Pub Date : 2022-03-31DOI: 10.15294/jpii.v11i1.32607
D. Yulianti, S. Sugianto, K. M. Ngafidin
This century demands that everyone has 21st-century skills. The Covid-19 pandemic era has an impact on education, however, to face the global era, 21st-century skills must still develop in higher education including 21st-century learning skills called 4C skills (Creative, Critical, Collaboration, Communication). The survey of results on students participating in the Mechanics I course shows that creative and critical thinking skills are in a low category, collaboration and communication skills are also in the low category. This study aims to develop 4C skills in the pandemic era through learning Physics in Mechanics course with a Science Technology Engineering and Mathematics (STEM) approach, assisted by Scratch, and to know students’ responses to the applied learning. The research subjects were students in the third semester, who took the Mechanics I course as many as 110 people and were divided into three groups. The research method is a quasi-experiment one-group pretest-posttest design. The research instrument consists of essay tests to measure creative and critical thinking skills and observation sheets to measure collaboration and communication skills. The results of data analysis demonstrated that students' 4C skills increased, the average is in the medium category.
这个世纪要求每个人都具备21世纪的技能。新冠肺炎大流行时代对教育产生了影响，但是，要面对全球化时代，高等教育仍然必须培养21世纪的技能，包括21世纪的学习技能，即4C技能(创造性、批判性、协作性、沟通性)。对参加力学I课程的学生的调查结果显示，创造性和批判性思维能力处于较低的类别，协作和沟通能力也处于较低的类别。本研究以科学技术工程与数学(Science Technology Engineering and Mathematics, STEM)方法为辅助工具，通过力学物理课程的学习，培养学生在大流行时代的4C技能，了解学生对应用学习的反应。研究对象为第三学期修读力学I课程的学生，共110人，分为三组。研究方法为准实验一组前测后测设计。研究工具包括论文测试，以衡量创造性和批判性思维能力和观察表，以衡量合作和沟通能力。数据分析结果表明，学生的4C技能有所提高，平均处于中等水平。
{"title":"Scratch Assisted Physics Learning with a STEM Approach in the Pandemic Era to Develop 21st Century Learning Skills","authors":"D. Yulianti, S. Sugianto, K. M. Ngafidin","doi":"10.15294/jpii.v11i1.32607","DOIUrl":"https://doi.org/10.15294/jpii.v11i1.32607","url":null,"abstract":"This century demands that everyone has 21st-century skills. The Covid-19 pandemic era has an impact on education, however, to face the global era, 21st-century skills must still develop in higher education including 21st-century learning skills called 4C skills (Creative, Critical, Collaboration, Communication). The survey of results on students participating in the Mechanics I course shows that creative and critical thinking skills are in a low category, collaboration and communication skills are also in the low category. This study aims to develop 4C skills in the pandemic era through learning Physics in Mechanics course with a Science Technology Engineering and Mathematics (STEM) approach, assisted by Scratch, and to know students’ responses to the applied learning. The research subjects were students in the third semester, who took the Mechanics I course as many as 110 people and were divided into three groups. The research method is a quasi-experiment one-group pretest-posttest design. The research instrument consists of essay tests to measure creative and critical thinking skills and observation sheets to measure collaboration and communication skills. The results of data analysis demonstrated that students' 4C skills increased, the average is in the medium category.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87239375","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 : 2021-12-29DOI: 10.15294/jpii.v10i4.31741
O. Fisenko, V. Nikitina, T. Satina
This article is the result of a two-year-long experiment conducted by the authors. The purpose of the research was to study the natural scientific thinking of foreign students of preparatory departments in the context of integrative processes. The quantitative and qualitative analysis of the regulatory framework governing the educational process at the stage of pre-university training, including syllabi and steering documents of faculties of pre-university training, formed the methodological basis of the research. The modified criteria-focused TEM-11 test was used as a diagnostic tool. The method of expert evaluations ensured the reliability and validity of the research. The study provided evidence of the feasibility of including an integration course in “biophysics” along with biology, physics, and chemistry in the curricula of preparatory departments that prepare foreign students for admission to medical, agricultural, veterinary, and biological faculties. It does not appear reasonable to include an online course in the training system for foreign students who are residents since they already developed the differential-synthetic and synthetic stages of natural scientific thinking while they were learning the trade. It is concluded that the Biophysics integrative online course studied by foreign students of faculties of pre-university training, develops a special type of natural scientific thinking, which will be the basis for framing professional thinking in the future. A total of 374 people took part in the experiment (188 people were included in the experimental group and 186 people became part of the control group). The comparative analysis of the stages of development of natural scientific thinking in the control and experimental groups showed significant progress in the experimental group. After the experiment, the number of respondents at the common empirical stage of development of natural scientific thinking was 11.2 % of the entire sample; the number of respondents at the scientific empirical stage was 32.8 %, at the synthetic differential stage – 44.7 % and at the synthetic stage – 27.6 %.
