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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 609 Documents
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Misconception Analysis: A Necessary Complement to Investigated the Causes of Students’ Misconception in Conducting Research and Development Wicaksana, Ervan Johan; Lukman, Aprizal; Siburian, Jodion
Unnes Science Education Journal Vol 10 No 3 (2021): December 2021
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.v10i1.42719

Abstract

This study aims to analyze the need for the development of learning books in the form of research and development (R&D) model books to deal with student misconceptions in final project writing. This study analyzes student needs so that practical actions can be found in the early stages of developing research books. The development of R&D books that is carried out is expected to be able to deal with student misconceptions. Errors in understanding R&D are often experienced by students in the mentoring process which emphasizes the end result rather than the development process. The proposed solution is to use misconseption analysis (MA). This type of research is research and development or R&D (research and development) which refers to the ADDIE model with data analysis techniques using descriptive statistics. This stage is the initial stage of ADDIE, namely analysis. Data were obtained from 11 student respondents from a university consisting of three men and eight women. Based on the data collected, the results of student assumptions in understanding development research are not in accordance with actual understanding. The assumption data for students’ understanding of R&D development is 18.18% very understanding, 27.27% understanding, 36.36% quite understanding, 18.18% do not understand. 0.00% don’t understand. Whereas in fact the understanding of students in R&D development is 0.00% very understanding, 9.09% understands, 27.27% understands quite well, 36.36% does not understand, and 27.27% does not understand. The majority of students in research using the R&D method experience misconceptions. The concept that they believed was correct, it turned out that after being studied there were several mistakes or misunderstandings. Students do not get the main source of input in the mentoring process. The misconception is also caused by the fact that in writing a thesis, students have not received references that are studied in depth about the development model.
Learning Biology for Sustainable Development Using Hands-On Strategy: Can Gender Achievement Gap Reduce? Onanuga, Peter Abayomi; Saka, Adewale Owodunni; Ogwokhademhe, Rita Pelumi
Unnes Science Education Journal Vol 10 No 1 (2021): February 2021
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.v10i1.42747

Abstract

Despite the importance of \biology for sustainable development, students’ performance in the subject has been inconsistent. Several interventions have been used to improve students’ learning of Biology but the inconsistency in performance persists. Thus, this study investigated the use of hands-on learning in enhancing students’ academic achievement. The research adopted a pretest-posttest control group quasi-experimental research design with 2x2 factorial. The study also examined the moderating effect of gender on academic achievement. Fifty-eight students offering Biology in the intact classes of two randomly selected schools participated in the study. The data was collected using a 25-item Biology Achievement Test for Students (BATS) subjected to face and content validities, and reliability test. The test-retest reliability method yielded a reliability coefficient of 0.68. The data analyses revealed a significant difference in the effect of strategy on the academic achievement of students in Biology (F (1,53) =8.595), p=0.05, but in favour of the conventional method of teaching. Further findings showed no significant difference in the effect of gender on the academic achievement of students (F (1,53) = 0.980), p>0.05. The researchers noted that hand-on activities are important for Biology learning and recommended that school authorities should allocate adequate time for that purpose.
The Gender Equality in CLIS Model and Brain Gym Technique: A Review of Cognitive Learning Outcomes Sele, Yunawati; Nomleni, Fransina Th; Sir, Mega Selviana
Unnes Science Education Journal Vol 10 No 1 (2021): February 2021
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.v10i1.42794

Abstract

Gender equality is one of the important topics that need attention in learning. This study aims at finding out the cognitive learning outcomes of the equality of male and female students in Children Learning in Science (CLIS) that was combined with a Brain Gym. This study is a a comparative research. The population of this study were the students of grade XI MIA SMA Negeri 7 Kupang in the academic year of 2018/2019 and the sample of this study were the students of grade XI MIA 1. The instrument used was a test of cognitive learning outcomes. The data obtained were analyzed using Anakova. The results showed that by combining CLIS and Brain Gym technique, the equality of cognitive learning outcomes for male and female students can occur. Providing the same opportunities, the same tasks, and the same responsibilities during CLIS combined with a Brain Gym learning, can minimize the differences in characteristics between genders so that the learning outcomes obtained are equivalent.
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.
Analysis of Students' Needs and Responses on The Development of Ethnoscience Integrated Vlog Lestari, Indah Beti; Sudarmin, Sudarmin; Ellianawati, Ellianawati
Unnes Science Education Journal Vol 10 No 2 (2021): July 2021
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.v10i2.43727

