Pub Date : 2022-12-31DOI: 10.15294/jpii.v11i4.39709
S. Rahayu, P. Setyosari, A. Hidayat, D. Kuswandi
Physics science differs from other educational programs. As a natural science subject, this study program has many mathematical formulas, complex scientific laws, theorems, and scientific postulates. This study program needs creative thinking skills since physics learning is related to creativity in solving scientific problems. CPS (Creative Problem Solving) and flipped classrooms are some efforts to increase creative thinking skills. In Indonesia, COVID-19 is the main reason for conducting online learning. However, there is no supporting information about the effectiveness of CPS and flipped classrooms as methods for online physics learning in university. Thus, this study aims to identify the effectiveness of CPS–flipped classrooms assisted by videos in enhancing university students' creative thinking skills for online learning. The study participants were university students from the Physics Education Study Program (population = 66 students, random cluster sampling for the sampling method) of Mataram University. They were divided into the control and experimental or treatment groups. This study used a pre-test and post-test group design (seven description questions). All questions were validated and reliable. All data were analyzed using an N-gain score and t-test. The results show that the N-gain score is in the medium zone. The data were normally and homogeneously distributed. The analysis result using the t-test shows that the addition of flipped classrooms is more effective than the control group (CPS only). CPS-flipped classroom performs better than CPS, proving the ability of flipped classrooms as the alternative method in online learning.
{"title":"The Effectiveness of Creative Problem Solving-Flipped Classroom for Enhancing Students' Creative Thinking Skills of Online Physics Educational Learning","authors":"S. Rahayu, P. Setyosari, A. Hidayat, D. Kuswandi","doi":"10.15294/jpii.v11i4.39709","DOIUrl":"https://doi.org/10.15294/jpii.v11i4.39709","url":null,"abstract":"Physics science differs from other educational programs. As a natural science subject, this study program has many mathematical formulas, complex scientific laws, theorems, and scientific postulates. This study program needs creative thinking skills since physics learning is related to creativity in solving scientific problems. CPS (Creative Problem Solving) and flipped classrooms are some efforts to increase creative thinking skills. In Indonesia, COVID-19 is the main reason for conducting online learning. However, there is no supporting information about the effectiveness of CPS and flipped classrooms as methods for online physics learning in university. Thus, this study aims to identify the effectiveness of CPS–flipped classrooms assisted by videos in enhancing university students' creative thinking skills for online learning. The study participants were university students from the Physics Education Study Program (population = 66 students, random cluster sampling for the sampling method) of Mataram University. They were divided into the control and experimental or treatment groups. This study used a pre-test and post-test group design (seven description questions). All questions were validated and reliable. All data were analyzed using an N-gain score and t-test. The results show that the N-gain score is in the medium zone. The data were normally and homogeneously distributed. The analysis result using the t-test shows that the addition of flipped classrooms is more effective than the control group (CPS only). CPS-flipped classroom performs better than CPS, proving the ability of flipped classrooms as the alternative method in online learning.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":"2020 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73848031","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 : 2022-12-31DOI: 10.15294/jpii.v11i4.39619
Y. E. Nadar, A. P. Nugroho
The intensive use of pesticides in agricultural areas can leave residues of pesticide mixtures on the soil surface. Surface run-off can carry pesticide residues, enter water bodies, and then may affect non-target organisms. Chlorpyrifos and mancozeb are active ingredients commonly contained in pesticides applied in shallot farming. This study aims to evaluate the combined effect of pesticides containing active ingredients of chlorpyrifos and mancozeb on the growth and DNA damage of the microalgae Chlorella sorokiniana. The test organism was exposed to the combined concentration of chlorpyrifos:mancozeb, i.e., 0:0, 20%:20%, 20%:80%, 80%:20%, and 80%:80% of the individual EC50 of each pesticide with sampling time at hours 0, 6, 24, and 48. Microalgae growth was estimated by cell counting method, and DNA damage was analyzed by alkaline comet assay method with parameters, i.e., Tail Intensity (TI%), Head Intensity (HI%), Tail Moment (TM), Olive Tail Moment (OTM), and Tail Factor (TF). The results showed that the combined pesticides inhibited the growth of C. sorokiniana, with the highest growth inhibition being at a combined concentration of 80%:80%. The TM and OTM values of C. sorokiniana increased with the increase of combined concentrations at an exposure period of up to 24 hours. In conclusion, the combined exposure could induce growth inhibition and DNA damage of Chlorella sorokiniana, mainly in the first 24 hours. The TM and OTM can be used as sensitive biomarkers for biomonitoring pesticide pollution.
