Journal of Science Learning
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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<![CDATA[The Effect of Mobile Learning Integrated Traditional Games Egrang to Improve Multiple Representation Skills ]]>
<![CDATA[Anggi Datiatur Rahmat]]>;
<![CDATA[Insih Wilujeng]]>;
<![CDATA[Heru Kuswanto]]>
<![CDATA[ Journal of Science Learning Vol 6, No 4 (2023): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v6i4.57961
<![CDATA[Integrating traditional games into science learning can reconstruct local knowledge into scientific knowledge. One of the most popular technologies today is the mobile phone, which almost everyone uses. This study investigates the effect of mobile learning integrated with traditional games Egrang on students' multiple representation skills. This study used a quasi-experimental design of 64 7th junior high school students randomly assigned to experimental and control groups who learn motion and force concepts. Learning activities in the experimental class used mobile learning, while the control class used textbooks. The experimental class with (t = 8.78, p .05) and N-gain score 0.20. Besides, the control class with (t = 3.87, p .05) and N-gain score of 0.09. The study results found that students in the experimental class scored more in multiple representation skills than in the control class. Mobile learning integrated traditional games Egrang improves students' multiple representation skills, especially pictorial and mathematical representation. The results of this study can be used as a reference for integrating technology and indigenous knowledge into another science concept.]]>
<![CDATA[Effects of Web 2.0 Tools (Kahoot, Quizlet, Google Form Example) on Formative Assessment in Online Chemistry Courses ]]>
<![CDATA[Sibel Sadi Yılmaz]]>;
<![CDATA[Mehmed Diyaddin Yaşar]]>
<![CDATA[ Journal of Science Learning Vol 6, No 4 (2023): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v6i4.60479
<![CDATA[This study aims to examine the effects of using Kahoot, Quizlet, and Google Forms as gamification and formative assessment tools in the Chemistry II course conducted through synchronous online instruction during the COVID-19 period. The study was conducted based on a triangulation design, one of the mixed research designs in which quantitative and qualitative data collection tools and analyses are used together. This study was conducted with 32 volunteer participant students studying in the first grade of the science education department. The study used a Solutions Achievement Test (SAT) and a Chemical Kinetics Achievement Test (CKAT) as quantitative data collection tools. The results of the data analysis in the SAT and CKAT revealed a significant difference in favor of the posttest. The Student Opinion Questionnaire (SOQ), created using Conversational Interviews (CI) held with students throughout the implementation, was used as a qualitative data collection tool. The qualitative data analysis determined that the students did not participate in online classes due to the accessibility of the course video recordings, the absence of a compulsory attendance rule, and restricted access to the internet and technology. The use of Kahoot, Quizlet, and Google Forms in online classes and in students’ free time outside class had positive effects, namely enjoyable and productive lessons, contribution to professional teaching skills, reinforcement of learned knowledge, and students’ awareness of their learning levels through the feedback they received in a stress-free competitive environment. In addition, qualitative data were obtained to show that these applications were more effective in verbal subjects.]]>
<![CDATA[The Effect of Arduino-Based E-STEM Education on Students' Entrepreneurial Skills and STEM Attitudes ]]>
<![CDATA[Tolga Topcubaşi]]>;
<![CDATA[Aydın Tiryaki]]>
<![CDATA[ Journal of Science Learning Vol 6, No 4 (2023): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v6i4.60325
<![CDATA[The research aims to determine the effect of Arduino-based E-STEM education on entrepreneurship skills and STEM attitudes of 4th-grade students within the scope of science and social studies education. This research was designed within the framework of the nested pattern of the mixed research method. "Single group pre-test-post-test experimental design" was used in the quantitative phase of the research. The sample consists of 20 fourth-grade students. "Science-Based Entrepreneurship Scale", "STEM Attitude Scale," and "Semi-Structured Interview Form" were used as data collection tools. The qualitative data obtained were analyzed with content analysis, and the quantitative data were analyzed with the SPSS 26.00 package program. When quantitative data were analyzed, It was determined that Arduino-based E-STEM education increased students' entrepreneurial skills (Z=-2.507, p: .012) and had a positive effect on their attitudes towards STEM (Z=-3.060, p: .001). When qualitative data were analyzed, the students reported growing interest in engineering and technology-related careers. They described how engineers use engineering design processes in the project preparation process, collaborate and support one another, take on responsibilities for the team, and feel a sense of accomplishment when the team succeeds.]]>
<![CDATA[React Strategy Instruction Enriched with Inquiry-Based Experiments: Exploring Middle School Students’ Understanding of Mixtures ]]>
<![CDATA[Ayfer Mutlu]]>
