Pub Date : 2023-06-30DOI: 10.21043/thabiea.v6i1.19503
M. Am, H. Retnawati
A good test set can be reflected in the quality of the items. It can measure the ability of the test takers reasonably even though they are distributed in several question packages. This study uses an exploratory, descriptive method to determine the equivalence of standardized test sets in science subjects for junior high schools in Indonesia. The data were obtained from the database of Junior High School National Examination results in the subject of Natural Sciences, which consisted of 5 question packages with 40 items/package. The equating technique uses the Item Response Theory 3 PL approach with the help of R Studio Software. The research results show that the national exam questions, which consist of 5 question packages, have a good level of item difficulty and all guesses. However, the discrimination index and several items obtained unfavorable results. In addition to the results of equating the graphical method using the closeness of the test characteristic curve, the Stocking & Lord methods produce the most equivalent scores. These findings can be a reference for test developers or researchers in the field of measurement to produce better and more accurate test kits.
{"title":"Equating of standardized science subjects tests using various methods: which is the most profitable?","authors":"M. Am, H. Retnawati","doi":"10.21043/thabiea.v6i1.19503","DOIUrl":"https://doi.org/10.21043/thabiea.v6i1.19503","url":null,"abstract":"A good test set can be reflected in the quality of the items. It can measure the ability of the test takers reasonably even though they are distributed in several question packages. This study uses an exploratory, descriptive method to determine the equivalence of standardized test sets in science subjects for junior high schools in Indonesia. The data were obtained from the database of Junior High School National Examination results in the subject of Natural Sciences, which consisted of 5 question packages with 40 items/package. The equating technique uses the Item Response Theory 3 PL approach with the help of R Studio Software. The research results show that the national exam questions, which consist of 5 question packages, have a good level of item difficulty and all guesses. However, the discrimination index and several items obtained unfavorable results. In addition to the results of equating the graphical method using the closeness of the test characteristic curve, the Stocking & Lord methods produce the most equivalent scores. These findings can be a reference for test developers or researchers in the field of measurement to produce better and more accurate test kits.","PeriodicalId":308683,"journal":{"name":"THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134000399","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 : 2023-06-30DOI: 10.21043/thabiea.v6i1.18215
Anwar Ismael Kolong, Monera A. Salic-Hairulla, Amelia T. Buan, S. Pitiporntapin
Despite the most studies empirically reveal the advantages of teaching Socioscientific Issues (SSIs) in catering the evolution of scientific knowledge and pedagogy in teaching science concepts better to meet the required competencies and students’ needs to develop appropriate skills and capabilities, the teaching of SSI-based is still obscure and new to the country due to science teachers find it difficult and unable to integrate in their classroom due to lack of curricular resources, unfamiliarity, infrequent integration, and teaching trust issues which results to learning gap among students; inability to argument and less motivated to learning SSIs. A semi-detailed questionnaire was used to collect information such as teacher-student background knowledge on SSIs and SSI-based pedagogy,perception on the pedagogy and the need to develop SSI-based curricular resources. Interviews were done to selected teachers and students to highlight relevant and significant opinions. Furthermore, results revealed that science teachers and students are not acquainted with SSIs. Most teachers don’t know SSIs and don’t employ SSI-based lessons in their teaching resulting to zero experience among students to SSIs. Nevertheless, both teachers and student respondents asserted that the development of SSI-based curricular resources may improve teaching and learning processes in science areas which may positively affect to students deeper understanding, science practices and argumentation.
