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All Journal Chemistry Education Practice Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal)
Muliati, Eka
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Agriculture, Biological Sciences & Forestry Chemistry Education Physics

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A Development Pengembangan Modul Praktikum Kimia Berbasis Proyek pada Materi Larutan Penyangga Muliati, Eka; Al Idrus, Syarifa Wahidah; Muntari, Muntari
Chemistry Education Practice Vol. 7 No. 2 (2024): Edisi November
Publisher : FKIP University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/cep.v7i2.6504

Abstract

This research is a study in Research and Development (R&D) that aims to assess the validity and feasibility of project-based chemistry practicum modules. The study adopts a 4D model (define, design, develop, and disseminate). The test subjects in this investigation comprised 21 students from class XII MIPA 1 at SMAN 7 Mataram, selected based on interviews with chemistry teachers. The results indicated that the validity value obtained from the three validators using the Aiken index was V=0.84, signifying that the practicum module was highly valid, and the reliability level was 0.93, indicating that the module is feasible for use. Additionally, the feasibility value of the module demonstrates an average feasibility of 84%, suggesting its high feasibility. Consequently, it can be concluded that the project-based chemistry practicum module developed is highly valid and feasible for use in chemistry learning.
Science Teachers Perceptions of the Nature of Science (NOS) and the Nature of Scientific Inquiry (NOSI) Al-Qoyyim, Thufail Mujaddid; Amanah, Prelia Dwi; Muliati, Eka; Fitratunisyah, Fitratunisyah; Jauhari, Muhammad Tantawi; Jufri, A Wahab
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 6 No. 3 (2025): Agustus
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v6i3.936

Abstract

This study aims to analyze science teachers' perceptions of the Nature of Science (NOS) and Nature of Scientific Inquiry (NOSI), including their understanding of the nature of scientific knowledge, the scientific method, and the challenges in its implementation in the classroom. A survey method was employed, involving 61 science teachers from various educational levels. The findings reveal that 59% of teachers agreed and 34.4% strongly agreed that they understand the nature of science and apply it in their teaching. Additionally, 65.6% agreed and 26.2% strongly agreed that scientific knowledge is tentative and continually evolving. Regarding the scientific method, 49.2% agreed and 44.2% strongly agreed that science is based on empirical evidence and can be tested. However, despite a general understanding of the importance of inquiry-based approaches, 47.5% disagreed and 14.8% strongly disagreed with the effectiveness of the inquiry model in science education, indicating significant challenges in its implementation. Factors such as limited facilities, time constraints, and students' readiness were identified as key obstacles to the optimal integration of NOS and NOSI. Therefore, enhanced teacher training, infrastructure support, and more adaptable teaching strategies are essential to ensure the effective implementation of NOS and NOSI in science education.
Co-Authors A Wahab Jufri Al-Qoyyim, Thufail Mujaddid Amanah, Prelia Dwi Fitratunisyah, Fitratunisyah Jauhari, Muhammad Tantawi Muntari Muntari Syarifa Wahidah Al Idrus