Pub Date : 2022-03-31DOI: 10.15294/jpii.v11i1.33057
A. Nurgaliyeva, D. Childibayev, S. Sagyndykova, M. Azman, G. Saparova
The aim of this paper is to solve the problem of practical major training for biology majors under the framework of higher education modernization. By using a variety of specialized techniques, forms and teaching methods, a discipline that is not only universal and specialized has been formed, competencies, as well as reflective and professional self-actualization. The aim of this research is to study the practically test the organizational and pedagogical conditions of the practice-oriented training for the future teachers-biologists. This quantitative research is to study the practice-oriented training of student biologist from the literature review. Questionnaire pertaining to the scientific and methodological basis of practice-oriented were send to the 3rd and 4th year students majoring in biology. According to the framework standard, a descriptive analysis of the results is carried out on the respondents' assessment of the professional maturity of future teachers; motivation is a symbolic bundle of professional action motivation (professional orientation, job satisfaction), and the individual is an important characteristic of teachers forming an individual. Willingness, ways of personal self-expression and self-development (professional intent, reflection), and cognition serve as the basis for training subjects, methods, psychology, and teaching skills (vocational training, teaching thinking). The proposed levels of professional readiness of future teachers will help to improve the competency in pedagogy of the biology teacher and contribute to the higher education in term of the education curriculums.
{"title":"Scientific and Methodological Basis of Practice-Oriented Training of Students-Biologists: A Case Study in Kazakhstan","authors":"A. Nurgaliyeva, D. Childibayev, S. Sagyndykova, M. Azman, G. Saparova","doi":"10.15294/jpii.v11i1.33057","DOIUrl":"https://doi.org/10.15294/jpii.v11i1.33057","url":null,"abstract":"The aim of this paper is to solve the problem of practical major training for biology majors under the framework of higher education modernization. By using a variety of specialized techniques, forms and teaching methods, a discipline that is not only universal and specialized has been formed, competencies, as well as reflective and professional self-actualization. The aim of this research is to study the practically test the organizational and pedagogical conditions of the practice-oriented training for the future teachers-biologists. This quantitative research is to study the practice-oriented training of student biologist from the literature review. Questionnaire pertaining to the scientific and methodological basis of practice-oriented were send to the 3rd and 4th year students majoring in biology. According to the framework standard, a descriptive analysis of the results is carried out on the respondents' assessment of the professional maturity of future teachers; motivation is a symbolic bundle of professional action motivation (professional orientation, job satisfaction), and the individual is an important characteristic of teachers forming an individual. Willingness, ways of personal self-expression and self-development (professional intent, reflection), and cognition serve as the basis for training subjects, methods, psychology, and teaching skills (vocational training, teaching thinking). The proposed levels of professional readiness of future teachers will help to improve the competency in pedagogy of the biology teacher and contribute to the higher education in term of the education curriculums. ","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87561765","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.v11i1.32969
Nazihah Idris, Othman Talib, Fazilah Razali
Science is a knowledge discipline that is experimentally oriented. The science experiment is one of the core activities in science learning. It is a process that prioritises methods of investigation and problem-solving where the scientific method is employed. In science experiments, mastery of scientific process skills is required. Hence, it is crucial as this will expose students to scientific methods and knowledge. This study aims to identify what are the appropriate strategies that may be employed to augment learners’ science process skills. This article conducts a systematic literature review and twenty-two articles have been chosen to be analysed. The current study combined many research designs, where the review fulfilled the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) publishing standard. Web of Science and Scopus, two well-known databases, were used to discover articles for this study. This review includes a topic based on the thematic analysis which is strategies in mastering science process skills. The results show seven sub-themes based on the topic that are 1) Hands-on and minds-on implementation 2) Inquiry-based approach 3) Discovery learning 4) Strategic manipulative skills 5) Argumentation Skills 6) Using Information and Communication Technologies and 7) Implementing Engineering-oriented science, technology, engineering, and mathematics (STEM) Integration Activities. The research’s findings may motivate science educators to use the appropriate strategies while undergoing science experiments to improve SPS which are important competencies that can influence student’s performance in science learning.