{"title":"Science teachers and students’ perspectives on SSI-based instruction: basis on the development of SSI-based curricular resources","authors":"Anwar Ismael Kolong, Monera A. Salic-Hairulla, Amelia T. Buan, S. Pitiporntapin","doi":"10.21043/thabiea.v6i1.18215","DOIUrl":"https://doi.org/10.21043/thabiea.v6i1.18215","url":null,"abstract":"Despite the most studies empirically reveal the advantages of teaching Socioscientific Issues (SSIs) in catering the evolution of scientific knowledge and pedagogy in teaching science concepts better to meet the required competencies and students’ needs to develop appropriate skills and capabilities, the teaching of SSI-based is still obscure and new to the country due to science teachers find it difficult and unable to integrate in their classroom due to lack of curricular resources, unfamiliarity, infrequent integration, and teaching trust issues which results to learning gap among students; inability to argument and less motivated to learning SSIs. A semi-detailed questionnaire was used to collect information such as teacher-student background knowledge on SSIs and SSI-based pedagogy,perception on the pedagogy and the need to develop SSI-based curricular resources. Interviews were done to selected teachers and students to highlight relevant and significant opinions. Furthermore, results revealed that science teachers and students are not acquainted with SSIs. Most teachers don’t know SSIs and don’t employ SSI-based lessons in their teaching resulting to zero experience among students to SSIs. Nevertheless, both teachers and student respondents asserted that the development of SSI-based curricular resources may improve teaching and learning processes in science areas which may positively affect to students deeper understanding, science practices and argumentation.","PeriodicalId":308683,"journal":{"name":"THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126954096","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 : 2023-06-30DOI: 10.21043/thabiea.v6i1.11491
Fauzan Kurniawan, Nukhbatul Bidayati Haka
The research was conducted to obtain an overview of improving Science Process Skill and Self Regulation by using the Inquiry Interactive Demonstration learning model on science material at Junior High School Public No. 19 Bandar Lampung, this research uses a Quasy Experiment with a research design The Matching Only Pretest-Posttest Design. Collecting data using observation sheets and Science Process Skills test using multiple choice while for self regulation using a questionnaire. Data were analyzed using a multivariate test (Manova). This study concludes that the inquiry interactive demonstration model can improve science process skills and self-regulation. The researcher suggests applying the inquiry interactive demonstration model to improve science process skills and self regulation in other science learning materials so that they can help develop science skills and reduce learning difficulties in other learning materials.
{"title":"Enhancing students’ science process skill and self-regulation through inquiry interactive demonstration in science materials","authors":"Fauzan Kurniawan, Nukhbatul Bidayati Haka","doi":"10.21043/thabiea.v6i1.11491","DOIUrl":"https://doi.org/10.21043/thabiea.v6i1.11491","url":null,"abstract":"The research was conducted to obtain an overview of improving Science Process Skill and Self Regulation by using the Inquiry Interactive Demonstration learning model on science material at Junior High School Public No. 19 Bandar Lampung, this research uses a Quasy Experiment with a research design The Matching Only Pretest-Posttest Design. Collecting data using observation sheets and Science Process Skills test using multiple choice while for self regulation using a questionnaire. Data were analyzed using a multivariate test (Manova). This study concludes that the inquiry interactive demonstration model can improve science process skills and self-regulation. The researcher suggests applying the inquiry interactive demonstration model to improve science process skills and self regulation in other science learning materials so that they can help develop science skills and reduce learning difficulties in other learning materials.","PeriodicalId":308683,"journal":{"name":"THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129060034","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 : 2023-06-30DOI: 10.21043/thabiea.v6i1.18918
Y. Arfiani, P. Susongko, M. Kusuma
The Scientific Reasoning Test is basically inseparable from the three aspects of the Scientific Literacy Test. This study aims to test the feasibility of the instrument for measuring scientific reasoning in terms of content validity, psychometrics, and constructs. The form of this research is Research and Development (Research and Development). In the instrument development research design using the ADDIE procedural model (Analysis, Design, Development, Implementation, Evaluation). This test was given to 194 high school students in Math and Natural Sciences class XII in the 2022-2023 academic year. Analysis of the validity of the test using Rasch modeling. The type of validity applied is Messick's validity which includes content validity, psychometric validity and construct validity consisting of content aspects, substantive aspects, structural aspects and external aspects. The results show that of the 50 questions made, there are 25 items that are feasible to use as measumenet in scientific reasoning test. This research contributes to the improvement of assessment practice in science education.
