Pub Date : 2022-06-30DOI: 10.15294/jpii.v11i2.30567
B. Wikara, S. Sutarno, S. Suranto, S. Sajidan
Argumentation skills consist of 2 elements: skills to construct arguments and implement them. However, some studies show that students’ argumentation skills were low. This study proposed the 5E Plus learning model to improve students’ argumentation skills. The model consists of an element named Enliven and six syntaxes: Orientation, Engagement, Exploration, Explanation, Elaboration, and Evaluation. This study aimed to investigate the effectiveness of the 5E Plus learning model in improving students’ argumentation skills. This study used Energy subject matter (which consisted of 3 topics, Mechanical, Heat, and Electrical Energy). The study’s sample consisted of 40 1st semester college students from the Natural Science department and was taken randomly. We used One-Group Pretest-Posttest as a research design and collected data using an argumentation skills test. The data was examined using an Independent sample t-test to determine the effectiveness of the 5E Plus learning model. The results were: 1) the 5E Plus learning model was effective for improving students’ argumentation skills, 2) All components of students’ argumentation skills were successfully improved, which warrant experienced the highest improvement, 3) Students’ argumentation skills in all three topics were successfully improved, which in Mechanical Energy topic the skills experienced the highest improvement.
{"title":"Implementation of 5E Plus Learning Model on Energy Subject Matter to Improve Students’ Argumentation Skills","authors":"B. Wikara, S. Sutarno, S. Suranto, S. Sajidan","doi":"10.15294/jpii.v11i2.30567","DOIUrl":"https://doi.org/10.15294/jpii.v11i2.30567","url":null,"abstract":"Argumentation skills consist of 2 elements: skills to construct arguments and implement them. However, some studies show that students’ argumentation skills were low. This study proposed the 5E Plus learning model to improve students’ argumentation skills. The model consists of an element named Enliven and six syntaxes: Orientation, Engagement, Exploration, Explanation, Elaboration, and Evaluation. This study aimed to investigate the effectiveness of the 5E Plus learning model in improving students’ argumentation skills. This study used Energy subject matter (which consisted of 3 topics, Mechanical, Heat, and Electrical Energy). The study’s sample consisted of 40 1st semester college students from the Natural Science department and was taken randomly. We used One-Group Pretest-Posttest as a research design and collected data using an argumentation skills test. The data was examined using an Independent sample t-test to determine the effectiveness of the 5E Plus learning model. The results were: 1) the 5E Plus learning model was effective for improving students’ argumentation skills, 2) All components of students’ argumentation skills were successfully improved, which warrant experienced the highest improvement, 3) Students’ argumentation skills in all three topics were successfully improved, which in Mechanical Energy topic the skills experienced the highest improvement. ","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":"50 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85697787","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 : 2022-06-30DOI: 10.15294/jpii.v11i2.34801
N. M. Pujani, K. G. Y. Arsana, K. Suma, K. Selamet, N. Erlina
This study aims to analyze the effectiveness of introductory astronomy teaching materials with inquiry settings on students' problem-solving and generic science skills. This study used a quasi-experimental design with the one-group pretest-posttest design. The research subjects were one class of 23 fourth-semester science education students. Data on problem-solving skills were collected using a test method with ten essay questions, and generic science skills data were collected using 30 multiple-choice questions. Data analysis was carried out descriptively, and a t-test with a significance level of 0.05. The analysis results showed that the use of inquiry-based introductory astronomy teaching materials in astronomy learning was effective in improving the problem-solving skills (p0.05, g = 0.67 medium categories) and generic science skills (p0 .05, g = 0.53 moderate type). So, it can be concluded that introductory astronomy teaching materials with inquiry settings effectively improve students' problem-solving and generic science skills.
