Pub Date : 2023-06-09DOI: 10.15294/jpii.v12i2.42835
I. Pont-Niclòs, A. Martín-Ezpeleta, Y. Echegoyen-Sanz
Research on creativity, as well as its application to the education field and its assessment at the different educational stages, have been of increasing interest over the past decades in different countries. In this context, this study aims to evaluate performance in scientific creativity and its relationship with other creativity domains (linguistic and general creativity) of Spanish first-year secondary students. This is a key moment both from the point of view of the change in educational level and a critical age in cognitive developments associated with creativity. The research was carried out using a quantitative, descriptive, cross-sectional design. Data was collected using previously validated tests. Results revealed a moderate-to-low performance for the scientific domain, as well as for the linguistic one and for general creativity. In addition, positive correlations have been found between all the studied domains of creativity. Nevertheless, this correlation was stronger between both scientific creativity dimensions (daily and specific). This research shows the scarce creative competence of students at the early stage of secondary education and gives evidence about the multicomponent nature of creativity. The need for the inclusion of creative teaching strategies at the secondary education level via transdisciplinary approaches is discussed.
{"title":"The Turning Point: Scientific Creativity Assessment and Its Relationship with Other Creative Domains in First Year Secondary Students","authors":"I. Pont-Niclòs, A. Martín-Ezpeleta, Y. Echegoyen-Sanz","doi":"10.15294/jpii.v12i2.42835","DOIUrl":"https://doi.org/10.15294/jpii.v12i2.42835","url":null,"abstract":"Research on creativity, as well as its application to the education field and its assessment at the different educational stages, have been of increasing interest over the past decades in different countries. In this context, this study aims to evaluate performance in scientific creativity and its relationship with other creativity domains (linguistic and general creativity) of Spanish first-year secondary students. This is a key moment both from the point of view of the change in educational level and a critical age in cognitive developments associated with creativity. The research was carried out using a quantitative, descriptive, cross-sectional design. Data was collected using previously validated tests. Results revealed a moderate-to-low performance for the scientific domain, as well as for the linguistic one and for general creativity. In addition, positive correlations have been found between all the studied domains of creativity. Nevertheless, this correlation was stronger between both scientific creativity dimensions (daily and specific). This research shows the scarce creative competence of students at the early stage of secondary education and gives evidence about the multicomponent nature of creativity. The need for the inclusion of creative teaching strategies at the secondary education level via transdisciplinary approaches is discussed.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135215524","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 : 2023-06-09DOI: 10.15294/jpii.v12i2.44456
I. W. Suja, I. M. G. Jayadiningrat, I. N. S. Ardiyasa
This study intends to investigate the differences in the effect of the TripleChem learning model with Balinese local wisdom and the Discovery Learning model on students' visual literacy and chemical mental models about acid-base solutions. The research was designed using a quantitative approach and classified as quasi-experimental. The research design used was a pretest-posttest non-equivalent control group design. The population of this study was 206 junior high school students with Balinese cultural backgrounds with various beliefs (religions), namely Hindus, Muslims, and Christians. Cultural content will cause learning to be more contextual, more interesting, and bring students closer to their own culture. The sampling was done using a simple random sampling technique, and obtained two sample classes, one class as the experimental group, and the other as the control group. The experimental group was taught using the TripleChem learning model containing Balinese local wisdom, while the control group was taught using the Discovery Learning model. The dependent variable in this research was visual literacy and students' mental models of chemistry. Data collection was carried out using a visual literacy test (10 items in total; item validity between 0.520 – 0.893; and test reliability coefficient of 0.895) and a chemical mental model test (8 items in total; item validity between 0.669 – 0.878; and test reliability coefficient of 0.922). Data analysis was carried out descriptively and MANCOVA. The results show that the TripleChem learning model is more effective to be applied to improve students' visual literacy and mental models about acid-base solutions compared to the Discovery Learning model. This condition is caused by the syntax of the TripleChem learning model which is more sequential and structured to build students' visual literacy and chemistry mental models. The application of the TripleChem learning model in chemistry learning needs to be supported by laboratory facilities to display chemical macroscopic phenomena and animated media to explain these phenomena at the level of matter particles.