{"title":"Natural Scientific Thinking in Foreign Students of Pre-University Courses in the Context of Integration into the Russian Educational Environment","authors":"O. Fisenko, V. Nikitina, T. Satina","doi":"10.15294/jpii.v10i4.31741","DOIUrl":"https://doi.org/10.15294/jpii.v10i4.31741","url":null,"abstract":"This article is the result of a two-year-long experiment conducted by the authors. The purpose of the research was to study the natural scientific thinking of foreign students of preparatory departments in the context of integrative processes. The quantitative and qualitative analysis of the regulatory framework governing the educational process at the stage of pre-university training, including syllabi and steering documents of faculties of pre-university training, formed the methodological basis of the research. The modified criteria-focused TEM-11 test was used as a diagnostic tool. The method of expert evaluations ensured the reliability and validity of the research. The study provided evidence of the feasibility of including an integration course in “biophysics” along with biology, physics, and chemistry in the curricula of preparatory departments that prepare foreign students for admission to medical, agricultural, veterinary, and biological faculties. It does not appear reasonable to include an online course in the training system for foreign students who are residents since they already developed the differential-synthetic and synthetic stages of natural scientific thinking while they were learning the trade. It is concluded that the Biophysics integrative online course studied by foreign students of faculties of pre-university training, develops a special type of natural scientific thinking, which will be the basis for framing professional thinking in the future. A total of 374 people took part in the experiment (188 people were included in the experimental group and 186 people became part of the control group). The comparative analysis of the stages of development of natural scientific thinking in the control and experimental groups showed significant progress in the experimental group. After the experiment, the number of respondents at the common empirical stage of development of natural scientific thinking was 11.2 % of the entire sample; the number of respondents at the scientific empirical stage was 32.8 %, at the synthetic differential stage – 44.7 % and at the synthetic stage – 27.6 %.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79334849","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 : 2021-12-29DOI: 10.15294/jpii.v10i4.31814
N. Verawati, H. Hikmawati, S. Prayogi, M. R. Bilad
This study aims to evaluate the effectiveness of reflective practices in inquiry learning to train pre-service teachers' critical thinking skills viewed from cognitive styles. The quasi-experimental design was conducted with two sample groups given the same treatment at the pretest, reflective-inquiry practice learning, and posttest. Before the pretest, each sample was given GEFT (Group Embedded Figures Test) to determine the sample of the FI (field-independent) or FD (field dependent) cognitive style. Two sample groups were pre-service physics teachers (PPT) at two different universities in Mataram, Indonesia. The measurement of critical thinking employed essay tests. Critical thinking skills data were analyzed descriptively (mean difference scores of pretest-posttest and N-gain analysis) and statistically (independent sample t-test) employing SPSS software. The effectiveness of reflective inquiry learning is measured by increasing critical thinking scores where the minimum posttest has the "critical" criteria. The study results indicated that the tendency of cognitive style FI was more dominant than FD. The critical thinking measurement showed that each FD/FI group was categorized as "critical," and the increase of critical thinking scores in the two groups was categorized as a "moderate" category. In line with this, statistical analysis (hypothesis testing at a significance level of 0.05) showed no difference in the increase of critical thinking scores between PPT belonging to FD and FI. This study showed that the reflective practice in inquiry learning effectively improved the pre-service teachers' critical thinking skills with the FD and FI cognitive styles. Reflective practices are a new way of inquiry learning to train critical thinking and can be used as a reference for its structured implementation in regular lectures.
