Pub Date : 2022-06-30DOI: 10.15294/jpii.v11i2.35070
O. Badmus, L. Jita
Ordinary and advanced level physics teachers have similar responsibilities in impacting the knowledge of physics among learners. These responsibilities are premised around qualification, experience and job placement. Teachers’ experience has a place in the literature to influence physics performance. The curriculum of both advanced and ordinary level physics is with similarities and occasioned differences with respect to content knowledge. However, are there differences in the qualification, experience and job placement between these two sets of teachers? In view of the foregoing, this study examined advanced and ordinary level in-field physics teachers distribution vis a vis qualification, experience and job placement with a view to aggregate data for decision making, as well as, report gender representation, establish drift and possible remediation in the field. Descriptive research of the survey type was employed with Physics Teachers Ordinary and Advanced Level Inventory (PTOALI) as the instrument to elicit data from 225 physics teachers across the three states under review. Similarities exist in teachers’ qualification at ordinary and advance levels. Experience of teachers at ordinary level were higher than those teaching advanced level curriculum. Underrepresentation of female physics teachers was found among the sample audience. Also, physics teachers are limited in number across the sampled schools and that female physics teachers are under-represented within the sampled respondents. This study concludes that more qualified physics teachers are needed across the three states under review. Experienced physics teachers are also required in advanced level schools. This study recommends training and recruitment of adequate number of qualified physics teachers to cope with the surging number of willing learners.
{"title":"Analysis of Ordinary and Advanced Level In-field Physics Teachers’ Qualification, Experience and Job Placement","authors":"O. Badmus, L. Jita","doi":"10.15294/jpii.v11i2.35070","DOIUrl":"https://doi.org/10.15294/jpii.v11i2.35070","url":null,"abstract":"Ordinary and advanced level physics teachers have similar responsibilities in impacting the knowledge of physics among learners. These responsibilities are premised around qualification, experience and job placement. Teachers’ experience has a place in the literature to influence physics performance. The curriculum of both advanced and ordinary level physics is with similarities and occasioned differences with respect to content knowledge. However, are there differences in the qualification, experience and job placement between these two sets of teachers? In view of the foregoing, this study examined advanced and ordinary level in-field physics teachers distribution vis a vis qualification, experience and job placement with a view to aggregate data for decision making, as well as, report gender representation, establish drift and possible remediation in the field. Descriptive research of the survey type was employed with Physics Teachers Ordinary and Advanced Level Inventory (PTOALI) as the instrument to elicit data from 225 physics teachers across the three states under review. Similarities exist in teachers’ qualification at ordinary and advance levels. Experience of teachers at ordinary level were higher than those teaching advanced level curriculum. Underrepresentation of female physics teachers was found among the sample audience. Also, physics teachers are limited in number across the sampled schools and that female physics teachers are under-represented within the sampled respondents. This study concludes that more qualified physics teachers are needed across the three states under review. Experienced physics teachers are also required in advanced level schools. This study recommends training and recruitment of adequate number of qualified physics teachers to cope with the surging number of willing learners. ","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74445421","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.v11i2.35768
A. Rofieq, A. Fauzi
Immense students’ belief in misinformation indicates the less optimized quality of science education. However, research that analyzes the predictors of this problem is still rarely done. Biology knowledge (BK) depicts the level of biological information mastered by students; attitude toward science (ATS) is related to students' views when participating in science learning; while disbelief in conspiracy theories (DiCT) describes a person's ability to examine information that contradicts scientific truth. The current research was aimed at analyzing BK, ATS, and DiCT among Biology students, as well as the correlation between the three. The data collection instrument used was an online questionnaire comprising four main sections: demographic items, 15 Biology, and the General Public Questionnaire items, 40 ATS test items, and 8 DiCT items. Analysis was conducted on data from 820 respondents collected from February-March 2022. Some techniques for data analysis were applied, including frequency and percentage estimation, Kruskal-Wallis H test analysis, Dunn's test analysis, Kendall's Tau Correlation, and rank-based estimation regression. This research found that: 1) student’s ages and genders did not significantly contribute to any, while institutional status and study years did to BK and DiCT; 2) study program significantly contributed to ATS, and 3) ATS was found to not correlate significantly with DiCT, but BK was significant by the DiCT. Therefore, BK becomes the main competency that can protect students from unscientific conspiracy theories. This study has revealed a novelty framework about the position of knowledge and attitude in predicting students' abilities when examining misinformation.
