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All Journal POSITRON Jurnal Pendidikan Matematika dan IPA Tadris: Jurnal keguruan dan Ilmu Tarbiyah JPS Unimus Jurnal Psikologi Teori dan Terapan Jurnal Penelitian Pendidikan IPA (JPPIPA) Momentum: Physics Education Journal Journal of Science Learning Journal of Natural Science and Integration Formatif: Jurnal Ilmiah Pendidikan MIPA Journal of Science Education Research Assimilation: Indonesian Journal of Biology Education Jurnal Ilmiah Dikdaya Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan JPPIPA (Jurnal Penelitian Pendidikan IPA) Ideguru: Jurnal Karya Ilmiah Guru Didaktika: Jurnal Kependidikan BIOGENESIS Pillar of Physics Education : Jurnal Berkala Ilmiah Pendidikan Fisika INSECTA: Integrative Science Education and Teaching Activity Journal Journal of Research in Instructional Jurnal Kajian Pendidikan IPA Asean Journal of Science and Engineering (AJSE) ASEAN Journal of Science and Engineering Education (AJSEE) Indonesian Journal of Multidiciplinary Research (IJoMR) Indonesian Journal of Teaching in Science Jurnal Luminous: Riset Ilmiah Pendidikan Fisika Inovasi Fisika Indonesia (IFI) Journal of Disruptive Learning Innovation (JODLI) Inornatus: Biology Education Journal JSEP (Journal of Science Education and Practice) Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Jurnal MIPA dan Pembelajarannya Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Global Education Journal Jurnal Ilmu Pendidikan dan Pembelajaran Journal of Environment and Sustainability Education Jurnal Pengabdian Isola Journal in Teaching and Education Area Unnes Science Education Journal Jurnal Pendidikan IPA Indonesia ROBBAYANA: Jurnal Pendidikan Agama Islam Jurnal Pendidikan MIPA Indonesian Journal of Science and Education Jurnal Pendidikan Fisika Indonesia
Nanang Winarno
Universitas Pendidikan Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Journal : Journal of Science Learning

 1 
Improving Students’ Sustainability Awareness through Argument-driven Inquiry Erning Rahmadini Salsabila; Agus Fany Chandra Wijaya; Nanang Winarno
Journal of Science Learning Vol 2, No 2 (2019): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v2i2.13104

Abstract

Sustainability awareness is one of the things that the student should have to help in a caring environment. Sustainability awareness of the student can be built by knowledge and awareness of what should be done or not. The student will be more aware of the students involved and explore more in building a concept about the environmental issue itself. The aim of this study is to investigate the impact of Argument-Driven Inquiry toward students' sustainability awareness in learning global warming. The method used in this research was experimental research. This study used two different groups of student. The first group learned using Argument-Driven Inquiry and the second group learned using Inquiry-based Learning. The population was seventh-grade students in one of Junior Secondary School in Bandung, Indonesia. The purposive sampling technique was used to choose the sample. The participants consist of 52 students from both groups. Each group consists of 26 students. The data were collected by giving the questionnaire of sustainability awareness. The questionnaire consists of 15 items. The result of this study shows the different percentage in the level of students' sustainability awareness between the two groups. The most different percentage is on the sustainability practice awareness aspect. The group that used Argument-Driven Inquiry has percentage 40.7% which means as medium and the group that used Inquiry-based Learning has percentage 37.6% which means as low. Based on the result, Argument-Driven Inquiry gives a better impact on students’ sustainability awareness. Argument-Driven Inquiry can be considered as one of the alternative teaching models that can give a better understanding in building the awareness of Junior Secondary School student.
Paper Circuit Project-based STEAM Learning to Enhance Student Understanding and Creativity Arnie Novianti Zulkarnain; Eka Cahya Prima; Nanang Winarno; Bevo Wahono
Journal of Science Learning Vol 7, No 1 (2024): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v7i1.61765

