Pub Date : 2023-05-31DOI: 10.30870/jppi.v9i1.19500
Nonkanyiso Pamella Shabalala, Headman Hebe, L. Mnguni
Decades after the 1972 United Nations Conference on the Human Environment held in Stockholm declared environmental education (EE) an essential tool to mitigate environmental challenges, the implementation of EE still faces many obstacles. Accordingly, innovative, and solution-oriented approaches remain vital to enable environment-driven pedagogy in formal and non-formal education settings. This paper, which is located within the context of a case study that was conducted with the aim to investigate the application of distributed leadership in the teaching of EE in South Africa, reports on hierarchical power relations as impediments to curriculum transformation and implementation and, by extension, a hindrance to the infusion of EE in pedagogy. The results of this study suggest that hierarchical power relations in the schooling system hamper the involvement and participation of various stakeholders in key decision-making responsibilities, particularly, curriculum management. Accordingly, processes such as curriculum modification which are essential to enable the implementation of EE are impeded. The researchers of the current study argue that, based on its marked successes in various spaces, especially in the realm of education; distributed leadership could be one of the viable agencies to enable EE implementation.
{"title":"Distributed Leadership: A Potential Agency for Traversing Power Relations as Impediments to Curriculum Transformation and Implementation of Environmental Education","authors":"Nonkanyiso Pamella Shabalala, Headman Hebe, L. Mnguni","doi":"10.30870/jppi.v9i1.19500","DOIUrl":"https://doi.org/10.30870/jppi.v9i1.19500","url":null,"abstract":"Decades after the 1972 United Nations Conference on the Human Environment held in Stockholm declared environmental education (EE) an essential tool to mitigate environmental challenges, the implementation of EE still faces many obstacles. Accordingly, innovative, and solution-oriented approaches remain vital to enable environment-driven pedagogy in formal and non-formal education settings. This paper, which is located within the context of a case study that was conducted with the aim to investigate the application of distributed leadership in the teaching of EE in South Africa, reports on hierarchical power relations as impediments to curriculum transformation and implementation and, by extension, a hindrance to the infusion of EE in pedagogy. The results of this study suggest that hierarchical power relations in the schooling system hamper the involvement and participation of various stakeholders in key decision-making responsibilities, particularly, curriculum management. Accordingly, processes such as curriculum modification which are essential to enable the implementation of EE are impeded. The researchers of the current study argue that, based on its marked successes in various spaces, especially in the realm of education; distributed leadership could be one of the viable agencies to enable EE implementation.","PeriodicalId":41416,"journal":{"name":"Jurnal Penelitian dan Pembelajaran IPA","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41475554","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.v9i1.18873
Donna N Cabubas, Marife Mustacisa-Lacaba
{"title":"Utilization of Pictorial Analogy and Colored Sticks in Teaching Chemical Equation","authors":"Donna N Cabubas, Marife Mustacisa-Lacaba","doi":"10.30870/jppi.v9i1.18873","DOIUrl":"https://doi.org/10.30870/jppi.v9i1.18873","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":"43654573","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.v9i1.19491
Kieu Thi Quyen, Nguyễn Văn Biển, Nguyen Anh Thuan
Micro: bit was officially released in 2016 and it was used by over one million students in the UK and its use in schools became a part of the curriculum. After being successfully deployed in the UK, Micro: bit was transferred and applied in many countries around the world. This article will present a systematic review on the use of Micro: bit in science education. Micro: bit is a small, programmable device that is gaining popularity in classrooms around the world due to its affordability, ease of use, and versatility. The systematic review aimed to identify the current state of the field, explored the ways in which Micro: bit is being used in science education and identified gaps in the literature. The systematic review included 37 studies that were published between 2012 and 2023. The results show that Micro: bit is being used in a variety of science education contexts, including physics, chemistry, biology, and environmental science. The studies identified several benefits of using Micro: bit in science education, such as improving students' programming and computational thinking skills, enhancing their understanding of scientific concepts, and increasing their motivation and engagement. Moreover, the systematic review also identified several challenges associated with using Micro: bit in science education, such as a lack of teacher training and support, limited access to technology, and the need for more research on its effectiveness. The systematic review concludes with recommendations for future research and implications for practice. Overall, this systematic review highlights the potential of Micro: bit to enhance science education and encourages further exploration of its use.
