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[Analysis of Misconception on Solubility and Solubility Product Constant (Ksp) Using Three-Tier Multiple Choice Test ]]>
<![CDATA[Alawiyah, Nur]]>;
<![CDATA[Susilaningsih, Endang]]>;
<![CDATA[Sulistyaningsih, Triastuti]]>
<![CDATA[ Journal of Innovative Science Education Vol 7 No 1 (2018) ]]>
Publisher : <![CDATA[Postgraduate, Universitas Negeri Semarang, Indonesia ]]>
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DOI: 10.15294/jise.v7i1.23842
<![CDATA[The research aims to: analyze student's misconception on solubility and solubility product constant (Ksp) using the instrument of three-tier multiple choice test, and know the percentage of student's misconception. The research method used a mixed method with sequential explanatory strategy. Data collection technique was collected by diagnostic test using 20 questions of three-tier multiple choice that was completed by reasons and level of confidence, then the result of student's answer was analyzed. The result of the research shows that the diagnostic instrument test of three-tier multiple choice has fulfilled valid and reliable criteria. The implementation diagnostic instrument of three-tier multiple choice shows misconception percentage of solubility material was 5,272%, solubility product constant (Ksp) was 7,339%, the effect of same ions was 2,025%, the effect of pH on solubility was 4,597%, and sub-material of Ksp and the reaction process of sedimentation was 9,870%.]]>
<![CDATA[Identification of Students Basic Science Process Skills Assisted of Practical Worksheet Based on Multiple Representations ]]>
<![CDATA[Pratiwi, Resi]]>;
<![CDATA[Sumarti, Sri Susilogati]]>;
<![CDATA[Susilaningsih, Endang]]>
<![CDATA[ Journal of Innovative Science Education Vol 7 No 1 (2018) ]]>
Publisher : <![CDATA[Postgraduate, Universitas Negeri Semarang, Indonesia ]]>
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DOI: 10.15294/jise.v7i1.23844
<![CDATA[Skills in the learning process are needed by students to be able to shape and develop the character possessed. This study aims to identify basic science process skills of students assisted practical worksheet based on multiple representations as media. This research was conducted by observation method that was done at the time of practicum activity by using an observation sheet and test method with response test. Students did practicum with practical worksheet media equipped with basic science process skills indicator and multiple representation level. Then the students worked the question with the basic science process skill indicators in it. Based on the analysis of the observation result, the basic science process skills profile of students in SMAN 11 Semarang was included in the high criteria with a range of 68 to 84. The criteria for each basic science process skills indicator were also analyzed from practicum 1 and practicum 2 which is high for indicators to observation, classifying, measuring, inferencing, predicting and knowing the relation of numbers and very high for indicators communicating and knowing relation between space and time. It can be concluded that students have demonstrated proficiency profile of basic science process. This research can be used as a reference for teachers and other researchers to improve student’s basic science process skills on different subjects.]]>
<![CDATA[Identification of Misconceptions on Buffer Material Using Three-Tier Test in the Learning of Multiple Representation ]]>
<![CDATA[Drastisianti, Apriliana]]>;
<![CDATA[Supartono, Supartono]]>;
<![CDATA[Wijayati, Nanik]]>;
<![CDATA[Susilaningsih, Endang]]>
<![CDATA[ Journal of Innovative Science Education Vol 7 No 1 (2018) ]]>
Publisher : <![CDATA[Postgraduate, Universitas Negeri Semarang, Indonesia ]]>
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DOI: 10.15294/jise.v7i1.23978
<![CDATA[This research was a mixed method with the design of sequential explanatory strategy. This research aims to identify student misconception on buffer solution material and obtain student response to multiple representation-chemoentrepreneurship (entrepreneurship in the chemistry field) teaching materials. Research subjects were 114 students from grade XI MIPA 3, XI MIPA 4, and XI MIPA 5 SMA Negeri 12 Semarang academic year 2017/2018. Three-tier multiple choice diagnostic test obtained from the research data amounted to 20 items, questionnaire to know the student's response to teaching materials, and interview to confirm student's answer. The result of the validation of teaching materials by three validators shows that the teaching materials of multiple representation-chemoentrepreneurship are very suitable to be used in chemistry learning with an average score of 190.33 from 212. The average score of the questionnaire is 28,026 with proper category and reliability of 0.906. The misconception profile obtained is the definition and the properties of the buffer solution 3.421%; the components of buffer solution 2.149%; working principle 2.632%; pH of buffer solution 3.596%; and the role of buffer solution 0.965% with a total misconception 12.763%.]]>
<![CDATA[Development of Inquiry-Based Chemistry Laboratory Sheet Oriented to Green Chemistry for Improving the Science Process Skills ]]>
<![CDATA[Putra, Ijtihad Sang]]>;
<![CDATA[Susilaningsih, Endang]]>;
<![CDATA[Wardani, Sri]]>
<![CDATA[ Journal of Innovative Science Education Vol 7 No 1 (2018) ]]>
Publisher : <![CDATA[Postgraduate, Universitas Negeri Semarang, Indonesia ]]>
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DOI: 10.15294/jise.v7i1.24170