Abstract

This research is the first stage to design, develop, implement and evaluate ethnoscience integrated Vlog learning media with the ADDIE model, namely the analysis stage. This research aims to analyze students' needs and responses if an ethnoscience integrated Vlog learning media is developed. The method used in this analytical research is a survey method using questionnaires and interviews. From the results of distributing questionnaires and also interviews, it is known that respondents were 215 students at MTs Al Uswah Bergas and a science teacher with a graduate educational background of S1-Science Education. From the data analysis results, it was found that students need media that can visualize material that is difficult to imagine by students and is contextual. Students are more enthusiastic, enthusiastic, and understand the material when using media such as video shows to clear the steps. The development of ethnoscience integrated Vlog learning media was welcomed by students with 58.6% of students needing ethnoscience integrated Vlog media, 24.7% very much need and 14% less need. Based on this data analysis, it can be concluded that this analytical research needs to be continued to the design, development, implementation and evaluation stages following the ADDIE model research and development procedure to develop ethnoscience integrated Vlog media in the context of science learning.
Bioentrepreneurship Ability Profile of Students in Microbiology Learning Nurwahyunani, Atip; Wiyanto, Wiyanto; Rusilowati, Ani; Susilaningsih, Endang
Unnes Science Education Journal Vol 10 No 2 (2021): July 2021
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.v10i2.43982

Abstract

Graduates from undergraduate education contributed 6.31% to the unemployment rate. The Higher Education is expected to develop curriculum and learning not only scientifically oriented, but also facilitate life skills for its graduates. This study aims to analyze the profile of students about microbiology learning based on bioentrepreneurship. The research method is descriptive exploratory. The research subjects were 60 students who had taken microbiology courses in the Biology Education Study Program at FPMIPATI, Universitas PGRI Semarang, which consisted of semesters 7, 9, and 11. The instrument was a closed questionnaire with a choice of answers using the Guttman scale. A questionnaire on student perceptions of microbiology learning based on bioentrepreneurship was developed referring to perceptual indicators, namely knowledge and interest in entrepreneurship, knowledge of microbiology, relevance of microbiology concepts, bioentrepreneurship. Indicators developed in 25 questions and validated by experts and valid. The results showed that overall, the average score was 2.17. From each element, the highest average score is the Innovation element (3,4) and the lowest score from organizational creation and growth (1). Based on the data, the bioentrpreneurship profile is still low. Therefore, it is necessary to recommend the development of a learning program oriented towards bioentreprenurship in microbiology lectures.
Factor Affecting Female Students’ choice of Science, Technology, Engineering, and Mathematics (STEM) Career Choice: Literature Review Sar, Monyrath
Unnes Science Education Journal Vol 10 No 2 (2021): July 2021
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.v10i2.45320

Abstract

Science, Technology, Engineering, and Mathematics (STEM) career serves national economic development and respond to job market demands for maintaining/increasing productivity and international competitiveness in highly technological field of employment. Thus, this paper objectives to review previous research literatures about factors affecting female to participate in STEM careers and career development theories employed to promote female students’ choice of STEM careers. Based on literature review, women are highly underrepresenting in STEM field as a world-wide phenomenon because of factors such as personal factor and extra-person factor. Among six career development theories, Social Cognitive Career Theory (SCCT) (Lent & Hackett, 1987) emphasize both cognitive-person variable and extra-person variable which different from others five career developments theories. Therefore, SCCT is good fit theory for the study conduct in Cambodia which has string culture influence for females. Implications for enhancing female students’ participation in STEM careers were also discussed.
STEM Education: A Ray of Hope for African Countries Mutsvangwa, Andrew; Zezekwa, Nicholas
Unnes Science Education Journal Vol 10 No 2 (2021): July 2021
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.v10i2.45746

