Pub Date : 2023-07-03DOI: 10.15294/jpii.v12i2.41458
N. F. A. Rahayu, N. H. Ibrahim, J. Surif
In this study, the researcher aimed to identify students’ level of understanding of the Periodic Table of Elements before and after using the crossword puzzles called Chem-PTE crossword puzzles. The quantitative approach was used as the methodology of this research and a pre-experimental base was applied to one group as the research design. 25 students were purposely selected as the respondents. The study started with a pre-test, followed by the implementation of Chem-PTE crossword puzzles for 3 lessons and subsequently ended with a post-test. Then, students’ achievement scores in both, pre-test and post-tests, were analysed with descriptive analysis and paired samples t-test by using SPSS software version 24.0. The analyses were conducted to obtain the mean values for both the pre-test and post-test and next to test whether there was a statistically significant difference before (pre-test) and after (post-test) using the Chem-PTE crossword puzzles. Furthermore, this research also examined students’ perspectives on the effectiveness of Chem-PTE crossword puzzles by using questionnaires. Overall, the findings showed that the use of Chem-PTE crossword puzzles had improved students’ level of understanding as there was an increase in students’ achievement scores in the post-test compared with students’ achievement scores in the pre-test. Subsequently, the paired sample t-test analysis also revealed statistically significant differences before (pre-test) and after (post-test) the use of Chem-PTE crossword puzzles. Lastly, almost all of the students provided positive feedback on the effectiveness of the Chem-PTE crossword puzzles in enhancing students’ understanding of the topic Periodic Table of Elements.
在本研究中，研究人员旨在确定学生在使用名为 "Chem-PTE 填字游戏 "的填字游戏前后对元素周期表的理解程度。本研究采用定量法作为研究方法，并以一个小组作为研究设计的前实验基础。特意挑选了 25 名学生作为调查对象。研究从预实验开始，然后在3节课中实施化学-PTE填字游戏，最后以后实验结束。然后，利用 SPSS 软件 24.0 版本，通过描述性分析和配对样本 t 检验分析学生在前测和后测的成绩。分析的目的是获得前测和后测的平均值，进而检验使用化学-PTE 填字游戏之前（前测）和之后（后测）是否存在显著的统计学差异。此外，本研究还通过问卷调查了解了学生对化学-PTE填字游戏有效性的看法。总体而言，研究结果表明，使用化学-PTE填字游戏提高了学生的理解水平，因为学生在后测的成绩比前测的成绩有所提高。随后，配对样本 t 检验分析也显示，使用化学-PTE 字谜前（前测）和使用化学-PTE 字谜后（后测）在统计上有显著差异。最后，几乎所有学生都对化学-PTE填字游戏在加深学生对元素周期表这一主题的理解方面的效果给予了积极评价。
{"title":"Enhance The Understanding in Periodic Table of Element Using Crossword Puzzles among Form 4 Students","authors":"N. F. A. Rahayu, N. H. Ibrahim, J. Surif","doi":"10.15294/jpii.v12i2.41458","DOIUrl":"https://doi.org/10.15294/jpii.v12i2.41458","url":null,"abstract":"In this study, the researcher aimed to identify students’ level of understanding of the Periodic Table of Elements before and after using the crossword puzzles called Chem-PTE crossword puzzles. The quantitative approach was used as the methodology of this research and a pre-experimental base was applied to one group as the research design. 25 students were purposely selected as the respondents. The study started with a pre-test, followed by the implementation of Chem-PTE crossword puzzles for 3 lessons and subsequently ended with a post-test. Then, students’ achievement scores in both, pre-test and post-tests, were analysed with descriptive analysis and paired samples t-test by using SPSS software version 24.0. The analyses were conducted to obtain the mean values for both the pre-test and post-test and next to test whether there was a statistically significant difference before (pre-test) and after (post-test) using the Chem-PTE crossword puzzles. Furthermore, this research also examined students’ perspectives on the effectiveness of Chem-PTE crossword puzzles by using questionnaires. Overall, the findings showed that the use of Chem-PTE crossword puzzles had improved students’ level of understanding as there was an increase in students’ achievement scores in the post-test compared with students’ achievement scores in the pre-test. Subsequently, the paired sample t-test analysis also revealed statistically significant differences before (pre-test) and after (post-test) the use of Chem-PTE crossword puzzles. Lastly, almost all of the students provided positive feedback on the effectiveness of the Chem-PTE crossword puzzles in enhancing students’ understanding of the topic Periodic Table of Elements.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139363655","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: 10.15294/jpii.v12i2.42261
N. F. Sulaeman, A. Nuryadin, S. Dinurrohmah, L. Subagiyo, E. Andrianto