{"title":"Reflective Practices in Inquiry Learning: Its Effectiveness in Training Pre-Service Teachers' Critical Thinking Viewed from Cognitive Styles","authors":"N. Verawati, H. Hikmawati, S. Prayogi, M. R. Bilad","doi":"10.15294/jpii.v10i4.31814","DOIUrl":"https://doi.org/10.15294/jpii.v10i4.31814","url":null,"abstract":"This study aims to evaluate the effectiveness of reflective practices in inquiry learning to train pre-service teachers' critical thinking skills viewed from cognitive styles. The quasi-experimental design was conducted with two sample groups given the same treatment at the pretest, reflective-inquiry practice learning, and posttest. Before the pretest, each sample was given GEFT (Group Embedded Figures Test) to determine the sample of the FI (field-independent) or FD (field dependent) cognitive style. Two sample groups were pre-service physics teachers (PPT) at two different universities in Mataram, Indonesia. The measurement of critical thinking employed essay tests. Critical thinking skills data were analyzed descriptively (mean difference scores of pretest-posttest and N-gain analysis) and statistically (independent sample t-test) employing SPSS software. The effectiveness of reflective inquiry learning is measured by increasing critical thinking scores where the minimum posttest has the \"critical\" criteria. The study results indicated that the tendency of cognitive style FI was more dominant than FD. The critical thinking measurement showed that each FD/FI group was categorized as \"critical,\" and the increase of critical thinking scores in the two groups was categorized as a \"moderate\" category. In line with this, statistical analysis (hypothesis testing at a significance level of 0.05) showed no difference in the increase of critical thinking scores between PPT belonging to FD and FI. This study showed that the reflective practice in inquiry learning effectively improved the pre-service teachers' critical thinking skills with the FD and FI cognitive styles. Reflective practices are a new way of inquiry learning to train critical thinking and can be used as a reference for its structured implementation in regular lectures.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84839075","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 : 2021-12-29DOI: 10.15294/jpii.v10i4.27114
M. I. Sukarelawan, J. Jumadi, H. Kuswanto, S. Soeharto, F. N. Hikmah
Empirically, metacognitive awareness is one of the main contributors to students' academic success. At the beginning of its development, the Jr.MAI self-report questionnaire was intended to measure students' metacognitive awareness in the United States. However, the evaluation of the psychometric properties for Indonesian high school students is still limited. The original Jr.MAI cannot be applied in Indonesia. By evaluating students' metacognitive awareness using Jr.MAI, teachers can understand students' information and knowledge related to their learning strategies and behaviors. Therefore, this study aims to evaluate the psychometric properties of the Indonesian translation of the Junior Metacognitive Awareness Inventory (Jr.MAI) self-report questionnaire. The Jr.MAI questionnaire consists of 18 items and uses a 5-point Likert scale response. 296 students (Male = 45.9%; Female = 54.1%) of public senior high schools in Indonesia completed the Jr.MAI questionnaire. The Rasch model was used to evaluate the psychometric properties of Jr.MAI. The results showed that the 5-point rating scale with 18 items functioned properly with a good fit, no gender bias, and achieved unidimensionality and local independence assumptions. It proved that the Jr. MAI questionnaire defined the latent variables and classified persons and items properly. Therefore, we concluded that the developed Jr.MAI questionnaire had good psychometric properties to be used by teachers and counselors for measuring and mapping the metacognitive characteristics at the senior high school level.