科学是以实验为导向的知识学科。科学实验是科学学习的核心活动之一。这是一个优先考虑采用科学方法的调查和解决问题的方法的过程。在科学实验中，需要掌握科学处理技能。因此，这是至关重要的，因为这将使学生接触到科学的方法和知识。本研究旨在确定什么是适当的策略，可以用来增强学习者的科学过程技能。本文进行了系统的文献综述，选取了22篇文献进行分析。目前的研究结合了许多研究设计，其中的综述满足了系统综述和荟萃分析(PRISMA)出版标准的首选报告项目。本研究使用了Web of Science和Scopus这两个知名数据库来查找文章。本文以专题分析为基础，探讨了掌握科学过程技能的策略。结果显示了基于该主题的七个子主题，即1)动手和思想实施2)基于探究的方法3)发现学习4)战略操作技能5)论证技能6)使用信息和通信技术以及7)实施面向工程的科学，技术，工程和数学(STEM)整合活动。研究结果可以激励科学教育者在进行科学实验时采用适当的策略来提高SPS，这是影响学生科学学习成绩的重要能力。
{"title":"Strategies in Mastering Science Process Skills in Science Experiments: A Systematic Literature Review","authors":"Nazihah Idris, Othman Talib, Fazilah Razali","doi":"10.15294/jpii.v11i1.32969","DOIUrl":"https://doi.org/10.15294/jpii.v11i1.32969","url":null,"abstract":"Science is a knowledge discipline that is experimentally oriented. The science experiment is one of the core activities in science learning. It is a process that prioritises methods of investigation and problem-solving where the scientific method is employed. In science experiments, mastery of scientific process skills is required. Hence, it is crucial as this will expose students to scientific methods and knowledge. This study aims to identify what are the appropriate strategies that may be employed to augment learners’ science process skills. This article conducts a systematic literature review and twenty-two articles have been chosen to be analysed. The current study combined many research designs, where the review fulfilled the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) publishing standard. Web of Science and Scopus, two well-known databases, were used to discover articles for this study. This review includes a topic based on the thematic analysis which is strategies in mastering science process skills. The results show seven sub-themes based on the topic that are 1) Hands-on and minds-on implementation 2) Inquiry-based approach 3) Discovery learning 4) Strategic manipulative skills 5) Argumentation Skills 6) Using Information and Communication Technologies and 7) Implementing Engineering-oriented science, technology, engineering, and mathematics (STEM) Integration Activities. The research’s findings may motivate science educators to use the appropriate strategies while undergoing science experiments to improve SPS which are important competencies that can influence student’s performance in science learning.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86763655","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.v11i1.27148
N. Hujjatusnaini, A. Corebima, S. Prawiro, A. Gofur
Educational institutions are required to prepare competent and competitive pre-service teacher graduates who have skills according to the needs of the 21st century. This study aims to find the effect of blended Project-Based Learning (PjBL) integrated with 21st-century skills on higher-order thinking skills of students as pre-service biology teachers on immunology. This research is an experimental study with a mixed method, in which the qualitative observation data used a questionnaire with self-assessment and peer assessment methods supported by experimental data using the HOTS instrument analyzed quantitatively. The application of blended PjBL integrated with 21st-century skills used a quasi-experimental research method with a quantitative descriptive approach. Pre-service teachers in this study are still studying at educational institutions, especially teacher faculty, and categorized as pre-service teachers. The research sample was students taking the immunology course in the Biology Education Study Program. They were 57 students from IAIN Palangka Raya, 60 students from Universitas Palangka Raya, and 83 students from Universitas Negeri Malang. Student grouping based on the initial ability of HOTS is carried out in all groups from which the student sample is referred to as a cluster. The total sample of 200 people was then grouped into three groups based on their basic abilities, namely low-level class, medium-level class, and high-level class. The study results proved that the blended PjBL integrated with 21st-century skills significantly affected students' high-level thinking skills based on the paired sample test (Sig. 2-tailed 0.0000.05). The mean value in the experimental group (75.53) and the control group (56.35) strengthens the data significance of students' higher-order thinking skills based on the N-Gain value and the independent sample T-test. The findings of this study are that blended PjBL integrated with 21st-century skills can increase HOTS on indicators of evaluating (78.15) and creating (79.21). This blended learning integration can be used as an innovative learning model solution to increase pre-service biology teachers' higher-order thinking skills according to the demands of 21st-century skills.
