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Journal of Innovative Science Education

jise
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Published by Universitas Negeri Semarang

ISSN : 22526412 EISSN : 25024523 DOI : -

Core Subject : Education,

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.

Arjuna Subject : -

Articles 610 Documents

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Exploration and Identification of Seed Plants (Spermatophytes) in Wana Wisata Penggaron to Develop Learning Module of Biology Lathifah, Nila Nadiyya; Ngabekti, Sri; Harini, Nugrahaningsih Wahyu
Journal of Innovative Science Education Vol 8 No 1 (2019): Article In Press
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v0i0.27623

Species richness of seed plants (Spermatophytes) at Wana Wisata Penggaron has the potential to be developed as a learning resource of biology. This study aims to develop teaching materials through exploration and identification of seed plants (Spermatophytes) in Wana Wisata Penggaron to the form of modules and knowing the validity, effectiveness of modules developed based on learning outcomes and user responses. The research method used is R & D. The results of exploration and identification of seed plants (Spermatophytes) found 64 species consisting of 3 species of Gymnosperms and 61 species of Angiosperms. Species richness of of seed plants in Wana Wisata Penggaron has represented members of the Spermatophytes division, so it can be developed as a source of learning biology. The results of the material and media expert validation were 98.44%, indicating that the modules included in the criteria were very feasible, which then the module was used in learning. The results of the module effectiveness test show that the module effectively used in learning is shown by 80% classical completeness. Affective and psychomotor learning outcomes show all students get the criteria of "Very Good". The teacher's response to module development is 94.79%, included in the criteria very feasible. Student responses were 86.8%, included in the criteria very feasible.

The Analysis of Students’ Conceptual Understanding and Motivation in Guided Inquiry Science Learning Model Assisted by Android Virtual Laboratory Anam, Akhmad Choirul; Wiyanto, Wiyanto; Alimah, Siti
Journal of Innovative Science Education Vol 8 No 1 (2019): Article In Press
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

This study aimed to: (1) examine the feasibility of android  virtual laboratory application in motion of objects material. (2) examine the practicality of android  virtual laboratory application in motion of objects material. (3) find out the effectiveness of students’ conceptual understanding and learning motivation after participating in learning process with the guided inquiry model. (4) find out the difference in students’ conceptual understanding and learning motivation after participating in the guided inquiry model assisted by the android virtual laboratory application . This study used a research and development (R&D) approach by adapting the Alessi and Trolip development models. The participants were 106 grade VIII students at SMP 1 Jepon. The research instruments were conceptual understanding tests, motivational questionnaires, and student response questionnaires. The hypothesis testing of the study was carried out by the Wilcoxon test, the Mann Whitney test, and Independent Simples test using the SPSS program. The results of the study revealed that: (1) The android  virtual laboratory developed application  was very feasible to be used with an average percentage of eligibility alpha test of 83.34% from media experts, 70.5% from material experts, and 92.9%, from the beta test. (2) Students’ responses to the use of android virtual laboratory application scored 27.32 % which means it was "practical" to be used for learning process in science subject. (3) The experimental class was more effective shown by the increase of students’ conceptual understanding and motivation seen from the gain value. (4) There was a significant difference in the average of the students’ conceptual understanding and motivation of in the experimental class with the control class.

Development of Module Based on Scientific Contextual Additives Material to Increase Learning Outcomes and Science Process Skills in Junior High School Martiningsih, Ika; Lisdiana, Lisdiana; Susilowati, Sri Mulyani Endang
Journal of Innovative Science Education Vol 8 No 1 (2019): Article In Press
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

This study aims to increase learning outcomes and science process skills of students using modules based on scientific contextual. This is a type of research and development (R&D) with the development procedure of Sugiyono's model with the pre-experimental design method with the form of one group pretest posttest design. Increased student learning outcomes and science process skills is explored through the observation sheet, then analyzed using N-gain. The results showed that modules based on scientific contextual could increase student learning outcomes with N-gains of 0.481 (medium) in class VIII 6 and 0.446 (medium) in class VIII 7. Science process skills of students experienced an increase in each aspect namely observing, classification, interpreting, and communication with N-gain acquisition amounting to 0.08 (low); 0.05 (low); 0.25 (low); and 0.07 (low) for class VIII 6, while science process skills in class VIII 7 experienced an increase in each aspect with N-gain acquisition equal to 0.3 (medium); 0.3 (medium); 0.5 (medium); and 0.5 (medium). Based on the results of the analysis, it can be concluded that the development of modules based on scientific contextual effectively increasing student learning outcomes and science process skills.

