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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 10 Documents
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Search results for , issue "Vol 6, No 2 (2023): Journal of Science Learning" : 10 Documents clear
Examination of Pedagogical Content Knowledge of Pre-Service Primary School Teachers towards STEM Kevser Sarı; Meltem Duran
Journal of Science Learning Vol 6, No 2 (2023): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v6i2.51275

Abstract

This study examines the pedagogical content knowledge of pre-service primary school teachers towards STEM. The research's study group consists of 202 pre-service primary school teachers studying at the faculty of education of two universities in the 2021-2022 academic year. The mixed method was used in the study. The survey model was used in the quantitative dimension of the study, and the case study was used in the qualitative dimension. The study's data were collected using the "STEM Pedagogical Content Knowledge Scale" and the "semi-structured interview form" developed by the researcher. A statistics program was used to analyze quantitative data, and content analysis was used to analyze qualitative data. According to the quantitative results of the study, the pedagogical content knowledge of pre-service primary school teachers towards STEM did not show the difference in terms of the variables of graduated high school, science proficiency, and desire to receive STEM education. In addition, differences were observed between the gender and technology sub-dimension, grade level and science and mathematics sub-dimension, having STEM knowledge and science sub-dimension, STEM competence and mathematics sub-dimension. According to the qualitative results of the study, it was determined that pre-service primary school teachers' perspectives toward STEM  education were positive. However, they considered themselves inadequate because they did not receive training.
Examination of Dynamic Mental Constructs and their Change Regarding Phases of the Moon Ali Sağdıç; Elvan Sahin
Journal of Science Learning Vol 6, No 2 (2023): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v6i2.51686

Abstract

An immense body of literature on astronomy studies has provided evidence that individuals perceive the lunar phases concept as difficult. Furthermore, many studies showed what erroneous explanations or alternative conceptions of lunar phases are. However, there is also a need to understand how individuals construct an explanation of the phases of the Moon. This paper aims to explore pre-service science teachers' construction process of their explanation regarding lunar phases via clinical interviews. The data were obtained from fourteen pre-service science teachers and analyzed, identifying their nodes and dynamic mental constructs. The results indicated that most pre-service science teachers did not organize their nodes consistent with normative scientific explanations. In addition, pre-service science teachers changed their dynamic mental construct while explaining different lunar phases, utilizing different media such as drawing and three-dimensional models, and responding to prompted questions. It was suggested that different opportunities, including technology-enriched activities regarding phases of the Moon, should be provided for pre-service science teachers to reorganize their nodes.
Redesigning Sciences Courses based on A Local Senior High School in Iloilo, Philippines’ Student Performances and Perspectives towards Hybrid Learning Approach Donna Hembra Gabor; Leona Marie Canaway Camano
Journal of Science Learning Vol 6, No 2 (2023): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v6i2.51743

Abstract

This study aimed to examine learners' perspectives on the hybrid learning approach, using printed modules and social media as learning materials to redesign science courses and improve their performances. This study involved 37 students from Tacuyong Sur National High School, 20 from the Grade 9 class and 17 from the Grade 12 Technical Vocational Livelihood (TVL) class in the fourth quarter of the school year 2021-2022. The 5-items multiple-choice test assesses student performance. A survey question determined learners' perspectives on hybrid learning after revising the delivery mode for science courses. Student performances based on their pre-test/post-test revealed the benefits and problems connected with the hybrid learning approach. Program for statistical analysis of sampled data (PSPP) interpreted the survey and student performance. Hybrid learning survey results revealed a practical approach to improve science learners' performances during the COVID-19 pandemic. Data results through teacher-technology innovation demonstrated the effectiveness of hybrid learning techniques to help teachers and curriculum planners redesign course subjects that improve science student performances.
A Meta-Analysis of the Effectiveness of Digital Technology-Assisted STEM Education Feyyaz Öztop
Journal of Science Learning Vol 6, No 2 (2023): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v6i2.52316