{"title":"Combined Effect of Pesticides Containing Active Ingredients of Chlorpyrifos and Mancozeb on the DNA Damage of Chlorella Sorokiniana Shihira and Krauss","authors":"Y. E. Nadar, A. P. Nugroho","doi":"10.15294/jpii.v11i4.39619","DOIUrl":"https://doi.org/10.15294/jpii.v11i4.39619","url":null,"abstract":"The intensive use of pesticides in agricultural areas can leave residues of pesticide mixtures on the soil surface. Surface run-off can carry pesticide residues, enter water bodies, and then may affect non-target organisms. Chlorpyrifos and mancozeb are active ingredients commonly contained in pesticides applied in shallot farming. This study aims to evaluate the combined effect of pesticides containing active ingredients of chlorpyrifos and mancozeb on the growth and DNA damage of the microalgae Chlorella sorokiniana. The test organism was exposed to the combined concentration of chlorpyrifos:mancozeb, i.e., 0:0, 20%:20%, 20%:80%, 80%:20%, and 80%:80% of the individual EC50 of each pesticide with sampling time at hours 0, 6, 24, and 48. Microalgae growth was estimated by cell counting method, and DNA damage was analyzed by alkaline comet assay method with parameters, i.e., Tail Intensity (TI%), Head Intensity (HI%), Tail Moment (TM), Olive Tail Moment (OTM), and Tail Factor (TF). The results showed that the combined pesticides inhibited the growth of C. sorokiniana, with the highest growth inhibition being at a combined concentration of 80%:80%. The TM and OTM values of C. sorokiniana increased with the increase of combined concentrations at an exposure period of up to 24 hours. In conclusion, the combined exposure could induce growth inhibition and DNA damage of Chlorella sorokiniana, mainly in the first 24 hours. The TM and OTM can be used as sensitive biomarkers for biomonitoring pesticide pollution.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":"117 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86132618","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 : 2022-12-31DOI: 10.15294/jpii.v11i4.38772
R. D. Agustina, R. P. Putra
Laboratory activities require scientific processes. The crucial scientific process in laboratory activities is aligning with 21st Century skills. Argumentation skills in laboratory activities are needed to make laboratory activities run efficiently, effectively, and without misinformation. Sophisticated Thinking Blended Laboratory (STB-LAB) in laboratory activities is considered capable of improving argumentation skills because of its syntax, disposition, and argumentation stage, allowing students to train their argumentation skills. This study intends to determine whether the STB-LAB learning model can improve students' argumentation skills in virtual and real laboratory activities. The method uses quantitative research with a one-group pretest-posttest design in which the N-Gain will be generated from the pretest and posttest, and find the difference in pretest and posttest, t-test using independent sample t-test, and effect size using Cohen's D. The results show that N-Gain obtained in virtual laboratory activities, only two aspects were categorized as quite effective, namely warrant, and backing aspects. In addition, N-Gain obtained in real laboratory activities only has three aspects categorized as quite effective: evidence, warrant, and rebuttal. The hypothesis obtained in both laboratory activities is 0.000 at Sig. (2-tailed), and the Effect Size obtained in both laboratory activities is 0.91 and 0.79. Thus, STB-LAB can improve argumentation skills using two media, with the virtual laboratory getting the highest results in its improvement. This shows that STB-LAB is appropriate for improving argumentation skills at the undergraduate level.
