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All Journal English Education and Applied Linguistics Journal (EEAL Journal) Research in Physics Education
Arip Nurahman
Institut Pendidikan Indonesia Garut
Humanities Education Languange, Linguistic, Communication & Media Physics Social Sciences

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Vocational school students’ perceptions toward science learning activities in the context of fashion design Dila nur fadhilah; Lasmita Sari; Arip Nurahman
Research in Physics Education Vol 2, No 1 (2023)
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (450.463 KB)

Abstract

The structure of the vocational school curriculum is different from the structure of the high school curriculum in that the vocational school curriculum contains vocational subjects which causes students to set aside non-vocational subjects such as science. One of them is science subjects, whose role is unknowingly very important because the learning process prioritizes direct experience and does not become an important concern for students. The purpose of this study was to explore empirical data regarding the perceptions of vocational school students with the expertise of Fashion Design regarding the science learning process. So far, very few or even rare empirical reasons have been found for the perceptions of Vocational High School students of fashion skills regarding the science learning process. This research uses a type of case study research method with a quantitative and qualitative approach. The sampling process in this study used purposive sampling with participants totaling 37 students with an age range of 15-16 years. The instruments used in this study were questionnaires and interviews. The results of the study revealed that there were several different student perceptions in terms of interest, competence, effort, pressure, and values related to science learning activities in fashion design vocational schools.
The Anatomy of a University Physics Chapter: A TextualAnalysis of “Motion Along a Straight Line” and Its Implications for Science Reading Soni Nurparijal; Arip Nurahman; Sufyan Aslam
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 9 No. 1 (2026): March (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/j2c97z50

Abstract

University introductory physics textbooks shape the content, vocabulary, and reasoning patterns students encounter, yet most textual analyses of text type, truth status, metalanguage, and scientific reasoning have examined junior high science textbooks, most notably Penney, Norris, Phillips, and Clark’s (2003) study. No study has directly applied Penney et al.’s four-part coding scheme to a university physics chapter, leaving open how such texts compare with the junior-high pattern. This study applied the Penney et al. (2003) framework to Chapter 2, “Motion Along a Straight Line,” from Young and Freedman’s University Physics (13th ed.). The chapter was coded sentence by sentence for text type, truth status, metalanguage, and scientific status/role in reasoning, with a second independent coding pass to check reliability. The chapter was overwhelmingly expository (approximately 79% of coded lines), but also contained a narrative component embodied in worked examples (approximately 15%) and a distinctive argumentative component in “Caution” boxes that refute misconceptions (approximately 6%); nearly all statements were true or explicitly flagged approximations, metalanguage was dense and mathematically inflected, and statements of fact or conclusion dominated the reasoning category, alongside explanation and supporting reasons concentrated in the Caution boxes. Textbook design at the introductory university level partially compensates for the near-total absence of argumentation reported for junior high textbooks, carrying implications for how future editions might more explicitly model scientific reasoning for students moving from narrative-rich to exposition-dominated science text.
Co-Authors Adi Jufriansah Dila nur fadhilah Hazrati Ashel Lasmita Sari Pandu Pribadi Rizal Adimayuda Soni Nurparijal Sufyan Aslam Surya Gumilar