科学推理测试与科学素养测试的三个方面基本是分不开的。本研究旨在从内容效度、心理测量学和构念三个方面检验科学推理测量工具的可行性。这项研究的形式是研究与发展(research and Development)。在仪器开发研究设计中采用ADDIE程序模型(分析、设计、开发、实施、评估)。这个测试是在2022-2023学年对194名高中数学和自然科学班的学生进行的。使用Rasch模型分析测试的有效性。所采用的效度类型为梅西克效度，包括内容效度、心理测量效度和由内容、实体、结构和外部构成的构念效度。结果表明，在50个问题中，有25个项目是可行的，可以作为科学推理测试的测量。本研究有助于科学教育评估实践的完善。
{"title":"Construct validity analysis with messick validity approach and rasch model application on scientific reasoning test items","authors":"Y. Arfiani, P. Susongko, M. Kusuma","doi":"10.21043/thabiea.v6i1.18918","DOIUrl":"https://doi.org/10.21043/thabiea.v6i1.18918","url":null,"abstract":"The Scientific Reasoning Test is basically inseparable from the three aspects of the Scientific Literacy Test. This study aims to test the feasibility of the instrument for measuring scientific reasoning in terms of content validity, psychometrics, and constructs. The form of this research is Research and Development (Research and Development). In the instrument development research design using the ADDIE procedural model (Analysis, Design, Development, Implementation, Evaluation). This test was given to 194 high school students in Math and Natural Sciences class XII in the 2022-2023 academic year. Analysis of the validity of the test using Rasch modeling. The type of validity applied is Messick's validity which includes content validity, psychometric validity and construct validity consisting of content aspects, substantive aspects, structural aspects and external aspects. The results show that of the 50 questions made, there are 25 items that are feasible to use as measumenet in scientific reasoning test. This research contributes to the improvement of assessment practice in science education.","PeriodicalId":308683,"journal":{"name":"THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING","volume":"134 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124903253","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 : 2023-06-30DOI: 10.21043/thabiea.v6i1.16117
Y. Hamdiyati, T. Rahman, R. Rahmawati
Mental model is an internal representation formed by individuals in explaining a concept. Previous research on mental models of bacteria concept has been carried out on university students, but has not been carried out on high school students. The purpose of this study was to analyze the mental model of high school students about bacteria using drawing-writing tests and concept map. This study uses a descriptive method with 30 students of class X in one high school in Bandung as respondents. Students' answers are then compared with the expert's mental model as the targeted mental model. Students' mental models through the drawing-writing test are categorized into five levels (levels 1-5), namely no pictures/writing, pictures/writings are wrong or irrelevant, pictures/writings are partially correct, pictures/writings have some errors, pictures/writings correct and complete. Students' mental models through concept maps are categorized into four levels (levels 1-4), namely emergent, transitional, close to extended, extended. The results showed that it was easier for students to represent the structure and reproduction of bacteria through pictures than writing. The students' mental models through drawing (D) and writing (W) were highest at levels D5 and W5 for the concept of bacteria structure and reproduction. The most dominant mental model level is D4/W2 for the concept of bacteria structure and reproduction. The lowest studentss’ mental model is D2/W2 for the concept of bacterial structure and D1/W1 for the concept of bacterial reproduction. Students' mental models through concept maps show that the highest level is level 3 (close to extended). The most dominant and lowest level of mental model is level 1 (emergent). The conclusion of this study shows that the mental model of students on bacteria was still not close to the mental model of experts.
