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THABIEA (JOURNAL OF NATURAL SCIENCE TEACHING)
Published by Sekolah Tinggi Agama Islam Negeri Kudus
ISSN : 25808974     EISSN : 2655898x     DOI : -
Core Subject : Science, Education,
Biochemistry, Genetics & Molecular Biology Chemistry Education Physics
Thabiea : Journal of Natural Science Teaching is a natural science education journal published by program studi Tadris IPA, Institut Agama Islam Negeri (IAIN) Kudus. Thabiea is published twice a year as scientific communication means of academic people in the study of natural science education. Editorial board receives the articles from the educators, observers, researchers on natural science education to be published after having tight selection, peer review, and serious editing.
Arjuna Subject : -
Articles 168 Documents
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The relationship between metacognitive and critical thinking abilities across three distinct learning approaches Mulyono, Yatin; Ubaidillah, Mujib
THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 7, No 1 (2024): THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thabiea.v7i1.25906

Abstract

This research explores variations in the correlated regression equations. The findings demonstrate a connection between metacognitive capabilities and critical thinking skills. This study's sample consists of ninety science education students aged between nineteen and twenty-one. The students are divided into three groups, each receiving a different teaching technique. Data on metacognitive and critical thinking abilities were collected for each group. Regression analysis was employed to examine the relationship between metacognitive skills and critical thinking skills at a significance level of 0.05. Results show a significant association between metacognitive abilities and critical thinking skills across the three learning techniques, with distinct regression lines verified using ANOVA. The study suggests that these learning strategies influence the rate and extent of growth in critical thinking abilities in unique ways.
Flipped classroom analysis in science online learning based on literature review in improving to improve collaborative problem solving (CPS) Rahayu, Rina; Ismawati, Riva; Winarto, Winarto
THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 7, No 1 (2024): THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thabiea.v7i1.20351

Abstract

This study aims to analyze flipped classrooms in online learning in improving to improve Collaborative Problem Solving (CPS) skills. The application of the Flipped Classroom strategy can provide a number of advantages for teachers and students. Where it is very helpful in online learning. CPS skills include 21st century skills that are influential in the field of life. CPS is complex in nature involving cognitive and social abilities. The benefits expected from this research are to become an alternative teaching and learning activity during online learning. This research method is a literature review through a literature study with a qualitative approach. The data obtained is identified and analyzed to become a meaningful knowledge. The results of the study show that the role of technology in flipped classroom learning provides an overview of the quality of learning using technology. Flipped classrooms provide opportunities for collaboration and interaction that are beneficial in mastering collaborative problem solving skills. The conclusion in this study is that flipped classrooms in online learning can improve students' collaborative problem solving skills.
Investigating science learning assessment standards on Indonesian 2013 curriculum Paraniti, Anak Agung Inten; Subagia, I Wayan; Puspawati, Dewa Ayu; Ekayanti, Ni Wayan
THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 6, No 2 (2023): THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thabiea.v6i2.19349

Abstract

Learning assessment is an activity that aims to collect and process information to measure the achievement of students’ learning process. The results of this assessment are then used as a basis for evaluating the learning process to improve learning in the future. The assessment process in the 2013 curriculum was carried out thoroughly on three aspects, namely attitudes, knowledge, and skills, which in its implementation still encountered several obstacles. This study aims to conduct a thorough investigation of 3 aspects of the science learning assessment standards in the implementation of the 2013 curriculum. This type of research is a mixed method with a convergent parallel design. The survey method was carried out by providing questionnaires to 65 science and biology teachers at the elementary, middle, and high school levels through a google form. The exploratory study was conducted with interview techniques through a purposive sampling of nine teachers representing each level of education. Based on the results of the survey, it was found that teachers need special attention to be able to train and improve disciplinary attitudes, and critical thinking skills of students at every stage at school levels.  The results of a thorough investigation into the assessment standards in science learning show that there are several indicators need special attention from teachers to be trained more intensely and improved, those are critical thinking, metacognitive and student self regulatory/indepence. The assessment obstacle faced by teachers is mainly the adjustment of time in the assessment process with basic competencies which must be completed.
Development of problem-based learning virtual laboratory on human digestive system material to improve digital literacy and critical thinking students Prasetya, Wanda Agus; Pratama, Anggi Tias; Safitri, Wulan
THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 7, No 1 (2024): THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thabiea.v7i1.25590

Abstract

This research was conducted to know the characteristics of the media and produce a feasible, practical, and effective problem-based learning virtual laboratory application to improve digital literacy and critical thinking skills of grade XI students of SMA Negeri 1 Depok Yogyakarta. This research is a research and development using the ADDIE model, which involves analysis, design, development, implementation, and evaluation. Field trials were conducted by the quasi-experimental method using a pretest-posttest control group design. A total of 72 students from two classes XI of SMA Negeri 1 Depok Yogyakarta became the subjects of field trials, divided into control classes (36 students) and experimental classes (36 students), with the application of cluster sampling techniques. Data was collected through digital literacy observation sheets and critical thinking skills test questions and then analyzed using the Manova test. The results showed that; (1) Virtual laboratories based on problem-based learning developed have the characteristics of interactive, collaborative, and emphasize independent/group research, which can motivate students by providing new learning experiences. (2) this media is suitable to be used from the aspect of media and material to improve digital literacy and critical thinking skills of students with very good categories, (3) and practical in improving digital literacy and critical thinking skills of students with very good categories, (4) and effective in improving these two aspects, by the results of the MANOVA test which indicate a significant difference In the application of these media to digital literacy and critical thinking skills of students.
Effectiveness interactive digital modul physics (IDMP) based interactive lecture demonstration of concepts vector Wibowo, Firmanul Catur; Awaliyah, Siti Rubihatul; Nasbey, Hadi; Rustana, Cecep E; Darman, Dina Rahmi; Ahmad, Nur Jahan; Costu, Bayram; Prahani, Binar Kurnia; Samsudin, Achmad
THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 6, No 2 (2023): THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thabiea.v6i2.19808

