Pub Date : 2023-10-31DOI: 10.21107/jps.v10i2.19275
Defi Elfrida, Rini Selly
The 5E learning cycle model is a learning model that gives opportunities for students to be able to maximize learning by guiding students to be involved in the learning process actively. One of the chemistry concepts that is difficult for students to understand is acid-base topic. This study aims to find out the differences in students' chemistry learning outcomes that apply the 5E learning cycle model by using handouts and PowerPoint-based learning media on acids and bases topic in the eleventh grade of a state senior high school of Medan. This research is included in a quasi-experimental research design with a pretest-posttest control group design. The sample in this study was eleventh grade with experimental class I taught using the 5E learning cycle model assisted by handout media and class experimental II taught using the 5E learning cycle model assisted by PowerPoint-based learning media. Sampling was completed using a random sampling technique. The instrument used in this study was an objective question in the form of multiple choice of 20 questions which had been tested for validity, difficulty level, discriminating, and reliability. The handout media used in this research has been validated by three expert validators and is suitable for use. The result of this research indicates that there are differences between the two classes with the average student learning outcome in experimental class I which was 85,33 compared with the average student learning outcome in experimental class II which is 80,67. Thus, it can be concluded that the 5E learning cycle model using handout media can be applied to the learning process, especially in acid-base topic.
5E 学习循环模式是一种通过引导学生主动参与学习过程，让学生有机会最大限度地学习的学习模式。酸鹼是學生難以理解的化學概念之一。本研究旨在通过在棉兰市一所州立高级中学十一年级的酸碱课题中使用讲义和基于 PowerPoint 的学习媒体，找出学生在应用 5E 学习循环模式下的化学学习成果的差异。本研究采用前测-后测对照组的准实验研究设计。本研究的样本是十一年级的实验班（I）和实验班（II），实验班（I）采用 5E 学习循环模式，由讲义媒体辅助教学，实验班（II）采用 5E 学习循环模式，由 PowerPoint 学习媒体辅助教学。抽样采用随机抽样技术。本研究使用的工具是客观题，形式为多选题，共有 20 道题，已对其有效性、难度、区分度和可靠性进行了测试。本研究中使用的讲义媒体已经过三位专家验证，适合使用。研究结果表明，两个班级之间存在差异，实验一班学生的平均学习成绩为 85.33，而实验二班学生的平均学习成绩为 80.67。因此，可以得出结论，使用讲义媒体的 5E 学习循环模式可以应用到学习过程中，尤其是酸碱课题的学习过程中。
{"title":"DIFFERENCES OF STUDENTS’ CHEMISTRY LEARNING OUTCOMES BASED ON THE 5E LEARNING CYCLE MODEL","authors":"Defi Elfrida, Rini Selly","doi":"10.21107/jps.v10i2.19275","DOIUrl":"https://doi.org/10.21107/jps.v10i2.19275","url":null,"abstract":"The 5E learning cycle model is a learning model that gives opportunities for students to be able to maximize learning by guiding students to be involved in the learning process actively. One of the chemistry concepts that is difficult for students to understand is acid-base topic. This study aims to find out the differences in students' chemistry learning outcomes that apply the 5E learning cycle model by using handouts and PowerPoint-based learning media on acids and bases topic in the eleventh grade of a state senior high school of Medan. This research is included in a quasi-experimental research design with a pretest-posttest control group design. The sample in this study was eleventh grade with experimental class I taught using the 5E learning cycle model assisted by handout media and class experimental II taught using the 5E learning cycle model assisted by PowerPoint-based learning media. Sampling was completed using a random sampling technique. The instrument used in this study was an objective question in the form of multiple choice of 20 questions which had been tested for validity, difficulty level, discriminating, and reliability. The handout media used in this research has been validated by three expert validators and is suitable for use. The result of this research indicates that there are differences between the two classes with the average student learning outcome in experimental class I which was 85,33 compared with the average student learning outcome in experimental class II which is 80,67. Thus, it can be concluded that the 5E learning cycle model using handout media can be applied to the learning process, especially in acid-base topic.","PeriodicalId":31927,"journal":{"name":"Jurnal Pena Sains","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139308711","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}
