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All Journal INSECTA: Integrative Science Education and Teaching Activity Journal Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education)
Dwiyanti, Lusiana
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Agriculture, Biological Sciences & Forestry Chemistry Education Physics Social Sciences

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SOCIO SCIENCE-TEACHING ON MADURA BULL RACING CONTEXT: FINDING CORRELATION BETWEEN NUMERACY LITERACY AND SCIENCE CONCEPTUAL UNDERSTANDING Mochammad Yasir; Dwiyanti, Lusiana
INSECTA: Integrative Science Education and Teaching Activity Journal Vol. 5 No. 2 (2024)
Publisher : Science Education, Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/insecta.v5i2.9877

Abstract

The Madura bull racing as the local wisdom of Madura can be studied scientifically to train students in numeracy literacy and understanding concepts. Numerical literacy is important for students because it includes basic skills for obtaining new information. Numerical literacy is not only needed in mathematics, but is also needed to learn concepts in science subjects. The purpose of this study was to determine the relationship between numeracy literacy skills and students' understanding of science concepts towards the concept of motion and force in socio-science teaching in the Madura bull racing context. Data analysis used Spearman's rank correlation test. The results showed a significance value of 0.000 <0.05 with a correlation coefficient of 0.528, which means that there is a positive relationship with moderate closeness between numeracy literacy skills and understanding of the science concept of motion and force socio-science teaching in the Madura bull racing context with a determination coefficient of 0.278. The conclusion of this study is that the correlation of numeracy skills on students' understanding of science concepts regarding motion and force socio-science teaching in the Madura bull racing context is 27.88% and 72.12% is influenced by other factors, such as multi-representational skills, HOTs, etc. This research has implications for improving science learning designs using the context of the local wisdom of Madura bull racing in training science conceptual understanding and numeracy literacy skills.
Analysis of Critical Thinking Levels of Prospective Science Teachers in Ethnoscience Learning Based on Reflective and Impulsive Cognitive Styles Yasir*, Mochammad; Dwiyanti, Lusiana
Jurnal Pendidikan Sains Indonesia Vol 11, No 4 (2023): OCTOBER 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v11i4.31799

Abstract

Previous research has not found the right formula to win bull races studied in ethnoscience learning so that it requires problem solving. Solving this problem requires critical thinking skills which can be viewed from reflective and impulsive cognitive styles during bull races. This study aims to determine the level of critical thinking in science teacher candidates based on reflective and impulsive cognitive styles in ethnoscience learning. This type of research is a mix method with exploratory sequential design. The research was carried out in the Science Education Study Program FIP UTM, Bangkalan Regency by taking a sample of 6 science teacher candidate subjects. Data collection was collected using tests, documentation, and interviews. The results of the cognitive style test showed that science teacher candidates were 25% reflective, 29% impulsive, 25% fast-accurate, and 21% slow-inaccurate. The results of this study indicate that reflective science teacher candidates are able to recognize images well, be careful, think deeply so that answers tend to be correct and answer questions according to questions in ethnoscience learning. Impulsive science teacher candidates are able to recognize pictures poorly, are not careful, do not think deeply so that answers are not precise and answer questions at random in ethnoscience learning. The conclusion obtained is that the critical thinking level of reflective science teacher candidates is better than impulsive in ethnoscience learning, although there are not many significant differences.
Co-Authors MOCHAMMAD YASIR Yasir*, Mochammad