : 2020-07-31DOI: 10.15294/usej.v9i2.37720
Rizqi Kurni Safitri, N. R. Dewi
The science learning process in junior high school is expected to lead to the achievement of learning objectives. Learners can experience difficulties in the learning process that must be detected to maximize learning outcomes. This Research & Development study aims to determine the characteristics of the testlet diagnostic model and the profile of students' learning difficulties on the material temperature and its changes. The research design using the 4D model reduced to 3D includes: define, design, and develop. The study was conducted at SMPN 1 Semarang with a total of 39 students. Data collection techniques through test techniques, questionnaires, interviews, and documentation. Data analysis techniques using descriptive-quantitative methods through the test of characteristics (validity, reliability, level of difficulty, distinguishing power), questionnaire analysis of teacher and student responses, and analysis of learning difficulties profiles. The results showed that the diagnostic test of the testlet model can be used to detect learners’ learning difficulties in the temperature and its changes material. The developed testlet test model has valid, reliable, relevant, representative, practical, discriminative, specific, and proportional characteristics. Profile of learning difficulties in the material temperature and its changes, namely, verbal ability, the highest and lowest of 64% and 31% in Competency Achievement Indicators 6 and 3; mastery of concepts, the highest and lowest of 68% and 31% in Competency Achievement Indicators 8 and 5; and the ability to count, the highest and lowest of 75% and 9% in Competency Achievement Indicators 5 and 1.
{"title":"The Development of Diagnostic Test with Testlet Model to Detect Difficult Learning Students in Temperature and Its Changes Materials","authors":"Rizqi Kurni Safitri, N. R. Dewi","doi":"10.15294/usej.v9i2.37720","DOIUrl":"https://doi.org/10.15294/usej.v9i2.37720","url":null,"abstract":"The science learning process in junior high school is expected to lead to the achievement of learning objectives. Learners can experience difficulties in the learning process that must be detected to maximize learning outcomes. This Research & Development study aims to determine the characteristics of the testlet diagnostic model and the profile of students' learning difficulties on the material temperature and its changes. The research design using the 4D model reduced to 3D includes: define, design, and develop. The study was conducted at SMPN 1 Semarang with a total of 39 students. Data collection techniques through test techniques, questionnaires, interviews, and documentation. Data analysis techniques using descriptive-quantitative methods through the test of characteristics (validity, reliability, level of difficulty, distinguishing power), questionnaire analysis of teacher and student responses, and analysis of learning difficulties profiles. The results showed that the diagnostic test of the testlet model can be used to detect learners’ learning difficulties in the temperature and its changes material. The developed testlet test model has valid, reliable, relevant, representative, practical, discriminative, specific, and proportional characteristics. Profile of learning difficulties in the material temperature and its changes, namely, verbal ability, the highest and lowest of 64% and 31% in Competency Achievement Indicators 6 and 3; mastery of concepts, the highest and lowest of 68% and 31% in Competency Achievement Indicators 8 and 5; and the ability to count, the highest and lowest of 75% and 9% in Competency Achievement Indicators 5 and 1.","PeriodicalId":30735,"journal":{"name":"USEJ Unnes Science Education Journal","volume":"441 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78241100","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 : 2020-02-29DOI: 10.15294/usej.v9i1.36472
Y. Yunita, N. R. Dewi
Science learning based on 2013 curriculum requires the students to be able at analyzing, evaluating, and creating to achieve higher order thinking skills (HOTS). The results of observation at SMP N 2 Sukolilo showed that there was no task or question which was specifically used to measure HOTS of the students. The aim of this study is to analyze the characteristics of two-tier multiple choice assessment instrument and HOTS ability of the students. This research was conducted by using Research and Development (R&D) method. Samples were taken by random sampling technique from the population of class IX students of SMP N 2 Sukolilo in the academic year 2019/2020, then class IX C was selected for small-scale trial, class IX B was selected for large-scale trial, and class IX A was selected for trial use. Data was taken by some methods such as test, questionnaire, and documentation. The characteristics of two-tier multiple choice assessment instrument was analyzed by expert judgment and empirical testing. Whereas, HOTS level of the students was analyzed using the HOTS Category Scale. The results of the analysis of the characteristics of two-tier multiple choice assessment instrument indicated that the developed instrument had fulfilled the requirement as a good instrument, namely (1) valid, with the result of expert validation as many as 79% (feasible) and the results of the item analysis was 0.49 (sufficient ); (2) reliable, with the reliability result was 0.40 (reliable); (3) relevant, representative, practical, and specific as indicated by the results of the teacher's questionnaire responses with the percentage 75% (good); (4) discriminatory power, with the average of analysis result was 0.36 (good); and (5) proportional / difficulty level, with the analysis result of most questions in the moderate category. Furthermore, the analysis results of HOTS level of the students showed that the students on the large-scale trial were mostly in the moderate category (67%) and some of them in a small portion were in the low category (33%). While, HOTS level of the students on the trial use showed that most of the students were in the moderate category (50%), some of them were in the low category (30%), and a small portion of them were in the high category (20%). The conclusion of this study is the developed two-tier multiple choice assessment instrument has been feasible, because it has met the requirements as a good instrument and can be used to measure HOTS of the students.
