N. Sulaeman, P. Putra, Ippei Mineta, Hiroki Hakamada, Masahiro Takahashi, Yuhsuke Ide, Y. Kumano
While Science-Technology-Engineering-Mathematics (STEM) education is expanding worldwide, engineering reminds as both valuable and difficult element to integrate. Understanding students’ perceptions of the engineering profession might be key to enhancing their interest in engineering careers in the future and insight to science educators who demand to develop more STEM activities in their classroom. In our framework, a case study was used to explore the perceptions of 16 students (aged 14-15) as they participated in STEM activities at Japan Junior High School. After participating in the activities, students completed an open-ended questionnaire about the profession. Data analysis was guided by a focus on general perceptions of engineering, the clustering of those perceptions, and discussions of how the perceptions related to the literature. Text analysis was conducted, especially in terms of frequency network and hierarchical cluster analysis. Our findings indicate that students’ perceptions were related to making or creating, technology, and machines. Five clusters of responses were found. The “design, make, develop new technology” and “solve the problem faced by society” clusters were influential. There were disparities between the students’ perceptions and the definition of engineering, especially regarding constraints and the use of science and mathematics concepts.
{"title":"Engaging STEM Education for High School Student in Japan: Exploration of Perception to Engineer Profession","authors":"N. Sulaeman, P. Putra, Ippei Mineta, Hiroki Hakamada, Masahiro Takahashi, Yuhsuke Ide, Y. Kumano","doi":"10.30870/JPPI.V6I2.8449","DOIUrl":"https://doi.org/10.30870/JPPI.V6I2.8449","url":null,"abstract":"While Science-Technology-Engineering-Mathematics (STEM) education is expanding worldwide, engineering reminds as both valuable and difficult element to integrate. Understanding students’ perceptions of the engineering profession might be key to enhancing their interest in engineering careers in the future and insight to science educators who demand to develop more STEM activities in their classroom. In our framework, a case study was used to explore the perceptions of 16 students (aged 14-15) as they participated in STEM activities at Japan Junior High School. After participating in the activities, students completed an open-ended questionnaire about the profession. Data analysis was guided by a focus on general perceptions of engineering, the clustering of those perceptions, and discussions of how the perceptions related to the literature. Text analysis was conducted, especially in terms of frequency network and hierarchical cluster analysis. Our findings indicate that students’ perceptions were related to making or creating, technology, and machines. Five clusters of responses were found. The “design, make, develop new technology” and “solve the problem faced by society” clusters were influential. There were disparities between the students’ perceptions and the definition of engineering, especially regarding constraints and the use of science and mathematics concepts.","PeriodicalId":41416,"journal":{"name":"Jurnal Penelitian dan Pembelajaran IPA","volume":"6 1","pages":"194-210"},"PeriodicalIF":0.8,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46979336","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}
I. Ichsan, R. Hasanah, R. H. Ristanto, R. Rusdi, Michael Bobias Cahapay, Y. Widiyawati, M. M. Rahman
Science learning in the 21st century should develop the abilities of the students to find solutions to the problems. This task requires a set of skills called Higher Order Thinking Skills (HOTS) and innovative assessment should be designed to gauge the acquisition of these skills. Thus, this study aimed to create an innovative HOTS-based assessment tool in science learning. It entailed a method following the research and development model. It covered the topic of genetics and involved biology experts and junior high school students. The result initially showed that the assessment tool has high content validity. It further revealed that the items have a high-reliability index and they loaded on components based on the three HOTS intended for the test. Thus, this paper concludes that the HOTS-based assessment tool is a good classroom test to gauge the science learning of the students.