{"title":"The Effect of Blended Project-based Learning Integrated with 21st-Century Skills on Pre-Service Biology Teachers' Higher-order Thinking Skills","authors":"N. Hujjatusnaini, A. Corebima, S. Prawiro, A. Gofur","doi":"10.15294/jpii.v11i1.27148","DOIUrl":"https://doi.org/10.15294/jpii.v11i1.27148","url":null,"abstract":"Educational institutions are required to prepare competent and competitive pre-service teacher graduates who have skills according to the needs of the 21st century. This study aims to find the effect of blended Project-Based Learning (PjBL) integrated with 21st-century skills on higher-order thinking skills of students as pre-service biology teachers on immunology. This research is an experimental study with a mixed method, in which the qualitative observation data used a questionnaire with self-assessment and peer assessment methods supported by experimental data using the HOTS instrument analyzed quantitatively. The application of blended PjBL integrated with 21st-century skills used a quasi-experimental research method with a quantitative descriptive approach. Pre-service teachers in this study are still studying at educational institutions, especially teacher faculty, and categorized as pre-service teachers. The research sample was students taking the immunology course in the Biology Education Study Program. They were 57 students from IAIN Palangka Raya, 60 students from Universitas Palangka Raya, and 83 students from Universitas Negeri Malang. Student grouping based on the initial ability of HOTS is carried out in all groups from which the student sample is referred to as a cluster. The total sample of 200 people was then grouped into three groups based on their basic abilities, namely low-level class, medium-level class, and high-level class. The study results proved that the blended PjBL integrated with 21st-century skills significantly affected students' high-level thinking skills based on the paired sample test (Sig. 2-tailed 0.0000.05). The mean value in the experimental group (75.53) and the control group (56.35) strengthens the data significance of students' higher-order thinking skills based on the N-Gain value and the independent sample T-test. The findings of this study are that blended PjBL integrated with 21st-century skills can increase HOTS on indicators of evaluating (78.15) and creating (79.21). This blended learning integration can be used as an innovative learning model solution to increase pre-service biology teachers' higher-order thinking skills according to the demands of 21st-century skills.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74604282","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.v11i1.33125
S. Syafril, T. Rahayu, G. Ganefri
This study aims to analyze prospective science teachers’ self-confidence in computational thinking skills on three main points: (i) prospective science teachers’ self-confidence in computational thinking skills, (ii) differences in prospective science teachers’ self-confidence in computational thinking skills as per gender, and (iii) differences in prospective science teachers’ self- confidence in computational thinking skills as per expertise (Biology and Physics). A quantitative cross-sectional survey methodology was used as the research design. A total of 1023 prospective science teachers (biology and physics) were randomly selected as the research sample from the 1959 total population. Data were collected using a self-confidence questionnaire on computational thinking skills. The adaptation results were assessed first by five experts before being tested on 74 prospective science teachers from different universities. The results show that prospective science teachers’ self-confidence in computational thinking skills was generally high (Mean = 78.57). The Mann-Whitney U test found no difference in prospective science teachers’ self-confidence in computational thinking skills as per gender (Mean= 78.05, SD= 9.03 for male, Mean= 78.73, SD= 6.86 for female, with a value of F= 6.028, Z= -0.891, Sig= 0.373 0.05). The Independent Sample t-test also showed no difference in prospective science teachers’ self-confidence in computational thinking skills as per expertise. This study concludes that prospective science teachers have high self-confidence in computational thinking skills as crucial skills in the science teaching profession.
