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All Journal Atrium Pendidikan Biologi Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education)
Fitriyani Fitriyani
Universitas Lambung Mangkurat
Education Languange, Linguistic, Communication & Media Other

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ETHNOBOTANY Melaleuca cajuputi (sub-species cumingiana) BETWEEN THE SABUHUR RIVER AS A POPULAR SCIENTIFIC BOOK Fitriyani Fitriyani; Dharmono Dharmono; Maulana Khalid Riefani
ATRIUM PENDIDIKAN BIOLOGI Vol 7, No 3 (2022): Atrium Pendidikan Biologi
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/apb.v7i3.13043

Abstract

Ethnobotany Galam (Melaleuca cajuputi, subspecies cumingiana) on the bank of Sabuhur river still not available yet in Ethnobotany course. Learning product based on local content are expected to add insight to the use of local plant. Material related to regional potential are specials, that are adapted to local situation. Galam has many benefits, which is learning support material. This study aims to describe the Ethnobotany of Galam on the bank of Sabuhur river and validity of popular scientific books. This research is descriptive research and formative evaluation of the Tessmer test. Based on expert judgment, the book has an average score of 87.5% and is included at very valid category. The popular scientific book has procedural and theoretical feasibility.
The Barriers to Developing Students' Scientific Literacy in Learning Physics of Quantities and Measurements Joko Siswanto*; Suyidno Suyidno; Saiyidah Mahtari; Fitriyani Fitriyani; Winda Febriani; Era Sari
Jurnal Pendidikan Sains Indonesia Vol 11, No 2 (2023): APRIL 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (915.106 KB) | DOI: 10.24815/jpsi.v11i2.27767

Abstract

Teaching scientific literacy in schools is not easy, even though it is needed in education in the industrial era 4.0. This study aims to analyze the level of students' scientific literacy skills and their obstacles in school. This research was conducted on tenth graders at two Banjarmasin High Schools, namely SMA which applied the driving curriculum, and SMA which applied the 2013 curriculum. The number of research samples was 60 students who were taken using cluster random sampling. The results of the analysis show students' ability to explain phenomena scientifically, design and evaluate scientific inquiries, and interpret scientific data and evidence in each school in poor criteria (value 40), except to explain phenomena scientifically in group 1 in fairly good criteria (value = 52). The existence of obstacles is believed to interfere with student's ability to understand scientific literacy. These barriers are sourced from students' internal factors (STEM understanding, scientific processes) and are exacerbated by external factors (teachers' STEM literacy, learning atmosphere, infrastructure, assessment, and evaluation).
The Barriers to Developing Students' Scientific Literacy in Learning Physics of Quantities and Measurements Joko Siswanto*; Suyidno Suyidno; Saiyidah Mahtari; Fitriyani Fitriyani; Winda Febriani; Era Sari
Jurnal Pendidikan Sains Indonesia Vol 11, No 2 (2023): APRIL 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v11i2.27767

Abstract

Teaching scientific literacy in schools is not easy, even though it is needed in education in the industrial era 4.0. This study aims to analyze the level of students' scientific literacy skills and their obstacles in school. This research was conducted on tenth graders at two Banjarmasin High Schools, namely SMA which applied the driving curriculum, and SMA which applied the 2013 curriculum. The number of research samples was 60 students who were taken using cluster random sampling. The results of the analysis show students' ability to explain phenomena scientifically, design and evaluate scientific inquiries, and interpret scientific data and evidence in each school in poor criteria (value 40), except to explain phenomena scientifically in group 1 in fairly good criteria (value = 52). The existence of obstacles is believed to interfere with student's ability to understand scientific literacy. These barriers are sourced from students' internal factors (STEM understanding, scientific processes) and are exacerbated by external factors (teachers' STEM literacy, learning atmosphere, infrastructure, assessment, and evaluation).
Co-Authors Dharmono, Dharmono Era Sari Joko Siswanto* Maulana Khalid Riefani Saiyidah Mahtari Suyidno Suyidno Winda Febriani