{"title":"Analysis of high school students’ mental model on bacteria concept: representation of students' conceptions","authors":"Y. Hamdiyati, T. Rahman, R. Rahmawati","doi":"10.21043/thabiea.v6i1.16117","DOIUrl":"https://doi.org/10.21043/thabiea.v6i1.16117","url":null,"abstract":"Mental model is an internal representation formed by individuals in explaining a concept. Previous research on mental models of bacteria concept has been carried out on university students, but has not been carried out on high school students. The purpose of this study was to analyze the mental model of high school students about bacteria using drawing-writing tests and concept map. This study uses a descriptive method with 30 students of class X in one high school in Bandung as respondents. Students' answers are then compared with the expert's mental model as the targeted mental model. Students' mental models through the drawing-writing test are categorized into five levels (levels 1-5), namely no pictures/writing, pictures/writings are wrong or irrelevant, pictures/writings are partially correct, pictures/writings have some errors, pictures/writings correct and complete. Students' mental models through concept maps are categorized into four levels (levels 1-4), namely emergent, transitional, close to extended, extended. The results showed that it was easier for students to represent the structure and reproduction of bacteria through pictures than writing. The students' mental models through drawing (D) and writing (W) were highest at levels D5 and W5 for the concept of bacteria structure and reproduction. The most dominant mental model level is D4/W2 for the concept of bacteria structure and reproduction. The lowest studentss’ mental model is D2/W2 for the concept of bacterial structure and D1/W1 for the concept of bacterial reproduction. Students' mental models through concept maps show that the highest level is level 3 (close to extended). The most dominant and lowest level of mental model is level 1 (emergent). The conclusion of this study shows that the mental model of students on bacteria was still not close to the mental model of experts.","PeriodicalId":308683,"journal":{"name":"THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133108376","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 : 2023-06-30DOI: 10.21043/thabiea.v6i1.20780
R. Haryadi, H. Pujiastuti
This study aims to analyze the effect of using augmented reality (AR) on higher-order thinking skills of high school students in kinematics material. In addition, students' opinions about this application were examined. The research method used is a mixed method with The Embedded Design model. The population in this study were all 11th-grade students, totaling 200 students divided into five classes. Furthermore, the sample was selected by purposive sampling of 80 students from grade 11 of SMAN 4 Kota Serang. This study will be divided into two, namely, the experimental class and the control class. The experimental class used AR applications during kinematics learning activities, while the traditional method was used for the control class, namely, not using AR applications during kinematics learning activities. The results show that students have higher-order thinking skills than the control group. This result is proven by the N-Gain value, namely in the experimental class; the AR application learning process has an N-Gain value of 0.69. In the control class, the learning process without using the AR application has an N-Gain value of 0.48. The students who participated in AR learning stated that they were motivated and felt happy learning kinematics. The implications of this study indicate that using AR applications is considered effective as a medium for learning kinematics material.
{"title":"Use of augmented reality learning media to improve higher-order thinking skills in kinematics material","authors":"R. Haryadi, H. Pujiastuti","doi":"10.21043/thabiea.v6i1.20780","DOIUrl":"https://doi.org/10.21043/thabiea.v6i1.20780","url":null,"abstract":"This study aims to analyze the effect of using augmented reality (AR) on higher-order thinking skills of high school students in kinematics material. In addition, students' opinions about this application were examined. The research method used is a mixed method with The Embedded Design model. The population in this study were all 11th-grade students, totaling 200 students divided into five classes. Furthermore, the sample was selected by purposive sampling of 80 students from grade 11 of SMAN 4 Kota Serang. This study will be divided into two, namely, the experimental class and the control class. The experimental class used AR applications during kinematics learning activities, while the traditional method was used for the control class, namely, not using AR applications during kinematics learning activities. The results show that students have higher-order thinking skills than the control group. This result is proven by the N-Gain value, namely in the experimental class; the AR application learning process has an N-Gain value of 0.69. In the control class, the learning process without using the AR application has an N-Gain value of 0.48. The students who participated in AR learning stated that they were motivated and felt happy learning kinematics. The implications of this study indicate that using AR applications is considered effective as a medium for learning kinematics material.","PeriodicalId":308683,"journal":{"name":"THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121415253","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 : 2023-06-30DOI: 10.21043/thabiea.v6i1.9754
A. Swandi, S. Rahmadhanningsih, S. Viridi
The effect of the spread of the Coronavirus 2019 has an impact on the implementation of face-to-face learning to distance learning. So that the learning that applies in Indonesia today needs to be supported by the right technology and supporting teaching materials. The selection of appropriate and interesting media will have a good impact on the quality of distance learning. This study aims to determine students' perceptions of the use of Technology-Enabled Active Learning Simulation (TEALSim) which is rich in interactive simulations and videos in physics learning and to determine the correlation between student perceptions of learning outcomes. With 26 students as respondents who were selected by random sampling. After using TEALSim, students fill out a questionnaire via google form that has been developed and validated by experts and then students take a concept understanding test. Based on the analysis, it shows that the majority of students have a perception with a percentage above 80% which is in the good category and in general is in the very good category. Besides, there is a good correlation between student perceptions and learning outcome data which is indicated by a correlation value of 0.7.