{"title":"Prospective Science Teachers’ Self-Confidence in Computational Thinking Skills","authors":"S. Syafril, T. Rahayu, G. Ganefri","doi":"10.15294/jpii.v11i1.33125","DOIUrl":"https://doi.org/10.15294/jpii.v11i1.33125","url":null,"abstract":"This study aims to analyze prospective science teachers’ self-confidence in computational thinking skills on three main points: (i) prospective science teachers’ self-confidence in computational thinking skills, (ii) differences in prospective science teachers’ self-confidence in computational thinking skills as per gender, and (iii) differences in prospective science teachers’ self- confidence in computational thinking skills as per expertise (Biology and Physics). A quantitative cross-sectional survey methodology was used as the research design. A total of 1023 prospective science teachers (biology and physics) were randomly selected as the research sample from the 1959 total population. Data were collected using a self-confidence questionnaire on computational thinking skills. The adaptation results were assessed first by five experts before being tested on 74 prospective science teachers from different universities. The results show that prospective science teachers’ self-confidence in computational thinking skills was generally high (Mean = 78.57). The Mann-Whitney U test found no difference in prospective science teachers’ self-confidence in computational thinking skills as per gender (Mean= 78.05, SD= 9.03 for male, Mean= 78.73, SD= 6.86 for female, with a value of F= 6.028, Z= -0.891, Sig= 0.373 0.05). The Independent Sample t-test also showed no difference in prospective science teachers’ self-confidence in computational thinking skills as per expertise. This study concludes that prospective science teachers have high self-confidence in computational thinking skills as crucial skills in the science teaching profession.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83594501","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.v11i1.32983
M. A. Rokhimawan, F. Yuliawati, I. Kamala, S. Susilawati
This study aims to measure the scientific competence of prospective teachers of Madrasah Ibtidaiyah integrated scientific literacy through a STEM approach. The research method used was descriptive quantitative with a sample of 40 students from the same study program at two different universities. The selected sample has taken basic science courses with a minimum score of B. This research used a purposive sampling technique, where the sampling actively participates in learning activities. Data were collected using a set of instruments to analyze the prospective teachers’ scientific competence. The instruments were declared valid based on expert judgment and showed a Cronbach Alpha score of 0.68 before being used. Scientific competence data were obtained from the results before and after the essay, practicum, multiple-choice test, and questionnaire instruments. Data were analyzed descriptive quantitative using inferential statistics with a T-test. Inferential statistical analysis revealed differences in scientific competence of prospective madrasah teachers in Study Program A and Study Program B (t = 5.98 1.83). The measurement results of the test of science content mastery aspect with an average of 58.3 and 50.8. The practicum mastery of science process skills results from the problem-solving skills test are 48.4 and 39.6. From the questionnaire results on scientific literacy, students still need to improve their independence in studying science, scientific thinking skills, the ability to use scientific knowledge in problem-solving, and integrating the STEM approach. From the findings, it can be concluded that the analysis of the scientific competence of prospective madrasah teachers shows an apparent and significant difference. The prospective madrasa teachers’ scientific competence is needed to prepare students as prospective teachers who are STEM literate.
