Journal of Innovative Science Education
Journal of Innovative Science Education p-ISSN (Print) 2252-6412 | e-ISSN (Online) 2502-4523, an electronic journal, provides a forum for publishing the original research articles, short communications from contributors, and the novel technology news related to Innovative Science Education research. Published by Science Education Study Programe, Postgraduate Programe, Universitas Negeri Semarang.
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<![CDATA[Development of Sets-Based Booklets to Improve Critical Thinking Skills and the Effectiveness of Biotechnology Learning in SMA/MA ]]>
<![CDATA[Nugraini, Anisa Ratna]]>;
<![CDATA[Iswari, Retno Sri]]>;
<![CDATA[Anggraito, Yustinus Ulung]]>
<![CDATA[ Journal of Innovative Science Education Vol 11 No 3 (2022): Special Issue ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jise.v10i1.51437
<![CDATA[Characteristics of learning biotechnology is the existence of a process and product related to everyday life. Therefore, an effective learning process is needed and supported by relevant learning resources. This study aims to analyze the validity of SETS-based biotechnology material booklets used in biotechnology learning. Describe the characteristics of SETS-based biotechnology material booklets. Analyzing students' critical thinking skills in biotechnology learning using SETS-based booklets. Analyzing the effectiveness of biotechnology learning using a SETS-based booklet This research is a research and development (R&D) study. The booklet development trial was conducted in 4 schools, with the research subjects being class XII students in each school. Applicative and meaningful learning of biotechnology can be achieved, one of which is by learning using the SETS vision booklet. The SETS vision booklet contains more concise material, accompanied by attractive, colorful pictures that can effectively improve student learning outcomes. The N-gain value obtained is 0.3-0.4 with the medium category and classical completeness reaching 60%. Critical thinking skills that are formed through active learning using SETS vision booklets are 71% -80% in the high category. Critical thinking skills in integrating SETS elements in biotechnology learning can make it easier for students to understand knowledge concepts, so that they can increase learning effectiveness, namely improving learning outcomes and classical mastery.]]>
<![CDATA[Effectiveness of Local Potential-Based Biodiversity E-booklets on Students' Critical Thinking Skills ]]>
<![CDATA[Na'imah, Nuning Nadrotun]]>;
<![CDATA[Widiyaningrum, Priyantini]]>;
<![CDATA[Martuti, Nana Kariada Tri]]>
<![CDATA[ Journal of Innovative Science Education Vol 11 No 3 (2022): Special Issue ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jise.v10i1.54086
<![CDATA[Cirebon Regency is one of the areas in West Java which is located on the coast of the Java Sea and has good natural resource potential, causing the biodiversity in the Cirebon area to be relatively high and attractive, thus having potential that can be used as a learning resource. This study aims to analyze the effectiveness of implementing the local potential-based biodiversity e-booklet on critical thinking skills according to Ennis, which consists of aspects of providing simple explanations, building basic skills, concluding, further clarification, setting strategies and tactics. This research is a development research or Research and Development (R&D) that adopts the Sugiyono model (2017) with the research subject of 101 students of class X SMA Negeri 1 Losari, MAN 5 Cirebon and SMA NU Ciledug. The sampling technique was purposive sampling with a one group pre-test post-test design. The pretest and posttest questions consist of 20 multiple choice questions according to the critical thinking aspect according to Ennis. The results showed that the local potential-based biodiversity e-booklet was effective for improving critical thinking skills with the results of the N-gain test in the high category (35.67%), medium (58.53%), low (5.80%) with the average N-gain is 0.63 which is included in the medium category and classical completeness reaches 86.14%. Biodiversity e-booklets based on local potential are effectively used to improve students' critical thinking skills.]]>
<![CDATA[Developing E-Module Based on Socio-Scientific Issues to Improve Students Scientific Literacy ]]>
<![CDATA[Dalaila, Isvana]]>;
<![CDATA[Widiyaningrum, Priyantini]]>;
<![CDATA[Saptono, Sigit]]>
<![CDATA[ Journal of Innovative Science Education Vol 11 No 3 (2022): Special Issue ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jise.v10i1.54500