Abstract

Students believed physics was one of the most challenging sciences in education, and their interest in learning physics was lacking. Therefore, this study aims to enhance students' understanding and creativity in the STEAM learning system on electricity by creating a project (Paper Circuit) using the students' creativity at the junior high school level—quantitative research with a pre-experimental design used for this study. The population is 8th grade and 9th grade (50 students adapted to the curriculum used in the school) in one of the Junior Secondary Schools located in Bandung and Cimahi, Indonesia. The data is obtained from the pretest-posttest results, which show that the average pre-test score was 57.04 and the post-test score was 76.64. The nonparametric test was tested using the Wilcoxon test to measure student understanding. The results from e Wilcoxon are .000, which shows sig. 0.05, which means there is a significant difference between pre-test and post-test. Students' creativity is obtained from the Creativity Product Analysis Matrix (CPAM), and the result for Project 1 is 73.71%, categorized as enough, and Project 2 is 83.13%, categorized as good. Based on the result, Paper Circuit STEAM project-based learning can enhance student understanding and creativity. STEAM project-based learning can be used as an alternative teaching strategy in junior secondary school.
Discovery Learning with the Solar System Scope Application to Enhance Learning in Middle School Students Atika Zahara; Selly Feranie; Nanang Winarno; Nurhadi Siswontoro
Journal of Science Learning Vol 3, No 3 (2020): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v3i3.23503

Abstract

In education, “Industrial Revolution 4.0” refers to utilizing technology to present students with complex situations that will develop their critical thinking and problem-solving skills. The use of technology in the science curriculum should be designed according to established learning models. This study aimed to investigate the effect of implementing a discovery learning model, supported by the Solar System Scope computer application, on the ability of students to master essential concepts. This research used a One-Group Pre-test-Post-test design. Participants were 31 7th-grade students at one school in Bandung, Indonesia. The results showed a medium enhancement of concept mastery in students from pre-test to post-test (N-Gain=0.48). No gender difference in outcomes after the implementation of discovery learning with the Solar System Scope application was found. Based on these results, discovery learning supported by the Solar System Scope application could be an alternative teaching approach to enhance students' skills in mastering concepts.
Enhancing Students’ Scientific Literacy using Virtual Lab Activity with Inquiry-Based Learning Liandha Arieska Putri; Anna Permanasari; Nanang Winarno; Nur Jahan Ahmad
Journal of Science Learning Vol 4, No 2 (2021): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v4i2.27561

Abstract

Laboratory activity is closely related and yet is essential in the process of science teaching-learning. The hands-on laboratory experiment is the one normally used in school. Particularly with the state of online schooling, it is quite challenging to perform a hands-on laboratory activity. The combination of inquiry-based learning with virtual lab activity can be an alternative to developing a more alluring yet meaningful learning process within online learning. This research aims to analyze virtual lab activity with inquiry-based learning on students’ scientific literacy in light and optics topics. Participants were taken from junior high school students in the 8th-grade in Bandung, Indonesia. It includes 40 students with 14 males and 26 females with ages range 13-14 years old who have not yet studied light and optics. A pre-experimental research method with a one-group pre- the post-test design was used. The finding indicates that students’ scientific literacy was significantly increased with a medium category (N-Gain score 0.441). Based on this research, virtual-lab activity with inquiry-based learning could be considered an alternative to conducting a meaningful online learning activity, especially in science education.
The Effect of Predict-Observe-Explain (POE) Strategy on Students’ Conceptual Mastery and Critical Thinking in Learning Vibration and Wave Dandy Furqani; Selly Feranie; Nanang Winarno
Journal of Science Learning Vol 2, No 1 (2018): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v2i1.12879