{"title":"Micro: bit in Science Education: A Systematic Review","authors":"Kieu Thi Quyen, Nguyễn Văn Biển, Nguyen Anh Thuan","doi":"10.30870/jppi.v9i1.19491","DOIUrl":"https://doi.org/10.30870/jppi.v9i1.19491","url":null,"abstract":"Micro: bit was officially released in 2016 and it was used by over one million students in the UK and its use in schools became a part of the curriculum. After being successfully deployed in the UK, Micro: bit was transferred and applied in many countries around the world. This article will present a systematic review on the use of Micro: bit in science education. Micro: bit is a small, programmable device that is gaining popularity in classrooms around the world due to its affordability, ease of use, and versatility. The systematic review aimed to identify the current state of the field, explored the ways in which Micro: bit is being used in science education and identified gaps in the literature. The systematic review included 37 studies that were published between 2012 and 2023. The results show that Micro: bit is being used in a variety of science education contexts, including physics, chemistry, biology, and environmental science. The studies identified several benefits of using Micro: bit in science education, such as improving students' programming and computational thinking skills, enhancing their understanding of scientific concepts, and increasing their motivation and engagement. Moreover, the systematic review also identified several challenges associated with using Micro: bit in science education, such as a lack of teacher training and support, limited access to technology, and the need for more research on its effectiveness. The systematic review concludes with recommendations for future research and implications for practice. Overall, this systematic review highlights the potential of Micro: bit to enhance science education and encourages further exploration of its use.","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":"44548055","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.v9i1.18238
Liska Berlian, A. Taufik, Siti Muhasitoh Mulyani, Lukman Nulhakim, Dase Erwin Juansah
Students apply the science process skills to investigate scientific phenomena like scientists taught by science teachers who are committed and master the material, structure, and scientific methodology. The general physiology course equips animal and plant physiology knowledge in between science process skills as future junior high school science teachers. The course learning tool must attend to the demands. Research-based learning oriented to scientific processes can train science education students' science process skills. This study aimed to define the validity of research-oriented general physiology learning tools developed to support science process skills. Component learning tools are semester learning plans, textbooks, and assessment instruments. The validation of research-oriented general physiology learning tools developed to support science process skills rated 82.80% with a high category. The category shows that learning tools are worthy of empirical testing.
{"title":"Validity of Research-Oriented General Physiology Learning Tools to Support Science Process Skills","authors":"Liska Berlian, A. Taufik, Siti Muhasitoh Mulyani, Lukman Nulhakim, Dase Erwin Juansah","doi":"10.30870/jppi.v9i1.18238","DOIUrl":"https://doi.org/10.30870/jppi.v9i1.18238","url":null,"abstract":"Students apply the science process skills to investigate scientific phenomena like scientists taught by science teachers who are committed and master the material, structure, and scientific methodology. The general physiology course equips animal and plant physiology knowledge in between science process skills as future junior high school science teachers. The course learning tool must attend to the demands. Research-based learning oriented to scientific processes can train science education students' science process skills. This study aimed to define the validity of research-oriented general physiology learning tools developed to support science process skills. Component learning tools are semester learning plans, textbooks, and assessment instruments. The validation of research-oriented general physiology learning tools developed to support science process skills rated 82.80% with a high category. The category shows that learning tools are worthy of empirical testing.","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":"46958159","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.v9i1.19167
Badrud Tamam, M. C. Sutarja, A. Rakhmawan, Ach. Mus'if
This study examined the validity of a science comic book integrated with Islamic values. The development of the book followed the steps of ADDIE (Analyze, Design, Develop, Implement, and Evaluate). The product was validated by an expert in Islamic studies, an expert in instructional media, an expert in instructional material, and a science teacher. A questionnaire was used to obtain data validation results. The expert validation results showed a score of 3.8 for the integrated Islamic values, 3.5 for the material, 3.5 for the book function as instructional media, and 3.7 for the product practicality, with all scores falling into the "very valid" category. At the implementation stage, the book was tried on a student individual, a small group of students, and a larger group of students to conduct practicality of the product from students’ responses. The students’ responses showed scores of 86.25% (individual trials), 84.44% (small-group trials), and 85.94% (large-group trials), with all scores falling into the very good category. These results indicate that the science comic book integrated with Islamic values can be implemented in the science classroom. At the evaluation stage, formative evaluation was conducted. It collects expert suggestions to revise a comic.
