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.
Articles
199 Documents
<![CDATA[Smartchem: An Android Application for Learning Multiple Representations of Acid-Base Chemistry ]]>
<![CDATA[Eliyawati Eliyawati]]>;
<![CDATA[Rika Rafikah Agustin]]>;
<![CDATA[Yustika Sya’bandari]]>;
<![CDATA[Rossy Andini Herindra Putri]]>
<![CDATA[ Journal of Science Learning Vol 3, No 3 (2020): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v3i3.23280
<![CDATA[An android application named SmartChem was developed to explain multiple representations of acid-base chemistry. This paper is a description of an android-based media (SmartChem) through the stages of design, development, validation and revision, and finally, limited trials with pre-service science teachers. SmartChem is intended to aid students in understanding through media explanations of symbolic, macroscopic, and submicroscopic representations of acid-base material. The validity of the tool was assessed through the ratings of a panel of five expert judges using Aiken’s validity index (Aiken’s V). The results show that some parts of the SmartChem media needed to be revised, especially in linking submicroscopic level content with symbolism. From the trials of this application with trainee teachers, help in understanding multiple chemical representations of acids and bases was demonstrated; however, the low achievement group was more concerned with technical features, while the higher achieving group appreciated the content and learning experience.]]>
<![CDATA[Nanotechnology Attitude Scale Development Study for Pre-Service Science Fields Teachers ]]>
<![CDATA[Tuba Şenel Zor]]>;
<![CDATA[Adnan Kan]]>
<![CDATA[ Journal of Science Learning Vol 4, No 2 (2021): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v4i2.23753
<![CDATA[This study aims to develop a measurement tool to measure pre-service teachers' attitudes (PST) in science fields towards nanotechnology. For this purpose, a five-point Likert-type scale consisting of 55 items applied to 373 PST who enrolled in science fields (Science, Chemistry, Biology, Physics) at the grades 1st, 2nd, 3rd, and 4th at a public university in Turkey. The exploratory factor analysis (EFA) determined that the scale had a 3-factor structure consisting of 24 items and the factors explained 55.854% of the total variance of the attitude variable. Verification of the model was tested by applying confirmatory factor analysis (CFA). The CFA data obtained from 770 PST enrolled in science fields at the grades 1st, 2nd, 3rd, and 4th at two different public universities in Turkey. The results obtained from CFA were in agreement with the model obtained by EFA. Cronbach's alpha (Cr-α) reliability of the scale calculates to be 0.926. Findings from the validity and reliability analyses show that the scale is a valid and reliable measurement tool that can measure pre-service science fields teachers’ (PSSFT) attitudes towards nanotechnology.]]>
<![CDATA[Using HOTS-Based Chemistry National Exam Questions to Map the Analytical Abilities of Senior High School Students ]]>
<![CDATA[Johnsen Harta]]>;
<![CDATA[Novena Tesalonika Rasuh]]>;
<![CDATA[Angela Seriang]]>
<![CDATA[ Journal of Science Learning Vol 3, No 3 (2020): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v3i3.22387
<![CDATA[High Order Thinking Skills (HOTS) are a significant part of the implementation of the 2013 Curriculum to develop student competencies in the 21st century. Not only in the context of learning are HOTS considered important. They contribute to the National Examination held in Indonesia, so careful preparation for this exam is needed. Chemistry has basic concepts that require students to search and find facts, understand concepts, apply them procedurally, and analyze deeply. This study aims to map the analysis ability of students in Yogyakarta in working on HOTS-based chemistry national exam questions. This research is a quantitative-qualitative descriptive study with XII year students at a senior high school in Yogyakarta. The instruments used in this study were HOTS essay questions, interview sheets, and questionnaire sheets, analyzed with the Rasch Model. The results show that the students' analysis ability was still relatively low, with person reliability values of 0.56 and 0.39, and a Cronbach's alpha of 0.78. The quality of the HOTS questions was very good, with item reliability 0.97 and 0.95. Not many students in the two senior high schools have good analysis ability, so students must be better trained to optimize their potential in HOTS-based chemistry learning.]]>
<![CDATA[An Enrichment Workshop using Argumentation-Based Forensic Chemistry Activities to Improve the Critical Thinking of Gifted Students ]]>
<![CDATA[Mustafa Tuysuz]]>;
<![CDATA[Ummuye Nur Tuzun]]>
<![CDATA[ Journal of Science Learning Vol 4, No 1 (2020): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v4i1.27570
