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Arif Widiyatmoko
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Unnes Science Education Journal
Published by Universitas Negeri Semarang
ISSN : 22526617     EISSN : 25026232     DOI : https://doi.org/10.15294/usej
Core Subject : Education,
Education
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
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 7 Documents
 1 
Search results for , issue "Vol 9 No 2 (2020): July 2020" : 7 Documents clear
The Development of Alternative Energy Simulation Tools to Improve Critical Thinking Skills at Global Warming Materials Nikmah, Lana Fahira; Amalia, Andin Vita
Unnes Science Education Journal Vol 9 No 2 (2020): July 2020
Publisher : Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v9i2.23325

Abstract

This research aims to the characteristics and feasibility of Alternative Energy Simulation (ASEA) Teaching Aids, also to analyze the effectiveness of ASEA props to improve students' critical thinking skills in global warming material. The research method is Research and Development method from Thiagarajan, this research is restricted until Develop phase only. The result of validation got percentage 93.89% for media validation and 95.45% for material validation with eachof the criteria was very feasible. For the limited trials, 32 students from VII D SMP N 37 Semarang were given the treatment, with percentage of increasing critical thinking skills 50% moderate and 50% which mean that the Alternative Energy Simulation (ASEA) teaching aid was effective to be used in the science learning process
The Development of Diagnostic Test with Testlet Model to Detect Difficult Learning Students in Temperature and Its Changes Materials Safitri, Rizqi Kurni; Dewi, Novi Ratna
Unnes Science Education Journal Vol 9 No 2 (2020): July 2020
Publisher : Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v9i2.37720

Abstract

The science learning process in junior high school is expected to lead to the achievement of learning objectives. Learners can experience difficulties in the learning process that must be detected to maximize learning outcomes. This Research & Development study aims to determine the characteristics of the testlet diagnostic model and the profile of students' learning difficulties on the material temperature and its changes. The research design using the 4D model reduced to 3D includes: define, design, and develop. The study was conducted at SMPN 1 Semarang with a total of 39 students. Data collection techniques through test techniques, questionnaires, interviews, and documentation. Data analysis techniques using descriptive-quantitative methods through the test of characteristics (validity, reliability, level of difficulty, distinguishing power), questionnaire analysis of teacher and student responses, and analysis of learning difficulties profiles. The results showed that the diagnostic test of the testlet model can be used to detect learners’ learning difficulties in the temperature and its changes material. The developed testlet test model has valid, reliable, relevant, representative, practical, discriminative, specific, and proportional characteristics. Profile of learning difficulties in the material temperature and its changes, namely, verbal ability, the highest and lowest of 64% and 31% in Competency Achievement Indicators 6 and 3; mastery of concepts, the highest and lowest of 68% and 31% in Competency Achievement Indicators 8 and 5; and the ability to count, the highest and lowest of 75% and 9% in Competency Achievement Indicators 5 and 1.
The Effectiveness of Project-based Multi-representation Discourse on Junior High School Students’ Science Process Skills Safitri, Mutiara; Susongko, Purwo; Hayati, Muriani Nur
Unnes Science Education Journal Vol 9 No 2 (2020): July 2020
Publisher : Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v9i2.38578

Abstract

The purpose of this study was to determine the effectiveness of the implementation of Project-based Multi-Representation Discourse model in improving students’ science process skills. The method used was the quasi-experiment with pretest-posttest control group research design. The population in this study was VII graders of SMP N 17 Tegal. The sample was selected using the cluster random sampling techniques. The data were taken through tests, questionnaires, and documentation. The results showed that the students learning using the Project-based Multi-Representation Discourselearning model had an average N-gain percentage of 72.27%. The percentage score was higher than the students studying using the Multi-Representation Discourse (MRD) learning model which had an average N-gain percentage of 42.50%. The results of the data analysis showed that the Project-based Multi-Representation Discourselearning model is effective enough to be applied and has an effect on improving science process skills.
Implementation of Saintific Approach Based on STEM Education to Increase Scientific Literacy Wijayanti, Arfilia; Fajriyah, Khusnul; Priyanto, Wawan
Unnes Science Education Journal Vol 9 No 2 (2020): July 2020
Publisher : Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v9i2.39285

