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Journal of Science Learning
Published by Universitas Pendidikan Indonesia
ISSN : 26146568     EISSN : 26146568     DOI : -
Core Subject : Education,
Education
Journal of Science Learning (JSL) (ISSN 2614-6568) is an open access and peer-reviewed journal published by Universitas Pendidikan Indonesia. The work collaborates with Indonesian Society for Science Educators. It serves original articles on the latest issues and trends in high quality research and theoretical position papers concerning preservice and in-service education of science teachers. The article offers ways to improve classroom science teaching and learning, and professional development. JSL is a triangual journal issued on March, July, and November.
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Articles 5 Documents
 1 
Search results for , issue "Vol 1, No 1 (2017): Journal of Science Learning" : 5 Documents clear
Solar Cell as Learning Multimedia to Improve Students’ Scientific Literacy on Science and Nanotechnology Eliya wati; Yayan Sunarya; Ahmad Mudzakir
Journal of Science Learning Vol 1, No 1 (2017): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v1i1.8557

Abstract

This study aims to investigate solar cell as learning multimedia to improve students’ scientific literacy on science and nanotechnology. Specifically, it describes learning design, the characteristic of developed learning multimedia and the description of learning activities using solar cell as learning multimedia to improve students’ scientific literacy on science and nanotechnology. The method used in this research was Educational Research and Development that only consist of 3 stages. On the define stage, the research was conducted through literature review analysis, observation, and interview. On the design stage, the research was conducted through composing the instrument, developing solar cell as learning multimedia to improve students’ scientific literacy on science and nanotechnology and composing teaching learning design. On the develop stage, the research was conducted through teaching learning activities using solar cell as learning multimedia to improve students’ scientific literacy on science and nanotechnology. The research instruments were interview guideline, observation’s sheet, judgment’s sheet and questionnaire. Based on result and discussion, it can be concluded that learning design potentially improve students’ scientific literacy. It is relevant with learning material and in accordance with the competence aspect, attitude aspect, and STL learning model. The characteristics of learning multimedia containing science and nanotechnology on solar cell context are: can be used classically, not individually, student-centered oriented, presenting the learning material using concept approach and context oriented, presenting the superiority of photochemistry solar cell with nanotechnology, visualizing the redox reaction concept on solar cell, and presenting the concept through context description. The learning multimedia is used in all STL learning phases. It can be used by teacher to deliver the material in almost all phases of learning, while student use it when teacher give them instruction.
Applying Pre and Post Role-Plays supported by Stellarium Virtual Observatory to Improve Students’ Understanding on Learning Solar System Eka C Prima; Chika L Putri; Fransisca Sudargo
Journal of Science Learning Vol 1, No 1 (2017): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v1i1.8708

Abstract

Solar system is an abstract phenomenon that needs to understand by junior high school students. The phenomenon cannot be observed directly in the classroom. In this research, the role-play model is first proposed to provide analogical phenomenon combined by Stellarium as an astrophysical virtual laboratory to give better visualization of Solar System Model. Role-play is a part of psychodrama used as a learning method to help students understand some aspects of science. However, the best strategy on this approach needs to be further investigated. The research attempts to improve students’ understanding on learning solar system. The role-play model is applied before or after using Stellarium virtual observatory as pre and post role-play learning designs, respectively. This research employed quasi-experimental method. The method used in this research is experimental with pretest-posttest design. There are three types of instrument used in this research. There are objective test, rubric, and questionnaire. The quantitative data of this research was collected by objective test (pretest-posttest), while the qualitative data is used to describe students’ performance and students’ responds in role-play. The result shows that there are statistically significant between pre role-play and post role-play. The N-gain of students’ understanding improvement on post role-play was 0.40 and pre role-play was 0.18. The result is confirmed by students’ performance and responds implying that students need learning concept previously so that they can perform role-play effectively.
The Development and Validation of Science Virtual Test to Assess 7th Grade Students' Critical Thinking on Matter and Heat Topic Yustika Syabandari; Harry Firman; Lilit Rusyati
Journal of Science Learning Vol 1, No 1 (2017): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v1i1.8531

