Pub Date : 2023-11-30DOI: 10.30870/jppi.v9i2.18937
Archie Turingan, Erika Joyce Silva, Cinderella Formoso, Darin Jan C. Tindowen, Anjanette Batulan
The emergence of the Novel Corona Virus in 2019 has been the root cause of severe disruptions in economic opportunities and educational curriculum implementation, affecting people's daily lives worldwide. The pandemic has brought about changes in the educational system. The mode of learning and teaching has shifted from face-to-face to online education. This study aimed to explore the experiences of the pre-service science teachers as well as their recommendations to improve the implementation of online teaching delivery in their virtual internship. This basic qualitative research was carried out to explore the experiences of the pre-service science teachers as well as their recommendations to improve the implementation of online teaching delivery in their virtual internship. Twenty pre-service teachers took part in this study through an online interview. The findings revealed three major recurring themes: (1) Pre-deployment experiences of pre-service science teachers in their virtual internship; (2) Deployment experiences of pre-service science teachers in their virtual internship; and (3) Post-deployment experiences of pre-service science teachers in their virtual internship. The study concludes that pre-service science teachers have both positive and negative experiences during their virtual teaching internship. The recommendations of the informants focused primarily on the implementation of virtual internship program during the pandemic.
{"title":"Pre-service Science Teachers’ Experiences in their Virtual Internship","authors":"Archie Turingan, Erika Joyce Silva, Cinderella Formoso, Darin Jan C. Tindowen, Anjanette Batulan","doi":"10.30870/jppi.v9i2.18937","DOIUrl":"https://doi.org/10.30870/jppi.v9i2.18937","url":null,"abstract":"The emergence of the Novel Corona Virus in 2019 has been the root cause of severe disruptions in economic opportunities and educational curriculum implementation, affecting people's daily lives worldwide. The pandemic has brought about changes in the educational system. The mode of learning and teaching has shifted from face-to-face to online education. This study aimed to explore the experiences of the pre-service science teachers as well as their recommendations to improve the implementation of online teaching delivery in their virtual internship. This basic qualitative research was carried out to explore the experiences of the pre-service science teachers as well as their recommendations to improve the implementation of online teaching delivery in their virtual internship. Twenty pre-service teachers took part in this study through an online interview. The findings revealed three major recurring themes: (1) Pre-deployment experiences of pre-service science teachers in their virtual internship; (2) Deployment experiences of pre-service science teachers in their virtual internship; and (3) Post-deployment experiences of pre-service science teachers in their virtual internship. The study concludes that pre-service science teachers have both positive and negative experiences during their virtual teaching internship. The recommendations of the informants focused primarily on the implementation of virtual internship program during the pandemic.","PeriodicalId":41416,"journal":{"name":"Jurnal Penelitian dan Pembelajaran IPA","volume":"78 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139202601","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 : 2023-11-30DOI: 10.30870/jppi.v9i2.21557
Muhammad Isnaini, Ratna Farwati, Kartika Metafisika, Dindin Nasrudin
STEM-based learning implementation plan aims to integrate aspects of natural science, technology, engineering, and mathematics in a holistic learning activity. In the educational context, pre-service teachers have an important role in developing effective learning implementation plans to achieve learning goals and facilitate the student learning process. This study aimed to explore the cognitive abilities of prospective teachers in designing STEM-based learning implementation plans using the CODE-Plan model. This research was conducted using qualitative research methods involving several pre-service chemistry teachers as participants. Pre-service chemistry teachers design lesson plans based on the CATUR STEM guidebook (how to organize STEM Learning). This guidebook is a product developed by researchers. Data was collected through interviews, observations and analysis of documents related to learning implementation plans that pre-service chemistry teachers had made. The cognitive abilities of pre-service chemistry teachers in designing STEM-based learning implementation plans are assessed through several indicators, including clarity in formulating objectives, accuracy of integration of context and content, accuracy of a series of STEM-based learning activities, and completeness of the assessment. The results of the research show that most pre-service chemistry teachers have been able to make plans for implementing STEM-based learning by adapting the methods in the CATUR STEM guidebook. Some of the pre-service chemistry teachers have been able to formulate learning objectives in accordance with the chemistry curriculum, design STEM-based learning activities that are oriented towards learning objectives, and plan evaluations. Various chemistry issues in everyday life are correlated with chemistry material and presented in STEM-based learning activity plans by pre-service chemistry teacher students. However, pre-service chemistry teacher students still need to improve in planning the total lesson hours needed for each meeting, and some of the chemical issues used in these learning activities are difficult to implement in the classroom