基于2013年课程的科学学习要求学生具备分析、评价和创造的能力，以达到更高层次的思维技能(HOTS)。在苏科利洛SMP N 2的观察结果表明，没有专门用于测量学生HOTS的任务或问题。本研究的目的是分析两层选择题评估工具的特点和学生的HOTS能力。本研究采用研究与开发(R&D)方法进行。采用随机抽样的方法，从2019/2020学年苏科利洛中学九班学生中抽取样本，然后选择IX C班进行小规模试验，选择IX B班进行大规模试验，选择IX A班进行试验。采用测试、问卷调查、文献记录等方法获取数据。采用专家判断和实证检验相结合的方法，分析了双层选择题评价工具的特点。而学生的HOTS水平则采用HOTS类别量表进行分析。对二级选择题评价量表的特征分析结果表明，所研制的二级选择题评价量表达到了良好评价量表的要求，即:(1)有效，专家验证率高达79%(可行)，项目分析结果为0.49(充分);(2)可靠，信度结果为0.40(可靠);(3)教师问卷回答结果显示的相关性、代表性、实用性和针对性，百分比为75%(好);(4)判别力，分析结果平均值为0.36(良好);(5)比例/难度等级，大多数问题的分析结果在中等类别。此外，学生的HOTS水平分析结果显示，大规模试验的学生大多处于中等类别(67%)，少部分学生处于低类别(33%)。而试用学生的HOTS水平显示，大部分学生处于中等类别(50%)，部分学生处于低类别(30%)，小部分学生处于高类别(20%)。本研究的结论是，开发的双层选择题评估工具是可行的，因为它已经满足了作为一个很好的工具的要求，可以用来衡量学生的HOTS。
{"title":"The Development of Two-tier Multiple Choice Assessment Instrument to Measure Higher Order Thinking Skills (HOTS) of The Students on Excretion System Material","authors":"Y. Yunita, N. R. Dewi","doi":"10.15294/usej.v9i1.36472","DOIUrl":"https://doi.org/10.15294/usej.v9i1.36472","url":null,"abstract":"Science learning based on 2013 curriculum requires the students to be able at analyzing, evaluating, and creating to achieve higher order thinking skills (HOTS). The results of observation at SMP N 2 Sukolilo showed that there was no task or question which was specifically used to measure HOTS of the students. The aim of this study is to analyze the characteristics of two-tier multiple choice assessment instrument and HOTS ability of the students. This research was conducted by using Research and Development (R&D) method. Samples were taken by random sampling technique from the population of class IX students of SMP N 2 Sukolilo in the academic year 2019/2020, then class IX C was selected for small-scale trial, class IX B was selected for large-scale trial, and class IX A was selected for trial use. Data was taken by some methods such as test, questionnaire, and documentation. The characteristics of two-tier multiple choice assessment instrument was analyzed by expert judgment and empirical testing. Whereas, HOTS level of the students was analyzed using the HOTS Category Scale. The results of the analysis of the characteristics of two-tier multiple choice assessment instrument indicated that the developed instrument had fulfilled the requirement as a good instrument, namely (1) valid, with the result of expert validation as many as 79% (feasible) and the results of the item analysis was 0.49 (sufficient ); (2) reliable, with the reliability result was 0.40 (reliable); (3) relevant, representative, practical, and specific as indicated by the results of the teacher's questionnaire responses with the percentage 75% (good); (4) discriminatory power, with the average of analysis result was 0.36 (good); and (5) proportional / difficulty level, with the analysis result of most questions in the moderate category. Furthermore, the analysis results of HOTS level of the students showed that the students on the large-scale trial were mostly in the moderate category (67%) and some of them in a small portion were in the low category (33%). While, HOTS level of the students on the trial use showed that most of the students were in the moderate category (50%), some of them were in the low category (30%), and a small portion of them were in the high category (20%). The conclusion of this study is the developed two-tier multiple choice assessment instrument has been feasible, because it has met the requirements as a good instrument and can be used to measure HOTS of the students.","PeriodicalId":30735,"journal":{"name":"USEJ Unnes Science Education Journal","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74961833","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 : 2020-02-29DOI: 10.15294/usej.v9i1.31225
Deby Gemysa Faradiba, C. A. Budiningsih