Abstract

Scientific learning in schools requires not only students’ ability to understand concept, but also critical thinking abilities of the students. However, the current scientific learning process is still focused on only cognitive aspects. Therefore, a teaching model or strategy that is able to support students to understand concept as well as develop students’ critical thinking abilities is needed. One of the existing needed strategies is Predict-Observe-Explain (POE). The aim of this research is to identify the effects of Predict-Observe-Explain (POE) strategy on students’ conceptual mastery and critical thinking in learning vibration and wave. The method that was used in this research was weak experiment and the design was one-group pretest-posttest. The population of this research was 8th grader students in a junior high school in Bandung. The sample of the research was 18 students. The technique that was used was purposive sampling. The results of the research were: There was enhancement in students’ conceptual mastery, indicated by average normalized gain of 0,29; There was enhancement in students’ critical thinking abilities from level 1,30 (challenged thinker) to 2,07 (beginning thinker). Students can easily predict, observe and explain waves concept have difficulties on transversal waves and longitudinal waves concepts. For the next research it is recommended that Predict-Observe-Explain (POE) is to be tried on motion, electricity and ecosystem.
Promoting Student's Problem-Solving Skills through STEM Project-Based Learning in Earth Layer and Disasters Topic Firdha Sarah Kartini; Ari Widodo; Nanang Winarno; Lia Astuti
Journal of Science Learning Vol 4, No 3 (2021): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v4i3.27555

Abstract

Located in the Pacific Ring of Fire, Indonesia is endangered by natural disasters. Through the changing of learning activity in a proper way by the application of STEM Project-Based Learning, future generations are expected to develop the knowledge and thinking skill to solve the problem. Therefore, this study aimed to investigate implementing STEM Project-Based Learning on student's Problem-Solving Skills. This research used a Pre-Experiment method with a One-Group Pretest-Posttest design and essay questions as data collection tools. In this research, 30 7th-grade students at one school in Bandung, Indonesia, were chosen as the participants. The data analysis showed significant improvement between student's Problem-Solving skills pretest and post-test (N-Gain=0.73). In addition, Idea-Finding is the most significant improvement during the Fact-Finding on the lowest. Based on the result, STEM Project-Based Learning is recommended to improve students' Problem-Solving Skills since they can use their integrated knowledge to solve a real-world problem.
Investigating the Impact of STEM Learning on Students’ Critical Thinking Skills through Hand-Made Projector Activity Rizki Maulana Ashidiq; Nanang Winarno; Eka Cahya Prima; Ari Widodo; Chun-Yen Chang
Journal of Science Learning Vol 7, No 2 (2024): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v7i2.61549

Abstract

This research presents an investigation on the utilization of Science, Technology, Engineering, and Mathematics (STEM) with Project-Based Learning as experiment class treatment and project-based learning as control class treatment to investigate students' critical thinking in optical instruments lessons, with a particular focus on the development of handmade projectors. In Indonesian schools, where there is a lack of integration of the STEM and learning activity itself, it is still in the form of a direct transfer of knowledge from teachers to students. This research used quantitative research with a quasi-experimental design. The method for data collection is purposive random sampling. The research participant consists of 60 eighth-grade middle high school students in Bandung chosen based on a purposive random sampling technique. The data is obtained through five open-ended essay questions about critical thinking skills. The result shows that the independent t-test for students’ critical thinking is 0.081, which means there are no significant differences between the control and experiment classes. However, in the STEM Project-based learning model, The N-gain of students’ critical thinking skills is 0.718, which is a high improvement. Moreover, on Project-Based Learning, the N-gain of students’ critical thinking skills is 0.660, which is a medium improvement.
Using Brain-Based Learning to Promote Students’ Concept Mastery in Learning Electric Circuit Aulianuriy Sani; Diana Rochintaniawati; Nanang Winarno
Journal of Science Learning Vol 2, No 2 (2019): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v2i2.13262

