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 EFFECTIVENESS OF GUIDED INQUIRY LEARNING OF INTEGRATED SCIENCE TO IMPROVE STUDENT’S COMPETENCE ]]>
<![CDATA[Usmeldi, Usmeldi]]>;
<![CDATA[Amini, Risda]]>;
<![CDATA[Suyatna, Agus]]>
<![CDATA[ Unnes Science Education Journal Vol 8 No 1 (2019): February 2019 ]]>
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.v8i1.11297
<![CDATA[Natural Science is one of the subjects in Junior High School (SMP). Preliminary survey shows that many (65%) of students who have not finished learning science. The subject matter of science is not yet integrated. Teacher centered learning. Therefore, it is carried out an integrated science learning based on guided inquiry. The study aims to determine the effectiveness of integrated IPA learning based on guided inquiry to improve the competence of learners. This research uses quasi experiment method with pretest-posttest group control design. The subjects of the study were students of eight grades at SMP Negeri 24 Padang. Data were collected using observation sheets, learning outcome test, skill assessment sheets, and attitude questionnaires. The result of the research indicates that the learning of integrated science based on guided inquiry is effectively to improve the student’s competence, based on: (1) Mastery learning of has been achieved by most (87.5%) students on knowledge competence, 96.9% on skills and 100% on attitude competence. (2) The improvement of student’s competency on experiment class including high category on knowledge domain, (3) Average competence of experiment class is higher than control class. (4) The effect of the implementation of integrated science based on guided inquiry to the student’s competence including large categories. (5) Student response to the implementation of learning is very good category.]]>
<![CDATA[THE EFFECTIVENESS PF PROJECT-BASED LEARNING FOR BIOLOGY CLASS IN DEVELOPING THE SCIENCE PROCESSING SKILLS AND CREATIVITY OF HIGH SCHOOL STUDENTS ]]>
<![CDATA[Milla, Daindo]]>;
<![CDATA[A W, Jufri]]>;
<![CDATA[H, Soepriyanto]]>
<![CDATA[ Unnes Science Education Journal Vol 8 No 1 (2019): February 2019 ]]>
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.v8i1.15485
<![CDATA[This research aims to measure the effectiveness of Project-based learning in developing the science processing skills and creativity of XI grade students of SMAN 1 Wewewa Timur and SMA Swasta Manda Elu in Sumba Barat Daya, NTT. This research employs quasi-experimental design. The effectiveness of the project-based learning of biology is known after the improvement in the 1st, 2nd, and 3rd test as well as the observation of students’ science processing skills. The result of the research shows that the learning approach, project-based learning, is effective to improve students’ science processing skills. The conclusion came from the observation score of 79.5%. The students experienced improvement through test 1 to test 3. In this case, they got the average score of 44 in the 1st test, 49 in the 2nd test, and 60 in the 3rd test. The gain of the score was 0.2 or categorized as low. Meanwhile, the students’ creativity score was 69%. In summary, project-based learning can develop students’ science processing skills and creativity.]]>
<![CDATA[THE EFFECTIVENESS OF INTEGRATED LEARNING MODEL TO IMPROVE THE STUDENTS COMPETENCE AT ELEMENTARY SCHOOL ]]>
<![CDATA[Amini, Risda]]>;
<![CDATA[Lena, Mai Sri]]>
<![CDATA[ Unnes Science Education Journal Vol 8 No 1 (2019): February 2019 ]]>
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.v8i1.15486
<![CDATA[The demand of curriculum in 2006, learning in elementary school is implemented a thematically so that students are able to think critically, creatively, and have a scientific character. Preliminary surveys indicated that the problems by elementary school teachers was difficult to conduct the thematic learning, so that students were less active. Many students who had difficulty in learning and answering questions in textbooks that have been available online. There were still many students who have not mastered learning. The low competence of the students was the caused by several problems, the learning is not fun, not interesting, and yet challenging for the students, so the students find it difficult to learn the theme in the textbooks. Teachers have not used the method of learning in accordance with the theme and facilities supporting the learning process. One way to facilitate students in learning is through integrated learning models. This research aims to determine the effectiveness of the integrated learning model for improving the students’ competence. The research used a quasi-experimental method with pretest-posttest group control design. Subjects of this research were third grade students at elementary school (SDN 64) in Payakumbuh. Data were collected using observation sheets, the achievement test, skills assessment sheets, questionnaires. The results showed that integrated learning model was effective to improving the students’ competence, in terms of (1) the mastery of learning had been achieved by most students, (2) there was an improvement of students' competence, (3) average of students’ learning outcomes of experiment class was higher than control class, (4) the average of students skills in conducting experiment were good.]]>
<![CDATA[THE EFFECTIVENESS OF GUIDED INQUIRY LEARNING OF INTEGRATED SCIENCE TO IMPROVE STUDENT’S COMPETENCE ]]>
<![CDATA[Usmeldi, Usmeldi]]>;
<![CDATA[Amini, Risda]]>;
<![CDATA[Suyatna, Agus]]>
<![CDATA[ Unnes Science Education Journal Vol 8 No 1 (2019): February 2019 ]]>