{"title":"Rasch Analysis to Evaluate the Psychometric Properties of Junior Metacognitive Awareness Inventory in the Indonesian Context","authors":"M. I. Sukarelawan, J. Jumadi, H. Kuswanto, S. Soeharto, F. N. Hikmah","doi":"10.15294/jpii.v10i4.27114","DOIUrl":"https://doi.org/10.15294/jpii.v10i4.27114","url":null,"abstract":"Empirically, metacognitive awareness is one of the main contributors to students' academic success. At the beginning of its development, the Jr.MAI self-report questionnaire was intended to measure students' metacognitive awareness in the United States. However, the evaluation of the psychometric properties for Indonesian high school students is still limited. The original Jr.MAI cannot be applied in Indonesia. By evaluating students' metacognitive awareness using Jr.MAI, teachers can understand students' information and knowledge related to their learning strategies and behaviors. Therefore, this study aims to evaluate the psychometric properties of the Indonesian translation of the Junior Metacognitive Awareness Inventory (Jr.MAI) self-report questionnaire. The Jr.MAI questionnaire consists of 18 items and uses a 5-point Likert scale response. 296 students (Male = 45.9%; Female = 54.1%) of public senior high schools in Indonesia completed the Jr.MAI questionnaire. The Rasch model was used to evaluate the psychometric properties of Jr.MAI. The results showed that the 5-point rating scale with 18 items functioned properly with a good fit, no gender bias, and achieved unidimensionality and local independence assumptions. It proved that the Jr. MAI questionnaire defined the latent variables and classified persons and items properly. Therefore, we concluded that the developed Jr.MAI questionnaire had good psychometric properties to be used by teachers and counselors for measuring and mapping the metacognitive characteristics at the senior high school level. ","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81015425","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 : 2021-12-29DOI: 10.15294/jpii.v10i4.32926
I. M. Tegeh, I. G. Astawan, I. Sudiana, M. R. Kristiantari
Teachers have not systematically handled science learning. Due to teachers’ lack of creativity in creating science learning that provides learning experiences, students cannot develop literacy and numeracy. Preliminary research studies found low learning outcomes in science studies with significant literacy and numeracy skills weaknesses. This study aims to analyze the effect of the Murder learning model assisted by Metacognitive Scaffolding on students' scientific literacy and numeracy skills through science studies in elementary schools. With a non-equivalent posttest-only control group design, this research is a quasi-experimental study. The population in this study was 173 people, while 60 people divided into two classes were chosen by random sampling. Data on scientific literacy and numeracy skills were collected using a test instrument which consisted of 35 questions. The instrument was gone through a validation process to measure its validity and reliability. A MANOVA test with the IBM SPSS Statistics 21.0 program was utilized to analyze the data. The hypothesis test obtained a significance value of 0.000 (Sig <0.05). The average score of scientific literacy skills was 77.67, and 75.37 for numeracy skills. Based on this, it can be concluded that there is a significant effect of the Murder learning model assisted by Metacognitive Scaffolding on students' scientific literacy and numeracy skills through science studies in elementary schools.
