cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Eka Cahya Prima
Contact Email
ekacahyaprima@upi.edu
Phone
-
Journal Mail Official
ekacahyaprima@upi.edu
Editorial Address
-
Location
Kota bandung,
Jawa barat
INDONESIA
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.
Arjuna Subject : -
Articles 10 Documents
 1 
Search results for , issue "Vol 4, No 2 (2021): Journal of Science Learning" : 10 Documents clear
Exploring Preschool Teachers' Pedagogical Content Knowledge: The Effect of Professional Experience Ali Yigit Kutluca
Journal of Science Learning Vol 4, No 2 (2021): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v4i2.31599

Abstract

This study aimed to explore the pedagogical content knowledge (PCK) of preschool teachers. This multiple case study was conducted with the participation of two preschool teachers. In this way, two preschool teachers' PCK about science teaching was examined, and it was attempted to determine the underlying causes of their pedagogical conceptualizations about any subject. Therefore, the participants were asked to create a lesson plan specific to the subject matter they selected, answer the interview questions about PCK, and implement the lesson plan they created. While the participants' responses to the lesson plan and PCK interview questions were analyzed by inductive content analysis based on the constant comparative method, classroom observations were evaluated with an analytical evaluation rubric. Furthermore, PCK maps showing the interaction between the subject-specific and unique PCK components of preschool teachers were created. Results revealed that teachers did not have sufficient knowledge about science teaching and that their PCK tended to change according to professional experience. It was determined that experienced teachers had more teacher-centered orientations than less experienced teachers with more student-centered orientations. Moreover, it was observed that professional experience increased the relationship between the PCK components.
Comparative Effects of Argumentation and Laboratory Experiments on Metacognition, Attitudes, and Science Process Skills of Primary School Children Jale Kalemkuş; Şule Bayraktar; Sabahattin Çiftçi
Journal of Science Learning Vol 4, No 2 (2021): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v4i2.27825

Abstract

The purpose of this study is to investigate and compare the effects of laboratory experiments and argumentation-based science teaching on science process skills, metacognitive awareness levels, and attitudes towards science of 4th-grade elementary school students. In this study conducted according to the quantitative research method, a pre-test and post-test quasi-experimental design were used with two experimental groups and a control group. Students from three classes of an elementary school participated in the study (N = 98). "Science Process Skills Test", "What Do I Really Think about Science Scale", and "Metacognitive Awareness Scale" were employed to collect data for the research. The study results showed that the science process skills of the 4th-grade students improved significantly in both experimental groups, which were taught by employing experiments and argumentation. Students' metacognitive awareness levels and attitudes towards science developed in all three groups.  However, it was observed that the development was higher in the groups in which science teaching based on experiments and argumentation-based science teaching was performed, compared to the control group.
Android-based Animation for Chemical Elements and Experiments as an Interactive Learning Media Dedi Saputra; Burcu Gürbüz; Haryani Haryani
Journal of Science Learning Vol 4, No 2 (2021): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v4i2.28787

Abstract

The use of smartphone technology with various operating system platforms and Android is also widely used in education. Various types of applications were created to support the learning process at school and outside of school. The purpose of this research is to create an alternative learning media in the form of an interactive animation application that utilizes smartphone technology on material or topic discussion of elements and chemical experiments in the eyes of chemistry lessons. This android-based interactive animation application is focused on periodic table material that provides necessary information about elements and chemical experiments that include PH solutions, electrolyte solutions, and synthetic reactions in them. The application is designed using the Construct 2 application software, HTML 5 programming language, the Intel XDK compiler with the waterfall software development method, and BlackBox testing as a software testing method. This study's results are in the form of an Android-based learning application to test chemical elements hoped that this application could be implemented for chemistry subjects. Especially for high school students, as an attractive alternative learning media to make it easier to understand chemistry.
Comparison of the 7th Grade Students’ Accomplishments in Skill and Acquisition Based Assessment-Evaluation Ali Kolomuc; Zafer Karagölge
Journal of Science Learning Vol 4, No 2 (2021): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v4i2.28618

