Pub Date : 2022-09-30DOI: 10.15294/jpii.v11i3.38275
N. Rapi, I. Suastra, P. Widiarini, I. W. Widiana
This study aims to analyze the influence of flipped classroom-based project assessment on critical thinking skills and physics learning outcomes. This quantitative research has a post-test-only non-equivalent control group design. The population is distributed into two classes. The data are collected using questionnaires and tests and analyzed using descriptive statistics and Manova. The results indicate differences between critical thinking skills and physics learning outcomes between students who learned with project assessments based on the flipped classroom approach and students who learned with conventional assessments simultaneously and partially. The significance value indicates more than 0.05. Thus, it can be concluded that flipped classroom-based project assessment influences critical thinking skills and concept understanding. Flipped classroom-based project assessment is recommended as one innovative assessment based on constructivism to improve concept understanding and critical thinking. Excellent critical thinking skills and concept understanding will help students solve contextual problems.
{"title":"The Influence of Flipped Classroom-Based Project Assessment on Concept Understanding and Critical Thinking Skills in Physics Learning","authors":"N. Rapi, I. Suastra, P. Widiarini, I. W. Widiana","doi":"10.15294/jpii.v11i3.38275","DOIUrl":"https://doi.org/10.15294/jpii.v11i3.38275","url":null,"abstract":"This study aims to analyze the influence of flipped classroom-based project assessment on critical thinking skills and physics learning outcomes. This quantitative research has a post-test-only non-equivalent control group design. The population is distributed into two classes. The data are collected using questionnaires and tests and analyzed using descriptive statistics and Manova. The results indicate differences between critical thinking skills and physics learning outcomes between students who learned with project assessments based on the flipped classroom approach and students who learned with conventional assessments simultaneously and partially. The significance value indicates more than 0.05. Thus, it can be concluded that flipped classroom-based project assessment influences critical thinking skills and concept understanding. Flipped classroom-based project assessment is recommended as one innovative assessment based on constructivism to improve concept understanding and critical thinking. Excellent critical thinking skills and concept understanding will help students solve contextual problems.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75510671","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 : 2022-09-30DOI: 10.15294/jpii.v11i3.31811
B. Syefrinando, S. Sukarno, M. Ariawijaya, A. Nasukha
This research intends to investigate the effect of digital literacy skills and self-regulation on student creativity in online physics learning practices. The approach used in this research is quantitative, with the data collection technique being a survey model. The research design used a quasi-experimental model with a pretest and posttest design. The samples were physics education students of UIN Sulthan Thaha Saifuddin Jambi, with a total sample of 42 students. Data analysis was conducted through several stages, namely: a) the first stage was to analyze category classification, namely classifying student abilities into very good category (A), good category (B), sufficient category (C), and poor category (D), based on the score of the measurement results of the three variables; b) the second stage is to test the correlation between variables. Correlation data analysis was performed with SPSS 25 software. Based on the data and discussions that have been carried out, it can be concluded that there is an influence between digital literacy skills and self-regulation on students' creativity in online physics learning practices. The effect of digital literacy skills on student creativity in carrying out online physics learning practices is 85%, while self-regulation has an effect of 78%. Both variables together affect students' creativity in learning physics online by 74%.