Abstract

Teaching approaches in some school are still concentrating on memorizing. Teachers have to make the learning is meaningful for the students. One of the alternative tool is by using Brain-Based Learning. The purpose of this study is to investigate the effect of Brain-Based Learning on students’ concept mastery in learning electric circuit for 8th-grade students. The method used in this research was experimental research. The research design that used is pretest and posttest design. The sample was taken by cluster random sampling technique. Participants were 49 students at one of International Secondary School in Bandung, West Java, Indonesia. Experiment group learn with Brain-Based Learning (N=26) while control group learn with lectured based learning (N=23). The results of students’ concept mastery that learned using Brain-Based Learning is better than students’ concept mastery that learned using lectured-based learning. The improvement of students’ concept mastery can be noticed by independent t-test with significant 0.003. Based on the analysis of students’ concept mastery results, the N-Gain score in experiment group is 0.43 which categorized as medium improvement while in control group is 0.25 which categorized as low improvement. Based on this results showed that Brain-Based Learning can be an alternative tool to improve students’ concept mastery significantly.
Enhancing Students’ Creativity through STEM Project-Based Learning Sofi Hanif; Agus Fany Chandra Wijaya; Nanang Winarno
Journal of Science Learning Vol 2, No 2 (2019): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v2i2.13271

Abstract

In some school, teacher-centered is commonly found in the learning process. The learning process itself is still in the form of direct transfer of knowledge from teacher to students. Actually, students will learn better if they are engaged in meaningful learning activity.  STEM project-based learning is one of alternative teaching strategies that engaged students in meaningful learning. The aim of this study is to investigate the impact of STEM project-based learning on students' creativity in the topics of light and optics.  The study used qualitative research with narrative design. Data collection technique that used is observation. The population is eight grade students in one of Junior Secondary School that is located in Bandung, Indonesia. The sample consist of 25 students that chosen based on purposive sampling technique. The data is obtained through Creativity Product Analysis Matrix (CPAM). There are three creativity dimension that used in this study which are resolution, elaboration and novelty dimension. Students’ creativity is obtained as much 76% which categorized as good. Based on the result, STEM project-based learning give the good impact on students' creativity. STEM project-based learning can be used as alternative teaching strategies in Junior Secondary School.