{"title":"Cognitive of Pre-service Teachers in Designing STEM-based Learning Using CODE-PLAN Model","authors":"Muhammad Isnaini, Ratna Farwati, Kartika Metafisika, Dindin Nasrudin","doi":"10.30870/jppi.v9i2.21557","DOIUrl":"https://doi.org/10.30870/jppi.v9i2.21557","url":null,"abstract":"STEM-based learning implementation plan aims to integrate aspects of natural science, technology, engineering, and mathematics in a holistic learning activity. In the educational context, pre-service teachers have an important role in developing effective learning implementation plans to achieve learning goals and facilitate the student learning process. This study aimed to explore the cognitive abilities of prospective teachers in designing STEM-based learning implementation plans using the CODE-Plan model. This research was conducted using qualitative research methods involving several pre-service chemistry teachers as participants. Pre-service chemistry teachers design lesson plans based on the CATUR STEM guidebook (how to organize STEM Learning). This guidebook is a product developed by researchers. Data was collected through interviews, observations and analysis of documents related to learning implementation plans that pre-service chemistry teachers had made. The cognitive abilities of pre-service chemistry teachers in designing STEM-based learning implementation plans are assessed through several indicators, including clarity in formulating objectives, accuracy of integration of context and content, accuracy of a series of STEM-based learning activities, and completeness of the assessment. The results of the research show that most pre-service chemistry teachers have been able to make plans for implementing STEM-based learning by adapting the methods in the CATUR STEM guidebook. Some of the pre-service chemistry teachers have been able to formulate learning objectives in accordance with the chemistry curriculum, design STEM-based learning activities that are oriented towards learning objectives, and plan evaluations. Various chemistry issues in everyday life are correlated with chemistry material and presented in STEM-based learning activity plans by pre-service chemistry teacher students. However, pre-service chemistry teacher students still need to improve in planning the total lesson hours needed for each meeting, and some of the chemical issues used in these learning activities are difficult to implement in the classroom","PeriodicalId":41416,"journal":{"name":"Jurnal Penelitian dan Pembelajaran IPA","volume":"30 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139198504","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 : 2023-11-30DOI: 10.30870/jppi.v9i2.21274
Siti Romlah Noer Hodijah, Adi Rahmat, D. Priyandoko, Wahyudin Wahyudin
Cognitive Process (CP) is a mental process that occurs when a person forms new knowledge with fully conscious or unconscious actions. This study aimed to obtain an overview of the CP of students who are pre-service science teachers in learning the nervous system using a problem-based learning model. The sample of the research was 37 student pre-service science teachers, who were taking the 4 th semester. Students’ CP is measured using a CP instrument that refers to Marzano’s taxonomy. Data is analyzed by looking at the average value and frequently occurring answers, then interpreting the findings with the underlying theory. The description of 4 th semester pre-service students in science education on nervous system concepts shows that the ability to think in the cognitive system has not been well formed compared to the ability to believe in the metacognitive system and self-system. Based on these conditions, developing more appropriate learning strategies to develop the CP of science teacher candidates is still necessary