{"title":"Murder Learning Model Assisted by Metacognitive Scaffolding to Improve Students’ Scientific Literacy and Numeracy Skills through Science Studies in Elementary Schools","authors":"I. M. Tegeh, I. G. Astawan, I. Sudiana, M. R. Kristiantari","doi":"10.15294/jpii.v10i4.32926","DOIUrl":"https://doi.org/10.15294/jpii.v10i4.32926","url":null,"abstract":"Teachers have not systematically handled science learning. Due to teachers’ lack of creativity in creating science learning that provides learning experiences, students cannot develop literacy and numeracy. Preliminary research studies found low learning outcomes in science studies with significant literacy and numeracy skills weaknesses. This study aims to analyze the effect of the Murder learning model assisted by Metacognitive Scaffolding on students' scientific literacy and numeracy skills through science studies in elementary schools. With a non-equivalent posttest-only control group design, this research is a quasi-experimental study. The population in this study was 173 people, while 60 people divided into two classes were chosen by random sampling. Data on scientific literacy and numeracy skills were collected using a test instrument which consisted of 35 questions. The instrument was gone through a validation process to measure its validity and reliability. A MANOVA test with the IBM SPSS Statistics 21.0 program was utilized to analyze the data. The hypothesis test obtained a significance value of 0.000 (Sig <0.05). The average score of scientific literacy skills was 77.67, and 75.37 for numeracy skills. Based on this, it can be concluded that there is a significant effect of the Murder learning model assisted by Metacognitive Scaffolding on students' scientific literacy and numeracy skills through science studies in elementary schools. ","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78279955","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 : 2021-12-29DOI: 10.15294/jpii.v10i4.27529
D. Kim
This study analyzed differences in Korean middle school students’ scientific interpretation of the energy pyramid diagram, which is a central concept of ecosystem learning, based on whether or not arrows were presented in the chart. Two classes that did not show statistically significant differences in school science academic achievement were selected. One class was shown the energy pyramid diagram with arrows, and the other without. A quasi-experimental design was adopted for quantitative research. The study found that the group interpreting the energy pyramid with arrows had a statistically significant scientific interpretation than the group interpreting the energy pyramid without arrows. In other words, arrows aided understanding of the concepts of size, biomass, and energy transfer of biological elements in the energy pyramid. In addition, the arrows aided understanding of the meaning of each piece of a pie chart, as the amount of biomass or energy being transferred to the next level of nutrition as pieces of a pie chart. Thus, it was concluded that the arrows in the energy pyramid were efficient visual elements in conveying the flow of matter and energy between living creatures. Based on the results, this study recommends that science textbooks should use arrows for more efficient understanding of scientific phenomena throughout textbooks beyond only the “ecosystem” topic.
{"title":"Analysis of Korean Middle School Students’ Scientific Interpretation Differences With or Without Arrows in the Energy Pyramid","authors":"D. Kim","doi":"10.15294/jpii.v10i4.27529","DOIUrl":"https://doi.org/10.15294/jpii.v10i4.27529","url":null,"abstract":"This study analyzed differences in Korean middle school students’ scientific interpretation of the energy pyramid diagram, which is a central concept of ecosystem learning, based on whether or not arrows were presented in the chart. Two classes that did not show statistically significant differences in school science academic achievement were selected. One class was shown the energy pyramid diagram with arrows, and the other without. A quasi-experimental design was adopted for quantitative research. The study found that the group interpreting the energy pyramid with arrows had a statistically significant scientific interpretation than the group interpreting the energy pyramid without arrows. In other words, arrows aided understanding of the concepts of size, biomass, and energy transfer of biological elements in the energy pyramid. In addition, the arrows aided understanding of the meaning of each piece of a pie chart, as the amount of biomass or energy being transferred to the next level of nutrition as pieces of a pie chart. Thus, it was concluded that the arrows in the energy pyramid were efficient visual elements in conveying the flow of matter and energy between living creatures. Based on the results, this study recommends that science textbooks should use arrows for more efficient understanding of scientific phenomena throughout textbooks beyond only the “ecosystem” topic.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83749423","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 : 2021-12-29DOI: 10.15294/jpii.v10i4.31442
A. Malik, M. Faruq Ubaidillah
This study aims to analyze the effects of experiment models and gender on scientific communication and collaboration skills. This study employed a quasi-experimental design consisting of five groups as control classes and five groups as experimental classes. The subject of this study was 327 students (168 students used HOT Lab and 159 used Multiple Skill; 69 Male and 258 Female from 18 to 22 years old) with heterogeneous skills and learning habits from five different universities representing four regions: Sumatra, Java, Kalimantan, and Sulawesi. The control class conducted activities based on the Higher-order Thinking Laboratory model, while the experimental class conducted activities based on the Multiple Skill Laboratory Activity Model. The data were collected by employing a validated instrument and were analyzed by employing a Multivariate test. This study shows that the experimental model has more significant influences on improving students' skills than gender. Specifically, the Multiple Skill Laboratory Activity Model (MSLAM) improves students’ collaboration skills better than communication skills. MSLAM explores more activities to practice collaboration skills, e.g., brainstorming, exploration, and measurement, while the activities for practicing communication skills is depended on analysis and presentation only. This study also reveals that the experiment model and gender are not suitable for concurrent analysis. This study is expected to provide methods for further researchers to optimize students’ scientific communication and collaboration skills. Furthermore, this study provides an overview for teachers to practice several thinking skills at one time.