<![CDATA[Program of literacy that is implemented in the school has yet to lead in science learning, this makes the students to be less conscious of the essence of science literacy in the everyday life of students. This study aims to analyze the validity, practicality and effectiveness of using e-Module based SSI in improving the scientific literacy of high school students. This research is research and development by adopting the ADDIE model. Sampling using purposive sampling method with a total of 57 students consisting of class XI IPA 1 and XI IPA 3 SMAN 1 Mayong Jepara. The results showed that the analysis of the validity of the development of e-Module according to the material experts and media obtained 85,71% and 94,64% with the criteria of very valid. The analysis of the practicality of the response of the students obtained a value of 3.25 with practical criteria, as well as on the response of the teacher values obtained 3,94 with the criteria very practical. Analysis of the effectiveness of the N-Gain value in the medium category and classical completeness XI IPA 1 obtained 85.18% and XI IPA 3 obtained 76.67%. Based on the results of the study, it can be concluded that the SSI-based e-Module material on the immune system developed is valid, practical and used in learning immune system materials and is effective in improving the scientific literacy skills of high school students.]]>
<![CDATA[Development of supplementary respiratory system teaching materials integrated with Islamic values in the formation of an attitude of caring about the dangers of smoking ]]>
<![CDATA[Wiradani, Liviana Putri]]>;
<![CDATA[Lisdiana, Lisdiana]]>;
<![CDATA[Widyaningrum, Priyantini]]>
<![CDATA[ Journal of Innovative Science Education Vol 11 No 3 (2022): Special Issue ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jise.v10i1.54551
<![CDATA[SMA Al-I'tishom is a boarding school that applies two curricula, namely the national education curriculum and the pesantren curriculum. Seeing the condition of the school environment with the background of Islamic boarding schools and the absence of integrated teaching materials with Islamic values. This study aims to develop a supplementary respiratory system teaching material that integrates Islamic values in the formation of an attitude of caring about the dangers of smoking. This development research refers to the ADDIE development model which consists of the Analysis, Design, Development, Implementation, and Evaluate. The test of the validity of the teaching material supplements was carried out by three biology learning experts as validators. The practicality test is carried out through learning in class XI science high school students. Test the effectiveness of teaching material supplements through a pre-experiment with a one-shot-case-styudy design. The test results show that the average percentage score of the validity of the three validators is 88.33% with very valid criteria. The results of the practicality test obtained an average of 90.45% with very practical criteria. The results of the learning implementation trial obtained an average score of 89.50% with very practical criteria. The results of the trial of the attitude of caring about the dangers of smoking obtained an average score of 85%. Based on the results of the validity test, practicality test, and effectiveness test, the supplement of Islamic values integrated respiratory system teaching materials produced through research can be declared valid, and can form an attitude of caring about the dangers of smoking.]]>
<![CDATA[Development of STEAM-Based Human Respiratory System Teaching Materials to Improve Students' Critical Thinking Skills ]]>
<![CDATA[Wafi, Mumtaz Al]]>;
<![CDATA[Lisdiana, Lisdiana]]>;
<![CDATA[Sumarti, Sri Susilogati]]>
<![CDATA[ Journal of Innovative Science Education Vol 11 No 3 (2022): Special Issue ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jise.v10i1.54905
<![CDATA[This study aims to examine the validity of teaching materials and the effectiveness of STEAM-based human respiratory system teaching materials in improving students' critical thinking skills. The type of research used is research and development (R&D) which uses the ADDIE development model with a trial design of teaching materials using One Group Pretest-Posttest Design. The research subjects consisted of two material expert validators, one media expert validator, 7 subject teachers, and 143 class VIII junior high school students in Comal Pemalang Regency. The research instruments were in the form of needs analysis sheets, teaching materials validation sheets, and assessment instruments. The results of the validity of teaching materials by material and media experts obtained a very valid category. The results of the N-Gain analysis on the critical thinking indicator obtained a value of 0.68 in the medium category. STEAM-based human respiratory system teaching materials are feasible to use in learning and effective in improving students' critical thinking skills.]]>