<![CDATA[Science process skills are indispensable for educators in the world of education or in everyday life that includes observing, categorizing, interpreting, forecasting, questioning, formulating hypotheses and communicating. The aim of this research is to develop of inquiry-based chemical practicum green chemistry-oriented for improving the students' science process skills in a colloid material. This research is a type of R & D research with One Group Pretest-posttest Design design applied to test the application of practicum as the product of development. The criteria for the success of this study are valid practicum, increasing KPS and getting a positive response from learners. Research data obtained by observation method, documentation, questionnaire and test. Device validation results obtained valid criteria (3.8 of 4). The results of early practicum KPS were in enough and fewer categories, improved on the final lab in the good and excellent category. The average of cognitive learning outcomes of the broad test classes is 79.20 (> of KKM) and the proportion of classical learning completion is greater than 80% or 24 of the 30 students reach the KKM. Students respond positively to the practicum in the "strongly agree" criteria.]]>
<![CDATA[Analysis Concepts Redox Using Multiple Representation Based Test Instrument with Computer Based Test (CBT) Model ]]>
<![CDATA[Nada, Ella Izzatin]]>;
<![CDATA[Supartono, Supartono]]>;
<![CDATA[Mursiti, Sri]]>;
<![CDATA[Susilaningsih, Endang]]>
<![CDATA[ Journal of Innovative Science Education Vol 7 No 1 (2018) ]]>
Publisher : <![CDATA[Postgraduate, Universitas Negeri Semarang, Indonesia ]]>
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DOI: 10.15294/jise.v7i1.24171
<![CDATA[The research was designed as the method of R&D with the 4D model, define, design, develop and disseminate. The purpose of this research is to develop a diagnostic test instrument two-tier with CBT to diagnose students' understanding profile. The test instrument can be used for the analysis and understanding of the concept Redox with the interpretation of the combination of the students' answers with the class understand the concepts, misconceptions, guessing, do not understand, and do not understand. The results of the feasibility test instrument indicate that the content validity of the category feasible with reliability 0.79. Profile of understanding the concept of students showed which scientific knowledge of which 9 out of 35 students (26.86%), positive misconception that 2 out of 35 students (4.14%), negative misconceptions is one of 35 students (2.43%), the misconception is one of 35 students (1.86%), lucky guess that is one of 35 students (3.71%), lack of knowledge that 12 of 35 students (34.86%), and did not know that 9 out of 35 students (26.14%) the concept of Redox.]]>
<![CDATA[Contribution of Assisted Inquiry Model of E-Module to Students Science Process Skill ]]>
<![CDATA[ Journal of Innovative Science Education Vol 7 No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jise.v7i1.20633
<![CDATA[This experimental study aims to know is there any contribution aided model of guided inquiry e-module of the science process skills of students. The experiment was conducted in SMA Institut Indonesia on 28 March to 24 April 2017. The samples are two classes using cluster random sampling technique for normally distributed populations and homogeneous. The study design used is modified comparison group pretest-posttest design. The study design used is the mean difference test, analysis of the influence between variables, and the determination of the coefficient of determination. The test results show the mean difference 5.03 t greater than t table at the 5% significance level is 1.99. Analysis of the influence between variables produce biserial coefficient value of 0.74. Calculation of the coefficient of determination shows the application of guided inquiry-aided model of e-modules accounted for 29.16% of the science process skills. Results of science process skills of observation showed that the proportion of students who achieve the experimental class was excellent and good categories was 0.51 higher than the control class is 0.25. Based on the results of this study concluded that the application of guided inquiry assisted e-module contributes to the students' science process skills.]]>
<![CDATA[Application of PBL Model Assisting The Chemo-Edutainment Based Worksheets for Increasing The Students’ Activities and Critical Thinking ]]>
<![CDATA[ Journal of Innovative Science Education Vol 7 No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jise.v7i1.21230
<![CDATA[This study aim to determine the effect application model PBL-assisted worksheet chemo-edutainment to critical thinking and student’s activity. Population in this study is class XI-IPA student SMA 1 Karanganyar, Demak school year 2016/2017. Determination of the sample with cluster random sampling system obtained two classes to be sampled is a class XI-IPA2 as a class of experiments that are treated using PBL-assisted worksheet chemo-edutainment and XI-IPA4 as a control group who received treatment using conventional method-assisted worksheet from the other. The research data obtained by the method of tests, questionnaires, observation. The results of the study, obtained results of the experimental group had an average of 73,19 and a control group had an average of 65,06. Based on the analysis, obtained by the experimental group is better than the control group is shown with tcount (4,417) > Ttable (1.99) for the critical thinking and than tcount (4.687) > Ttable (1.99) for student’s activity in a classroom . The conclusions of this research is the application of model PBL-assisted worksheet chemo-edutainment to critical thinking and student’s activity on meteri solubility and solubility product, with the level of unfluence on critical thinking outcomes are 45,55% and the amount of influence on the activity of students is 60,44%.]]>
