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 14 Documents
 1   2 
Search results for , issue "Vol 5, No 3 (2022): Journal of Science Learning" : 14 Documents clear
Online Flipped Classroom: Developing Postgraduate Science Education Students’ Critical Thinking Skills Wahono Widodo
Journal of Science Learning Vol 5, No 3 (2022): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v5i3.43107

Abstract

During the Covid-19 pandemic, online learning should be carried out through innovative methods. This study aims to determine whether implementing an online flipped classroom, with converting all face-to-face sessions into virtual face-to-face sessions, can facilitate the development of critical thinking skills of postgraduate science education students in the School Physics course. This quantitative study used one group pretest-postest research design. The subjects were postgraduate science education students who took School Physics courses in the first semester at one of the public universities in Indonesia. Online Flipped classroom was supported by Google Classroom Learning Management System (LMS). Critical thinking skills data in School Physics were obtained through tests. Data were analyzed using a description of normalized changes (c) and nonparametric-inferential analysis with the Related-Samples Wilcoxon Signed Rank Test. The results showed that the online flipped classroom could facilitate the development of the students’ critical thinking skills with an average normalized change of .71 in a high category. Even though the students felt the benefits of an online flipped classroom, they still wanted a face-to-face learning mode to be carried out soon.
Difficulties Encountered by a Dyslexic Secondary School Student in Learning Science and Suggestions for Solutions Hamiye Tırıl; Seda Okumuş
Journal of Science Learning Vol 5, No 3 (2022): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v5i3.44559

Abstract

This study aims to reveal the problems faced by a dyslexic student in learning science and determine what can be considered an effective science teaching method for this kind of learner. The case study design was used, and the study was conducted with a 7th-grade dyslexic female student. This study used observations and a semi-structured interview form as data collection tools. According to the findings, the problems faced by the student with dyslexia in learning science were generally compatible with the literature and immediately affected science learning. It was deduced that the student's reading skills, writing skills, motor skills, attention, memory and comprehension, language skills, use of sensory organs, and math skills are effective in learning science and that the development of these skills is necessary for understanding and comprehending science. In order to develop these skills, it is predicted that technology-based student-centered activities and individualized teaching may be beneficial, which is in line with the constructivist philosophy. In addition, it may be practical to give technology-supported reading extracts containing scientific texts, tasks involving social interaction, and writing tasks to improve students' reading, writing, and language skills.
9th Grade Students' Learning of Designing an Incubator through Instruction Based on Engineering Design Tasks Fethiye Karsli Baydere; Aydın Murat Bodur
Journal of Science Learning Vol 5, No 3 (2022): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v5i3.47226

Abstract

In this study, a STEM activity was designed in which 9th-grade students can complete the task of making incubators by overcoming the difficulties they face in the engineering design process. This activity has been handled in the context of energy conversion and prepared based on the engineering design process consisting of 9 stages. The activity was applied to 34 (19 females and 15 males) 9th-grade students studying at a public school in the Eastern Black Sea Region in Turkey in the fall semester of the 2019-2020 academic year. This application took 7 lesson hours (7x40 minutes) in total. At each stage of the engineering design process, students worked like an engineer and scientists by collaboratively conducting scientific research and inquiry. Throughout the process, students were confronted with several difficulties, given the time and opportunity to help them develop STEM literacy. More importantly, the students had the opportunity to experience a STEM activity by putting the steps of the engineering design process into practice.
The Effect of Engineering Design-based STEM Activities on the Refugee Students’ Sense of School Belonging Sema Altun Yalçın; Şeyma Güvenç Günsel; Zehra Çakır
Journal of Science Learning Vol 5, No 3 (2022): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v5i3.39846

Abstract

In the research, the effect of engineering design-based STEM activities on the school belonging to seventh-grade refugee students was examined. A mixed-method was used in the research. The research sample consists of 32 Syrian refugee students studying in the 7th grade in the fall semester of the 2019-2020 academic year. The study lasted for ten weeks, with two lessons per week. In addition, the “School Attachment Scale for Children and Adolescents” was used as a quantitative data collection tool. On the other hand, qualitative data collection tools were used as “STEM Education Reflective Diary Form, STEM Education Interview Form, and Teacher Interview Form,” which were prepared based on quantitative scale items. Statistical methods were used to analyze the quantitative data obtained in the research, and content analysis was used in the qualitative data analysis. The quantitative data showed a significant difference between the pre-test and post-test scores. As a result, It was concluded that the engineering design-based STEM activities carried out contributed positively to the individual and social development of Syrian refugee students; their positive attitudes towards the lesson and the teacher impacted their sense of belonging to the school.

Page 2 of 2 | Total Record : 14

 1   2 

Filter by Year

2022 2022


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