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 8 Documents
 1 
Search results for , issue "Vol 7, No 2 (2024): Journal of Science Learning" : 8 Documents clear
Exploring the Influence of Science Lessons Through Text-Based Explanations and Game-Based Explanations Mixed With A Socio-Scientific Approach on Issues on Students Rational Thinking Ability and Mistaken Understanding Nurul Huda Ramadhan; Wirawan Fadly; Nurzatulshima Kamarudin
Journal of Science Learning Vol 7, No 2 (2024): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v7i2.67372

Abstract

In both private and public education, several institutions may use game-based explanations. However, it does not rule out the possibility that most educational institutions use text-based explanations, which makes students tend to get bored because they only have to read and listen, so another alternative is needed: game-based explanations that can stimulate students' enthusiasm. Students improve their rational thinking abilities by adding a socio-scientific approach to reduce student misunderstandings. The method used in this research is a quantitative approach with a quasi-experimental design type of research. Hence, the research uses control and experimental classes for evaluation. The sample used was 29 students for the control class and 27 students for the experimental class. Based on the results obtained on rational thinking, the effect of conventions on rational thinking is 0.19, so there is no significant difference, and the post-test is 0.38, so there is a significant difference.In contrast, the effect obtained on the misunderstanding effect of conventions is 0.03. There is also no significant difference, but based on the average results of the experimental class, it is relatively superior to the control because the average of the experimental class is 83 and of the control class is 66, so game-based explanations are quite more influential than text-based explanations. This study offers insights into integrating multiple teaching methods to improve students' rational thinking skills, reduce misunderstandings, and make science learning more engaging.
Exploring the Use of Social Media in Science Learning Environments: A Systematic Literature Review Pinky Kusuma Ningtyas; Hayuni Retno Widarti; Parlan Parlan
Journal of Science Learning Vol 7, No 2 (2024): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v7i2.67071

Abstract

Social media is one of the platforms that is popular and familiar to various circles. This technology has penetrated multiple fields, especially education. Many studies have shown the use of social media in the learning process. This study aims to explore the use of social media in science learning environments and their impacts. The method used is a Systematic Literature Review with several stages: Identification, Screening, and Inclusion. This systematic literature review used several databases, including Springer, Wiley, and Eric. The study was limited to the last eight years, from 2016 to 2023. After screening using the PRISMA method, 30 articles were obtained and used as literature material. The study results show that social media can be one of the media used in learning science. Social media, which are often used in learning, include Facebook, Instagram, YouTube, Twitter, and WhatsApp. Science learning that requires visualization is suitable if learned using social media. The use of social media in this learning also needs to be adjusted to the characteristics and features owned. The findings in the article report that social media positively affects collaboration skills, knowledge, motivation, and student-centered learning. However, there are negative impacts of using social media that disrupt privacy. In addition, there is a need for training at each institution so that the use of social media is more optimal.
The ARVi Learning App Makes Viruses Visible Risda Putri Indriani; Tri Handayani Kurniati; Rizhal Hendi Ristanto
Journal of Science Learning Vol 7, No 2 (2024): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v7i2.66512

Abstract

In biology learning, the object of a virus cannot be seen directly. Augmented reality (AR) technology can help visualize the object of a virus in 3D, making it easier for students to learn about viruses. Therefore, this research aims to develop an AR-based learning media product called ARVi. ARVi was created using the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The results of the analysis revealed that students need learning media with engaging visualizations. Therefore, ARVi was designed as a mobile application with various colors, images, videos, AR, and quizzes. ARVi underwent validation tests by experts, including biology education lecturers and biology teachers. The user responses were evaluated through a small group test involving 20 students, where questionnaires were distributed. Based on the questionnaire results, the average score for the media expert was 3.84, and for the material expert was 3.80. These scores indicate that ARVi is very valid for use as a learning medium. The results of the small group test were 2.85, indicating that ARVi is valid for use after minor revisions are made. The implementation results for 60 students, as determined through a paired t-test, showed a significant difference between the pretest and posttest results, with the posttest score being higher than the pretest score. The research results concluded that ARVi is suitable as a biology learning media.
The Development of Digital Comic as a Learning Media to Enhance Student's Understanding and Awareness on the Topic of Drugs Haya Taira; Rika Rafikah Agustin; Diana Rochintaniawati
Journal of Science Learning Vol 7, No 2 (2024): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v7i2.61818

Abstract

The human mindset significantly affects the progress of Science and Technology. Drugs are one of the examples that result from human complex thought. Lack of understanding of this topic can lead to others experimenting with dangerous psychotropic drugs. Studying sciences using only textbooks will not be imprinted in student memories. Consequently, incorporating media can help the teacher to improve student understanding. This study was aimed to facilitate students' understanding and awareness of the topic of drugs. The ADDIE model is a guideline for developing good media suitable for the topic. The resulting media was judged by an expert, a lecturer, and a teacher, who proceeded to use Index Aiken. The students' responses are gathered using a questionnaire of 20 statements and a Likert scale. The result shows that the lecturer's judgment rater agreement index has a V = 0.9625, indicating a high media score. At the same time, the teacher’s judgment has a V = 0.7875, which indicates an average score for the media. The students' responses show that 56.67% of students strongly agree that the comic can facilitate them to understand and be more aware of drugs. The findings show that lecturers and teachers agree that digital comics have the potential to be educational resources that foster comprehension and awareness and help students learn about drugs. 
Improving Contextualized Problem-Solving Skills among Grade 8 Students Through "Digestive System" Problem-Oriented Learning: A Study Intervention Findings in the Complex Domain Alfanisa Dwi Pramudia Wardani; Wirawan Fadly; Juan David Martinez Zayas
Journal of Science Learning Vol 7, No 2 (2024): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v7i2.64283