Abstract

An efficient way to improve the quality of education in critical thinking is developing the better tests. The test has been shifted towards the use of computer-based procedures. Lack of specific topic of critical thinking tests in science and the advanced of technology made the researcher intended to develop and validate a test to measure students’ critical thinking in the matter and heat topic based on computer for seventh grade junior high school. Generally, the process of developing and validating the test consists of 5 steps: (1) content analysis; (2) constructing multiple choice items; (3) readability test and expert validation; (4) limited tryout; and (5) larger application. Based on larger application, it is obtained the reliability value, difficulty level, discriminating power and distractor quality. The method that used in this research was descriptive. The subject was 117 students of public Junior High School in Kabupaten Bandung. The instrument validation resulted 30 items that represent 8 elements and 21 sub-elements to measure students’ critical thinking based on Inch in matter and heat topic. The instrument is further called as Science Virtual Test Matter and Heat (SVT-MH). The alpha Cronbach (α) is 0.642 which means that the instrument is sufficient to measure students’ critical thinking matter and heat topic. The result also shows the profile of students in critical thinking is 73% categorized as ‘moderate’, while students respond the positive impression towards the use of SVT-MH.KeywordsScience virtual test, critical thinking, matter and heat, readability test, validity, reliability, students’ impression
Using Inquiry-based Laboratory Activities in Lights and Optics Topic to Improve Students’ Understanding about Nature of Science (NOS) Tiara Budi Wardani; Nanang Winarno
Journal of Science Learning Vol 1, No 1 (2017): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v1i1.8537

Abstract

ABSTRACTThe aim of this study was to determine the effect of inquiry-based laboratory activities on the students’ understanding of the nature of science (NOS) in learning lights and optics topic. The method used in this research is quasi experiment. Sampling technique using cluster random sampling and the samples were taken from grade 8 in one of junior high school in Bandung. The sample was 45 students, consisting of the experimental class (n = 24 students) and the control class (n=21 students). The experimental class is taught by inquiry-based laboratory activities, while the control class is taught by non-inquiry laboratory activities. The result of this research shows that the experimental class got N-Gain of 0.60, while the control class got N-Gain of 0.44, and both classes proven to have statistically significant different improvement.
The Profile of Students’ Critical Thinking Measured through Science Virtual Test on 9th Grade in The Theme of Living Things and Environmental Sustainability R. Auliya Ulul 'ilmi Fernandi; Harry Firman; Lilit Rusyati
Journal of Science Learning Vol 1, No 1 (2017): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v1i1.8506

Abstract

The aims of this study are: (1) to investigate the level students’ critical thinking skill on living things and environmental sustainability theme, (2) to examine the critical thinking difference among different gender, learning styles, and students’ motivation, and (3) to investigate the correlation between students’ critical thinking and students’ motivation. This research was conducted due to the importance of critical thinking evaluation or measurement to get current skill description as the basic information to improve critical thinking in junior high school. The method of this study was descriptive research method. 110 students from three junior high school in Kuningan was tested with Science Virtual Test on Living Things and Environmental Sustainability Theme for 9th Grade as the measurement tool of critical thinking based on Inch critical thinking elements, and are given learning style questionnaire and science motivation questionnaire. Generally, the mean scores on six elements and overall critical thinking score from descriptive statistics shows a moderate critical thinking attainments level, with the range 43.33  score 69.75, while other two elements shows low critical thinking attainments level (score  43.33). At significant level 0.05 there is no significant difference between male and female, and also there is no significant difference among visual, aural, read/write, and kinesthetic learning style in critical thinking, while significant difference is founded on three different students’ motivation (Low, Moderate, High) groups on four critical thinking element skills. Hence to support the tendency, the correlation test is conducted. The correlation test shows there is no correlation between critical thinking and students’ motivation (r = 0.155, p = 0.81).

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