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International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia
Published by Universitas Pendidikan Indonesia
ISSN : 26552361     EISSN : 26553252     DOI : -
Core Subject : Science, Education, Agriculture,
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Education Immunology & microbiology Mathematics Physics
Since participants may come from different countries with variety of backgrounds, the conference is an excellent forum for participants to exchange research findings and ideas on mathematics and science education and to build networks for further collaborations.
Arjuna Subject : -
Articles 226 Documents
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High school student prior-knowledge in system thinking on the concept of plant classification system Q Mukhoyyaroh; S Diana; Amprasto Amprasto
International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education
Publisher : Pascasarjana Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (250.877 KB)

Abstract

This research is a preliminary study that aims to investigate the prior-knowledge of high school students in system thinking on the concept of plant classification system. This research method consists descriptive with the participants of 30 students of science class X selected purposively from the high school students population in Bandung city. Students are given multiple choice questions that represent indicators of system thinking. Each correct answer is made a percentage. The results showed that the prior-knowledge of students in the system thinking the concept of plant classification system in the low category. Only 31% of students can describe the components and processes on the system, 24% of students can identify component relationships on the system, 44% of students understand the dynamic behavior of the system, 25% of students can manage system components and processes within the relationship framework and 25% students can understand the nature of the system. Low prior-knowledge of students is due to the tendency of students who think is not comprehensive and can not connect between components to form system when system thinking is required for students to high thinking order.
Implementation of inquiry-based field trip method to improve critical thinking and problem solving skills of students on plantae topic H S Asra; S Diana; A Amprasto
International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education
Publisher : Pascasarjana Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (334.742 KB)

Abstract

This study aims to analyze the implementation of inquiry-based field trip method in improving the critical thinking and problem solving skills of students on plantae topic. The research method is a pre-experiment, with the research design the one-group pretest-posttest design. The implementation of the study involved 30 students in one of the high schools in Bandung. The research instrument used was observation sheet of the implementation process of inquiry-based field trip method, critical thinking and problem solving skills test instrument, student response questionnaire. Data were analyzed using Microsoft Excel program. The results of the implementation show that inquiry-based field trip method contributes in improving the critical thinking and problem solving skills. The result showed that there was a difference in the scores of the pretest and the posttest of critical thinking and problem solving skills of students. The average N-gain for critical thinking skills included medium category, and for problem solving skills included high category. The average percentage of the implementation process of inquiry-based field trip method included very good category, and the students gave very good responses to the implementation of inquiry-based field trip method.
The feasibility of worksheet based on scientific creative thinking skills and critical thinking skills for physics learning in high school N P Mardhiah; S Feranie; P Sinaga
International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education
Publisher : Pascasarjana Universitas Pendidikan Indonesia

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Abstract

This research aimed to determine the quality and comprehension of worksheet based onscientific creative thinking skills and scientific critical thinking skills. The method used in this research is research and development. The instruments used in this study consist of the test instrument of quality worksheet and the instrument of comprehension worksheet. Data analysis techniques for worksheet quality through questionnaire worksheet consisting of several aspects as much as 20 items, while data analysis for the comprehension worksheet using test of main idea the paragraph and test supporting main idea the paragraph. The result of data analysis for test of worksheet quality obtained by result of scoring of questionnaire value from three expert lecturers and 10 of physics teachers, converted in the form of percentage obtained the quality of worksheet developed by 82,5% that is in very good category. The result of data analysis for comprehension test conducted on 32 students is 87.5% in the independent category (high). The Average of quality test results and comprehension test of 85% are included in the eligible category. Thus, the feasibility of worksheet based on scientific creative thinking skills and critical thinking skills on the topic of momentum impulse is worth to using.
Identification of students’ misconception against global warming concept F Fajarini; S Utari; E C Prima
International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education
Publisher : Pascasarjana Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (482.4 KB)

Abstract

Students’ misconception is defined as the students’ understanding concept that is inconsistent with the scientific concepts. These misconceptions commonly occur by either our mind, teacher or textbook. The research aims to analyze students’ misconceptions on the topics of global warming, greenhouse effect and ozone layer depletion. The quantity and the cause of misconceptions was analyzed based on misconception percentages and interviews. The research was conducted in one private school in Bandung. The results showed that there are 17 concepts identified as misconception with 51.3% students acquiring misconception, 37.7% understanding and 11% unknown. The interview has identified the causes of students’ misconceptions due to the invalid information comprehended by the students during a lesson in the class. Consequently, students tend to acquire misconceptions. The research implied that the teachers must elaborate several ways to recover students’ misconceptions. The learning model of process-oriented guided-inquiry learning (POGIL) is proposed to minimize students’ misconception.
Science learning package using guided inquiry to increase students science process skills R Riasha; M Nur; M T Hidayat
International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education
Publisher : Pascasarjana Universitas Pendidikan Indonesia