This study aimed to determine: (1) learning resources used by science teachers, (2) the ability of science teachers to utilize learning resources, and (3) the implications of using learning resources on the quality of science teachers in the learning process. This study was a field study with a qualitative approach. The subjects of this study was science teachers at SMP N 3 Purworejo. Techniques used in data analysis was an interactive model by Miles & Huberman including data collection, data reduction, data display, and conclusion. The result showed that learning resources used by science teachers include in the environment around the school, the environment around the residence of learners, and learning outside of school. The ability of science teachers to utilize learning resources, overall all science teachers of SMP Negeri 3 Purworejo was able to use it. Implications use of learning resources on the quality of science teachers in learning process was teacher able to give more motivation, maximize learning time, and maximize creativity.
本研究旨在确定:(1)科学教师使用的学习资源;(2)科学教师利用学习资源的能力;(3)科学教师在学习过程中使用学习资源对其素质的影响。本研究采用定性方法进行实地研究。本研究的对象为浦沃雷霍中学的理科教师。数据分析中使用的技术是Miles & Huberman的交互式模型，包括数据收集、数据简化、数据显示和结论。结果表明，科学教师使用的学习资源包括学校周边环境、学习者居住地周边环境和校外学习。科学教师利用学习资源的能力，总体上SMP Negeri 3 Purworejo的所有科学教师都能够使用它。学习资源的使用对科学教师在学习过程中能够给予教师更多的动机、最大化的学习时间和最大化的创造力的影响。
{"title":"Science Teachers Competence in Utilize Learning Resources at Junior High Schools","authors":"Deby Gemysa Faradiba, C. A. Budiningsih","doi":"10.15294/usej.v9i1.31225","DOIUrl":"https://doi.org/10.15294/usej.v9i1.31225","url":null,"abstract":"This study aimed to determine: (1) learning resources used by science teachers, (2) the ability of science teachers to utilize learning resources, and (3) the implications of using learning resources on the quality of science teachers in the learning process. This study was a field study with a qualitative approach. The subjects of this study was science teachers at SMP N 3 Purworejo. Techniques used in data analysis was an interactive model by Miles & Huberman including data collection, data reduction, data display, and conclusion. The result showed that learning resources used by science teachers include in the environment around the school, the environment around the residence of learners, and learning outside of school. The ability of science teachers to utilize learning resources, overall all science teachers of SMP Negeri 3 Purworejo was able to use it. Implications use of learning resources on the quality of science teachers in learning process was teacher able to give more motivation, maximize learning time, and maximize creativity. ","PeriodicalId":30735,"journal":{"name":"USEJ Unnes Science Education Journal","volume":"11 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72546109","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 : 2020-02-29DOI: 10.15294/usej.v9i1.35780
A. Wijayanti, Tias Ernawati
The application of technology in education in the 4.0 era can make it easier for students to build their knowledge. The model of this research is the Research and Development of Borg and Gall which was modified by Sukmadinata (2006) conducted to describe the development of a Tringo-based digital worksheet that is suitable for use in lectures on Natural Sciences III to increase students' lifeskill. This article discusses the Develop phase. Data collection techniques using a questionnaire technique. From the results of the study it can be concluded that the Digital Worksheet is appropriate to be used in Science III lectures with the average results of expert validator ratings on each aspect as follows: content worthiness of 32.25 (Very Good), Conformity of presentation with learning approaches of 36 (Very Good), Conformity with didactic requirements is 18.5 (Very Good), Conformity with construction requirements (linguistic) is 20 (Good) and Conformity with technical requirements (graphic) is 26.75 (Very Good). The validation results of tringo-based Digital worksheets are declared to meet valid criteria by the validator with an average total validity of 4.0 (valid). The use of digital worksheets was responded positively by students at 80.4% and Lecturers of Natural Sciences III at 84.4%.