In contrast with the global trend of male domination in science and technology, Indonesia’s pre-service science teacher program is widely attracted to female students. This study aims to investigate the correlations between pre-service science teachers’ pro-environmental behaviors (PEB) and values toward the environment through one-time cross-sectional survey studies. Information was collected from a sample of the predetermined population at one point, followed by correlational studies designed to explore the correlations between the variables under study. The questionnaire consists of three aspects of PEB (preservation, utilization, and appreciation) and four aspects of value (biospheric, altruistic, egoistic, and hedonic). A total of 273 female pre-service science teachers enrolling in four public universities in Indonesia participated through an online questionnaire. The purposive sampling method was chosen to constitute the sample of this study. In order to analyze the data collected, descriptive statistics and correlation tests were utilized. According to the results, it can be concluded that pre-service science teachers held good environmental behaviors and values. The aspects of preservation and appreciation have a positive correlation, while utilization is negative. The four aspects of value are all at high levels, as is their correlation. This result indicates that female pre-service science teachers have positive behavior and value toward the environment. Moreover, the pre-service science teacher program should encourage understanding and behavior toward the environment to prepare future science lessons more aligned with the environment.
{"title":"Correlation between Pro-Environmental Behavior and Environmental Values of Female Pre-Service Science Teachers in Indonesia","authors":"N. F. Sulaeman, A. Nuryadin, S. Dinurrohmah, L. Subagiyo, E. Andrianto","doi":"10.15294/jpii.v12i2.42261","DOIUrl":"https://doi.org/10.15294/jpii.v12i2.42261","url":null,"abstract":"In contrast with the global trend of male domination in science and technology, Indonesia’s pre-service science teacher program is widely attracted to female students. This study aims to investigate the correlations between pre-service science teachers’ pro-environmental behaviors (PEB) and values toward the environment through one-time cross-sectional survey studies. Information was collected from a sample of the predetermined population at one point, followed by correlational studies designed to explore the correlations between the variables under study. The questionnaire consists of three aspects of PEB (preservation, utilization, and appreciation) and four aspects of value (biospheric, altruistic, egoistic, and hedonic). A total of 273 female pre-service science teachers enrolling in four public universities in Indonesia participated through an online questionnaire. The purposive sampling method was chosen to constitute the sample of this study. In order to analyze the data collected, descriptive statistics and correlation tests were utilized. According to the results, it can be concluded that pre-service science teachers held good environmental behaviors and values. The aspects of preservation and appreciation have a positive correlation, while utilization is negative. The four aspects of value are all at high levels, as is their correlation. This result indicates that female pre-service science teachers have positive behavior and value toward the environment. Moreover, the pre-service science teacher program should encourage understanding and behavior toward the environment to prepare future science lessons more aligned with the environment.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136300954","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: 10.15294/jpii.v11i3.37775
M. Ahmed, F. R. Choudhary, S. Sultan
Science process skills (SPS) had a pivotal role in scientific investigation. SPS are very important to be developed in science learning because with the help of SPS students develop their thoughts to make discoveries using scientific investigation. In the 21st century SPS are needed in science learning. In Pakistan results of many studies showed that private sector institutes’ students were performing better than the public sector institutes’ students in the subject of science. Better performance in science is only possible when students have a high level of science process skills. The main purpose of this study was to determine students’ level of performance on basic science process skill and to compare the performance of public and private school Physics students in science process skills at the H.S.S.C. level. A Simple comparative research design was used to compare the skill level of students. In the present study four aspects, of basic science process skills (Observation, Communication, Measurement, and Relationship) were observed. Through purposive sampling technique two top-level colleges, one from the public school system and one from the private school system of the city of Rawalpindi, were selected for the study. For data collection researcher used an observation sheet and worksheet based on four experiments of physics at higher secondary school certificate level. Measurement of SPS was done when students were performing experiments in practical labs. t-test was employed to compare the performance of public and private school students. The result of the research stated that there was a significant difference in basic science process skills of public and private school physics students at the H.S.S.C level. The mean score of performance of public and private school students was observed to be good in the aspects of observation and relationship skills but still teachers need to improve the performance of students in the aspects of communication and measurement skills. Further it is recommended that exam system may give more weightage to science process skills so that students and teacher of science subjects may be able to concentrate more on this aspect of learning.