Abstract

This study aims to determine the effectiveness of the saintific approach based on STEM education to improve scientific literacy. This research was conducted with an experimental method in which the sample consisted of one experimental class that received a treatment, namely given learning with a scientific approach based on STEM (Science, Technology, Engineering, and Mathematics) education and one control class given learning with a scientific approach, then in the end of learning is analyzed its effectiveness by calculating the magnitude of the increase (N-Gain) of scientific literacy, as well as the responses of prospective teacher students at Universitas PGRI Semarang to the learning process that has been carried out. It was concluded that the saintific approach based on STEM education was effective in increasing the scientific literacy of elementary school teacher candidates. The average value of N-gain for the the experimental class was obtained 0.61 in the high category and the control class was 0.34 in the medium category. The learning processes applied saintific approach based on STEM education get very good response, especially in an effort to improve scientific literacy of elementary school teacher candidates.
Primary School Teacher’s Understanding and Selfefficacy Towards Implementation of Inquiry-based Instruction in Primary Science Curriculum: Case of Kigali City Rwanda Niyitegeka, Drocelle
Unnes Science Education Journal Vol 9 No 2 (2020): July 2020
Publisher : Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v9i2.39511

Abstract

This study explored public primary school teachers’ understanding of inquiry based instruction, teachers’ self-efficacy for inquiry based instruction and its actual implementation in upper primary science classroom. Data included servey instrument using everyday teaching sennarios to measure teachers’understanding, self-report servey instrument to measure teachers’ self-efficacy for inquiry based instruction, individuals’ interviews and classroom observation through Electronic Quality of Inquiry Protocol(EQUIP) designed to measure the quality and quantity of inquiry being implemented in science classroom. The results of this study revealed that teachers’ undesrtanding has limited description of the components of inquiry based instruction to only posing and answering the questions in science classroom. They failed to decribe all components of inquiry based instruction as listed in competence based curriculum as the vehicle of the entire learning and teaching process which lead to insufficient understanding of inquiry based instruction. Their self-efficacy for inquiry based instruction is high and their actual implementation is at lowest level, none of the components of inquiry science classroom has implemented by participating teachers. No factors predicting implementation found among teachers ‘understanding of IBI, teachers’ self-efficacy for IBI and their demographic information. Implications for teacher-education and research about self-efficacy and teachers’ understanding are discussed.
Diversities of Students’ Learning Style in Discovery Learning Method and Their Ability in Physics Problem Solving Musyarrof, Ahmad Fatih; Nugroho, Sunyoto Eko; Hartono, Hartono; Masturi, Masturi
Unnes Science Education Journal Vol 9 No 2 (2020): July 2020
Publisher : Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v9i2.40861

Abstract

The concept of physics can be understood through learning activities. Everyone has their own learning styles. For students, teaching and learning activities in the classroom physics with certain learning methods will slightly affect their learning styles. This article is intended to describe how students' learning styles in physics teaching and learning activities that required by certain learning methods. The subjects used were 66 students of Temanggung senior high school at grade 11 who were taught with the Discovery-Learning teaching method. Learning styles that used to classify are Honey-Mumford learning styles. The learning style is divided into 4 groups: Activists, Reflectors, Theorists, and Pragmatists. As the result, most students belong to the reflector learning styles.
The Influence of Problem-Based Learning Model on Heat and Its Transfer Topic Toward Junior High School Students’ Problem-Solving Skills Aprilia, Agnes Verena; Parmin, Parmin; Wusqo, Indah Urwatin
Unnes Science Education Journal Vol 9 No 2 (2020): July 2020
Publisher : Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v9i2.42906

Abstract

This study intends to reveal the influence of PBL on heat and its transfer topic toward the students' problem-solving skills and scientific attitudes. The design of this study was quasi-experimental with the nonequivalent control group. The samples consisted of the students of VII A (experimental class) and VII B (control class) selected using a purposive sampling technique. Data were collected through observation and tests. The results showed that the value of the correlation coefficient obtained based on the posttest of students' problem-solving skills was r = 0.728. Moreover, the t-test analysis on the value of the correlation coefficient of problem solving skill scored t count = 6.58, which indicated the existence of a dependent influence or relationship. The significance of the effect was seen from the coefficient of determination score of 56.25%. Besides, there were 75% of the students gave a positive response to the learning process. Thus, it concludes that the PBL on heat and its transfer topic has affected the students' problem-solving skills.

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