{"title":"Technology-enabled active learning simulations (TEALSim) on distance learning of physics","authors":"A. Swandi, S. Rahmadhanningsih, S. Viridi","doi":"10.21043/thabiea.v6i1.9754","DOIUrl":"https://doi.org/10.21043/thabiea.v6i1.9754","url":null,"abstract":"The effect of the spread of the Coronavirus 2019 has an impact on the implementation of face-to-face learning to distance learning. So that the learning that applies in Indonesia today needs to be supported by the right technology and supporting teaching materials. The selection of appropriate and interesting media will have a good impact on the quality of distance learning. This study aims to determine students' perceptions of the use of Technology-Enabled Active Learning Simulation (TEALSim) which is rich in interactive simulations and videos in physics learning and to determine the correlation between student perceptions of learning outcomes. With 26 students as respondents who were selected by random sampling. After using TEALSim, students fill out a questionnaire via google form that has been developed and validated by experts and then students take a concept understanding test. Based on the analysis, it shows that the majority of students have a perception with a percentage above 80% which is in the good category and in general is in the very good category. Besides, there is a good correlation between student perceptions and learning outcome data which is indicated by a correlation value of 0.7.","PeriodicalId":308683,"journal":{"name":"THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125302739","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 : 2023-06-30DOI: 10.21043/thabiea.v6i1.20422
Daimul Hasanah, J. Purwanto
This study aims to measure the quality of the physics learning outcomes test instrument based on high order thinking skills (HOTS) on Elasticity and Hooke's Law and to classify students based on their ability to work on test items. This study uses a quantitative approach. The research was conducted at Sedayu 1st Senior High School with 60 students at eleventh grade in science program as test subjects in the first semester of the 2022/2023 academic year. The data collection technique is done by testing technique. The instrument used is in the form of multiple-choice test questions with 5 alternative answers. The number of test items is 30 test items. The results showed that: first, 27 test items fit the criteria for acceptance of good test items, which can then be used to measure student learning outcomes for physics subjects in Elasticity and Hooke's Law. Three test items are not by the acceptance criteria for good test items, so they need to be revised or replaced with other test items: the competency achievement indicators and the question indicators that are the same as the three test items. Second, the abilities of students who took the test were grouped into 3 groups, namely high, moderate, and low abilities. Students who have high category abilities in terms of working on HOTS-based physics test items are 18.33%. Students with moderate abilities in working on HOTS-based physics tests on Elasticity and Hooke’s Law, namely as much as 65.00%, while students with low abilities are as many as 16.67%.