{"title":"A Comparative Study of Basic Science Process Skills of Science Students at Higher Secondary Level in District Rawalpindi, Pakistan","authors":"M. Ahmed, F. R. Choudhary, S. Sultan","doi":"10.15294/jpii.v11i3.37775","DOIUrl":"https://doi.org/10.15294/jpii.v11i3.37775","url":null,"abstract":"Science process skills (SPS) had a pivotal role in scientific investigation. SPS are very important to be developed in science learning because with the help of SPS students develop their thoughts to make discoveries using scientific investigation. In the 21st century SPS are needed in science learning. In Pakistan results of many studies showed that private sector institutes’ students were performing better than the public sector institutes’ students in the subject of science. Better performance in science is only possible when students have a high level of science process skills. The main purpose of this study was to determine students’ level of performance on basic science process skill and to compare the performance of public and private school Physics students in science process skills at the H.S.S.C. level. A Simple comparative research design was used to compare the skill level of students. In the present study four aspects, of basic science process skills (Observation, Communication, Measurement, and Relationship) were observed. Through purposive sampling technique two top-level colleges, one from the public school system and one from the private school system of the city of Rawalpindi, were selected for the study. For data collection researcher used an observation sheet and worksheet based on four experiments of physics at higher secondary school certificate level. Measurement of SPS was done when students were performing experiments in practical labs. t-test was employed to compare the performance of public and private school students. The result of the research stated that there was a significant difference in basic science process skills of public and private school physics students at the H.S.S.C level. The mean score of performance of public and private school students was observed to be good in the aspects of observation and relationship skills but still teachers need to improve the performance of students in the aspects of communication and measurement skills. Further it is recommended that exam system may give more weightage to science process skills so that students and teacher of science subjects may be able to concentrate more on this aspect of learning.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136300957","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: 10.15294/jpii.v12i2.43789
S. D. Ardianti, S. Wanabuliandari, A. B. Tanghal
Patriotism begins to fade in the younger generation of Indonesians. The loss of patriotism will cause concern for the nation. Thus, there must be innovation in teaching to cultivate patriotism. The ethnoscience-based smart module helps students learn independently in a fun way and contributes to improving their patriotism. This study aims to analyze the improvement of students’ patriotism through implementing the ethnoscience-based smart module. This research used the research and development (R D) model by Borg and Gall. The research and development stages of ethnoscience-based smart modules included preliminary research, product development and validation, and product testing. The study was conducted in three primary schools in Kudus. The research design used in this study was a single-group pretest and posttest design. The data were analyzed using the N-gain test to determine the improvement of students’ patriotism. The results of the N-gain test show an increase in patriotism, with an average initial score of 50 increasing to an average final score of 80, and classically, the normalized gain value is 60% or 0.60, which means an increase in the medium category through the application of the ethnoscience-based smart module. Based on research results, it can be concluded that implementing an ethnoscience-based smart module can improve students’ patriotism in elementary schools.