The general physiology course prepares prospective junior high school science teachers to master the content and science process skills. Skills used to acquire or apply science concepts, laws, theories including mental, physical and social skills are called science process skill. Science process skill is the basis for making rational and correct decisions about controversial issues. Science learning, including at the Junior High School level, should ideally not only be memorized knowledge but also a research process using science process skills, so that students are able to gain science knowledge from new phenomena in nature. To improve the students’ science process skills, the learning sets used by lecturers should be implemented effectively, so it is necessary to analyze the needs of learning sets. The research aims to explain the need analysis in the development of mini research-based general physiology learning sets. The research method used is a qualitative study with the data analysis technique of the Miles Huberman Model. This research was conducted in January 2022 at the Science Education Study Program, Faculty of Teacher Training and Education, University of Sultan Ageng Tirtayasa, Indonesia. Need analysis of learning sets includes needs in the aspects of students, concepts, assignments, and learning objectives. Needs analysis results are learning sets for general physiology based on mini-research suitable for improving the science process skills of prospective science teachers. Comprehensive and truly needs analysis can apply to the next stage of research and development. It can be concluded that the development of mini research-based general physiology learning sets should be conducted according to the findings of need analysis.
{"title":"NEED ANALYSIS IN THE DEVELOPMENT OF MINI RESEARCH-BASED GENERAL PHYSIOLOGY LEARNING SETS","authors":"Liska Berlian, Achmad Hufad, Maman Fathurrahman, A. Taufik, Siti Muhasitoh Mulyani","doi":"10.21107/jps.v10i2.17758","DOIUrl":"https://doi.org/10.21107/jps.v10i2.17758","url":null,"abstract":"The general physiology course prepares prospective junior high school science teachers to master the content and science process skills. Skills used to acquire or apply science concepts, laws, theories including mental, physical and social skills are called science process skill. Science process skill is the basis for making rational and correct decisions about controversial issues. Science learning, including at the Junior High School level, should ideally not only be memorized knowledge but also a research process using science process skills, so that students are able to gain science knowledge from new phenomena in nature. To improve the students’ science process skills, the learning sets used by lecturers should be implemented effectively, so it is necessary to analyze the needs of learning sets. The research aims to explain the need analysis in the development of mini research-based general physiology learning sets. The research method used is a qualitative study with the data analysis technique of the Miles Huberman Model. This research was conducted in January 2022 at the Science Education Study Program, Faculty of Teacher Training and Education, University of Sultan Ageng Tirtayasa, Indonesia. Need analysis of learning sets includes needs in the aspects of students, concepts, assignments, and learning objectives. Needs analysis results are learning sets for general physiology based on mini-research suitable for improving the science process skills of prospective science teachers. Comprehensive and truly needs analysis can apply to the next stage of research and development. It can be concluded that the development of mini research-based general physiology learning sets should be conducted according to the findings of need analysis.","PeriodicalId":31927,"journal":{"name":"Jurnal Pena Sains","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139309443","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}
The educational paradigm has tried to create a quality of education that is in line with current developments but still does not forget the character of students and the local wisdom culture of the local area. The relationship between culture and the application of science in society is studied using an ethnoscience approach. The ethnoscience approach in science learning is an approach that is expected to help students think critically and explore phenomena that occur in the environment around them. This study aims at 1) Exploration of making “brem” in Wonogiri Regency; 2) Integrating Ethnoscience in the “brem” manufacturing industry in the Basic Competencies of Elementary School Science Learning. The study was included in qualitative methods of ethnographic design by determining both material and formal research objects. Research data was collected through interview techniques, observation and documentation of primary and secondary data. Through inductive data analysis techniques with data reduction processes and data presentation, it is assumed that reliable conclusions can be drawn. The research results show that the process of making “brem” goes through many processes and stages. The process of making Wonogiri “brem” applies science knowledge which can be compared with scientific expert statements. In conclusion, the process of making g of Wonogiri “brem” has gone through a scientific process, both chemical and biological reactions. Another conclusion is that process of making “brem” can be integrated as meaningful teaching material for students in several Basic Competencies in science lesson content for grades 3 and 5 of elementary school.
