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[Improving Critical Thinking Skills of Junior High School Students in Science Learning Using the Development of Interactive E-Module Based Macromedia Flash ]]>
<![CDATA[Vinandani Meryastiti]]>;
<![CDATA[Zainur Rasyid Ridlo]]>;
<![CDATA[Supeno Supeno]]>;
<![CDATA[Rahayuningsih Rahayuningsih]]>
<![CDATA[ Journal of Innovative Science Education Vol 12 No 2 (2023): August 2023 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jise.v12i2.55080
<![CDATA[The aim of this research is improving student critical thinking skills using interactive E-module based on macromedia flash. Critical thinking skills are one of the 4C skills students need to have in dealing with 21st century learning. Critical thinking skills is the ability to think reflectively and deeply in obtaining relevant information or knowledge and being able to make conclusions or decisions correctly and appropriately. Science teacher at SMPN 3 Jember has never trained a student's critical thinking skills through the learning process and has never done research on class 7 student skills. Vastly improved technology can be used in education to develop the taught materials of modules called e-modules. The study aims to determine the validity, practicality, and effectiveness of an interactive e-module based on macromedia flash to improve the critical thinking skills of junior high school students in science learning. The type of research used is research and development with the ADDIE development model consisting of the analysis, design, development, implementation, and evaluation. The results showed that 1) the interactive e-module based on macromedia flash was declared very valid with a percentage of 93%, 2) the practicality of interactive e-module based on macromedia flash was declared very good with a percentage of 95.2%, and 3) the interactive e-module based on macromedia flash was declared effective for improving students' critical thinking skills with an n-gain value of 0.4 belonging to the medium category and getting a positive response from students with percentage of 81.25% which was classified as positive category. Based on the results of the study, the interactive e-modules based on macromedia flash is effective in improving students' critical thinking skills.]]>
<![CDATA[The Influence of The Environmental Approach on Five-Grade Students’ Critical Thinking Ability ]]>
<![CDATA[Reza Maida Nur Afana]]>;
<![CDATA[Jupriyanto Jupriyanto]]>;
<![CDATA[Yunita Sari]]>
<![CDATA[ Journal of Innovative Science Education Vol 12 No 2 (2023): August 2023 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jise.v12i2.57345
<![CDATA[This study focuses on the influence of learning approaches on students' critical thinking skills, the lack of teacher diversity in teaching, and the utilization of learning media sources. After applying the environmental approach, the purpose was to determine the effect of critical thinking skills and minimum completeness criteria (KKM). The research design is Quasi-Experimental Design (Time Series Design). The research sample was 20 fifth-grade students at SDN Gondo 01. The pretest and posttest normality tests were normally distributed. Output SPSS pretest column sig. has a value of 0.200 > (0.05) means that the data is normally distributed. The posttest results of the SPSS output are in the sig column. The value 0.155 > (0.05) means the data is normally distributed. The paired sample t-test hypothesis test obtained sig. (2-heads) 0.000. If sig. (2-tailed) 0.000 < (0.05), then Ha is accepted, meaning that there is an influence of the environmental approach on students' critical thinking skills. The results of hypothesis testing two t-tests for one Sample obtained the results of Tcount (0.20) and Ttable (2.09). If Tcount > - Ttable, then Ho is accepted, which means that the student has fulfilled the KKM, which is 70. Key words: Environmental Approach, Critical Thinking, Science Learning.]]>
<![CDATA[Enhancing Process Skills and Learning Outcomes: A Comparative Study of the Treffinger Learning Model ]]>
<![CDATA[Mohammad Amin Lasaiba]]>;
<![CDATA[Djamila Lasaiba]]>
<![CDATA[ Journal of Innovative Science Education Vol 12 No 2 (2023): August 2023 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jise.v12i2.64723
<![CDATA[The Treffinger Model is an instructional approach developed with the primary goal of stimulating creativity and building process skills skills in students. This study aims to assess the extent to which the Treffinger Model enhances process skills abilities and student learning outcomes in addressing complex geographical challenges. A quantitative approach, specifically quasi-experimental design, was adopted to compare the effectiveness of the Treffinger Model with conventional teaching methods. The research involved two groups of eighth-grade students, with one group taught using the Treffinger Model and the other group through conventional methods. Data were collected for process skills and learning outcomes through pre-test and post-test assessments. The findings of this research indicate that the Treffinger Model has a significant positive impact on students' process skills and learning outcomes. The analysis of process skills reveals that students exposed to the Treffinger Model demonstrated improved abilities in observation, communication, grouping, measurement, drawing conclusions, and prediction. Additionally, the analysis of learning outcomes reveals that students taught with the Treffinger Model achieved higher average scores compared to those taught using conventional methods. The novelty of this research lies in its exploration of innovative pedagogical approaches and their impact on students' process skills abilities to comprehend and analyze geographical concepts more deeply. The benefit to the advancement of knowledge is the potential to increase students' interest and produce a generation of individuals who are more aware and knowledgeable about geographical issues.]]>