{"title":"Implementation the Ethnoscience-Based Smart Module to Improve Students’ Patriotism","authors":"S. D. Ardianti, S. Wanabuliandari, A. B. Tanghal","doi":"10.15294/jpii.v12i2.43789","DOIUrl":"https://doi.org/10.15294/jpii.v12i2.43789","url":null,"abstract":"Patriotism begins to fade in the younger generation of Indonesians. The loss of patriotism will cause concern for the nation. Thus, there must be innovation in teaching to cultivate patriotism. The ethnoscience-based smart module helps students learn independently in a fun way and contributes to improving their patriotism. This study aims to analyze the improvement of students’ patriotism through implementing the ethnoscience-based smart module. This research used the research and development (R D) model by Borg and Gall. The research and development stages of ethnoscience-based smart modules included preliminary research, product development and validation, and product testing. The study was conducted in three primary schools in Kudus. The research design used in this study was a single-group pretest and posttest design. The data were analyzed using the N-gain test to determine the improvement of students’ patriotism. The results of the N-gain test show an increase in patriotism, with an average initial score of 50 increasing to an average final score of 80, and classically, the normalized gain value is 60% or 0.60, which means an increase in the medium category through the application of the ethnoscience-based smart module. Based on research results, it can be concluded that implementing an ethnoscience-based smart module can improve students’ patriotism in elementary schools.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136300962","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 : 2023-06-27DOI: 10.15294/jpii.v12i2.43198
N. Khoiri, S. Ristanto, A. F. Kurniawan
This study aims to investigate how PjBL via traditional games impact students’ critical thinking, creative thinking, and collaborative skills. The research sample is a local school in Semarang. The research design was a quantitative study using the pre-experimental design type one group pretest-posttest method. There is only one predetermined group in this design. The theme of the game that the project will create was revealed following the pre-test. The research results show students’ creative thinking skills in applying the PjBL model via game techniques are 61.53% in high criteria and 38.46% in medium criteria. The study results also show a fair increase in the N-Gain value for the four indicators of creative thinking skills: improvisation, elaboration, creativity, vision, effectiveness, and efficiency. The results show it is effective for six students (25%), fairly effective for 13 students (54.16%), and less effective for five students (20.83%). The study’s results also show that the Mann-Whitney U statistical test is 69. It means that the PjBL model impacts students’ collaborative skills. This research has a big impact on increasing students’ creative thinking skills and collaboration.
{"title":"Project-Based Learning Via Traditional Game in Physics Learning: Its Impact on Critical Thinking, Creative Thinking, and Collaborative Skills","authors":"N. Khoiri, S. Ristanto, A. F. Kurniawan","doi":"10.15294/jpii.v12i2.43198","DOIUrl":"https://doi.org/10.15294/jpii.v12i2.43198","url":null,"abstract":"This study aims to investigate how PjBL via traditional games impact students’ critical thinking, creative thinking, and collaborative skills. The research sample is a local school in Semarang. The research design was a quantitative study using the pre-experimental design type one group pretest-posttest method. There is only one predetermined group in this design. The theme of the game that the project will create was revealed following the pre-test. The research results show students’ creative thinking skills in applying the PjBL model via game techniques are 61.53% in high criteria and 38.46% in medium criteria. The study results also show a fair increase in the N-Gain value for the four indicators of creative thinking skills: improvisation, elaboration, creativity, vision, effectiveness, and efficiency. The results show it is effective for six students (25%), fairly effective for 13 students (54.16%), and less effective for five students (20.83%). The study’s results also show that the Mann-Whitney U statistical test is 69. It means that the PjBL model impacts students’ collaborative skills. This research has a big impact on increasing students’ creative thinking skills and collaboration.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135504111","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 : 2023-06-26DOI: 10.15294/jpii.v12i2.40741
B. Supriatno, D. Kusumawaty, T. E. Tallei, T. B. Emran, T. Suwandi
Biology is one of the fields of study that has a lot of scopes that have the potential to be directed to the entrepreneurship aspect. Currently, there is no report on a particular learning model that prepares prospective teachers to design and implement businesses related to the use of biological principles, processes, and products. This study aims to develop and validate an entrepreneur-oriented learning model of biology in higher education, later known as CAPAB(L)E. CAPAB(L)E, stands for Characterizing, Analyzing, Prototyping, Assessing, Building up, and Exposing, a bioentrepreneurship learning model to promote biology education students’ entrepreneurial skills was successfully designed through this research. This design-based research (DBR) used the ADDIE model, which consisted of five stages, namely: analysis, design, development, implementation, and evaluation. The logical validation sheet consisted of six objective items with four Likert scales and an open question regarding recommendations for improving the developed learning model filled by two validators or experts (a lecturer in biology learning design and a lecturer in entrepreneurship). In addition, to obtain an overview of students’ perceptions of the CAPAB(L)E learning model, a questionnaire was used containing six items of Likert Scale 4-level statements and an open question about skills that were most trained during learning. Research data were analyzed descriptively. The results of the logical validation of the hypothetical model of CAPAB(L)E bioentrepreneurship learning model indicate that the learning model is valid and can be implemented, with a score of 81,25%. The students’ perceptions are generally positive on the structure and content of the material. Students suggest using teamwork strategies in planning and implementing student businesses. Based on this research results, it is necessary to carry out further research to determine the effectiveness of CAPAB(L)E bioentrepreneurship learning on students’ skills, knowledge, and attitudes toward entrepreneurship.