{"title":"Designing an Innovative Assessment of HOTS in the Science Learning for the 21st Century","authors":"I. Ichsan, R. Hasanah, R. H. Ristanto, R. Rusdi, Michael Bobias Cahapay, Y. Widiyawati, M. M. Rahman","doi":"10.30870/JPPI.V6I2.4765","DOIUrl":"https://doi.org/10.30870/JPPI.V6I2.4765","url":null,"abstract":"Science learning in the 21st century should develop the abilities of the students to find solutions to the problems. This task requires a set of skills called Higher Order Thinking Skills (HOTS) and innovative assessment should be designed to gauge the acquisition of these skills. Thus, this study aimed to create an innovative HOTS-based assessment tool in science learning. It entailed a method following the research and development model. It covered the topic of genetics and involved biology experts and junior high school students. The result initially showed that the assessment tool has high content validity. It further revealed that the items have a high-reliability index and they loaded on components based on the three HOTS intended for the test. Thus, this paper concludes that the HOTS-based assessment tool is a good classroom test to gauge the science learning of the students.","PeriodicalId":41416,"journal":{"name":"Jurnal Penelitian dan Pembelajaran IPA","volume":"6 1","pages":"206-219"},"PeriodicalIF":0.8,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43205123","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}
This study is aimed to determine the impact of the ticker timer experiment using Problem Based Learning (PBL) model on students’ cognitive and affective learning outcomes in Physics. The research used a quasi-experimental method which is conducted in one of the senior high schools in Semarang, Indonesia. The research subject for both experimental and control classes was chosen randomly from the population. The experimental class carried out the learning using the PBL model-based experiment and the control class implemented the Direct Instruction model. The cognitive and affective learning outcomes were collected through the test and the observation sheets. The data analysis used the t-test statistical method. The results showed that there were differences in cognitive learning outcomes between the control class and the experiment class (t count = 1.993> t table = 1.667). Based on the results of the observations also found differences in students' affective learning outcomes with the average value of the experimental class was 25 which is in the very good category and 23.21 for the control class which is in the good category. Based on the results of the discussion, it can be concluded that the PBL model-based experiment has a significant impact on students' cognitive and affective learning outcomes
{"title":"Building Cognitive and Affective Learning Outcomes on the Concept of Linear Motion through Ticker Timer Experiment Using Problem Based Learning","authors":"N. Khoiri, C. Huda, W. Wiyanto","doi":"10.30870/JPPI.V6I2.9006","DOIUrl":"https://doi.org/10.30870/JPPI.V6I2.9006","url":null,"abstract":"This study is aimed to determine the impact of the ticker timer experiment using Problem Based Learning (PBL) model on students’ cognitive and affective learning outcomes in Physics. The research used a quasi-experimental method which is conducted in one of the senior high schools in Semarang, Indonesia. The research subject for both experimental and control classes was chosen randomly from the population. The experimental class carried out the learning using the PBL model-based experiment and the control class implemented the Direct Instruction model. The cognitive and affective learning outcomes were collected through the test and the observation sheets. The data analysis used the t-test statistical method. The results showed that there were differences in cognitive learning outcomes between the control class and the experiment class (t count = 1.993> t table = 1.667). Based on the results of the observations also found differences in students' affective learning outcomes with the average value of the experimental class was 25 which is in the very good category and 23.21 for the control class which is in the good category. Based on the results of the discussion, it can be concluded that the PBL model-based experiment has a significant impact on students' cognitive and affective learning outcomes","PeriodicalId":41416,"journal":{"name":"Jurnal Penelitian dan Pembelajaran IPA","volume":"6 1","pages":"268-282"},"PeriodicalIF":0.8,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46863397","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}
Amelia Fahrunisa, A. Mustadi, R. W. Toto, P. Pudjiastuti
This study is aimed to investigate the effect of guided discovery learning (GDL) on the fifth graders’ scientific attitudes. A teaching intervention was planned based on GDL which was then practiced in the two science classes (each class with n = 17) at Public Primary School (PPS). The data were collected through questionnaires and were analyzed by comparing the scores of initial and final scientific attitudes of the control and experimental group using independent-samples T-test and the categorization table. The research results show that GDL positively affected the fifth graders’ scientific attitudes. There is a significant difference in the students’ final scientific attitudes scores [t(32)= -3.591;p < 0.05]. This finding implies that GDL is an alternative learning scheme that can be accommodated to foster students’ scientific attitudes. Fostering scientific attitudes builds students’ resilience to cope with today’s and tomorrow’s hoaxes and misconceptions.