{"title":"Students’ Knowledge and Attitudes toward Science: Its Correlation on Students’ Disbelief in Non-Scientific Misinformation","authors":"A. Rofieq, A. Fauzi","doi":"10.15294/jpii.v11i2.35768","DOIUrl":"https://doi.org/10.15294/jpii.v11i2.35768","url":null,"abstract":"Immense students’ belief in misinformation indicates the less optimized quality of science education. However, research that analyzes the predictors of this problem is still rarely done. Biology knowledge (BK) depicts the level of biological information mastered by students; attitude toward science (ATS) is related to students' views when participating in science learning; while disbelief in conspiracy theories (DiCT) describes a person's ability to examine information that contradicts scientific truth. The current research was aimed at analyzing BK, ATS, and DiCT among Biology students, as well as the correlation between the three. The data collection instrument used was an online questionnaire comprising four main sections: demographic items, 15 Biology, and the General Public Questionnaire items, 40 ATS test items, and 8 DiCT items. Analysis was conducted on data from 820 respondents collected from February-March 2022. Some techniques for data analysis were applied, including frequency and percentage estimation, Kruskal-Wallis H test analysis, Dunn's test analysis, Kendall's Tau Correlation, and rank-based estimation regression. This research found that: 1) student’s ages and genders did not significantly contribute to any, while institutional status and study years did to BK and DiCT; 2) study program significantly contributed to ATS, and 3) ATS was found to not correlate significantly with DiCT, but BK was significant by the DiCT. Therefore, BK becomes the main competency that can protect students from unscientific conspiracy theories. This study has revealed a novelty framework about the position of knowledge and attitude in predicting students' abilities when examining misinformation. ","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87381824","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.v11i2.36384
N. Sepriyanti, S. Nelwati, M. Kustati, J. Afriadi
This study discusses the importance of 21st-Century learning to improve students’ higher-order thinking skills and numerical literacy based on gender. This research is descriptive quantitative, and correlational. The subjects of this study were education and science students from nine public Islamic universities in Indonesia who were selected by purposive sampling and took statistics courses in the odd semester of 2021/2022 in terms of gender. The sample size is 213 students, with 87 males and 126 female students. Data collection method used questionnaires, observation sheets, and HOTS and numerical literacy tests. The results show that the 21st-century competency-based learning process to improve HOTS and numerical literacy of Public Islamic university students in Indonesia was in the very good category (81.67%). Students’ responses to the learning process were in the very good category (81.78%). Male students’ HOTS were higher than female students, and male students’ numerical literacy skills were lower than female students. In summary, these results suggest that gender partially influences and relates to HOTS and numerical literacy of students at nine public Islamic universities in Indonesia with a low correlation.