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.v8i1.11297
<![CDATA[Natural Science is one of the subjects in Junior High School (SMP). Preliminary survey shows that many (65%) of students who have not finished learning science. The subject matter of science is not yet integrated. Teacher centered learning. Therefore, it is carried out an integrated science learning based on guided inquiry. The study aims to determine the effectiveness of integrated IPA learning based on guided inquiry to improve the competence of learners. This research uses quasi experiment method with pretest-posttest group control design. The subjects of the study were students of eight grades at SMP Negeri 24 Padang. Data were collected using observation sheets, learning outcome test, skill assessment sheets, and attitude questionnaires. The result of the research indicates that the learning of integrated science based on guided inquiry is effectively to improve the student’s competence, based on: (1) Mastery learning of has been achieved by most (87.5%) students on knowledge competence, 96.9% on skills and 100% on attitude competence. (2) The improvement of student’s competency on experiment class including high category on knowledge domain, (3) Average competence of experiment class is higher than control class. (4) The effect of the implementation of integrated science based on guided inquiry to the student’s competence including large categories. (5) Student response to the implementation of learning is very good category.]]>
<![CDATA[THE EFFECTIVENESS PF PROJECT-BASED LEARNING FOR BIOLOGY CLASS IN DEVELOPING THE SCIENCE PROCESSING SKILLS AND CREATIVITY OF HIGH SCHOOL STUDENTS ]]>
<![CDATA[Milla, Daindo]]>;
<![CDATA[A W, Jufri]]>;
<![CDATA[H, Soepriyanto]]>
<![CDATA[ Unnes Science Education Journal Vol 8 No 1 (2019): February 2019 ]]>
Publisher : <![CDATA[Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia ]]>
Show Abstract
|
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DOI: 10.15294/usej.v8i1.15485
<![CDATA[This research aims to measure the effectiveness of Project-based learning in developing the science processing skills and creativity of XI grade students of SMAN 1 Wewewa Timur and SMA Swasta Manda Elu in Sumba Barat Daya, NTT. This research employs quasi-experimental design. The effectiveness of the project-based learning of biology is known after the improvement in the 1st, 2nd, and 3rd test as well as the observation of students’ science processing skills. The result of the research shows that the learning approach, project-based learning, is effective to improve students’ science processing skills. The conclusion came from the observation score of 79.5%. The students experienced improvement through test 1 to test 3. In this case, they got the average score of 44 in the 1st test, 49 in the 2nd test, and 60 in the 3rd test. The gain of the score was 0.2 or categorized as low. Meanwhile, the students’ creativity score was 69%. In summary, project-based learning can develop students’ science processing skills and creativity.]]>
<![CDATA[THE EFFECTIVENESS OF INTEGRATED LEARNING MODEL TO IMPROVE THE STUDENTS COMPETENCE AT ELEMENTARY SCHOOL ]]>
<![CDATA[Amini, Risda]]>;
<![CDATA[Lena, Mai Sri]]>
<![CDATA[ Unnes Science Education Journal Vol 8 No 1 (2019): February 2019 ]]>
Publisher : <![CDATA[Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia ]]>
Show Abstract
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Download Original
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Check in Google Scholar
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DOI: 10.15294/usej.v8i1.15486
<![CDATA[The demand of curriculum in 2006, learning in elementary school is implemented a thematically so that students are able to think critically, creatively, and have a scientific character. Preliminary surveys indicated that the problems by elementary school teachers was difficult to conduct the thematic learning, so that students were less active. Many students who had difficulty in learning and answering questions in textbooks that have been available online. There were still many students who have not mastered learning. The low competence of the students was the caused by several problems, the learning is not fun, not interesting, and yet challenging for the students, so the students find it difficult to learn the theme in the textbooks. Teachers have not used the method of learning in accordance with the theme and facilities supporting the learning process. One way to facilitate students in learning is through integrated learning models. This research aims to determine the effectiveness of the integrated learning model for improving the students’ competence. The research used a quasi-experimental method with pretest-posttest group control design. Subjects of this research were third grade students at elementary school (SDN 64) in Payakumbuh. Data were collected using observation sheets, the achievement test, skills assessment sheets, questionnaires. The results showed that integrated learning model was effective to improving the students’ competence, in terms of (1) the mastery of learning had been achieved by most students, (2) there was an improvement of students' competence, (3) average of students’ learning outcomes of experiment class was higher than control class, (4) the average of students skills in conducting experiment were good.]]>
<![CDATA[THE DEVELOPMENT OF STUDENTS’ PERFORMANCE ASSESSMENT THROUGH SELF-ASSESSMENT TECHNIQUE ]]>
<![CDATA[Hairida, Hairida]]>;
<![CDATA[Ramlawati, Ramlawati]]>