<![CDATA[This research aims to evaluate a workshop using argumentation-based forensic chemistry activities to enhance gifted students' critical thinking. A workshop program, consisting of seven argumentation-based forensic chemistry activities, was conducted with 20 students at a gifted school in Turkey. A qualitative experimental design was used. An experiment or drawing activity was first carried out. Following this step, the gifted students reconstructed the activity as an argument after an extensive group discussion. The data collected in the student-constructed arguments and evaluation were analyzed for content. The study's findings show that argumentation-based forensic chemistry activities contributed positively to these gifted students' critical thinking development.]]>
<![CDATA[The Effect of Nature Education Activities on Biophilia Levels of Science Teacher Candidates ]]>
<![CDATA[Abdurrahman Sefalı]]>;
<![CDATA[Esra Ozay Kose]]>
<![CDATA[ Journal of Science Learning Vol 4, No 4 (2021): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v4i4.33434
<![CDATA[As a result of increasing the level of interest in living and living systems (biophilia), it will be possible to educate more protectionist individuals against nature and the environment. This study was conducted to investigate the effect of nature education activities on biophilia levels of science teacher candidates. This research was conducted at public research university in Bayburt, Turkey, in the Department of Science Education during the spring semester of the 2017-2018 academic year. The activities were done in an integrated manner to the Environmental Science course. The study group included a total of 62 science teacher candidates. These students were distributed equally to the experiment and control group. The study was used a quasi-experimental method with a group of experiments and control. In the study, the Biophilia Scale was applied as a data collection tool. Independent samples t-tests and dependent samples t-tests were used for analyzing the data. As a result of the analysis, the findings indicated that nature education and in-class activities positively affected teacher candidates' biophilia levels. The findings also indicated that the knowledge and experience they gained due to students' scrutiny, touching, smelling, and even tasting the species at in-class and nature activities affected their biophilia levels.]]>
<![CDATA[Adapted Primary Literature in Authentic Science: Students’ Perception ]]>
<![CDATA[Toni Hidayat]]>;
<![CDATA[Nuryani Rustaman]]>;
<![CDATA[Parsaoran Siahaan]]>
<![CDATA[ Journal of Science Learning Vol 4, No 4 (2021): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v4i4.32731
<![CDATA[Science textbooks only present scientific facts that cause the textbooks to seem not to promote scientific reasoning. Science learning also becomes not in line with the nature of Science. Then, Science learning requires applying authentic Science as an approach. Adapted Primary Literature (APL) is assumed to be able to achieve this objective. Therefore, this study aims to examine how APL is a source of Science learning in actualizing authentic Science. This research using a quasi-experimental method, 81 students from two 7th grade groups were involved as participants. One group analyzed APL using a jigsaw, another using a Numbered Heads Together (NHT). A perception questionnaire of APL was given. Quantitative analysis was only performed on data from 44 students due to other students’ participation that is lacked by a pandemic. The result showed both classes possess a high perception of APL. A mean difference test also showed that there were no differences in perception between the two classes. These indicated that analyzing APL was perceived as an authentic Science. Science teachers can utilize APL as an alternative way to actualize authentic Science with a relatively more straightforward model, strategy, and method than commonly applied.]]>
<![CDATA[Augmented Reality Application-Based Teaching Material's Effect on Viscera Learning Through Algorithmic Thinking ]]>
<![CDATA[Ebru Turan Güntepe]]>;
<![CDATA[Necla Dönmez Usta]]>
<![CDATA[ Journal of Science Learning Vol 4, No 4 (2021): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v4i4.32054
<![CDATA[The study aimed to examine AR-based teaching material's effect on viscera learning through algorithmic thinking by the primary school teacher candidates who are sophomores in the classroom teaching department in the spring term of the 2018-2019 academic year at a state university in the Eastern Black Sea and selected by convenience method. Viscera Information Form (VIF) and Application Process and AR Survey Form (APSF) were used as data collection tools in the study. VIF included subjects viscera in a human model and placed them in the skeletal structure. The other form, APSF, is about the application process and the material prepared with augmented reality. While the data obtained from VIF were analyzed under the researcher-defined categories regarding the participants' showing each viscera in a human torso model and placing them in the skeletal structure, the data obtained from APSF was processed with content analysis. The study results revealed that AR-based teaching material makes a positive contribution to the learning of viscera through algorithmic thinking. In addition, this is determined as AR-based teaching material contributes to understanding the related basic concepts through algorithmic thinking.]]>