{"title":"Integrating Islamic Values into a Science Comic Book as an Instructional Media","authors":"Badrud Tamam, M. C. Sutarja, A. Rakhmawan, Ach. Mus'if","doi":"10.30870/jppi.v9i1.19167","DOIUrl":"https://doi.org/10.30870/jppi.v9i1.19167","url":null,"abstract":"This study examined the validity of a science comic book integrated with Islamic values. The development of the book followed the steps of ADDIE (Analyze, Design, Develop, Implement, and Evaluate). The product was validated by an expert in Islamic studies, an expert in instructional media, an expert in instructional material, and a science teacher. A questionnaire was used to obtain data validation results. The expert validation results showed a score of 3.8 for the integrated Islamic values, 3.5 for the material, 3.5 for the book function as instructional media, and 3.7 for the product practicality, with all scores falling into the \"very valid\" category. At the implementation stage, the book was tried on a student individual, a small group of students, and a larger group of students to conduct practicality of the product from students’ responses. The students’ responses showed scores of 86.25% (individual trials), 84.44% (small-group trials), and 85.94% (large-group trials), with all scores falling into the very good category. These results indicate that the science comic book integrated with Islamic values can be implemented in the science classroom. At the evaluation stage, formative evaluation was conducted. It collects expert suggestions to revise a comic.","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":"44732902","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.v9i1.18220
M. Fauziyah, Aditya Rahman KN, R. Khastini
This study aimed to analyze the results of research on the content of edible mushrooms as milkfish feed to be implied as a digital module, a learning source for biotechnology concepts for high school students. The study was carried out through stages: identifying the problems in biotechnology concepts learning activities in four state senior high schools in Banten Province, identifying research methods and products through experiments, choosing and adapting research findings as the learning source content, and applying and developing research findings as learning. An interview grid and questionnaire were used to collect the data, and a qualitative analysis was used to interpret the questionnaires' results. The research results were in the form of a digital-based module in biotechnology concepts for high school students. The module contains activities that create student interest and motivation and help students master the concepts. In addition, the module's content was a research finding on the milkfish feed development from the edible mushrooms in the form of process and product. It can be concluded that a digital module on biotechnology concepts has been developed and can be used as a learning source for high school student.