{"title":"An Analysis of the Scientific Attitudes of Fifth Graders through Guided Discovery Learning","authors":"Amelia Fahrunisa, A. Mustadi, R. W. Toto, P. Pudjiastuti","doi":"10.30870/JPPI.V6I2.4704","DOIUrl":"https://doi.org/10.30870/JPPI.V6I2.4704","url":null,"abstract":"This study is aimed to investigate the effect of guided discovery learning (GDL) on the fifth graders’ scientific attitudes. A teaching intervention was planned based on GDL which was then practiced in the two science classes (each class with n = 17) at Public Primary School (PPS). The data were collected through questionnaires and were analyzed by comparing the scores of initial and final scientific attitudes of the control and experimental group using independent-samples T-test and the categorization table. The research results show that GDL positively affected the fifth graders’ scientific attitudes. There is a significant difference in the students’ final scientific attitudes scores [t(32)= -3.591;p < 0.05]. This finding implies that GDL is an alternative learning scheme that can be accommodated to foster students’ scientific attitudes. Fostering scientific attitudes builds students’ resilience to cope with today’s and tomorrow’s hoaxes and misconceptions.","PeriodicalId":41416,"journal":{"name":"Jurnal Penelitian dan Pembelajaran IPA","volume":"6 1","pages":"220-235"},"PeriodicalIF":0.8,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47074425","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}
For the successful implementation of integrated STEM education, teachers’ competence could be a key element. The purpose of this research is to identify necessary behaviors of competence for teachers’ teaching integrated STEM subjects more efficiently and their desire for professional development courses. The qualitative analysis was utilized to examine teachers’ competence and perceptions of effective STEM teacher professional developments (TPD). Semi-structure interview method with 15 teachers and survey method with 187 teachers were utilized to address our research questions in Vietnam. We found that teachers’ competence in integrated STEM education consists of four components namely, awareness, designing, implementing, assessing and adjusting the STEM teaching plan. Based on the research results, we propose an essential structural model of teachers’ competence to develop professional competence about integrated STEM education and some orientation for building the structure of the professional development program. Implications for effective STEM TPD were documented
{"title":"Fostering Teachers’ Competence of the Integrated STEM Education","authors":"N. Thuy, Nguyễn Văn Biển, D. X. Quý","doi":"10.30870/JPPI.V6I2.6441","DOIUrl":"https://doi.org/10.30870/JPPI.V6I2.6441","url":null,"abstract":"For the successful implementation of integrated STEM education, teachers’ competence could be a key element. The purpose of this research is to identify necessary behaviors of competence for teachers’ teaching integrated STEM subjects more efficiently and their desire for professional development courses. The qualitative analysis was utilized to examine teachers’ competence and perceptions of effective STEM teacher professional developments (TPD). Semi-structure interview method with 15 teachers and survey method with 187 teachers were utilized to address our research questions in Vietnam. We found that teachers’ competence in integrated STEM education consists of four components namely, awareness, designing, implementing, assessing and adjusting the STEM teaching plan. Based on the research results, we propose an essential structural model of teachers’ competence to develop professional competence about integrated STEM education and some orientation for building the structure of the professional development program. Implications for effective STEM TPD were documented","PeriodicalId":41416,"journal":{"name":"Jurnal Penelitian dan Pembelajaran IPA","volume":"6 1","pages":"166-179"},"PeriodicalIF":0.8,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42539212","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}
This systematic review focuses on identifying three common cognitive skills in science education—process skills, critical thinking skills, and reasoning skills—in order to find the crucial skills in science education. The inclusion and exclusion criteria were created. In total, 78 articles published in 17 countries, namely the USA, Turkey, Indonesia, Malaysia, Iran, Palestine, Thailand, Nigeria, Jamaica, Israel, Kenya, Oman, Columbia, China, Philippines, Korea, Canada, were selected. The reviewed studies were published from 1998 to 2019. Fifty-seven studies were reported as journal publications and 21 studies came from conference proceedings. The results indicate that crucial skills exist such as science process skills (inference, measuring, identifying and controlling variable, definition operational variable, and explanation), critical thinking skills (interpreting data, inference, and evaluation), and reasoning skills (all subskills), and also revealed the relationship among them. This study concludes that the crucial skills in science education are mostly located in the reasoning skills domain.