<![CDATA[Authentic Assessment of Fungi for Vocational School Student: Concept Map, Self Assessment and Performance Test ]]>
<![CDATA[ Journal of Innovative Science Education Vol 7 No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jise.v7i1.21730
<![CDATA[The authentic assessment in biology teaching learning at vocational school of Bawen, SMK Negeri 1 Bawern, especially at the department of post harvest technology, has not been fully implemented yet. This study was aimed at developing and analyzing the validity, reliability, effectiveness, and practicality of authentic assessment tools such as concept map assessment (CMA), self assessment (SA), and performance assessment (PA) for vocational students. This research used Research and Development (R & D) approaches. Content and construction validities were verified by experts. Concruent and predictive validity of CMA was verified by score of correlation between CMA score and master map as well as final semester score. Concruent validity of SA was calculated from corelation scores of PA and basic competency 3.5. Concruent and predictive validations were calculated by pearson corelation product moment. Reliability of CMA and PA was analysed by reliability inter-rater reliability techniques. Reliability of SA was calculated by alpha cronbach’s methods. Effectiveness and praticability of instruments were calculated from teachers’s and students’ responses analysed with percentage description techniques. The results showed that the concept map has excellent content and construction validity, excellent concurrency validity, and good predictive validity. Self assessment had excellent content and construction validity and good concurrency validity. PA had excellent content and construction validity and good concurrency validity. CMA is very effective for measuring cognitive aspects, SA is very effective to measure scientific attitudes, and PA of biological process skills. The three types of assessment were claimed to have practicality in terms of time, ease of use, ease of correction, facility supports, and cost required]]>
<![CDATA[Developing Guided Discovery Based Biology Teaching Material Supported by Pictorial Analysis ]]>
<![CDATA[ Journal of Innovative Science Education Vol 7 No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jise.v7i1.21831
<![CDATA[Most of students still consider the subject of classification to be the most difficult subject. 33.989% of the students chose the classification of living things subject as the most difficult subject. This study aims to determine the validity and impact of using learning material based on guided discovery with pictorial analysis on students' learning outcomes on the classification of living things subject. in junior high school. The research method used quasi experimental design with pre-test-post-test non equivalent control group design. Research development was done through 10 stages. This study was conducted at SMPN 1 Jati Kudus. The sample in this study was the students of grade 7th of academic year 2017/2018. Sampling was done by purposive sampling. The research revealed that learning material based on guided discovery with pictorial analysis has validation value with an average of 3.52 with the very valid criteria, but still needed revision on learning material. The learning material that is developed, it has a positive impact on student achievement. There are significant differences between the control class and the experimental class of the t test results obtained by the value of t arithmetic (5.041) > t table (1.988) indicates that there is the impact of using learning material based on guided discovery with pictorial analysis to the students achievement in the classification of living creatures subject. Guided discovery based teaching materials with pictorial analysis make students more active in learning with student activity level in experimental class 80,25% higher than control class that is equal to 70,36%.]]>
<![CDATA[The Influence of Ethnoscience-Based Learning Video to Improve Students’ Understanding of Green Chemistry in Integrated Science Subject ]]>
<![CDATA[ Journal of Innovative Science Education Vol 7 No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jise.v7i1.22423
<![CDATA[Indonesia is a country with a lot of culture and wisdoms. These identities are proudly upheld and maintained by every citizens of the nation. Education plays an important role in preserving these values, including to insert it into classroom activities. Ethnoscience-based learning process is hoped to change teacher-centered learning stigma to a contextual and meaningful learning. This research aims to develop learning video for integrated natural science class with ethnoscience basis and implementation of green chemistry principle for students. The used method in this research was research and development with a 4D modification. The result were obtained from the judgment of experts of media, materials, and ethnoscience. The judgment proved that the media was very properly able to be used. The responses of the teachers and students to the video was very good. The effectiveness of the video was shown with n-gain value of 0.52 or the criterion of medium. Based on the research, it can be concluded that the use of video were very proper to develop students’ understanding of green chemistry based on the National Education Standardization Agency.]]>
