Pub Date : 2023-03-30DOI: 10.15294/jpii.v12i1.38703
M. A. Martawijaya, S. Rahmadhanningsih, A. Swandi, M. Hasyim, E. H. Sujiono
This study aims to determine the effect of applying the Ethno-STEM-Project Based Learning model about the concept of physics related to Lake Tempe on students’ conceptual understanding of physics, which is characterized by higher-order thinking skills and the level of misconceptions. The sample in this study was eleventh-grade students in senior high school. Students are exposed to local wisdom-based learning strategies integrating science, technology, engineering, and mathematics through group project assignments. Students are given a pre-Achievement Test (PAT) to determine their initial Higher-Order Thinking Skill of physics concepts in everyday life. Then after being treated through project work, they are asked to do a Post-Achievement Test (PAT). A three-tier test was carried out before and after treatment to determine the level of misconceptions. In addition, focus group interviews were conducted with several students to strengthen the pre and post-test results. Student responses to focus group interviews and the PAT’s open-ended questions were analyzed using the N-Gain Score equation. The data in the initial and final tests were analyzed quantitatively and qualitatively. Based on the analysis results, it was found that using the Ethno-STEM-PjBL model affected the understanding of physics concepts. It was marked by increases in higher-order thinking skills and decreases in misconceptions on several physics topics related to students’ activities around Lake Tempe.
{"title":"The Effect of Applying the Ethno-STEM-Project-based Learning Model on Students' Higher-order Thinking Skill and Misconception of Physics Topics Related to Lake Tempe, Indonesia","authors":"M. A. Martawijaya, S. Rahmadhanningsih, A. Swandi, M. Hasyim, E. H. Sujiono","doi":"10.15294/jpii.v12i1.38703","DOIUrl":"https://doi.org/10.15294/jpii.v12i1.38703","url":null,"abstract":"This study aims to determine the effect of applying the Ethno-STEM-Project Based Learning model about the concept of physics related to Lake Tempe on students’ conceptual understanding of physics, which is characterized by higher-order thinking skills and the level of misconceptions. The sample in this study was eleventh-grade students in senior high school. Students are exposed to local wisdom-based learning strategies integrating science, technology, engineering, and mathematics through group project assignments. Students are given a pre-Achievement Test (PAT) to determine their initial Higher-Order Thinking Skill of physics concepts in everyday life. Then after being treated through project work, they are asked to do a Post-Achievement Test (PAT). A three-tier test was carried out before and after treatment to determine the level of misconceptions. In addition, focus group interviews were conducted with several students to strengthen the pre and post-test results. Student responses to focus group interviews and the PAT’s open-ended questions were analyzed using the N-Gain Score equation. The data in the initial and final tests were analyzed quantitatively and qualitatively. Based on the analysis results, it was found that using the Ethno-STEM-PjBL model affected the understanding of physics concepts. It was marked by increases in higher-order thinking skills and decreases in misconceptions on several physics topics related to students’ activities around Lake Tempe.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":"10 4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82878527","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.v12i1.40116
A. Khair, A. H. Elfaig, M. E. Yassen, P. Purwanto, H. R. Sunoko
Sugar industry processes release large amounts of wastewater and pollution concentrations. This study focuses on environmental pollution produced by a cane sugar factory (Sampling Assalaya factory) with particular emphasis on the chemical properties of wastewater as an essential feature identifying water pollution in the study area. The study aims to analyze wastewater’s chemical features and disparity based on the Sudanese Standards and Metrology Organization (SSMO) standards. The systemic random sampling method collected twenty samples for each parameter (pH, Total Hardness, PO4, BOD, and COD). Analyses were conducted in the laboratory according to the standard methods for examining water and wastewater (USA). Results revealed significant variations in wastewater features at different sampling sites as pH values ranged between 4.55 to 8.39 and PO4 ranged between 0.097 ppm to 670 ppm in the selected sites. Results also pointed out that Total hardness ranged between 50ppm to 470ppm, BOD ranged between 15ppm to 390ppm, whereas the COD in 80% of the tested samples exceeded the SSMO standard (150ppm). The article concluded that these levels are highly exceeding the recommended level by SSMO. The leading causes of such alarming pollutant levels are related to the effluent of the Assalaya sugar factory in the study area. To reduce such effluent pollution levels, suggestions are made for the Assalaya cane sugar factory to treat its effluent by introducing appropriate technology and methods, such as anaerobic treatment. The Assalaya sugar factory ought to keep up with the transformation to green production as an integral part of its policy to achieve sustainability.