Co-Authors Achmad Samsudin Achmad Samsudin Adek Diah Murti Adi Rahmat Afianti, Eva Afifah, Ratih Mega Ayu Agus Fany Chandra Wijaya, Agus Fany Chandra Ahmad, Nur Jahan Ajiba, Indy Deraya Aliyatunnisa, Shofiyya Alnafa I'anatul Maula Amri, Muhammad Fahriza Andini Fajarwati Anidya Diva Nuraysha Anna Permanasari Annifah, Annifah Antonio, Alvito Ari Widodo Ari Widodo Arisna, Definda Putri Aritonang, Rika Magdalena Arnie Novianti Zulkarnain Aruna, Rezky Putri Asep Kadarohman Asep Supriatna, Asep Ashidiq, Rizki Maulana Aspo Ramadhan Assyifa Ilma Maharani Atika Zahara Aulianuriy Sani Aziema, Nur Beatrik Nova Bevo Wahono Briantoko, Elang Rimba Rimba Chun-Yen Chang Damopolii, Insar Dandy Furqani Demboh, Primus Devina, Oryza Aprilia Dhitareka, Putra Habib Diana Rochintaniawati Dita, Killian Iko Dzulkiflih, Dzulkiflih Eka Cahya Prima Eka Cahya Prima Eka Cahya Prima Eka Tiara Nur Fitriana Eliyawati Eliyawati Emiliannur Emiliannur Emiliannur Emiliannur Encih Kurniasih Eny Latifah, Eny Erna Juliana Erna Risfaula Kusumawati Erning Rahmadini Salsabila Fadillah*, Rofi Wafa Fadly, Wirawan Fahruddin, Devi Anggraini Vitri Fajarwati, Andini Farhan Perdiansyah Fatiin, Jihan Mutiara Fauziah, Naila Raima Fazriah, Sarah Nur Fiandini, Meli Firdaus, Rohim Aminullah Firdha Sarah Kartini Fitri Khoerunnisa Fitriana, Eka Tiara Nur Fitriyyatul Muslihah furqon, faizah Ghevira Syaharani Aulia Muharam Hanif, Norfazrin Mohd Hasanah Purnama, Aisyah Nurul Hasanah, Maulidah Herman Jufri Andi HERNANI - Hestiningsih Ida Kaniawati Jayadi, Agung Jothy, Karismara Olivya Afiva Joumil Aidil Saifuddin Juniarti, Mia Angrianan Karimah, Fani Ulya Karimi, Amir Karwatisari, Rina kerans, geterudis Khaokhajorn, Wacharaporn Kharismayani, Annisa Lea Khoiro, Muhimmatul Kholidah, Nur Kurniasih, Encih Kurniawan, Ananda Rossy Kurniawan, Luthfiyah Azzahra Lea Tarliyah Lefudin Lefudin, Lefudin Leny Heliawati Lepir, Yenika Rambu Lia Astuti Liandha Arieska Putri Lilit Rusyati Linggar Jati, Putri Liu, Shiang-Yao Lukman Hakim Lukman Hakim Maharani, Permata Putri Maoludin, Surya Alfin Masra Latjompoh Masulah, Bidayatul Misbah Misbah Mohamad, Maslawati Momo Rosbiono Mr Sjaeful Anwar Mrs Yanti Hamdiyati Mubiar Agustin Muhammad Nur Hudha Muharam, Ghevira Syaharani Aulia Muji Pangesti Prihandini Muntaz, Adinda Zaskia Yasmin Muslihah, Fitriyyatul Muslim Muslim Mustikasari, Vita Ria Nabila Putri Sholahudin Nasir, Nur Indah Ririn Fitriani Nimas Ayu Lestari Nindiati, Dina Sri Novita Damayanti Nunaki, Jan Hendriek Nur Aziema Nur Jahan Ahmad Nur Jahan Ahmad Nuraeni, Selvi Nurhadi Siswontoro Nurhaida, Popi Nurhayati Nurhayati Nurkholidah Nurkholidah Nurkholidah, Nurkholidah Nursyaidah, Dinne NURUL ANNISA Parlindungan Sinaga Patricia Lubis, Patricia Perdiansyah, Farhan Permata Putri Maharani Prasetyorini Prasetyorini Pratama, Dear Budi Prima, Eka Cahya Putri Nurul Fitriyyah Putri, Dela Qamila*, Fairus Qisthi, Naufalia R. Riandi, R. Rahmat, Adi Ramadhan, Wildan Septi Ratna Ekawati Rika Magdalena Aritonang Rini Solihat Rizki Maulana Ashidiq Rudi Hartono Salam, Abduh Salman, Jody Muhamad Saputra, Winata Tegar Selly Feranie Shofa Nabilah Shofiah Jihni Sihombing, Putri Jessica Sihombing, Rizky Agassy Simanjutak, Mariati Purnama Siti Sriyati Sofi Hanif Sriwulan, Wiwin Sujito . Sujito Sujito Sulur Sunandar, Aris Sunardi Sunardi Supriyatin, Titin Syauqi, Salma Kaisan Syifa Nuriyah Titin Supriyatin Topik Hidayat Tortop, Hasan Said Tresnasih, Eka Ulfa, Rafika Fauzia Unwakoly, Semuel Utami, Indri Sari Wafi, Wulanda Wahidin, Naufal Rabah Wahyuningsih, Yuyun Wambrauw, Hengky Lukas Warliyah, Heli Warsita, Juniza Putri Weni Rahmadani Widyastuti, Indri Wirawan Fadly Wirawan Fadly Wirawan Fadly Yenny Darvina Yohanes Dwi Saputra, Yohanes Dwi Yuliani, Galuh Zakiya, Umi Sayidatus