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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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High School Students’ Multiple Representation Translation Skills on One-Dimensional Motion: A Cross-Grade Study Zeynep Başkan Takaoğlu
Journal of Science Learning Vol 7, No 1 (2024): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v7i1.61099

Abstract

Multiple representations are widely recognized for their significant role in concept learning. This study aimed to investigate the multiple representation translation skills of high school students at different grade levels about the concept of one-dimensional motion. 239 9th, 10th, and 11th-grade students participated in the study using a developmental research model. The data collection tool consisted of questions that required translating figures, tables, graphs, verbal explanations, and algebraic representations into other representation types in a multiple-representation translation test focusing on one-dimensional motion. Data analysis involved evaluating the translation among representations for each category and analyzing the multiple representation translation skills across different grade levels using one-way analysis of variance (ANOVA). The results revealed that students successfully translated from figure, table, and graphical representations to other forms while encountering challenges in translation from verbal and algebraic representations. Furthermore, the ANOVA results indicated a significant difference between the 9th and 11th grades, favoring the 11th grade. 
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.
The use of Egeria densa in understanding the cellular movement at the micro level of prospective science teachers Abdurrahman Sefalı; Bilge Öztürk
Journal of Science Learning Vol 7, No 1 (2024): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v7i1.63818

Abstract

This study aims to help students learn cytoplasmic flow movement by using Egeria densa as a model. The study was conducted with six prospective science teachers studying at Bayburt University's Faculty of Education Science Teaching Undergraduate Program. As a data collection tool, a form containing questions to obtain prospective science teachers' knowledge of the concept of living things and the common characteristics of living things was used. The content analysis method was used to analyze the data. As a result of the findings, it was determined that although the prospective science teachers had sufficient knowledge about the vitality feature, they could not explain the movement, which has the vitality feature in detail. In addition, it was determined that the prospective science teachers could explain the cellular movement, which they had difficulty understanding at the micro level, by using Egeria densa as a model. Therefore, it can be said that using Egeria densa as a model for prospective science teachers to make sense of movement at a micro level is helpful.
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.
The Effect Of Problem-Based Learning on Middle School Students' Environmental Literacy and Problem-Solving Skills Gülsüm Gök; Gökçe Boncukçu
Journal of Science Learning Vol 6, No 4 (2023): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v6i4.62781

Abstract

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
Analogies Used in a General Biology Course: How is DNA Conserved Across Generations? Nazlı Rüya Taşkın Bedizel; Nursen Azizoğlu
Journal of Science Learning Vol 6, No 4 (2023): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v6i4.57909

Abstract

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.
A Systematic Literature Review of Science and Physics Education Teaching Regarding Oscillations Yudi Kurniawan; Andi Suhandi; Achmad Samsudin; Nguyen Thi Thanh Xuan
Journal of Science Learning Vol 7, No 1 (2024): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v7i1.57765

Abstract

This article provides a detailed analysis of the various methods used in physics classrooms to teach oscillation and its related concepts. We thoroughly searched reputable databases, including Scopus and Web of Science. We analyzed 50 articles published between 2018 and 2023 using content analysis techniques such as elimination, classification, and grouping into themes. Our unit of analysis was the articles' methods, results, and conclusions. The results of this study are: (1) The trends in the development of research on the topic of oscillation and its derivatives from 2018 to 2023 indicate a declining interest. (2) During the period from 2018 to 2023, Indonesia emerged as the primary contributor to research on the topic of oscillation; (3) From 2018 to 2023, researchers predominantly focused on the topic of pendulum in the field of oscillation research (4) The most prevalent method for imparting oscillation content and its derivatives employed by researchers between 2018 and 2023 was experimentation, and (5) The most prevalent type of empirical research conducted on the topic of oscillation between 2018 and 2023 was pure research involving laboratory experiments. This systematic literature review is a foundation for developing various learning tools such as teaching materials, technology-based instructional media development, and primarily instruments related to oscillation and its derivatives. Overall, this systematic review highlights the need for more research on effective teaching methods for oscillation and provides practical insights for educators and researchers alike.
Design-Based Research as Professional Development: Results of Prospective Teachers' Participation in the Development of Electrical Circuit Augmented Reality Sites for Students to Increase Scientific Thinking Skills Putri Dwi Agustiningrum; Wirawan Fadly; Primus Demboh
Journal of Science Learning Vol 7, No 1 (2024): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v7i1.63608

Abstract

This research aims to develop ECARsites, an online site designed to support data-related activities in science learning and to facilitate the implementation of data, computational thinking (CT), and self-directed learning (SRL) practices in a more contextualized and relevant way for students. The approach used design-based research (DBR) methods, focusing on developing high-quality learning products or systems that meet user needs. The study was conducted at MA X in Magetan, Indonesia, involving four middle school science teachers and eighteen middle school students. The research findings showed that DBR can be an effective method of professional development for science teachers, focusing on developing relevant and contextual innovations for students. Integrating data practices, CT, and SRL frameworks into the DBR process facilitated the development of students' scientific thinking skills, leading to a more immersive and appropriate science education for today's digital age. The study highlights the importance of using real data in teaching, involving students in data processing, and supporting teachers in designing and implementing data-driven learning. The study also emphasizes the importance of effective professional development in computational thinking and self-directed learning and the need for investment in long-term professional development programs to prepare teachers for an increasingly technology-dependent world of education.
Sustainable Ecology Scale: Development Study for Secondary School Students Arslan, Kevser; Görgülü Arı, Aslı; Akçay, Behiye
Journal of Science Learning Vol 8, No 2 (2025): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v8i2.83553

Abstract

This study aimed to develop a valid and reliable Sustainable Ecology Scale for secondary school students. The exploratory sequential design, a type of design within mixed-methods research, was employed. The study sample consisted of 500 secondary school students from various grade levels. To construct the draft version of the scale, a 96-item question pool was generated based on predefined learning objectives. In the initial phase, the draft scale was reviewed by expert evaluators, resulting in a reduction to 69 items. Following a pilot study, necessary adjustments were made, and the final version was implemented in the main study. The collected data were analyzed using statistical software, and both exploratory factor analysis and confirmatory factor analysis were conducted to ensure construct validity. The scale’s reliability was assessed through Cronbach’s alpha internal consistency coefficient, while item analyses, item-total correlation values, and factor correlations were examined. The results of CFA confirmed a three-factor structure, with fit indices indicating an acceptable to excellent model fit. As a result, a five-point Likert-type Sustainable Ecology Scale consisting of 32 items was developed, demonstrating a high internal consistency (Cronbach's alpha = 0.934). The findings indicate that the developed scale is a valid and reliable measurement tool suitable for assessing sustainable ecology awareness among secondary school students.

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