生物学是其中一个研究领域，它有很多范围，有潜力指导创业方面。目前，还没有关于一种特定学习模式的报告，这种模式可以帮助未来的教师设计和实施与生物原理、过程和产品的使用相关的业务。本研究旨在发展并验证高等教育中以创业为导向的生物学学习模式，后称为CAPAB(L)E。CAPAB(L)E，即Characterizing, analyse, Prototyping, assess, Building up, and exposed，通过本研究成功设计了一个生物创业学习模型，以提升生物教育学生的创业技能。本研究采用ADDIE模型，分为分析、设计、开发、实施和评估五个阶段。逻辑验证表由六个客观项目组成，有四个李克特量表和一个关于改进开发的学习模型的建议的开放问题，由两个验证者或专家(生物学学习设计讲师和创业讲师)填写。此外，为了全面了解学生对CAPAB(L)E学习模式的看法，我们使用了一份问卷，其中包含李克特量表4级陈述的6个项目和一个关于学习过程中训练最多的技能的开放性问题。对研究数据进行描述性分析。CAPAB(L)E生物创业学习模型假设模型的逻辑验证结果表明，该学习模型是有效的，可以实施，得分为81,25%。学生对材料的结构和内容的看法普遍是积极的。学生建议使用团队合作策略来规划和实施学生的业务。基于本研究结果，有必要进一步研究CAPAB(L)E生物创业学习对学生创业技能、知识和态度的影响。
{"title":"Introducing CAPAB(L)E: A Learning Model to Promote Prospective Biology Teacher’s Entrepreneurship Skills","authors":"B. Supriatno, D. Kusumawaty, T. E. Tallei, T. B. Emran, T. Suwandi","doi":"10.15294/jpii.v12i2.40741","DOIUrl":"https://doi.org/10.15294/jpii.v12i2.40741","url":null,"abstract":"Biology is one of the fields of study that has a lot of scopes that have the potential to be directed to the entrepreneurship aspect. Currently, there is no report on a particular learning model that prepares prospective teachers to design and implement businesses related to the use of biological principles, processes, and products. This study aims to develop and validate an entrepreneur-oriented learning model of biology in higher education, later known as CAPAB(L)E. CAPAB(L)E, stands for Characterizing, Analyzing, Prototyping, Assessing, Building up, and Exposing, a bioentrepreneurship learning model to promote biology education students’ entrepreneurial skills was successfully designed through this research. This design-based research (DBR) used the ADDIE model, which consisted of five stages, namely: analysis, design, development, implementation, and evaluation. The logical validation sheet consisted of six objective items with four Likert scales and an open question regarding recommendations for improving the developed learning model filled by two validators or experts (a lecturer in biology learning design and a lecturer in entrepreneurship). In addition, to obtain an overview of students’ perceptions of the CAPAB(L)E learning model, a questionnaire was used containing six items of Likert Scale 4-level statements and an open question about skills that were most trained during learning. Research data were analyzed descriptively. The results of the logical validation of the hypothetical model of CAPAB(L)E bioentrepreneurship learning model indicate that the learning model is valid and can be implemented, with a score of 81,25%. The students’ perceptions are generally positive on the structure and content of the material. Students suggest using teamwork strategies in planning and implementing student businesses. Based on this research results, it is necessary to carry out further research to determine the effectiveness of CAPAB(L)E bioentrepreneurship learning on students’ skills, knowledge, and attitudes toward entrepreneurship.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135746242","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 : 2023-06-23DOI: 10.15294/jpii.v12i2.43852
S. A. A. Mantilla, L. A. Macababat, R. D. S. Nasayao, A. M. P. Walag
Due to the increasing popularity of digital games, educators worldwide have grown interested in designing and developing gamified learning systems to facilitate learning. The study utilized a design and development research design to develop a gamified learning app, DivTCell, to teach eukaryotic cell division to high school students. The application was designed based on suggestions from science teachers and emerging themes in the literature. It was then evaluated by science teachers using an application evaluation rubric. The DivTCell was implemented in one in-tact class to examine its effects in improving students’ academic achievement. Results from the evaluation show that the application have accurate concepts, accessible, and functional. Similarly, improvements in academic achievement were also noted after the implementation of the app as shown in the significant difference in the scores for the pretest (M=26.80, SD=2.32) and posttest (M=30.76, SD=2.44) conditions; t(45)= -8.49, p = 0.00. Effect size was also calculated at d=1.25, indicating high practical significance. Game elements such as badges, leaderboards, challenges, and autonomy are essential in motivating students to learn. These results demonstrate that when end users are in mind in developing a gamified learning system that positively affects students’ academic achievement.