{"title":"Differences in the Triplechem Learning Model with Balinese Local Wisdom and the Discovery Learning Model in Influencing Students' Visual Literacy and Mental Models about Acid-Base Solutions","authors":"I. W. Suja, I. M. G. Jayadiningrat, I. N. S. Ardiyasa","doi":"10.15294/jpii.v12i2.44456","DOIUrl":"https://doi.org/10.15294/jpii.v12i2.44456","url":null,"abstract":"This study intends to investigate the differences in the effect of the TripleChem learning model with Balinese local wisdom and the Discovery Learning model on students' visual literacy and chemical mental models about acid-base solutions. The research was designed using a quantitative approach and classified as quasi-experimental. The research design used was a pretest-posttest non-equivalent control group design. The population of this study was 206 junior high school students with Balinese cultural backgrounds with various beliefs (religions), namely Hindus, Muslims, and Christians. Cultural content will cause learning to be more contextual, more interesting, and bring students closer to their own culture. The sampling was done using a simple random sampling technique, and obtained two sample classes, one class as the experimental group, and the other as the control group. The experimental group was taught using the TripleChem learning model containing Balinese local wisdom, while the control group was taught using the Discovery Learning model. The dependent variable in this research was visual literacy and students' mental models of chemistry. Data collection was carried out using a visual literacy test (10 items in total; item validity between 0.520 – 0.893; and test reliability coefficient of 0.895) and a chemical mental model test (8 items in total; item validity between 0.669 – 0.878; and test reliability coefficient of 0.922). Data analysis was carried out descriptively and MANCOVA. The results show that the TripleChem learning model is more effective to be applied to improve students' visual literacy and mental models about acid-base solutions compared to the Discovery Learning model. This condition is caused by the syntax of the TripleChem learning model which is more sequential and structured to build students' visual literacy and chemistry mental models. The application of the TripleChem learning model in chemistry learning needs to be supported by laboratory facilities to display chemical macroscopic phenomena and animated media to explain these phenomena at the level of matter particles.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135215526","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 : 2023-06-09DOI: 10.15294/jpii.v12i2.44126
M. Wurarah, Y. S. Mokosuli, H. M. Sumampouw
Research on insect phylogenetics is intricated by their similar morphology and significant genetic diversity. The cytochrome oxidase subunit 1 (CO1) gene is the most widely utilized mitochondrial DNA gene in the identification and study of animal molecular biodiversity. This study aims to identify and reconstruct the phylogeny of fruit flies from North Sulawesi using the cytochrome oxidase subunit 1 (CO1) gene. Fruit flies were obtained from 5 (five) areas in North Sulawesi, namely Siau (L1), North Minahasa (L2), Minahasa (L3), Southeast Minahasa (L4), and Bolaang Mongondow (L5). Fruit fly imago limbs were used as a tissue source for genomic DNA extraction. Genomic DNA extraction was carried out using the Quick-DNA™ Miniprep Kit manufacture protocol. The CO1 gene amplification was carried out by the PCR method, and the visualization of the amplicons was carried out by the 1.5% gel electrophoresis method. Nucleotide sequencing used a sequencing service at First BASE Singapore with a bidirectional sequencing method. CO1 gene amplification of each sample was visualized at 690 bp to 702 bp length. After analyzing the CO1 gene concession area using the MEGA XI program, it is found that Drosophila at L1 has 702 bp, L2 has 703 bp, L3 has 698 bp, L4 has 700 bp, and L5 has 697 bp. Based on alignment analysis using the BLAST method, it is found that the L1 fruit fly has a similarity rate of 99.29% (E=0.0) to Drosophila parapallidosa [MK659836.1]. The L2 fruit fly also has a similarity rate of 96.86% with Drosophila parapallidosa [MK659836.1]. The L3 fruit fly has a similarity level of 94.94% with Drosophila parapallidosa [MK659836.1]. The L4 fruit fly has a similarity rate of 94.43% with Drosophila parapallidosa [MK659836.1]. However, the L5 fruit fly shows a similarity rate of 96.86% with Drosophila rubida [EU493593.1]. The reconstruction results with the MEGA XI program using the Minimum Evolution model obtain two monophyletic groups where the fruit fly in Bolaang Mongondow is in a monophyletic group different from other fruit flies. The results of this study prove the variation in fruit fly species in North Sulawesi based on the identification of the CO1 gene.