Application of LKS Vision of Science, Environment, Technology, and Society in Learning Science to Improve Students’ Science Literacy of MTs Salisah, Hajjah Yuliani; Sudarmin, Sudarmin; Wardani, Sri
Journal of Innovative Science Education Vol 8 No 1 (2019): Article In Press
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

The involvement of science, environment, society, and technology or SETS (Science, Environment, Technology, and Society) in learning makes learning more meaningful. The fluency and success in learning can be supported by the availability of more varied learning facilities, one of them with Student Worksheets (LKS). SETS visionary worksheets as a learning tool that will be developed to train students' scientific literacy in accordance with the learning material. The purpose of this study is to describe the improvement of students' scientific literacy skills between the experimental class and the control class.This study uses Nonequivalent Control Group Design. Scientific literacy skills are measured by a description of 10 items. The results showed that there were differences in the increase in scientific literacy skills between the experimental class and the control class in the low improvement category, but there was a significant difference in both quality/statistics. The percentage increase in the experimental class (41.5%) was greater than the control class (24.7%). Students' responses to the worksheets applied were very good. The conclusions in this study are that SETS vision worksheets applied can improve students' scientific literacy.

Instrument Design to Measure the Critical Thinking Skill of Students that Participate in Chemistry National Science Olympiad Nugroho, Imam Husnan; Susilaningsih, Endang; Wijayati, Nanik
Journal of Innovative Science Education Vol 8 No 1 (2019): Article In Press
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

Critical thinking definition is reasonably and reflectively thinking focused on what to believe or do. In today settings, the ability to think critically is very important, due to the increasing amount of information that must be processed before deciding something. National Science Olympiad is one of the vessels to increase this important skill in our students. Unfortunately, the OSN questions were not designed for measuring this skill. The aim of this research was to design an instrument that measure the critical thinking skill of the OSN participants. This was an R & D type of research, that was done following Four-D method, consists of define, design, development, and dissemination steps. The criteria for a good instrument are validity, reliability, discrimination power, and difficulty level must be sufficient. The result of the research shows that the instrument is valid (89,9% response from experts); reliable (KR-20 is 0,830); with sufficient average of discrimination power (DP is 0,378); and difficulty level (TK is 0,613).

The Effectiveness of Project-Based Learning Model and Assessment of Learning Outcomes Against Portfolio Retnaningsih, Retnaningsih; Ridlo, Saiful; W.H, Nugrahaningsih
Journal of Innovative Science Education Vol 8 No 1 (2019): Article In Press
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

A total of 25% of 38 teacher in SMP Negeri 10 Semarang conducted a portfolio assessment. Observation results obtained attitudes and low process skills. Learning achievement of new motion system material is 44% complete Minimum Mastery Criteria (KKM) 75%. Alternative learning models used to overcome these problems are project-based learning (PjBL) with portfolio assessment. The purpose of this study was to analyze the completeness of attitude, science process skills, improvement of learning achievement, and differences in learning achievement of students in the material of the motion system with PjBL models using portfolio assessment. The design of this study was Pretest and posttest control group design. Completeness of attitudes, skills, learning achievements were analyzed by the proportion of one party. Improved learning achievement with the N gain test. Anava 1 way is used to see the difference between the two learning achievement scores of Experiment Groups 1, 2 and Control. Independent t-test is used to see Learning Achievement Levels for Experiments Groups 1 and 2. The results showed that: (1) the attitudes of the experimental class students reached completeness asan 63 (72.79) with a percentage of 81.26%; (2) the science process skills of the experimental class students reached completeness ≥ 63 (70.83) with a percentage of 90.63%; (3) Learning achievement results are stated to be completed individually with a value of ≥ 71 (mean 79.28) and classical with ≥ 80% (84.38%); Learning achievement in the motion system material with PjBL model using portfolio assessment increases with N-gain of 0.65 (moderate); (4) F count > F table (6,699> 3,094), so Ho is rejected, so there is significant differences between experimental class 1, experimental class 2, and control; (5) the value of t count < t table (1.165 <1.998) then Ho is accepted, which means that there is no significant difference between the experimental group 1 and experiment 2.