{"title":"Prospective Madrasah Teachers' Scientific Competencies Integrated with Scientific Literacy through the STEM Approach","authors":"M. A. Rokhimawan, F. Yuliawati, I. Kamala, S. Susilawati","doi":"10.15294/jpii.v11i1.32983","DOIUrl":"https://doi.org/10.15294/jpii.v11i1.32983","url":null,"abstract":"This study aims to measure the scientific competence of prospective teachers of Madrasah Ibtidaiyah integrated scientific literacy through a STEM approach. The research method used was descriptive quantitative with a sample of 40 students from the same study program at two different universities. The selected sample has taken basic science courses with a minimum score of B. This research used a purposive sampling technique, where the sampling actively participates in learning activities. Data were collected using a set of instruments to analyze the prospective teachers’ scientific competence. The instruments were declared valid based on expert judgment and showed a Cronbach Alpha score of 0.68 before being used. Scientific competence data were obtained from the results before and after the essay, practicum, multiple-choice test, and questionnaire instruments. Data were analyzed descriptive quantitative using inferential statistics with a T-test. Inferential statistical analysis revealed differences in scientific competence of prospective madrasah teachers in Study Program A and Study Program B (t = 5.98 1.83). The measurement results of the test of science content mastery aspect with an average of 58.3 and 50.8. The practicum mastery of science process skills results from the problem-solving skills test are 48.4 and 39.6. From the questionnaire results on scientific literacy, students still need to improve their independence in studying science, scientific thinking skills, the ability to use scientific knowledge in problem-solving, and integrating the STEM approach. From the findings, it can be concluded that the analysis of the scientific competence of prospective madrasah teachers shows an apparent and significant difference. The prospective madrasa teachers’ scientific competence is needed to prepare students as prospective teachers who are STEM literate.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86327905","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.v11i1.31004
X. Q. Duong, N. H. Nguyen, M. T. Nguyen, T. P. Thao-Do
STEM education has been emphasized in Vietnam’s new National Education Curriculum to develop students’ capacity and prepare for the modern labor market. However, there are concerns that STEM education may not be suitable for low-budget or rural schools, where the conditions are insufficient. This research aims to investigate the possibility and efficiency of applying STEM education, focused on the Engineering Design Process (EDP), in rural high schools in Vietnam. This paper reported the results of two rounds of research on 96 grade 11 rural students who participated in a STEM project of designing and making electrostatic painting equipment using the EDP as the alignment. The students were from two rural schools of Thap Muoi district, Dong Thap province in Mekong Delta, where education was considered lower than the general standard of Vietnam. Data was collected using qualitative research methods, including teacher’s observation and notes for the whole process, students’ portfolios (worksheets, research diary, diagram and pictures, video clips, messages, and notes), and informal interviews. Triangulations were applied during data collection and analysis. The results showed promising where the students actively engaged in all the stages of the EDP and could accomplish all the requirements. Moreover, compared to round 1, round 2 showed slightly better indicators which means the experience of the teacher is improved the students’ achievement. Therefore, it can be concluded that STEM EDP can be applied with encouraging results even in rural schools.
{"title":"Applying STEM Engineering Design Process through Designing and Making of Electrostatic Painting Equipment in Two Rural Schools in Vietnam","authors":"X. Q. Duong, N. H. Nguyen, M. T. Nguyen, T. P. Thao-Do","doi":"10.15294/jpii.v11i1.31004","DOIUrl":"https://doi.org/10.15294/jpii.v11i1.31004","url":null,"abstract":"STEM education has been emphasized in Vietnam’s new National Education Curriculum to develop students’ capacity and prepare for the modern labor market. However, there are concerns that STEM education may not be suitable for low-budget or rural schools, where the conditions are insufficient. This research aims to investigate the possibility and efficiency of applying STEM education, focused on the Engineering Design Process (EDP), in rural high schools in Vietnam. This paper reported the results of two rounds of research on 96 grade 11 rural students who participated in a STEM project of designing and making electrostatic painting equipment using the EDP as the alignment. The students were from two rural schools of Thap Muoi district, Dong Thap province in Mekong Delta, where education was considered lower than the general standard of Vietnam. Data was collected using qualitative research methods, including teacher’s observation and notes for the whole process, students’ portfolios (worksheets, research diary, diagram and pictures, video clips, messages, and notes), and informal interviews. Triangulations were applied during data collection and analysis. The results showed promising where the students actively engaged in all the stages of the EDP and could accomplish all the requirements. Moreover, compared to round 1, round 2 showed slightly better indicators which means the experience of the teacher is improved the students’ achievement. Therefore, it can be concluded that STEM EDP can be applied with encouraging results even in rural schools.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87866812","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.v11i1.31601
S. Wantasen, J. Luntungan, R. Koneri