{"title":"THE ETHNOSCIENCE OF BREM IN WONOGIRI AND ITS INTEGRATION IN SCIENCE LEARNING: AN EXPLORATORY STUDY","authors":"Arief Setyo Nugroho, Agustina Wahyuningsih, Retno H, A. Desstya, Yulia Maftuhah Hidayaati","doi":"10.21107/jps.v10i2.15528","DOIUrl":"https://doi.org/10.21107/jps.v10i2.15528","url":null,"abstract":"The educational paradigm has tried to create a quality of education that is in line with current developments but still does not forget the character of students and the local wisdom culture of the local area. The relationship between culture and the application of science in society is studied using an ethnoscience approach. The ethnoscience approach in science learning is an approach that is expected to help students think critically and explore phenomena that occur in the environment around them. This study aims at 1) Exploration of making “brem” in Wonogiri Regency; 2) Integrating Ethnoscience in the “brem” manufacturing industry in the Basic Competencies of Elementary School Science Learning. The study was included in qualitative methods of ethnographic design by determining both material and formal research objects. Research data was collected through interview techniques, observation and documentation of primary and secondary data. Through inductive data analysis techniques with data reduction processes and data presentation, it is assumed that reliable conclusions can be drawn. The research results show that the process of making “brem” goes through many processes and stages. The process of making Wonogiri “brem” applies science knowledge which can be compared with scientific expert statements. In conclusion, the process of making g of Wonogiri “brem” has gone through a scientific process, both chemical and biological reactions. Another conclusion is that process of making “brem” can be integrated as meaningful teaching material for students in several Basic Competencies in science lesson content for grades 3 and 5 of elementary school.","PeriodicalId":31927,"journal":{"name":"Jurnal Pena Sains","volume":"65 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139307519","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 : 2023-10-31DOI: 10.21107/jps.v10i2.19999
Erlina Tamo Ina, Yohana Makaborang, Riwa Rambu Hada Enda
This research was conducted with the aim of increasing student learning outcomes using the STAD learning model on the topic of human digestive system at Payeti Christian Middle School. This research is included in a Class Action Research designed by the Khemis Mc Tanggart model for this study which consists of cycle I and cycle II. Of the four stages, namely planning, implementation, observation, and reflection. The research subjects were 28 grade VIII students. The results showed that the application of the student teams achievement divisions model could improve student learning outcomes in science subjects at Payeti Christian Middle School. The enhancement of students’ learning achievements can be seen from the pre-cycle, cycle I, and cycle II through the learning carried out. This enhancement of student learning outcomes in the cognitive domain at the pre-cycle stage average value of 47.8 cycle I average value of 72.2, experienced an increase in cycle II average value of 80%. In the psychomotor aspects of the first cycle, the average value is 75, with a percentage of 80%. Meanwhile, the psychomotor aspects of cycle II averaged 89.75 with a percentage of 94%. Thus, it can be concluded that the implementation of the student teams achievement divisions model can improve student learning outcomes in biology subjects on the topic of the human digestive system at Payeti Christian Middle School.