{"title":"The Effect of Digital Literacy Capabilities and Self-Regulation on the Student's Creativity in Online Physics Teaching","authors":"B. Syefrinando, S. Sukarno, M. Ariawijaya, A. Nasukha","doi":"10.15294/jpii.v11i3.31811","DOIUrl":"https://doi.org/10.15294/jpii.v11i3.31811","url":null,"abstract":"This research intends to investigate the effect of digital literacy skills and self-regulation on student creativity in online physics learning practices. The approach used in this research is quantitative, with the data collection technique being a survey model. The research design used a quasi-experimental model with a pretest and posttest design. The samples were physics education students of UIN Sulthan Thaha Saifuddin Jambi, with a total sample of 42 students. Data analysis was conducted through several stages, namely: a) the first stage was to analyze category classification, namely classifying student abilities into very good category (A), good category (B), sufficient category (C), and poor category (D), based on the score of the measurement results of the three variables; b) the second stage is to test the correlation between variables. Correlation data analysis was performed with SPSS 25 software. Based on the data and discussions that have been carried out, it can be concluded that there is an influence between digital literacy skills and self-regulation on students' creativity in online physics learning practices. The effect of digital literacy skills on student creativity in carrying out online physics learning practices is 85%, while self-regulation has an effect of 78%. Both variables together affect students' creativity in learning physics online by 74%.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81570454","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 : 2022-09-30DOI: 10.15294/jpii.v11i3.37305
F. Fakhriyah, S. Masfuah, F. S. Hilyana, N. Mamat
This study intends to describe and investigate the ability profile of Technological Pedagogy Content Knowledge (TPACK) based on scientific literacy for pre-service primary school teachers. The measurement of student TPACK skills is needed to determine the knowledge of technology that will be implemented in the learning process. Students' TPACK knowledge needs to be developed because integration between pedagogical abilities, material content, and technology is needed. This research is quantitative survey research. This study tested a TPACK model, which was described by the relationship between latent variables, namely from seven components, including TK, PK, CK, TPK, TCK, PCK, and TPACK. The data collection technique used a questionnaire instrument with 46 items. The questionnaire instrument was filled out by 206 pre-service primary school teachers who had taken the Science Concept, Science Application, Science Teaching Learning Course, and Field Experience Practice Courses. The results were then calculated and analyzed using a modeling test with a Structural Equation Modeling (SEM) approach. The results showed that PCK variability could be influenced by the CK and PK components of 51.5%. While the variability of TCK can be influenced by the components of CK and TK of 42.7%. The variability of the TPK can be influenced by the PK and TK components of 45.2%. Finally, the magnitude of the effect of PK, CK, TK, PCK, TPK, and TCK components on TPACK is 61.0%. The TPACK profile of pre-service primary school teachers is good with the factors that contribute most to the components that go into PK and CK. As a result, the findings of this study will contribute to the development of a more thorough profile of the TPACK competencies of pre-service primary school teachers, which can enhance their capacity to incorporate technology when they become teachers in the future.
{"title":"Analysis of Technological Pedagogical Content Knowledge (TPACK) Ability Based on Science Literacy for Pre-Service Primary School Teachers in Learning Science Concepts","authors":"F. Fakhriyah, S. Masfuah, F. S. Hilyana, N. Mamat","doi":"10.15294/jpii.v11i3.37305","DOIUrl":"https://doi.org/10.15294/jpii.v11i3.37305","url":null,"abstract":"This study intends to describe and investigate the ability profile of Technological Pedagogy Content Knowledge (TPACK) based on scientific literacy for pre-service primary school teachers. The measurement of student TPACK skills is needed to determine the knowledge of technology that will be implemented in the learning process. Students' TPACK knowledge needs to be developed because integration between pedagogical abilities, material content, and technology is needed. This research is quantitative survey research. This study tested a TPACK model, which was described by the relationship between latent variables, namely from seven components, including TK, PK, CK, TPK, TCK, PCK, and TPACK. The data collection technique used a questionnaire instrument with 46 items. The questionnaire instrument was filled out by 206 pre-service primary school teachers who had taken the Science Concept, Science Application, Science Teaching Learning Course, and Field Experience Practice Courses. The results were then calculated and analyzed using a modeling test with a Structural Equation Modeling (SEM) approach. The results showed that PCK variability could be influenced by the CK and PK components of 51.5%. While the variability of TCK can be influenced by the components of CK and TK of 42.7%. The variability of the TPK can be influenced by the PK and TK components of 45.2%. Finally, the magnitude of the effect of PK, CK, TK, PCK, TPK, and TCK components on TPACK is 61.0%. The TPACK profile of pre-service primary school teachers is good with the factors that contribute most to the components that go into PK and CK. As a result, the findings of this study will contribute to the development of a more thorough profile of the TPACK competencies of pre-service primary school teachers, which can enhance their capacity to incorporate technology when they become teachers in the future.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90258171","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 : 2022-09-30DOI: 10.15294/jpii.v11i3.36535