{"title":"Research Implementation of the Milkfish Feed Development from the Edible Mushrooms for a Digital-Based Module in Biotechnology Concept for High School Students","authors":"M. Fauziyah, Aditya Rahman KN, R. Khastini","doi":"10.30870/jppi.v9i1.18220","DOIUrl":"https://doi.org/10.30870/jppi.v9i1.18220","url":null,"abstract":"This study aimed to analyze the results of research on the content of edible mushrooms as milkfish feed to be implied as a digital module, a learning source for biotechnology concepts for high school students. The study was carried out through stages: identifying the problems in biotechnology concepts learning activities in four state senior high schools in Banten Province, identifying research methods and products through experiments, choosing and adapting research findings as the learning source content, and applying and developing research findings as learning. An interview grid and questionnaire were used to collect the data, and a qualitative analysis was used to interpret the questionnaires' results. The research results were in the form of a digital-based module in biotechnology concepts for high school students. The module contains activities that create student interest and motivation and help students master the concepts. In addition, the module's content was a research finding on the milkfish feed development from the edible mushrooms in the form of process and product. It can be concluded that a digital module on biotechnology concepts has been developed and can be used as a learning source for high school student.","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":"46349183","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 : 2022-11-30DOI: 10.30870/jppi.v8i2.17442
P. Parmin, E. N. Savitri, Yahya Nur Ifriza
The research specifically aims to create an application of scientific work independence instruments through Science Integrated Learning (SIL) for various education levels (primary, secondary, tertiary). The SIL model is applied in learning to find specific indicators for scientific work independence following students' development. This study applied the Research and Development methodology. Product testing was conducted in elementary schools, junior high schools, senior high schools, and universities. Based on the research results, SIL V1.0 App is a software developed based on mobile apps in the form of an Android application that is installable on a device with Android OS as the operating system. The application is named SIL V1.0 Apps, an acronym for Science Integrated Learning Application. The scientific work independence instrument developed by referring to Piaget's theory has a characteristic where the level of independence at each stage of scientific work is based on the development of children's learning psychology. Scientific work independence application at various education levels, which refers to Piaget's Theory, has more precise boundaries because it is adjusted to children's psychological development. The difference in learning independence level occurs because of the age difference.
{"title":"Scientific Work Independence Application at Various Education Levels Referring to Piaget's Theory to Support the Implementation of Science Integrated Learning Model","authors":"P. Parmin, E. N. Savitri, Yahya Nur Ifriza","doi":"10.30870/jppi.v8i2.17442","DOIUrl":"https://doi.org/10.30870/jppi.v8i2.17442","url":null,"abstract":"The research specifically aims to create an application of scientific work independence instruments through Science Integrated Learning (SIL) for various education levels (primary, secondary, tertiary). The SIL model is applied in learning to find specific indicators for scientific work independence following students' development. This study applied the Research and Development methodology. Product testing was conducted in elementary schools, junior high schools, senior high schools, and universities. Based on the research results, SIL V1.0 App is a software developed based on mobile apps in the form of an Android application that is installable on a device with Android OS as the operating system. The application is named SIL V1.0 Apps, an acronym for Science Integrated Learning Application. The scientific work independence instrument developed by referring to Piaget's theory has a characteristic where the level of independence at each stage of scientific work is based on the development of children's learning psychology. Scientific work independence application at various education levels, which refers to Piaget's Theory, has more precise boundaries because it is adjusted to children's psychological development. The difference in learning independence level occurs because of the age difference.","PeriodicalId":41416,"journal":{"name":"Jurnal Penelitian dan Pembelajaran IPA","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45023825","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 : 2022-11-30DOI: 10.30870/jppi.v8i2.13400
A. Wijayanti, P. Marwoto, W. Wiyanto, S. Ridlo, P. Parmin
The cognitive development of elementary school student are at a concrete operational stage, so that prospective elementary school teachers must have knowledge and experience in managing contextual and meaningful learning. The obstacle to the implementation of practicum while online learning during the Covid-19 pandemic, so an alternative method is needed to carried out in a home experiment. In the daily life of the students, collision events are often encountered. Many kinds of playing ball (i.e., tennis balls, basketball, and ping-pong ball) are examples of collision events. This research aims are to develop material content elastic collision experiments of contextual science learning for prospective teachers using the Phyphox application. The Research and Development (R and D) through ADDIE design has been applied to achieve the objectives of this research. The stages of this research were carried out through the stages of Analysis, Design, Development, Implementation and Evaluation. This research has produced a material content elastic collision experiments of contextual science learning for prospective science teachers through using the Phyphox application. The average percentage of material expert validation results related to indicator of content quality, content compliance and content language is 93.33%. The experimental results show that the coefficient of restitution of the small basketball on the ceramic floor is 0.848;for tennis balls 0.716 and for ping-pong balls is 0.836. The collision for the three types of the balls with the floor are classified as partially elastic collisions. It can be concluded that the material content elastic collision experiments of contextual science learning for prospective science teachers using the Phyphox application are in very feasible criteria and valid to be implemented in basic science concept lectures. The implication of this research indicates that smartphone-based experiments using phyphox application motivate and makes various science experiments more accessible with simple methods to analyze experiment data. Home experiment activity using Phyphox application is recommended to help students to describe and determine the type of collision, determine the energy lost during a collision and the coefficient of restitution, draw a graph of the relationship between height and time in a contextual and meaningful way of science learning activity.