由于数字游戏的日益普及，世界各地的教育工作者对设计和开发游戏化学习系统来促进学习越来越感兴趣。该研究利用设计和开发研究设计开发了一个游戏化学习应用程序，DivTCell，向高中生教授真核细胞分裂。该应用程序是根据科学教师的建议和文献中出现的主题设计的。然后由科学教师使用应用评估标准对其进行评估。DivTCell在一个实际班级中实施，以检验其在提高学生学业成绩方面的效果。评价结果表明，该应用程序具有概念准确、可访问性好、功能完善等特点。同样，应用程序实施后，学业成绩也得到了改善，这体现在前测(M=26.80, SD=2.32)和后测(M=30.76, SD=2.44)条件下的分数显著差异;T (45)= -8.49, p = 0.00。效应量也计算为d=1.25，具有较高的现实意义。徽章、排行榜、挑战和自主权等游戏元素是激励学生学习的必要元素。这些结果表明，当最终用户在开发游戏化学习系统时，会对学生的学习成绩产生积极影响。
{"title":"Design, Development, and Evaluation of DivTCell App: Gamifying Eukaryotic Cell Division and its Effects on Academic Achievement","authors":"S. A. A. Mantilla, L. A. Macababat, R. D. S. Nasayao, A. M. P. Walag","doi":"10.15294/jpii.v12i2.43852","DOIUrl":"https://doi.org/10.15294/jpii.v12i2.43852","url":null,"abstract":"Due to the increasing popularity of digital games, educators worldwide have grown interested in designing and developing gamified learning systems to facilitate learning. The study utilized a design and development research design to develop a gamified learning app, DivTCell, to teach eukaryotic cell division to high school students. The application was designed based on suggestions from science teachers and emerging themes in the literature. It was then evaluated by science teachers using an application evaluation rubric. The DivTCell was implemented in one in-tact class to examine its effects in improving students’ academic achievement. Results from the evaluation show that the application have accurate concepts, accessible, and functional. Similarly, improvements in academic achievement were also noted after the implementation of the app as shown in the significant difference in the scores for the pretest (M=26.80, SD=2.32) and posttest (M=30.76, SD=2.44) conditions; t(45)= -8.49, p = 0.00. Effect size was also calculated at d=1.25, indicating high practical significance. Game elements such as badges, leaderboards, challenges, and autonomy are essential in motivating students to learn. These results demonstrate that when end users are in mind in developing a gamified learning system that positively affects students’ academic achievement.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136085000","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 : 2023-06-23DOI: 10.15294/jpii.v12i2.37536
J. Jamaluddin, A. W. Jufri, A. Ramdani
This study aims to determine the effect of e-readiness skills, metacognitive awareness, and biological literacy on students’ misconceptions about the ecosystem concept. This type of research is quantitative descriptive with a survey method. The research subjects were 182 West Lombok high school students Regency. Data collection used an e-readiness questionnaire, MAI inventory, and a biological literacy test combined with the CRI method. Data analysis used descriptive analysis techniques and multiple regression analysis. The data analysis using multiple regression analysis with the help of the SPSS 26 program obtained the following results: partial multiple linear regression analysis found that e-readiness skills (sig. 0.0000.05) and biological literacy (sig. 0.0070.05) have a significant effect on students’ misconceptions, while metacognitive awareness (sig 0.0880.05) does not affect students’ misconceptions. This study concluded that partially e-readiness skills and biological literacy had a significant effect on students’ misconceptions, while metacognitive awareness had no significant effect on students’ misconceptions. Simultaneously, e-readiness skills, metacognitive awareness, and biological literacy positively affect high school students’ misconceptions about the ecosystem concept. Biology teachers are expected to pay attention to efforts to improve e-readiness skills, metacognitive awareness, and students’ biology literacy to minimize their misconceptions about biology concepts in high school.