{"title":"Cognitive Process of Pre-service Science Teachers Using Problem-based Learning on Nervous System Concepts","authors":"Siti Romlah Noer Hodijah, Adi Rahmat, D. Priyandoko, Wahyudin Wahyudin","doi":"10.30870/jppi.v9i2.21274","DOIUrl":"https://doi.org/10.30870/jppi.v9i2.21274","url":null,"abstract":"Cognitive Process (CP) is a mental process that occurs when a person forms new knowledge with fully conscious or unconscious actions. This study aimed to obtain an overview of the CP of students who are pre-service science teachers in learning the nervous system using a problem-based learning model. The sample of the research was 37 student pre-service science teachers, who were taking the 4 th semester. Students’ CP is measured using a CP instrument that refers to Marzano’s taxonomy. Data is analyzed by looking at the average value and frequently occurring answers, then interpreting the findings with the underlying theory. The description of 4 th semester pre-service students in science education on nervous system concepts shows that the ability to think in the cognitive system has not been well formed compared to the ability to believe in the metacognitive system and self-system. Based on these conditions, developing more appropriate learning strategies to develop the CP of science teacher candidates is still necessary","PeriodicalId":41416,"journal":{"name":"Jurnal Penelitian dan Pembelajaran IPA","volume":"78 6","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139208928","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 : 2023-11-30DOI: 10.30870/jppi.v9i2.20051
B. Rubini, I. D. Pursitasari, Muhammad Iqbal Suriansyah, Ghina Nisrina Ramadhanti, Indriyani Rachman
This study aimed to produce electronic interactive teaching material that can build students’ eco-literacy of climate change. This study used ADDIE design, which began with analyzing needs as a reference and consideration for compiling electronic interactive teaching materials on climate change (e-ITMCC). This study began with analyzing needs as a reference in designing e-ITMCC. Furthermore, a feasibility test was carried out on the e-ITMCC design. Feasibility tests are conducted by material content and multimedia experts using expert judgment sheets. Research instruments use tests, questionnaires, and observations. e-ITMCC was declared suitable for use based on expert judgment and the acquisition of CVR and CVI of teacher assessment results. This e-ITMCC effectively applies them in science learning in junior high school class VII. The implementation results showed that the student's eco-literacy increased after studying climate change with e-ITMCC. Students also responded very well to the use of these teaching materials.
{"title":"Improving Students' Eco-literacy through the Development of Electronic Interactive Teaching Materials on Climate Change","authors":"B. Rubini, I. D. Pursitasari, Muhammad Iqbal Suriansyah, Ghina Nisrina Ramadhanti, Indriyani Rachman","doi":"10.30870/jppi.v9i2.20051","DOIUrl":"https://doi.org/10.30870/jppi.v9i2.20051","url":null,"abstract":"This study aimed to produce electronic interactive teaching material that can build students’ eco-literacy of climate change. This study used ADDIE design, which began with analyzing needs as a reference and consideration for compiling electronic interactive teaching materials on climate change (e-ITMCC). This study began with analyzing needs as a reference in designing e-ITMCC. Furthermore, a feasibility test was carried out on the e-ITMCC design. Feasibility tests are conducted by material content and multimedia experts using expert judgment sheets. Research instruments use tests, questionnaires, and observations. e-ITMCC was declared suitable for use based on expert judgment and the acquisition of CVR and CVI of teacher assessment results. This e-ITMCC effectively applies them in science learning in junior high school class VII. The implementation results showed that the student's eco-literacy increased after studying climate change with e-ITMCC. Students also responded very well to the use of these teaching materials.","PeriodicalId":41416,"journal":{"name":"Jurnal Penelitian dan Pembelajaran IPA","volume":"205 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139202225","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 : 2023-11-30DOI: 10.30870/jppi.v9i2.19733
Kubra Basak Erkacmaz, Hasan Bakirci, Yılmaz Kara
This research aimed to investigate the effect of the inquiry-based laboratory approach on the science process and critical thinking skills of 9th-grade students as well as opinions about the approach. The study was designed according to the case study research model. The research was conducted with 56 students, 28 in the experimental group and 28 in the control group, studying at a high school. While the lessons in the experimental group were carried out with the inquiry-based laboratory approach, the subjects were carried out according to the current teaching in the control group. Science Process Skills Test, Critical Thinking Disposition Inventory, and Semi-Structured Interview Form were used as data collection tools. Data were analyzed both through inferential and content analysis. As a result of the research, the inquiry-based laboratory approach effectively improves ninth-grade students' science process skills and critical thinking dispositions. In addition, the inquiry-based laboratory approach enabled students to be successful in subjects such as active participation in the lesson, obtaining permanent information, creating information themselves, group work, and experimenting. An inquiry-based laboratory approach to various topics is recommended, and teachers should be trained in it.