{"title":"The Effect of 21st-Century Learning on Higher-Order Thinking Skills (HOTS) and Numerical Literacy of Science Students in Indonesia based on Gender","authors":"N. Sepriyanti, S. Nelwati, M. Kustati, J. Afriadi","doi":"10.15294/jpii.v11i2.36384","DOIUrl":"https://doi.org/10.15294/jpii.v11i2.36384","url":null,"abstract":"This study discusses the importance of 21st-Century learning to improve students’ higher-order thinking skills and numerical literacy based on gender. This research is descriptive quantitative, and correlational. The subjects of this study were education and science students from nine public Islamic universities in Indonesia who were selected by purposive sampling and took statistics courses in the odd semester of 2021/2022 in terms of gender. The sample size is 213 students, with 87 males and 126 female students. Data collection method used questionnaires, observation sheets, and HOTS and numerical literacy tests. The results show that the 21st-century competency-based learning process to improve HOTS and numerical literacy of Public Islamic university students in Indonesia was in the very good category (81.67%). Students’ responses to the learning process were in the very good category (81.78%). Male students’ HOTS were higher than female students, and male students’ numerical literacy skills were lower than female students. In summary, these results suggest that gender partially influences and relates to HOTS and numerical literacy of students at nine public Islamic universities in Indonesia with a low correlation.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":"1051 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77245897","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.v11i2.34501
R. Ratnani, Hadiyanto Hadiyanto, W. Widiyanto, M. A. Adhi
Water hyacinth is a weed in Rawa Pening because of its rapid growth. A handling effort is a very crucial thing and must be done immediately. This study aims to characterize organic compounds in liquid smoke from dried water hyacinth. Characterization of organic compounds from dried water hyacinth was carried out on water hyacinth liquid smoke which was pyrolyzed at 200°C and 600°C. Pyrolysis times were run at 2 hours and 6 hours. Liquid smoke from dried water hyacinth was distilled before testing its chemical composition using GCMS brand Shimadzu type QP 2010S. The results of liquid smoke characterization are used to decide that liquid smoke can be utilized as a food preservative. The test results report that the liquid smoke produced had an acid percentage ranging from 29.63% to 37.23%, phenol from 1.04 to 6.11%, and the remaining carbonyl compounds from 55.99% to 68.90%. The highest component value was obtained at 600°C pyrolysis and 6 hours. The conclusion is that liquid smoke from dried water hyacinth can be used as a food preservative because it contains acid, phenol, and carbonyl and is free of Benzo (a) pyrene, which can cause cancer. So that the requirement for liquid smoke as a preservative can be achieved, whereas acid is a food preservative. This study generates the acquisition of natural food preservatives to utilize weeds. The research helps us utilize weeds to resist the Rawa Pening environment and manufacture food preservatives.
{"title":"Characterization of Liquid Smoke from Dried Water Hyacinth Using GCMS (Gas Chromatography-Mass Spectrophotometry) to Utilize Weeds as Food Preservative","authors":"R. Ratnani, Hadiyanto Hadiyanto, W. Widiyanto, M. A. Adhi","doi":"10.15294/jpii.v11i2.34501","DOIUrl":"https://doi.org/10.15294/jpii.v11i2.34501","url":null,"abstract":"Water hyacinth is a weed in Rawa Pening because of its rapid growth. A handling effort is a very crucial thing and must be done immediately. This study aims to characterize organic compounds in liquid smoke from dried water hyacinth. Characterization of organic compounds from dried water hyacinth was carried out on water hyacinth liquid smoke which was pyrolyzed at 200°C and 600°C. Pyrolysis times were run at 2 hours and 6 hours. Liquid smoke from dried water hyacinth was distilled before testing its chemical composition using GCMS brand Shimadzu type QP 2010S. The results of liquid smoke characterization are used to decide that liquid smoke can be utilized as a food preservative. The test results report that the liquid smoke produced had an acid percentage ranging from 29.63% to 37.23%, phenol from 1.04 to 6.11%, and the remaining carbonyl compounds from 55.99% to 68.90%. The highest component value was obtained at 600°C pyrolysis and 6 hours. The conclusion is that liquid smoke from dried water hyacinth can be used as a food preservative because it contains acid, phenol, and carbonyl and is free of Benzo (a) pyrene, which can cause cancer. So that the requirement for liquid smoke as a preservative can be achieved, whereas acid is a food preservative. This study generates the acquisition of natural food preservatives to utilize weeds. The research helps us utilize weeds to resist the Rawa Pening environment and manufacture food preservatives.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":"82 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82401661","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.v11i2.34859
L. Heliawati, L. Lidiawati, P. N. A. Adriansyah, E. Herlina
This study aims to measure the effectiveness of using ethnochemistry-based Adobe Flash learning media using indigenous knowledge on scientific literacy. The study used a quasi-experimental method. The research subjects were 68 students who used ethnochemistry-based Adobe Flash learning media using indigenous knowledge on secondary metabolite material. The research is a quantitative study with pretest and posttest design. Data in the study were collected through tests to determine students' scientific literacy skills, including aspects of knowledge and competence in analyzing scientific phenomena, connecting chemical concepts to existing phenomena, and interpreting data or scientific evidence and questionnaires. Supporting data was obtained through a questionnaire to determine learning media users' opinions. The test was conducted with ten multiple-choice questions and a questionnaire with ten statements using a Likert scale of 1-4. The data analysis technique calculates the average score of test questions that have criteria according to scientific literacy and the percentage of user satisfaction. Based on the research results, the average value of 81.50 for scientific literacy skills on the concept of secondary metabolites with an N Gain of 80% is in a good category, and it is also known that the average percentage of user satisfaction is 83%, in a good category. Based on the hypothesis testing using the right-test, it has a t count of 16,160 and a t table of 2,021. The study concludes that applying ethnochemistry-based Adobe Flash learning media on secondary metabolites is effective for students' scientific literacy. Thus, it could be excluded that interactive media can support students' learning and improve scientific literacy.