S. Supasorn, K. Wuttisela, A. Moonsarn, P. Khajornklin, P. Jarujamrus, S. Chairam
This study aimed to investigate grade-11 students’ conceptual understanding of chemical reaction rate through 5E inquiry approach in which they were asked to explore data for answering the engaged question using the small-scale syringe-vial experiment (SSVE) and elaborate their understanding using the AR interactive Particulate-level Visualization (ARiPV). The two-tier diagnostic conceptual test and semi-structured interview questions served as the data collection instruments. Thirty-three grade-11 students cooperated in the series of four 2-hour 5E learning activities for a total of 8 hours. Dependent samples T-test analysis showed that the mean score of the postconceptual test (mean 29.77, S.D. 6.77, 66.16%) was statistically greater than that of the preconceptual test (mean 11.68, S.D. 10.14, 25.96%) at the significance level of 0.05. Their actual gain was 40.20% and their normalized gain was 0.54, a medium increase. The majority of them moved from the less correct category, Partial Understanding with Specific Misunderstanding (PMU, 43.03%), to the more correct category, Partial Understanding (43.84%). The semi-structured interview showed that the 5E inquiry technique using SSVE in conjunction with ARiPV was entertaining and successful in identifying and enhancing their understanding. This demonstrated that this integrated intervention can encourage students to shift their conceptual understanding of reaction rate to the more advantageous categories.
{"title":"Grade-11 Students’ Conceptual Understanding of Chemical Reaction Rate from Learning by Using the Small-Scale Experiments","authors":"S. Supasorn, K. Wuttisela, A. Moonsarn, P. Khajornklin, P. Jarujamrus, S. Chairam","doi":"10.15294/jpii.v11i3.36535","DOIUrl":"https://doi.org/10.15294/jpii.v11i3.36535","url":null,"abstract":"This study aimed to investigate grade-11 students’ conceptual understanding of chemical reaction rate through 5E inquiry approach in which they were asked to explore data for answering the engaged question using the small-scale syringe-vial experiment (SSVE) and elaborate their understanding using the AR interactive Particulate-level Visualization (ARiPV). The two-tier diagnostic conceptual test and semi-structured interview questions served as the data collection instruments. Thirty-three grade-11 students cooperated in the series of four 2-hour 5E learning activities for a total of 8 hours. Dependent samples T-test analysis showed that the mean score of the postconceptual test (mean 29.77, S.D. 6.77, 66.16%) was statistically greater than that of the preconceptual test (mean 11.68, S.D. 10.14, 25.96%) at the significance level of 0.05. Their actual gain was 40.20% and their normalized gain was 0.54, a medium increase. The majority of them moved from the less correct category, Partial Understanding with Specific Misunderstanding (PMU, 43.03%), to the more correct category, Partial Understanding (43.84%). The semi-structured interview showed that the 5E inquiry technique using SSVE in conjunction with ARiPV was entertaining and successful in identifying and enhancing their understanding. This demonstrated that this integrated intervention can encourage students to shift their conceptual understanding of reaction rate to the more advantageous categories.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86246155","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 : 2022-09-30DOI: 10.15294/jpii.v11i3.37279
B. Bahtiar, I. Ibrahim, M. Maimun
This study aimed to analyze scientific literacy skills in terms of gender using discovery model science teaching materials assisted by PhET simulation. This study is a one-group pretest and posttest design and an experimental. This research was conducted at MTs Hidayatullah Mataram in class IXA students in three meetings for 80 minutes each. The material used is static electricity which consists of five sub materials, namely static electricity, atoms, electric charge, Coulomb's law, and electroscope. The collection method of the scientific literacy test is in the form of multiple-choice with the indicators of being to explain scientific phenomena, scientific discoveries, and statements, and use scientific data and evidence. Prior to use, a feasibility test was carried out. The results of the item analysis show that people have a good level of adjustment, reliability, and difficulty level. The research found that: (1) female and male students had different scientific literacy skills, where the scientific literacy skill of female students was higher (80) than male students (77.95); (2) there were three sub-materials dominated by female students, namely the sub-materials of electrical charge, Coulomb's Law, and electroscope; (3) there are two sub-materials of static electricity which are dominated by male students, namely the sub-materials of static electricity and atoms; (4) in the average percentage of the indicator of explaining phenomena scientifically and interpreting data and evidence scientifically, female students are higher than male students; and (5) the average percentage of evaluating and designing scientific statements is higher for male students than female students. Suggestions for teachers are to pay attention to the roles of female and male students in the learning process so that the abilities of female and male students are not much different.
