Article Per Year (5 Year)
p-Index From 2020 - 2025
0.444
P-Index
This Author published in this journals
All Journal International Journal for Educational and Vocational Studies Studies in Learning and Teaching
Rosida, Rina Fatiya
Unknown Affiliation
Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
The process of forming knowledge: In the study of ontology, epistemology, and axiology Rosida, Rina Fatiya; Amaliah, Laily Nur; Mahardika, I Ketut; Suratno, Suratno
International Journal for Educational and Vocational Studies Vol. 5 No. 1 (2023)
Publisher : Universitas Malikussaleh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29103/ijevs.v5i1.12980

Abstract

Humans acquire knowledge based on their abilities as beings who think, feel, and sense. Knowledge is the result of knowing, and this occurs after people sense a certain object. Sensing occurs through the five human senses, namely the senses of sight, hearing, smell, taste, and touch. Most of human knowledge is obtained through the eyes and ears. The purpose of this study is to describe science from a philosophical view from the perspective of ontology, epistemology, and axiology. Ontology, epistemology, and axiology are the basis for the development of science. Ontology can be defined as the essence of an existence which includes everything that exists. Knowledge comes from one's appreciation and understanding of the situation. Humans as subjects try to express, recognize, and know the objects around them. The object is in the form of reality or facts that function as a stimulus to the awareness possessed by humans. Knowledge is obtained through a cognitive process, where a person must first understand or recognize science to know that knowledge. There are three foundations in knowledge, namely the ontological, epistemological, and axiological foundations.
Scientific Reasoning Skill and Multiple Representations in Education Research During Last Ten Years: A Review Bibliometric Study (2013-2022) and the Contribution of Indonesia Wicaksono, Iwan; Ma'rof, Aini Marina; Mahardika, I Ketut; Rosida, Rina Fatiya; Erlina, Nia
Studies in Learning and Teaching Vol. 5 No. 3 (2024): December
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v5i3.510

Abstract

The development of scientific literacy in education relies heavily on two fundamental capabilities: scientific reasoning, which enables systematic analysis and evidence-based conclusions, and multiple representations, which facilitate understanding through diverse forms of concept presentation. Despite their importance, no comprehensive analysis has mapped the research landscape connecting these crucial educational components. This study conducted a bibliometric analysis of research trends in scientific reasoning and multiple representations published between 2013-2022. A systematic search using Google Scholar yielded 392 relevant articles (234 focusing on scientific reasoning, 158 on multiple representations), which were analyzed using VOSviewer visualization software. The analysis revealed five distinct research clusters: (1) scientific reasoning and knowledge development, emphasizing theoretical foundations; (2) multiple representations in education, focusing on pedagogical applications; (3) student learning in physics, highlighting discipline-specific implementations; (4) scientific reasoning skills analysis, examining assessment methods; and (5) chemistry and inductive reasoning, exploring subject-specific reasoning patterns. Indonesian researchers made significant contributions to the field, particularly in developing innovative approaches to scientific reasoning skills and multiple representation strategies in science education. This analysis not only maps the current research landscape but also identifies promising directions for future studies, especially in developing integrated approaches that combine scientific reasoning development with multiple representation techniques in science education.
Co-Authors Amaliah, Laily Nur Erlina, Nia I Ketut Mahardika Ma'rof, Aini Marina Suratno Suratno Wicaksono, Iwan