{"title":"Sophisticated Thinking Blended Laboratory (STB-LAB) Learning Model: Implications on Virtual and Real Laboratory for Increasing Undergraduate Student's Argumentation Skills","authors":"R. D. Agustina, R. P. Putra","doi":"10.15294/jpii.v11i4.38772","DOIUrl":"https://doi.org/10.15294/jpii.v11i4.38772","url":null,"abstract":"Laboratory activities require scientific processes. The crucial scientific process in laboratory activities is aligning with 21st Century skills. Argumentation skills in laboratory activities are needed to make laboratory activities run efficiently, effectively, and without misinformation. Sophisticated Thinking Blended Laboratory (STB-LAB) in laboratory activities is considered capable of improving argumentation skills because of its syntax, disposition, and argumentation stage, allowing students to train their argumentation skills. This study intends to determine whether the STB-LAB learning model can improve students' argumentation skills in virtual and real laboratory activities. The method uses quantitative research with a one-group pretest-posttest design in which the N-Gain will be generated from the pretest and posttest, and find the difference in pretest and posttest, t-test using independent sample t-test, and effect size using Cohen's D. The results show that N-Gain obtained in virtual laboratory activities, only two aspects were categorized as quite effective, namely warrant, and backing aspects. In addition, N-Gain obtained in real laboratory activities only has three aspects categorized as quite effective: evidence, warrant, and rebuttal. The hypothesis obtained in both laboratory activities is 0.000 at Sig. (2-tailed), and the Effect Size obtained in both laboratory activities is 0.91 and 0.79. Thus, STB-LAB can improve argumentation skills using two media, with the virtual laboratory getting the highest results in its improvement. This shows that STB-LAB is appropriate for improving argumentation skills at the undergraduate level.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":"383 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80729235","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 : 2022-12-31DOI: 10.15294/jpii.v11i4.39333
F. Mufit, A. Asrizal*, R. Puspitasari, A. Annisa N
Students find it challenging to understand motion concept or mechanics in physics learning and often experience misconceptions. There is also a lack of teaching materials that promote conceptual understanding. This study aims to produce a valid, practical, and effective e-book based on cognitive conflict to enhance conceptual understanding. This research used explanatory sequential mixed methods. The effectiveness test was carried out through an experimental method with a pretest-posttest control group design. Using the cluster random sampling, 61 science students performed as the samples. The research instruments used were interview guides, observation sheets, questionnaires, and two-level multiple-choice concept tests. The data were analyzed qualitatively and quantitatively using Aiken's V formula, the percentage technique, and the Mann-Whitney hypothesis test. This study produced an e-book according to the four syntaxes of the cognitive conflict-based learning model (CCBL). Real experiment video analysis was integrated into the third syntax. The e-book is valid in content, construct, language, and graphics, with an average of 0.83 in the high category. This e-book is practical in terms of user convenience, attractiveness, and benefits, with an average of 79.6 in the strong category. This e-book is effective, with a significant effect of 0.001 0.05 on conceptual understanding and misconceptions. We concluded that the cognitive conflict-based e-book with real experiment video analysis integration is valid, practical, and effective in enhancing students' conceptual understanding of motion kinematics.
{"title":"Cognitive Conflict-Based E-Book with Real Experiment Video Analysis Integration to Enhance Conceptual Understanding of Motion Kinematics","authors":"F. Mufit, A. Asrizal*, R. Puspitasari, A. Annisa N","doi":"10.15294/jpii.v11i4.39333","DOIUrl":"https://doi.org/10.15294/jpii.v11i4.39333","url":null,"abstract":"Students find it challenging to understand motion concept or mechanics in physics learning and often experience misconceptions. There is also a lack of teaching materials that promote conceptual understanding. This study aims to produce a valid, practical, and effective e-book based on cognitive conflict to enhance conceptual understanding. This research used explanatory sequential mixed methods. The effectiveness test was carried out through an experimental method with a pretest-posttest control group design. Using the cluster random sampling, 61 science students performed as the samples. The research instruments used were interview guides, observation sheets, questionnaires, and two-level multiple-choice concept tests. The data were analyzed qualitatively and quantitatively using Aiken's V formula, the percentage technique, and the Mann-Whitney hypothesis test. This study produced an e-book according to the four syntaxes of the cognitive conflict-based learning model (CCBL). Real experiment video analysis was integrated into the third syntax. The e-book is valid in content, construct, language, and graphics, with an average of 0.83 in the high category. This e-book is practical in terms of user convenience, attractiveness, and benefits, with an average of 79.6 in the strong category. This e-book is effective, with a significant effect of 0.001 0.05 on conceptual understanding and misconceptions. We concluded that the cognitive conflict-based e-book with real experiment video analysis integration is valid, practical, and effective in enhancing students' conceptual understanding of motion kinematics. ","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83151081","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 : 2022-12-29DOI: 10.15294/jpii.v11i4.38247