The use of chlorine in agriculture and settlements increases and impacts surrounding waters, such as watersheds: The land area is a unit with rivers and tributaries that function to accommodate, store and distribute water from rainfall to the sea naturally. The environmental condition of the Tondano watershed is important to study in terms of chlorine distribution, considering that residential and agricultural activities in the watershed can cause residues in the aquatic environment, which harm the environment, especially phytoplankton. This study aims to examine the concentration of chlorine and its impact on the phytoplankton diversity in the Tondano watershed, North Sulawesi, Indonesia. Using the composite method, water quality sampling to calculate chlorine concentration was carried out at 17 river locations using the composite method, while six river stations represented phytoplankton sampling. Chlorine concentration was measured using UV-VIS spectrophotometry, while plankton sampling used a plankton net with a mesh size of 40 µm and a net mouth diameter of 20 cm. The results show that the highest chlorine concentration was found in Tondano Hilir River (0.05 mg/L), followed by the Kakas River downstream (0.04 mg/L). Chlorine concentration distribution in other rivers has the same concentration (0.03 mg/L). Quality standard Chlorine according to Government Regulation number 22/2021 Appendix VI Class II is 0,03 mg/L. The highest number of species and index of phytoplankton species diversity was found in the Hulu Panasen River, while the highest species abundance was found in the Tondano River downstream. The correlation analysis of species diversity index with chlorine concentration did not show a significant relationship with the diversity of phytoplankton, but aquatic ecosystems have experienced moderate ecological pressure.
{"title":"Chlorine Concentration and Phytoplankton Diversity in the Streams around Tondano Watershed, North Sulawesi, Indonesia","authors":"S. Wantasen, J. Luntungan, R. Koneri","doi":"10.15294/jpii.v11i1.31601","DOIUrl":"https://doi.org/10.15294/jpii.v11i1.31601","url":null,"abstract":"The use of chlorine in agriculture and settlements increases and impacts surrounding waters, such as watersheds: The land area is a unit with rivers and tributaries that function to accommodate, store and distribute water from rainfall to the sea naturally. The environmental condition of the Tondano watershed is important to study in terms of chlorine distribution, considering that residential and agricultural activities in the watershed can cause residues in the aquatic environment, which harm the environment, especially phytoplankton. This study aims to examine the concentration of chlorine and its impact on the phytoplankton diversity in the Tondano watershed, North Sulawesi, Indonesia. Using the composite method, water quality sampling to calculate chlorine concentration was carried out at 17 river locations using the composite method, while six river stations represented phytoplankton sampling. Chlorine concentration was measured using UV-VIS spectrophotometry, while plankton sampling used a plankton net with a mesh size of 40 µm and a net mouth diameter of 20 cm. The results show that the highest chlorine concentration was found in Tondano Hilir River (0.05 mg/L), followed by the Kakas River downstream (0.04 mg/L). Chlorine concentration distribution in other rivers has the same concentration (0.03 mg/L). Quality standard Chlorine according to Government Regulation number 22/2021 Appendix VI Class II is 0,03 mg/L. The highest number of species and index of phytoplankton species diversity was found in the Hulu Panasen River, while the highest species abundance was found in the Tondano River downstream. The correlation analysis of species diversity index with chlorine concentration did not show a significant relationship with the diversity of phytoplankton, but aquatic ecosystems have experienced moderate ecological pressure. ","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79394445","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.v11i1.34185
N. M. H. Nik Hassan, Othman Talib, Tenku Putri Shariman, N. A. Rahman, A. A. Zamin
Organic chemistry is widely regarded as a challenging topic; generally, students prefer to memorize rather than critically analyze concepts resulting in meaningful learning. In recent years, the curriculum of the organic chemistry subject has been reshaped and redefined to overcome the difficulties that students often experience while trying to understand the syllabus. The goal of this research is to illustrate the organic chemistry education’s current trends, which adopted the bibliometric analysis method. A holistic review was carried out on organic chemistry education articles obtained from the Scopus database between the year 2011 up to 2020. Based on the keywords of “organic chemistry” and “education”, the study has accumulated 1056 papers for further evaluation. Various tools have been implemented, for example, Microsoft Excel was used to conduct the frequency analysis, VOSviewer for data visualization, as well as Harzing’s Publish or Perish in regard to citation metrics and analysis. Bibliometric indicators were employed to report the findings in this study, for instance, language, subject area, research trends by year of publication, top countries, top influential institution, active source title, citation analysis, authorship analysis and keywords analysis. The results show an increasing growth rate of literature on organic chemistry education from 2011 until 2020. The United States was the top contributor to organic chemistry education research, followed by Canada. Healthy collaboration exists across researchers, countries, and institutions. This evolvement of organic chemistry education reflects a rising emphasis on Science, Technology, Engineering and Mathematics (STEM) discipline incorporated into the 21st-century curriculum to prepare the desired workforce.
