Article Per Year (5 Year)
p-Index From 2020 - 2025
0.444
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan IPA Indonesia
Phurkonni Saleah
Unknown Affiliation
Education

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

Found 2 Documents
Search

 1 
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.
Case-Based Learning for Creative Thinking Skills on the Ideal Gas Law: Application of the Understanding by Design Framework Tutut Nurita; Lia Yuliati; Supriyono Koes Handayanto; Arif Hidayat; Phurkonni Saleah
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 1 (2025): March 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i1.16938

Abstract

The development of the 21st century and education are closely related in equipping students with relevant skills to adapt and succeed in an ever-changing environment. This development demands a more interactive, collaborative, and student-centered learning method. Case-based learning (CBL) is designed to facilitate students’ thinking critically and creatively in solving problems and working in teams so that they can face real-world problems that are integrated into learning. The Understanding by Design (UbD) framework facilitates cases in learning designed to suit students’ interests and needs, enhancing creative thinking skills when integrated with CBL. This study uses a mixed or explanatory method and involves 115 students. Quantitative data was obtained from creative thinking skills tests using pre-test and post-test, which showed differences between the pre-test and post-test and a correlation between creative thinking skills indicators (fluency, flexibility, originality, and elaboration). Qualitative data from classroom observations showed that students performed the activities well and were supported by interview data, which revealed that students were actively involved in learning, although some students could not relate concepts to problems. These findings support the idea that CBL with the UBD framework helps students understand the ideal gas law and improves creative thinking skills. This study suggests that students can develop better problem-solving skills because the UbD framework facilitates a structured and meaningful learning experience for students.  
Co-Authors ARIF HIDAYAT Lia Yuliati Safkolam, Roswanna Sofilan Madahae Supriyono Koes Handayanto TUTUT NURITA