Unnes Science Education Journal
This journal publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy, and preparation of science teachers with the aim to advance our knowledge of science education theory and practice
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<![CDATA[AFFECTIVE ASPECT ANALYSIS OF BIODIVERSITY MATERIALS USING NATURAL EXPLORE APPROACH (JAS) ASSISTED WITH EDUCATION CARD ]]>
<![CDATA[Malinda, Annisa Lintang]]>;
<![CDATA[Rahayuningsih, Margareta]]>
<![CDATA[ Unnes Science Education Journal Vol 6 No 1 (2017): February 2017 ]]>
Publisher : <![CDATA[Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia ]]>
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DOI: 10.15294/usej.v6i1.13176
<![CDATA[Abstract ___________________________________________________________________ Biology as one branch of science has its own characteristics compared to other natural sciences. Studying biology means attempting to know living organisms and life processes in environments that require the approach and methods to characterize and basic work in developing the concept. Learners will be more obtain the value of education when they find their own concepts about the surrounding nature through scientific process. The research objective was to determine the affective aspects of material analysis Biodiversity Approach assisted JAS Education Card. The study was conducted in June-October 2016. This study is quasy Experimental research design Nonequivalent Control Group Design. The study population throughout the class X SMA N 1 Limbangan 2016/2017 academic year was consisting of six classes. The research sample is determined by purposive sampling, ie classes and class X 5 X 6 as an experimental class and class X 2 as the control class. The data collection is done by observation. The results showed that the percentage of classical completeness the experimental class at 86.2%. Based on analysis of the experimental class, it shows affective criteria very well.]]>
<![CDATA[THE INFLUENCE OF SCHOOL ENVIRONMENT AS THE SOURCE OF LEARNING PROCESS UNDER THE THEME OF ECOSYSTEMS WITH PROBLEM BASED LEARNING MODEL TOWARDS SCIENTIFIC BEHAVIOR OF THE STUDENTS ]]>
<![CDATA[Alfiyah, Anis]]>;
<![CDATA[Parmin, Parmin]]>;
<![CDATA[Khusniati, Miranita]]>
<![CDATA[ Unnes Science Education Journal Vol 6 No 1 (2017): February 2017 ]]>
Publisher : <![CDATA[Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia ]]>
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DOI: 10.15294/usej.v6i1.13177
<![CDATA[Abstract ___________________________________________________________________ Based on observations and interviews in SMP N 1 Sumber obtained information that scientific attitude of students is still low. Another obstacle that teacher don’t take advantage of school environment as source of learning. This can to cause the student’s learning results are low. The various constraints experienced in science learning can be addressed by applying the model of learning and source of learning, it is exploiting of school environment as source of learning with learning model Problem Based Learning. This study aimed to determine the influence of the exploiting of school environment as source of learning with learning model Problem Based Learning towards student’s cognitive learning results and scientific attitude of student.The study design was quasi experimental design of nonequivalent control group design. The sample was taken by using purposive sampling technique which is resulted in class VII B as experimental class and class VII A as control class. The data consists of the posttest value and the observation of scientific attitude of student by observer. The result of this study showed that average of posttest value experiment class is 79.34 and control class is 69.76. The resulted of biserial correlation analysis is 0.663 and coefficient of determination is 44%. Therefore, the exploiting of school environment as source of learning by Problem Based Learning model on cognitive learning was resulted with the strong category. Based on the observation, the resulted of spearman correlation analysis is 0,684 and the resulted of coefficient of determination is 47%.Therefore, the exploiting of school environment as source of learning with learning model Problem Based Learning effect on scientific attitude of student with the strong category.]]>
<![CDATA[THE DEVELOPMENT OF SCIENCE MOBILE LEARNING WITH CONSERVATION VISION BASED ON ANDROID APP INVENTOR 2 ]]>
<![CDATA[Taufiq, Muhamad]]>;
<![CDATA[Amalia, Andin Vita]]>;
<![CDATA[Parmin, Parmin]]>
<![CDATA[ Unnes Science Education Journal Vol 6 No 1 (2017): February 2017 ]]>
Publisher : <![CDATA[Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia ]]>
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DOI: 10.15294/usej.v6i1.13179
<![CDATA[Abstract ___________________________________________________________________ The purpose of this research was to develop science mobile learning conservation vission based on android app inventor well tested and find out the user response to the application of mobile learning science as supplement materials of learning mobile based. The methodology used in the making of this application is the waterfall methodology. Science mobile learning applications conservation vission is expected to help the students in particular and the scientific community in general to get the ease of learning science concepts using a Smartphone device without having to print using paper (paperless). Applications of science mobile learning include by supporting features of images, videos and quizzes. The conclusions in this research that has generated the application of science mobile learning conservation vision feasible to use to learn the concept of science and efforts to reduce the use of paper (paperless), application of science mobile learning get good response from the community of users related to accessibility, suitability of the features and content of science, and its utilization which supports reducing the use of paper.]]>