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Abstract

The aim of this research is to produce a science learning package using guided inquiry model that validity, practicality, and effectiveness to increase students science process skills. This research was research design using three stages which are defining, designing, and developing from Four D- models. Learning package tested on 9st of Kamal 4 Junior High School. The research data obtained through the validation method, observation, test, and questionnaire. The result of the research showed that (a) the category of learning package developed is very valid, (b) learning activity is very successfully, (c) cognitive product achievement of student has increased in high category and cognitive process achievement of student has increased in high category, (d) students responded very positively to respond learning that is already implemented. The conclusion of this research are the science learning package using guided inquiry model were validity, practicality, and effectiveness used to increase students science process skills. The impacts of the research suggest that guided inquiry may stimulate the students science process skills
Analysis of students error in mathematical problem solving based on Newman’s error analysis H N Fitriani; T Turmudi; S Prabawanto
International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education
Publisher : Pascasarjana Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (235.355 KB)

Abstract

After conducting literature studies, the researchers found that more studies on problem solving focused on the application of learning methods and the development of teaching materials to improve students problem-solving ability rather than identification and discovery of student errors. This study aims to describe students error according to Newman's Error Analysis in solving derivative of algebraic function problem. This research used a qualitative approach with case study design and purposive sampling technique. Data were collected through problem-solving test on derivative of algebraic function and interview of senior high school students grade 11 in Bandung. The results of this study showed that students did five types of errors in solving the problem of derivative of algebraic function that were comprehension error, transformation error, process skill error, encoding error and careless. Analysis of student error was expected to help to reflect on solving mathematical problems and became a reference for teachers in choosing strategy, model or learning media to reduce errors made by students.
Have acid base practicum at school in Muara Enim district oriented to environmental literacy? N D Naomi; M Arifin; H Sholihin
International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education
Publisher : Pascasarjana Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (210.543 KB)

Abstract

This study aimed to obtain information about practicum activities of acid-base which have been done in schools. This study was a qualitative method involving analysis of 5 lesson plan and its instruments. The results of this study were: First, student learning activity on acidbase material less integrated to environmental phenomenon. Second, teachers lesson plan did not relate between concepts and application concept, especially on the environment. Third, practicum only lifted concept and did not have orientation to environmental literacy. Forth, lack of practicum skills' assessment. The findings indicated that there was a learning innovation need through development of a practicum about environmental issue to build environmental literacy of students.
Implementation the science communication using multiple representation approach for pre service teacher in environmental physics course M Yakob; D Mustika; H Saputra; S Sofyan
International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education
Publisher : Pascasarjana Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (32.868 KB)

Abstract

Multiple representation on Physics for Environment subject was implemented to improve the student scientific communication. Multiple representation is one of approaches in active-learning lecture which is oriented on the student. The students was given a chance to understanding the topic in their own way, included the idea and describing visual observation in scientific manuscript and oral presentation. The subjectswere pre service physics teacher in Environmental Physics course. Our data showed that multiple representation has been relatively well implemented, it was observed 58% at C level. This percent was achieved by indicators of science communication skill, such as scientific bright ideas, describing scientific observation in manuscript, explaining scientific phenomena, and interpreting the data in graph, image, equation or table. The percent indicated positive response on multiple representation approach.
Implementation of project based learning by utilizing mangrove ecosystem to improve students creative thinking skills A R Hidayat; A Munandar; W Surakusumah
International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education
Publisher : Pascasarjana Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (40.098 KB)

Abstract

Project-based learning (PjBL) is an innovative approach in learning process. It was important strategies to achieve success in the 21st century. This study aimed to describe the influence PjBL models by leveraging the local potential of mangrove forests towards the improve the students creative thinking skills in ecosystem learning. Using quasi experimental method with nonequivalen pre-test post test control groups design. Research subject involved 34 students (with PjBL) and 37 students (direct learning) in SMAN 1 Parigi at the District of Pangandaran, West Java. The results show a significant difference in students' creative thinking skills between PjBL classes and direct learning (p-value = 0.000). The conclusion that PjBL influence on students' creative thinking skills so that can be used as an alternative model of learning for teachers in refining the process of biological learning to develop students creative thinking skills.
The Creativity Indicators of Vocational Schools and Feasibility Analysis of Electrochemistry Module Based on Problem Based Learning Integrated on Battery Competence Unit I Rohmi; M Masykuri; E Susilowati
International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education
Publisher : Pascasarjana Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (258.927 KB)

Abstract

This study aims to analyze the feasibility of electrochemistry module based on Problem Based Learning (PBL) integrated on battery competence unit to improve students’ creativity of class X of Vocational High School. The electrochemistry module that developed was used indicator of creativity proposed by Piirto are 1) cognitive strategies macroabilities: a) clarifying issues, conclusions, or beliefs; b) analyzing or evaluating arguments, interpretations, beliefs, or theories; c) generating or assessing solution; and 2) cognitive strategies microskills: a) comparing and contrasting ideas, predictions, or interpretations; b) making plausible inferences, predictions, or interpretations; c) giving reason and evaluation evidence and alleged facts. The type of this study was a Research and Development (R & D) that used Borg and Gall’s development model. The module development stages were include: 1) research and information collecting, 2) planning, 3) develop preliminary form of product, 4) preliminary field testing, and 5) main product revision. The validation result by Aiken shows that V ≥ 0,75 indicates that the module is valid in content, presentation, language and graphic aspects. The results of teacher and students’ response questionnaires to the electrochemistry module in the preliminary field test stage show that the module can be categorized as very good.

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