{"title":"Biodiversity of Drosophila sp. from the Natural Environment based on the Cytochrome Oxidase subunit 1 Gene","authors":"M. Wurarah, Y. S. Mokosuli, H. M. Sumampouw","doi":"10.15294/jpii.v12i2.44126","DOIUrl":"https://doi.org/10.15294/jpii.v12i2.44126","url":null,"abstract":"Research on insect phylogenetics is intricated by their similar morphology and significant genetic diversity. The cytochrome oxidase subunit 1 (CO1) gene is the most widely utilized mitochondrial DNA gene in the identification and study of animal molecular biodiversity. This study aims to identify and reconstruct the phylogeny of fruit flies from North Sulawesi using the cytochrome oxidase subunit 1 (CO1) gene. Fruit flies were obtained from 5 (five) areas in North Sulawesi, namely Siau (L1), North Minahasa (L2), Minahasa (L3), Southeast Minahasa (L4), and Bolaang Mongondow (L5). Fruit fly imago limbs were used as a tissue source for genomic DNA extraction. Genomic DNA extraction was carried out using the Quick-DNA™ Miniprep Kit manufacture protocol. The CO1 gene amplification was carried out by the PCR method, and the visualization of the amplicons was carried out by the 1.5% gel electrophoresis method. Nucleotide sequencing used a sequencing service at First BASE Singapore with a bidirectional sequencing method. CO1 gene amplification of each sample was visualized at 690 bp to 702 bp length. After analyzing the CO1 gene concession area using the MEGA XI program, it is found that Drosophila at L1 has 702 bp, L2 has 703 bp, L3 has 698 bp, L4 has 700 bp, and L5 has 697 bp. Based on alignment analysis using the BLAST method, it is found that the L1 fruit fly has a similarity rate of 99.29% (E=0.0) to Drosophila parapallidosa [MK659836.1]. The L2 fruit fly also has a similarity rate of 96.86% with Drosophila parapallidosa [MK659836.1]. The L3 fruit fly has a similarity level of 94.94% with Drosophila parapallidosa [MK659836.1]. The L4 fruit fly has a similarity rate of 94.43% with Drosophila parapallidosa [MK659836.1]. However, the L5 fruit fly shows a similarity rate of 96.86% with Drosophila rubida [EU493593.1]. The reconstruction results with the MEGA XI program using the Minimum Evolution model obtain two monophyletic groups where the fruit fly in Bolaang Mongondow is in a monophyletic group different from other fruit flies. The results of this study prove the variation in fruit fly species in North Sulawesi based on the identification of the CO1 gene.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135215527","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 : 2023-06-09DOI: 10.15294/jpii.v12i2.42457
E. Murdani, A. Suhandi, M. Muslim, A. Setiawan, A. Samsudin, B. Costu
This study aims to increase the level of concept mastery and argumentation of senior high school students in Singkawang City, West Kalimantan Province, Indonesia. The Physics Argumentation-Based Computer-Supported Collaborative Hybrid Learning (PABCSCHL) model in Socio-Scientific Issues (SSI) especially on the topic of the forest fire on the peatlands has been developed with good validation categories by three pedagogical validators and three assessment validators and been implemented to 200 students. Their argumentation skill levels are measured based on Toulmin Argumentation Pattern. The syntax of the PABCSCHL model is Reading (online), Concept Building, Discussing and Debating (offline), Experiment Designing (online), and Experiment Doing (offline). The core of this model is student collaboration in arguing, debating, and experimenting. From this research, most student solution to anticipate the fire forest on peatlands is burning and waiting until the fire is extinguished perfectly (70 students), monitoring periodically that the fire is completely extinguished (60 students), and limiting the burned area by digging trenches around the site (50 students). Student solutions describe students’ understanding of solving problems posed in group discussion sessions and debates and prove their arguments with experimental data. Before implementing the model, no student has the highest level of argumentation and concept mastery. After that, 23 students have the highest level of concept mastery, and 25 students have the highest level of argumentation. The PABCSCHL model can increase the level of concept mastery and argumentation skills. This model is a new alternative hybrid learning in the post COVID-19 pandemic. Many more SSI can be learning topics to be implemented in this model.
