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Parmin, Parmin
Universitas Negeri Semarang
Education

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Scientific Work Independence Application at Various Education Levels Referring to Piaget's Theory to Support the Implementation of Science Integrated Learning Model Parmin, Parmin; Savitri, Erna Noor; Ifriza, Yahya Nur
Jurnal Penelitian dan Pembelajaran IPA Vol 8, No 2 (2022): Available Online in November 2022 (Web of Science Indexed)
Publisher : Department of Science Education, Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jppi.v8i2.17442

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.
Contextual Science Learning using Smartphone Audio Sensor Application (Phyphox) on Restitution Coefficient Measurement Wijayanti, Arfilia; Marwoto, Putut; Wiyanto, Wiyanto; Ridlo, Saiful; Parmin, Parmin
Jurnal Penelitian dan Pembelajaran IPA Vol 8, No 2 (2022): Available Online in November 2022 (Web of Science Indexed)
Publisher : Department of Science Education, Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jppi.v8i2.13400

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.
Prospective Teachers’ Scientific Literacy through Ethnoscience Learning Integrated with the Indigenous Knowledge of People in the Frontier, Outermost, and Least Developed Regions Parmin, Parmin; Fibriana, Fidia
Jurnal Penelitian dan Pembelajaran IPA Vol 5, No 2 (2019): Available Online in November 2019 (Web of Science Indexed)
Publisher : Department of Science Education, Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jppi.v5i2.6257

Abstract

The indigenous knowledge in the frontier, outermost, and least developed regions has not been explored thoroughly as an application for Ethnoscience learning. Therefore, this research aimed to explore the indigenous knowledge and its application to measure prospective science teachers’ scientific literacy through Ethnoscience learning. The prospective science teachers joining the Ethnoscience subject were employed as the research samples. A descriptive research method with a qualitative approach was applied for this study. The indigenous knowledge in the frontier, outermost, and least developed regions, i.e., Sumatra, Java, Sulawesi, Kalimantan, and Papua, is a potential learning source for exciting science learning and providing the opportunity for prospective science teachers to develop scientific literacy. Based on the results, 13 students achieved grade A, whereas 14 students got AB, and the other 4 students achieved B. All prospective science teachers were good at analytical thinking, problem-solving, and communicating. They also gained knowledge from the analysis results, which made them master the problem-solving skill. In conclusion, the indigenous knowledge of the frontier, outermost, and least regions integrated with Ethnoscience learning can improve the prospective science teachers’ scientific literacy effectively.
Co-Authors Arfilia Wijayanti Erna Noor Savitri, Erna Noor Fibriana, Fidia Marwoto, Putut Saiful Ridlo Wiyanto, Wiyanto Yahya Nur Ifriza