{"title":"Analysis of Students' Scientific Literacy Skill in terms of Gender Using Science Teaching Materials Discovery Model Assisted by PhET Simulation","authors":"B. Bahtiar, I. Ibrahim, M. Maimun","doi":"10.15294/jpii.v11i3.37279","DOIUrl":"https://doi.org/10.15294/jpii.v11i3.37279","url":null,"abstract":"This study aimed to analyze scientific literacy skills in terms of gender using discovery model science teaching materials assisted by PhET simulation. This study is a one-group pretest and posttest design and an experimental. This research was conducted at MTs Hidayatullah Mataram in class IXA students in three meetings for 80 minutes each. The material used is static electricity which consists of five sub materials, namely static electricity, atoms, electric charge, Coulomb's law, and electroscope. The collection method of the scientific literacy test is in the form of multiple-choice with the indicators of being to explain scientific phenomena, scientific discoveries, and statements, and use scientific data and evidence. Prior to use, a feasibility test was carried out. The results of the item analysis show that people have a good level of adjustment, reliability, and difficulty level. The research found that: (1) female and male students had different scientific literacy skills, where the scientific literacy skill of female students was higher (80) than male students (77.95); (2) there were three sub-materials dominated by female students, namely the sub-materials of electrical charge, Coulomb's Law, and electroscope; (3) there are two sub-materials of static electricity which are dominated by male students, namely the sub-materials of static electricity and atoms; (4) in the average percentage of the indicator of explaining phenomena scientifically and interpreting data and evidence scientifically, female students are higher than male students; and (5) the average percentage of evaluating and designing scientific statements is higher for male students than female students. Suggestions for teachers are to pay attention to the roles of female and male students in the learning process so that the abilities of female and male students are not much different.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74296390","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 : 2022-09-30DOI: 10.15294/jpii.v11i3.30631
S. Sajidan, S. Suranto, I. Atmojo, D. Saputri, R. Etviana
This study aims to describe the problem-based learning and collaboration model on science learning in elementary schools in the Industrial Revolution era 4.0 and Indonesia Society 5.0. This research is qualitative and descriptive. Data collection activities at the preliminary stage are carried out by exploring elementary school teachers' perceptions of problem-based learning and its application in science learning in schools in Surakarta, Indonesia. Focus group discussions (FGD) were conducted on 20 elementary school teachers employing the open inquiry method. The discussion reviewed several topics related to the teachers’ perception of the problem-based learning application, the advantages and disadvantages of problem-based learning as the basis for modifying the learning model, and the importance of collaboration skills for elementary school students. The problem-based learning-collaboration (PBL-C) model is a development of the problem-based learning model, which is equipped with collaborative skill indicators from the Industrial Revolution 4.0 aspects and coordination indicators with various parties from Indonesia Society 5.0 aspects. The result of this research is the problem-based learning-collaboration (PBL-C) model design with six steps: (1) orientation of students to problems, (2) organizing students for learning and division of tasks, (3) guiding investigations on local community leaders, (4) proving the results of the investigation, (5) developing and presenting the work, and (6) analyzing and evaluating the problem-solving process.