S. Ridlo, H. Marina, D. Sapitri, L. N. Hadiyanti, L. Listyono
Various research results concerned with flipped classrooms reported to mandate more benefits to form a positive attitude, self-efficacy, and self-regulated learning and affect students' abilities and skills. This research, which involved three studies, aims to develop a flipped classroom strategy model for virtual biology learning. The research was conducted in three high schools and the Department of Biology, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang, at the beginning of the new normal habit of the COVID-19 pandemic. The analysis results of study 1 were applied in designing study 2, and the results of study 2 were applied to develop the model in study 3. The results showed that the flipped strategy was proven to improve skills employing information technology to benefit learning and student participation. The flipped strategy is proven to have better effects on learning outcomes and students' self-efficacy. The strategy model, arranged with asynchronous-synchronous-asynchronous in scientific literacy-based learning syntax and practiced with flipped e-learning instructions, is an ideal flipped classroom model. It is well appreciated by validators, teachers, and students and has proven to function well.
{"title":"Scientific Literacy-Based Flipped Classroom Virtual Strategy for Biology Learning in the New Normal Era","authors":"S. Ridlo, H. Marina, D. Sapitri, L. N. Hadiyanti, L. Listyono","doi":"10.15294/jpii.v11i4.38247","DOIUrl":"https://doi.org/10.15294/jpii.v11i4.38247","url":null,"abstract":"Various research results concerned with flipped classrooms reported to mandate more benefits to form a positive attitude, self-efficacy, and self-regulated learning and affect students' abilities and skills. This research, which involved three studies, aims to develop a flipped classroom strategy model for virtual biology learning. The research was conducted in three high schools and the Department of Biology, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang, at the beginning of the new normal habit of the COVID-19 pandemic. The analysis results of study 1 were applied in designing study 2, and the results of study 2 were applied to develop the model in study 3. The results showed that the flipped strategy was proven to improve skills employing information technology to benefit learning and student participation. The flipped strategy is proven to have better effects on learning outcomes and students' self-efficacy. The strategy model, arranged with asynchronous-synchronous-asynchronous in scientific literacy-based learning syntax and practiced with flipped e-learning instructions, is an ideal flipped classroom model. It is well appreciated by validators, teachers, and students and has proven to function well.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73556273","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 : 2022-12-29DOI: 10.15294/jpii.v11i4.39475
I. Hermawan, I. B. A. Arjaya, I. M. Diarta
Environmental education through strengthening environmental literacy is needed in the era of technological advances and globalization to ensure environmental sustainability in the future. This study aims to develop the BE-RAISE learning model to improve students’ environmental literacy. BE-RAISE is a blended learning model based on the Tri Hita Karana culture that the Balinese people embrace. This is research and development using the Plomp development model. The steps consist of preliminary research, prototyping phase, and assessment phase. This research involved two biology learning experts, one learning technology expert, two teachers, and 36 students. Data on the validity, practicality, student responses, and effectiveness of the BE-RAISE learning model were collected in this study. The data collection instruments used were validity and practicality sheets, student response questionnaires, and environmental literacy tests. Data analysis of validity, practicality, and student responses was carried out by descriptive analysis. Meanwhile, the learning model effectiveness was analyzed using t-paired, which had previously been tested for normality and homogeneity. The results showed that the BE-RAISE learning model was declared valid and practical, received a positive response from students, and was effective in improving environmental literacy (p0.05). Therefore, it can be concluded that the BE-RAISE learning model is declared feasible to be used in the learning process to improve environmental literacy. Further research is needed to reveal the effect of the BE-RAISE learning model on environmental literacy by design using a comparison unit and to reveal its effect on students’ critical thinking skills and problem-solving skills.
