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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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Effect on Academic Achievement and Misconceptions of Pre-service Teachers through Combining Different Teaching Methods in a Preschool Science Course Nur Akcanca; Lale Cerrah Özsevgeç
Journal of Science Learning Vol 4, No 1 (2020): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v4i1.24672

Abstract

This study aimed to investigate the effects of different active teaching techniques on pre-school student teachers' concept learning and academic achievement. The study group consisted of 46 third year pre-school student teachers in a public university. Different active teaching methods were used during the single term Science Course, a compulsory course in the Preschool Programme. The treatment process took ten weeks in total (4 hours per week). The study had both qualitative and quantitative data. The quantitative data were collected using a three-tiered science concepts test, and qualitative data were collected through observation by the researcher. The alpha Cronbach values calculated for the test's reliability were 0.642 for Success-1 (S1) and 0.52 for Misconception-3 (MC3) scores. A dependent t-test was used to compare the pre and post-test scores of the pre-school student teachers. The researcher took observation notes during the in-class teaching exercises. The findings revealed that there were significant differences between the student teachers' pre and post-test scores. They understood science concepts significantly better by the end of the course. It is concluded that combining different teaching methods enhances science concept understanding among student teachers.  In addition, misconceptions decreased after instruction.
Android-based Animation for Chemical Elements and Experiments as an Interactive Learning Media Dedi Saputra; Burcu Gürbüz; Haryani Haryani
Journal of Science Learning Vol 4, No 2 (2021): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v4i2.28787

Abstract

The use of smartphone technology with various operating system platforms and Android is also widely used in education. Various types of applications were created to support the learning process at school and outside of school. The purpose of this research is to create an alternative learning media in the form of an interactive animation application that utilizes smartphone technology on material or topic discussion of elements and chemical experiments in the eyes of chemistry lessons. This android-based interactive animation application is focused on periodic table material that provides necessary information about elements and chemical experiments that include PH solutions, electrolyte solutions, and synthetic reactions in them. The application is designed using the Construct 2 application software, HTML 5 programming language, the Intel XDK compiler with the waterfall software development method, and BlackBox testing as a software testing method. This study's results are in the form of an Android-based learning application to test chemical elements hoped that this application could be implemented for chemistry subjects. Especially for high school students, as an attractive alternative learning media to make it easier to understand chemistry.
Discovery Learning with the Solar System Scope Application to Enhance Learning in Middle School Students Atika Zahara; Selly Feranie; Nanang Winarno; Nurhadi Siswontoro
Journal of Science Learning Vol 3, No 3 (2020): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v3i3.23503

Abstract

In education, “Industrial Revolution 4.0” refers to utilizing technology to present students with complex situations that will develop their critical thinking and problem-solving skills. The use of technology in the science curriculum should be designed according to established learning models. This study aimed to investigate the effect of implementing a discovery learning model, supported by the Solar System Scope computer application, on the ability of students to master essential concepts. This research used a One-Group Pre-test-Post-test design. Participants were 31 7th-grade students at one school in Bandung, Indonesia. The results showed a medium enhancement of concept mastery in students from pre-test to post-test (N-Gain=0.48). No gender difference in outcomes after the implementation of discovery learning with the Solar System Scope application was found. Based on these results, discovery learning supported by the Solar System Scope application could be an alternative teaching approach to enhance students' skills in mastering concepts.
Comparison of the 7th Grade Students’ Accomplishments in Skill and Acquisition Based Assessment-Evaluation Ali Kolomuc; Zafer Karagölge
Journal of Science Learning Vol 4, No 2 (2021): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v4i2.28618

Abstract

This study compares the successes of numbers 94 7th grade students in science education with assessment-evaluation questions based on skill and acquisition. Assessment-evaluation achievement tests based on skill and acquisition were developed by researchers towards the measurement of force and acquisitions in friction units taking place in the 7th-grade curriculum. While skill-based questions are being prepared, High School Entrance Exam (HSEE) and international exams such as Programme for International Student Assessment (PISA) were developed due to inspiration from Trends in International Mathematics and Science Study (TIMSS) exam questions and acquisition-based assessment and evaluation questions were taken from pre-exam books. It was found that the reliability coefficient for the traditional test is 0.70 and for the skill-based test is 0.72. At the same time, students’ opinions were taken to detect students' perspectives against skill and acquisition-based questions after application. According to the statistical results gathered from research, the academic achievements of students who are prepared with the same acquisitions and applied with skill and acquisition-based assessment-evaluation questions were analyzed. It was determined that despite the lack in solving skill-based questions, students were successful in acquisition-based assessment-evaluation. The students' average success in the acquisition-based test was 76 out of a hundred, and the average score in the skill-based test was 44. Besides, it can be considered to extend skill-based questions for Turkey to go beyond successes.
Prospective Physics and Science Teachers' Mental Models about the Concept of Work Ayşegül Sağlam-Arslan; Işık Saliha Karal; Hava İpek Akbulut
Journal of Science Learning Vol 3, No 3 (2020): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v3i3.21660

Abstract

Work, as a concept, is often encountered in daily life, but the meaning of work in physics is closely related to power, force, and energy. Studies made about various concepts and subjects have proved that using words in ways different from their scientific meanings has a negative effect on teaching, and causes conceptual complexities and/or generation of alternative mental models. This study aimed to determine the mental models of prospective physics and science teachers about the concept of work. This study was conducted with the participation of 107 prospective teachers in the Physics and Science Teacher Training program. The trainee teachers' understandings were determined by using an achievement test, consisting of three open-ended questions, developed by the researchers. Data obtained were first analyzed according to the level of understanding demonstrated, and then the mental models were determined by using these levels. Four types of mental models about work were identified, specifically the scientific,, the scientific synthesis, the initial synthesis, and the initial models. The synthesis model is the dominant mental model, and it has been developed by prospective teachers from two disciplines.
Analysis of Pre-Service Science Teachers’ Heuristic Reasoning Processes about Hydrogen Bonding Gülen Önal Karakoyun; Erol Asiltürk
Journal of Science Learning Vol 4, No 1 (2020): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v4i1.23737