{"title":"Problem-Based Learning-Collaboration (PBL-C) Model in Elementary School Science Learning in the Industrial Revolution Era 4.0 and Indonesia Society 5.0","authors":"S. Sajidan, S. Suranto, I. Atmojo, D. Saputri, R. Etviana","doi":"10.15294/jpii.v11i3.30631","DOIUrl":"https://doi.org/10.15294/jpii.v11i3.30631","url":null,"abstract":"This study aims to describe the problem-based learning and collaboration model on science learning in elementary schools in the Industrial Revolution era 4.0 and Indonesia Society 5.0. This research is qualitative and descriptive. Data collection activities at the preliminary stage are carried out by exploring elementary school teachers' perceptions of problem-based learning and its application in science learning in schools in Surakarta, Indonesia. Focus group discussions (FGD) were conducted on 20 elementary school teachers employing the open inquiry method. The discussion reviewed several topics related to the teachers’ perception of the problem-based learning application, the advantages and disadvantages of problem-based learning as the basis for modifying the learning model, and the importance of collaboration skills for elementary school students. The problem-based learning-collaboration (PBL-C) model is a development of the problem-based learning model, which is equipped with collaborative skill indicators from the Industrial Revolution 4.0 aspects and coordination indicators with various parties from Indonesia Society 5.0 aspects. The result of this research is the problem-based learning-collaboration (PBL-C) model design with six steps: (1) orientation of students to problems, (2) organizing students for learning and division of tasks, (3) guiding investigations on local community leaders, (4) proving the results of the investigation, (5) developing and presenting the work, and (6) analyzing and evaluating the problem-solving process.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72450464","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 : 2022-09-30DOI: 10.15294/jpii.v11i3.38071
S. Amin, S. Sumarmi, S. Bachri, S. Susilo, R. L. Mkumbachi, A. Ghozi
Students need to possess sensitivity to the environment in order to behave positively when they notice a problem and find the right solution. This study intends to investigate whether the PBHL model affects the environmental sensitivity of Social Science Education students on environmental issues and conservation materials. The quasi-experimental design of the pretest-posttest controlled group was used in this study. Students of the Social Science Education Department, Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia, were selected as research subjects using a purposive sampling technique. The research subjects were determined to consist of class D as the experimental class (29 students) and class B as the control class (29 students). Questionnaires with a Likert scale of 1 (strongly disagree) – 4 (strongly agree) were used in taking student environmental sensitivity data on environmental issues and conservation materials, totaling 28 items with indicators: knowledge, attitudes, and skills. Subsequently, the data were tested for normality and homogeneity and analyzed using an independent sample t-test. The results showed that the PBHL model had a significant effect on the environmental sensitivity of Social Science Education students on environmental issues and conservation materials ((p (0.009) α (0.05)). The average results of the sensitivity of the experimental class environment (N-Gain = 13.29) were higher than the control class (N-Gain = 8.75). This goal can be achieved through the syntax in the PBHL model. The suggestion for further research is that it is necessary to develop further by combining the PBHL model and interactive mobile learning media as a means for students to investigate and actualize problem-solving.
{"title":"Improving Environmental Sensitivity through Problem-Based Hybrid Learning (PBHL): An Experimental Study","authors":"S. Amin, S. Sumarmi, S. Bachri, S. Susilo, R. L. Mkumbachi, A. Ghozi","doi":"10.15294/jpii.v11i3.38071","DOIUrl":"https://doi.org/10.15294/jpii.v11i3.38071","url":null,"abstract":"Students need to possess sensitivity to the environment in order to behave positively when they notice a problem and find the right solution. This study intends to investigate whether the PBHL model affects the environmental sensitivity of Social Science Education students on environmental issues and conservation materials. The quasi-experimental design of the pretest-posttest controlled group was used in this study. Students of the Social Science Education Department, Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia, were selected as research subjects using a purposive sampling technique. The research subjects were determined to consist of class D as the experimental class (29 students) and class B as the control class (29 students). Questionnaires with a Likert scale of 1 (strongly disagree) – 4 (strongly agree) were used in taking student environmental sensitivity data on environmental issues and conservation materials, totaling 28 items with indicators: knowledge, attitudes, and skills. Subsequently, the data were tested for normality and homogeneity and analyzed using an independent sample t-test. The results showed that the PBHL model had a significant effect on the environmental sensitivity of Social Science Education students on environmental issues and conservation materials ((p (0.009) α (0.05)). The average results of the sensitivity of the experimental class environment (N-Gain = 13.29) were higher than the control class (N-Gain = 8.75). This goal can be achieved through the syntax in the PBHL model. The suggestion for further research is that it is necessary to develop further by combining the PBHL model and interactive mobile learning media as a means for students to investigate and actualize problem-solving.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83009138","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 : 2022-09-30DOI: 10.15294/jpii.v11i3.37272
