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All Journal Jurnal Pendidikan Islam Online Learning in Educational Research Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Jurnal Pendidikan IPA Indonesia Journal of Education and Teacher Training Innovation (JETTI)
Safkolam, Roswanna
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Education

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Students' Understanding of Nature of Science in Islamic Private School Safkolam, Roswanna; Nuangchalerm, Prasart; Zaky El Islami, R. Ahmad; Saleah, Phurkhonni
Jurnal Pendidikan Islam Vol 9 No 1 (2023): Jurnal Pendidikan Islam
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpi.v0i0.21308

Abstract

The objective of this study is to explore Muslim students’ level of understanding regarding the nature of science (NoS)and compare their understanding between genders in private Islamic schools in Thailand.Descriptive statistics and t-test independent was used to analyze the data.The results revealed that a majority of the participants held a transitional perspective on NoS. Furthermore, there were no statistically significant differences in NoS comprehension between genders at the .05 level. To enhance students' understanding of NoS in all domains, it is recommended that learning activities in private Islamic schools promote a reflective attitude towards NoS
Implementing Inquiry-Based Science Learning on the Topic World and its Changing of Grade 8 Students Duanphol, Natnicha; Nuangchalerm, Prasart; Safkolam, Roswanna
Journal of Education and Teacher Training Innovation Vol. 2 No. 2 (2024): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/jetti.v2i2.141

Abstract

Although Thailand's 2008 primary education curriculum emphasizes the importance of developing critical thinking and science competencies, there is still a gap between the theory and implementation of inquiry-based learning, particularly in science learning for grade 8 students in Thailand. The objectives of this study were 1) to improve academic achievement on the topic of the world and change using the inquiry-based learning management of grade 8 students to meet the criteria of 70% of the full score, and 2) to study the satisfaction of learning management by using inquiry-based learning management.  The research method used is a quantitative research method. The research tools used in the study were: 5 learning management plans with a total of 10 hours, 4 multiple-choice achievement tests with 20 questions, and satisfaction questionnaire on learning management by using inquiry-based learning as a 5-level estimation of 10 items. The descriptive statistics were used by percentage, mean, and standard deviation. The results showed that the academic achievement of grade 8 students was 15.94 or 88.89% of full score, and the students who did not pass accounted for 11.11%. Also, they had highest level of satisfaction towards learning management. The study can be used and implied to science classroom for promoting science lessons and instructional practices. The implication of the results of this study is that this approach can be an effective strategy to bridge the gap between theory and practice in the Thai science education system and can be applied to other subjects to achieve educational goals in accordance with the 2008 Basic Education Curriculum. The recommendation for the results of this study is the need for further research to explore the effectiveness of inquiry-based learning in other subjects and different grade levels in order to maximize its potential in meeting the objectives of the 2008 Thai Basic Education Curriculum.
Bringing Science to Life: STEM-Based Instructional Strategies for Primary Students in Thailand Nitae, Kuaemilia; Nuangchalerm, Prasart; Safkolam, Roswanna
Online Learning In Educational Research (OLER) Vol 5, No 1 (2025): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v5i1.570

Abstract

Many students in Grade 5 struggle to make sense of science lessons, especially when the material feels abstract and far from their everyday experience. Although science holds an important place in Thailand’s education system as one of the eight main subjects, young learners often find it difficult to stay engaged or fully grasp the concepts. STEM education, a contemporary and productive instruction to science.This study aimed to investigate the implementation of STEM-based science learning activities for Grade 5 students in terms of learning outcomes and student satisfaction. The one group pre-test and post-test design was employed. This study involved eight Grade 5 students who were chosen through purposive sampling. They took part in a series of STEM-based science lessons, with data gathered through lesson plans, achievement tests, and a student satisfaction questionnaire. The results showed a significant improvement in post-test scores compared to pre-test scores, and student satisfaction was rated at the highest level (M = 4.79, SD = 0.34). These findings highlight the potential of STEM-based instruction to improve learning outcomes and engagement in primary science education
Learning Retention of Preservice Science Teachers About the Nature of Science: an Explicit Reflective Inquiry-Based Learning and History of Scientist Safkolam, Roswanna; Sofilan Madahae; Phurkonni Saleah
Jurnal Pendidikan IPA Indonesia Vol. 13 No. 3 (2024): September 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/bkdry740

Abstract

Understanding the nature of science is one component of knowing science and is key for science teacher students to to have a correct understanding. Therefore, the researcher was interested in studying the learning persistence of understanding the nature of science among the science teacher students after the course with a series of inquiry-based learning activities combined with reflective indication and history of scientists for 1 month using a combination of research methodology. The target group for the research was 35 science teacher students of a Rajabhat University in southern Thailand. The research tools include 1)learning management plan 2) Questionnaire on understanding the nature of science 3) a semi-structured interview form on understanding the nature of science. For quantitative data analysis with percentage, mean, standard deviation, t-test for dependent sample, and analyze qualitative data with content-oriented analysis. The results showed that: Science teacher students who studied with the learning activity set had a statistically significant average score of understanding the nature of science after a one-month learning gap, not statistically significantly different from after the course, at a level of .05.All scientific community resolutions feature the nature of science. The results show that incorporating the inquiry process into teaching, along with an explicit reflective approach and the historical context of scientists, can greatly enhance the student's understanding and learning retention of the nature of science.
Integrated Fungi Diversity from Kotok Bongkok, Bantens Traditional Food: Content for Innovative Teaching Materials in Senior High School Biology on Biodiversity Hendriyani, Mila Ermila; Yulianti, Sindanita; Safkolam, Roswanna; Khastini*, Rida Oktorida; Pramesty, Putri Dian; Oktaviani, Mariska Sandrina
Jurnal Pendidikan Sains Indonesia Vol 13, No 4 (2025): OCTOBER 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i4.49319

Abstract

Indonesia is very rich in traditional fermented foods, one of the distinctive foods from Banten that is still not widely known and scientifically studied is kotok bongkok. The study aims to integrate research results on fungal diversity in kotok bongkok as content for an innovative teaching material that senior high school students can use to study biology on biodiversity. The requirement for contextualized learning materials that connect complex biological ideas with students' real-world experiences served as the basis for the study. Four biology teachers were interviewed as part of a mixed-methods approach to get qualitative data, while 103 grade X students from three different schools completed questionnaires to gather quantitative data. Isolation and identification resulted in the identification of several fungal taxa in kotok bongkok, including Rhizopus oligosporus, Mucor racemosus, Rhizomucor pusillus, Penicillium sp., and yeast, which colonized kotok bongkok, providing authentic biological examples for learning fungal diversity. Both teachers and students see local food-based examples as viable and interesting teaching materials. While students preferred interactive media, including e-modules, videos, and learning applications, teachers highlighted the potential of project-based learning and module-based forms. The results were aligned with competencies to biotechnology, biodiversity, and the ecological roles of fungi, and matched to the learning objectives of Indonesia's merdeka curriculum. Kotok bongkok enriches the curriculum and encourages scientific literacy, cultural sensitivity, and sustainable knowledge practices in biology lessons. The work provides a reproducible strategy for contextualizing biology learning and highlights the pedagogical value of incorporating local knowledge into formal scientific education
Co-Authors Duanphol, Natnicha Khastini*, Rida Oktorida Mila Ermila Hendriyani, Mila Ermila Nitae, Kuaemilia Oktaviani, Mariska Sandrina Phurkonni Saleah Pramesty, Putri Dian Prasart Nuangchalerm, Prasart Saleah, Phurkhonni Sofilan Madahae Yulianti, Sindanita Zaky El Islami, R. Ahmad