{"title":"Ethnochemistry-based Adobe Flash Learning Media Using Indigenous Knowledge to Improve Students' Scientific Literacy","authors":"L. Heliawati, L. Lidiawati, P. N. A. Adriansyah, E. Herlina","doi":"10.15294/jpii.v11i2.34859","DOIUrl":"https://doi.org/10.15294/jpii.v11i2.34859","url":null,"abstract":"This study aims to measure the effectiveness of using ethnochemistry-based Adobe Flash learning media using indigenous knowledge on scientific literacy. The study used a quasi-experimental method. The research subjects were 68 students who used ethnochemistry-based Adobe Flash learning media using indigenous knowledge on secondary metabolite material. The research is a quantitative study with pretest and posttest design. Data in the study were collected through tests to determine students' scientific literacy skills, including aspects of knowledge and competence in analyzing scientific phenomena, connecting chemical concepts to existing phenomena, and interpreting data or scientific evidence and questionnaires. Supporting data was obtained through a questionnaire to determine learning media users' opinions. The test was conducted with ten multiple-choice questions and a questionnaire with ten statements using a Likert scale of 1-4. The data analysis technique calculates the average score of test questions that have criteria according to scientific literacy and the percentage of user satisfaction. Based on the research results, the average value of 81.50 for scientific literacy skills on the concept of secondary metabolites with an N Gain of 80% is in a good category, and it is also known that the average percentage of user satisfaction is 83%, in a good category. Based on the hypothesis testing using the right-test, it has a t count of 16,160 and a t table of 2,021. The study concludes that applying ethnochemistry-based Adobe Flash learning media on secondary metabolites is effective for students' scientific literacy. Thus, it could be excluded that interactive media can support students' learning and improve scientific literacy.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":"59 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89404517","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.v11i2.33706
S. Suyanto, S. Suratsih, E. Aprilisa, K. Limiansi
During the pandemic of COVID-19, online learning was introduced, and the students' achievement decreased. This research aimed to find the effect of the biology learning model by using real objects (RO), ICT, and Blended Learning (BL) on students’ factual and conceptual knowledge. The research design was a quasi-experiment with a pretest and posttest comparison group design. This research was done in two senior high schools. Cluster random sampling was used to choose three groups of RO, ICT, and BL, involving two biology teachers and 139 students. The instrument was mainly tests of factual and conceptual knowledge. The test items were validated by expert judgment and an empirical test. Multivariate analysis was applied to test the difference in the effect of the three learning models. The results indicate that (1) RO gives the highest students’ achievement in factual knowledge, (2) ICT increases students’ conceptual knowledge, and (3) BL improves both factual and conceptual knowledge. Therefore, it is concluded that learning biology should use RO and ICT through BL to improve factual and conceptual knowledge.