{"title":"Physics Argumentation-Based Computer-Supported Collaborative Hybrid Learning to Increase Concept Mastery and Argumentation Skills","authors":"E. Murdani, A. Suhandi, M. Muslim, A. Setiawan, A. Samsudin, B. Costu","doi":"10.15294/jpii.v12i2.42457","DOIUrl":"https://doi.org/10.15294/jpii.v12i2.42457","url":null,"abstract":"This study aims to increase the level of concept mastery and argumentation of senior high school students in Singkawang City, West Kalimantan Province, Indonesia. The Physics Argumentation-Based Computer-Supported Collaborative Hybrid Learning (PABCSCHL) model in Socio-Scientific Issues (SSI) especially on the topic of the forest fire on the peatlands has been developed with good validation categories by three pedagogical validators and three assessment validators and been implemented to 200 students. Their argumentation skill levels are measured based on Toulmin Argumentation Pattern. The syntax of the PABCSCHL model is Reading (online), Concept Building, Discussing and Debating (offline), Experiment Designing (online), and Experiment Doing (offline). The core of this model is student collaboration in arguing, debating, and experimenting. From this research, most student solution to anticipate the fire forest on peatlands is burning and waiting until the fire is extinguished perfectly (70 students), monitoring periodically that the fire is completely extinguished (60 students), and limiting the burned area by digging trenches around the site (50 students). Student solutions describe students’ understanding of solving problems posed in group discussion sessions and debates and prove their arguments with experimental data. Before implementing the model, no student has the highest level of argumentation and concept mastery. After that, 23 students have the highest level of concept mastery, and 25 students have the highest level of argumentation. The PABCSCHL model can increase the level of concept mastery and argumentation skills. This model is a new alternative hybrid learning in the post COVID-19 pandemic. Many more SSI can be learning topics to be implemented in this model.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135215523","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 : 2023-06-09DOI: 10.15294/jpii.v12i2.39983
M. Danil, A. D. Corebima, S. Mahanal, I. Ibrohim
This research aims to investigate the connection between students’ retention and critical thinking skills in diverse academic skills in biology learning. The research samples were 202 tenth-grade students in the second semester who learned biology. A class equivalence test determined four high and four low academic skills classes. An essay test was employed in this study to examine retention and critical thinking skills. The study indicates a significant connection between students’ retention and critical thinking skills in various academic skills in high school biology learning. High academic skills have a lower contribution of critical thinking skills to retention than low academic skills. Students’ less serious learning attitudes and practices give a low contribution of critical thinking skills to retention in high academic skills. The regression equation lines between students’ retention and critical thinking skills in diverse academic skills are not parallel and do not coincide. The regression equation line for low academic skills seems steeper than that for high ones. It means that students’ retention improvement rate due to the influence of critical thinking skills in high academic skills is lower than in low academic skills.