{"title":"Multiple Skill Laboratory Activities: How to Improve Students’ Scientific Communication and Collaboration Skills","authors":"A. Malik, M. Faruq Ubaidillah","doi":"10.15294/jpii.v10i4.31442","DOIUrl":"https://doi.org/10.15294/jpii.v10i4.31442","url":null,"abstract":"This study aims to analyze the effects of experiment models and gender on scientific communication and collaboration skills. This study employed a quasi-experimental design consisting of five groups as control classes and five groups as experimental classes. The subject of this study was 327 students (168 students used HOT Lab and 159 used Multiple Skill; 69 Male and 258 Female from 18 to 22 years old) with heterogeneous skills and learning habits from five different universities representing four regions: Sumatra, Java, Kalimantan, and Sulawesi. The control class conducted activities based on the Higher-order Thinking Laboratory model, while the experimental class conducted activities based on the Multiple Skill Laboratory Activity Model. The data were collected by employing a validated instrument and were analyzed by employing a Multivariate test. This study shows that the experimental model has more significant influences on improving students' skills than gender. Specifically, the Multiple Skill Laboratory Activity Model (MSLAM) improves students’ collaboration skills better than communication skills. MSLAM explores more activities to practice collaboration skills, e.g., brainstorming, exploration, and measurement, while the activities for practicing communication skills is depended on analysis and presentation only. This study also reveals that the experiment model and gender are not suitable for concurrent analysis. This study is expected to provide methods for further researchers to optimize students’ scientific communication and collaboration skills. Furthermore, this study provides an overview for teachers to practice several thinking skills at one time.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80859004","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 : 2021-12-29DOI: 10.15294/jpii.v10i4.28974
S. Wulandari, A. Sabar, T. Setiadi, B. Kurniawan
Water security is the fulfillment of access to adequate and sustainable water needs (quantity and quality) for the growth of human and ecosystem life and the ability to reduce risks associated with water. By knowing the water security of an area, efforts to conserve, utilize, control destructive force, develop information systems and participate in the community can be assessed to what extent and how the management has been carried out. The purpose of this research is to formulate the amount of water availability per capita (quantity) of surface water and to determine the quantity of the worst water quality at a critical time (the worst quantity) to be used as a reference in determining the amount of water resistance for development. The only observed water quality was the BOD (Biological Oxygen Demand) organic pollutant value in the dry year in the dry season using the Markov Chain Method. Water security in the Bandung Basin is currently classified as bad (rare) because the water availability index figures only indicate 174 m3 per capita per year (quantity). Meanwhile, data on the quality value of BOD (Biological Oxygen Demand) pollutants in dry years (R5) of 129 mg/l and very dry years (R10) of 112 mg/l which has also exceeded the class I quality standard of PP No. 22/2021 (> 2 mg/l) regarding water quality management and pollution control which is designated for raw water needs drinking water. Changing water use patterns and promoting effective implementation of integrated water resources management are essential strategies for increasing water security in Indonesia.