{"title":"Learning Biology Using Real Object, ICT, and Blended Learning to Improve Factual and Conceptual Knowledge","authors":"S. Suyanto, S. Suratsih, E. Aprilisa, K. Limiansi","doi":"10.15294/jpii.v11i2.33706","DOIUrl":"https://doi.org/10.15294/jpii.v11i2.33706","url":null,"abstract":"During the pandemic of COVID-19, online learning was introduced, and the students' achievement decreased. This research aimed to find the effect of the biology learning model by using real objects (RO), ICT, and Blended Learning (BL) on students’ factual and conceptual knowledge. The research design was a quasi-experiment with a pretest and posttest comparison group design. This research was done in two senior high schools. Cluster random sampling was used to choose three groups of RO, ICT, and BL, involving two biology teachers and 139 students. The instrument was mainly tests of factual and conceptual knowledge. The test items were validated by expert judgment and an empirical test. Multivariate analysis was applied to test the difference in the effect of the three learning models. The results indicate that (1) RO gives the highest students’ achievement in factual knowledge, (2) ICT increases students’ conceptual knowledge, and (3) BL improves both factual and conceptual knowledge. Therefore, it is concluded that learning biology should use RO and ICT through BL to improve factual and conceptual knowledge. ","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89704154","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 : 2022-03-31DOI: 10.15294/jpii.v11i1.29350
R. Probosari, S. Sajidan, S. Suranto, B. Prayitno
This study aims to design a Scientific Reading-based Inquiry (SRbI) model that supports argumentation skills development. The assessment of these skills refers to the Toulmin Argument Pattern (TAP), and the participants were Biology Education students in a state university. Furthermore, the Design-based Research (DBR) approach was adopted by combining exploratory studies, trials, and case studies as part of an iterative process. The intervention was formed based on design principles derived from literature review and findings from exploratory studies. Also, observations were made during the trial and intervention process. Data in assessments and observations of written and oral arguments were collected and descriptively analyzed. The study, in three iterations, produced a framework as the basis for the SRbI learning model, with five phases: Reading Orientation, Recapturing, Processing, Communicating, and Reviewing. Therefore, the application of this learning model had a significant impact on the development of students’ argumentation skills.
{"title":"Integrating Reading as Evidence to Enhance Argumentation in Scientific Reading-based Inquiry: A Design-based Research in Biology Classroom","authors":"R. Probosari, S. Sajidan, S. Suranto, B. Prayitno","doi":"10.15294/jpii.v11i1.29350","DOIUrl":"https://doi.org/10.15294/jpii.v11i1.29350","url":null,"abstract":"This study aims to design a Scientific Reading-based Inquiry (SRbI) model that supports argumentation skills development. The assessment of these skills refers to the Toulmin Argument Pattern (TAP), and the participants were Biology Education students in a state university. Furthermore, the Design-based Research (DBR) approach was adopted by combining exploratory studies, trials, and case studies as part of an iterative process. The intervention was formed based on design principles derived from literature review and findings from exploratory studies. Also, observations were made during the trial and intervention process. Data in assessments and observations of written and oral arguments were collected and descriptively analyzed. The study, in three iterations, produced a framework as the basis for the SRbI learning model, with five phases: Reading Orientation, Recapturing, Processing, Communicating, and Reviewing. Therefore, the application of this learning model had a significant impact on the development of students’ argumentation skills.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":"144 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82907517","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 : 2022-03-31DOI: 10.15294/jpii.v11i1.32366
I. Irwanto, I. W. Redhana, B. Wahono
Understanding pre-service teachers’ perceived technological pedagogical content knowledge (TPACK) is important to better prepare them for their future STEM-related careers. Thus, this study aims to examine pre-service teachers’ perceptions of TPACK in relation to their age, gender, and grade level. To achieve this goal, a cross-sectional survey design was used in this quantitative non-experimental research. Participants included 481 (136 male; 345 female) pre-service teachers from four public and private universities in Indonesia. A 27-item PTTPACK Survey was used to gather data. Independent t-test, ANOVA, and Person’s correlation were executed to analyze the data. The findings suggested that pre-service teachers performed the highest self-confidence level in pedagogy knowledge and the lowest in technology knowledge. They rated themselves above four on a five-point scale. No significant differences for all TPACK dimensions were found in terms of gender and age. In addition, there was a significant difference between pre-service teachers who were at the postgraduate level and those at the undergraduate level. Moreover, a high positive and significant correlation existed between all six TPACK domains. It is suggested that pre-service teacher preparation programs should facilitate pre-service STEM teachers how to integrate pedagogy, content, and technology together to create effective technology-enhanced learning in their subjects.