本研究旨在分析探究设置的天文学入门教材对学生解决问题能力和一般科学技能的效果。本研究采用准实验设计，单组前测后测设计。研究对象为一个班的23名四学期科学教育学生。问题解决能力的数据通过10道论述题的测试方法收集，一般性科学技能数据通过30道选择题收集。数据采用描述性分析，采用显著性水平为0.05的t检验。分析结果显示，在天文学学习中使用探究式天文学导论教材，对提高学生的问题解决能力(p0.05, g = 0.67中等类型)和一般科学技能(p0.05, g = 0.53中等类型)有显著效果。因此，具有探究性设置的天文学入门教材能有效提高学生的问题解决能力和一般科学技能。
{"title":"The Effectiveness of Introduction to Astronomy Teaching Materials to Improve Problem-Solving and Generic Science Skills","authors":"N. M. Pujani, K. G. Y. Arsana, K. Suma, K. Selamet, N. Erlina","doi":"10.15294/jpii.v11i2.34801","DOIUrl":"https://doi.org/10.15294/jpii.v11i2.34801","url":null,"abstract":"This study aims to analyze the effectiveness of introductory astronomy teaching materials with inquiry settings on students' problem-solving and generic science skills. This study used a quasi-experimental design with the one-group pretest-posttest design. The research subjects were one class of 23 fourth-semester science education students. Data on problem-solving skills were collected using a test method with ten essay questions, and generic science skills data were collected using 30 multiple-choice questions. Data analysis was carried out descriptively, and a t-test with a significance level of 0.05. The analysis results showed that the use of inquiry-based introductory astronomy teaching materials in astronomy learning was effective in improving the problem-solving skills (p0.05, g = 0.67 medium categories) and generic science skills (p0 .05, g = 0.53 moderate type). So, it can be concluded that introductory astronomy teaching materials with inquiry settings effectively improve students' problem-solving and generic science skills.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89836536","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 : 2022-06-30DOI: 10.15294/jpii.v11i2.22313
F. Alanazi
This study examines the effect of the Treagust strategy on the development of an understanding of science concepts in Saudi primary school students and on promoting their motivation to learn science. A quasi-experimental design (i.e., one experimental group) was adopted, and pre- and post-learning measurements were administered. The sample consisted of 13 grade 5 students. The tools of the study were the Science Achievement Test and the Motivation towards Learning Science Scale. The overall results indicated that the programme was effective in improving science achievement, as there was a significant difference between the mean scores of the pre- and post-learning measurements at the 0.01 level in the MCQ test,favouring the post-learning measurement. Furthermore, statistically significant differences were found between the pre- and post-learning measurements in the dimensions of self-esteem, performance, and achievement; the only insignificant subscale was the value of learning science. The research concludes with a presentation and discussion of recommendations and future research topics in light of the findings.
{"title":"Use of the Treagust Strategy to Promote Enthusiasm for Learning Science Subjects and the Growth of Scientific Ideas in Primary School Students","authors":"F. Alanazi","doi":"10.15294/jpii.v11i2.22313","DOIUrl":"https://doi.org/10.15294/jpii.v11i2.22313","url":null,"abstract":"This study examines the effect of the Treagust strategy on the development of an understanding of science concepts in Saudi primary school students and on promoting their motivation to learn science. A quasi-experimental design (i.e., one experimental group) was adopted, and pre- and post-learning measurements were administered. The sample consisted of 13 grade 5 students. The tools of the study were the Science Achievement Test and the Motivation towards Learning Science Scale. The overall results indicated that the programme was effective in improving science achievement, as there was a significant difference between the mean scores of the pre- and post-learning measurements at the 0.01 level in the MCQ test,favouring the post-learning measurement. Furthermore, statistically significant differences were found between the pre- and post-learning measurements in the dimensions of self-esteem, performance, and achievement; the only insignificant subscale was the value of learning science. The research concludes with a presentation and discussion of recommendations and future research topics in light of the findings.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":"528 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77875973","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 : 2022-06-30DOI: 10.15294/jpii.v11i2.33224
S. Sunarno, P. Purwanto, B. Warsito
The rapid industrial growth and urbanization in Indonesia over the last two decades have resulted in a significant increase in air pollution, so it has caused a decrease in air quality. An air pollution inventory is needed to determine the level of air quality, emission sector, and the type of pollutant fuel. Air pollutant emission data were obtained from various sources, including Regional Emissions Inventory in Asia (REAS) V3.1, Database Emissions for Global Atmospheric Research (EDGAR) V4.3.2, and Community Emissions Data System (CEDS) V1.0. The data consists of 3 types of emitted pollutants (CO, NOX, and SO2) and two contributing factors (emission and fuel sectors). This study aims to compare data from the emission sources of the three air pollutants, determine the trend of changes in the emission of the three pollutants, and determine the main sectors and fuels that emit the three air pollutants. This research uses the literature study method to collect, visualize, and analyze data. The results showed that between 2005 and 2012, there was a downward trend in emissions in the industrial sector for CO, NOX, and SO2 gases, with the lowest point in August. This is because many industrial sectors have applied the principle of clean energy to reduce air pollution and create clean air. However, the transportation sector showed an increase in CO and NOX emissions and peaked in April and October. Furthermore, the SO2 emissions for the power generation sector fluctuated and peaked in July.
