Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Siti Zahra Mulianti Natsir
PGSD FIP Universitas Negeri Makassar
Education

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

Found 2 Documents
Search

 1 
DARI GENERASI KE GENERASI: MENGUAK PERBEDAAN IDENTITAS SAINS MAHASISWA PGSD Siti Zahra Mulianti Natsir
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2026): Volume 11 No. 04 Desember 2025 In Build
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9117

Abstract

This study aims to reveal the differences in science identity among elementary teacher education (PGSD) students from three cohorts—2023, 2024, and 2025—based on the PISA 2025 science literacy framework. A quantitative comparative approach was applied with 159 participants selected through proportionate stratified random sampling. The science identity questionnaire consisted of three sub-domains: appreciation of diverse perspectives in scientific inquiry, positive attitudes toward self-identification as part of the scientific community, and awareness and active engagement toward the environment. Data were analyzed using the Kruskal–Wallis test because the data were not normally distributed. The results showed a significant difference in science identity among cohorts (p = 0.013). Post-hoc analysis indicated that students from the 2023 cohort had significantly higher science identity scores than those from the 2025 cohort (p = 0.010), while no significant differences were found between the 2024 cohort and the other two. The findings suggest that students with longer exposure to practical and inquiry-based science learning develop stronger scientific self-efficacy, engagement, and recognition within the science community. Laboratory and inquiry activities provide authentic experiences that foster a sense of belonging and strengthen science identity. Therefore, meaningful scientific experiences—whether through direct or virtual laboratories—are essential in nurturing science identity among pre-service elementary teachers. These results emphasize the need for early integration of experimental and investigative learning to prepare scientifically literate and confident future educators.
POTRET IDENTITAS SAINS MAHASISWA CALON GURU SD: MASIHKAH GENDER MENJADI PENGHALANG? Siti Zahra Mulianti Natsir
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 In Press
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9564

Abstract

Science identity is a psychosocial construct that influences students’ interest, perseverance, and engagement in scientific activities. This study aims to analyze the differences in science identity between male and female students using the Mann–Whitney U test. The instrument employed was a science identity scale consisting of three domains: appreciation of scientific perspectives, positive attitudes toward the science community, and concern for environmental issues. The sample consisted of 19 male students and 20 female students from the Primary School Teacher Education (PGSD) program at a teacher education institution in Makassar. The sample was selected using a random sampling technique. The results showed that there were no significant differences in domains D1, D2, and D3. However, a significant difference was found in the total science identity score (p = 0.035), with female students scoring higher than male students. These results indicate that gender differences in the science identity of prospective elementary school teachers emerge cumulatively rather than within specific dimensions. This finding highlights the need for inclusive strategies to support science identity development for all PGSD pre-service teachers, particularly by providing recognition and equitable opportunities for engaging in science learning without gender bias.
Co-Authors