<![CDATA[ Journal of Science Learning Vol 6, No 4 (2023): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v6i4.60515
<![CDATA[This study investigates the effectiveness of using a REACT strategy instruction enriched with guided inquiry-based experiments to improve 7th-grade students’ understanding of mixtures compared to conventional teacher-centered instruction. A convergent parallel mixed-method design was used, and 39 middle school students were divided into experimental (N = 19) and control (N = 20) groups. In the experimental group, REACT strategy instruction, whose experimenting stage was implemented using inquiry-based experiments, was carried out. In the control group, conventional teacher-centered instruction was conducted. Four concept cartoons were used for data collection. In addition to quantitative analyses, individual profile maps were drawn, and students’ explanations in the “Because” section of the concept cartoons were analyzed to gain deeper insight into students’ conceptual change. According to the results, a REACT strategy instruction enriched with guided inquiry-based experience effectively improves 7th-grade students’ understanding of mixtures and rectifies misconceptions compared to conventional teacher-centered instruction. Based on the results of the study, it can be recommended to use the REACT strategy teaching model enriched with inquiry-based experiments for remedying students’ misconceptions and to use concept cartoons not only as a learning strategy but also as a tool for data collection, which will enable better evaluation of students’ misconceptions.]]>
<![CDATA[Implementation of Research-Based Learning for Prospective Physics Teachers: A Case Study ]]>
<![CDATA[Handina Handina]]>;
<![CDATA[Siti Nurul Khotimah]]>
<![CDATA[ Journal of Science Learning Vol 6, No 4 (2023): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v6i4.57589
<![CDATA[Prospective physics teachers must have research skills because they will later utilize and transfer these skills throughout their teaching careers. However, research shows that students' research skills, including in Indonesia, are still low. In addition to equipping students with theoretical research knowledge, an emphasis is needed on the practical stage for prospective teachers in obtaining research skills. Using a reflective case study approach with qualitative methods, this research observes and describes the implementation of research-based learning for prospective physics teachers. The research-based learning was implemented through an experiment on resistance utilizing alternative tools and materials. Data was collected through participant observation from four participants, with the researcher as the main instrument. This study shows that the implementation of research-based learning provides an opportunity for prospective physics teachers to practice research skills and apply the scientific method to solve problems. More studies are needed regarding implementing research-based learning, especially in higher education.]]>
<![CDATA[The Effect of Augmented Reality Applications Integrated with Modeling on Pre-Service Science Teachers' Modeling Skills and Academic Achievements ]]>
<![CDATA[Nesrin Ürün Arıcı]]>;
<![CDATA[Ümit Şimşek]]>
<![CDATA[ Journal of Science Learning Vol 6, No 4 (2023): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v6i4.60780
<![CDATA[This study investigates the impacts of augmented reality applications integrated with modeling on pre-service science teachers' modeling skills achievements and determines their opinions toward the implementation process. This study used a simultaneous nested mixed method in which two online and face-to-face groups of fifty-six first-year pre-service science teachers were randomly assigned to the experimental groups. The "Weak Interactions Interparticles Academic Achievement Test", rubric, and diary forms were applied to evaluate pre-service teachers' achievements, modeling skills, and opinions. An independent sample t-test was used to compare face-to-face and online groups. A dependent sample t-test was chosen to compare within groups. Pre-service teachers' academic achievements in the online experimental group are higher than in the face-to-face experimental group. However, pre-service teachers' modeling skills are higher in the face-to-face group than in the online group. In addition, the results revealed that augmented reality application is more effective in pre-service teachers' academic success modeling skills. The qualitative results of this study revealed that face-to-face education had more positive views and welcomed this technology in terms of the learning and teaching process.]]>
<![CDATA[Unearthing the Academic Time Capsule: Delving into the Evolution of Science Education Among Indonesian Students ]]>
<![CDATA[Ikmanda Nugraha]]>
<![CDATA[ Journal of Science Learning Vol 6, No 4 (2023): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v6i4.60828
<![CDATA[The Indonesian education system, in general, still has many challenges in learning science. The results of the 2018 PISA survey put Indonesia in 74th place, which is sixth from the bottom. Indonesian students' reading ability, with a score of 371, is in the 74th position; Mathematics, with 379, is in the 73rd position; and Science, with a score of 396, is in the 71st position. This situation is intriguing to explore how history influences the education system's current conditions, especially in science learning. The article will explore the effect of changes in the education system on science learning in Indonesia. Exploration of science learning will start from the education system before the independence of Indonesia to the current education system. Using a historical approach, and this article concludes that political power influences change in the ideological orientation of the system and the direction of education, especially in education policy, curriculum changes, and learning activities. This change in situation plays a huge role in determining the achievements of current science learning and achievements.]]>