{"title":"Contextual Science Learning using Smartphone Audio Sensor Application (Phyphox) on Restitution Coefficient Measurement","authors":"A. Wijayanti, P. Marwoto, W. Wiyanto, S. Ridlo, P. Parmin","doi":"10.30870/jppi.v8i2.13400","DOIUrl":"https://doi.org/10.30870/jppi.v8i2.13400","url":null,"abstract":"The cognitive development of elementary school student are at a concrete operational stage, so that prospective elementary school teachers must have knowledge and experience in managing contextual and meaningful learning. The obstacle to the implementation of practicum while online learning during the Covid-19 pandemic, so an alternative method is needed to carried out in a home experiment. In the daily life of the students, collision events are often encountered. Many kinds of playing ball (i.e., tennis balls, basketball, and ping-pong ball) are examples of collision events. This research aims are to develop material content elastic collision experiments of contextual science learning for prospective teachers using the Phyphox application. The Research and Development (R and D) through ADDIE design has been applied to achieve the objectives of this research. The stages of this research were carried out through the stages of Analysis, Design, Development, Implementation and Evaluation. This research has produced a material content elastic collision experiments of contextual science learning for prospective science teachers through using the Phyphox application. The average percentage of material expert validation results related to indicator of content quality, content compliance and content language is 93.33%. The experimental results show that the coefficient of restitution of the small basketball on the ceramic floor is 0.848;for tennis balls 0.716 and for ping-pong balls is 0.836. The collision for the three types of the balls with the floor are classified as partially elastic collisions. It can be concluded that the material content elastic collision experiments of contextual science learning for prospective science teachers using the Phyphox application are in very feasible criteria and valid to be implemented in basic science concept lectures. The implication of this research indicates that smartphone-based experiments using phyphox application motivate and makes various science experiments more accessible with simple methods to analyze experiment data. Home experiment activity using Phyphox application is recommended to help students to describe and determine the type of collision, determine the energy lost during a collision and the coefficient of restitution, draw a graph of the relationship between height and time in a contextual and meaningful way of science learning activity.","PeriodicalId":41416,"journal":{"name":"Jurnal Penelitian dan Pembelajaran IPA","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48031038","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 : 2022-11-30DOI: 10.30870/jppi.v8i2.15125
John Ray V. Saldivar, May Lheena Fontila, Danilo Jr. V. Rogayan, Marc R. Deymos, Stephen John R. Monje
Due to the educational disruption caused by the COVID-19 pandemic, educational institutions resorted to flexible learning modalities to continue the education of students and avoid learning losses. This descriptive online survey assessed different factors for successful science learning in a flexible mode utilized during the current learning setup. A total of 50 teacher education students specializing in science from the two campuses of a state university in Zambales, Philippines, responded to the researcher-crafted survey questionnaire (a=0.971). Results of the study showed that most of the respondents are using the online asynchronous learning modality. Almost all of them are using smartphones for their flexible learning. The college students strongly agree that instructor characteristics is a primary factor for successful science learning in a flexible mode, followed by internet accessibility, administrative support, course content and design, technical support, learner characteristics, and social support. Significant differences were noted in the factors for successful science learning in a flexible mode when grouped according to the learning modality used. Furthermore, positive significant moderate to high correlations were observed among factors for successful science learning in a flexible mode. The study suggests that schools may provide instructors with training and seminars about flexible education to further enhance their content knowledge and pedagogy in science, specifically in this educational disruption. Additionally, the university may craft programs and policies that address students' concerns in the current learning setup to avoid learning losses. These programs and policies could make the current learning modality more effective, efficient, and responsive to the students' needs, and more conducive for both faculty and students. Future researchers could conduct a further study to evaluate college students' experiences in flexible learning modalities in university for the past semesters.