Abstract

This study compares the successes of numbers 94 7th grade students in science education with assessment-evaluation questions based on skill and acquisition. Assessment-evaluation achievement tests based on skill and acquisition were developed by researchers towards the measurement of force and acquisitions in friction units taking place in the 7th-grade curriculum. While skill-based questions are being prepared, High School Entrance Exam (HSEE) and international exams such as Programme for International Student Assessment (PISA) were developed due to inspiration from Trends in International Mathematics and Science Study (TIMSS) exam questions and acquisition-based assessment and evaluation questions were taken from pre-exam books. It was found that the reliability coefficient for the traditional test is 0.70 and for the skill-based test is 0.72. At the same time, students’ opinions were taken to detect students' perspectives against skill and acquisition-based questions after application. According to the statistical results gathered from research, the academic achievements of students who are prepared with the same acquisitions and applied with skill and acquisition-based assessment-evaluation questions were analyzed. It was determined that despite the lack in solving skill-based questions, students were successful in acquisition-based assessment-evaluation. The students' average success in the acquisition-based test was 76 out of a hundred, and the average score in the skill-based test was 44. Besides, it can be considered to extend skill-based questions for Turkey to go beyond successes.
An Investigation of Junior High School Students' Science Self-Efficacy and its Correlation with Their Science Achievement in Different School Systems Rena Siti Hasanah; Hayat Sholihin; Ikmanda Nugraha
Journal of Science Learning Vol 4, No 2 (2021): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v4i2.27275

Abstract

Based on PISA 2018 result, the science achievement of Indonesian students was below average. Some factors influence students' achievement in learning science, such as motivation, emotion regulation, self-efficacy, and school system. This study investigates students' self-efficacy in learning science in different school systems. The present investigation aims to discover students' self-efficacy levels in public and private schools. By looking at students' self-efficacy levels, this study determines its correlation with science achievement. There were 170 public school students and 107 private school students in Bandung City involved in the study. This study employed a correlational research design to determine the correlation between two variables. The correlation analysis was done in each school. Thus, Spearman-rank correlational analysis was used to investigate the correlation between the two variables in three public schools and two private schools. Also, Person-correlational analysis was used for the other private school. The results show that students' self-efficacy in public and private schools was in the medium levels. Seventy-eight point eight public-school students and 76.6% of private school students were classified at the medium level. However, there was no correlation between students' self-efficacy and their achievement in learning science both in public and private schools.
Enhancing Students’ Scientific Literacy using Virtual Lab Activity with Inquiry-Based Learning Liandha Arieska Putri; Anna Permanasari; Nanang Winarno; Nur Jahan Ahmad
Journal of Science Learning Vol 4, No 2 (2021): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v4i2.27561

Abstract

Laboratory activity is closely related and yet is essential in the process of science teaching-learning. The hands-on laboratory experiment is the one normally used in school. Particularly with the state of online schooling, it is quite challenging to perform a hands-on laboratory activity. The combination of inquiry-based learning with virtual lab activity can be an alternative to developing a more alluring yet meaningful learning process within online learning. This research aims to analyze virtual lab activity with inquiry-based learning on students’ scientific literacy in light and optics topics. Participants were taken from junior high school students in the 8th-grade in Bandung, Indonesia. It includes 40 students with 14 males and 26 females with ages range 13-14 years old who have not yet studied light and optics. A pre-experimental research method with a one-group pre- the post-test design was used. The finding indicates that students’ scientific literacy was significantly increased with a medium category (N-Gain score 0.441). Based on this research, virtual-lab activity with inquiry-based learning could be considered an alternative to conducting a meaningful online learning activity, especially in science education.
Awareness of Turkish Pre-Service Teachers about the Risks of Electromagnetic Radiation in Daily Life Cases Handan Ürek
Journal of Science Learning Vol 4, No 2 (2021): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v4i2.30274

Abstract

This study aimed to investigate Turkish pre-service teachers' awareness about electromagnetic radiation risks, which stem from diagnostic imaging at the hospitals and cell phone use in daily life. The study was based on survey research. A total of 138 education faculty students from the fields of Science Teaching [ST], Classroom Teaching [CT], and English Language Teaching [ELT] participated in the study. Data were collected with the help of a questionnaire involving five cases. Both qualitative and quantitative approaches were utilized in data analysis. The results showed that most of the participants agreed on the hazardousness of the cases. However, their risk awareness varied from case to case. Most ST and CT students were determined to possess acceptable responses in addition to partially acceptable responses. On the other hand, ELT students were determined to favor unacceptable responses. Besides, the participants held several misconceptions. To conclude, the participants' awareness levels were found to be significantly related to their educational field for all cases except the first case. Addressing such popular subjects in the elective courses for all undergraduate students during university education is expected to provide beneficial results.
Investigation of Middle School Students’ Attitudes towards Science, Technology, Engineering and Mathematics (STEM) Education and Determination of the Predictors Cennet Göloğlu Demir; Nagihan Tanik Önal; Nezih Önal
Journal of Science Learning Vol 4, No 2 (2021): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v4i2.28859