{"title":"Crucial Cognitive Skills in Science Education: A Systematic Review","authors":"U. Hasanah, K. Shimizu","doi":"10.30870/jppi.v6i1.7140","DOIUrl":"https://doi.org/10.30870/jppi.v6i1.7140","url":null,"abstract":"This systematic review focuses on identifying three common cognitive skills in science education—process skills, critical thinking skills, and reasoning skills—in order to find the crucial skills in science education. The inclusion and exclusion criteria were created. In total, 78 articles published in 17 countries, namely the USA, Turkey, Indonesia, Malaysia, Iran, Palestine, Thailand, Nigeria, Jamaica, Israel, Kenya, Oman, Columbia, China, Philippines, Korea, Canada, were selected. The reviewed studies were published from 1998 to 2019. Fifty-seven studies were reported as journal publications and 21 studies came from conference proceedings. The results indicate that crucial skills exist such as science process skills (inference, measuring, identifying and controlling variable, definition operational variable, and explanation), critical thinking skills (interpreting data, inference, and evaluation), and reasoning skills (all subskills), and also revealed the relationship among them. This study concludes that the crucial skills in science education are mostly located in the reasoning skills domain.","PeriodicalId":41416,"journal":{"name":"Jurnal Penelitian dan Pembelajaran IPA","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2020-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44283697","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}
Fostering creativity among the students will result in the production of a skillful workforce and human capital in the future. Creativity is a concept that has its roots in specific knowledge domains or disciplines including scientific creativity that is specific to science. This article attempts to fill the gap in understanding and identifying the factors and pedagogical approaches that influence and facilitate the effort to foster scientific creativity in science teaching and learning in schools. Thus, the questions arise of what pedagogical approaches and factors that foster students’ scientific creativity as well as support the teaching and learning in science classrooms. A systematic review of 30 studies was conducted to investigate effective interventions and variables that influence scientific creativity among students in school science classrooms. Pedagogical approaches and strategies such as teaching creative thinking techniques, problem-based, project-based, model-based, ICT-based, integrated STEM-based, and collaborative learning were found to improve scientific creativity among students. Meanwhile, students’ factors, teachers’ factors, and environmental factors were identified to facilitate the inculcation of creativity in science teaching and learning. This review suggests that the role of teachers is crucial in fostering scientific creativity in the science classrooms and there is a need to study teachers’ beliefs and practices in real settings. Also, future studies could also focus on identifying constraining factors that may hinder the fostering of scientific creativity by teachers in the classrooms.
