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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.
Arjuna Subject : -
Articles 199 Documents
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Determination of Science Students' Awareness on Waste Management Gonca Harman; Nisa Yenikalayci
Journal of Science Learning Vol 5, No 2 (2022): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v5i2.39376

Abstract

In this research, it was aimed to determine science students’ awareness of waste management. Eleven students studying in the first year of the Science Education Department participated in the research. The screening model was used in the research. The data were collected through scientific newspapers prepared in line with the Scientific Newspaper Preparation Instruction within the Scope of Waste Management. In the five sections of the instruction, students were asked to prepare scientific newspapers that they will support with written explanations and drawings on recovery, reuse, recycling, plastic bag usage, and zero waste within waste management. The data were analyzed by using content analysis. As a result of the research, it was understood that a significant part of the students was aware of the effects of education, research, and project activities on recovery, reuse, recycling, plastic bag usage, and zero waste practices within the scope of waste management, and the place and importance of the individual in waste management. On the other hand, it was understood that most of the students were not aware of the basis of waste management practices as the waste types, the separation of wastes at the source in accordance to their types, and throwing the wastes into the appropriate waste bin for their types.  
Determining the Cognitive Structures of Secondary School Students on COVID-19 Çiğdem Çıngıl Barış
Journal of Science Learning Vol 5, No 2 (2022): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v5i2.45230

Abstract

This research aims to determine the cognitive structures of secondary school students about COVID-19. In this research, a case study, one of the qualitative research methods, was used, and demographic information and a word association test were the data sources. The study group of the research consists of 226 students who continue their education in the 6th and 7th grades of a public secondary school. The data were collected via Google Form, and the obtained data were analyzed by content analysis. The cognitive structures of secondary school students on the concept of COVID-19 are grouped under 11 categories. These categories are COVID-19 Prevention Methods, COVID-19 Reflections in Press, COVID-19 Results, COVID-19 Perceptions, Causes of COVID-19 Transmission, COVID-19 Treatment, COVID-19 Symptoms, Countries where COVID-19 are Common, Characteristics of COVID-19, COVID-19 Carriers and COVID-19 Diagnostic Ways. When these categories were examined, it was seen that the students' cognitive structures about the concept of COVID-19 focused on COVID-19 Prevention Methods, COVID-19 Reflections in Press, COVID-19 Results, and COVID-19 Perceptions. In addition, it has been determined that some students have misconceptions about the COVID-19 virus.
An Interdisciplinary Renewable Energy Education: Investigating the Influence of STEM Activities on Perception, Attitude, and Behavior Emrah Hiğde
Journal of Science Learning Vol 5, No 2 (2022): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v5i2.41864

Abstract

The study aimed to examine the effects of design-based STEM activities developed for renewable energy sources on science teacher candidates' perceptions, attitudes, and behavioral orientations. The one-group pretest-posttest design was used. The participants comprised 40 second-grade teacher candidates studying at a public university, and the study lasted for 14 weeks. The data were collected using a renewable energy perception scale, renewable energy sources attitude scale, sustainable consumption behavior scale, and STEM product-performance observation form. The results demonstrated that design-based STEM activities towards renewable energy sources enhanced teacher candidates' perception, attitude, and behavior toward renewable energy sources. However, there was no statistically significant increase in the unneeded consumption sub-dimension of the sustainable consumption behavior scale and the renewable energy-environment relationship sub-dimension of the renewable energy perception scale.
STEM Club Evaluation Scale: Validity and Reliability Study Hasan Gokce; Seyide Eroglu; Melek Karaca; Oktay Bektas
Journal of Science Learning Vol 5, No 2 (2022): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v5i2.39826