Abstract

The purpose of the current study is to investigate middle school students’ attitudes towards Science, Technology, Engineering, and Mathematics (STEM) education and to determine the predictors of these attitudes. The study was designed according to the relational survey model, one of the quantitative research designs. The sample of the study is comprised of 408 middle school 6th, 7th, and 8th-grade students. The data of the current study were collected using a STEM-oriented attitude scale. An independent samples t-test, one-way variance analysis, and stepwise multiple regression analysis were used to analyze the collected data. As a result of these analyses, it was determined that the students’ attitudes towards STEM vary significantly depending on the students’ gender, grade level, participation in in-school and out-of-school social activities, science and mathematics achievement. The most effective three predictors of STEM were found to be science achievement, being a 6th grader, and being female. The state of being female was found to be negatively correlated with the prediction of the attitudes towards STEM. As a conclusion of the study, suggestions were made to eliminate gender-based differences in STEM attitudes, increase STEM activities in upper grades, and for career planning.
The Effect of Inquiry-Based Collaborative Learning and Inquiry-Based Online Collaborative Learning on Success and Permanent Learning of Students Nurullah Korkman; Mustafa Metin
Journal of Science Learning Vol 4, No 2 (2021): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v4i2.29038

Abstract

This study aims to specify the effect of inquiry-based collaborative learning and inquiry-based online collaborative learning methods on students' success and permanent learning. In this quantitative study, a pre-test post-test non-equalized control group model of quasi-experimental design has been used. The study's sample comprises 64 students, 32 in the experimental and 32 in the control group, determined by the stratified sampling method. The research has taken place in four stages. Firstly, an achievement test for chemical bonds subject has been applied as a pre-test to both experimental and control groups. The researchers have developed the test; it consists of 33 questions. Secondly, chemical bonds have been taught to control groups with inquiry-based collaborative learning methods and experimental groups with inquiry-based online collaborative learning methods. The achievement test has been applied to both groups as a post-test in the third stage. The same test has been applied as a retention test six weeks later. In the analysis of tests, dependent and independent samples t-test have been used in p=.05 significance level. The research results show that the inquiry-based online collaborative learning method is more effective on students' success and permanent learning than other methods.
Nanotechnology Attitude Scale Development Study for Pre-Service Science Fields Teachers Tuba Şenel Zor; Adnan Kan
Journal of Science Learning Vol 4, No 2 (2021): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v4i2.23753

Abstract

This study aims to develop a measurement tool to measure pre-service teachers' attitudes (PST) in science fields towards nanotechnology. For this purpose, a five-point Likert-type scale consisting of 55 items applied to 373 PST who enrolled in science fields (Science, Chemistry, Biology, Physics) at the grades 1st, 2nd, 3rd, and 4th at a public university in Turkey. The exploratory factor analysis (EFA) determined that the scale had a 3-factor structure consisting of 24 items and the factors explained 55.854% of the total variance of the attitude variable. Verification of the model was tested by applying confirmatory factor analysis (CFA). The CFA data obtained from 770 PST enrolled in science fields at the grades 1st, 2nd, 3rd, and 4th at two different public universities in Turkey. The results obtained from CFA were in agreement with the model obtained by EFA. Cronbach's alpha (Cr-α) reliability of the scale calculates to be 0.926. Findings from the validity and reliability analyses show that the scale is a valid and reliable measurement tool that can measure pre-service science fields teachers’ (PSSFT) attitudes towards nanotechnology.

Page 1 of 1 | Total Record : 10

 1 

Filter by Year

2021 2021


Reset
Filter By Issues
All Issue Vol 8, No 2 (2025): Journal of Science Learning Vol 7, No 2 (2024): Journal of Science Learning Vol 7, No 1 (2024): Journal of Science Learning Vol 6, No 4 (2023): Journal of Science Learning Vol 6, No 3 (2023): Journal of Science Learning Vol 6, No 2 (2023): Journal of Science Learning Vol 6, No 1 (2023): Journal of Science Learning Vol 5, No 3 (2022): Journal of Science Learning Vol 5, No 2 (2022): Journal of Science Learning Vol 5, No 1 (2022): Journal of Science Learning Vol 4, No 4 (2021): Journal of Science Learning Vol 4, No 3 (2021): Journal of Science Learning Vol 4, No 2 (2021): Journal of Science Learning Vol 4, No 1 (2020): Journal of Science Learning Vol 3, No 3 (2020): Journal of Science Learning Vol 3, No 2 (2020): Journal of Science Learning Vol 3, No 1 (2019): Journal of Science Learning Vol 2, No 3 (2019): Journal of Science Learning Vol 2, No 2 (2019): Journal of Science Learning Vol 2, No 1 (2018): Journal of Science Learning Vol 1, No 3 (2018): Journal of Science Learning Vol 1, No 2 (2018): Journal of Science Learning Vol 1, No 1 (2017): Journal of Science Learning More Issue