{"title":"Factors for Successful Science Learning in a Flexible Mode amid Covid-19 Educational Disruption: Students’ Assessment","authors":"John Ray V. Saldivar, May Lheena Fontila, Danilo Jr. V. Rogayan, Marc R. Deymos, Stephen John R. Monje","doi":"10.30870/jppi.v8i2.15125","DOIUrl":"https://doi.org/10.30870/jppi.v8i2.15125","url":null,"abstract":"Due to the educational disruption caused by the COVID-19 pandemic, educational institutions resorted to flexible learning modalities to continue the education of students and avoid learning losses. This descriptive online survey assessed different factors for successful science learning in a flexible mode utilized during the current learning setup. A total of 50 teacher education students specializing in science from the two campuses of a state university in Zambales, Philippines, responded to the researcher-crafted survey questionnaire (a=0.971). Results of the study showed that most of the respondents are using the online asynchronous learning modality. Almost all of them are using smartphones for their flexible learning. The college students strongly agree that instructor characteristics is a primary factor for successful science learning in a flexible mode, followed by internet accessibility, administrative support, course content and design, technical support, learner characteristics, and social support. Significant differences were noted in the factors for successful science learning in a flexible mode when grouped according to the learning modality used. Furthermore, positive significant moderate to high correlations were observed among factors for successful science learning in a flexible mode. The study suggests that schools may provide instructors with training and seminars about flexible education to further enhance their content knowledge and pedagogy in science, specifically in this educational disruption. Additionally, the university may craft programs and policies that address students' concerns in the current learning setup to avoid learning losses. These programs and policies could make the current learning modality more effective, efficient, and responsive to the students' needs, and more conducive for both faculty and students. Future researchers could conduct a further study to evaluate college students' experiences in flexible learning modalities in university for the past semesters.","PeriodicalId":41416,"journal":{"name":"Jurnal Penelitian dan Pembelajaran IPA","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42704963","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 : 2022-11-30DOI: 10.30870/jppi.v8i2.17227
S. Kurniasih, A. Taufik, Lukman Nulhakim, Dase Erwin Juansah
The need for teachers who are proficient in communicating science face-to-face and making flexible use of various integrative media is increasing along with changes in community communication patterns. High scientific communication skills can support learning with topics closely related to the latest technology, such as biotechnology. This study aims to develop a multimedia-based biotechnology module using Canva as a learning source to increase prospective science teachers in Science Education Department in science communication skills toward Society 5.0 era. As a result, the learning resource developed as a Biotechnology module for S1 Science Education students contains integrated biotechnology content. It presents learning activity guides, quizzes, and assignments that support prospective teachers in developing science communication skills in the classroom. Validation results from material and media experts indicate that this module is valid and feasible to be applied in biotechnology learning for prospective science teachers.
{"title":"Development of a Biotechnology Module to Improve Science Communication Skills Toward Society 5.0","authors":"S. Kurniasih, A. Taufik, Lukman Nulhakim, Dase Erwin Juansah","doi":"10.30870/jppi.v8i2.17227","DOIUrl":"https://doi.org/10.30870/jppi.v8i2.17227","url":null,"abstract":"The need for teachers who are proficient in communicating science face-to-face and making flexible use of various integrative media is increasing along with changes in community communication patterns. High scientific communication skills can support learning with topics closely related to the latest technology, such as biotechnology. This study aims to develop a multimedia-based biotechnology module using Canva as a learning source to increase prospective science teachers in Science Education Department in science communication skills toward Society 5.0 era. As a result, the learning resource developed as a Biotechnology module for S1 Science Education students contains integrated biotechnology content. It presents learning activity guides, quizzes, and assignments that support prospective teachers in developing science communication skills in the classroom. Validation results from material and media experts indicate that this module is valid and feasible to be applied in biotechnology learning for prospective science teachers.","PeriodicalId":41416,"journal":{"name":"Jurnal Penelitian dan Pembelajaran IPA","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48509059","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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