{"title":"Effect of E-Readiness Skills, Metacognitive Awareness, and Biological Literacy on the High School Students' Misconceptions","authors":"J. Jamaluddin, A. W. Jufri, A. Ramdani","doi":"10.15294/jpii.v12i2.37536","DOIUrl":"https://doi.org/10.15294/jpii.v12i2.37536","url":null,"abstract":"This study aims to determine the effect of e-readiness skills, metacognitive awareness, and biological literacy on students’ misconceptions about the ecosystem concept. This type of research is quantitative descriptive with a survey method. The research subjects were 182 West Lombok high school students Regency. Data collection used an e-readiness questionnaire, MAI inventory, and a biological literacy test combined with the CRI method. Data analysis used descriptive analysis techniques and multiple regression analysis. The data analysis using multiple regression analysis with the help of the SPSS 26 program obtained the following results: partial multiple linear regression analysis found that e-readiness skills (sig. 0.0000.05) and biological literacy (sig. 0.0070.05) have a significant effect on students’ misconceptions, while metacognitive awareness (sig 0.0880.05) does not affect students’ misconceptions. This study concluded that partially e-readiness skills and biological literacy had a significant effect on students’ misconceptions, while metacognitive awareness had no significant effect on students’ misconceptions. Simultaneously, e-readiness skills, metacognitive awareness, and biological literacy positively affect high school students’ misconceptions about the ecosystem concept. Biology teachers are expected to pay attention to efforts to improve e-readiness skills, metacognitive awareness, and students’ biology literacy to minimize their misconceptions about biology concepts in high school.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135904718","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 : 2023-06-21DOI: 10.15294/jpii.v12i2.42826
I. G. L. Wiratma, I. A. A. Yuliamiastuti
This research focuses on the analysis of the ethnochemistry potential of the vines contained in the Lontar Usada Taru Pramana. Lontar Usada Taru Pramana is a note written on palm leaves about plants that are useful as medicines used as a reference for traditional Balinese medicine. This study aims to analyze the effectiveness of task-based learning that utilizes the ethnochemistry potential of vines contained in Lontar Usada Taru Pramana, on students’ scientific explanations skills. This research was conducted during the post-Covid-19 period in vocational and high schools with 234 students. This research was quantitative and applied The One-Group Pretest-Posttest Design with replication where there was no control class and all research subjects were given the same treatment. Task instructions were passed through pre-task, process task, and post-task. The type of task in learning is to make scientific studies of ethnochemistry by sharing personal experiences and solving problems. The data collection technique used tests as descriptive essay questions to measure students’ scientific explanation skills on some materials in booklets of Taru Pramana Lontar. The tests in this study described several components: plant classification, chemical content, benefits and methods of concocting it as medicine, and the scientific version of the Lontar Usada Taru Pramana composition. The effectiveness of task-based learning was analyzed using the N-Gain and T-test. The results of this study indicate that giving assignments based on Lontar Usada Taru Pramana in chemistry learning is effective in increasing students’ ability to explain the scientific study of vines as medicine. The N-gain results are in the high category of 0.76 for vocational students and 0.72 for high school students. While the T-test result shows that there is a significant difference between students’ pretest and posttest results in both vocational school and high school with a significance of .01. Students tend to correctly give scientific explanations to the plants they often encounter. This study shows that the ethnochemistry potential of the vines on Lontar Usada Taru Pramana can improve students’ scientific explanation skills. This study recommends elaborating chemistry concepts in the preservation of cultural heritage through transferring knowledge on using traditional and modern medicinal plants and their development in research.