{"title":"The Connection between Students' Retention and Critical Thinking Skills in Diverse Academic Skills in Biology Learning","authors":"M. Danil, A. D. Corebima, S. Mahanal, I. Ibrohim","doi":"10.15294/jpii.v12i2.39983","DOIUrl":"https://doi.org/10.15294/jpii.v12i2.39983","url":null,"abstract":"This research aims to investigate the connection between students’ retention and critical thinking skills in diverse academic skills in biology learning. The research samples were 202 tenth-grade students in the second semester who learned biology. A class equivalence test determined four high and four low academic skills classes. An essay test was employed in this study to examine retention and critical thinking skills. The study indicates a significant connection between students’ retention and critical thinking skills in various academic skills in high school biology learning. High academic skills have a lower contribution of critical thinking skills to retention than low academic skills. Students’ less serious learning attitudes and practices give a low contribution of critical thinking skills to retention in high academic skills. The regression equation lines between students’ retention and critical thinking skills in diverse academic skills are not parallel and do not coincide. The regression equation line for low academic skills seems steeper than that for high ones. It means that students’ retention improvement rate due to the influence of critical thinking skills in high academic skills is lower than in low academic skills.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135215525","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 : 2023-03-30DOI: 10.15294/jpii.v12i1.41004
Y. Fitria, N. Alwi, R. Eliasni, C. Chandra, A. Kharisma
The purpose of this study is to test the level of effectiveness of graphic organizer-based scientific literacy learning models in elementary schools. This study’s goal is to evaluate the efficacy of elementary school scientific literacy learning approaches that rely on visual organizers. Plomp design development was used to perform the study. The three primary phases of this kind of Plomp development research methodology were preliminary research, prototype, and assessment. Students at Indonesia’s West Sumatra province’s elementary schools in the fourth grade served as the study’s subjects. The study’s findings have a significance level of 0.05, or 0.000 0.05. In the experimental classes 1 and 2, it can be concluded that there is a substantial difference between student learning results before and after using the graphic organizer-based scientific literacy learning approach. The N-gain value for the experimental class 2 is 0.712 in the high category and the N-gain value for the experimental class 1 is 0.628 in the medium category. In conclusion, the graphic organizer-based scientific literacy learning model is effectively used in class IV of elementary schools.
{"title":"Graphic Organizer-Based Science Literacy Learning Models In Elementary Schools","authors":"Y. Fitria, N. Alwi, R. Eliasni, C. Chandra, A. Kharisma","doi":"10.15294/jpii.v12i1.41004","DOIUrl":"https://doi.org/10.15294/jpii.v12i1.41004","url":null,"abstract":"The purpose of this study is to test the level of effectiveness of graphic organizer-based scientific literacy learning models in elementary schools. This study’s goal is to evaluate the efficacy of elementary school scientific literacy learning approaches that rely on visual organizers. Plomp design development was used to perform the study. The three primary phases of this kind of Plomp development research methodology were preliminary research, prototype, and assessment. Students at Indonesia’s West Sumatra province’s elementary schools in the fourth grade served as the study’s subjects. The study’s findings have a significance level of 0.05, or 0.000 0.05. In the experimental classes 1 and 2, it can be concluded that there is a substantial difference between student learning results before and after using the graphic organizer-based scientific literacy learning approach. The N-gain value for the experimental class 2 is 0.712 in the high category and the N-gain value for the experimental class 1 is 0.628 in the medium category. In conclusion, the graphic organizer-based scientific literacy learning model is effectively used in class IV of elementary schools.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84915417","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 : 2023-03-30DOI: 10.15294/jpii.v12i1.42130
Y. Yerimadesi, Y. A. Warlinda, D. L. Rosanna, M. Sakinah, E. Putri, G. Guspatni, A. Andromeda
This study aims to analyze the effectiveness of guided discovery learning-based e-modules in improving senior high school students' higher-order thinking skills. It belongs to quasi-experimental research with a non-randomized control-group pretest-posttest design. Three schools in Padang, Indonesia were chosen as the samples through a purposive sampling technique and experimental and control classes in each school were assigned based on the homogeneity of their previous academic score. Research instruments were a higher-order thinking cognitive test in the form of multiple-choice questions and worksheets put in the guided discovery learning-based e-module made for the topics of salt hydrolysis, electrolyte and nonelectrolyte solutions, and chemical elements. Students’ scores on the test were analyzed using the N-gain test and independent sample t-test. The results show that students’ higher-order thinking skills in the experimental classes were significantly higher than those in the control classes. Most students could fill in the worksheets in the e-modules whose problems were made in accordance to higher order thinking skills criteria. Interactive multiple representations that were integrated with learning materials in the e-modules helped students understand chemistry concepts. The ordered stages of guided discovery learning facilitated students to engage in learning, investigating and evaluating information to make conclusion; the attempts to train higher-order thinking skills. Therefore, it can be concluded that guided discovery learning-based chemistry e-module can effectively improve higher-order thinking skills of senior high school students.