{"title":"Environmental Pollution from Cane Sugar Factories: A Study of Chemical Features Variations in the Wastewater","authors":"A. Khair, A. H. Elfaig, M. E. Yassen, P. Purwanto, H. R. Sunoko","doi":"10.15294/jpii.v12i1.40116","DOIUrl":"https://doi.org/10.15294/jpii.v12i1.40116","url":null,"abstract":"Sugar industry processes release large amounts of wastewater and pollution concentrations. This study focuses on environmental pollution produced by a cane sugar factory (Sampling Assalaya factory) with particular emphasis on the chemical properties of wastewater as an essential feature identifying water pollution in the study area. The study aims to analyze wastewater’s chemical features and disparity based on the Sudanese Standards and Metrology Organization (SSMO) standards. The systemic random sampling method collected twenty samples for each parameter (pH, Total Hardness, PO4, BOD, and COD). Analyses were conducted in the laboratory according to the standard methods for examining water and wastewater (USA). Results revealed significant variations in wastewater features at different sampling sites as pH values ranged between 4.55 to 8.39 and PO4 ranged between 0.097 ppm to 670 ppm in the selected sites. Results also pointed out that Total hardness ranged between 50ppm to 470ppm, BOD ranged between 15ppm to 390ppm, whereas the COD in 80% of the tested samples exceeded the SSMO standard (150ppm). The article concluded that these levels are highly exceeding the recommended level by SSMO. The leading causes of such alarming pollutant levels are related to the effluent of the Assalaya sugar factory in the study area. To reduce such effluent pollution levels, suggestions are made for the Assalaya cane sugar factory to treat its effluent by introducing appropriate technology and methods, such as anaerobic treatment. The Assalaya sugar factory ought to keep up with the transformation to green production as an integral part of its policy to achieve sustainability.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83306683","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.v12i1.41457
B. Setiaji, P. H. Santoso, K. N. Aziz, H. Retnawati, M. Khairudin
In this paper, a science literacy and technology course has been designed and implemented to strengthen the national initiative empowering scientifically literate Indonesian society. This paper is intended to evaluate to what degree non-science undergraduate students can perform this course. The diverse background of non-science students who participated in this study led to the challenge to evaluate their performance more comprehensively contemplating the nested structure of students’ department and faculty setting. In light of the hierarchical nature of the student data, multilevel modelling was used to conduct the analysis. The first level of analysis involved students’ performance and affective attributes measured using demonstrated science literacy assessment (SLA-D) and motivational beliefs (SLA-MB) respectively. Then, the subsequent level of analysis comprised demographic factors gathered from the institutional record. Findings demonstrated that the impact of demographic factors on the students’ performance of science literacy was not substantial. Different settings of students’ department and faculty level drove the association between affective factors and the learning process toward science literacy courses substantially. The multilevel approach controlled the equitable student assessment within the nature of students’ data structure. This paper suggests an implication of advancement regarding educational data analysis and examines the effectiveness of science literacy courses for higher institutions specifically for non-science majors.