{"title":"Rasch model analysis of physics test of HOTS on the topic of elasticity and hooke’s law","authors":"Daimul Hasanah, J. Purwanto","doi":"10.21043/thabiea.v6i1.20422","DOIUrl":"https://doi.org/10.21043/thabiea.v6i1.20422","url":null,"abstract":"This study aims to measure the quality of the physics learning outcomes test instrument based on high order thinking skills (HOTS) on Elasticity and Hooke's Law and to classify students based on their ability to work on test items. This study uses a quantitative approach. The research was conducted at Sedayu 1st Senior High School with 60 students at eleventh grade in science program as test subjects in the first semester of the 2022/2023 academic year. The data collection technique is done by testing technique. The instrument used is in the form of multiple-choice test questions with 5 alternative answers. The number of test items is 30 test items. The results showed that: first, 27 test items fit the criteria for acceptance of good test items, which can then be used to measure student learning outcomes for physics subjects in Elasticity and Hooke's Law. Three test items are not by the acceptance criteria for good test items, so they need to be revised or replaced with other test items: the competency achievement indicators and the question indicators that are the same as the three test items. Second, the abilities of students who took the test were grouped into 3 groups, namely high, moderate, and low abilities. Students who have high category abilities in terms of working on HOTS-based physics test items are 18.33%. Students with moderate abilities in working on HOTS-based physics tests on Elasticity and Hooke’s Law, namely as much as 65.00%, while students with low abilities are as many as 16.67%.","PeriodicalId":308683,"journal":{"name":"THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132988677","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 : 2023-01-10DOI: 10.21043/thabiea.v5i1.15647
Niki Dian Permana, Ulya Fawaida, S. Sakilah, M. Talakua
The current teaching materials are still in the form of books, it makes less attractive to readers. This research makes teaching materials packaged in games that invite prospective teachers to carry out Experiencing, Interaction,communication and Reflection activities in plant taxonomy learning. The purpose of this research is to develop MIKiR teaching materials from the “Find Me Save Me” game containing Indonesian plan biodiversity. This research is a development research which is analyzed descriptively. Purposive Sampling Technique, the subject of this research is the prospective science teacher of State Islamic University of Sultan Syarif Kasim Riau, State Islamic Institute of Kudus and Pattimura University which was held in March-May. The “Find Me Save Me” game was developed using the 4D stages in R and D, namely Define, Design, Develop, and disseminate. The game is installed through the application and data retrieval using google forms. This game uses 50 types of rare Indonesian plants which are used as a source of material for the game Find Me Save Me. The results of the research Game find me save me get proper validation and can be used in learning, and effective in introducing rare Indonesian plants, especially for prospective science teachers who are not only experts in science and technology but also love and want to preserve Indonesian plants that are starting to become rare.
目前的教材仍以书本的形式存在，这使得对读者的吸引力降低。本研究将教材包装成游戏，邀请准教师在植物分类学学习中进行体验、互动、交流和反思活动。本研究的目的是从包含印尼计划生物多样性的“Find Me Save Me”游戏中开发MIKiR教材。本研究是一项发展性的描述性分析研究。目的抽样技术，本研究的对象是苏丹伊斯兰大学、库德斯伊斯兰学院和帕蒂穆拉大学的准科学教师，该研究于3 - 5月举行。“Find Me Save Me”游戏的开发使用了研发中的4D阶段，即定义(Define)、设计(Design)、开发(Develop)和传播(dissemination)。游戏的安装是通过应用程序和数据检索使用谷歌表单完成的。这个游戏使用了50种稀有的印度尼西亚植物，这些植物被用作游戏Find Me Save Me的材料来源。研究游戏的结果发现我拯救我得到了适当的验证，可以在学习中使用，并有效地介绍了珍稀的印度尼西亚植物，特别是对于未来的科学教师，他们不仅是科学技术专家，而且喜欢和想要保护印度尼西亚开始变得稀有的植物。
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Pub Date : 2022-07-19DOI: 10.21043/thabiea.v5i1.12550
M. Am, E. Istiyono
Physics education emphasizes students' ability to represent a problem and then choose alternative solutions from various perspectives. However, teachers still very rarely use this ability as the focus of assessment. The purpose of this study is to describe the results of an assessment of the ability to represent multiple physics in each of its components. This is survey research that takes a quantitative approach. This study's sample included 287 high school students from Yogyakartam using cluster sampling. The instrument used is a physics multiple representation ability test that has been tested for validity, reliability, and item quality using IRT 1 PL analysis. According to the measurement results, physics high school students' dual representation ability in all aspects, namely mathematical representation, graphic representation, image representation, and verbal representation, is in the low category. However, according to the four existing components, the mathematical component is the highest and the verbal component is the lowest. So this finding can be a reference for teachers in improving the quality of physics teaching.
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