{"title":"Examining Perceptions of Technological Pedagogical Content Knowledge (TPACK): A Perspective from Indonesian Pre-service Teachers","authors":"I. Irwanto, I. W. Redhana, B. Wahono","doi":"10.15294/jpii.v11i1.32366","DOIUrl":"https://doi.org/10.15294/jpii.v11i1.32366","url":null,"abstract":"Understanding pre-service teachers’ perceived technological pedagogical content knowledge (TPACK) is important to better prepare them for their future STEM-related careers. Thus, this study aims to examine pre-service teachers’ perceptions of TPACK in relation to their age, gender, and grade level. To achieve this goal, a cross-sectional survey design was used in this quantitative non-experimental research. Participants included 481 (136 male; 345 female) pre-service teachers from four public and private universities in Indonesia. A 27-item PTTPACK Survey was used to gather data. Independent t-test, ANOVA, and Person’s correlation were executed to analyze the data. The findings suggested that pre-service teachers performed the highest self-confidence level in pedagogy knowledge and the lowest in technology knowledge. They rated themselves above four on a five-point scale. No significant differences for all TPACK dimensions were found in terms of gender and age. In addition, there was a significant difference between pre-service teachers who were at the postgraduate level and those at the undergraduate level. Moreover, a high positive and significant correlation existed between all six TPACK domains. It is suggested that pre-service teacher preparation programs should facilitate pre-service STEM teachers how to integrate pedagogy, content, and technology together to create effective technology-enhanced learning in their subjects.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86577574","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 : 2022-03-31DOI: 10.15294/jpii.v11i1.34465
A. P. Heriyanti, P. Purwanto, H. Purnaweni, T. R. Fariz
The livestock sector is one of the most significant contributors to greenhouse gas (GHG) emissions. Jetak Village in Indonesia has a large livestock population, so it has the potential to be a reasonably high contributor to GHG emissions. Therefore, research is needed to calculate GHG from the livestock sector and calculate biogas potential. Besides, we also discuss data collection techniques that are important but often forgotten in GHG reduction studies in developing countries. This is useful as an effort and reference to reduce GHG emissions in rural areas, especially in Jetak Village. The GHG calculation uses the Tier-1 method, while the data on the potential for biogas utilization is obtained from manure production calculations and in-depth interviews. The calculation results show that the highest total GHG from livestock management in Jetak Village in 2017 was 1,106.69 tons CO2-eq/year, while the lowest total GHG emissions in 2015 were 1,018.41 CO2-eq Gg/year. Dairy cows are the biggest emitter in livestock management, with 4,919.61 tons of CO2-eq/year, and laying hens are the lowest emitters with 1.39 tons CO2-eq/year. Dairy cows are the largest contributor to GHG emissions in enteric fermentation with 9,680.52 tons CO2-eq/year, and the lowest number of contributors is horses with 20.79 tons CO2-eq/year. The potential of biogas in Jetak Village based on manure production is 137 installations. The positive community's perception supports this. It tends to be less valid regarding livestock population data used for GHG calculations, so we verified it during in-depth interviews. The in-depth interview process used local language to enhance the quality of responses. This research needs to be developed considering our findings that there are only 50 biogas installations, indicating the biogas potential is not being utilized to its full potential.