{"title":"Fostering Scientific Creativity in Teaching and Learning Science in Schools: A Systematic Review","authors":"Rubaaiah Sidek, L. Halim, N. Buang, N. M. Arsad","doi":"10.30870/jppi.v6i1.7149","DOIUrl":"https://doi.org/10.30870/jppi.v6i1.7149","url":null,"abstract":"Fostering creativity among the students will result in the production of a skillful workforce and human capital in the future. Creativity is a concept that has its roots in specific knowledge domains or disciplines including scientific creativity that is specific to science. This article attempts to fill the gap in understanding and identifying the factors and pedagogical approaches that influence and facilitate the effort to foster scientific creativity in science teaching and learning in schools. Thus, the questions arise of what pedagogical approaches and factors that foster students’ scientific creativity as well as support the teaching and learning in science classrooms. A systematic review of 30 studies was conducted to investigate effective interventions and variables that influence scientific creativity among students in school science classrooms. Pedagogical approaches and strategies such as teaching creative thinking techniques, problem-based, project-based, model-based, ICT-based, integrated STEM-based, and collaborative learning were found to improve scientific creativity among students. Meanwhile, students’ factors, teachers’ factors, and environmental factors were identified to facilitate the inculcation of creativity in science teaching and learning. This review suggests that the role of teachers is crucial in fostering scientific creativity in the science classrooms and there is a need to study teachers’ beliefs and practices in real settings. Also, future studies could also focus on identifying constraining factors that may hinder the fostering of scientific creativity by teachers in the classrooms.","PeriodicalId":41416,"journal":{"name":"Jurnal Penelitian dan Pembelajaran IPA","volume":"6 1","pages":"13-35"},"PeriodicalIF":0.8,"publicationDate":"2020-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48159463","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}
This study aimed to understand the correlation between academic self-concept and biology learning outcomes on high school students at virus material. The design used in this study was correlational. This study used descriptive quantitative as its method. The subjects of this study were tenth-grade students of senior high school in Tangerang Regency. The subjects of this study consisted of 135 respondents men and women, there were 102 respondents were taken as the sample through a simple random sampling technique. The data were obtained using the instrument of academic self-concept and students' learning outcomes on virus material. The learning outcomes were based on the multiple-choice test. After that, the obtained data were analyzed using Pearson Product Moment (PPM) of the SPSS 16 version. The results show that there is a positive and significant correlation between academic self-concept and biology learning outcomes of students with the coefficiency (r x1y ) of 0.553
本研究旨在了解学业自我概念与高中生病毒材料生物学学习成果的关系。本研究中使用的设计是相关的。本研究采用描述性定量研究方法。本研究以坦格朗县高中十年级学生为研究对象。本研究的调查对象包括135名男性和女性，其中102名被调查者通过简单的随机抽样技术作为样本。数据采用学业自我概念和学生对病毒材料的学习成果的测量工具。学习结果以多项选择测验为基础。之后，使用SPSS 16版的Pearson Product Moment (PPM)对所得数据进行分析。结果表明:学业自我概念与学生生物学学习成绩之间存在显著正相关，相关系数(r × y)为0.553
{"title":"The Correlation Between Biology Learning Outcomes and Senior High School Students’ Self Concept","authors":"S. Rodiah, R. Komala, R. Rusdi","doi":"10.30870/jppi.v6i1.4594","DOIUrl":"https://doi.org/10.30870/jppi.v6i1.4594","url":null,"abstract":"This study aimed to understand the correlation between academic self-concept and biology learning outcomes on high school students at virus material. The design used in this study was correlational. This study used descriptive quantitative as its method. The subjects of this study were tenth-grade students of senior high school in Tangerang Regency. The subjects of this study consisted of 135 respondents men and women, there were 102 respondents were taken as the sample through a simple random sampling technique. The data were obtained using the instrument of academic self-concept and students' learning outcomes on virus material. The learning outcomes were based on the multiple-choice test. After that, the obtained data were analyzed using Pearson Product Moment (PPM) of the SPSS 16 version. The results show that there is a positive and significant correlation between academic self-concept and biology learning outcomes of students with the coefficiency (r x1y ) of 0.553","PeriodicalId":41416,"journal":{"name":"Jurnal Penelitian dan Pembelajaran IPA","volume":"6 1","pages":"141-151"},"PeriodicalIF":0.8,"publicationDate":"2020-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48435958","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}
This study aimed to analyze students’ comprehension and misconception towards the topic of salt solubility both on the level of microscopic representation and understanding. This study utilized essay diagnostic test as instrument s and interview s based on a case study of 10 students in grade 11 at senior high school in Bogor who were given 8 questions regarding salt solubility. The results showed that there was a misconception, 40% of the students misled in drawing microscopically the system of salt and sugar solubility and 50% of the students incorrectly drew the system due to the absence of interaction between salt particle and water, while 10% of the students sketched correctly though it is difficult to notice the result of salt ionization on the solvent. Moreover, 80% of the students were unable to find a link between the alteration system of solvent equilibrium caused by additional salt with various solvents on the macroscopic concept of an insoluble salt equilibrium system and the effect of adding similar ions on the equilibrium system.
