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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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Development of Android Mobile Learning Media Integrated Islamic Content on Human Excretion System Material
Unnes Science Education Journal Vol 11 No 1 (2022): April 2022
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.v11i1.47150

Abstract

This study aimed to produce android mobile learning media integrated with Islamic content in the Human Excretion System material that is feasible, valid and practical for students class VIII MTs students. The product is packaged in an Application Package File (.apk) format and developed using the ADDIE Research and Development model (Analysis, Design, Development, Implementation, and Evaluation) method. The application contains Objectives, Materials, Simulations, and Evaluations. Apps are rated by materials experts, media experts, and teachers. In addition, the product has gone through three stages of evaluation for students in class VIII junior high school students involving three students in a one-to-one trial, nine students in a small-scale trial, and 35 students in a field trial. The validity of the media shows that at 3.27, it can be classified as "very good", 3.42 for practicality results and categorized as "very good", and 3.24 for student responses and classified as "good".
Development of PBL-Based Module to Facilitate Students’ Science Literacy and Independence Skills
Unnes Science Education Journal Vol 11 No 1 (2022): April 2022
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.v11i1.47365

Abstract

The purpose of this study is to develop a respiratory system module, test its feasibility and practicality, and analyze the module potential to train students' scientific literacy skills and independence. The feasibility test is carried out through expert-judgment by experts and the module's readability test. The module practicality is measured by the responses of students and biology teachers. The potential of the module in practicing scientific literacy and student independence was obtained from the results of posttest and observations. The results showed that the feasibility level of the module according to material and media experts was 71,67% and 78,12% (feasible). The readability of the module according to students is 79% (feasible). The level of practicality of the module according to students and teachers are 82,27% and 96,15% (very practical). The results of the posttest and observation showed that the scientific literacy level of the experimental class reached 61.46% and for the control class was only 52,53%. The average independence of the experimental and control class are 61,84% and 53,14%. Conclusion: The respiratory system material module is feasible and practical to be applied in learning, and has the potential to train students' scientific literacy skills and independence.
The Development of Moodle-Based Self Assessment to Measure Students’ Metacognition Ability
Unnes Science Education Journal Vol 11 No 1 (2022): April 2022
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.v11i1.56399

Abstract

This study aims to test the feasibility and analyze the characteristics of the instrument, as well as to measure the metacognition ability profile of each student and generally using a moodle-based self-assessment instrument. The research model used is ADDIE. The research data were obtained through expert validation, student responses, student answers to metacognition ability test questions, and the MCA-I questionnaire. Data were analyzed using the descriptive percentage technique. The results showed that the moodle-based self-assessment instrument was declared very feasible to measure students' metacognition abilities with a percentage of 92.14%. The self-assessment developed has general and specific characteristics. The general characteristics are; 1) valid; 2) reliable; 3) have a proportional level of difficulty; 4) has a good discrimination index, while the specific characteristics are: 1) based on moodle; 2) able to measure students' metacognition abilities by assessing themselves; 3) able to encourage students to use knowledge and metacognition strategies; 4) questions are contextual, clear, concise, and firm; 5) accompanied by pictures, graphs, and tables that make it easier for students; 6) the media is creative, interesting, and can motivate students; 7) objective; 8) economical and flexible; 9) practical; and 10) communicative. Based on the question test of metacognition ability, the profile of students' metacognition abilities, among others: 3 students are at level 1 with a percentage of 10.71%, 1 student is at level 2 with a percentage of 3.57%, and 8 students each at the ability level metacognition 3, 4, and 5 with a percentage of 28.57%. Based on the MCA-I Questionnaire, it was found that students generally had a well-developed metacognition profile with a percentage of 81.81%. The conclusion of this research is that self-assessment development products are found to be valid and reliable and able to measure students' metacognition ability profiles well.
The Impact of Nurturing Talent in A Science, Engineering and Technology Programme on Learner Performance in Physical Science
Unnes Science Education Journal Vol 11 No 2 (2022): August 2022
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.v11i2.55744