{"title":"Greenhouse Gas Emissions and Biogas Potential from Livestock in Rural Indonesia","authors":"A. P. Heriyanti, P. Purwanto, H. Purnaweni, T. R. Fariz","doi":"10.15294/jpii.v11i1.34465","DOIUrl":"https://doi.org/10.15294/jpii.v11i1.34465","url":null,"abstract":"The livestock sector is one of the most significant contributors to greenhouse gas (GHG) emissions. Jetak Village in Indonesia has a large livestock population, so it has the potential to be a reasonably high contributor to GHG emissions. Therefore, research is needed to calculate GHG from the livestock sector and calculate biogas potential. Besides, we also discuss data collection techniques that are important but often forgotten in GHG reduction studies in developing countries. This is useful as an effort and reference to reduce GHG emissions in rural areas, especially in Jetak Village. The GHG calculation uses the Tier-1 method, while the data on the potential for biogas utilization is obtained from manure production calculations and in-depth interviews. The calculation results show that the highest total GHG from livestock management in Jetak Village in 2017 was 1,106.69 tons CO2-eq/year, while the lowest total GHG emissions in 2015 were 1,018.41 CO2-eq Gg/year. Dairy cows are the biggest emitter in livestock management, with 4,919.61 tons of CO2-eq/year, and laying hens are the lowest emitters with 1.39 tons CO2-eq/year. Dairy cows are the largest contributor to GHG emissions in enteric fermentation with 9,680.52 tons CO2-eq/year, and the lowest number of contributors is horses with 20.79 tons CO2-eq/year. The potential of biogas in Jetak Village based on manure production is 137 installations. The positive community's perception supports this. It tends to be less valid regarding livestock population data used for GHG calculations, so we verified it during in-depth interviews. The in-depth interview process used local language to enhance the quality of responses. This research needs to be developed considering our findings that there are only 50 biogas installations, indicating the biogas potential is not being utilized to its full potential.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77696099","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 : 2022-03-31DOI: 10.15294/jpii.v11i1.33341
M. Saija, S. Rahayu, F. Fajaroh, S. Sumari
Guided inquiry learning has improved scientific literacy skills in various studies. This fact, however, contradicts new findings from the 2015 PISA survey. The research aims to assess inquiry-based OE3C learning methodologies that incorporate local socioscientific issues (SSI) to improve students’ scientific literacy. The research method used quantitative and qualitative methods to evaluate the planned strategy for teaching thermochemistry and rate reactions. The local SSI-based OE3C was used in a sixteen 90-minute lesson with 72 eleventh-grade students (experimental group) at an Indonesian public high school. A control group of 68 students from the same school was taught using guided inquiry learning. The experimental group received a 17-item questionnaire on students’ opinions of the instructional process using the OE3C based on local SSI and a 24-item scientific literacy test (Cronbach alpha = 0.717) from pretest and posttest. The control group also received the scientific literacy tests from pretest and posttest. The finding shows that OE3C learning based on SSI effectively enhances students’ scientific literacy skills. These findings are consistent with the results of the student perception questionnaire, which are supported by semi-structured interview findings 7.78% of students are highly pleased to learn using local SSI-based OE3C learning, and 95.83% of students think that learning to use local SSI-based OE3C learning steps helps them gain a better knowledge of the material. The findings of this study suggest that local SSI should be integrated into chemistry classes to help students build scientific literacy skills.
{"title":"Enhancement of High School Students’ Scientific Literacy Using Local-Socioscientific Issues in OE3C Instructional Strategies","authors":"M. Saija, S. Rahayu, F. Fajaroh, S. Sumari","doi":"10.15294/jpii.v11i1.33341","DOIUrl":"https://doi.org/10.15294/jpii.v11i1.33341","url":null,"abstract":"Guided inquiry learning has improved scientific literacy skills in various studies. This fact, however, contradicts new findings from the 2015 PISA survey. The research aims to assess inquiry-based OE3C learning methodologies that incorporate local socioscientific issues (SSI) to improve students’ scientific literacy. The research method used quantitative and qualitative methods to evaluate the planned strategy for teaching thermochemistry and rate reactions. The local SSI-based OE3C was used in a sixteen 90-minute lesson with 72 eleventh-grade students (experimental group) at an Indonesian public high school. A control group of 68 students from the same school was taught using guided inquiry learning. The experimental group received a 17-item questionnaire on students’ opinions of the instructional process using the OE3C based on local SSI and a 24-item scientific literacy test (Cronbach alpha = 0.717) from pretest and posttest. The control group also received the scientific literacy tests from pretest and posttest. The finding shows that OE3C learning based on SSI effectively enhances students’ scientific literacy skills. These findings are consistent with the results of the student perception questionnaire, which are supported by semi-structured interview findings 7.78% of students are highly pleased to learn using local SSI-based OE3C learning, and 95.83% of students think that learning to use local SSI-based OE3C learning steps helps them gain a better knowledge of the material. The findings of this study suggest that local SSI should be integrated into chemistry classes to help students build scientific literacy skills.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":"171 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77532428","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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