{"title":"Analysis of Students’ Comprehension and Misconception towards the Topic of Salt Solubility","authors":"Sabila Izzati, N. Rochmah","doi":"10.30870/jppi.v6i1.7324","DOIUrl":"https://doi.org/10.30870/jppi.v6i1.7324","url":null,"abstract":"This study aimed to analyze students’ comprehension and misconception towards the topic of salt solubility both on the level of microscopic representation and understanding. This study utilized essay diagnostic test as instrument s and interview s based on a case study of 10 students in grade 11 at senior high school in Bogor who were given 8 questions regarding salt solubility. The results showed that there was a misconception, 40% of the students misled in drawing microscopically the system of salt and sugar solubility and 50% of the students incorrectly drew the system due to the absence of interaction between salt particle and water, while 10% of the students sketched correctly though it is difficult to notice the result of salt ionization on the solvent. Moreover, 80% of the students were unable to find a link between the alteration system of solvent equilibrium caused by additional salt with various solvents on the macroscopic concept of an insoluble salt equilibrium system and the effect of adding similar ions on the equilibrium system.","PeriodicalId":41416,"journal":{"name":"Jurnal Penelitian dan Pembelajaran IPA","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2020-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46575621","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}
Teacher autonomy in learning is a part of professional accountability. The autonomy includes self-direct teaching as a reflection of the teachers’ metacognition in selecting learning strategies, monitoring the accuracy of strategy implementation, as well as evaluating the process. The metacognitive attitude directs the process of constructing knowledge and managing a classroom to meet the standard of the learning process. The objective of the present study is to describe the metacognitive attitude of Biology teachers. The survey research involved 57 Biology teachers in DKI Jakarta Province, Indonesia. The research instrument is the Metacognitive Awareness Inventory Teacher (MAIT) with Cronbach Alpha values r = 0.86. The results show that (1) the teacher's metacognitive attitude is high (mean 73.49), and (2) there was no correlation between metacognitive attitude with the school category or gender. This suggests the high performance of Biology teachers in autonomy especially in managing the Kurikulum 2013. This Kurikulum 2013 emphasizes student-centered learning which allows a variety of learning strategies that can be selected by the teacher to achieve a quality result. Male and female teachers both have equal opportunities in achieving their metacognitive attitudes, as well as the school category.
{"title":"Investigating Metacognitive Attitude of High School Biology Teachers","authors":"Z. Zulfiani*, Y. Herlanti, Regiani Yunistika","doi":"10.30870/jppi.v6i1.6240","DOIUrl":"https://doi.org/10.30870/jppi.v6i1.6240","url":null,"abstract":"Teacher autonomy in learning is a part of professional accountability. The autonomy includes self-direct teaching as a reflection of the teachers’ metacognition in selecting learning strategies, monitoring the accuracy of strategy implementation, as well as evaluating the process. The metacognitive attitude directs the process of constructing knowledge and managing a classroom to meet the standard of the learning process. The objective of the present study is to describe the metacognitive attitude of Biology teachers. The survey research involved 57 Biology teachers in DKI Jakarta Province, Indonesia. The research instrument is the Metacognitive Awareness Inventory Teacher (MAIT) with Cronbach Alpha values r = 0.86. The results show that (1) the teacher's metacognitive attitude is high (mean 73.49), and (2) there was no correlation between metacognitive attitude with the school category or gender. This suggests the high performance of Biology teachers in autonomy especially in managing the Kurikulum 2013. This Kurikulum 2013 emphasizes student-centered learning which allows a variety of learning strategies that can be selected by the teacher to achieve a quality result. Male and female teachers both have equal opportunities in achieving their metacognitive attitudes, as well as the school category.","PeriodicalId":41416,"journal":{"name":"Jurnal Penelitian dan Pembelajaran IPA","volume":"6 1","pages":"1-12"},"PeriodicalIF":0.8,"publicationDate":"2020-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48228602","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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