<![CDATA[ Unnes Science Education Journal Vol 8 No 1 (2019): February 2019 ]]>
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.v8i1.23083
<![CDATA[This study aims to develop a performance assessment model through self-assessmenttechniques possible to measure students' science process skills in science-basedinquiry teaching learning process. The research used simplified design of Researchand Development from needs analysis, product development stage, and validation.Validation score indicates three aspects; usefulness 80%, model construction 83.33%,and readability model 81.67% all rated as very good criteria. In addition, the resultsof questionnaire about the implementation of the model obtained positive approvalfrom the users. The results show that the measurement model is uniquely useful tomeasure the student skills of science processing in a junior high school level.]]>
<![CDATA[DEVELOPING AND VALIDATING A TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) INSTRUMENT FOR SECONDARY PHYSICS PRESERVICE TEACHERS IN INDONESIA ]]>
<![CDATA[Hidayat, Arif]]>
<![CDATA[ Unnes Science Education Journal Vol 8 No 1 (2019): February 2019 ]]>
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.v8i1.23087
<![CDATA[The purpose of this study is to develop and validate an instrument for assessing secondary pre-service physics teachers’ TPACK in technology – supported classroom environments. In order to achieve the purpose, a total of 116 items with a 6–point Likert type scale in 7 domains with 18 items in Content Knowledge (CK), 32 items in Pedagogy Knowledge (PK), 14 items in Technological Knowledge (TK), 20 items in Pedagogical Content Knowledge (PCK), 9 items in Technological Content Knowledge (TCK), 10 items in Technological Pedagogical Knowledge (TPK), and 13 items in Technological Pedagogical Content Knowledge (TPACK) were developed for the instrument. Theoretical framework of survey development process and results from a pilot study on 1005 pre-service and in-service science teachers would be discussed. The construct validity of this instrument was examined through confirmatory factor analysis using principal axis factor (PFA), and multiple PFA method are applied after selecting items without sharing of factor loading to ensure there is no ambiguous of items respective to the formed factors. In terms of those applied, the result shows after the modification and/or deletion of 66 of the survey items, the 50 items-survey is a reliable and valid instrument that will help educators design longitudinal studies to assess physics preservice teachers’ development of TPACK.]]>
<![CDATA[THE USE OF COMIC AS A LEARNING MEDIUM FOR ECOLOGY ]]>
<![CDATA[Panjaitan, Ruqiah Ganda Putri]]>;
<![CDATA[Lijana, Lijana]]>;
<![CDATA[Wahyuni, Eko Sri]]>
<![CDATA[ Unnes Science Education Journal Vol 8 No 1 (2019): February 2019 ]]>
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.v8i1.23194
<![CDATA[This research aimed to determine the feasibility of comics as media of learning on ecology materials in class X SMA. The research method was descriptive research and the descriptive research which used was survey method, while the research instrument was validation sheet. Assessment of validity was done by 5 validators. The media validation sheet consists of seven aspects: physical, design and color, drawing and writing, material content, conformity with learning objectives, simplicity, also messaging design elements. The results showed that the average validation of each aspect was 0.99 and CVI value (content validity index) also 0.99. It can be concluded that the comics is valid to use as a media in learning on ecology materials.]]>
<![CDATA[IDENTIFYING STUDENTS’ MISCONCEPTION ABOUT INTERMOLECULAR FORCES TOPIC IN ORGANIC CHEMISTRY I COURSE ]]>
<![CDATA[Widarti, Hayuni Retno]]>;
<![CDATA[Marfuaf, Siti]]>;
<![CDATA[Retnosari, Rini]]>
<![CDATA[ Unnes Science Education Journal Vol 8 No 1 (2019): February 2019 ]]>
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.v8i1.23527
<![CDATA[Intermolecular force is the topic in Organic Chemistry 1 course. Organic Chemistry 1 subject mainly involves abstractive and complex concepts. Therefore, many students face difficulties even get a misconception. This research aimed to identify the students' understanding and misconception in Organic Chemistry 1 lecturing especially about intermolecular forces topic. The study was a quantitative descriptive research. The research subjects were 50 fourth semester Chemistry Education students of 2015-2016 of State University of Malang that have taken Organic Chemistry 1 course. The research instruments were three-tier test namely multiple choices test with open reason and Certainty of Response Index of six items. The conclusion of research result is that 30% of the students still underwent misconception in Organic Chemistry 1 lecturing especially for intermolecular forces topic. The finding of some misconceptions encountered by the chemistry students were the strength of van der Waals forces of more electromagnetive element is more easily polarized; there is no electron withdrawing group in the organic molecules that have dipole-dipole forces so that there are no δ+ and δ-; there is a hydrogen bond in CH3(CH2)2CHO compound; the students did not understand the compound which can form hydrogen and water bond; the hydrogen bond is formed in polar compound; the bond between O-H in CH3(CH2)2COOH molecules is a hydrogen bond; and the strength of intermolecular forces of certain organic molecule is only influenced by electronegativity where the higher the electronegativity the greater the intermolecular forces.]]>