Abstract

The purpose of this research was to determine the heuristics used by pre-service science teachers in understanding the details of hydrogen bonding.  The reasoning processes demonstrated were evaluated based on ten heuristic models suggested by Talanquer (2014). Phenomenographic assessment of the 30 participants indicated that all ten heuristics were utilized to make interpretations about hydrogen bonding. It was found that most students used short-cut strategies rather than efficient analytical reasoning processes. A total of 12 answer patterns were determined based on the answers of the participants. The percentage of students who gave the correct answer was low. The frequency sequencing of participants' heuristics demonstrated in this study was fluency, associative activation, recognition, one-reason decision making, attribute substitution, overconfidence, surface similarity, generalization, rigidity, and affect.
Using the Word Association Test to Examine Life Skills Cognitive Structures of Pre-Service Science Teachers Merve Bahar Alaca; Havva Yaman; Sibel Er Nas
Journal of Science Learning Vol 4, No 1 (2020): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v4i1.25441

Abstract

Science teachers, while teaching their students the science concepts, should also be teaching life skills. To ensure that future science teachers are competent to teach these skills, it can help assess the cognitive structures they hold as pre-service teachers. The current study aimed to reveal the cognitive structures and conceptual knowledge status of pre-service science teachers related to life skills. The participants were 165 pre-service teachers studying at the Department of Elementary Science Education at a public university in Turkey. A word association test (WAT) using six keywords (Communication, teamwork, entrepreneurship, creativity, decision making, analytical thinking) about life skills was developed. The gathered data was analyzed with the interslice distance technique and a descriptive analy­sis method. The results suggest that pre-service science teachers do not have the cognitive structures to produce enough answer words about life skills. It is suggested that elective undergraduate courses that allow students to recognize and internalize these skills can be introduced or increased in pre-service teaching programs.
An Investigation of Junior High School Students' Science Self-Efficacy and its Correlation with Their Science Achievement in Different School Systems Rena Siti Hasanah; Hayat Sholihin; Ikmanda Nugraha
Journal of Science Learning Vol 4, No 2 (2021): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v4i2.27275

Abstract

Based on PISA 2018 result, the science achievement of Indonesian students was below average. Some factors influence students' achievement in learning science, such as motivation, emotion regulation, self-efficacy, and school system. This study investigates students' self-efficacy in learning science in different school systems. The present investigation aims to discover students' self-efficacy levels in public and private schools. By looking at students' self-efficacy levels, this study determines its correlation with science achievement. There were 170 public school students and 107 private school students in Bandung City involved in the study. This study employed a correlational research design to determine the correlation between two variables. The correlation analysis was done in each school. Thus, Spearman-rank correlational analysis was used to investigate the correlation between the two variables in three public schools and two private schools. Also, Person-correlational analysis was used for the other private school. The results show that students' self-efficacy in public and private schools was in the medium levels. Seventy-eight point eight public-school students and 76.6% of private school students were classified at the medium level. However, there was no correlation between students' self-efficacy and their achievement in learning science both in public and private schools.
Evaluation of the Science Laboratory Applications Course in a Pre-service Primary School Teacher Curriculum Nebi Altunova; Hüseyin Artun
Journal of Science Learning Vol 3, No 3 (2020): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v3i3.23706

Abstract

In this study, the Science Laboratory Applications (SLA) course given in a department of Elementary School Teaching in Turkey was evaluated for effectiveness. A triangulation research design, with mixed methods, was employed based on research data collected via a semi-structured interview form, a Science Experiments Evaluation Rubric (SEER) developed by the researchers, and the researchers’ diary notes. The study group included 66 preservice teachers in their second year of study.  To select the participants, a maximum variation sampling method was used with the qualitative interviews. The SEER scores were analyzed using the packaged software of SPSS, while interview data were evaluated using content analysis, and descriptive analysis was applied to the researcher’s diary notes. The quantitative and qualitative results obtained in the study revealed that preservice teachers achieved the course outcomes as well as the objectives of the curriculum. Based on these results, several suggestions are put forward for future researchers and practitioners.Keywords Elementary school preservice teacher, curriculum evaluation, course of science laboratory applications
Enhancing Students’ Scientific Literacy using Virtual Lab Activity with Inquiry-Based Learning Liandha Arieska Putri; Anna Permanasari; Nanang Winarno; Nur Jahan Ahmad
Journal of Science Learning Vol 4, No 2 (2021): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v4i2.27561

Abstract

Laboratory activity is closely related and yet is essential in the process of science teaching-learning. The hands-on laboratory experiment is the one normally used in school. Particularly with the state of online schooling, it is quite challenging to perform a hands-on laboratory activity. The combination of inquiry-based learning with virtual lab activity can be an alternative to developing a more alluring yet meaningful learning process within online learning. This research aims to analyze virtual lab activity with inquiry-based learning on students’ scientific literacy in light and optics topics. Participants were taken from junior high school students in the 8th-grade in Bandung, Indonesia. It includes 40 students with 14 males and 26 females with ages range 13-14 years old who have not yet studied light and optics. A pre-experimental research method with a one-group pre- the post-test design was used. The finding indicates that students’ scientific literacy was significantly increased with a medium category (N-Gain score 0.441). Based on this research, virtual-lab activity with inquiry-based learning could be considered an alternative to conducting a meaningful online learning activity, especially in science education.

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