<![CDATA[Implementation of Chemo-entrepreneurship Through Project Based Learning to Determine the Level of Students' Soft Skills and Learning Motivation ]]>
<![CDATA[Farah Diana]]>;
<![CDATA[Abdul Gani]]>;
<![CDATA[Muhammad Syukri]]>;
<![CDATA[Arhamni Binti Hamid]]>;
<![CDATA[Nurazidawati Mohamad Arsad]]>
<![CDATA[ Journal of Science Learning Vol 6, No 4 (2023): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v6i4.57373
<![CDATA[Many factors in teaching chemistry influence students' soft skills and learning motivation. An attractive model is important in determining students' success in chemistry learning. This research aims to determine the level of soft skill abilities and students' learning motivation in implementing chemoentrepreneurship through project-based learning. The research methodology is quasi-experimental. In this study, 60 students were randomly selected from 162 MIPA class students who were grouped into 30 students in the experimental class and 30 in the control class. To determine the level of students' soft skill abilities and learning motivation, a survey was conducted on their learning activities. The N-gain value of learning motivation in the experimental class and control class was obtained at 0.68 and 0.40 (medium), while the N-gain value of soft skills was obtained at 0.63 (medium) and 0.28 (low). The percentage of learning motivation and soft skills in the experimental class with an average post-test of 84.68% and 80.54% (high), while in the control class with an average post-test of 73.53% and 68.33% (medium). The student soft skill and learning motivation hypothesis test findings show a substantial difference between the experimental and control classes.]]>
<![CDATA[The Effect Of Problem-Based Learning on Middle School Students' Environmental Literacy and Problem-Solving Skills ]]>
<![CDATA[Gülsüm Gök]]>;
<![CDATA[Gökçe Boncukçu]]>
<![CDATA[ Journal of Science Learning Vol 6, No 4 (2023): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v6i4.62781
<![CDATA[This study investigates the impact of the problem-based learning (PBL) model on middle school students' environmental literacy and problem-solving skills. A quantitative research study was conducted using a quasi-experimental design for this aim. The sample comprises 114 8th-grade students from a public middle school in Şanlıurfa, Turkey. Four intact classes were randomly assigned to experimental and control groups and instructed in sustainable development using the PBL model and curriculum-based instruction, respectively. Data were collected through the Environmental Literacy Questionnaire and the Problem Solving Skill Test and analyzed using Mixed-Between-Within ANOVA (Mixed-ANOVA) to assess the effectiveness of the instructional methods. The results revealed that PBL was more effective in developing environmental attitudes than curriculum-based instruction. However, it did not produce the same effect on environmental behavior. Furthermore, it can be asserted that PBL significantly enhanced students' problem-solving skills in the experimental group, while the scores of students in the control group remained unchanged. The implications of these findings were discussed. Given its positive outcomes, PBL is recommended for cultivating students with the requisite skills to become responsible citizens who can take action on environmental issues]]>
<![CDATA[Analogies Used in a General Biology Course: How is DNA Conserved Across Generations? ]]>
<![CDATA[Nazlı Rüya Taşkın Bedizel]]>;
<![CDATA[Nursen Azizoğlu]]>
<![CDATA[ Journal of Science Learning Vol 6, No 4 (2023): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v6i4.57909
<![CDATA[The present study has two main goals. First, it aims to examine the analogies an instructor uses about "DNA conservation across generations" in a university-level General Biology course. Second, it aims to examine the analogies used in those lessons according to Thiele and Treagust's framework. A qualitative case study design is adopted in the present study to investigate the cases in depth. Data were collected from an instructor with 35 years of teaching and research experience during a general biology course. According to the results, the instructor used many analogies, but seven of them were about to explain DNA conservation across generations. These analogies were analyzed by quoting the instructor and using figures and the classification mentioned above framework. It was noted that most of the analogies used by the instructor about DNA are structural-functional, verbal-pictorial, concrete, enriched, and embedded activators. For students to learn abstract concepts such as DNA correctly, this study provides examples of analogies that have been tried with well-established similarity relationships between source and target that engage students in the lesson. The effectiveness of the analogies on students' achievement and problem-solving skills can be tested in future studies.]]>