{"title":"Using Multilevel Modelling to Evaluate Science Literacy and Technology Course of the Indonesian Non-Science Students","authors":"B. Setiaji, P. H. Santoso, K. N. Aziz, H. Retnawati, M. Khairudin","doi":"10.15294/jpii.v12i1.41457","DOIUrl":"https://doi.org/10.15294/jpii.v12i1.41457","url":null,"abstract":"In this paper, a science literacy and technology course has been designed and implemented to strengthen the national initiative empowering scientifically literate Indonesian society. This paper is intended to evaluate to what degree non-science undergraduate students can perform this course. The diverse background of non-science students who participated in this study led to the challenge to evaluate their performance more comprehensively contemplating the nested structure of students’ department and faculty setting. In light of the hierarchical nature of the student data, multilevel modelling was used to conduct the analysis. The first level of analysis involved students’ performance and affective attributes measured using demonstrated science literacy assessment (SLA-D) and motivational beliefs (SLA-MB) respectively. Then, the subsequent level of analysis comprised demographic factors gathered from the institutional record. Findings demonstrated that the impact of demographic factors on the students’ performance of science literacy was not substantial. Different settings of students’ department and faculty level drove the association between affective factors and the learning process toward science literacy courses substantially. The multilevel approach controlled the equitable student assessment within the nature of students’ data structure. This paper suggests an implication of advancement regarding educational data analysis and examines the effectiveness of science literacy courses for higher institutions specifically for non-science majors.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":"349 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135374936","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.v12i1.40108
A. Walid, E. Winarni, F. Yanti
This study aims to synthesize the characteristics of the initial needs for argumentative skills assessment instruments to diagnose students’ understanding of factual, conceptual, procedural, and metacognitive knowledge. This study used a quasi-experimental method. The technique used was quantitative descriptive research. The research subjects were taken from 50 students who used argumentative patterns in problem-solving on aquatic ecology material so that they were synthesized using argumentation skill indicators. This research was quantitative, with instrument construct design criteria in the cognitive domain based on the taxonomy of science education. The data in the study were collected through several tests to determine argumentation skills. Supporting data were obtained through questionnaires to be analyzed regarding content and learning tools. The data analysis technique calculated the average score of the test questions with criteria according to the skills of argumentation and analysis in terms of content and learning tools. The result of this research is a matrix of rigid test areas with the achievement of indicators of a neatly arranged argumentation skill questionnaire and the results of content analysis and learning tools that support the argumentation instrument.
{"title":"Argumentation Skill Assessment for Diagnosing Students' Understanding of Factual, Conceptual, Procedural, and Metacognitive Knowledge: Characteristics of Initial Needs","authors":"A. Walid, E. Winarni, F. Yanti","doi":"10.15294/jpii.v12i1.40108","DOIUrl":"https://doi.org/10.15294/jpii.v12i1.40108","url":null,"abstract":"This study aims to synthesize the characteristics of the initial needs for argumentative skills assessment instruments to diagnose students’ understanding of factual, conceptual, procedural, and metacognitive knowledge. This study used a quasi-experimental method. The technique used was quantitative descriptive research. The research subjects were taken from 50 students who used argumentative patterns in problem-solving on aquatic ecology material so that they were synthesized using argumentation skill indicators. This research was quantitative, with instrument construct design criteria in the cognitive domain based on the taxonomy of science education. The data in the study were collected through several tests to determine argumentation skills. Supporting data were obtained through questionnaires to be analyzed regarding content and learning tools. The data analysis technique calculated the average score of the test questions with criteria according to the skills of argumentation and analysis in terms of content and learning tools. The result of this research is a matrix of rigid test areas with the achievement of indicators of a neatly arranged argumentation skill questionnaire and the results of content analysis and learning tools that support the argumentation instrument.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76163635","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.v12i1.39713
A. Suradika, H. Dewi, M. Nasution
This research is experimental research with a 2 x 2 factorial design involving students in the critical and creative categories. Data collection used a description test instrument. Data were analyzed inferentially by hypothesis testing ANACOVA comparison. Problem-Based Learning (PBL) directs students to learn, directs individual and group investigations, generates and performs work, and assesses the problem-solving process. While the syntaxes for Project-Based Learning (PjBL) are starting learning with essential questions, designing a plan for the project, creating the schedule, monitoring students and project progress, assessing the outcome, and evaluating. This study concludes that there is no difference in chemistry learning outcomes between students who are taught using PBL and PjBL, and students who are critical and creative. For syntax, there are similarities in the activities of critical and creative students, at the PjBL stage, in designing a project and evaluating a product, and at the PBL stage, in guiding individual investigations and developing and presenting results.