{"title":"BE-RAISE: A Blended-Learning Model Based on Balinese Local Culture to Enhance Student’s Environmental Literacy","authors":"I. Hermawan, I. B. A. Arjaya, I. M. Diarta","doi":"10.15294/jpii.v11i4.39475","DOIUrl":"https://doi.org/10.15294/jpii.v11i4.39475","url":null,"abstract":"Environmental education through strengthening environmental literacy is needed in the era of technological advances and globalization to ensure environmental sustainability in the future. This study aims to develop the BE-RAISE learning model to improve students’ environmental literacy. BE-RAISE is a blended learning model based on the Tri Hita Karana culture that the Balinese people embrace. This is research and development using the Plomp development model. The steps consist of preliminary research, prototyping phase, and assessment phase. This research involved two biology learning experts, one learning technology expert, two teachers, and 36 students. Data on the validity, practicality, student responses, and effectiveness of the BE-RAISE learning model were collected in this study. The data collection instruments used were validity and practicality sheets, student response questionnaires, and environmental literacy tests. Data analysis of validity, practicality, and student responses was carried out by descriptive analysis. Meanwhile, the learning model effectiveness was analyzed using t-paired, which had previously been tested for normality and homogeneity. The results showed that the BE-RAISE learning model was declared valid and practical, received a positive response from students, and was effective in improving environmental literacy (p0.05). Therefore, it can be concluded that the BE-RAISE learning model is declared feasible to be used in the learning process to improve environmental literacy. Further research is needed to reveal the effect of the BE-RAISE learning model on environmental literacy by design using a comparison unit and to reveal its effect on students’ critical thinking skills and problem-solving skills.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":"199 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76651580","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 : 2022-12-29DOI: 10.15294/jpii.v11i4.39571
S. Rizal, A. Putra, Y. Suharto, Y. A. Wirahayu
Learning geography plays a role in developing creative thinking and science process skills in students. Creative thinking and process science skills can be used in developing new methods and solutions to solve problems in geosphere phenomena using innovative perspectives. This study uses a quasi-experimental type with a Posttest Only Design. In this study, a purposive sample method was applied with two groups: the experimental group from science class 1 using SOLE and the control group from science class 3 using conventional methods. The instrument uses an essay test to measure the level of creative thinking ability and an observation sheet to measure the level of science process skills. The data analysis used was the Independent-Sample T Test and the Mann-Whitney U test with a significance level of 0.05. The SOLE model significantly affects watershed conservation materials' creative thinking and science process skills. The significance value of the Independent-Sample T-Test of creative thinking skills was 0.001 0.05, and the significance value of the Mann-Whitney U Test of science process skills was 0.000 0.05. The internet's investigative process provides information and mindset in scientific concepts in predicting damage/problems and watershed conservation efforts. In addition, the internet investigation process helps students obtain various literacy and information.
{"title":"Creative Thinking and Process Science Skill: Self-Organized Learning Environment on Watershed Conservation Material","authors":"S. Rizal, A. Putra, Y. Suharto, Y. A. Wirahayu","doi":"10.15294/jpii.v11i4.39571","DOIUrl":"https://doi.org/10.15294/jpii.v11i4.39571","url":null,"abstract":"Learning geography plays a role in developing creative thinking and science process skills in students. Creative thinking and process science skills can be used in developing new methods and solutions to solve problems in geosphere phenomena using innovative perspectives. This study uses a quasi-experimental type with a Posttest Only Design. In this study, a purposive sample method was applied with two groups: the experimental group from science class 1 using SOLE and the control group from science class 3 using conventional methods. The instrument uses an essay test to measure the level of creative thinking ability and an observation sheet to measure the level of science process skills. The data analysis used was the Independent-Sample T Test and the Mann-Whitney U test with a significance level of 0.05. The SOLE model significantly affects watershed conservation materials' creative thinking and science process skills. The significance value of the Independent-Sample T-Test of creative thinking skills was 0.001 0.05, and the significance value of the Mann-Whitney U Test of science process skills was 0.000 0.05. The internet's investigative process provides information and mindset in scientific concepts in predicting damage/problems and watershed conservation efforts. In addition, the internet investigation process helps students obtain various literacy and information.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81293259","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 : 2022-12-29DOI: 10.15294/jpii.v11i4.38993
D. Annisa, A. W. Subiantoro
This research investigated the impact of newly developed instructional materials that integrate mobile augmented reality technology called Mobile Augmented Reality of Respiratory System (MARRS) in socioscientific issues-based biology learning. A quasi-experimental research with a nonequivalent pretest-posttest control group design was employed to compare the MARRS and conventional SSI instructional materials using PowerPoint and students' worksheets. Two classes with 72 eleventh-grade students were randomly assigned to experimental or control groups. This research evaluated two outcome variables: conceptual knowledge and socioscientific reasoning. Results indicated no significant difference in the overall conceptual knowledge, but a significant difference was found in socioscientific reasoning between the two groups. Moreover, MARRS is shown to be better in promoting students' analyzing skills and their perspectives and inquiry of socioscientific reasoning. Overall, it can be concluded that MARRS positively impacts being integrated into socioscientific issue-based biology learning.