<![CDATA[THE DEVELOPMENT OF M-DIAGNOSTIC TEST TO IDENTIFY THE UNDERSTANDING LEVEL OF JUNIOR HIGH SCHOOL STUDENTS IN TEMPERATURE SUBJECT ]]>
<![CDATA[Rusdianti, K]]>;
<![CDATA[Linuwih, Suharto]]>
<![CDATA[ Unnes Science Education Journal Vol 6 No 1 (2017): February 2017 ]]>
Publisher : <![CDATA[Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia ]]>
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DOI: 10.15294/usej.v6i1.13180
<![CDATA[Abstract ___________________________________________________________________ The purpose of this research was develop a mobile phone diagnostic test product which use to identify student’s concept understanding in the temperature and heat material. This result indicated the level of student’s concept understanding in the temperature and heat material. This research has three steps for trial product. The steps were limited-scale, wide-scale, and implementation. The validation result by proffesional of instrument test, proffesional of media, and the questionnaire responses of students has been showed that the m-diagnostic test worthy to used because the product has fulfilled contents aspect, language aspect, construct aspect, software technology aspect, and visual communication aspect. The result of diagnostic test in implementation step are showed 6 students from 18 students that achieves a minimum completeness criteria.The result of student’s concept understanding that included in the relational understanding criteria for each indicator was 50% relational understanding for indicator 1 (knowing the definition of temperature and heat), 55% relational understanding for indicator 2 (understand the scale of the temperature on the thermometer. The results from this research indicated that the m-diagnostic test worthy to use for diagnose the level of student’s concept understanding.]]>
<![CDATA[THE INFLUENCE OF GUIDED INQUIRY LEARNING MODEL TOWARDS STUDENTS’ LEARNING ACHIEVEMENT ]]>
<![CDATA[Mauritha, Siska]]>
<![CDATA[ Unnes Science Education Journal Vol 6 No 1 (2017): February 2017 ]]>
Publisher : <![CDATA[Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia ]]>
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DOI: 10.15294/usej.v6i1.13190
<![CDATA[Abstract ___________________________________________________________________ This research is aimed to discover the influence of guided inquiry learning model to improve students’ learning achievement of direct current and Archimedes law materials. This research used experimental method with Pretest-Posttest Control Group Design. The population of this research was the students of XI grade MAN Meulaboh 1 consisting of five classes with 36 students in each. The sampling methods were determined using random sampling technique that resulted in two classes as the research samples. The data analysis of the students’ learning achievement proved that the N-gain improvement of the students in the experimental class was 79.13%. It is better than the result of the control group which was 61.14%. This thing is because the experimental class gets the guided inquiry learning model.]]>
<![CDATA[THE OPTIMIZATION OF SCIENTIFIC APPROACH THROUGH OUTDOOR LEARNING WITH SCHOOL YARD BASIS ]]>
<![CDATA[Wijayanti, Astuti]]>;
<![CDATA[Munandar, Aris]]>
<![CDATA[ Unnes Science Education Journal Vol 6 No 1 (2017): February 2017 ]]>
Publisher : <![CDATA[Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia ]]>
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DOI: 10.15294/usej.v6i1.13835
<![CDATA[Abstract ___________________________________________________________________ Inquiry cannot be separated in learning science activities. Students are actively involved in constructing knowledge of both hands-on and minds-on. Learning science will be more meaningful when students can get to know the material science is not in the form of textual but contextual where students can learn science closer to the event / phenomenon that occurs in the factual and the environment around them more real. The science acquisition process can be conducted using a scientific approach that is packed with outdoor learning. This article is the result of the study of literature on school-based learning outdoor yard (neighborhood school) which is expected to facilitate teachers in applying scientific approaches and outdoor learning so that students can be closer to the surrounding environment.]]>
<![CDATA[THE COMPARISON OF PREDICT-OBSERVE-EXPLAIN (POE) LEARNING MODEL USING EXPERIMENTAL METHODS AND DEMONSTRATION METHODS IN IMPROVING STUDENTS UNDERSTANDING OF PHYSICS CONCEPT IN TEMPERATURE AND HEAT ]]>
<![CDATA[Arfiani, Yuni]]>
<![CDATA[ Unnes Science Education Journal Vol 6 No 1 (2017): February 2017 ]]>
Publisher : <![CDATA[Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia ]]>
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DOI: 10.15294/usej.v6i1.13836
<![CDATA[Abstract ___________________________________________________________________ This research aims to find out the comparison between of the students physics concept understanding who take the lesson using the Predict-Observe-Explain (POE) models with experiment methods and demonstration methods. This research is a quasi-experimental research design pretest-Post Test Control Group Design. The population in this study was 212 students, then take a sample of 60 students who carried out based on non-random techniques conditional. Samples were taken as many as 60 students divided into two experimental classes. Data collection methods used pretest to obtain data on students’ physics concept understanding before being given treatment and posttest to obtain data on students’ physics concept understanding after being treated. Data obtained were analyzed using Independent Samples T-test. The results showed no difference between the understanding of the students’ physics concept understanding who takes the lesson using the Predict-Observe-Explain (POE)models with experiment methods and the demonstration methods. Based on the increase in the average value of pretest and posttest, obtained an average value of the experiments class is 6.65, while the larger demonstration class is 8.33. This suggests that physics learning using POE models with experiment methods are no better to improve students’ physics concept understanding compared using POE models with demonstration methods.]]>