Abstract

This paper investigated the impact of the Nurturing talent in Science, Engineering and Technology (NSET) programme on teaching practices in rural schools within the Nkowankowa cluster in the Limpopo Province. Though NSET programme focused on Science, Mathematics and Technology, this study will only concentrate on Physical Sciences. Out of the population of 68 Science teachers, 30 participated in the completion of questionnaires and nine were interviewed. A mixed-methods approach with an exploratory design was used in this study to investigate the impact of the NSET programme on learner performance in Physical Sciences (focusing on teacher content and pedagogical delivery). For learners to consistently perform better, then one need to focus on teacher development in terms of content and pedagogy. The model that focuses on teacher development in order to address the performance of learners helps to sustain better results at school than focusing directly on learners since the teachers are likely to interact with more learners and stay at the same school longer. Questionnaires, interviews and document analysis were used as data collection methods. According to the research findings, the NSET programme had a positive impact on both the content and pedagogical delivery of teachers. This was revealed through the confidence educators gained and their ability to come up with new teaching strategies and improved teaching practices. The positive impact of the NSET programme is also noted through learners’ improved academic performance in Physical Science. The NSET programme conducted within the Nkowankowa cluster yielded positive results and the Limpopo Department of Basic Education (DBE) can adopt it as one of the best practices in the development of teachers and improvement of results in their schools.
Development of e-Comic Science Interactive Learning with Scratch (eCILS) Based on Problem Based Learning to Train Critical Thinking Skills for Junior High School Students
Unnes Science Education Journal Vol 11 No 2 (2022): August 2022
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.v11i2.56448

Abstract

This study aims to develop e-comic science interactive learning with scratch (eCILS), to analyze eCILS’ characteristics, test eCILS’ validity, and determine user responses. The research method is development research. The research procedure used is 4D (defined, designed, developed, and disseminated). The research was only up to development due to the pandemic. The result of this research is eCILS. ECILS is an e-comic learning media that have characteristics: (a) equipped with a bibliography, (b) in accordance with problem-based learning syntax, (c) could train critical thinking skills, (d) stories that are displayed in accordance with everyday life, (e) equipped with instructions to use, and (f) in accordance with the characteristics of interactive media learning. ECILS media is very valid to use, this is based on the assessment of material validators who get an average score of 95.63% and media validators 94.38%. Response students to the media are very good indicated by the results of the questionnaire responses of students who get an average of 82.15%. Based on this, it can be concluded that eCILS media can be used as a medium to train critical thinking skills.
The Effect of Problem Based Learning (PBL) Method on Students’ Critical Thinking Ability in Fifth Grade Science Learning in Elementary Schools
Unnes Science Education Journal Vol 11 No 2 (2022): August 2022
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.v11i2.57386

Abstract

This research was conducted in elementary schools to determine the effect of the PBL method on the critical thinking skills of fifth grade elementary school students using the PBL method in science subjects. In this study with a population consisting of 59 fifth grade elementary school students, the sample in this study was divided into 2 classes. A few of them; First, the experimental class. Second, the control class. The sampling technique used is a non-probability sampling technique. The design of this study used a posttest only design. In this study, the data collection process used 10 essay questions, the validity test used the product moment formula as many as 10 essay questions with the results of 8 valid questions and 2 drop questions. To test the reliability using Cronbach’s alpha. Data analysis using t-test proves that the value of t_count is greater than t_table 3,645 > 2,002, this research can be concluded that “there is the thinking ability of fifth grade elementary school students in science subjects by applying the Problem-based method (PBL) method”.
Blended Learning Design As an Alternative Solution for Limited Face To Face Learning
Unnes Science Education Journal Vol 11 No 2 (2022): August 2022
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.v11i2.57960

Abstract

After the Covid-19 emergency period lasted for 1.5 years, there are now Joint Decrees of the Minister of Education and Culture, the Minister of Health, and the Minister of Home Affairs of Indonesia which allow limited face-to-face learning in schools . The implementation rules limit the number of students in the class to only 50% and the duration of study in class is a maximum of 3 hours. The research aims to develop an effective blended learning design as an alternative solution for face-to-face learning in the classroom, especially in science and biology. Blended learning can be applied in 2 strategies, namely flipped classroom and hybrid learning. This research design is reffer to model from Borg & Gall that are including: research and information collecting, planning, develop preliminary from product, preliminary field testing, main product revision, main field testing, operational product revision, operational field testing, final product revision, and dissemination and implementation. The product of this research includes a set of blended learning plan, digital learning material, digital student worksheet, and digital evaluation have good feasibilities and can be implemented in science and biology learning the junior high and senior high school. Therefore, Blended learning can be a solution to overcome limited face-to-face learning in the classroom after the COVID-19 pandemic.
Validation of Student Worksheet (LKPD) Based Argument-Driven Inquiry (ADI) Assisted with PhET to Train Argumentation Skills the Pressure Materials
Unnes Science Education Journal Vol 11 No 2 (2022): August 2022
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.v11i2.58185

