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p-Index From 2020 - 2025
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All Journal SEMESTA: Journal of Science Education and Teaching
Athiyyah Romiizah
Mahasiswa
Education Other

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ENVIRONMENTAL CONCERNS: COVID-19 RELATED AIR POLLUTION Athiyyah Romiizah; Skunda Diliarosta
SEMESTA: Journal of Science Education and Teaching Vol 3 No 2 (2020): Science Education Journal
Publisher : Pendidikan IPA, FMIPA, UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (187.269 KB)

Abstract

Air is a major factor directly related to living things. Ordinary air is composed of oxygen, nitrogen, carbon dioxide, argon and other gases. Good air can make the sky not dark and foggy. However, the air now that we breathe is already unhealthy, because it has been polluted by the smoke of vehicles using gasoline, and added to the corona virus (Coronavirus Disease 2019) in the air. The journal will discuss air pollution reviewed from pollution sources, their impacts, and how to deal with them. In addition, it also explained Covid indicators of air pollution related to Covid-19 and the understanding of air pollution. It is hoped that this journal can provide information for all of us, so as to reduce air pollution that occurs and Covid-19 that is in the air is also immediately lost. © Departemen Pendidikan Sains Universitas Negeri Padang
MISCONCEPTION ANALYSIS OF HEAT EXPANSION AND TEMPERATURE MATERIAL IN CLASS VII JUNIOR HIGH SCHOOL STUDENTS Athiyyah Romiizah; Dira Luckya Helmi
SEMESTA: Journal of Science Education and Teaching Vol 6 No 2 (2023): Journal of Science Education Teaching and Learning
Publisher : Pendidikan IPA, FMIPA, UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/semesta.v6i2.204

Abstract

This study aims to describe the misconceptions of seventh grade students in science materials, especially temperature, heat, and expansion materials at SMP Negeri 28 Padang. The type of research used in this misconception research is descriptive quantitative. The sample in this study were 29 seventh grade students at SMP Negeri 28 Padang in the 2022/2023 academic year who had learned the concepts of temperature, heat, and expansion. The data collection technique used was a diagnostic test. The data analysis technique in this study consists of several steps, including classifying student answers to determine misconceptions about temperature, heat, and expansion material with a percentage of categories of understanding the concept, not understanding the concept, misconceptions, and guessing. Based on the results obtained, it can be concluded that there are several things that cause misconceptions, which include the lack of student interest in learning because it is influenced by the thought that learning science is difficult, the lack of teacher confirmation regarding concepts that students understand, the learning process that is still teacher-centered, and the absence of a fixed learning resource so that the teacher becomes the most dominant source of information for students.
MISCONCEPTION ANALYSIS OF HEAT EXPANSION AND TEMPERATURE MATERIAL IN CLASS VII JUNIOR HIGH SCHOOL STUDENTS Athiyyah Romiizah; Dira Luckya Helmi
SEMESTA: Journal of Science Education and Teaching Vol. 6 No. 2 (2023): Journal of Science Education Teaching and Learning
Publisher : Pendidikan IPA, FMIPA, UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/semesta/vol6-iss2/204

Abstract

This study aims to describe the misconceptions of seventh grade students in science materials, especially temperature, heat, and expansion materials at SMP Negeri 28 Padang. The type of research used in this misconception research is descriptive quantitative. The sample in this study were 29 seventh grade students at SMP Negeri 28 Padang in the 2022/2023 academic year who had learned the concepts of temperature, heat, and expansion. The data collection technique used was a diagnostic test. The data analysis technique in this study consists of several steps, including classifying student answers to determine misconceptions about temperature, heat, and expansion material with a percentage of categories of understanding the concept, not understanding the concept, misconceptions, and guessing. Based on the results obtained, it can be concluded that there are several things that cause misconceptions, which include the lack of student interest in learning because it is influenced by the thought that learning science is difficult, the lack of teacher confirmation regarding concepts that students understand, the learning process that is still teacher-centered, and the absence of a fixed learning resource so that the teacher becomes the most dominant source of information for students.
Co-Authors Dira Luckya Helmi Skunda Diliarosta