{"title":"Guided Discovery Learning-Based Chemistry E-Module and Its Effect on Students' Higher-Order Thinking Skills","authors":"Y. Yerimadesi, Y. A. Warlinda, D. L. Rosanna, M. Sakinah, E. Putri, G. Guspatni, A. Andromeda","doi":"10.15294/jpii.v12i1.42130","DOIUrl":"https://doi.org/10.15294/jpii.v12i1.42130","url":null,"abstract":"This study aims to analyze the effectiveness of guided discovery learning-based e-modules in improving senior high school students' higher-order thinking skills. It belongs to quasi-experimental research with a non-randomized control-group pretest-posttest design. Three schools in Padang, Indonesia were chosen as the samples through a purposive sampling technique and experimental and control classes in each school were assigned based on the homogeneity of their previous academic score. Research instruments were a higher-order thinking cognitive test in the form of multiple-choice questions and worksheets put in the guided discovery learning-based e-module made for the topics of salt hydrolysis, electrolyte and nonelectrolyte solutions, and chemical elements. Students’ scores on the test were analyzed using the N-gain test and independent sample t-test. The results show that students’ higher-order thinking skills in the experimental classes were significantly higher than those in the control classes. Most students could fill in the worksheets in the e-modules whose problems were made in accordance to higher order thinking skills criteria. Interactive multiple representations that were integrated with learning materials in the e-modules helped students understand chemistry concepts. The ordered stages of guided discovery learning facilitated students to engage in learning, investigating and evaluating information to make conclusion; the attempts to train higher-order thinking skills. Therefore, it can be concluded that guided discovery learning-based chemistry e-module can effectively improve higher-order thinking skills of senior high school students.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88336229","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 : 2023-03-30DOI: 10.15294/jpii.v12i1.39941
A. Hartono, E. Djulia, H. Hasruddin, U. N. A. D. Jayanti
Scientific literacy is one’s scientific knowledge to apply based on scientific problems. It is important for shaping generational readiness to face the challenges of the 21st century. Scientific literacy is necessary for learning Biology because it can support skills in identifying, explaining scientific phenomena, and generalizing scientific facts. However, the scientific literacy level of students in Indonesia is still relatively low, ranking 70th out of 79 countries with an average achievement of 396. Therefore, this study aims to precisely determine the scientific literacy ability of Biology students and its correlation with the scientific learning model that lecturers apply. The data collection technique was carried out by providing 15 multiple-choice Scientific Literacy questions in the field of Genetics issued by the Program for International Student Assessment (PISA). The research data were analyzed descriptively and qualitatively using the Miles and Huberman approach, which consisted of three processing steps: data reduction, data presentation, and data conclusion. The results showed that the level of students’ genetic scientific literacy was still relatively low, with scores of each class being observed at 32.63%, 42.97%, and 43.06%. Factors that indicate students’ low scientific literacy are the use of textual teaching materials, students’ misconceptions about the genetic material being studied, non-contextual learning, and low student reading power. Thus, improving the quality of teaching materials on integrated genetic material on scientific literacy and learning innovations that emphasize contextual learning and students’ reading power is necessary to increase scientific literacy as a form of competency needed in 21st-century learning.