{"title":"Project-Based Learning and Problem-Based Learning Models in Critical and Creative Students","authors":"A. Suradika, H. Dewi, M. Nasution","doi":"10.15294/jpii.v12i1.39713","DOIUrl":"https://doi.org/10.15294/jpii.v12i1.39713","url":null,"abstract":"This research is experimental research with a 2 x 2 factorial design involving students in the critical and creative categories. Data collection used a description test instrument. Data were analyzed inferentially by hypothesis testing ANACOVA comparison. Problem-Based Learning (PBL) directs students to learn, directs individual and group investigations, generates and performs work, and assesses the problem-solving process. While the syntaxes for Project-Based Learning (PjBL) are starting learning with essential questions, designing a plan for the project, creating the schedule, monitoring students and project progress, assessing the outcome, and evaluating. This study concludes that there is no difference in chemistry learning outcomes between students who are taught using PBL and PjBL, and students who are critical and creative. For syntax, there are similarities in the activities of critical and creative students, at the PjBL stage, in designing a project and evaluating a product, and at the PBL stage, in guiding individual investigations and developing and presenting results.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":"99 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81751934","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.v12i1.40219
D. Desnita, U. Usmeldi, H. Hidayat
The discovery of problems linked to environmentally-friendly behavior and several antecedent factors motivates this study. This study examines the effect of environmental physics understanding, scientific reasoning, and environmental behavior intentions on environmentally-friendly behavior and investigates the mediating role of scientific reasoning and environmental behavior intentions. This quantitative study used an associative approach. The research population was high schoolers in West Sumatra. The research sample was 407 high schoolers in West Sumatra, obtained through convenience sampling. Data were collected by applying a questionnaire. The research objectives were answered with a structural equation modeling approach. In this study, environmental physics understanding, scientific reasoning, and environmental behavior intentions are significant predictors of environmentally-friendly behavior. The results show that scientific reasoning had a mediating effect on the relationship between environmental physics understanding and environmentally-friendly behavior (β= 0.098, t = 1.794, p-value = 0.006). The environmental behavior intention has no mediating effect on the relationship between scientific reasoning on environmentally-friendly behavior (β= 0.045, t = 1.843, p-value = 0.066) and environmental physics understanding on environmentally-friendly behavior (β = 0.018, t = 1.467, p-value = 0.143). This study has limitations where data are only collected in high schools in West Sumatra, so generalizations are limited. Cross-sectional data add a further limitation to it. Conversely, this research augments the current literature on environmental physics understanding, scientific reasoning, and environmental behavior intentions by focusing on previously unstudied environmentally-friendly behavior. Furthermore, this study offers a novel theoretical explanation for the relationship between realizing the mediating role of scientific reasoning and environmental behavior intentions.
与环境友好行为和几个先行因素相关的问题的发现激发了这项研究。本研究考察了环境物理理解、科学推理和环境行为意向对环境友好行为的影响，并探讨了科学推理和环境行为意向的中介作用。本定量研究采用了联想方法。研究对象是西苏门答腊的高中生。研究样本为西苏门答腊省407名高中生，采用方便抽样法。通过问卷调查收集数据。采用结构方程建模方法对研究目标进行了回答。在本研究中，环境物理理解、科学推理和环境行为意图是环境友好行为的显著预测因子。结果表明，科学推理在环境物理认知与环境友好行为之间具有中介作用(β= 0.098, t = 1.794, p值= 0.006)。环境行为意向对科学推理对环境友好行为的影响(β= 0.045, t = 1.843, p值= 0.066)和环境物理理解对环境友好行为的影响(β= 0.018, t = 1.467, p值= 0.143)无中介作用。这项研究有局限性，数据只收集在西苏门答腊的高中，所以概括是有限的。横断面数据给它增加了进一步的限制。相反，本研究通过关注以前未研究过的环境友好行为，增加了对环境物理理解、科学推理和环境行为意图的现有文献。此外，本研究还为科学推理的中介作用与环境行为意向之间的关系提供了新的理论解释。
{"title":"Students' Environmentally-Friendly Behavior: The Mediating Effect Investigation","authors":"D. Desnita, U. Usmeldi, H. Hidayat","doi":"10.15294/jpii.v12i1.40219","DOIUrl":"https://doi.org/10.15294/jpii.v12i1.40219","url":null,"abstract":"The discovery of problems linked to environmentally-friendly behavior and several antecedent factors motivates this study. This study examines the effect of environmental physics understanding, scientific reasoning, and environmental behavior intentions on environmentally-friendly behavior and investigates the mediating role of scientific reasoning and environmental behavior intentions. This quantitative study used an associative approach. The research population was high schoolers in West Sumatra. The research sample was 407 high schoolers in West Sumatra, obtained through convenience sampling. Data were collected by applying a questionnaire. The research objectives were answered with a structural equation modeling approach. In this study, environmental physics understanding, scientific reasoning, and environmental behavior intentions are significant predictors of environmentally-friendly behavior. The results show that scientific reasoning had a mediating