{"title":"Effect of Inquiry-based Laboratory Approach on Scientific Process Skills, Critical Thinking Skills, and Opinions of Ninth Grade Students: Cell Unit Example","authors":"Kubra Basak Erkacmaz, Hasan Bakirci, Yılmaz Kara","doi":"10.30870/jppi.v9i2.19733","DOIUrl":"https://doi.org/10.30870/jppi.v9i2.19733","url":null,"abstract":"This research aimed to investigate the effect of the inquiry-based laboratory approach on the science process and critical thinking skills of 9th-grade students as well as opinions about the approach. The study was designed according to the case study research model. The research was conducted with 56 students, 28 in the experimental group and 28 in the control group, studying at a high school. While the lessons in the experimental group were carried out with the inquiry-based laboratory approach, the subjects were carried out according to the current teaching in the control group. Science Process Skills Test, Critical Thinking Disposition Inventory, and Semi-Structured Interview Form were used as data collection tools. Data were analyzed both through inferential and content analysis. As a result of the research, the inquiry-based laboratory approach effectively improves ninth-grade students' science process skills and critical thinking dispositions. In addition, the inquiry-based laboratory approach enabled students to be successful in subjects such as active participation in the lesson, obtaining permanent information, creating information themselves, group work, and experimenting. An inquiry-based laboratory approach to various topics is recommended, and teachers should be trained in it.","PeriodicalId":41416,"journal":{"name":"Jurnal Penelitian dan Pembelajaran IPA","volume":"176 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139209020","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 : 2023-11-30DOI: 10.30870/jppi.v9i2.20983
Albert Andry E. Panergayo
This study aimed to develop and validate the Force and Motion Concept Self-Efficacy Inventory (FMCSEI), a content-specific self-efficacy inventory for the senior high school level. This study involved 1361 senior high school students from the Schools Division Office of San Pablo City, Laguna. Exploratory Factor Analysis (EFA) was initiated to determine the underlying factors within the initial 39-item scale. Based on EFA, FMCSEI managed to capture three factors related to force and motion learning self-efficacy, namely: applications of knowledge of force and motion, conceptual understanding of force concept, and real-life application of Newton’s laws of motion. FMCSEI component structure obtained an excellent reliability index as revealed by the Cronbach’s alpha (>0.80). Correlation analysis among the extracted components emerged to be strongly associated which further established high internal consistency of the developed instrument. Therefore, FMCSEI, composed of 34 items, can be utilized as a valid and reliable instrument by educators or researchers to assess the self-efficacy towards learning force and motion concept in senior high school level. This tool can provide physics teachers, useful insights in instructional planning and designing towards improved attitude and disposition of senior high students in physics courses.
{"title":"Development of Force and Motion Concept Self-Efficacy Inventory (FMCSEI) for Senior High School Students","authors":"Albert Andry E. Panergayo","doi":"10.30870/jppi.v9i2.20983","DOIUrl":"https://doi.org/10.30870/jppi.v9i2.20983","url":null,"abstract":"This study aimed to develop and validate the Force and Motion Concept Self-Efficacy Inventory (FMCSEI), a content-specific self-efficacy inventory for the senior high school level. This study involved 1361 senior high school students from the Schools Division Office of San Pablo City, Laguna. Exploratory Factor Analysis (EFA) was initiated to determine the underlying factors within the initial 39-item scale. Based on EFA, FMCSEI managed to capture three factors related to force and motion learning self-efficacy, namely: applications of knowledge of force and motion, conceptual understanding of force concept, and real-life application of Newton’s laws of motion. FMCSEI component structure obtained an excellent reliability index as revealed by the Cronbach’s alpha (>0.80). Correlation analysis among the extracted components emerged to be strongly associated which further established high internal consistency of the developed instrument. Therefore, FMCSEI, composed of 34 items, can be utilized as a valid and reliable instrument by educators or researchers to assess the self-efficacy towards learning force and motion concept in senior high school level. This tool can provide physics teachers, useful insights in instructional planning and designing towards improved attitude and disposition of senior high students in physics courses.","PeriodicalId":41416,"journal":{"name":"Jurnal Penelitian dan Pembelajaran IPA","volume":"9 12","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139196444","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 : 2023-11-30DOI: 10.30870/jppi.v9i2.21622
Musa Dikmenli, B. Gülcan, T. Duran
Although anthropomorphic language is known to be widely used in popular science textbooks and in classroom settings by both teachers and students to describe scientific concepts, little is known about how often and for which biology concepts it is used in high school biology textbooks. Since the issue of using anthropomorphic discourses in the language of science is controversial, it is important to analyze such discourses in biology textbooks. This study aimed to analyse the anthropomorphic discourses used in high school biology textbooks. In this study, anthropomorphic discourses used in high school biology textbooks were examined using the document analysis method. The process of analyzing sentences containing anthropomorphism was carried out in five stages: the naming stage; the elimination and separation stage; the compilation and category development stage; the validity and reliability stage; and the stage of digitizing the qualitative data. It was determined that a total of 1074 anthropomorphic discourses were used in relation to 177 biological concepts in the 4 biology textbooks examined. The anthropomorphic discourses in the books were classified into 19 categories. The findings showed that anthropomorphic discourses are used very frequently in high school biology textbooks and most of them are embedded in the language and consist of stereotyped terms and idioms.