Z. Ramdani, D. Hadiana, A. Amri, J. Warsihna, W. Widodo, D. T. Chandra, E. Sopandi
Significant and unexpected changes need to be anticipated by all teachers, especially when facing difficult situations in the learning process. This study aims to determine the mediating role of attitude in the correlation between creativity and curiosity regarding the performance of outstanding science teachers. A quantitative causal method was used which involves 100 teachers that were selected using a purposive sampling technique. Collection of research data using four questionnaire instruments with a Likert-scaled were derived from the existing grand theory and met the psychometric properties as a suitable instrument to use. Multiple regression analysis is used to identify the relationship between these variables. The results of the data analysis showed that the creativity affects attitude directly and attitude also affects performance. Other results show that curiosity has a direct effect on performance and has no indirect effect on performance. Meanwhile, other results also explained that the investigated variables are positively correlated with the outstanding science teachers. The results of the study concluded that attitude can act as an effective mediator in the relationship between creativity and performance. Creativity and curiosity are important variables to support the performance of outstanding science teachers. The limitations of this study and discussions were subsequently explained in this article.
{"title":"The Mediating Role of Attitude in the Correlation between Creativity and Curiosity regarding the Performance of Outstanding Science Teachers","authors":"Z. Ramdani, D. Hadiana, A. Amri, J. Warsihna, W. Widodo, D. T. Chandra, E. Sopandi","doi":"10.15294/jpii.v11i3.37272","DOIUrl":"https://doi.org/10.15294/jpii.v11i3.37272","url":null,"abstract":"Significant and unexpected changes need to be anticipated by all teachers, especially when facing difficult situations in the learning process. This study aims to determine the mediating role of attitude in the correlation between creativity and curiosity regarding the performance of outstanding science teachers. A quantitative causal method was used which involves 100 teachers that were selected using a purposive sampling technique. Collection of research data using four questionnaire instruments with a Likert-scaled were derived from the existing grand theory and met the psychometric properties as a suitable instrument to use. Multiple regression analysis is used to identify the relationship between these variables. The results of the data analysis showed that the creativity affects attitude directly and attitude also affects performance. Other results show that curiosity has a direct effect on performance and has no indirect effect on performance. Meanwhile, other results also explained that the investigated variables are positively correlated with the outstanding science teachers. The results of the study concluded that attitude can act as an effective mediator in the relationship between creativity and performance. Creativity and curiosity are important variables to support the performance of outstanding science teachers. The limitations of this study and discussions were subsequently explained in this article. ","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77044078","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 : 2022-09-30DOI: 10.15294/jpii.v11i3.38243
C. Kurniawan, M. Dhiyaulkhaq, N. Wijayati, K. Kasmui, D. Nasekhah, Mohamad Hisyam Ismail
Inorganic compound nomenclature is one of the most basic concepts in chemistry. Therefore, for students, correct naming of the chemicals is essential before learning advanced chemistry. However, nomenclature as a learning topic consists of rules and thus requires frequent practice. Tenth graders will face difficulties if they have remember thousands of the chemicals' names. The objective of this research is to develop and validate the effectiveness of android-based learning media to help students in learning chemical compound nomenclature. In order to meet the goal, this study was conducted in stages; they are (1) information collection, (2) planning, (3) product draft development, (4) small-scale trials, (5) product revisions, and (6) large-scale trials. The effectiveness of the examined mobile-app was measured using post-test questions, resulting in 87.88% student completion. Furthermore, since experts have been in agreement concerning the validity of the examined mobile app – both the content and the media, the app can be used for learning process.