{"title":"Mobile Augmented Reality in Socioscientific Issues-Based Learning: The Effectiveness on Students' Conceptual Knowledge and Socioscientific Reasoning","authors":"D. Annisa, A. W. Subiantoro","doi":"10.15294/jpii.v11i4.38993","DOIUrl":"https://doi.org/10.15294/jpii.v11i4.38993","url":null,"abstract":"This research investigated the impact of newly developed instructional materials that integrate mobile augmented reality technology called Mobile Augmented Reality of Respiratory System (MARRS) in socioscientific issues-based biology learning. A quasi-experimental research with a nonequivalent pretest-posttest control group design was employed to compare the MARRS and conventional SSI instructional materials using PowerPoint and students' worksheets. Two classes with 72 eleventh-grade students were randomly assigned to experimental or control groups. This research evaluated two outcome variables: conceptual knowledge and socioscientific reasoning. Results indicated no significant difference in the overall conceptual knowledge, but a significant difference was found in socioscientific reasoning between the two groups. Moreover, MARRS is shown to be better in promoting students' analyzing skills and their perspectives and inquiry of socioscientific reasoning. Overall, it can be concluded that MARRS positively impacts being integrated into socioscientific issue-based biology learning. ","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80772240","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 : 2022-12-29DOI: 10.15294/jpii.v11i4.39112
M. Jovero, J. Picardal
This paper aims to investigate and synthesize literature exploring the current state of Green Chemistry Education (GCE) in the emerging economies in Asia to determine what has been done and the continuing projects for the promotion of Green Chemistry (GC). The researchers used the integrative literature review approach to examine qualitative, quantitative, and mixed methods and empirical and theoretical literature related to GCE. This approach includes (a) problem identification, (b) search for structured literature, (c) data evaluation, (d) data analysis, and (e) presentation of findings. Published studies revealed that most initiatives in integrating GC principles in emerging economies in Asia focused on the secondary and tertiary levels but not graduate studies and non-chemistry-related courses. Most of its progress has been observed in Organic Chemistry and General Chemistry. Results also revealed that the barriers that hampered integrating GCE are pedagogical resources (insufficient or unavailability of time, financial and technological resources) and pedagogical content knowledge (misconceptions about GC, lack of expertise, and the need to update technical knowledge). It can be concluded that even in the initial stage of implementation of green chemistry education in the emerging economies in Asia, and despite numerous documented barriers, proactive efforts are being made by numerous institutions and even individuals who are tenaciously advocating green chemistry. These efforts are enriched through various educational programs, learner-centered pedagogical practices, and strategies that enhance teachers’ and students’ content knowledge and skills. Finally, economics is a major factor in determining a country’s state of Green Chemistry as the economic condition can be credited to outstanding or dismal achievements.