Analysis of the Automotive Practice Ability in Terms of Understanding the Physics Students of Vocational High School Laili, Nihla Nurul; Putra, Ngurah Made Darma; Astuti, Budi
Journal of Innovative Science Education Vol 8 No 1 (2019): Article In Press
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

Physics has become the foundation of vocational competence of vocational high school or Sekolah Menengah Kejuruan (SMK) in technology and engineering expertise. This research aimed to find out the ability of automotive practice in terms of the understanding of physics students SMK skills competency in Light Vehicle Engineering or Teknik Kendaraan Ringan (TKR). This study was a qualitative research with the subjects of this research were students grade X of TKR class at three SMK in Pekalongan. The data were collected by conducting the library research, test, interviews, and documentation. The data obtained were analyzed qualitatively descriptive. The results of library research analysis on the physics basic competence of SMK curriculum 2013 with the TKR basic competence show thirteen relevant physics material and one physics material not relevant to the basic competencies of TKR. Physics material that is irrelevant is straight and circular motion. The results of the physics tests of students in three SMK are still low, while the value of students' automotive practices is in the good category. This shows that students' physical abilities have not become the basis for learning automotive practices. 

SETS Learning Efficacy to Improve Students Science Literacy Skills Ristina, Hayu; Linuwih, Suharto; Nuswowati, Murbangun
Journal of Innovative Science Education Vol 8 No 1 (2019): Article In Press
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

Science learning aims to help students to be able to master the knowledge of scientific order. Science learning will be more meaningful for students, if students have good literacy skills. Someone has scientific literacy skills that can both understand and communicate science, and applying science knowledge in solving problems, and can make decisions based on scientific considerations. The results of international research show that the literacy rate of Indonesian students is in the low category. This study aims to determine the effectiveness of SETS learning to improve students' scientific literacy skills. The design of this study used quasi experimental with non-equivalent control group design. In general, the results of the study show that the effectiveness of SETS learning can be seen based on student learning outcomes in the experimental class showing better than control class students and increasing scientific literacy skills in each of the relatively high categories. Science literacy skills in the interaction of science, technology, and society experienced the highest increase in ability compared to other scientific literacy categories.

Contextual Teaching and Learning Integrated with Character Education to Improve Student’s Motivation and Character in Concentration of Solutions Topic at Pharmacy Vocational School Supardi, Kasmadi Imam; Sulistyaningsih, Triastuti; Rahmawati, Lidia
Journal of Innovative Science Education Vol 8 No 1 (2019): Article In Press
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

The learning outcomes of pharmacy students in Cirebon were still lacking, as well as student’s motivation and character. The teaching strategies used by teachers were still conventional and character education has not been optimal. The purpose of this study was to determine whether there were differences in student’s motivation and character between students who were taught by integrated contextual learning with character education (experimental class) and students who were taught by conventional method (control class). The research method used was the experiment. The data analysis technique was independent sample t-test. The results of this study were (1) the tcount value for the character honesty; discipline; and responsibilities were 4.118; 3.709; and 7.950 respectively, > the ttable 2.003, it means that there was differences in the characters between the control and the experimental class; (2) the tcount value for student’s motivation was 3.506 > the ttable 2.003, it means that there was difference in student’s learning motivation between the control and the experimental class. The student’s responses toward learning in the experimental class amounted to 82.59% in the very good category. The result of this study are expected to contribute the information for education practitioners especially in vocational schools.

The Development of Three Tier Multiple Choice Test to Explore Junior High School Students’ Scientific Literacy Misconceptions Wahidah, Nurul; Saptono, Sigit; Wiyanto, Wiyanto
Journal of Innovative Science Education Vol 8 No 1 (2019): Article In Press
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

Misconceptions of students scientific literacy can be overcome by knowing in advance the alternative concepts students have. One technique that can be used to trace students misconceptions is using multiple choice diagnostic tests. This research aim was developing three tier multiple choice test based on aspects of scientific literacy in science material. We used Research  and  Development (R&D) as the research method. The phase of method implementation analysis, design, development, implementation, and evaluation (ADDIE). The results of the study showed that the product of this research was 37 items three tier multiple choice test based on scientific literacy aspect. The product were developed in a reliable and valid category with a reliability value of r11>rtabel is 1,024>0,3061 and each expert give a validity score of 16, 13 and 14. Characteristics of items with difficulty levels mostly in the medium category. The distinguishing features in most categories is accepted. Each item is arranged based on aspects of scientific literacy with a comparison category A: B: C: D: E is 35%: 20%: 20%: 17.5%. Profil of misconceptions of scientific literacy the proportion of about 35,1 % knowledge aspect, 34,8 % about the competence in the investigation, 33 % about the science as a way of thinking, and 31,4 % about the science relations with technology, society, and the environment as a context and attitude to science. The results of developing this question can be used as teacher as an alternative item to identify misconceptions in students' scientific literacy.

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