本研究的目的是在帕耶蒂基督教中学采用 STAD 学习模式，以人类消化系统为主题，提高学生的学习成绩。本研究是根据凯米斯-麦克-唐加特（Khemis Mc Tanggart）模式设计的班级行动研究的一部分，包括周期 I 和周期 II。其中包括四个阶段，即计划、实施、观察和反思。研究对象是八年级的 28 名学生。研究结果表明，学生团队成绩划分模式的应用可以提高帕耶蒂基督教中学科学学科的学生学习成绩。学生学习成绩的提高可以从预周期、第一周期和第二周期开展的学习中看出来。学生在认知领域的学习成绩在周期前阶段的平均值为 47.8，周期 I 的平均值为 72.2，周期 II 的平均值为 80%。在心理运动方面，第一周期的平均值为 75，比例为 80%。同时，第二周期心理运动方面的平均值为 89.75，百分比为 94%。因此，可以得出结论：在帕耶提基督教中学，实施学生团队成绩划分模式可以提高学生在人体消化系统专题生物学科的学习成绩。
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Pub Date : 2023-10-31DOI: 10.21107/jps.v10i2.19172
Allefeti Sandrika, M. A. Munir, V. Aprilia, E. Emelda
Vitamin C is a compound that is included in the group of water-soluble vitamins. The human body really needs vitamin C intake because it can act as an antioxidant which is closely related to collagen formation and iron absorption. Vitamin C is an organic compound that the human body needs in small amounts to maintain the body metabolic functions. Vitamin C is also one of the most important vitamins in increasing the body immunity This compound is very easy to find in fruits and vegetables, one of which is spinach. Spinach is a vegetable which generally contain vitamin C with an average of 158.54 mg/100 g. The research aims to analyze vitamin C levels in spinach using a titration method or also known as iodometric titration. This research method is included in an experimental study. The sample used in this research was obtained from Kotagede Market, Yogyakarta. The titration results for each spinach will be analyzed using Microsoft Excel, where the results have shown that the levels of vitamin C contained in snapper spinach (18.95 mg/100 g), picked spinach (46.39 mg/100 g), thorn spinach (14.52 mg /100 g) and red spinach (15.42 mg/100 g). Therefore, it can be concluded that this titration method can be used to accurately measure the vitamin C content in spinach. The iodometric titration method was chosen to analyze vitamin C levels because this application is very simple when compared to other methods. Ascorbic acid or vitamin C is known as a strong reducing agent and can simply be titrated using iodine solution.
维生素 C 是一种化合物，属于水溶性维生素。人体确实需要摄入维生素 C，因为它可以作为一种抗氧化剂，与胶原蛋白的形成和铁的吸收密切相关。维生素 C 是一种有机化合物，人体需要少量的维生素 C 来维持身体的新陈代谢功能。这种化合物很容易在水果和蔬菜中找到，菠菜就是其中之一。菠菜是一种普遍含有维生素 C 的蔬菜，平均含量为 158.54 毫克/100 克。这种研究方法包含在实验研究中。本研究使用的样本来自日惹的 Kotagede 市场。每种菠菜的滴定结果都将用 Microsoft Excel 进行分析，结果显示甲鱼菠菜（18.95 毫克/100 克）、采摘菠菜（46.39 毫克/100 克）、刺菠菜（14.52 毫克/100 克）和红菠菜（15.42 毫克/100 克）所含的维生素 C 水平。因此，可以得出结论，该滴定法可用于精确测量菠菜中的维生素 C 含量。之所以选择碘量滴定法来分析维生素 C 含量，是因为这种方法与其他方法相比非常简单。众所周知，抗坏血酸或维生素 C 是一种强还原剂，只需用碘溶液滴定即可。
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Pub Date : 2023-10-31DOI: 10.21107/jps.v10i2.17628
A. Taufik, S. Kurniasih, Cahya Muliana Sari, Lukman Nulhakim, Dase Erwin Juansah
The science learning process in the 21st century era, especially at the tertiary level requires prospective science teachers to have science communication skills. Science communication skills are part of the science process skills that direct students to be able to express ideas, knowledge which contains data and facts that can be expressed in oral or written form. Science communication skills are considered as a source for developing and creating knowledge in the science learning process which are needed to act as a link so that students can share their experiences and understanding. Apart from that, the lack of availability of teaching materials in biotechnology lectures is a concern in this research. This research aims to describe student responses toward the science communication-based interactive e-module that has been developed and implemented in the Biotechnology course. This research is a quantitative descriptive study using a survey method. The samples involved in the research were 37 students from the sixth semester of the Science Education Study Program, class B, where practical tests were carried out on a limited scale. The research sample was taken using random sampling. The instrument used was a student response questionnaire sheet consisting of 40 statements. The data obtained includes practical results through student responses toward the e-module being developed. Student response questionnaires were analyzed quantitatively using descriptive analysis. The research results showed that student responses were very positive from all respondents with an overall average percentage reaching 82%. It can be concluded that the science communication-based interactive e-modules can be well received by science students as users.