{"title":"Green Chemistry Education In The Emerging Economies In Asia","authors":"M. Jovero, J. Picardal","doi":"10.15294/jpii.v11i4.39112","DOIUrl":"https://doi.org/10.15294/jpii.v11i4.39112","url":null,"abstract":"This paper aims to investigate and synthesize literature exploring the current state of Green Chemistry Education (GCE) in the emerging economies in Asia to determine what has been done and the continuing projects for the promotion of Green Chemistry (GC). The researchers used the integrative literature review approach to examine qualitative, quantitative, and mixed methods and empirical and theoretical literature related to GCE. This approach includes (a) problem identification, (b) search for structured literature, (c) data evaluation, (d) data analysis, and (e) presentation of findings. Published studies revealed that most initiatives in integrating GC principles in emerging economies in Asia focused on the secondary and tertiary levels but not graduate studies and non-chemistry-related courses. Most of its progress has been observed in Organic Chemistry and General Chemistry. Results also revealed that the barriers that hampered integrating GCE are pedagogical resources (insufficient or unavailability of time, financial and technological resources) and pedagogical content knowledge (misconceptions about GC, lack of expertise, and the need to update technical knowledge). It can be concluded that even in the initial stage of implementation of green chemistry education in the emerging economies in Asia, and despite numerous documented barriers, proactive efforts are being made by numerous institutions and even individuals who are tenaciously advocating green chemistry. These efforts are enriched through various educational programs, learner-centered pedagogical practices, and strategies that enhance teachers’ and students’ content knowledge and skills. Finally, economics is a major factor in determining a country’s state of Green Chemistry as the economic condition can be credited to outstanding or dismal achievements.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84916598","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 : 2022-12-29DOI: 10.15294/jpii.v11i4.36807
B. Khumraksa, P. Burachat
Research-based learning is a learning strategy that encourages the use of scientific inquiry, thereby allowing students to develop an understanding of the scientific process. The aim of this study was to design a research-based, scientific learning activity on the topic of the mass and volume of matter, to be implemented with elementary school students. The study sample consisted of 16 fourth-grade students selected by purposive sampling. This mixed methods study, performed as an embedded design, examined the pre-experimental results of this research-based learning activity on students’ scientific questioning and experimental skills. The science process skills evaluation form was used as a quantitative instrument. The quantitative data were analyzed by simple statistics including mean and standard deviation. Meanwhile, the gathering of qualitative data was accomplished through the taking of field notes. Deductive analysis was employed to highlight the patterns that emerged regarding the students’ science process skills. The findings revealed that this research-based learning design encouraged students’ scientific questioning and experimental skills, with the mean level being at the developing level. This was achieved by giving students the opportunity to engage in challenging, age-appropriate activities with explicit scientific methodology guidance provided by their teachers. Furthermore, it was found that the students were very much satisfied with this research-based learning activity. This suggests that incorporating research-based practices would serve to fulfill the educational aims of the science classroom. The science inquiry-based approach represents an area worthy of increased focus in order to encourage elementary school students to practice science process skills.
{"title":"The Scientific Questioning and Experimental Skills of Elementary School Students: The Intervention of Research-Based Learning","authors":"B. Khumraksa, P. Burachat","doi":"10.15294/jpii.v11i4.36807","DOIUrl":"https://doi.org/10.15294/jpii.v11i4.36807","url":null,"abstract":"Research-based learning is a learning strategy that encourages the use of scientific inquiry, thereby allowing students to develop an understanding of the scientific process. The aim of this study was to design a research-based, scientific learning activity on the topic of the mass and volume of matter, to be implemented with elementary school students. The study sample consisted of 16 fourth-grade students selected by purposive sampling. This mixed methods study, performed as an embedded design, examined the pre-experimental results of this research-based learning activity on students’ scientific questioning and experimental skills. The science process skills evaluation form was used as a quantitative instrument. The quantitative data were analyzed by simple statistics including mean and standard deviation. Meanwhile, the gathering of qualitative data was accomplished through the taking of field notes. Deductive analysis was employed to highlight the patterns that emerged regarding the students’ science process skills. The findings revealed that this research-based learning design encouraged students’ scientific questioning and experimental skills, with the mean level being at the developing level. This was achieved by giving students the opportunity to engage in challenging, age-appropriate activities with explicit scientific methodology guidance provided by their teachers. Furthermore, it was found that the students were very much satisfied with this research-based learning activity. This suggests that incorporating research-based practices would serve to fulfill the educational aims of the science classroom. The science inquiry-based approach represents an area worthy of increased focus in order to encourage elementary school students to practice science process skills.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82675063","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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