{"title":"Investigation of Anthropomorphic Discourses in Biology Textbooks","authors":"Musa Dikmenli, B. Gülcan, T. Duran","doi":"10.30870/jppi.v9i2.21622","DOIUrl":"https://doi.org/10.30870/jppi.v9i2.21622","url":null,"abstract":"Although anthropomorphic language is known to be widely used in popular science textbooks and in classroom settings by both teachers and students to describe scientific concepts, little is known about how often and for which biology concepts it is used in high school biology textbooks. Since the issue of using anthropomorphic discourses in the language of science is controversial, it is important to analyze such discourses in biology textbooks. This study aimed to analyse the anthropomorphic discourses used in high school biology textbooks. In this study, anthropomorphic discourses used in high school biology textbooks were examined using the document analysis method. The process of analyzing sentences containing anthropomorphism was carried out in five stages: the naming stage; the elimination and separation stage; the compilation and category development stage; the validity and reliability stage; and the stage of digitizing the qualitative data. It was determined that a total of 1074 anthropomorphic discourses were used in relation to 177 biological concepts in the 4 biology textbooks examined. The anthropomorphic discourses in the books were classified into 19 categories. The findings showed that anthropomorphic discourses are used very frequently in high school biology textbooks and most of them are embedded in the language and consist of stereotyped terms and idioms.","PeriodicalId":41416,"journal":{"name":"Jurnal Penelitian dan Pembelajaran IPA","volume":"33 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139206054","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 : 2023-11-30DOI: 10.30870/jppi.v9i2.19722
I. J. Geverola, Romel C. Mutya, Ernil D. Sumayao, Angeline M. Pogoy
This study aimed explore the lived experiences of science teachers’ instructions in the learning flexible modality in preparing instructions, teaching, and assessing students' learning in science. A descriptive phenomenological research design was employed with thirteen secondary science teachers who met the inclusion criteria using a purposive sampling technique. Colaizzi’s seven-step method was utilized to extract the codes, categories, and themes from the semi-structured interviews. Findings revealed three major themes: The Enthusiasm for Science Instructions, Teaching with the Spirit of Invictus, and Changeability and Rigorousness of Assessments. Science teachers face challenges in the learning flexible modality; however, their dedication and resourcefulness in teaching are the main reasons for staying on track in education. They have learned to promote inter-collegial intellectual discussions, allowing them to fill in their teaching gaps and seek improvement areas. In this study, science teachers passionately teach to support the needs of the students and cleverly update themselves with their science instructions in the flexible teaching modality. Although science teachers were able to adapt to the present changes, it is highly suggested that an avenue be provided for them to voice their concerns and make them feel that support is there from the educational sector.
