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All Journal Indonesian Journal of Educational Development (IJED) IJIS Edu : Indonesian Journal of Integrated Science Education
Rifat Shafwatul Anam
Universitas Terbuka
Biochemistry, Genetics & Molecular Biology Decision Sciences, Operations Research & Management Education Social Sciences Other

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Prospective Primary School Teachers’ Understanding of Model Representation: The Case of Static Electricity Rifat Shafwatul Anam; Rendi Restiana Sukardi; Monika Handayani; Roseleena Anantanukulwong; Titiyaka Jajuri
IJIS Edu : Indonesian Journal of Integrated Science Education Vol 7, No 1 (2025): January 2025
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijisedu.v7i1.5009

Abstract

This study aimed to assess the comprehension levels of prospective primary school teachers regarding verbal and visual representation models of static electricity. A survey was conducted involving 110 prospective teachers from West Java Province, selected through purposive sampling. Participants were categorized based on their secondary school study programs and gender. The study utilized a five-tier test as the instrument for data collection, with responses analyzed using descriptive statistics. Verbal and visual responses were categorized into several levels. Analysis revealed that the majority of both verbal and visual responses fell into the lack of knowledge, misconception, unidentified categories. These findings highlight the inadequate understanding of static electricity concepts among prospective primary school teachers, which may contribute to students' difficulties. Differences in educational background and gender did not significantly influence the comprehension levels in either verbal or visual representations of static electricity concepts. This provides insight into the fact that the topic of static electricity, though often regarded as straightforward and revisited at various educational stages from primary to secondary school, remains a source of widespread misunderstanding and error. The study underscores the critical need for targeted interventions in teacher education programs to enhance understanding and effective teaching of scientific concepts like static electricity at the primary school level.
Enhancing students' cognitive and science process skills through inquiry-based virtual experiments on electricity concepts Rifat Shafwatul Anam
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 1 (2026): May 2026
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v7i1.5999

Abstract

This study investigates the effectiveness of inquiry-based virtual experiments in improving elementary students' cognitive skills and science process skills in learning electricity concepts. The integration of digital simulations into elementary science instruction has become increasingly important for supporting conceptual understanding and scientific inquiry, particularly for abstract topics such as electricity. The population consisted of sixth-grade students at a public elementary school, from whom 25 were selected using purposive sampling based on technological readiness and curriculum alignment. The study employed a quasi-experimental design using a one-group pretest–posttest approach. The learning intervention was implemented through four inquiry-based sessions using PhET Interactive Simulations (Circuit Construction Kit: DC). Data were collected using two validated multiple-choice instruments: a 17-item cognitive test aligned with five levels of Bloom's Revised Taxonomy and an 18-item science process skills test measuring six indicators, including observing, classifying, predicting, interpreting data, drawing conclusions, and communicating. The instruments demonstrated good internal consistency (KR-21 = 0.83). Data were analyzed descriptively by comparing pretest and posttest scores. The results showed an increase in students' posttest mean scores, reaching 79.3% for cognitive skills and 73.1% for science process skills.
Co-Authors Monika Handayani Roseleena Anantanukulwong Sukardi, Rendi Restiana Titiyaka Jajuri