有机化学被广泛认为是一门具有挑战性的学科;一般来说，学生更喜欢记忆而不是批判性地分析概念，从而获得有意义的学习。近年来，为了克服学生在理解教学大纲时经常遇到的困难，有机化学学科的课程进行了重塑和重新定义。本研究采用文献计量分析的方法，阐述了有机化学教育的发展趋势。对2011年至2020年Scopus数据库中获得的有机化学教育文章进行了全面的综述。本研究以“有机化学”和“教育”为关键词，积累了1056篇论文供进一步评价。使用了各种工具，例如，使用Microsoft Excel进行频率分析，使用VOSviewer进行数据可视化，以及使用Harzing的Publish or Perish进行引用指标和分析。采用文献计量指标，如语言、学科领域、出版年份研究趋势、顶级国家、顶级影响力机构、活跃源标题、引文分析、作者分析、关键词分析等，对研究结果进行报告。结果表明，从2011年到2020年，有机化学教育相关文献的增长率呈上升趋势。美国是有机化学教育研究的最大贡献者，其次是加拿大。健康的合作存在于研究人员、国家和机构之间。有机化学教育的这种演变反映了对科学、技术、工程和数学(STEM)学科的日益重视，这些学科被纳入了21世纪的课程，以培养所需的劳动力。
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Pub Date : 2022-03-31DOI: 10.15294/jpii.v11i1.34628
I. G. N. Pujawan, N. N. Rediani, I. B. G. W. Antara, N. D. A. Putri, G. W. Bayu
Students’ literacy and creative thinking skills in the learning process are not optimal. Students only master science concepts without communicating and solving problems in everyday life. It happens because the learning activities applied by the teacher are less innovative and varied. This study aims to analyze the impact of revised Bloom’s Taxonomy-oriented learning activities on creative thinking skills and scientific literacy. The study had quasi-experimental in a pretest-posttest control group design. The sample of this study was 60 students; 30 students in the experimental class and 30 students in the control class. Data collection methods used were tests and questionnaires. The instrument used was a test instrument in description of 10 questions to test critical thinking skills, a questionnaire instrument consisting of 30 statements, and a questionnaire instrument to measure scientific literacy skills. Data analysis methods used were quantitative descriptive and inferential statistical. The Manova analysis obtained 0.00 0.05. Based on the analysis results, effective learning activities develop creative thinking skills and scientific literacy, either partially or simultaneously. Even though it affects creative thinking skills and scientific literacy, the strongly influenced variable is creative thinking skill, which is indicated by a significant increase in the mean value. Thus, learning activities based on Bloom’s Taxonomy become learning recommendations to develop creative thinking skills and scientific literacy.