Abstract

Globally, the provision of robust education in Science, Technology, Engineering and Mathematics (STEM) is viewed as a vital ingredient in the economic success of any nation. Studies suggest a strong correlation between advances in the STEM fields and superiority of the leading economies of the world. Unfortunately, Africa seriously lags behind in the provision and delivery of quality STEM education. The purpose of this study is to review and consider the role that STEM education plays in the attainment of sustainable livelihoods for the African continent. The study also outlines and explores current challenges facing the delivery of STEM education in the schooling systems in Africa, with a sharp focus on sub-Saharan Africa. This study primarily utilized the conceptual analysis method and review of literature from research articles and scientific reports related to STEM education. The study revealed that the main issues that hinder the growth of STEM education in Africa include, the shortage of qualified STEM teachers, overcrowded classrooms, lack of resources, outdated curricula and inadequate teachers’ content and pedagogical content knowledge. In particular, of all the African students enrolled in higher education institutions, less than 25% of them are pursuing STEM qualifications, and of those students, only 30% are female. Several recommendations are suggested to the relevant stakeholders to address the challenges established in order to empower sub-Saharan Africa through solid STEM education.
Measuring Students’ Attitude Towards Chemistry: The Strengthening Mathematics and Science Education’s Approach Muhammed, Ashiat Bolanle
Unnes Science Education Journal Vol 10 No 3 (2021): December 2021
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.v10i3.46507

Abstract

Students’ academic success is dependent on several affective factors. Critical among these factors is students’ attitude. Hence, the need to view attitude as an outcome rather than influence, becomes imperative. The Activity, Student-centered, Experiment, Improvisation-Plan, Do, See, Improve (ASEI-PDSI) approach is a pedagogical model for strengthening mathematics and science education in Nigeria and thought to promote positive attitudinal change towards learning. Hence, this study investigated the effects of ASEI-PDSI approach on Senior School students’ attitude towards Chemistry. The study was a quasi-experimental one, the sample comprised 139 SSI students from two randomly selected co-educational schools in Ilorin, Nigeria. The ASEI-Instructional Package (ASEI-IP) was the stimulus instrument while the Attitude Towards Chemistry Scale (ATCS) was the test instrument. The reliability of ATCS was found to be 0.68. The data gathered were analysed using Analysis of Covariance and t-test statistics. The finding revealed that ASEI-PDSI approach did not bring about any significant change in attitude towards chemistry. The study concluded that ASEI-PDSI approach might not promote students’ attitude towards chemistry all the time.
Development of Digital Electronics Practicum Guidance Module with Logisim Applications Dewantara, Dewi; Azhari, Andy; Sasmita, Fauzia Dwi; Melisa, Melisa; Rusmawati, Ida; Kusuma, Lukman W; Ridho, M Hafiz; Lutfi, M
Unnes Science Education Journal Vol 10 No 3 (2021): December 2021
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.v10i3.46540

Abstract

The purpose of this study is to describe the feasibility of the results of the development of the Digital Electronics Practicum Guidance Module with Logisim Applications. Feasibility is seen from the results of the validity, practicality, and effectiveness test of the Digital Electronics Practicum Guidance Module with Logisim Applications. The research subjects were 50 Physics Education Students of Lambung Mangkurat University who took the 2019/2020 Digital Electronics course. The data collection techniques are (1) validity using a validation sheet filled in by the validator; (2) the practicality of using student response questionnaires with indicators of format, quality, clarity, and student interest; (3) effectiveness is seen from the results of student final exams. The results showed that (1) the validity was categorized as good, with a mean score of 3.33; (2) the practicality is in good category, with the mean score of student response is 4.04; (3) the effectiveness of the high category, namely the mean score of students is 79.47. Therefore, it can be concluded that the Digital Electronics Practicum Guidance Module with Logisim Applications is suitable for use in digital electronics practicum.

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