{"title":"Analysis of Indonesia's Three Major Anthropogenic Pollutants Which Include Various Emission and Fuel Sectors in the 1990-2015 Period","authors":"S. Sunarno, P. Purwanto, B. Warsito","doi":"10.15294/jpii.v11i2.33224","DOIUrl":"https://doi.org/10.15294/jpii.v11i2.33224","url":null,"abstract":"The rapid industrial growth and urbanization in Indonesia over the last two decades have resulted in a significant increase in air pollution, so it has caused a decrease in air quality. An air pollution inventory is needed to determine the level of air quality, emission sector, and the type of pollutant fuel. Air pollutant emission data were obtained from various sources, including Regional Emissions Inventory in Asia (REAS) V3.1, Database Emissions for Global Atmospheric Research (EDGAR) V4.3.2, and Community Emissions Data System (CEDS) V1.0. The data consists of 3 types of emitted pollutants (CO, NOX, and SO2) and two contributing factors (emission and fuel sectors). This study aims to compare data from the emission sources of the three air pollutants, determine the trend of changes in the emission of the three pollutants, and determine the main sectors and fuels that emit the three air pollutants. This research uses the literature study method to collect, visualize, and analyze data. The results showed that between 2005 and 2012, there was a downward trend in emissions in the industrial sector for CO, NOX, and SO2 gases, with the lowest point in August. This is because many industrial sectors have applied the principle of clean energy to reduce air pollution and create clean air. However, the transportation sector showed an increase in CO and NOX emissions and peaked in April and October. Furthermore, the SO2 emissions for the power generation sector fluctuated and peaked in July.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":"76 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91219724","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 : 2022-06-30DOI: 10.15294/jpii.v11i2.34572
W. Apriwanda, C. Hanri
Creative thinking is one of the skills considered in facing the 21st-century era. Similar to other science domains, creative thinking is also crucial in chemistry learning. The variety of problems in chemistry makes students must be creative thinkers to solve chemistry problems faced. In the classroom, a chemistry teacher has a role in encouraging students’ creative thinking. Other than that, this role also applies to prospective chemistry teachers who will have the same responsibility in the future. Therefore, this study aims to identify the level of creative thinking among prospective chemistry teachers, and identify the aspect of creative thinking that needs to improve. The research design used in this study was a quantitative approach with descriptive research. There were 92 prospective chemistry teachers in Pekanbaru, Riau-Indonesia selected using simple random sampling. Data were collected using open-ended questions and analyzed using the rubric of scoring. Once scoring was done, the score obtained was presented in form of a percentage of score to determine the level of creative thinking. The finding reveals that the level of creative thinking of prospective chemistry teachers was moderate (percentage score of 35.43). The prospective chemistry teachers were at a low level of flexibility and fluency with a percentage score of 27.29 and 27.42 respectively. This finding could be a consideration for any stakeholder to improve the quality of education by taking steps to improve creative thinking among prospective chemistry teachers. With the hope, that none of the students in the future found is at a low level of creative thinking because the students have been taught by competent teachers.