<![CDATA[An Analysis of Prospective Science Teacher Students’ Misconceptions on Photosynthesis and Plant Respiration ]]>
<![CDATA[Nikmah, Mazroatun]]>;
<![CDATA[Susilaningsih, Endang]]>;
<![CDATA[Astuti, Budi]]>
<![CDATA[ Journal of Innovative Science Education Vol 11 No 3 (2022): Special Issue ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jise.v10i1.55150
<![CDATA[Misunderstanding in drawing conclusions about a concept caused by errors and incomplete thinking is called misconception. The existing misconception can lead to ongoing misconception if it is not immediately corrected. This study aimed to analyze how the level of misconceptions that occured in prospective science teachers. This study was conducted using a mixed-method with an explanatory sequential design. Methods of collecting data were Three Tier Multiple Choice (TTMC) test questions to analyze the misconception and in-depth interview to determine the factors causing misconceptions. The instrument used in this study was TTMC diagnostic test. Technique used for analyzing misconceptions data were descriptive percentages and for analyzing factors causing misconceptions data were in-depth interview. The results show that 60.4% of prospective science teacher students had misconceptions, which means that the misconceptions that occured were in the high category. Factors causing misconceptions were dominated by incompleteness in understanding the material, the influence of previous learning, the references used contain the wrong concept, low interest in deepening the material to find out the correct concept. This study is expected to help teachers and prospective teachers to decide what learning methods can be used to prevent misconceptions. Remediation can be done to find out where the misconceptions occur so that it can be corrected more quickly.]]>
<![CDATA[The Effectiveness of Socio-scientific Issues-Based Learning and Digital Literacy to Build Critical Thinking Skills for Students of Senior High School ]]>
<![CDATA[Izzah, Noor]]>;
<![CDATA[Anggraito, Yustinus Ulung]]>;
<![CDATA[Ridlo, Saiful]]>
<![CDATA[ Journal of Innovative Science Education Vol 11 No 3 (2022): Special Issue ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jise.v10i1.55319
<![CDATA[The graduate’s profile of the middle education unit is expected to be able to achieve national educational goals which consider 21st-century skills such as critical thinking. One of the learning strategies which can build students' critical thinking skills is socio-scientific issues-based learning and digital literacy. This research aims to analyze the effectiveness of socio-scientific issues-based learning and digital literacy to build the critical thinking skills of the students of senior high school. This research is experimental research with a posttest-only control-group design. The samples in this study are the students of class X MIPA 1, X MIPA 2, X MIPA 7, and X MIPA 8, which are taken by random sampling technique. The data taken in this research is the data on critical thinking skills which are collected by test and non-test methods. The results of the research show that (1) based on the t-test, the results of the scores of Sig (2-tailed) < 0.05 mean that the scores of the student's critical thinking skills in the experimental classes are significantly different from the control class. The average scores of the student's critical thinking skills of the experimental classes are higher than the control class scores, so it can be interpreted that the student's critical thinking skills of the experimental classes are better than the control class, (2) the classical completeness in the experimental classes is higher than in the control classes. However, classical completeness in the experimental classes only reaches 65%, (3) the scores of the student response questionnaires in the good-very good category reach 97.2%, with details in the good category (75-84) reaching 59.7%, the very good category (85-100) reaching 37.5%. Thus, it can be concluded that socio-scientific issues-based learning and digital literacy on viruses and bacteria material is effective in building the critical thinking skills of high school students, however, it has not been effective in fulfilling classical completeness.]]>