{"title":"Development of Digital Worksheet Based on Ngerti, Ngrasa, Nglakoni to Improve College Student Lifeskill","authors":"A. Wijayanti, Tias Ernawati","doi":"10.15294/usej.v9i1.35780","DOIUrl":"https://doi.org/10.15294/usej.v9i1.35780","url":null,"abstract":"The application of technology in education in the 4.0 era can make it easier for students to build their knowledge. The model of this research is the Research and Development of Borg and Gall which was modified by Sukmadinata (2006) conducted to describe the development of a Tringo-based digital worksheet that is suitable for use in lectures on Natural Sciences III to increase students' lifeskill. This article discusses the Develop phase. Data collection techniques using a questionnaire technique. From the results of the study it can be concluded that the Digital Worksheet is appropriate to be used in Science III lectures with the average results of expert validator ratings on each aspect as follows: content worthiness of 32.25 (Very Good), Conformity of presentation with learning approaches of 36 (Very Good), Conformity with didactic requirements is 18.5 (Very Good), Conformity with construction requirements (linguistic) is 20 (Good) and Conformity with technical requirements (graphic) is 26.75 (Very Good). The validation results of tringo-based Digital worksheets are declared to meet valid criteria by the validator with an average total validity of 4.0 (valid). The use of digital worksheets was responded positively by students at 80.4% and Lecturers of Natural Sciences III at 84.4%.","PeriodicalId":30735,"journal":{"name":"USEJ Unnes Science Education Journal","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76526105","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 : 2020-02-29DOI: 10.15294/usej.v9i1.36394
S. Maulana, Y. Supriyati, I. M. Astra
The aim of this research is to develop Physics problems that are appropriate to be used for the final assessment at High School level with Rasch Model Analysis. Research method used in this study is Research and Development with the ADDIE model. Physics problems developed refers to the USBN blueprint issued by BSNP. Problems that have been developed will be validated by Physics experts, then tested on students, and analyzed for their quality using Rasch Model analysis. Validation results from Physics experts gave a score of 86.25% with very good criteria, it shows that Physics problems are feasible in terms of Physics material. The problems that have gone through the validation stage are then tested to several students and analyzed using the Rasch Model. Results of the analysis show that problems that have been developed have good validity and reliability. Problems that have been developed also have varying degrees of difficulty. Results of this analysis also show that problems that have been developed are not biased for a certain group. Based on the results, it can be concluded that Physics problems that have been developed are appropriate to be used for the final assessment at High School level.