{"title":"Level of Creative Thinking Among Prospective Chemistry Teachers","authors":"W. Apriwanda, C. Hanri","doi":"10.15294/jpii.v11i2.34572","DOIUrl":"https://doi.org/10.15294/jpii.v11i2.34572","url":null,"abstract":"Creative thinking is one of the skills considered in facing the 21st-century era. Similar to other science domains, creative thinking is also crucial in chemistry learning. The variety of problems in chemistry makes students must be creative thinkers to solve chemistry problems faced. In the classroom, a chemistry teacher has a role in encouraging students’ creative thinking. Other than that, this role also applies to prospective chemistry teachers who will have the same responsibility in the future. Therefore, this study aims to identify the level of creative thinking among prospective chemistry teachers, and identify the aspect of creative thinking that needs to improve. The research design used in this study was a quantitative approach with descriptive research. There were 92 prospective chemistry teachers in Pekanbaru, Riau-Indonesia selected using simple random sampling. Data were collected using open-ended questions and analyzed using the rubric of scoring. Once scoring was done, the score obtained was presented in form of a percentage of score to determine the level of creative thinking. The finding reveals that the level of creative thinking of prospective chemistry teachers was moderate (percentage score of 35.43). The prospective chemistry teachers were at a low level of flexibility and fluency with a percentage score of 27.29 and 27.42 respectively. This finding could be a consideration for any stakeholder to improve the quality of education by taking steps to improve creative thinking among prospective chemistry teachers. With the hope, that none of the students in the future found is at a low level of creative thinking because the students have been taught by competent teachers.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":"50 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84328161","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 : 2022-06-30DOI: 10.15294/jpii.v11i2.35308
I. M. Astawa, D. M. Citrawathi, I. Sudiana, I. Wulandari
Disaster mitigation material in geography learning requires not only critical thinking skills but also independence and optimism from students. In this regard, the effective approach needed relies not only on theory but also on practice in independent assignments and exercises. It makes limited face-to-face learning, which has been applied recently, unable to optimize learning outcomes. This study aims to analyze the impact of flipped classroom learning based on disaster map visualization on students' self-efficacy and critical thinking skills in disaster mitigation materials. The study used a quasi-experimental design with a pretest-posttest control group design. The research sample consisted of the experimental class (30 students) and the control class (30 students), which were determined randomly after the equivalence test. Data on critical thinking skills were collected using a test method in 10 description items, and self-efficacy data were collected using a questionnaire consisting of 30 statements. The data were analyzed using quantitative descriptive and inferential statistical analysis with MANOVA. The results show a significant effect simultaneously or partially with the sig value. 0.05, so it can be concluded that there is an effect of flipped classroom learning based on disaster map visualization on students' self-efficacy and critical thinking skills in disaster mitigation materials.
{"title":"The Effect of Flipped Classroom Based on Disaster Map Visualization in Disaster Mitigation Learning on Students’ Self-Efficacy and Critical Thinking Skills","authors":"I. M. Astawa, D. M. Citrawathi, I. Sudiana, I. Wulandari","doi":"10.15294/jpii.v11i2.35308","DOIUrl":"https://doi.org/10.15294/jpii.v11i2.35308","url":null,"abstract":"Disaster mitigation material in geography learning requires not only critical thinking skills but also independence and optimism from students. In this regard, the effective approach needed relies not only on theory but also on practice in independent assignments and exercises. It makes limited face-to-face learning, which has been applied recently, unable to optimize learning outcomes. This study aims to analyze the impact of flipped classroom learning based on disaster map visualization on students' self-efficacy and critical thinking skills in disaster mitigation materials. The study used a quasi-experimental design with a pretest-posttest control group design. The research sample consisted of the experimental class (30 students) and the control class (30 students), which were determined randomly after the equivalence test. Data on critical thinking skills were collected using a test method in 10 description items, and self-efficacy data were collected using a questionnaire consisting of 30 statements. The data were analyzed using quantitative descriptive and inferential statistical analysis with MANOVA. The results show a significant effect simultaneously or partially with the sig value. 0.05, so it can be concluded that there is an effect of flipped classroom learning based on disaster map visualization on students' self-efficacy and critical thinking skills in disaster mitigation materials. ","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80203120","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 : 2022-06-30DOI: 10.15294/jpii.v11i2.34772
W. Purwianingsih, I. Novidsa, R. Riandi
This study aims to promote prospective biology teachers' Technological Pedagogical Content Knowledge (TPACK) about Education for Sustainable Development (ESD) or TPACK-ESD through a School Biology Course. The course is an integrated course as it discusses essential biology contents for the school and the strategies to present the content to the students. It is urgent to promote prospective teachers' TPACK-ESD since the existing biology teachers are not prepared to integrate ESD into biology lessons. The study applied a descriptive method based on a seven-step model of Reorient University Curricula to Address Sustainability (RUCAS). Participants in this study were third-year prospective teachers who were taking the course. The effectiveness of this program for prospective biology teachers is drawn from Content Representation (CoRes) and lesson plans prepared by prospective teachers. The results showed that prospective teachers' TPACK-ESD improved from early development to developed level. It means that prospective teachers' TPACK-ESD is still at a low level. Although the program can improve prospective biology teachers' competencies in developing lesson plans, the level is still low. One semester intensive program seems insufficient to promote prospective teachers' TPACK-ESD. Therefore, it is recommended that the program for promoting ESD integration into TPACK-ESD is conducted for an extended time. The novelty of this study lies in the findings and the coverage of the research area. This study is the first to explore a strategy to promote prospective teachers' TPACK-ESD. More studies are needed, especially on teachers' education curriculum and professional development programs, to accelerate the development of teachers' TPACK-ESD.