21 世纪的科学学习过程，尤其是高等教育阶段的科学学习过程，要求未来的科学 教师具备科学交流技能。科学交流技能是科学过程技能的一部分，它指导学生能够以口头或书面形式表达思想、知识（其中包含数据和事实）。科学交流技能被认为是在科学学习过程中发展和创造知识的源泉，是学生分享经验和理解的纽带。除此以外，生物技术课堂教学材料的缺乏也是本研究关注的问题。本研究旨在描述学生对已开发并在生物技术课程中实施的基于科学交流的互动电子模块的反应。本研究采用调查法进行定量描述性研究。研究涉及的样本是来自科学教育学习计划第六学期 B 班的 37 名学生，该班进行了有限规模的实践测试。研究样本采用随机抽样法。使用的工具是由 40 个语句组成的学生回答问卷表。获得的数据包括通过学生对正在开发的电子模块的回答得出的实际结果。采用描述性分析方法对学生反馈问卷进行了定量分析。研究结果表明，所有受访者的学生反馈都非常积极，总体平均比例达到 82%。由此可以得出结论，以科学传播为基础的互动电子模块能够得到作为用户的理科学生的欢迎。
{"title":"STUDENT RESPONSE TOWARD THE SCIENCE COMMUNICATION SKILLS-BASED INTERACTIVE E-MODULE","authors":"A. Taufik, S. Kurniasih, Cahya Muliana Sari, Lukman Nulhakim, Dase Erwin Juansah","doi":"10.21107/jps.v10i2.17628","DOIUrl":"https://doi.org/10.21107/jps.v10i2.17628","url":null,"abstract":"The science learning process in the 21st century era, especially at the tertiary level requires prospective science teachers to have science communication skills. Science communication skills are part of the science process skills that direct students to be able to express ideas, knowledge which contains data and facts that can be expressed in oral or written form. Science communication skills are considered as a source for developing and creating knowledge in the science learning process which are needed to act as a link so that students can share their experiences and understanding. Apart from that, the lack of availability of teaching materials in biotechnology lectures is a concern in this research. This research aims to describe student responses toward the science communication-based interactive e-module that has been developed and implemented in the Biotechnology course. This research is a quantitative descriptive study using a survey method. The samples involved in the research were 37 students from the sixth semester of the Science Education Study Program, class B, where practical tests were carried out on a limited scale. The research sample was taken using random sampling. The instrument used was a student response questionnaire sheet consisting of 40 statements. The data obtained includes practical results through student responses toward the e-module being developed. Student response questionnaires were analyzed quantitatively using descriptive analysis. The research results showed that student responses were very positive from all respondents with an overall average percentage reaching 82%. It can be concluded that the science communication-based interactive e-modules can be well received by science students as users.","PeriodicalId":31927,"journal":{"name":"Jurnal Pena Sains","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139309503","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}
This study aims to determine the effect of game-based learning media toward students’ learning achievement. The game-based learning media implemented during this study was Quizziz. This research design used a Non-equivalent control group design with Quasi Experiment method. The research sample comprised 20 students, ten from class XI MIPA 5 as an experimental class and ten from class XI MIPA 6 as a control class. The research instrument is a learning achievement test in the form of a pretest and posttest with as many as 15 questions numbers. Based on the game-based learning media analysis result, it shows that implementing learning using Quizizz game-based learning media is better than conventional learning methods. It can be seen from the calculation of the quizizz game media t-test shows that the sig t count is 0.000 < 0.05, then H 1 is accepted, and H 0 is rejected. The results of the score analysis averaged the completeness of the experimental class reached 76.40 with high criteria, while the conventional learning method in the control class of 65.90 with medium criteria. All in all, game-based learning media is proved that it affects in the students’ learning achievement on digestive system topic.