{"title":"Science Teachers’ Instructional Experiences in Learning Flexibility Modality","authors":"I. J. Geverola, Romel C. Mutya, Ernil D. Sumayao, Angeline M. Pogoy","doi":"10.30870/jppi.v9i2.19722","DOIUrl":"https://doi.org/10.30870/jppi.v9i2.19722","url":null,"abstract":"This study aimed explore the lived experiences of science teachers’ instructions in the learning flexible modality in preparing instructions, teaching, and assessing students' learning in science. A descriptive phenomenological research design was employed with thirteen secondary science teachers who met the inclusion criteria using a purposive sampling technique. Colaizzi’s seven-step method was utilized to extract the codes, categories, and themes from the semi-structured interviews. Findings revealed three major themes: The Enthusiasm for Science Instructions, Teaching with the Spirit of Invictus, and Changeability and Rigorousness of Assessments. Science teachers face challenges in the learning flexible modality; however, their dedication and resourcefulness in teaching are the main reasons for staying on track in education. They have learned to promote inter-collegial intellectual discussions, allowing them to fill in their teaching gaps and seek improvement areas. In this study, science teachers passionately teach to support the needs of the students and cleverly update themselves with their science instructions in the flexible teaching modality. Although science teachers were able to adapt to the present changes, it is highly suggested that an avenue be provided for them to voice their concerns and make them feel that support is there from the educational sector.","PeriodicalId":41416,"journal":{"name":"Jurnal Penelitian dan Pembelajaran IPA","volume":" 11","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139207138","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 : 2023-05-31DOI: 10.30870/jppi.v9i1.18915
J. Jahidin, Fahyuddin Fahyuddin, L. Rabani
{"title":"The Effect Size of the Science Teachers’ Scientific Method Knowledge on the Planning and Implementing the Scientific Method","authors":"J. Jahidin, Fahyuddin Fahyuddin, L. Rabani","doi":"10.30870/jppi.v9i1.18915","DOIUrl":"https://doi.org/10.30870/jppi.v9i1.18915","url":null,"abstract":"","PeriodicalId":41416,"journal":{"name":"Jurnal Penelitian dan Pembelajaran IPA","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43808799","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 : 2023-05-31DOI: 10.30870/jppi.v9i1.19145
Yada Yuanphan, P. Nuangchalerm
This study aimed to construct the mental models of students in the 10th grade in order to attain a higher level of mental models by adopting a model-centered education sequence. This might be accomplished by adopting a model-centered instruction sequence. The research group consisted of 33 students who were all in the tenth grade at one school in the Mahasarakham province of Thailand during the second semester of the academic year 2021. The following instruments were utilized in the course of this research: 1) six different lesson plans, each with its own set of answers, that utilize a model-centered instructional technique, 2) mental model test, 3) students’ notebook, and 4) teacher’s note. Statistics such as the percentage, the mean, and standard deviation were applied in the process of doing the data analysis. The result revealed that the majority of students have accurate mental representations of scientific models, the adoption of a model-centered education sequence can help students gain more achievement. When it comes to accurately preparing diluted solutions, boiling points of solutions, and freezing points of solutions, the proportions of accurate mental models were 45.5, 51.5, and 48.4 respectively. It has been shown that the percentages of individuals who have entirely incorrect mental models, flawed mental models, incoherent mental models, and those who have no reaction are all on the decline.
{"title":"The Development of Grade 10 Students' Mental Models on Solutions Through Model-Centered Instruction","authors":"Yada Yuanphan, P. Nuangchalerm","doi":"10.30870/jppi.v9i1.19145","DOIUrl":"https://doi.org/10.30870/jppi.v9i1.19145","url":null,"abstract":"This study aimed to construct the mental models of students in the 10th grade in order to attain a higher level of mental models by adopting a model-centered education sequence. This might be accomplished by adopting a model-centered instruction sequence. The research group consisted of 33 students who were all in the tenth grade at one school in the Mahasarakham province of Thailand during the second semester of the academic year 2021. The following instruments were utilized in the course of this research: 1) six different lesson plans, each with its own set of answers, that utilize a model-centered instructional technique, 2) mental model test, 3) students’ notebook, and 4) teacher’s note. Statistics such as the percentage, the mean, and standard deviation were applied in the process of doing the data analysis. The result revealed that the majority of students have accurate mental representations of scientific models, the adoption of a model-centered education sequence can help students gain more achievement. When it comes to accurately preparing diluted solutions, boiling points of solutions, and freezing points of solutions, the proportions of accurate mental models were 45.5, 51.5, and 48.4 respectively. It has been shown that the percentages of individuals who have entirely incorrect mental models, flawed mental models, incoherent mental models, and those who have no reaction are all on the decline.","PeriodicalId":41416,"journal":{"name":"Jurnal Penelitian dan Pembelajaran IPA","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47213547","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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