{"title":"Biology Students' Science Literacy Level on Genetic Concepts","authors":"A. Hartono, E. Djulia, H. Hasruddin, U. N. A. D. Jayanti","doi":"10.15294/jpii.v12i1.39941","DOIUrl":"https://doi.org/10.15294/jpii.v12i1.39941","url":null,"abstract":"Scientific literacy is one’s scientific knowledge to apply based on scientific problems. It is important for shaping generational readiness to face the challenges of the 21st century. Scientific literacy is necessary for learning Biology because it can support skills in identifying, explaining scientific phenomena, and generalizing scientific facts. However, the scientific literacy level of students in Indonesia is still relatively low, ranking 70th out of 79 countries with an average achievement of 396. Therefore, this study aims to precisely determine the scientific literacy ability of Biology students and its correlation with the scientific learning model that lecturers apply. The data collection technique was carried out by providing 15 multiple-choice Scientific Literacy questions in the field of Genetics issued by the Program for International Student Assessment (PISA). The research data were analyzed descriptively and qualitatively using the Miles and Huberman approach, which consisted of three processing steps: data reduction, data presentation, and data conclusion. The results showed that the level of students’ genetic scientific literacy was still relatively low, with scores of each class being observed at 32.63%, 42.97%, and 43.06%. Factors that indicate students’ low scientific literacy are the use of textual teaching materials, students’ misconceptions about the genetic material being studied, non-contextual learning, and low student reading power. Thus, improving the quality of teaching materials on integrated genetic material on scientific literacy and learning innovations that emphasize contextual learning and students’ reading power is necessary to increase scientific literacy as a form of competency needed in 21st-century learning.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72764389","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 : 2023-03-30DOI: 10.15294/jpii.v12i1.35403
D. Ropawandi, L. Halim, H. Husnin
The COVID-19 pandemic has affected education in Indonesia. The government has suggested alternatives to solve the learning problems during the pandemic. Offline and online classes were used to fulfil the various learning needs of students. This study investigated the effect of using augmented reality-assisted media in offline and online classes on student achievement amid the COVID-19 pandemic. This study used a quasi-experimental design by utilising augmented reality (AR) in each class for eight weeks. Validated test questions were used following the use of AR. According to the results of the independent t-test in the current study, student achievement from offline (n = 63, M = 74.71) and online (n = 64, M= 71.46) classes increased drastically with t = 1.994, p = 0.048. However, in terms of differences in achievement improvement between the two classes, students in offline classes had higher achievement compared to those in online classes. Thus, it can be concluded that student achievement in Physics has improved with the help of augmented reality-assisted media amidst the COVID-19 pandemic, particularly through offline learning mode. This study contributes to the development of AR for future education, particularly how to enhance student achievement in Physics. Future AR studies can be carried out in more classes from various regions or countries, considering that the 3D models in AR are useful to aid the learning of other subjects with abstract concepts.
{"title":"Comparison of Student Achievement in Electricity Subchapter Using Augmented Reality between Offline and Online Classes","authors":"D. Ropawandi, L. Halim, H. Husnin","doi":"10.15294/jpii.v12i1.35403","DOIUrl":"https://doi.org/10.15294/jpii.v12i1.35403","url":null,"abstract":"The COVID-19 pandemic has affected education in Indonesia. The government has suggested alternatives to solve the learning problems during the pandemic. Offline and online classes were used to fulfil the various learning needs of students. This study investigated the effect of using augmented reality-assisted media in offline and online classes on student achievement amid the COVID-19 pandemic. This study used a quasi-experimental design by utilising augmented reality (AR) in each class for eight weeks. Validated test questions were used following the use of AR. According to the results of the independent t-test in the current study, student achievement from offline (n = 63, M = 74.71) and online (n = 64, M= 71.46) classes increased drastically with t = 1.994, p = 0.048. However, in terms of differences in achievement improvement between the two classes, students in offline classes had higher achievement compared to those in online classes. Thus, it can be concluded that student achievement in Physics has improved with the help of augmented reality-assisted media amidst the COVID-19 pandemic, particularly through offline learning mode. This study contributes to the development of AR for future education, particularly how to enhance student achievement in Physics. Future AR studies can be carried out in more classes from various regions or countries, considering that the 3D models in AR are useful to aid the learning of other subjects with abstract concepts.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90861883","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 : 2023-03-30DOI: 10.15294/jpii.v12i1.40214