Abstract

Indonesia needs more appropriate learning methods and educational policies to improve literacy and numeracy skills, including problem-solving competence. These two capabilities are fundamental in this era of Industrial Revolution 4.0. This research investigates whether Digestive System learning designed to be oriented toward contextual problems with direct SESD-based teaching encourages students' ability to solve contextual problems better than conventional learning in the classroom. Data collection included paper and pencil assessments of students' problem-solving skills through a quasi-experimental study using a pretest-posttest experiment control group design. The experimental group received learning about the digestive system based on the principles of education for sustainable development. The study sample comprised class VIII students at SMPN 4 Ponorogo. The result of this research shows that the ANCOVA analysis with pre-test scores as a covariate: F (6.860) indicates that the experimental group displayed more autonomy, independence, and openness in their approach to problem-solving due to the treatment they received. With a Cohen's d of 0.60, 72.4% of the "treatment" group will be above the mean of the "control" group (Cohen's U3), 76.6% of the two groups will overlap, and there is a 66.3% chance that a person picked at random from the experimental group will have a higher score than a person picked at random from the control group.
The Influence of Big-Book Learning Media Based on Scientific Literacy on Students' Scientific Reading Ability: Text Scaffolding Skills and Reading Comprehension
Journal of Science Learning Vol 7, No 2 (2024): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v7i2.63602

Abstract

Choosing the right learning media is needed to improve 21st-century knowledge and skills, such as scientific reading skills. Big-Book is a learning medium in the form of a book that is relatively large in size and contains picture illustrations and text. This research aims to determine the implementation and influence of scientific literacy-based big-book learning media on students' scientific reading abilities. The method used in this research is Quasi-Experimental. The subjects used in this research were class VII students, junior high school using 2 classes consisting of 30 students. Sampling was carried out using purposive sampling, namely taking samples with certain considerations. The data collection technique in this research is a test by conducting a pretest and posttest. Meanwhile, the data analysis technique used is the ANCOVA analysis test. The research results based on the ANCOVA test show a significance value of 0.00 - 0.05, meaning that big-book learning media based on scientific literacy has a significant difference or influence on students' scientific reading abilities. So this research concludes that big-book media based on scientific literacy is very suitable to be used as a support for special learning regarding scientific reading skills.
Investigating the Impact of STEM Learning on Students’ Critical Thinking Skills through Hand-Made Projector Activity Rizki Maulana Ashidiq; Nanang Winarno; Eka Cahya Prima; Ari Widodo; Chun-Yen Chang
Journal of Science Learning Vol 7, No 2 (2024): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v7i2.61549

Abstract

This research presents an investigation on the utilization of Science, Technology, Engineering, and Mathematics (STEM) with Project-Based Learning as experiment class treatment and project-based learning as control class treatment to investigate students' critical thinking in optical instruments lessons, with a particular focus on the development of handmade projectors. In Indonesian schools, where there is a lack of integration of the STEM and learning activity itself, it is still in the form of a direct transfer of knowledge from teachers to students. This research used quantitative research with a quasi-experimental design. The method for data collection is purposive random sampling. The research participant consists of 60 eighth-grade middle high school students in Bandung chosen based on a purposive random sampling technique. The data is obtained through five open-ended essay questions about critical thinking skills. The result shows that the independent t-test for students’ critical thinking is 0.081, which means there are no significant differences between the control and experiment classes. However, in the STEM Project-based learning model, The N-gain of students’ critical thinking skills is 0.718, which is a high improvement. Moreover, on Project-Based Learning, the N-gain of students’ critical thinking skills is 0.660, which is a medium improvement.
Extent of Implementation of Special Science Curriculum in Public Secondary Schools in the Division of Rizal Robert John De los Reyes De la Cruz
Journal of Science Learning Vol 7, No 2 (2024): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v7i2.68446

Abstract

The study determined the extent of the special science curriculum implementation in public secondary schools in the Division of Rizal for the school year 2022-2023. This research employed a descriptive survey design to determine the assessment of the teachers and school heads on the program's implementation. The findings revealed a commendable adherence to guidelines in admission and retention processes, garnering high ratings from respondents. However, the lower rating for student transfers from regular to SSC classes signals a need for enhancement. Regarding Curriculum and Instruction, there is a solid commitment to critical thinking and 21st-century skills; however, a lower rating for scientific research suggests a targeted need for improvement. For Learning Resources and Facilities, concerns arise regarding the science laboratory's functionality and the library's overall state.Regarding Faculty Development, the mean is lower for providing opportunities for training and seminars on research and advanced subjects, suggesting a need for improvement. There is no significant difference between the perceptions of the two groups of respondents regarding the extent of implementation of the Special Science Curriculum in terms of the different aspects. In general, teachers and school heads perceive the overall implementation of the Special Science Curriculum as a High Extent.

Page 1 of 1 | Total Record : 8

 1 

Filter by Year

2024 2024


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