{"title":"Program for Integrating Education for Sustainable Development (ESD) into Prospective Biology Teachers' Technological Pedagogical Content Knowledge (TPACK)","authors":"W. Purwianingsih, I. Novidsa, R. Riandi","doi":"10.15294/jpii.v11i2.34772","DOIUrl":"https://doi.org/10.15294/jpii.v11i2.34772","url":null,"abstract":"This study aims to promote prospective biology teachers' Technological Pedagogical Content Knowledge (TPACK) about Education for Sustainable Development (ESD) or TPACK-ESD through a School Biology Course. The course is an integrated course as it discusses essential biology contents for the school and the strategies to present the content to the students. It is urgent to promote prospective teachers' TPACK-ESD since the existing biology teachers are not prepared to integrate ESD into biology lessons. The study applied a descriptive method based on a seven-step model of Reorient University Curricula to Address Sustainability (RUCAS). Participants in this study were third-year prospective teachers who were taking the course. The effectiveness of this program for prospective biology teachers is drawn from Content Representation (CoRes) and lesson plans prepared by prospective teachers. The results showed that prospective teachers' TPACK-ESD improved from early development to developed level. It means that prospective teachers' TPACK-ESD is still at a low level. Although the program can improve prospective biology teachers' competencies in developing lesson plans, the level is still low. One semester intensive program seems insufficient to promote prospective teachers' TPACK-ESD. Therefore, it is recommended that the program for promoting ESD integration into TPACK-ESD is conducted for an extended time. The novelty of this study lies in the findings and the coverage of the research area. This study is the first to explore a strategy to promote prospective teachers' TPACK-ESD. More studies are needed, especially on teachers' education curriculum and professional development programs, to accelerate the development of teachers' TPACK-ESD.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":"58 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88960375","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 : 2022-06-30DOI: 10.15294/jpii.v11i2.33842
M. D. W. Ernawati, S. Sudarmin, A. Asrial, D. Muhammad, H. Haryanto
The purpose of this study was to describe students' creative thinking skills in a problem-based learning model with scaffolding in the Biochemistry course. This research is mixed method research with an explanatory sequential research design with a sample of 173 students from the study programs of Chemistry Education and Chemistry, Universitas Jambi. In this study, the researchers only used the experimental class. The sampling technique used is total sampling and purposive sampling. Data were collected using observation sheets, test instruments, interview instruments, and response questionnaires. Quantitative data analysis used is hypothesis testing in the form of ANOVA test with Post-Hoc Scheffe test and T-test. The findings of this study indicate that the ANOVA test results showed a significant difference in the average creative thinking (cognitive) test results and student response questionnaire results in scaffolding-based integrated biochemistry learning. In addition, there is also a significant effect between cognitive test results on student responses in scaffolding-based integrated biochemistry learning. So it can be concluded that there are differences in the creative thinking skills of chemistry education students and pure chemistry students in using scaffolding integrated problem-based learning models in Biochemistry courses.