effect on the relationship between environmental physics understanding and environmentally-friendly behavior (β= 0.098, t = 1.794, p-value = 0.006). The environmental behavior intention has no mediating effect on the relationship between scientific reasoning on environmentally-friendly behavior (β= 0.045, t = 1.843, p-value = 0.066) and environmental physics understanding on environmentally-friendly behavior (β = 0.018, t = 1.467, p-value = 0.143). This study has limitations where data are only collected in high schools in West Sumatra, so generalizations are limited. Cross-sectional data add a further limitation to it. Conversely, this research augments the current literature on environmental physics understanding, scientific reasoning, and environmental behavior intentions by focusing on previously unstudied environmentally-friendly behavior. Furthermore, this study offers a novel theoretical explanation for the relationship between realizing the mediating role of scientific reasoning and environmental behavior intentions.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84959832","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.v12i1.39971
R. Sujanem, I. N. Putu Suwindra
Problem-based interactive physics e-modules (Probinphys), accessed online, were chosen as an alternative method for enhancing high school students’ CTS. This study analyzed the efficacy of the Probinphys E-Module in enhancing high school students’ CTS and described student responses toward the Probinphys E-Module through the Blended-Problem Based Learning (blended-PBL) model. The Probinphys e-module was efficient in enhancing CTS if there was a significant enhancement in student CTS and the minimum average N-gain was in the moderate or consistent category. Student responses toward the Probinphys e-module were in the high category. This research applied one group pretest and posttest group design, involving 79 students in three groups from grade eleven. Before and after learning with the Probinphys E-Module, the three groups of students were given the same CTS test. The collected data were analyzed using Paired-Test, normalized gain (N-gain), and ANOVA. The results show that using the Probinphys e-module in blended PBL efficiently enhances students’ CTS, as indicated by the average N-gain for the three groups in the high category. The average N-gain is the same at 0.5 for the three groups or consistently. Student response toward the Probinphys e-module in blended-PBL is very high.
{"title":"Problem-based Interactive Physics E-Module in Physics Learning Through Blended PBL to Enhance Students' Critical Thinking Skills","authors":"R. Sujanem, I. N. Putu Suwindra","doi":"10.15294/jpii.v12i1.39971","DOIUrl":"https://doi.org/10.15294/jpii.v12i1.39971","url":null,"abstract":"Problem-based interactive physics e-modules (Probinphys), accessed online, were chosen as an alternative method for enhancing high school students’ CTS. This study analyzed the efficacy of the Probinphys E-Module in enhancing high school students’ CTS and described student responses toward the Probinphys E-Module through the Blended-Problem Based Learning (blended-PBL) model. The Probinphys e-module was efficient in enhancing CTS if there was a significant enhancement in student CTS and the minimum average N-gain was in the moderate or consistent category. Student responses toward the Probinphys e-module were in the high category. This research applied one group pretest and posttest group design, involving 79 students in three groups from grade eleven. Before and after learning with the Probinphys E-Module, the three groups of students were given the same CTS test. The collected data were analyzed using Paired-Test, normalized gain (N-gain), and ANOVA. The results show that using the Probinphys e-module in blended PBL efficiently enhances students’ CTS, as indicated by the average N-gain for the three groups in the high category. The average N-gain is the same at 0.5 for the three groups or consistently. Student response toward the Probinphys e-module in blended-PBL is very high.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82827789","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.v12i1.42120
F. M. Mangubat
Contrasting approaches, principles, and previous learning experiences widely confront chemistry instruction. Therefore a comprehensive and precise understanding of the nature and mechanism of chemistry instruction is essential in attaining mastery of science subjects like chemistry. This study explored the determinants that affect students’ chemistry in tertiary education. This study utilized an explanatory sequential mixed-method research design wherein quantitative data is collected and analyzed. Qualitative data was collected and analyzed based on quantitative results. The respondents (n=253) were the students who took their chemistry subjects from 2016-2017, 2017-2018, 2018-2019, and 2019-2020. The study revealed that the type of school significantly affects students’ chemistry learning. Based on students’ responses, it was revealed that classroom dynamics, a supportive learning environment, the prospect for attractive compensation, poor study habits, non-aligned of academic track, and teachers are the determinants affecting students’ academic performance in chemistry.