{"title":"Ethnochemistry Potential of Vines Contained in Lontar Usada Taru Pramana on Students’ Scientific Explanation Skills through Task-Based Learning","authors":"I. G. L. Wiratma, I. A. A. Yuliamiastuti","doi":"10.15294/jpii.v12i2.42826","DOIUrl":"https://doi.org/10.15294/jpii.v12i2.42826","url":null,"abstract":"This research focuses on the analysis of the ethnochemistry potential of the vines contained in the Lontar Usada Taru Pramana. Lontar Usada Taru Pramana is a note written on palm leaves about plants that are useful as medicines used as a reference for traditional Balinese medicine. This study aims to analyze the effectiveness of task-based learning that utilizes the ethnochemistry potential of vines contained in Lontar Usada Taru Pramana, on students’ scientific explanations skills. This research was conducted during the post-Covid-19 period in vocational and high schools with 234 students. This research was quantitative and applied The One-Group Pretest-Posttest Design with replication where there was no control class and all research subjects were given the same treatment. Task instructions were passed through pre-task, process task, and post-task. The type of task in learning is to make scientific studies of ethnochemistry by sharing personal experiences and solving problems. The data collection technique used tests as descriptive essay questions to measure students’ scientific explanation skills on some materials in booklets of Taru Pramana Lontar. The tests in this study described several components: plant classification, chemical content, benefits and methods of concocting it as medicine, and the scientific version of the Lontar Usada Taru Pramana composition. The effectiveness of task-based learning was analyzed using the N-Gain and T-test. The results of this study indicate that giving assignments based on Lontar Usada Taru Pramana in chemistry learning is effective in increasing students’ ability to explain the scientific study of vines as medicine. The N-gain results are in the high category of 0.76 for vocational students and 0.72 for high school students. While the T-test result shows that there is a significant difference between students’ pretest and posttest results in both vocational school and high school with a significance of .01. Students tend to correctly give scientific explanations to the plants they often encounter. This study shows that the ethnochemistry potential of the vines on Lontar Usada Taru Pramana can improve students’ scientific explanation skills. This study recommends elaborating chemistry concepts in the preservation of cultural heritage through transferring knowledge on using traditional and modern medicinal plants and their development in research.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135089517","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 : 2023-06-19DOI: 10.15294/jpii.v12i2.43020
J. Sirait, J. Ainley, M. Barstow
Force diagrams or some say free body diagrams (FBDs), as physics representations, are usually employed to teach and learn physics concepts such as force. Physics education studies indicate that the use of FBDs can support or hinder students’ performance in solving physics problems. This study aims to investigate the type of representations drawn by students and the patterns of students’ answers while solving force problems. By involving 230 preservice physics teachers, questions about the application of Newton’s laws were administered to students to elicit the patterns of students’ diagrams and answers. Results were analysed into three categories: complete, incomplete, and inappropriate force diagrams. In addition, some students did not draw diagrams in solving the problems. Based on students’ answers, the percentage of students drawing incomplete diagrams (54% for horizontal problems and 42% for inclined problems) is higher than drawing complete diagrams (18% for horizontal problems and 35% for inclined problems). The percentage of students who drew inappropriate diagrams in solving horizontal and inclined problems is 20% and 10%, respectively. A few students (8% and 13%) did not draw diagrams for both questions. Students who drew complete diagrams tended to obtain the correct final answer. Some students who drew incomplete diagrams were not able to find the correct answers and even finish the problem. However, some students who drew incomplete diagrams could successfully solve the problem. The group of students who drew diagrams in the inappropriate category tended to demonstrate incorrect and unfinished answers. This study suggests that instructors should not only focus on the correctness of the diagrams but also focus on the completeness of diagrams drawn by students while solving the problems.
{"title":"The Pattern of Physics Education Students’ Diagrams and Answers in Solving Force Problems","authors":"J. Sirait, J. Ainley, M. Barstow","doi":"10.15294/jpii.v12i2.43020","DOIUrl":"https://doi.org/10.15294/jpii.v12i2.43020","url":null,"abstract":"Force diagrams or some say free body diagrams (FBDs), as physics representations, are usually employed to teach and learn physics concepts such as force. Physics education studies indicate that the use of FBDs can support or hinder students’ performance in solving physics problems. This study aims to investigate the type of representations drawn by students and the patterns of students’ answers while solving force problems. By involving 230 preservice physics teachers, questions about the application of Newton’s laws were administered to students to elicit the patterns of students’ diagrams and answers. Results were analysed into three categories: complete, incomplete, and inappropriate force diagrams. In addition, some students did not draw diagrams in solving the problems. Based on students’ answers, the percentage of students drawing incomplete diagrams (54% for horizontal problems and 42% for inclined problems) is higher than drawing complete diagrams (18% for horizontal problems and 35% for inclined problems). The percentage of students who drew inappropriate diagrams in solving horizontal and inclined problems is 20% and 10%, respectively. A few students (8% and 13%) did not draw diagrams for both questions. Students who drew complete diagrams tended to obtain the correct final answer. Some students who drew incomplete diagrams were not able to find the correct answers and even finish the problem. However, some students who drew incomplete diagrams could successfully solve the problem. The group of students who drew diagrams in the inappropriate category tended to demonstrate incorrect and unfinished answers. This study suggests that instructors should not only focus on the correctness of the diagrams but also focus on the completeness of diagrams drawn by students while solving the problems.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135421095","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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