{"title":"Android-Based Mobile Learning Application Design: Its Implementation and Evaluation for Aiding Secondary School Students' to Study Inorganic Compound Nomenclature","authors":"C. Kurniawan, M. Dhiyaulkhaq, N. Wijayati, K. Kasmui, D. Nasekhah, Mohamad Hisyam Ismail","doi":"10.15294/jpii.v11i3.38243","DOIUrl":"https://doi.org/10.15294/jpii.v11i3.38243","url":null,"abstract":"Inorganic compound nomenclature is one of the most basic concepts in chemistry. Therefore, for students, correct naming of the chemicals is essential before learning advanced chemistry. However, nomenclature as a learning topic consists of rules and thus requires frequent practice. Tenth graders will face difficulties if they have remember thousands of the chemicals' names. The objective of this research is to develop and validate the effectiveness of android-based learning media to help students in learning chemical compound nomenclature. In order to meet the goal, this study was conducted in stages; they are (1) information collection, (2) planning, (3) product draft development, (4) small-scale trials, (5) product revisions, and (6) large-scale trials. The effectiveness of the examined mobile-app was measured using post-test questions, resulting in 87.88% student completion. Furthermore, since experts have been in agreement concerning the validity of the examined mobile app – both the content and the media, the app can be used for learning process.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73111111","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 : 2022-09-30DOI: 10.15294/jpii.v11i3.38566
N. R. Dewi, A. Rusilowati, S. Saptono, S. Haryani
Learning design abilities and TPACK are very much needed by prospective science teachers to prepare science learning in the 21st century. The specific objectives of this research were to analyze the improvement of the learning design ability and TPACK possessed by pre-service science teachers after taking lectures with the Project-Based Scaffolding TPACK (PBST) model and analyze the correlation between TPACK and learning design abilities. The research used was quantitative research with non-equivalent control group design. The samples selected were 4 classes of pre-service science teachers who were taking Science Learning Strategy and Design courses. The instrument used in this study consisted of a lesson plan assessment sheet and a TPACK evaluation test. Data analysis used was independent t test, N-Gain test, and bivariate correlation test using SPSS. The results showed that the experimental class obtained an increase in the high category on learning design ability and the medium category on TPACK. After being given PBST model treatment in the experimental class, there is a significant difference in the learning design ability and TPACK between the experimental and control classes. In addition, the results also show that there is a correlation between TPACK and learning design ability. The PBST model is expected to be a solution offer to prepare pre-service science teachers at higher education in line with the demands of 21st century learning based on technology integration.
{"title":"Project-Based Scaffolding TPACK Model to Improve Learning Design Ability and TPACK of Pre-Service Science Teacher","authors":"N. R. Dewi, A. Rusilowati, S. Saptono, S. Haryani","doi":"10.15294/jpii.v11i3.38566","DOIUrl":"https://doi.org/10.15294/jpii.v11i3.38566","url":null,"abstract":"Learning design abilities and TPACK are very much needed by prospective science teachers to prepare science learning in the 21st century. The specific objectives of this research were to analyze the improvement of the learning design ability and TPACK possessed by pre-service science teachers after taking lectures with the Project-Based Scaffolding TPACK (PBST) model and analyze the correlation between TPACK and learning design abilities. The research used was quantitative research with non-equivalent control group design. The samples selected were 4 classes of pre-service science teachers who were taking Science Learning Strategy and Design courses. The instrument used in this study consisted of a lesson plan assessment sheet and a TPACK evaluation test. Data analysis used was independent t test, N-Gain test, and bivariate correlation test using SPSS. The results showed that the experimental class obtained an increase in the high category on learning design ability and the medium category on TPACK. After being given PBST model treatment in the experimental class, there is a significant difference in the learning design ability and TPACK between the experimental and control classes. In addition, the results also show that there is a correlation between TPACK and learning design ability. The PBST model is expected to be a solution offer to prepare pre-service science teachers at higher education in line with the demands of 21st century learning based on technology integration.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86784744","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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