Abstract

In STEMNET's report, 76% of 500 teachers interviewed stated that joining the STEM Club increased students' ability to solve real-world problems. This study aims to develop a valid and reliable measurement tool for evaluating STEM clubs. The research sample consisting of 149 teachers who carry out STEM club activities in schools in Turkey was determined using the purposive sampling method. Content and construct validity and reliability analyses have been performed for this purpose. To ensure content validity, (1) a pool of questions based on the literature was created, (2) draft scale items were determined, (3) an expert was allowed to check them, and (4)item difficulty and discrimination index were calculated. To ensure construct validity, (1) exploratory factor analyses (EFA) and (2) confirmatory factor analyses (CFA) were performed on both the same and different samples. As a result of the analyses, having the same data set be analyzed with different software was sufficient for verifying the factor structure. A three-factor structure consisting of 29 items was obtained, which explains 52% of the variance. Cronbach’s alpha of reliability for the overall scale was calculated as .92. As a result, a valid and reliable scale was determined to have been developed for researchers and program practitioners to evaluate STEM clubs. Suggestions have been made that the scale can be used on STEM clubs at the provincial, district, and school levels to determine their efficiency and productivity.
Modeling the Relationship between Preservice Elementary Teachers’ Scientific Habits of Mind, Attitudes towards Socio-scientific Issues and Scientific Literacy Menşure Alkiş Küçükaydin
Journal of Science Learning Vol 5, No 2 (2022): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v5i2.36916

Abstract

Socio-scientific issues (SSI), including dilemmas and problems in scientific and social terms, are directly related to individuals’ daily lives. Individuals’ interests and attitudes towards SSI also affect their perspective on events in their lives. For this reason, as a member of society, it is essential to research variables that are thought to be related to pre-service elementary teachers’ attitudes towards SSI. Based on this point, the relationship between pre-service elementary teachers’ attitudes towards SSI, their scientific habits of mind (SHOMS) for SSI, and their level of scientific literacy are studied and tried to be modeled. One hundred twenty pre-service elementary teachers studying at a university in the south-eastern Anatolia region of Turkey have participated in this study. The correlation research design from descriptive research methods is used in this study.  In this context, three data collection tools are used with the personal data form. Research results have been analyzed by using Partial Least Squares Structural Equation Modelling. According to the analysis results, it is determined that pre-service elementary teachers’ SHOMS for SSI affect scientific literacy, and attitudes towards SSI affect interest in scientific knowledge and publications.
Chemistry Learning Using Multiple Representations: A Systematic Literature Review Margaretha Bhrizda Permatasari; Sri Rahayu; I Wayan Dasna
Journal of Science Learning Vol 5, No 2 (2022): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v5i2.42656

Abstract

The abstractness of the chemistry concept can be understood easily through chemistry learning using multiple representations. This article used the Systematic Literature Review (SLR) method to review eleven articles published from 2012 to 2021 and focused on chemistry learning using various representations. The articles are systematically obtained from the online article database ERIC, Scopus, and SINTA. The purpose of a review is to give information to teachers and researchers in chemistry education about the definition of multiple representations, the influence of multiple representations on chemistry learning outcomes, and how to implement various representations in chemistry learning models or strategies. The review results showed that the definition of numerous representations referred to both three levels of chemical representation and the tetrahedral representation of chemistry. Also, it referred to the use of various media. The influence of multiple representations on chemistry learning outcomes included improving concept understanding, improving performance, reducing mental effort, improving self-efficacy, making better cognitive structures, improving mental models, and reducing misconceptions. Multiple representations have also been implemented in several learning models or strategies such as Inquiry, Inquiry 5E, Guided Inquiry, Problem Solving, Thinking, Aloud Pair Problem Solving (TAPPS), Problem Posing (PP), Cognitive Dissonance, and Multiple Representation Based Learning (MRL).
Investigating the Challenges Facing the Teaching and Learning of Science and Technology in Selected Schools in the Ashanti Region of Ghana Assem Humphrey-Darkeh; Kofi Owusu-Sekyere; Samuel Agyei Mensah
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.v5i3.43869

Abstract

The heightening public apprehension about instructional deliveries and the learning of science in Ghanaian schools have taken a different dimension as many shareholders keep interrogating the Government's pledge to ensure equity and quality science education for primary schools in the country. The study explored and defined the standing and quality of teaching, learning, and assessment of science and technology while finding the challenges faced by science educators at the JHS level in selected schools in the Ashanti region. The study randomly sampled science teachers' views and students in 27 schools from the 27 districts in the Ashanti Region in Ghana. Fourteen (14) and thirteen (13) schools were sampled from rural and urban areas. It was found that Government inadequately funds most schools. As a result, few qualified science teachers can handle the integrated science topics, among many other setbacks. It was concluded that the lack of infrastructure, TLMs, and other factors make the teaching and learning of science practically impossible. These challenges can be mitigated when specific, well-defined measures such as the provision of required infrastructure, teaching, learning materials (TLMs), and a few more are urgently implemented.
Science Teachers' view on Sustainable Development in COVID-19 Pandemic Process Hakan Türkmen
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.v5i3.46743