<![CDATA[THE USE OF SCIENCE LITERACY TAXONOMY TO MEASURE CHEMISTRY LITERACY OF THE SCIENCE TEACHER CANDIDATES ]]>
<![CDATA[Hayati, Muriani Nur]]>
<![CDATA[ Unnes Science Education Journal Vol 6 No 1 (2017): February 2017 ]]>
Publisher : <![CDATA[Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia ]]>
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DOI: 10.15294/usej.v6i1.13837
<![CDATA[Abstract ___________________________________________________________________ Mastery of scientific literacy is one of the objectives in science learning. Chemistry is one of the aspects of the material in science, so that control of chemical literacy is one indicator of the success of achieving success performance scientific literacy. This study aims to measure literacy levels of chemical science student teachers in the subject of Basic Chemistry. Ability scientific literacy of students that will be measured are to: 1) recognize chemical concepts (nominal literacy); 2) Describe the chemical concepts (functional literacy); 3) use their understanding of chemical concepts to explain a phenomenon (conceptual literacy); and 4) use their understanding of chemistry to analyze information from short paragraph (literacy multi-dimensional). This research is descriptive qualitative. Sampling was done by purposive random sampling technique. The sample (N= 61) was composed of first and second year in the Department of Science Education. Data collection techniques were questionnaires and open-ended paragraphs. The validity of the instrument used was expert judgment. Based on the research results, obtained the literacy skills of students by 56.64% nominal or category, please, and functional literacy of 26.40% or category Very Less. Meanwhile, conceptual literacy was 61.50%; multidimensional literacy was 50.20%. The low level of ability on functional literacy and multidimensional was because students are not accustomed to using asessment that revealed a high level thinking skills. These findings are expected to help in the design process of the new curriculum (KKNI) which put an emphasis on instructional strategies in developing chemical literacy.]]>
<![CDATA[THE DEVELOPMENT OF CONTEXTUAL BIOLOGY HANDOUT FOR ANIMALIA TOPIC ]]>
<![CDATA[Kusuma, Mobinta]]>
<![CDATA[ Unnes Science Education Journal Vol 6 No 1 (2017): February 2017 ]]>
Publisher : <![CDATA[Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia ]]>
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DOI: 10.15294/usej.v6i1.13838
<![CDATA[Abstract ___________________________________________________________________ Teaching material is one of essential material used by teacher as teaching tools. Handout is known as one of the teaching tools. It is important for teacher to develop their own teaching tools which support the teacher to achieve the learning indicators. Handout is one of the teaching materials that can be used by teachers or students in the learning process.There are many topics learned by students in senior high school. Animalia is one of the topics that can be learned by the student. It is a topic that has a wide scope. In senior high shcool, students should be able to learn the characteristic, example, the benefit of phylum for enviroment. Teachers need to develop teaching tool such as handout to figure out the wide concept of invertebrate by appliying contextual learning. Developing handout using Research and developnet design would help the teacher achieving purpose of the research. This research was aimed to determine whether the handout which had been developed was appropriate for use in senior high school. The research design applied in this research was a Research and Development (R&D). The research was done in some steps like data collection, planning, development of product, and evaluation stage. The subjects of this research were biology teachers and the students of senior high school. The experts’ judgment result of the integrated science handout was 83, teachers responses were 81.6%, students responses were 83.2% and students’ average score was 81.2 above the score of 75 as passing grade. It can be concluded that the developed handout meets the requirements as teaching materials.]]>
<![CDATA[THE DEVELOPMENT OF PEKA-BASED THINKING ACTIVITY WORKSHEET TO MEASURE THE STUDENTS’ THINKING SKILL ]]>
<![CDATA[Guntara, Yudi]]>;
<![CDATA[Pamungkas, Havid Noor]]>
<![CDATA[ Unnes Science Education Journal Vol 6 No 1 (2017): February 2017 ]]>
Publisher : <![CDATA[Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia ]]>
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DOI: 10.15294/usej.v6i1.13839
<![CDATA[Abstract ___________________________________________________________________ This research was aimed to develop PEKA-based thinking activity worksheet based, find out the feasibility of the worksheet, and determine the mastery level of thinking skill on the work and energy subject by using PEKA-based Thinking Activity worksheet. This type of research was research & development with 4-D model (Define, Design, Develop, and Disseminate). The initial product was validated by lecturers and teacher, and revised in the first revision. The revised worksheet was used in the limited testing then performed second revision. The final product was used in extensive trial. The results of this research shows that PEKA-based Thinking Activity worksheet is in good category with average score of 4.12. The level of student mastery in thinking skills was 55% at excellent, 36% at credit and 9% at satisfactory levels.]]>