Abstract

The purpose of this study was to reveal the effect of digital technology-assisted STEM (Science, technology, engineering, and mathematics) education on academic achievement. To achieve this purpose, experimental studies, including pre-test and post-test, were examined by meta-analysis. The study's data were obtained from 34 studies that met the inclusion criteria due to the searches made in the Databases of the National Thesis Center of the Council of Higher Education, where Turkey's postgraduate theses are located. Effect sizes of 38 comparisons were calculated from these studies. The study calculated effect sizes based on Cohen’s d coefficient. The effect size obtained after the analysis was found to be d=2.582. This finding shows that STEM education assisted by digital technology greatly affects academic achievement. In addition, a significant difference was found between the effect sizes in the study according to the level of education and the subject discipline of academic achievement. This research is expected to contribute to educational practice and future research.
The Effect of Argument-Driven Inquiry (ADI) on Argumentation Skills and Students' Concept Mastering of Human Excretory System Materials Vita Riyanti; Yanti Hamdiyati; Widi Purwianingsih
Journal of Science Learning Vol 6, No 2 (2023): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v6i2.54634

Abstract

This study aims to determine the effect of the Argument-Driven Inquiry (ADI) learning model on students' argumentation skills and mastery of concepts in human excretory system material, especially in the sub-material of kidney disorders. The research method used quasi-experimental with a group pretest-posttest design. The sample of this research was second-grade MIPA students in one of the high schools in Bandung, which consisted of 29 students in the experimental class and 25 students in the control class. The purposive sampling technique did the sampling. The study used some instruments, which consisted of a test of argumentation skills in the form of essay questions, an exam of mastery of concepts in the form of multiple choice, and a questionnaire on student responses to learning using the ADI learning model. The results showed that the ADI learning model had a more significant effect on argumentation skills in the experimental class than in the control class, with a significance value of 0.019. The quality of students' argumentation was at level 3. However, the ADI learning model did not significantly affect students' mastery of concepts in the excretory system material because a significant difference was not found between the pretest and posttest data in both research classes. Student response data shows students respond completely well to applying the ADI learning model. Therefore, the ADI learning model is recommended for biology teachers to improve students' argumentation skills and concepts mastery in other biological materials.
The Development of FunLABS Android-Based Application Using Unity Software as Learning Media to Explore Students’ Motivation on Acid, Base, and Salt Topic Yulianita Nursakinah; Eka Cahya Prima; Rika Rafikah Agustin
Journal of Science Learning Vol 6, No 2 (2023): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v6i2.50447

Abstract

The lack of digital media to support middle school chemistry learning needs further expanded. Hence, an Android application as a learning media on acid, base, and salt topics was needed. This study aims to develop FunLABS (Fun Learning Acid, Base, and Salt) android-based applications. This study used a DDD-E model of development as a research method, and it consists of deciding stage, designing stage, developing stage, and evaluating stage. The deciding stage begins with analyzing the content and the software developed. The design stage consists of drawing a flowchart and the storyboard. Then, in the developing stage, the application was developed based on the previous stage. The last is the evaluation stage, which involves three expert judges, three science teachers, and forty students chosen to review the application by convenience sampling. The results from the expert's judgment show an average score of 3.54. The results from teachers show an average score of 3.49. The results from students show an average score of 3.51. The profile of students' motivation score after operating the FunLABS Application is 77.87% which is described as good motivation. Hence, the results from the experts, science teachers, and students showed positive feedback, and the application was completely revised. The FunLABS Android application can be used in the learning activity to explore students' motivation on acid, base, and salt topics.  
The Effect of Calorie Tracking on Eating Behaviors of University Students Bülent Keskin; Esra Özay Köse
Journal of Science Learning Vol 6, No 2 (2023): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v6i2.57452

Abstract

This paper aims to determine whether tracking calories using a mobile application without any nutrition education has a positive effect on the eating behaviors of university students. The concurrent design, one of the mixed methods designs, was used to compare the quantitative and qualitative data analysis results. The participants are 108 university students who voluntarily agreed to participate in the study. In the quantitative part of the study, a calorie tracking form was used; in the qualitative part, an interview form was used to determine eating behaviors. The students were not given any information about healthy nutrition and were only asked to track calories. The change in body mass index values obtained from the calorie tracking form is presented with the Wilcoxon signed ranks test. In evaluating the data obtained from the interview form determining eating behaviors, the data were categorized by content analysis, and the categories were presented as percentage values. According to the data obtained, it has been observed that positive behavioral changes in terms of nutrition can be created even without giving any information about healthy nutrition to the students, just by making them track calories. As a result of the activity, they became aware of which foods would make them gain weight and which would not and gained positive eating behaviors. Based on the results obtained from this study, recommendations for future studies and public health were made.
Effects of Soil Textures, Soil Settlements, and Soil Water-Holding Capacity on Landslides: An Experimental Study for Science Teachers Donna Hembra Gabor
Journal of Science Learning Vol 6, No 2 (2023): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v6i2.54618