{"title":"Development of Physic Problems for The Final Assessment in High School Level with Rasch Model Analysis","authors":"S. Maulana, Y. Supriyati, I. M. Astra","doi":"10.15294/usej.v9i1.36394","DOIUrl":"https://doi.org/10.15294/usej.v9i1.36394","url":null,"abstract":"The aim of this research is to develop Physics problems that are appropriate to be used for the final assessment at High School level with Rasch Model Analysis. Research method used in this study is Research and Development with the ADDIE model. Physics problems developed refers to the USBN blueprint issued by BSNP. Problems that have been developed will be validated by Physics experts, then tested on students, and analyzed for their quality using Rasch Model analysis. Validation results from Physics experts gave a score of 86.25% with very good criteria, it shows that Physics problems are feasible in terms of Physics material. The problems that have gone through the validation stage are then tested to several students and analyzed using the Rasch Model. Results of the analysis show that problems that have been developed have good validity and reliability. Problems that have been developed also have varying degrees of difficulty. Results of this analysis also show that problems that have been developed are not biased for a certain group. Based on the results, it can be concluded that Physics problems that have been developed are appropriate to be used for the final assessment at High School level.","PeriodicalId":30735,"journal":{"name":"USEJ Unnes Science Education Journal","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77104916","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 : 2020-02-29DOI: 10.15294/usej.v9i1.23525
K. Putri, Lipur Sugiyatna, S. B. Istiyanto
The purpose of this research is to analyze new media literacy for the intelligence of society on Instagram regarding information on protecting the environment. The concepts used in this study are environmental communication, development communication, new media. The method used is quantitative research with analysis factors. Our respondets supported our research. The instrumen of validity and reliability are good. So we could continued to next factor analysis. Instagram as the object of research studies. Respondents of this study are commentators on Instagram's government in protecting the environment from October to December 2018. Conclusion our research is all dimension of literacy new media in Indonesia are positive. And suggestion of this research is that the community must be able to be given information on messages that can be immediately digested. Research impact is people must keeping how significant of content new media.
{"title":"Factors Study of New Media Literacy in Indonesia on Environmental Awareness Character to Protecting The Environment","authors":"K. Putri, Lipur Sugiyatna, S. B. Istiyanto","doi":"10.15294/usej.v9i1.23525","DOIUrl":"https://doi.org/10.15294/usej.v9i1.23525","url":null,"abstract":"The purpose of this research is to analyze new media literacy for the intelligence of society on Instagram regarding information on protecting the environment. The concepts used in this study are environmental communication, development communication, new media. The method used is quantitative research with analysis factors. Our respondets supported our research. The instrumen of validity and reliability are good. So we could continued to next factor analysis. Instagram as the object of research studies. Respondents of this study are commentators on Instagram's government in protecting the environment from October to December 2018. Conclusion our research is all dimension of literacy new media in Indonesia are positive. And suggestion of this research is that the community must be able to be given information on messages that can be immediately digested. Research impact is people must keeping how significant of content new media.","PeriodicalId":30735,"journal":{"name":"USEJ Unnes Science Education Journal","volume":"81 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82289165","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 : 2019-12-31DOI: 10.15294/usej.v8i3.36433
Sri Rahmadani Syam, H. Hernani, R. Solihat
Science learning in curriculum 2013 emphasizes to integrated learning approach that can improve the efficiency and effectiveness of learning and achievement of basic competencies. In addition, scientific literacy of junior high school students in Indonesian is low. Based on this, it is necessary to construction of integrated science learning materials. integrated science learning materials can be compiled by integrated type. The purpose of this research is to describe construction, determine the feasibility and effectiveness learning material. The research method used is Research and Development (R&D). Construction of learning materials refers to the 4-D development model that reduced into 3-D. Feasibility test using questionnaire whereas effectiveness of learning materials using objective test and questionnaire. The results showed that learning material is very feasible to used in limited test on average percentage of each aspect >76% whereas effectiveness of learning material showed that learning material can improve scientific literacy of student on probability value is (p) Sig = 0,000
2013年课程中的科学学习强调综合学习方法，以提高学习的效率和效果，实现基本能力。此外，印尼初中生的科学素养较低。在此基础上，构建综合性科学学习材料是必要的。综合科学学习材料可按综合类型编制。本研究的目的是描述构建，确定学习材料的可行性和有效性。使用的研究方法是研究与开发(R&D)。学习材料的构建是指将四维开发模型简化为三维的过程。可行性测试采用问卷法，学习材料有效性测试采用客观测试和问卷法。结果表明，学习材料在有限测试中使用的可行性很强，各方面的平均百分比>76%，而学习材料的有效性表明，学习材料可以提高学生的科学素养，概率值为(p) Sig = 0000