Abstract

This research explores the effectiveness of Interactive Digital Module Physics (IDMP) for additional teaching materials in vector concepts. The IDMP which was developed according to the ADDIE model and its implementation uses the Interactive Lecture Demonstration (ILD) learning model. A total of 65 participants were students enrolled in a Basic Physics course at a university in a special area in the central district of Indonesia. The instrument used to validate the IDMP uses a scale of 1-5 and has a scoring rubric and processing effectiveness data using technique Cohen's D formula. The intervention group was given training assignments in using ILD-based IDMPs while the control group was given ILD-based assignments only. The results of this study obtained data that the intervention group was significantly better than the control group, found there was no significant increase. Cohen's D score in the intervention group had a large impact on the control group of 1.17 with a 95% confidence interval. Furthermore, they get learning experience by providing feedback that the course material using ILD-based IDMP can challenge students to learn independently.
PjBL online in ecological learning to improve student's problem-solving skills Raida, Sulasfiana Alfi; Ardianti, Sekar Dwi
THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 7, No 1 (2024): THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thabiea.v7i1.20193

Abstract

Implementation of PjBL will be more flexible and efficient if implemented online. Students develop ecological problem-solving projects around where students live and students can also report on the progress of their projects in their respective homes. Online learning is sought so that students can improve their skills to solve real problems in the surrounding environment. This type of research is classroom action research using the Kemmis and McTaggart model which consists of 3 cycles. This research was conducted at the Tadris IPA Study Program, IAIN Kudus for four months from February to June with the research subjects being 38 B class students. The data in this study were collected using observation guidelines for the implementation of learning and student’s problem-solving skills. The results of observations of problem-solving skills were 66.58% in cycle I, 80.72% in cycle II, and 92.44% in cycle III. This indicates an increase in problem-solving skills in students through the application of the PjBL online in ecological learning. In addition, student activity also increases in the application of this learning. The activeness of students in the first cycle was 48.63%, in the second cycle it was 77.53% and in the third cycle, it was 87.6%. In addition, 82% of students gave a positive response to learning for each question item. Enthusiastic students are actively involved in developing PjBL online in ecological learning to solve real environmental problems.
Conceptual understanding and analysis conceptual difficulties of nervous system: from the perspective of pre-service biology teachers Laelasari, Iseu; Wakhidah, Nur
THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 6, No 2 (2023): THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thabiea.v6i2.16690

Abstract

The aims of this study were to describe level of conceptual understanding and conceptual difficulties on the nervous system from the perspective of pre-service biology teachers. This research was used cross-sectional research design with a sample of 30 participants was selected randomly. The six essays that were created using the conceptual understanding indicator, and twelve multiple-choice questions that were created in the form of three-tier examinations, and the open questionnaires developed to detect challenging concepts in the nervous system make up the instrument. Data has been analysed using descriptive statistics. Data analysis indicates that the average score of conceptual understanding of pre-service biology teachers is 67.33 belongs to the medium category. For the highest percentage of conceptual understanding indicator is ability to exemplify concepts (86.67%) and the other hand, lower percentage is indicators of ability to connect various concepts (46.67%). The best concept for conceptual understanding especially about sub-matter of structure and function of neurons, central and autonomy nerves. Conversely, for the nervous system concepts that are recognized as challenging, particularly the concepts of physiology, impulse transmission mechanism, and somatic nerve inertia. The lack of conceptual understanding caused by complexity of subject, abundance of terminology, and intangible things. The study is expected to be used mainly for development of various learning methods or media that viewed as suitable for improving conceptual understanding of and reducing conceptual difficulties.
Analysis of teachers' understanding of epistemic beliefs and implications for learning science based-on SSI Safitri, Eka; Fadly, Wirawan
THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 7, No 1 (2024): THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thabiea.v7i1.25948

Abstract

The 21st century is becoming a century of globalization. Still, the 2022 PISA survey states that Indonesian students have low science literacy, ranked 64 out of 81 countries. Hence, it is necessary to develop scientific knowledge and epistemic beliefs not to be left behind by the times. This study aims to analyze the characteristics and level of teacher understanding of epistemic beliefs and implications for learning science based on socio-scientific issues. The research used a qualitative study, and data were collected through interviews, observations, and tests. Eight science teachers responded to be analyzed using the constant comparison method by applying Nvivo media to support data analysis. The results showed relatively few teachers have an epistemic understanding of science learning. Hence, teachers generally believe that scientific inquiry must begin with questions and that the perceptions and biases of researchers strongly influence scientific conclusions. The novelty of this research lies in the research design and efforts that can be applied to improve the epistemic understanding of teachers, namely by presenting programs for pre-service and in-service teachers, providing regular workshops, and offering internships or research experiences to science teachers.

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