{"title":"Markov Analysis of Water Discharge as an Indicator of Surface Water Security of the Bandung Basin","authors":"S. Wulandari, A. Sabar, T. Setiadi, B. Kurniawan","doi":"10.15294/jpii.v10i4.28974","DOIUrl":"https://doi.org/10.15294/jpii.v10i4.28974","url":null,"abstract":"Water security is the fulfillment of access to adequate and sustainable water needs (quantity and quality) for the growth of human and ecosystem life and the ability to reduce risks associated with water. By knowing the water security of an area, efforts to conserve, utilize, control destructive force, develop information systems and participate in the community can be assessed to what extent and how the management has been carried out. The purpose of this research is to formulate the amount of water availability per capita (quantity) of surface water and to determine the quantity of the worst water quality at a critical time (the worst quantity) to be used as a reference in determining the amount of water resistance for development. The only observed water quality was the BOD (Biological Oxygen Demand) organic pollutant value in the dry year in the dry season using the Markov Chain Method. Water security in the Bandung Basin is currently classified as bad (rare) because the water availability index figures only indicate 174 m3 per capita per year (quantity). Meanwhile, data on the quality value of BOD (Biological Oxygen Demand) pollutants in dry years (R5) of 129 mg/l and very dry years (R10) of 112 mg/l which has also exceeded the class I quality standard of PP No. 22/2021 (> 2 mg/l) regarding water quality management and pollution control which is designated for raw water needs drinking water. Changing water use patterns and promoting effective implementation of integrated water resources management are essential strategies for increasing water security in Indonesia.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86835909","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 : 2021-12-29DOI: 10.15294/jpii.v10i4.27597
W. Isnaeni, Y. A. Sujatmiko, P. Pujiasih
This study aims to analyze and describe android-based learning media's role in teaching students critical thinking skills and scientific attitudes. The learning media are Androwebic (android-based webcomic) and E-Bokartumban (e-book on plant diversity in Banjarnegara), developed previously. This research is a qualitative descriptive study involving 301 students, six biology teachers and six high school students. The data collected includes critical thinking skills, analytical skills, scientific attitudes, environmental care attitudes, media components supporting student competence, and teacher and student responses. Data on critical thinking and analytical skills were measured using tests and non-tests. Other data were measured using non-test instruments, including interview guides, scientific attitude observation sheets, students' environmental care attitudes, media component observation sheets, and student and teacher questionnaires. Quantitative data on critical thinking and analytical skills were analyzed using the n-gain test, while other data were descriptively analyzed. The research results showed that the E-Bokartumban and Androwebic components support students' critical thinking skills, analytical skills, and environmental care attitudes. Androwebic can train students' analytical thinking skills and scientific attitude. The two media developed were considered very helpful in the learning process. The study concluded that Android-based media in Androwebic and E-Bokartumban have a vital role in training critical thinking skills, analytical skills, scientific attitudes, and environmental care attitudes.