<![CDATA[Development Module of Global Warming Issue to Train Science, Technology, Engineering, and Mathematics (STEM) Literacy ]]>
<![CDATA[Febrina Aspyan Tari]]>;
<![CDATA[Irma Rahma Suwarma]]>;
<![CDATA[Lilik Hasanah]]>
<![CDATA[ Journal of Innovative Science Education Vol 12 No 2 (2023): August 2023 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jise.v12i2.70525
<![CDATA[Teaching materials can improve students' skills. Global warming material is important to learn to solve social problems or global issues. Therefore, this study aims to develop an integrated STEM module on global warming material to train learners' STEM literacy. This research method is Research and Development (R&D). The data is analyzed descriptively. N-gain is used to determine module effectiveness and improve students' STEM literacy. The sample in this study was class X which amounted to 36 learners. The results showed that the STEM-based modules developed had criteria suitable for use in the learning process in terms of suitability of the material with STEM with a validation score of 0.75 in the high category (feasible), and aspects of the feasibility of teaching materials which were divided into several assessments with a score of 0.87 in the very high category (very feasible), module design with a score of 0.86 in the very high category (very feasible) and the language component with a score of 0.85 in the very high category (very feasible), The average perception of learners towards the use of modules in the overall learning process is 70.53 medium categories. STEM-based modules are suitable to be used as an alternative source of learning global warming in physics learning to train students' STEM literacy.]]>
<![CDATA[The Development of Students Worksheet Based on Science Literacy in Environmental Pollution Material ]]>
<![CDATA[Vony Nurul Fatma]]>;
<![CDATA[Ani Rusilowati]]>;
<![CDATA[Sigit Saptono]]>
<![CDATA[ Journal of Innovative Science Education Vol 12 No 2 (2023): August 2023 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jise.v12i2.71314
<![CDATA[The aim of this study is to describe the characteristics, analyze the validity and readability of student’s worksheet (LKPD) on environmental pollution material for junior high school. This type of research was a Research and Development (R&D). Development research using the ADDIE model (Analyze, Design, Development, Implementation, and Evaluation). This development was limited to the development stage. The practically instrument was a questionnaire of teacher and students. The validator consists of media expert and material expert. The data obtained is qualitative data converted to quantitative data. The result showed that the validity by media expert obtained high validity criteria with an average score of 94.7 and an average score by material expert of 84.5 obtained a high valid criterion. The readability test of student’s worksheet was tested on limited students with 10 students of class VIII SMP Negeri 1 Ngrampal and 1 science teacher. The result of the response of student obtained 92.5 with very good criteria. The result of teacher response obtained 91.98 with very good criteria. It can be concluded that the student’s worksheet develops feasible and practically used in the learning process.]]>
<![CDATA[Development of Biodiversity E-Module Based on Local Potentials in Labuhanbatu Utara Regency to Train Science Literacy of High School Students ]]>
<![CDATA[Nurul Azmi]]>;
<![CDATA[Sri Ngabekti]]>;
<![CDATA[Margareta Rahayuningsih]]>
<![CDATA[ Journal of Innovative Science Education Vol 12 No 2 (2023): August 2023 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jise.v12i2.71602
<![CDATA[The local potential of North Labuhanbatu Regency is very diverse, which has the potential as a source of learning on biodiversity material to develop scientific literacy needed in 21st-century learning. Scientific literacy enables students to apply science in everyday life, not just understanding science in concepts. This study aims to produce local potential-based electronic modules in North Labuhanbatu Regency that are feasible based on validity, readability, and effectiveness to train students' scientific literacy. This research is a research and development (R&D) with a 4-D development model and a one-shot case study research design. Based on the results of the validation test, a percentage score of 94.22% was obtained, including the very valid category. The readability results obtained a score of 89.66 which indicates excellent legibility. Posttest results showed an average of 81.81 with an average classical completeness of 84.05%, including in the excellent and effective category. Based on these results the development of a biodiversity electronic module based on local potential in North Labuhanbatu Regency was declared feasible based on validity, readability, and effectiveness as teaching materials.]]>
<![CDATA[Implementation of Educational Supervision during the Pandemic Period at Middle School in Kebumen District ]]>
<![CDATA[Vira Ayuningrum]]>;
<![CDATA[Siti Alimah]]>;
<![CDATA[Noor Aini Habibah]]>
<![CDATA[ Journal of Innovative Science Education Vol 12 No 2 (2023): August 2023 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jise.v12i2.71884
<![CDATA[This study aims to describe the implementation of the principal's academic supervision in Kebumen District Middle School which is carried out by the school principal. The approach used is a qualitative approach with a case study design. The collection of data used in this study was carried out through interviews, observation and documentation. Data analysis, namely the steps of data reduction, data presentation, and drawing conclusions. The results of the study show that the implementation of school principals' academic supervision during the pandemic: (1) Efforts by school principals to prepare online learning, by motivating teachers; (2) the principal's academic supervision program, namely individual supervision; (3) The school principal's academic supervision strategy, namely individual supervision through scheduled supervision activities in odd and even semesters; (4) Supporting school principals' academic supervision, namely school principals carrying out academic supervision aimed at increasing teacher motivation as well as providing adequate facilities and infrastructure to carry out supervision during the pandemic.]]>
