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All Journal Jurnal Pendidikan Fisika Indonesia Jurnal Pendidikan IPA Indonesia Journal of Science Education Research
Jumadi, J.
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Education Physics Social Sciences

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Representations of Nature of Science in High School Physics Textbooks Ardwiyanti, D.; Jumadi, J.; Puspitasari, H.; Rahayu, P.
Jurnal Pendidikan Fisika Indonesia Vol 17, No 1 (2021)
Publisher : Department of Physics, Faculty of Mathematics and Natural Sciences

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v17i1.24805

Abstract

Nature of science (NOS) is a vital component of scientific literacy that refers to the science's epistemology. Students must possess the NOS conception to address socio-scientific issues using the reasoning and justification patterns like scientists. This qualitative research assessed the representation of NOS quantitatively and qualitatively in the grade XII senior high school physics textbooks. The quantitative representation of NOS was described by the percentage of appearance of each element of NOS, while the delivery approach was used to describe NOS qualitatively. The analysis was conducted on two textbooks focused on electromagnetic radiation, special relativity theory, and quantum phenomena chapters. The NOS framework instrument has been conceptually and empirically valid. The results show that the empirical and scientific theories were addressed with the highest percentage of appearance, while the social and cultural embeddedness of science and scientific methods were poorly addressed. All elements of NOS were represented implicitly. The empirical findings of this study are expected to be able to stimulate the improvement of the representation of NOS in science textbooks in Indonesia.
Representations of Nature of Science in High School Physics Textbooks Ardwiyanti, D.; Jumadi, J.; Puspitasari, H.; Rahayu, P.
Jurnal Pendidikan Fisika Indonesia Vol 17, No 1 (2021)
Publisher : Department of Physics, Faculty of Mathematics and Natural Sciences

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v17i1.24805

Abstract

Nature of science (NOS) is a vital component of scientific literacy that refers to the science's epistemology. Students must possess the NOS conception to address socio-scientific issues using the reasoning and justification patterns like scientists. This qualitative research assessed the representation of NOS quantitatively and qualitatively in the grade XII senior high school physics textbooks. The quantitative representation of NOS was described by the percentage of appearance of each element of NOS, while the delivery approach was used to describe NOS qualitatively. The analysis was conducted on two textbooks focused on electromagnetic radiation, special relativity theory, and quantum phenomena chapters. The NOS framework instrument has been conceptually and empirically valid. The results show that the empirical and scientific theories were addressed with the highest percentage of appearance, while the social and cultural embeddedness of science and scientific methods were poorly addressed. All elements of NOS were represented implicitly. The empirical findings of this study are expected to be able to stimulate the improvement of the representation of NOS in science textbooks in Indonesia.
Rasch Analysis to Evaluate the Psychometric Properties of Junior Metacognitive Awareness Inventory in the Indonesian Context Sukarelawan, M. I.; Jumadi, J.; Kuswanto, H.; Soeharto, S.; Hikmah, F. N.
Jurnal Pendidikan IPA Indonesia Vol 10, No 4 (2021): December 2021
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v10i4.27114

Abstract

Empirically, metacognitive awareness is one of the main contributors to students' academic success. At the beginning of its development, the Jr.MAI self-report questionnaire was intended to measure students' metacognitive awareness in the United States. However, the evaluation of the psychometric properties for Indonesian high school students is still limited. The original Jr.MAI cannot be applied in Indonesia. By evaluating students' metacognitive awareness using Jr.MAI, teachers can understand students' information and knowledge related to their learning strategies and behaviors. Therefore, this study aims to evaluate the psychometric properties of the Indonesian translation of the Junior Metacognitive Awareness Inventory (Jr.MAI) self-report questionnaire. The Jr.MAI questionnaire consists of 18 items and uses a 5-point Likert scale response. 296 students (Male = 45.9%; Female = 54.1%) of public senior high schools in Indonesia completed the Jr.MAI questionnaire. The Rasch model was used to evaluate the psychometric properties of Jr.MAI. The results showed that the 5-point rating scale with 18 items functioned properly with a good fit, no gender bias, and achieved unidimensionality and local independence assumptions. It proved that the Jr. MAI questionnaire defined the latent variables and classified persons and items properly. Therefore, we concluded that the developed Jr.MAI questionnaire had good psychometric properties to be used by teachers and counselors for measuring and mapping the metacognitive characteristics at the senior high school level. 
Analysis of Pre-service Science Teachers' Technological Pedagogical Content Knowledge (TPACK) Khasanah, A. N.; Septiyanto, A.; Jumadi, J.; Wilujeng, I.; Hidayah, E. N.
Journal of Science Education Research Vol 9, No 1 (2025): J. Sc. Edu. Research
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jser.v9i1.72907

Abstract

Professional teachers are expected to be able to integrate TPACK into their learning to meet the demands of changing science and technology in the world of education. This study examined the TPACK used by pre-service science teachers, as evidenced by the direct application of preschool field introductions in Indonesia called PLP. The study was a mixed method study using an Explanatory Sequential Design approach. The quantitative data collection instrument employed a survey method for pre-service science teachers participating in PLP. Technical triangulation was used in qualitative data collection instruments, such as observations, interviews, and documents. Data analysis Techniques used descriptive quantitative and qualitative data. The quantitative results showed that the TCK (3.50) and TK (3.43) domains were in the high category, followed by CK (3.24), PK (3.21), TPK (3.17), PCK (3.15), dan TPACK (3.10) in the moderate category. Qualitative evidence suggests that pre-service science teachers used the seven TPACK domains in their learning during PLP, as evidenced by observation, interviews, and documentation. The research has implications for studying longitudinal conducting to track the development of TPACK competencies over time, providing insights into how these skills evolve from training through to professional teaching.
Co-Authors A. N. Khasanah, A. N. Ardwiyanti, D. H. Kuswanto Hidayah, E. N. Hikmah, F. N. I. Wilujeng, I. Moh. Irma Sukarelawan P. Rahayu Puspitasari, H. Septiyanto, A. Soeharto, S.