{"title":"GAME-BASED LEARNING MEDIA AND ITS EFFECT TOWARD STUDENTS’ LEARNING ACHIEVEMENT","authors":"Alifah Istiqamah Irhad, Wahyu Ismail, Syahriani Syahriani, Syamsul Syamsul","doi":"10.21107/jps.v10i1.16522","DOIUrl":"https://doi.org/10.21107/jps.v10i1.16522","url":null,"abstract":"This study aims to determine the effect of game-based learning media toward students’ learning achievement. The game-based learning media implemented during this study was Quizziz. This research design used a Non-equivalent control group design with Quasi Experiment method. The research sample comprised 20 students, ten from class XI MIPA 5 as an experimental class and ten from class XI MIPA 6 as a control class. The research instrument is a learning achievement test in the form of a pretest and posttest with as many as 15 questions numbers. Based on the game-based learning media analysis result, it shows that implementing learning using Quizizz game-based learning media is better than conventional learning methods. It can be seen from the calculation of the quizizz game media t-test shows that the sig t count is 0.000 < 0.05, then H 1 is accepted, and H 0 is rejected. The results of the score analysis averaged the completeness of the experimental class reached 76.40 with high criteria, while the conventional learning method in the control class of 65.90 with medium criteria. All in all, game-based learning media is proved that it affects in the students’ learning achievement on digestive system topic.","PeriodicalId":31927,"journal":{"name":"Jurnal Pena Sains","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46266944","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 : 2023-04-29DOI: 10.21107/jps.v10i1.19254
Arif Setiajaya, A. S. Zulaicha, I. Saputra
{"title":"ADSORBENT SYNTHESIS FROM Penaeus monodon CHITOSAN AS COPPER ABSORPTION IN ELECTROPLATING LIQUID WASTE","authors":"Arif Setiajaya, A. S. Zulaicha, I. Saputra","doi":"10.21107/jps.v10i1.19254","DOIUrl":"https://doi.org/10.21107/jps.v10i1.19254","url":null,"abstract":"","PeriodicalId":31927,"journal":{"name":"Jurnal Pena Sains","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48625345","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 : 2023-04-29DOI: 10.21107/jps.v10i1.19248
Brenda Lyn Amanda Basas Orocio, Joji D. Linaugo
Screencasts are multimedia-based learning which involves multimodal sensory, such as eyes and ears. These are increasingly used as schools transition to blended learning mode. This study aims to describe the screencast and its effect on improving learners’ academic achievement and motivation in Physics. This quasi-experimental research determined learners’ academic achievement and level of motivation before and after treatment to screencasts focusing on heat, temperature, and electricity. The study was done in a large public secondary school in a highly urbanized city in the central Philippines. Academic achievement was measured through a constructed test while the level of motivation was evaluated using Keller’s Instructional Materials Motivation Survey. Results showed that screencasts improved the learners’ academic achievement and increased their level of motivation. The use of screencast has a good impact on changing learners' knowledge and skills and is an effective online learning media. Findings also obtained a p-value of 0.00 which showed that there is a significant difference in the learner’s academic achievement before and after treatment to screencast. This study discovered that learning using screencasts is engaging to the learners. The screencast provided the learners with the opportunity to learn at their pace and brought them better learning experiences.