{"title":"CONSTRUCTION OF INTERGRATED SCIENCE LEARNING MATERIAL INTEGRATED TYPE TO DEVELOP STUDENTS SCIENTIFIC LITERACY","authors":"Sri Rahmadani Syam, H. Hernani, R. Solihat","doi":"10.15294/usej.v8i3.36433","DOIUrl":"https://doi.org/10.15294/usej.v8i3.36433","url":null,"abstract":"Science learning in curriculum 2013 emphasizes to integrated learning approach that can improve the efficiency and effectiveness of learning and achievement of basic competencies. In addition, scientific literacy of junior high school students in Indonesian is low. Based on this, it is necessary to construction of integrated science learning materials. integrated science learning materials can be compiled by integrated type. The purpose of this research is to describe construction, determine the feasibility and effectiveness learning material. The research method used is Research and Development (R&D). Construction of learning materials refers to the 4-D development model that reduced into 3-D. Feasibility test using questionnaire whereas effectiveness of learning materials using objective test and questionnaire. The results showed that learning material is very feasible to used in limited test on average percentage of each aspect >76% whereas effectiveness of learning material showed that learning material can improve scientific literacy of student on probability value is (p) Sig = 0,000<a = 0.05 and average percentage of teacher and student response is 79.24 % and 80.90% with very good category. Thus, it is concluded that learning material very feasible to use in developing scientific literacy of student in the school.","PeriodicalId":30735,"journal":{"name":"USEJ Unnes Science Education Journal","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78733567","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 : 2019-12-31DOI: 10.15294/usej.v8i3.31857
J. Harta, F. D. N. Pamenang, R. Listyarini, L. W. Wijayanti, N. D. Hapsari, M. C. Ratri, M. Asy'ari, W. Lee
Experiment is integral part of chemistry. Through experiments, everyone can verify and or find something new as an alternative solution to attract interest in meaningful chemistry learning. Innovative experimental packaging can be done with Small Scale Chemistry (SSC) to establish the importance of understanding and application related to the use of small amounts of reagents and reduce waste produced during chemistry practicum. This study aims to explore and analyze the science process skills of the second semester students of Chemistry Education Study Program, Sanata Dharma University, which focused for chemistry grade 12 in water electrolysis using straws and mini test tubes as physical chemistry’s experiment and formation reaction of silver mirror uses vial bottle and mirror media as experiment of organic chemistry. The results show that students’ science process skills which includes observation skills with good average score, prediction skills with good enough average score, skills in interpreting data with good average scores, and communication skills with good average score for two kind of experiments conducted. In general, students were enthusiastic in carrying out the two SSC experiments. The students also evaluate the experiments to be able to help develop and improve their soft skills in chemistry learning. Keywords: science process skills, senior high school practicum, small scale chemistry
{"title":"ANALYSIS STUDENTS’ SCIENCE PROCESS SKILLS IN SENIOR HIGH SCHOOL PRACTICUM BASED ON SMALL SCALE CHEMISTRY (SSC)","authors":"J. Harta, F. D. N. Pamenang, R. Listyarini, L. W. Wijayanti, N. D. Hapsari, M. C. Ratri, M. Asy'ari, W. Lee","doi":"10.15294/usej.v8i3.31857","DOIUrl":"https://doi.org/10.15294/usej.v8i3.31857","url":null,"abstract":"Experiment is integral part of chemistry. Through experiments, everyone can verify and or find something new as an alternative solution to attract interest in meaningful chemistry learning. Innovative experimental packaging can be done with Small Scale Chemistry (SSC) to establish the importance of understanding and application related to the use of small amounts of reagents and reduce waste produced during chemistry practicum. This study aims to explore and analyze the science process skills of the second semester students of Chemistry Education Study Program, Sanata Dharma University, which focused for chemistry grade 12 in water electrolysis using straws and mini test tubes as physical chemistry’s experiment and formation reaction of silver mirror uses vial bottle and mirror media as experiment of organic chemistry. The results show that students’ science process skills which includes observation skills with good average score, prediction skills with good enough average score, skills in interpreting data with good average scores, and communication skills with good average score for two kind of experiments conducted. In general, students were enthusiastic in carrying out the two SSC experiments. The students also evaluate the experiments to be able to help develop and improve their soft skills in chemistry learning. \u0000Keywords: science process skills, senior high school practicum, small scale chemistry","PeriodicalId":30735,"journal":{"name":"USEJ Unnes Science Education Journal","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86359065","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}
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