Abstract

This study examines what science teachers think about Sustainable Development and its' Goals, how they integrate SDGs into their science lessons, and how the covid-19 pandemic affects their thoughts about Sustainable Development. The study group was selected by convenience sampling from 51 middle schools in the central district of one of the big cities. The questionnaire, including five open-ended questions, was prepared and checked by two experts. After their feedback, it was re-corrected and then applied to the participants. It was conducted using the "Google Forms" application. Then, it was delivered to 165 teachers’ e-mail accounts. Answering the questionnaire takes approximately 10-15 minutes for each participant. One hundred five teachers answered the questionnaire. The content analysis method was used to analyze data. The results showed that teachers mainly described Sustainable Development with the goal of "Responsible Consumption and Production", "Decent Work and Economic Growth", and "Quality Education". Half of the teachers are still trying to integrate SD using traditional science subjects strategies. And generally focused on science subjects of matter cycles, environmental problems, biodiversity, fuels, and domestic waste and recycling. In this process, their problems are usually intense curriculum, insufficient time, and attitudes of school administration.
The Development of Foodivity Interactive as an Interactive Multimedia to Improve Students’ Understanding of Food Nutrition Topic Sulistinayah Suwaka Putri; Ari Widodo; Yaya Wihardi
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.v5i3.38032

Abstract

The pandemic of COVID-19 has affected the education sector. All school access is restricted, transforming education into distance learning. This encourages educators to explore alternative methods for improving students' understanding. Interactive multimedia is a method of learning media that can promote efficiency, motivation, and student understanding of subjects. This research aims to measure the students' understanding of nutrition by developing festivity interactive as interactive multimedia. A pre-experimental one-group pretest-post-test design was adopted. Developing multimedia using the instructional design process ADDIE (Analysis, Design, Develop, Implement, and Evaluate). The research subject was 53 junior high school students in West Java, more precisely in two locations, Sukabumi and Kuningan. The instrument consisted of an expert judgment rubric, a student questionnaire, and a multiple-choice objective test with pretest and post-test. The V Aiken index shows an average validation of 0.8125, indicating that the media is valid and can be used. Students responded positively to the questionnaire by a percentage of 93.01 percent. Based on the analysis, the N-gain value on students' understanding is 0.35. This indicates increased students’ expert judgments in the moderate improvement category between the pre-and post-tests. The hypothesis test establishes that hypothesis H1 is acceptable, showing a significant difference between pre-and post-tests. These results indicate that using Foodivity Interactive as an Interactive Multimedia can enable students’ understanding of nutrition topics.
The Effectiveness of STEM-Supported Inquiry-Based Learning Approach on Conceptual Understanding of 7th Graders: Force and Energy Unit Hasan Bakirci; Merve Gül Kirici; Yilmaz Kara
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.v5i3.43647

Abstract

This research examines the effectiveness of the STEM Supported Inquiry-Based Learning Approach on the conceptual understanding of 7th graders. In the study, a mixed-method design was adopted. The research was carried out with 64 students studying in a secondary school. The study used a Conceptual Understanding Test (CUT) and an Interview Form as data collection tools. Quantitative data obtained in the research were analyzed using ANCOVA and T-test. Qualitative data were proceeded by subjecting them to content and descriptive analysis. Examining the study results, STEM Supported Inquiry-Based Learning Approach increased students’ conceptual understanding in the experimental group and the Inquiry-Based Learning Approach in the control group. It was determined that the science teaching in the experimental group was more effective in the conceptual understanding of 7th graders. The students stated that the science teaching in the experimental group was fun, created excitement, made them feel happy, instilled cooperation and team spirit, and thought by doing and living. Depending on the results obtained from the research, it was implicated that STEM-supported education should be carried out by determining the engineering design process steps suitable for the middle school level.

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