{"title":"Creative Thinking of Chemistry and Chemistry Education Students in Biochemistry Learning through Problem Based Learing with Scaffolding Strategy","authors":"M. D. W. Ernawati, S. Sudarmin, A. Asrial, D. Muhammad, H. Haryanto","doi":"10.15294/jpii.v11i2.33842","DOIUrl":"https://doi.org/10.15294/jpii.v11i2.33842","url":null,"abstract":"The purpose of this study was to describe students' creative thinking skills in a problem-based learning model with scaffolding in the Biochemistry course. This research is mixed method research with an explanatory sequential research design with a sample of 173 students from the study programs of Chemistry Education and Chemistry, Universitas Jambi. In this study, the researchers only used the experimental class. The sampling technique used is total sampling and purposive sampling. Data were collected using observation sheets, test instruments, interview instruments, and response questionnaires. Quantitative data analysis used is hypothesis testing in the form of ANOVA test with Post-Hoc Scheffe test and T-test. The findings of this study indicate that the ANOVA test results showed a significant difference in the average creative thinking (cognitive) test results and student response questionnaire results in scaffolding-based integrated biochemistry learning. In addition, there is also a significant effect between cognitive test results on student responses in scaffolding-based integrated biochemistry learning. So it can be concluded that there are differences in the creative thinking skills of chemistry education students and pure chemistry students in using scaffolding integrated problem-based learning models in Biochemistry courses.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85745980","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 : 2022-06-30DOI: 10.15294/jpii.v11i2.33162
N. Raut
Chemistry for Engineers is a fundamental subject in the Chemical Engineering curriculum, and it serves as a bridge between science and engineering by integrating theoretical concepts with real-world situations. To be successful in their careers, future engineers must master the skill of critical thinking. The goal of this research is to use the DoIt@Home Laboratory to improve students' critical thinking and problem-solving skills. The Carona pandemic necessitated the development of this component, which consists of a series of laboratory exercises that require pupils to demonstrate critical thinking skills. In order to better understand students' perceptions of and performance in learning CT skills using the new approach, surveys were utilized to evaluate the DoIt@Home Laboratory. We were able to demonstrate that the DoIt@Home Laboratory is an effective method for enhancing critical thinking skills. 75 % of students have adequate reasoning, evaluation, and problem-solving skills. Indicators from both chemistry and statistics lend credence to their arguments. 52 % of students think they have a good grasp on the fundamentals of chemistry, meaning that they can explain phenomena and study results, defend their positions with evidence, and synthesize arguments.
{"title":"Engineering Critical Thinking in Chemical Engineering-Implementation and Student’s Perception","authors":"N. Raut","doi":"10.15294/jpii.v11i2.33162","DOIUrl":"https://doi.org/10.15294/jpii.v11i2.33162","url":null,"abstract":"Chemistry for Engineers is a fundamental subject in the Chemical Engineering curriculum, and it serves as a bridge between science and engineering by integrating theoretical concepts with real-world situations. To be successful in their careers, future engineers must master the skill of critical thinking. The goal of this research is to use the DoIt@Home Laboratory to improve students' critical thinking and problem-solving skills. The Carona pandemic necessitated the development of this component, which consists of a series of laboratory exercises that require pupils to demonstrate critical thinking skills. In order to better understand students' perceptions of and performance in learning CT skills using the new approach, surveys were utilized to evaluate the DoIt@Home Laboratory. We were able to demonstrate that the DoIt@Home Laboratory is an effective method for enhancing critical thinking skills. 75 % of students have adequate reasoning, evaluation, and problem-solving skills. Indicators from both chemistry and statistics lend credence to their arguments. 52 % of students think they have a good grasp on the fundamentals of chemistry, meaning that they can explain phenomena and study results, defend their positions with evidence, and synthesize arguments.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":"77 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91007264","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 : 2022-06-30DOI: 10.15294/jpii.v11i2.31918
A. H. Hernawan, A. I. Septiana, I. Rachman, Didit Darmawan, Y. Kodama
In environmental education, there have been many studies on learning multimedia, but the media used tends to be limited to the use of conventional media. In this study, we investigate the feasibility of Kamiholo, a combination between hologram and Kamishibai for environmental education in elementary school to improve the students' learning outcomes. To avoid bias and increase objectivity, the learning outcomes of Kamiholo utilization will be compared with those of conventional Kamishibai utilization. The experiments in the control and experimental groups both show good results. However, there is a significant difference in the improvement of the student achievement when learning using Kamiholo based on the N-Gain, where the N-Gain value of Kamiholo and Kamishibai are 0.69 and 0.49, respectively. Overall, we have successfully demonstrated the advantages of our new multimedia by combining holograms and Kamishibai for environmental education.
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