Abstract

Experimentation is a contributing factor to the interest and meaningful learning of Science. In Geology and Earth Science, the effects of soil textures, settlements, and water-holding capacity are parameters for landslides in Barotac Viejo and other flooded areas. Landslides are triggered during heavy rainstorms, causing severe property damage and casualties. This experimental study aims to determine how these parameters are factors for landslides and give accurate information to Science teachers. The study uses two methods to provide ease and continuity of measurements and settings using the Fourier Transform Infrared(FTIR) spectroscopy in analyzing the soil textures. The Imhoff cone instrument is for the settling and water-holding capacity of the soil. FTIR Soil analysis reveals that contents of clay and organic matter directly affect soil water-holding ability due to the larger surface area. A landslide-prone zone has a lesser settling time except for the sand that settles fastest due to larger masses. This study is crucial for science teachers teaching geology and earth sciences besides forecasting and preventing geohydrological processes and developing better landslide warning strategies to mitigate risks and reduce socioeconomic damage.
The Effectiveness of the Problem-Based Flipped Classroom Learning Model to Improve Conceptual Understanding of Physics Teacher Candidates on Crystal Structure Material Heni Rusnayati; Wawan Ruswandi; Tiara Husnul Khotimah
Journal of Science Learning Vol 6, No 2 (2023): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v6i2.56316

Abstract

The limited time allocation for lectures in the classroom is an obstacle to presenting student-centered learning. This is one of the factors that prospective physics teacher students experience conceptual difficulties, especially in crystal structure material. So the purpose of this study was to determine the effectiveness of the problem flipped classroom learning model on understanding the concepts of prospective physics teacher students on crystal structure material. This study used a quasi-experimental method with a one-group pretest-posttest research design. The subjects of this study were 16 students who took solid-state physics courses. Data analysis techniques were carried out using normality tests, homogeneity tests, and pretest and posttest average difference tests. Then test the N-gain to see the increase in the pretest and posttest results and continue with the effect size test using the effect size. The instrument used was a test of mastery of the concept of crystal structure material. The results of the paired sample t-test analysis show that the Problem Based Flipped Classroom significantly influences learning outcomes with a t value of 11.439 with a significance of 0.000. Students' understanding of crystal structure material has increased with an N-Gain of 0.75, which is in the high category. This means that the pretest and posttest scores have a high increase. While the results of the effect size test obtained a score of d = 2.86, which means that learning with the Problem Based Flipped Classroom has a strong effect on student learning outcomes on crystal structure material.
The Effect of Science-Based Courses on Student Teachers' Biophilia Levels Esra Ozay Kose; Seyda Gul; Abdurrahman Sefali
Journal of Science Learning Vol 6, No 2 (2023): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v6i2.54928

Abstract

This study examines the effect of science-based courses on student teachers' biophilia levels. Based on the quantitative research approach, this study was conducted using a quasi-experimental method. The sample of the study consists of 146 student teachers studying at the education faculty of a state university in the fall semester of the 2022-2023 academic year. The sample group was conducted with student teachers who chose four different science-based courses and voluntarily participated in the study. The Biophilia Scale with 25 items was used as a data collection tool. The findings showed that the biophilia levels of the participants in all four courses showed significant differences in favor of the post-tests. The findings also showed that the "environmental science" course's scale scores significantly differed from the other courses. In other words, the biophilia levels of student teachers who attended environmental science courses increased less than in the other courses. When the increase in biophilia level of student teachers according to their genders is examined, no difference was observed. As a result of the findings, it was suggested that more activities should be included in science-based lessons to increase students' biophilia levels.

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