Abstract

This study aims to determine the feasibility of student worksheets based on the PhET-assisted Argument-Driven Inquiry (ADI) to train students’ argumentation skills on the subject of substance pressure. This research uses Research and Development (R&D) research using a 4-D development model (Define, Design, Development, and Dissemination). This study uses the LKPD validation sheet instrument, which consists of 6 assessment aspects. The research data was obtained from the validation test results by three validators consisting of two physics education lecturers and one science education lecturer at the University of Riau. The validation test results for developing an Argument-Driven Inquiry (ADI) based on PhET from each validator were 3.63%, 3.57%, and 3.53%, respectively. So that the average validator results reach 3.58% in the very valid category. Based on the results of the validity assessment, it can be concluded that the development of PhET-assisted Argument-Driven Inquiry (ADI)-based worksheets on substance pressure materials is included in the appropriate category to be used as teaching materials to train students’ argumentation skills in the learning process.
Mixed Context Based Teaching: A Student Centric Pedagogy to Teach Physical Science in High School Classroom
Unnes Science Education Journal Vol 11 No 2 (2022): August 2022
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.v11i2.58304

Abstract

The purpose of this study is to investgate mixed content based teaching using a student centric pedagogy to teach physical science in high school classroom. Mixed Context Based Teaching (MCBT) was developed as an alternative pedagogy. MCBT in Grade 10 classrooms was investigated in the Nkomazi municipal region of South Africa’s Mpumalanga province. Despite a lack of resources at the school, MCBT was found to increase Chemistry teaching learning outcomes. In this study MCBT was used to teach chemistry content of physical science. The developed pedagogy uses a controlled dialogic method combined with context and analogy to teach. Present study used a mixed method of data analysis. Pre-testing and post-testing was used in this quasi-experimental investigation. In this study, quantitative data was collected and used for finding the answer for the research questions even though we used an exploratory sequential mixed-method research design. There were two distinct groups. A control group and an experimental group were created. A control group consisted 31 students and an experimental group had 50 students. Pre-test and pot-test data were collected from control group as well from experimental group. It also included four in-service teachers as co-researchers. They assisted in the administration of pre-tests and post-tests, as well as observing the class delivery process. Teachers who took part in the study returned to their schools and incorporated MCBT in their classes. The lead researcher watched the participating teachers’ lessons using a refined teaching observation procedure. After working on MCBT deployment in classrooms, these teachers provided a collection of qualitative data. An analysis of quantitative data using z-stats, showed statistically significant differences in the performances between control and experimental groups. The study found that a hybrid context-based pedagogy was beneficial in enhancing Chemistry teaching and learning results in rural schools with limited resources. Any technology-based teaching technique could be costly, however MCBT has no financial costs other than the training of participating teachers. The observations of this study opens an opportunity to adopt an improved teaching-learning method for underdeveloped and developing countries’ rural poor country sides, where finances are a barrier to enhancing Chemistry teaching-learning outcomes.
Student Needs Analysis for The Development of Augmented Reality Integrated E-Modules about Particles in Science Learning
Unnes Science Education Journal Vol 11 No 2 (2022): August 2022
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.v11i2.58309

Abstract

This research was the analysis phase of the first step in the research on the development of an integrated augmented reality e-module. The purpose of this study was to analyze the needs of students and to find out the responses of students and teachers if an integrated augmented reality e-module was developed in science learning. The method used in this analytical research was a survey method using questionnaires and interviews. Respondents were 32 junior high school students and 17 science teachers in Riau Province. Based on the result of data analysis, it was known that 56.3% of students consider the subject of particles, atoms, ions, molecules as difficult subjects because they were abstract and used many terms. Meanwhile, the result of interviews with science teachers showed that respondents only used government books as a source of student learning. The survey results showed 81.3% of students need learning resources in the form of e-modules that could be accessed from their Android so that it helped understand abstract concepts. Teachers who are willing to implement augmented reality integrated e-modules reached 100%. In conclusion, this analytical research needs to be continued to the design, development, implementation and evaluation stages based on research and development procedures, using the ADDIE model to develop an augmented reality integrated e-module about particles in science learning.

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