Z. U. Irma, S. Kusairi, L. Yuliati
This study aims to explore the scientific creativity of high school students on the static fluid in STREM PBL with an e-authentic assessment. This study used a mixed method with an embedded experimental design. This study involved 30 11th-grade senior high school students in Sidoarjo, Indonesia. Data collection techniques were carried out through pretest-posttest, interview, and observation. Pretest and posttest instruments consist of three scientific creativity essay questions with a reliability of 0.610. The results of the Wilcoxon test of p = .000, with the posttest being higher than the pretest, indicate a significant difference between students’ scientific creativity before and after learning. The effect size value of 0.87 indicates that STREM PBL with an e-authentic assessment moderately affects students’ scientific creativity. All indicators of scientific creativity have increased. The order of increasing the average scientific creativity score for each indicator is fluency (high) elaboration (moderate) originality (moderate) flexibility (moderate). Meanwhile, the order of the average level of scientific creativity at the posttest is fluency (very creative) elaboration (quite creative) = flexibility (quite creative) originality (less creative). Students’ scientific creativity increases because this learning makes students solve problems, carry out projects (design and create a product), carry out inquiry activities (experiment and investigation), collaborate with groups, and evaluate projects through self and peer assessment. Learning activities that can increase the level of fluency indicators are mentioning as many ideas as possible for experimental designs and product designs. Learning activities that can increase the level of flexibility indicators are integrating religion content into STEM (it is also better if integrating art content) and providing several problems and products from various fields. Learning activities that increase originality indicators give each individual or group a different project topic. Learning activities that can increase elaboration indicators are strengthening mastery of concepts and evaluating the work of oneself and others through self-assessment and peer assessment.
{"title":"STREM PBL with E-Authentic Assessment: Its Impact to Students’ Scientific Creativity on Static Fluid","authors":"Z. U. Irma, S. Kusairi, L. Yuliati","doi":"10.15294/jpii.v12i1.40214","DOIUrl":"https://doi.org/10.15294/jpii.v12i1.40214","url":null,"abstract":"This study aims to explore the scientific creativity of high school students on the static fluid in STREM PBL with an e-authentic assessment. This study used a mixed method with an embedded experimental design. This study involved 30 11th-grade senior high school students in Sidoarjo, Indonesia. Data collection techniques were carried out through pretest-posttest, interview, and observation. Pretest and posttest instruments consist of three scientific creativity essay questions with a reliability of 0.610. The results of the Wilcoxon test of p = .000, with the posttest being higher than the pretest, indicate a significant difference between students’ scientific creativity before and after learning. The effect size value of 0.87 indicates that STREM PBL with an e-authentic assessment moderately affects students’ scientific creativity. All indicators of scientific creativity have increased. The order of increasing the average scientific creativity score for each indicator is fluency (high) elaboration (moderate) originality (moderate) flexibility (moderate). Meanwhile, the order of the average level of scientific creativity at the posttest is fluency (very creative) elaboration (quite creative) = flexibility (quite creative) originality (less creative). Students’ scientific creativity increases because this learning makes students solve problems, carry out projects (design and create a product), carry out inquiry activities (experiment and investigation), collaborate with groups, and evaluate projects through self and peer assessment. Learning activities that can increase the level of fluency indicators are mentioning as many ideas as possible for experimental designs and product designs. Learning activities that can increase the level of flexibility indicators are integrating religion content into STEM (it is also better if integrating art content) and providing several problems and products from various fields. Learning activities that increase originality indicators give each individual or group a different project topic. Learning activities that can increase elaboration indicators are strengthening mastery of concepts and evaluating the work of oneself and others through self-assessment and peer assessment.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81247800","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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