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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 15 Documents
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Search results for , issue "Vol 5, No 1 (2022): Journal of Science Learning" : 15 Documents clear
The Effect of Using Web-Based Interactive Learning Media for Vocational High School Students to Understanding of Looping: Qualitative Approach Dwi Fitria Al Husaeni; Enrico Nabil Qois Budisantoso; Mushfani Ainul Urwah; Nissa Nur Azizah; Putri Zukhruf Dinata; Shandini Apriliany; Herbert Siregar
Journal of Science Learning Vol 5, No 1 (2022): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v5i1.35534

Abstract

This study aims to evaluate the effect of the use and development of interactive and visual learning media in learning looping by utilizing a web-based digital platform called Loopers. The research design used a qualitative descriptive with case study approach in-depth interview technique. The subjects of this research are five students of the State Vocational School Pekerjaan Umum, Bandung, Indonesia. We use three phases in conducting research through 1) problem and needs analysis, 2) web design, and 3) implementation and testing. Loopers was developed using the waterfall method. Loopers can demonstrate the implementation of a productive learning process and measure the effectiveness of interactive and visualized learning media. The findings show that Loopers can effectively facilitate experimental demonstrations and written modules. Respondents think this learning media is effective and can increase their interest, motivation, and interest in learning looping material. The next research is to enrich the Loopers feature and conduct trials with larger respondents.
The Effects of The Problem-Based Learnıng Supported by Experiments in Science Course: Students' Inquiry Learning and Reflective Thinking Skills Huriye Deniş-Çeliker; Seda Dere
Journal of Science Learning Vol 5, No 1 (2022): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v5i1.32076

Abstract

This study aims to investigate the effect of the problem-based learning method supported by experiments on the inquiry learning skills of secondary school students and their reflective thinking skills for problem-solving. This research uses a quasi-experimental design with a pretest-posttest control group. This study consists of 21 students in the experimental group and 22 students in the control group from the sixth grade of a public secondary school in Turkey. The inquiry learning skills and reflective thinking skills scale for problem-solving were used as data collection tools in the research. The Electricity Transmission unit was carried out in the experimental group with problem-based learning scenarios supported by the experiment. Activities based on the science course curriculum were carried out in the control group. SPSS-21 was used to analyze the data. As a result of the study, it was concluded that the post-test scores of the inquiry learning skills scale of the students in the experimental group differed statistically significantly from those of the control group students, and this difference was in favor of the experimental group. No significant difference was found between the experimental and control groups in post-test scores regarding reflective thinking skills for problem-solving.
A Content Analysis Study towards Researches Regarding Context-Based Learning Approach in Science Education by Between Years 2010 and 2020 in Turkey Büşra Arik Güngör; Mustafa Metin; Sibel Saraçoğlu
Journal of Science Learning Vol 5, No 1 (2022): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v5i1.33074

Abstract

The purpose of this study is to study research regarding the context-based learning approach in science education between 2010 and 2020 in Turkey. In this study, a descriptive content analysis method was used to analyzed 86 articles on context-based learning in science education published in 67 different journals. According to some variables such as the year of publication, purpose, area, method, sample, number of samples, data collection tool and data analysis techniques. The Research Classification Form developed by the researchers was used in the analysis of the data. The data were analyzed using descriptive content analysis. Most studies in the field of context-based learning approaches in science education were published in 2019. Most of the studies aimed to determine the effects of the method on achievement and attitude and were carried out within science. The experimental method was preferred among the quantitative methods in the studies. Most of the studies were conducted with secondary school students, and the number of participants was in the range of 0-100. Achievement tests and attitude scales were used extensively as data collection tools, and content analysis and t-test were used extensively in data analysis techniques. According to the results obtained in the research, it is suggested that the researches on the context-based learning approach should be conducted in areas other than science education.
Scientific Story Writing Technique in the Alternative Assessment of the Subject of Liquids: The Sample of Science and Biology Teaching Students Gamze Dolu; Handan Ürek; Ayberk Bostan Sarıoğlan
Journal of Science Learning Vol 5, No 1 (2022): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v5i1.33039

Abstract

The present study aims to investigate university students’ conceptions of liquids with the help of the scientific story writing technique, which is one of the alternative assessment techniques. The study group comprised students studying science (n=50) and biology teaching departments (n=20) in Turkey. Thus, the study carries within two groups. In both groups, computer-supported teaching was carried out by the same researcher for two weeks regarding the subject of liquids. After this process, a scientific story writing technique applies to collect study data. In data analysis, utilized content analysis and descriptive statistics. Firstly, determined the statements involved in students’ stories. Afterward, ordered the statements under the categories ‘scientifically acceptable’, ‘partially acceptable,’ ‘scientifically unacceptable,’ and ‘not coded.’  The findings showed that the category with the highest percentage in the stories of both groups was the scientifically acceptable category. This result indicated that most of the students figured out the subject. However, I encountered several misconceptions also in students’ statements. Therefore, enrichment of learning methods is needed to eliminate student misunderstandings detected in learning.
Development of the STEM-Pedagogical Content Knowledge Scale for Pre-service Teachers: Validity and Reliability Study Behiye Akçay; Filiz Avcı
Journal of Science Learning Vol 5, No 1 (2022): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v5i1.36293

Abstract

This study aims to develop a valid and reliable scale to determine the STEM-Pedagogical Content Knowledge (STEM-PCK) levels of pre-service teachers. This study was conducted in the  2018-2019 academic year with 322 pre-service teachers in Turkey. In the study, one of the mixed method typologies, Exploratory Sequential Design was applied. The scale was submitted for evaluation by four experts to determine the content and face validity. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) was performed to determine the construct validity of the scale. As a result of EFA, the scale had five factors including STEM Pedagogical Knowledge, Pedagogical Knowledge, Engineering Pedagogical Knowledge, Mathematics Pedagogical Knowledge and Science Pedagogical Knowledge.As a result of CFAχ ² / df = 2.7085, RMSEA = .073, RMR = 0.0420, SRMR = .0667, NFI = .940, NNFI = .960, CFI = .961, IFI = .962, RFI = .938 values were reached and the factor structure determined to be suitable.To determine the reliability of the scale, internal consistency and test-retest reliability analyzes were made. Internal consistency reliability value of the scale was found as .977. The final form of the STEM-PCK scale is a 5-point Likert type that includes 57 items and 5 factors.

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