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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Journal of Indonesian Science Teachers
Apema, Elcye
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics Social Sciences

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Analysis of Student Misconceptions on the Concept of Heat Temperature and Expansion Using Instruments Four -Tier Diagonistic Test Purwaningsih, Sri; Indriani, Rin; Apema, Elcye; Rahmad, M.; Yennita, Y; Islamia, Saribatul
Journal of Indonesian Science Teachers Vol 3 No 2 (2025): May
Publisher : Journal of Indonesian Science Teachers

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Abstract

This research aims to examine the differences in misconception levels between male and female students by utilizing the four-tier diagnostic test method on the concepts of temperature, heat, and expansion. Adopting a quantitative approach within descriptive research, the study involved 31 male and 34 female students who completed a test instrument comprising 10 multiple-choice questions. Each question was designed with four levels: a primary answer accompanied by a confidence rating, and a reason accompanied by a confidence level. The diagnostic test served as the data collection method, and the gathered data were analyzed through quantitative descriptive techniques. The findings indicate that misconceptions about temperature, heat, and expansion were observed among both male and female students, with respective rates of 23.87% and 23.82%, categorized as low. The analysis also revealed that the most frequent misconceptions occurred in the C2 cognitive domain (Understanding) with an average rate of 40%. These misconceptions primarily arise from students' misunderstandings of fundamental concepts.
Implementation of Science Learning Oriented to Socio-Scientific Issues on Ecology and Biodiversity Material in Indonesia to Improve Learning Outcomes and Environmental Awareness Attitudes Apema, Elcye; Suzanti, Fitra; Azhar, Azhar
Jurnal Penelitian Pendidikan IPA Vol 11 No 8 (2025): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i8.11699

Abstract

Science education at the junior high school level plays a crucial role in developing scientific thinking skills, scientific literacy, and environmental awareness. However, conventional teaching practices often result in low student understanding and limited environmental consciousness. This study aimed to examine the effect of Socio-Scientific Issues (SSI)-based science learning on the cognitive learning outcomes and environmental awareness of seventh-grade students at SMPN 7 Pangkalan Kuras, as well as the relationship between these variables. The study sample consisted of 43 students, divided into an experimental class (21 students) receiving SSI-based learning and a control class (22 students) receiving conventional instruction. Data were collected through written tests (multiple-choice questions) and environmental awareness questionnaires, then analyzed. The results showed that the average cognitive learning outcomes of the experimental class (75.45) were higher than those of the control class (63.81) and students’ environmental awareness in the experimental class (75.27) was also higher than in the control class (70.12), indicating that SSI effectively enhances both conceptual understanding and environmental concern. These findings provide valuable reference for teachers in implementing contextual and meaningful learning approaches that foster students’ social and ecological responsibility
Co-Authors Azhar Azhar Fitra Suzanti Indriani, Rin Islamia, Saribatul M. Rahmad Sri Purwaningsih Yennita, Y