{"title":"Anecdotes of University Students in Learning Chemistry: A Philippine Context","authors":"F. M. Mangubat","doi":"10.15294/jpii.v12i1.42120","DOIUrl":"https://doi.org/10.15294/jpii.v12i1.42120","url":null,"abstract":"Contrasting approaches, principles, and previous learning experiences widely confront chemistry instruction. Therefore a comprehensive and precise understanding of the nature and mechanism of chemistry instruction is essential in attaining mastery of science subjects like chemistry. This study explored the determinants that affect students’ chemistry in tertiary education. This study utilized an explanatory sequential mixed-method research design wherein quantitative data is collected and analyzed. Qualitative data was collected and analyzed based on quantitative results. The respondents (n=253) were the students who took their chemistry subjects from 2016-2017, 2017-2018, 2018-2019, and 2019-2020. The study revealed that the type of school significantly affects students’ chemistry learning. Based on students’ responses, it was revealed that classroom dynamics, a supportive learning environment, the prospect for attractive compensation, poor study habits, non-aligned of academic track, and teachers are the determinants affecting students’ academic performance in chemistry.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":"56 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86420389","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.v12i1.41798
S. Hidayati, I. Dasna, M. Munzil, S. Wonorahardjo, A. W. Kohar
This study aims to analyze prospective science teachers’ information literacy and scientific argumentation skills and their correlations in online learning during the COVID-19 pandemic. This survey research with a cross-sectional design involved 342 students from a state university in Surabaya. The survey was given online to all respondents with a response rate of 77%, consisting of 23 men and 241 women. The information literacy skill instrument was adapted from the eight indicators of the empowering eight model and declared valid. Indicators include the ability to identify, explore, select, organize, create, present, access input, and use information. The argumentation skills instrument consists of four indicators: the ability to identify claims and their qualifications, identify types of data and their quality, identify reasons and quality, and identify objections and counter-arguments. In contrast to the results of previous studies in this study, prospective teachers’ information literacy obtains an average of 83% in a good category. Based on the correct answers to the four indicators, the argumentation skills used obtained an average score of more than 50% on the less and very poor criteria. Based on the SPSS one-tailed correlation test, a correlation coefficient of 0.103 is obtained with very low criteria. This study concludes that students’ information literacy skills are in line with their argumentation skills but in very little correlation.