{"title":"SCREENCAST AND ITS EFFECT ON IMPROVING LEARNERS’ ACADEMIC ACHIEVEMENT AND MOTIVATION IN PHYSICS","authors":"Brenda Lyn Amanda Basas Orocio, Joji D. Linaugo","doi":"10.21107/jps.v10i1.19248","DOIUrl":"https://doi.org/10.21107/jps.v10i1.19248","url":null,"abstract":"Screencasts are multimedia-based learning which involves multimodal sensory, such as eyes and ears. These are increasingly used as schools transition to blended learning mode. This study aims to describe the screencast and its effect on improving learners’ academic achievement and motivation in Physics. This quasi-experimental research determined learners’ academic achievement and level of motivation before and after treatment to screencasts focusing on heat, temperature, and electricity. The study was done in a large public secondary school in a highly urbanized city in the central Philippines. Academic achievement was measured through a constructed test while the level of motivation was evaluated using Keller’s Instructional Materials Motivation Survey. Results showed that screencasts improved the learners’ academic achievement and increased their level of motivation. The use of screencast has a good impact on changing learners' knowledge and skills and is an effective online learning media. Findings also obtained a p-value of 0.00 which showed that there is a significant difference in the learner’s academic achievement before and after treatment to screencast. This study discovered that learning using screencasts is engaging to the learners. The screencast provided the learners with the opportunity to learn at their pace and brought them better learning experiences.","PeriodicalId":31927,"journal":{"name":"Jurnal Pena Sains","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42045501","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 : 2023-04-29DOI: 10.21107/jps.v10i1.14142
Asmaul Lutfauziah, A. Handriyan, Fifit Fitriyah
This study aims to determine the validity and reliability of the instrument for assessing problem-solving skills in the topic of environment. This research includes in a research and development of test instruments with the ADDIE model, namely analysis, design, development, implementation, and evaluation. The instrument that had been made was then tested on 31 students at the Islamic Boarding School of Jagad 'Alimussirry, Surabaya. The data were analyzed for its validity and reliability. The validity was measured using the Pearson product-moment correlation coefficient test. The reliability test used Cronbach's alpha test. The results of the study show that all items are valid and reliable in the high category. The percentage of eligibility from experts (material experts, education experts, and education practitioners) is 89% with a very decent category so this instrument is declared suitable to be used to measure problem-solving skills. This instrument contains five stages of problem-solving, namely identifying problems, determining solutions, planning solutions, implementing solutions, and evaluating the results of problem-solving. The problems identified consist of two kinds, namely social problems and physical problems in Islamic boarding schools. To conclude, the problem-solving skills assessment can be used by students to improve the abilities in analyzing problems.
{"title":"ASSESSMENT OF PROBLEM-SOLVING SKILLS IN THE TOPIC OF ENVIRONMENT: ITS VALIDITY AND RELIABILITY","authors":"Asmaul Lutfauziah, A. Handriyan, Fifit Fitriyah","doi":"10.21107/jps.v10i1.14142","DOIUrl":"https://doi.org/10.21107/jps.v10i1.14142","url":null,"abstract":"This study aims to determine the validity and reliability of the instrument for assessing problem-solving skills in the topic of environment. This research includes in a research and development of test instruments with the ADDIE model, namely analysis, design, development, implementation, and evaluation. The instrument that had been made was then tested on 31 students at the Islamic Boarding School of Jagad 'Alimussirry, Surabaya. The data were analyzed for its validity and reliability. The validity was measured using the Pearson product-moment correlation coefficient test. The reliability test used Cronbach's alpha test. The results of the study show that all items are valid and reliable in the high category. The percentage of eligibility from experts (material experts, education experts, and education practitioners) is 89% with a very decent category so this instrument is declared suitable to be used to measure problem-solving skills. This instrument contains five stages of problem-solving, namely identifying problems, determining solutions, planning solutions, implementing solutions, and evaluating the results of problem-solving. The problems identified consist of two kinds, namely social problems and physical problems in Islamic boarding schools. To conclude, the problem-solving skills assessment can be used by students to improve the abilities in analyzing problems.","PeriodicalId":31927,"journal":{"name":"Jurnal Pena Sains","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45829010","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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