{"title":"Analysis of the Role of Android-Based Learning Media in Learning Critical Thinking Skills and Scientific Attitude","authors":"W. Isnaeni, Y. A. Sujatmiko, P. Pujiasih","doi":"10.15294/jpii.v10i4.27597","DOIUrl":"https://doi.org/10.15294/jpii.v10i4.27597","url":null,"abstract":"This study aims to analyze and describe android-based learning media's role in teaching students critical thinking skills and scientific attitudes. The learning media are Androwebic (android-based webcomic) and E-Bokartumban (e-book on plant diversity in Banjarnegara), developed previously. This research is a qualitative descriptive study involving 301 students, six biology teachers and six high school students. The data collected includes critical thinking skills, analytical skills, scientific attitudes, environmental care attitudes, media components supporting student competence, and teacher and student responses. Data on critical thinking and analytical skills were measured using tests and non-tests. Other data were measured using non-test instruments, including interview guides, scientific attitude observation sheets, students' environmental care attitudes, media component observation sheets, and student and teacher questionnaires. Quantitative data on critical thinking and analytical skills were analyzed using the n-gain test, while other data were descriptively analyzed. The research results showed that the E-Bokartumban and Androwebic components support students' critical thinking skills, analytical skills, and environmental care attitudes. Androwebic can train students' analytical thinking skills and scientific attitude. The two media developed were considered very helpful in the learning process. The study concluded that Android-based media in Androwebic and E-Bokartumban have a vital role in training critical thinking skills, analytical skills, scientific attitudes, and environmental care attitudes.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86666775","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 : 2021-12-29DOI: 10.15294/jpii.v10i4.31083
N. S. Putra, H. N. Sukma, H. Setiawan
Environmental education aims to create people who have good environmental literacy. This study tries to explain previous studies related to how the level of students’ literacy and stakeholders’ literacy in green open space affects students' environmental literacy. This is descriptive research conducted in SMPN 2 Suayan. The purposes of this study are 1) to identify the environmental literacy of the students and the school community in the green open space 2) to identify the difference between students’ environmental literacy and school community in green open space. The sample consists of 70 students and 40 people from the school community. Measurement of environmental literacy is discussed in 3 domains, namely the domain of knowledge, attitudes towards the environment, and behavior towards the environment. The total number of instruments is 45 items. The reliability value of instruments for knowledge, attitude, and behavior domains are 0.874, 0.927, and 0.965, respectively, and are the high category. Collected data of students and school community were analyzed by using Microsoft Excel and SPSS. The difference in environmental literacy of students and school community in green open space was analyzed by using Mann-Whitney U Test. The environmental literacy value of students and school community are respectively 77.1% and 79.7% and are high category. The analysis on the achievement of environmental literacy scores shows that there are no significant differences in both groups. This concludes that the school community that has good environmental literacy will give a good influence on students’ environmental literacy and knowledge. The last, by knowing the roles of the school community and availability of green open space on achieving environmental literacy of students, all related stakeholders are suggested to upgrade the environmental literacy of the school community and support the availability of green open space in the school area.
{"title":"Level of Environmental Literacy of Students and School Community in Green Open Space: Is There any Difference between Both of Them?","authors":"N. S. Putra, H. N. Sukma, H. Setiawan","doi":"10.15294/jpii.v10i4.31083","DOIUrl":"https://doi.org/10.15294/jpii.v10i4.31083","url":null,"abstract":"Environmental education aims to create people who have good environmental literacy. This study tries to explain previous studies related to how the level of students’ literacy and stakeholders’ literacy in green open space affects students' environmental literacy. This is descriptive research conducted in SMPN 2 Suayan. The purposes of this study are 1) to identify the environmental literacy of the students and the school community in the green open space 2) to identify the difference between students’ environmental literacy and school community in green open space. The sample consists of 70 students and 40 people from the school community. Measurement of environmental literacy is discussed in 3 domains, namely the domain of knowledge, attitudes towards the environment, and behavior towards the environment. The total number of instruments is 45 items. The reliability value of instruments for knowledge, attitude, and behavior domains are 0.874, 0.927, and 0.965, respectively, and are the high category. Collected data of students and school community were analyzed by using Microsoft Excel and SPSS. The difference in environmental literacy of students and school community in green open space was analyzed by using Mann-Whitney U Test. The environmental literacy value of students and school community are respectively 77.1% and 79.7% and are high category. The analysis on the achievement of environmental literacy scores shows that there are no significant differences in both groups. This concludes that the school community that has good environmental literacy will give a good influence on students’ environmental literacy and knowledge. The last, by knowing the roles of the school community and availability of green open space on achieving environmental literacy of students, all related stakeholders are suggested to upgrade the environmental literacy of the school community and support the availability of green open space in the school area.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76051048","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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