<![CDATA[Android Based Module Development with Project- Based Learning Model on Immune System Materials to Improve Critical Thinking and Digital Literature Skills ]]>
<![CDATA[Syarofatin, Ririn Hamidatus]]>;
<![CDATA[Isnaeni, Wiwi]]>;
<![CDATA[Alimah, Siti]]>
<![CDATA[ Journal of Innovative Science Education Vol 11 No 3 (2022): Special Issue ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jise.v11i1.55764
<![CDATA[Critical thinking skills and digital literacy are indispensable in 21st-century life. These two skills can be trained through a learning process that uses an Android-based module with a Project Based Learning model. This study aims to analyse the feasibility and effectiveness of android-based modules to improve critical thinking skills and digital literacy. This research is a research development or Research and Development (R&D). The development in this study uses the ADDIE model which consists of five stages, namely Analysis, Design, Develop, Implementation, and Evaluation. The data in this study are module validity, critical thinking skills, and digital literacy. The instrument used in this study consisted of a module validation sheet to measure the feasibility of the module, reasonable multiple-choice test questions to measure critical thinking skills, and an observation sheet to measure digital literacy. The results showed that: 1) the module was declared very valid with an average value of 86.35; 2) the module is declared effective in improving critical thinking skills which are indicated by the N-Gain value of 0.47 with moderate criteria; and 3) the module is declared effective in increasing digital literacy as indicated by the N-Gain value of 0.56 with moderate criteria.]]>
<![CDATA[The Influence of Project Based Learning Model on Students' Problem-Solving Competence in Learning of Acid-Base ]]>
<![CDATA[Faizah, Nur]]>;
<![CDATA[Wijayati, Nanik]]>;
<![CDATA[Widiatningrum, Talitha]]>
<![CDATA[ Journal of Innovative Science Education Vol 11 No 3 (2022): Special Issue ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jise.v11i1.56478
<![CDATA[The study aims to determine the influence of Project Based Learning Model on students' problem-solving competency. The method used was experimental method with Pretest-Posttest Control Group Design. This study was conducted at the State Junior High School 2 Brebes with the students of grade VII in the academic year 2021/2022 as the research population. The sampling technique used in this study was Simple Random Sampling. The results showed that the average N-Gain Score for the experimental class was 0.76, it was higher than the control class with the score of 0.60. The results of the T-Test indicated that the data resulted in this study met the criteria with the value of tcount = 18,812 ˃ ttable = 1,97897 meaning that Ha is accepted. It can be concluded that the Project Based Learning Model has an influence on the students' problem-solving competence in learning acid-base.]]>
<![CDATA[Implementation of the Interactive E-LKPD for Biotechnology Materials with the Argument-Driven Inquiry (ADI) Model Oriented to Improving the Argumentation Ability of Middle School Students ]]>
<![CDATA[Hasnunidah, Neni]]>;
<![CDATA[Utami, Tri]]>;
<![CDATA[Abdurrahman, Abdurrahman]]>;
<![CDATA[Diawati, Chansyanah]]>
<![CDATA[ Journal of Innovative Science Education Vol 11 No 3 (2022): Special Issue ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jise.v11i1.56534
<![CDATA[This study aims to describe the effect of implementing interactive e-LKPD on biotechnology materials with the Argument-Driven Inquiry in improving argumentation skills. This study involved 60 grade IX students in a public junior high school in South Lampung, Lampung Province. Quantitative method with non-equivalence pretest-posttest control group has been applied with 30 students in the experimental class and 30 students in the control class. Students in the experimental class get learning assisted by interactive biotechnology e-LKPD with the Argument-Driven Inquiry, while students in the control class are taught using Discovery Learning. The results showed that students who were taught using the Argument Driven Inquiry had N-Gain (g= 0.63) than students in the Discovery Learning (g= 0.28). Furthermore, the effectiveness of biotechnology learning using the Argument-Driven Inquiry shows a high category (ES = 0.90). This shows that the interactive e-LKPD with the Argument-Driven Inquiry effective for improving argumentation skills.]]>