{"title":"Prospective Science Teachers' Information Literacy and Scientific Argumentation Skills in Online Learning During COVID-19 Pandemic","authors":"S. Hidayati, I. Dasna, M. Munzil, S. Wonorahardjo, A. W. Kohar","doi":"10.15294/jpii.v12i1.41798","DOIUrl":"https://doi.org/10.15294/jpii.v12i1.41798","url":null,"abstract":"This study aims to analyze prospective science teachers’ information literacy and scientific argumentation skills and their correlations in online learning during the COVID-19 pandemic. This survey research with a cross-sectional design involved 342 students from a state university in Surabaya. The survey was given online to all respondents with a response rate of 77%, consisting of 23 men and 241 women. The information literacy skill instrument was adapted from the eight indicators of the empowering eight model and declared valid. Indicators include the ability to identify, explore, select, organize, create, present, access input, and use information. The argumentation skills instrument consists of four indicators: the ability to identify claims and their qualifications, identify types of data and their quality, identify reasons and quality, and identify objections and counter-arguments. In contrast to the results of previous studies in this study, prospective teachers’ information literacy obtains an average of 83% in a good category. Based on the correct answers to the four indicators, the argumentation skills used obtained an average score of more than 50% on the less and very poor criteria. Based on the SPSS one-tailed correlation test, a correlation coefficient of 0.103 is obtained with very low criteria. This study concludes that students’ information literacy skills are in line with their argumentation skills but in very little correlation.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":"400 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76612631","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.v12i1.41976
I. K. Amalina, S. Suherman, T. Vidákovich, L. Puspita, N. Supriadi
In the twenty-first century, there has been significant and rapid advancement in mathematics and science education. Comparing the educational systems of different countries according to international standards can provide valuable insights for improving educational quality. This study aims to investigate and compare the science and mathematics education systems of two countries, Indonesia and Hungary, specifically at the ISCED 2 level. The Indonesian curriculum used in this study is the most recent version of Curriculum 2013, updated in 2016, while the Hungarian curriculum used is the National Core Curriculum 2020 (NCC). This research is categorized as library research and applies the qualitative descriptive-analytical method. We searched several legal documents of curriculums from both countries in libraries, legal websites, formal institutions, and the archives of the ministries of education. After finding the relevant documents, the authors from each country translated, analyzed, and reviewed them thoroughly. According to the findings, several differences between the two educational systems might generate drawbacks. In Hungary, both science and mathematics curricula are empirical-based and involve activities, whereas in Indonesia, they start from new activities and are content-based. There are also several disjoint topics in mathematics between both countries, such as absolute value and quadratic equations. In Indonesia, science education is focused on biology topics as the main proportion of knowledge and is theoretical-oriented, while in Hungary, it is more varied in topics and is realistic and empirical-oriented. The Hungarian science curriculum is also emphasized on inquiry and experimental activities. To further investigate and compare the education systems, more studies are needed at every level of education.
{"title":"The Comparison of Hungarian and Indonesian Curriculum: A Case Study of ISCED 2 Mathematics and Sciences Curriculum","authors":"I. K. Amalina, S. Suherman, T. Vidákovich, L. Puspita, N. Supriadi","doi":"10.15294/jpii.v12i1.41976","DOIUrl":"https://doi.org/10.15294/jpii.v12i1.41976","url":null,"abstract":"In the twenty-first century, there has been significant and rapid advancement in mathematics and science education. Comparing the educational systems of different countries according to international standards can provide valuable insights for improving educational quality. This study aims to investigate and compare the science and mathematics education systems of two countries, Indonesia and Hungary, specifically at the ISCED 2 level. The Indonesian curriculum used in this study is the most recent version of Curriculum 2013, updated in 2016, while the Hungarian curriculum used is the National Core Curriculum 2020 (NCC). This research is categorized as library research and applies the qualitative descriptive-analytical method. We searched several legal documents of curriculums from both countries in libraries, legal websites, formal institutions, and the archives of the ministries of education. After finding the relevant documents, the authors from each country translated, analyzed, and reviewed them thoroughly. According to the findings, several differences between the two educational systems might generate drawbacks. In Hungary, both science and mathematics curricula are empirical-based and involve activities, whereas in Indonesia, they start from new activities and are content-based. There are also several disjoint topics in mathematics between both countries, such as absolute value and quadratic equations. In Indonesia, science education is focused on biology topics as the main proportion of knowledge and is theoretical-oriented, while in Hungary, it is more varied in topics and is realistic and empirical-oriented. The Hungarian science curriculum is also emphasized on inquiry and experimental activities. To further investigate and compare the education systems, more studies are needed at every level of education.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":"202 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83464886","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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