{"title":"Revised Bloom Taxonomy-Oriented Learning Activities to Develop Scientific Literacy and Creative Thinking Skills","authors":"I. G. N. Pujawan, N. N. Rediani, I. B. G. W. Antara, N. D. A. Putri, G. W. Bayu","doi":"10.15294/jpii.v11i1.34628","DOIUrl":"https://doi.org/10.15294/jpii.v11i1.34628","url":null,"abstract":"Students’ literacy and creative thinking skills in the learning process are not optimal. Students only master science concepts without communicating and solving problems in everyday life. It happens because the learning activities applied by the teacher are less innovative and varied. This study aims to analyze the impact of revised Bloom’s Taxonomy-oriented learning activities on creative thinking skills and scientific literacy. The study had quasi-experimental in a pretest-posttest control group design. The sample of this study was 60 students; 30 students in the experimental class and 30 students in the control class. Data collection methods used were tests and questionnaires. The instrument used was a test instrument in description of 10 questions to test critical thinking skills, a questionnaire instrument consisting of 30 statements, and a questionnaire instrument to measure scientific literacy skills. Data analysis methods used were quantitative descriptive and inferential statistical. The Manova analysis obtained 0.00 0.05. Based on the analysis results, effective learning activities develop creative thinking skills and scientific literacy, either partially or simultaneously. Even though it affects creative thinking skills and scientific literacy, the strongly influenced variable is creative thinking skill, which is indicated by a significant increase in the mean value. Thus, learning activities based on Bloom’s Taxonomy become learning recommendations to develop creative thinking skills and scientific literacy. ","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89715007","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.v11i1.33764
A. Asrizal*, Y. Yurnetti, E. A. Usman
Twenty-first-century learning should develop students’ 21st-century skills, including aspects of knowledge, attitudes, character, and 4C skills. These students’ skills need to be widely developed in science learning to handle the challenges of this century. The preliminary study results indicate that integrating learning materials in science learning and students’ 4C skills were low. Thematic science teaching materials integrated the 5E learning cycle model can solve the problem. The study aims to investigate the effect of thematic science teaching material integrated with the 5E on various aspects of students’ 21st-century skills, including knowledge, attitudes, and 4C skills. The research method is quasi-experimental, and the design is a randomized control group posttest-only, which is suitable for determining the effect of a treatment on a dependent variable. The knowledge aspect is measured using a written test sheet in multiple-choice, the attitude aspect using an observation sheet, and the 4C skills aspect using a performance assessment sheet. Data were analyzed using a comparison test for the two sample groups and the Mann-Whitney U test. The data analysis state that the application of thematic science learning material integrated with the 5E has a positive effect on students’ 21st-century skills, including aspects of knowledge, attitudes, and 4C skills: critical thinking skills, creative thinking skills, and communication skills. The study concludes that applying thematic science learning material integrated with the 5E learning cycle model effectively develops the three aspects of students’ 21st-century skills.
{"title":"ICT Thematic Science Teaching Material with 5E Learning Cycle Model to Develop Students' 21st-Century Skills","authors":"A. Asrizal*, Y. Yurnetti, E. A. Usman","doi":"10.15294/jpii.v11i1.33764","DOIUrl":"https://doi.org/10.15294/jpii.v11i1.33764","url":null,"abstract":"Twenty-first-century learning should develop students’ 21st-century skills, including aspects of knowledge, attitudes, character, and 4C skills. These students’ skills need to be widely developed in science learning to handle the challenges of this century. The preliminary study results indicate that integrating learning materials in science learning and students’ 4C skills were low. Thematic science teaching materials integrated the 5E learning cycle model can solve the problem. The study aims to investigate the effect of thematic science teaching material integrated with the 5E on various aspects of students’ 21st-century skills, including knowledge, attitudes, and 4C skills. The research method is quasi-experimental, and the design is a randomized control group posttest-only, which is suitable for determining the effect of a treatment on a dependent variable. The knowledge aspect is measured using a written test sheet in multiple-choice, the attitude aspect using an observation sheet, and the 4C skills aspect using a performance assessment sheet. Data were analyzed using a comparison test for the two sample groups and the Mann-Whitney U test. The data analysis state that the application of thematic science learning material integrated with the 5E has a positive effect on students’ 21st-century skills, including aspects of knowledge, attitudes, and 4C skills: critical thinking skills, creative thinking skills, and communication skills. The study concludes that applying thematic science learning material integrated with the 5E learning cycle model effectively develops the three aspects of students’ 21st-century skills.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83212336","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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