Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal International Journal of Contextual Science Education Contextual Natural Science Education Journal
Fitratunisyah
Unknown Affiliation
Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Environmental Science Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Junior High School Science Teachers' Perceptions of Science Scientists, Science Subjects, NOS, and NOSI AMANAH, PRELIA DWI; Al-Qoyyim, Thufail Mujaddid; Muliati, Eka; Fitratunisyah; Jauhari, Muhammad Tantawi; Jufri, A Wahab
International Journal of Contextual Science Education Vol. 3 No. 3 (2025): July - September 2025
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v3i3.986

Abstract

Scientists play a crucial role in the advancement of science and technology; however, public perceptions of them are still influenced by various stereotypes and limited understanding. Science teachers, as educators who shape students' perceptions of scientists, hold views that can influence how science is taught and understood in schools. This study aims to analyze science teachers' perceptions of scientists, covering aspects such as the image of scientists, trust in the scientific method, scientists' relationship with society and education, their relevance to religious and cultural values, and the attractiveness of the scientist profession. The study employed a survey method involving 61 science teachers from various schools in Indonesia. The findings indicate that while most respondents have high confidence in scientists and the scientific method, there remains a gap in the representation of contemporary scientists in education and media. Additionally, scientists are still perceived as having limited involvement in formal education and public communication. Although the scientist profession is regarded as appealing, challenges such as gender stereotypes and the exclusivity of science continue to be barriers. Therefore, more inclusive strategies in science education and communication are needed to strengthen the role of scientists in society.
Exploring Junior High School Science Teachers' Perceptions of Science Scientists, Science Subjects, NOS, and NOSI AMANAH, PRELIA DWI; Handriani, Lia Saptini; Al-Qoyyim, Thufail Mujaddid; Fitratunisyah; Muliati, Eka; Jauhari, Muhammad Tantawi; Jufri, A Wahab
International Journal of Contextual Science Education Vol. 3 No. 3 (2025): July - September 2025
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v3i3.985

Abstract

This research aims to explore junior high school science teachers' perceptions of scientists, science subjects, the nature of science (NOS), and the nature of scientific inquiry (NOSI). Using a quantitative descriptive approach, this research involved 61 junior high school science teachers from various regions in Indonesia. A research instrument was developed, which included needs analysis, instrument design, instrument development, and instrument evaluation. The research results show that junior high school science teachers have mixed perceptions of scientists, with the majority recognizing the important role of scientists in the advancement of science and technology. However, there is a diversity of views regarding the physical and demographic characteristics of scientists. Regarding science subjects, teachers tend to have a positive perception of science's ability to develop students' critical and creative thinking skills. Teachers' perceptions of NOS show that most teachers understand the tentative nature of scientific knowledge and the importance of empirical evidence in science. Meanwhile, perceptions of NOSI show that teachers understand that scientific inquiry starts from curiosity about the natural environment, although there are variations in their beliefs regarding the effectiveness of inquiry models in learning. These findings emphasize the importance of ongoing professional development for teachers to increase their understanding of NOS and NOSI, as well as improve the quality of science learning in secondary schools.
PROBLEM BASED LEARNING (PBL) MODEL: CONCEPT, CHARACTERISTICS, AND ITS IMPLICATIONS IN SCIENCE LEARNING Sulis Rahmatia; Fitratunisyah
Contextual Natural Science Education Journal Vol. 3 No. 1 (2025): January - March 2025
Publisher : Science Education Doctoral Study Program, Postgraduate, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/cnsej.v3i1.1076

Abstract

This study examines the concept, characteristics, and implications of Problem-Based Learning (PBL) in science learning, with a focus on its alignment with the Independent Curriculum in Indonesia. The background of the study is based on the need for an innovative learning model that can develop critical thinking skills, science literacy, and 21st-century competencies in students, while also overcoming the limitations of conventional teacher-centered approaches. Through a literature review method, this study synthesizes findings from academic books, national and international journals, and other relevant sources to analyze the theoretical framework, practical applications, and challenges of PBL in science learning. The results of the study revealed the student-centered nature of PBL which emphasizes authentic problem solving, collaborative learning, and the role of teachers as facilitators. The main findings showed the effectiveness of PBL in improving critical thinking skills, problem solving, and student engagement in science learning. This study also confirmed the alignment of PBL with the Independent Curriculum, especially in supporting differentiated learning and the development of the Pancasila Student Profile. However, challenges such as teacher readiness, limited resources, and the need for technology integration were identified as barriers to implementation. In conclusion, PBL offers a transformative approach to science education that equips students with essential skills for future challenges. The study recommends teacher professional development, further research on the long-term impact of PBL, and policy support to facilitate its widespread adoption. This study contributes to the theoretical and practical understanding of PBL, and serves as a reference for educators and policy makers in improving the quality of science learning in Indonesia.
Co-Authors A Wahab Jufri Al-Qoyyim, Thufail Mujaddid Amanah, Prelia Dwi Jauhari, Muhammad Tantawi Lia Saptini Handriani, Lia Saptini Muliati, Eka Sulis Rahmatia