<![CDATA[The Effect of Research Evidence-Based Teaching Practices in Science Classrooms on Student Teachers' Attitudes towards Educational Research ]]>
<![CDATA[Nail Ilhan]]>
<![CDATA[ Journal of Science Learning Vol 4, No 4 (2021): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v4i4.32025
<![CDATA[Research in the field of education plays a pivotal role in developing evidence-based practices in teaching and improving the quality of education. However, research conducted in recent years has highlighted the unwillingness of teachers to benefit from scientific studies. This study set out to assess whether Research Evidence-Based Practices in Science Teaching (EBPST) influences the teaching practices of student teachers and their attitudes towards education research. Mixed methods research design was used in this study. The study was conducted through Quasi-experimental methods and focus group interviews. The data were collected with the "Teachers Attitude Scale towards Educational Research (TASTER)" and focus group interviews. Participants of the study included 106 third-year undergraduate student teachers. The experimental group applied EBPST during their teaching, while the control group applied existing traditional teaching at primary schools. The Quantitative findings showed that student teachers in the experimental group had significantly increased positive attitudes towards educational research when compared with student teachers in the control group. In addition, qualitative findings revealed that several factors negatively and positively influence the understanding and use of educational research for student teachers on the applicability of EBPST. Considering the results of this study, student teachers' EBPST effect on improving their attitudes, understanding, and the use of educational research in teaching.]]>
<![CDATA[Enhancing Students’ Critical Thinking through NASA Science as Interactive Multimedia in Learning Solar System ]]>
<![CDATA[Nurul Azizah Al Mar'ati]]>;
<![CDATA[Eka Cahya Prima]]>;
<![CDATA[Agus Fany Chandra Wijaya]]>
<![CDATA[ Journal of Science Learning Vol 4, No 4 (2021): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v4i4.27563
<![CDATA[Science and technology advancement in the 21st Century requires several life skills that everyone must learn; critical thinking is one of them. Critical thinking is often defined as a process of metacognition that increases the chances of solving a problem. This research attempted to implement NASA Science as Interactive Multimedia to enhance students' critical thinking in learning Solar System. Interactive Multimedia is student-centered, allowing students to play an active role in learning to promote students' critical thinking skills. This study used a pre-experimental method with one group pretest-posttest design. The sampling used was convenience sampling, which participated in 42 7th grade students of a private school in Bandung. The Objective Test was used as a research instrument for both pretest and posttest. These test items were designed according to Facione's indicators of Critical Thinking Skills. Based on the analysis result, the value of g is 0.48. According to the Wilcoxon test, the hypothesis in this research is accepted. The value of Asymp. sig. (2-tailed) is 0.00, with a sig. α = 0.05. Thus, this research shows that: There is an enhancement of students' critical thinking after using NASA Science in learning Solar System.]]>
<![CDATA[Opinions of Secondary School Students on the Use of Mobile Augmented Reality Technology in Science Teaching ]]>
<![CDATA[Gonca Keçeci]]>;
<![CDATA[Pelin Yıldırım]]>;
<![CDATA[Fikriye Kırbağ Zengin]]>
<![CDATA[ Journal of Science Learning Vol 4, No 4 (2021): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v4i4.32310
<![CDATA[Mobile augmented reality (MAR) draws attention in terms of providing a flexible learning process and environment. It is thought that learning environments can be more effective using MAR technology. The research aimed to determine the secondary school students' views on the use of MAR technology in science teaching. The research was conducted with 143 students studying in the sixth grade at two different secondary schools in Turkey. In the research, convergent parallel patterns from mixed-method patterns were used. For eight weeks, the research was carried out to cover the systems unit in our body, situated in the 6th-grade science course curriculum. During the process, the Anatomy 4D application was used in the experimental group during the procedure, and the science course curriculum was used in the control group. In this paper, a part of the mixed research, the qualitative data collected from the experimental group's semi-structured interview form and diaries were analyzed. Descriptive analysis was used to analyze the data. As a result of the research, although the students do not have a clear idea about AR and MAR technologies at the beginning of the application, it is observed that their thoughts change over time, and MAR applications are effective on the success of the course.]]>