<![CDATA[Development of CTL-Based Teaching Material Supplements in Biological Literacy Training ]]>
<![CDATA[Dinda Fuji Islamiyanti]]>;
<![CDATA[Lisdiana Lisdiana]]>;
<![CDATA[Ari Yuniastuti]]>
<![CDATA[ Journal of Innovative Science Education Vol 12 No 2 (2023): August 2023 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jise.v12i2.71935
<![CDATA[This study aims to develop supplemental CTL-based respiratory system teaching materials to train students' biological literacy skills. The quality of teaching material supplements is measured by the criteria of the characteristics of teaching material supplements, validity, readability and effectiveness of teaching material supplements when used in the learning process. The characteristics of teaching material supplements consist of 7 activities, namely Constructivism, Inquiry, Questioning, Learning community, Reflection, Authentic assessment. The validation of teaching material supplements was assessed by material experts and media experts. The results showed that the percentage of validity of teaching material supplements by material experts was 88.1% with very valid criteria and the mean validity by media experts was 96% with very valid criteria. The legibility of teaching material supplements was analyzed based on the readability questionnaire data for teachers and students after the trial was carried out at SMA Negeri 7 Cirebon City. The results of the teacher readability questionnaire were 87.7% very good criteria and 85.5% very good criteria for student readability. The effectiveness of teaching material supplements in training biological literacy skills was tested using the N-gain test obtained from the results of the pretest and posttest questions based on biological literacy. The mean value of the pretest is 48.15 and the posttest is 77.04. Biological literacy N-test gain with an average of 0.56 in the medium category. Based on the results obtained, it can be concluded that the developed teaching material supplements meet the criteria of characteristics, validity, readability and effectiveness and can train biological literacy skills.]]>
<![CDATA[The Development of Science Learning Tools with the SSCS Model Integrated with Islamic Values to Improve Critical Thinking Skills ]]>
<![CDATA[Fadhliyatul Ulya]]>;
<![CDATA[Masturi Masturi]]>;
<![CDATA[Partaya Partaya]]>
<![CDATA[ Journal of Innovative Science Education Vol 12 No 2 (2023): August 2023 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jise.v12i2.71962
<![CDATA[The implementation of the revised 2013 Curriculum requires the establishment of religious character and supports students to have 4C skills which include critical thinking, creativity, collaboration and communication. The previous study shows that there is a need to increase students' 4C skills. The integration of Islamic values has not been fully carried out in the learning process. This study aims to analyze the effectiveness of science learning tools to improve students' critical thinking skills. The research method used is Research and Development (R and D) with a 4-D model (Define, Design, Develop and Disseminate). The subjects of this study were students in class VIII B and VIII C at Junior high school MTsN 1 Semarang. The data collection techniques used are observation, interviews, questionnaires and tests. The result of the N-Gain score for critical thinking skills is 0.34 which is in the moderate category. The average results of the self-regulation questionnaire for the experimental class are 2.76 and 2.74 for the control class, both of them are in the very good category. Based on the results of this study, the science learning tool with the SSCS model integrated with Islamic values is effective for improving critical thinking skills.]]>
<![CDATA[Student Learning Outcomes on Ecology and Biodiversity with the Construcvism Approach Learning Discovery Models ]]>
<![CDATA[Avif Intan Linawati]]>;
<![CDATA[Dyah Rini Indriyanti]]>;
<![CDATA[Saiful Ridlo]]>
<![CDATA[ Journal of Innovative Science Education Vol 12 No 2 (2023): August 2023 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jise.v12i2.71997
<![CDATA[The research aims to analyze student learning outcomes, analyze student activities, analyze student responses and analyze teacher responses with a constructivist approach to discovery learning models. The form of research is pre experimental design, pre test-post test control group design. The population in this study were all junior high students of class VII even semester of SMP N 1 Brangsong, while the research sample was class VIIA and VIIB. Learning outcomes were analyzed using the t-test, while student activities, student responses and teacher responses were analyzed descriptively. The results showed that the gainscore of the experimental class was 31.54 while that of the control class was 25.92, while the significant value of the T-test was 0.000, the activity of the experimental class students was 93.6%, the student response was 89.69% positive while 10.31% was negative and the teacher's response was 85. 7% strongly agree. The conclusion of this study is that the results of student learning on ecology and biodiversity with a constructivist approach to the discovery learning model are better than the control class, the material for ecology and biodiversity with a constructivism approach, the discovery learning model makes students more active, students' responses Ecology and biodiversity material using a constructivist approach to the discovery learning model is positive and the teacher's response to the material on ecology and biodiversity using a constructivist approach to discovery learning model is positive, so it is very agreeable to be applied.]]>
