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[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.]]>
<![CDATA[THE EFFECTIVENESS OF HEURISTIK VEE LEARNING MODEL ASSISTED WITH PERDU/EDUCATIVE GAMES (EG) WORKSHEET TOWARDS THE STUDENTS’ LEARNING RESULT ON PLANT MOVEMENT MATERIAL ]]>
<![CDATA[Rohmawati, Mei Dewi]]>;
<![CDATA[Setiati, Ning]]>;
<![CDATA[Susilowati, Sri Mulyani Endang]]>
<![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.v6i1.13840
<![CDATA[Abstract ___________________________________________________________________ This study aims to determine student learning outcomes in learning to use the Heuristic Vee-assisted learning model with LKS PERDU. Material of Motion on Plants in MTs Muhammadiyah 3 Masaran Sragen was employed for the study. This study uses a quasi-experimental design. The sample used is a class VIII A (experimental group) and VIII C (control group). Sampling technique was the purposive sampling. The results showed> 75% of student learning outcomes exceed the minimum completeness criteria (KKM) is 75. Cognitively, the average grade student mastery learning experiment was 90% while the control group 77%. In psychomotor aspect in the experimental class 79.2% of students qualify as very good, and the rest on both criteria. On the affective aspects in the experimental class 75% of students qualify as very good, and the rest on both criteria. In general, teachers and students also respond very well to be applied learning. Conclusions from this research is learning by learning model Heuristic Vee student learning outcomes, student psychomotor, and affective student in plant material Motion class VIII MTs Muhammadiyah 3 Masaran Sragen.]]>
<![CDATA[THE EFFECTIVENESS OF CONSTRUCTIVISM APPROACH TOWARDS ACITIVITY AND LEARNING RESULT ON MICROSCOPE MATERIAL ]]>
<![CDATA[Rohaeni, Siti]]>;
<![CDATA[Sukaesih, Sri]]>;
<![CDATA[Martin H.B., Putut]]>
<![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.v6i1.13841
<![CDATA[Abstract ___________________________________________________________________ This study aimed to describe the effectiveness of a constructivism approach to the activity and student learning result in materials microscopy in SMP Negeri 2 Welahan, Jepara. This study is a pre-experimental research design one shoot case study. The study population was all students of class VII consists of six classes (VIIA-VIIF). Samples were taken using purposive sampling, consists of two classes, namely VIIE class consisting of 38 students and VIIF class consisting of 37 students. The independent variables in this study are materializing learning with a constructivism approach, and the dependent variable is the activity and student learning result. Data captured using student activity observation sheet, sheet materialize questionnaire study with a constructivism approach, interview teachers, and the post-test. Based on the results of the data, analysis, and discussion, student activities classically reached 89.5% (VIIE) and 86.5% (VIIF). Classical completeness of student learning result was 92.1% (VIIE) and 89.1% (VIIF). Materialize learning with a constructivist approach shows very good and good result, both in class VIIE and VIIF. Teachers give a positive response to a constructivism approach to learning. It can be concluded that effective learning with a constructivism approach to the activity and student learning result in materials microscopy.]]>
<![CDATA[THE INFLUENCE OF ANIMALIA LEARNING DESIGN WITH EXPERIENTIAL MODEL TO SCHOOL’S SURROUNDING ENVIRONMENT ]]>
<![CDATA[Nisa, Aulia Zulfatu]]>;
<![CDATA[Alimah, Siti]]>;
<![CDATA[Marianti, Aditya]]>
<![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.v6i1.13842
<![CDATA[Abstract ___________________________________________________________________ This research aims to determine the effect of applied animalia learning design with the model of experiential jelajah alam sekitar* on learning outcomes and activities of students class X MIPA in senior high school 1 Ungaran. This research is quasi experimental design and it using posttest only control group design. Sample of this research were class X MIPA 6 (experimental class) and X MIPA 7 (control class), taken by cluster random sampling. Independent variabel in this research is learning design with EJAS model on the topic of animalia, while depends variabel is learning outcomes and students activities. The result of t-test showed that mean posttest value of experimental class is higher than control class, with clasical completeness 92% (KKM ≥ 75). Based on the result the experimental class students activities analysis showed that highest activity is motor activities (92.35%), writing activities (92.12%), cooperation activities (91.90%), analysis avtivities (82.40%), and oral avtivities (80.20%) . In general, teacher and students gave a positive response to applied learning. Conclusion from this research is applied animalia learning design with EJAS model positive effect on learning outcomes and student’s activities.]]>
<![CDATA[THE INFLUENCE OF PHYLOGENY TREE-ASSISTED TPS OF INVERTEBRATA MATERIALS TOWARDS STUDENTS’ COGNITIVE LEARNING RESULTS AND CRITICAL THINKING ABILITY ]]>
<![CDATA[Wulandari, Yulia Hafsah]]>;
<![CDATA[Supriyanto, Supriyanto]]>;
<![CDATA[Priyono, Bambang]]>
<![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.v6i1.13844
<![CDATA[Abstract ___________________________________________________________________ Efforts to improve the critical thinking skills of students of SMAN 1 Bae Kudus in meeting the rules of Graduate Competency Standards required communicative learning model in order to stimulate ideas and mental namely models TPS (Think Pair Share) aided phylogeny tree to help students more easily understand the material invertebrates. This study aims to determine the effect of phylogeny tree-aided model of TPS material invertebrates on the cognitive learning and critical thinking skills activities. The research objectives include the class X second semester of the 2015/2016 academic year. Class sample is X MIPA 1 (experimental class) and X MIPA 4 (control class) with a convenience sampling technique. The study design using posttest only controls group design. The results of descriptive teacher responses indicate TPS models make the discussion more effective and more active for student. Students give feedback as much as 75.0-93.1% with good-excellent category on the positive statement. Activity of students in the experimental class as much as 78% of students are very active, the cognitive learning critical thinking high as 84% of students are very critical with classical completeness percentage of 90.6%. Researches by applying the model TPS-aided phylogeny tree have positive effect on the cognitive learning and critical thinking skills activity of students. Model TPS-aided phylogeny tree is effective and can be applied in learning activities invertebrate material.]]>
<![CDATA[THE APPLICATION OF BIOEDUTAINMENT “FOOD FIGHT GAME†STRATEGY ON ECOSYSTEM MATERIAL TOWARDS THE LEARNING RESULT OF THE 7TH GRADERS OF JUNIOR HIGH SCHOOL ]]>
<![CDATA[Hidayah, Koriatul]]>;
<![CDATA[Iswari, Retno Sri]]>;
<![CDATA[Pribadi, Tyas Agung]]>
<![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.v6i1.13846
<![CDATA[Abstract ___________________________________________________________________ This research aimed to analyze the implementation of the “Food Fight Game†Bioedutainment strategy on student’s learning achievement and student’s learning activities in ecosystem teaching material. The type of the research was Nonequivalent Control Group in a Quasi Experimental Design. The population in this research was all students of VII class at SMP Negeri 18 Semarang, and VII D class was treated as experimental class and VII C as control class. To collect data of students learning achivement a test was performed whereas student learning activities were collected by observation. Questionare was used to collect data of student response to the implementation of the “Food Fight Game†Bioedutainment strategy. The t-test has rejected H0 at α = 5 %. T-test result showed that there was a significant difference between both groups. The average of student activities in the experimental class achieved 79% while the control group was only 72%. The conclusion of this research was that implementation of strategy Bioedutainment using Food Fight Game had a positive effect on student’s learning achievement and student learning activities.]]>
