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Journal of Innovative Science Education
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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Profile of Technological Pedagogical Content Knowledge (TPCK) of Prospective Teachers in Atomic Structure Material
Journal of Innovative Science Education Vol 8 No 3 (2019): December 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v8i1.30116

Abstract

The purpose of this study is to analyze the TPCK ability of the prospective teachers in preparing, planning, and implementing of learning on atomic structure material. The type of research is a descriptive study with qualitative design. The research subjects were ten prospective teachers who were implementing the PPL in five Senior High Schools in Banda Aceh. The data collection was done in three stages, identifying the CoRe instrument, analyzingthe teaching plan, observing the prospective teachers learning. Firstly, the results showed the TPCK ability of the prospective teachers in preparing of learning is in a good category, butthe ability in the CK, PK, TCK and TPK components are still low. Secondly, the TPCK ability of prospective teachers in the planning are at the moderate category, but average of the prospective teachers ability in the PK, TPK, PCK, and TCK components are still low. Lastly, the TPCK ability of prospective teachers in implementing of learning is in a good category, but the analysis of the components of PK, CK, TPK and TCK scores of prospective teachers are still low.
Implementation of Guided Inquiry Learning To Improve The Critical Thinking Skills of Junior High School Students
Journal of Innovative Science Education Vol 8 No 3 (2019): December 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v8i1.30216

Abstract

Science learning is expected to provide students with the provision to grow and improve critical thinking skills. Someone who has the ability to think critically can identify strategies and make the right decisions in problem solving. The results of previous studies indicate that junior high school students' critical thinking skills are in low category. This study aims to analyze the improvement of students' critical thinking skills through guided inquiry learning. Guided inquiry learning is one of innovative learning that is appropriately applied to science learning, because students can be actively involved in the learning process to search and investigate systematically with teacher guidance. The design of this study used quasi experiment with non-equivalent control group design. Students' critical thinking skills are measured using 27 multiple choices. The results showed that critical thinking skills of experiment group were higher than those control group and the improvement of students' critical thinking skills in aspects elementary clarification, basic support, inference, advanced clarification of experiment group higher than control group, while aspects strategy and tactics of experiment and control group have different increases in the same category.
Pedagogical and Professional Competencies of State Junior High School Science Teachers in Kendal District
Journal of Innovative Science Education Vol 8 No 3 (2019): December 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v8i1.30429

Abstract

The competence of science teachers in the teaching and learning process is an important factor in determining the success of the science teaching and learning process in schools. Science teachers must meet competency standards including pedagogical competencies and professional competencies.. This study aims to analyze the pedagogical and professional competencies of state junior high school science teachers in Kendal District. The type of research used is a mixed method using a sequential explanatory model. Quantitative and qualitative research is carried out sequentially, where qualitative data plays a role to prove, deepen, and expand quantitative data that has been obtained at an early stage. The source of the data came from 10 state junior high school science teachers (4 science teachers in accredited A, 4 science teachers in accredited B, 2 science teachers in accredited C) in Kendal District. Data collection in this study using questionnaire methods, interviews, tests, and documentation. The results showed that the competencies of state junior high school science teachers in Kendal District were in a fairly good category. The percentage level of pedagogical competence of science teachers is 73% and professional competence is 73%. Overall, the competencies of state junior high school science teachers in Kendal are included in the fairly good category with a percentage of 73%.
Implementation of Problem Based Learning Model to Measure Communication Skills and Critical Thinking Skills of Junior High School Students
Journal of Innovative Science Education Vol 8 No 3 (2019): December 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v8i1.30788

Abstract

Learning also needs to be directed to familiarize students to formulate problems, not only solve problems. In addition, the learning done must train critical thinking skills not just thinking mechanically. The US-based Partnership for 21st Century Skills (P21), identifies the competencies needed in the 21st century namely "The 4Cs" - communication, collaboration, critical thinking, and creativity. Science learning was developed as an integrative science subject, namely integrating applicative biology, physics and chemistry to develop thinking skills, expressing skills and developing innovating and collaborating skills. To improve critical thinking skills, creative thinking, communication, and collaboration, of course, the teacher must have the right model or method. PBL is a model that begins with a case and problem that has a goal so that students can solve the problem. This study aims to determine the profile of communication skills and critical thinking skills of students. Research carried out using the type of descriptive research with the method used is a qualitative method to observe critical thinking skills, creative, communication, and collaboration in science learning. The data taken was the result of observation of communication skills, the results of tests of critical thinking questions, and interviews of Muhammadiyah 4 Semarang Junior High School students as many as 9 research subjects. The profile of students' communication skills was assessed from the results of observations during the last six meetings. The scores were averaged 55.56% with very high categories, namely SP1, SP2, SP3, SP5, SP6 and 44.44% of high-category students namely SP4, SP7, SP8, SP9. The results of the observations were also supported by the results of interviews of students from SP1 to SP9 which showed a correspondence with the scores obtained. The profile of students' critical thinking skills is assessed from the results of tests of critical thinking when the final learning material is obtained 11.11% is very high category, namely SP1; 33.33% of high category students, namely SP2, SP3, SP4; and 55.56% in the medium category, namely SP5, SP6, SP7, SP8, SP9. The results of the tests of critical thinking are also supported by the results of interviews of students from SP1 to SP9 which indicate the existence of correspondence with the scores obtained.
Development of Teaching Materials Based on Discovery Learning on Science Lessons With Adictive and Psychotropic Themes in Middle School
Journal of Innovative Science Education Vol 8 No 3 (2019): December 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v8i1.31079

Abstract

This study aims to determine the feasibility, validity and effectiveness of science learning materials based on discovery learning to improve learning outcomes and student curiosity. This research is a Research and Development (R&D) study. The model used in this study is the 4D model consists of four stages of development, namely Define (defining), Design (design), Develop (development), and Disseminate (spread). The method used in this research is observation, questionnaire, test, and documentation. The feasibility of teaching materials is obtained from the response of students and teachers to teaching materials. The validity of teaching materials is obtained from the validation of media and material experts. Effectiveness is measured by student learning outcomes and increased curiosity. The results of the study showed that discovery learning based science materials were developed appropriate, valid and effective to improve learning outcomes and students' curiosity. The N-Gain results were 0.71 with a high level of achievement, and the percentage of students' increasing curiosity attitudes was 70.12%, 79.69% and 82.03%. The results of the study concluded that science learning materials based on discovery learning were developed effectively to improve learning outcomes and students' curiosity.
Development of Inquiry Materials Based on Chemical Representation to Improve Students’ Critical Thinking Ability
Journal of Innovative Science Education Vol 8 No 3 (2019): December 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v8i1.31082

Abstract

Twenty first century learning directs teachers and students to develop learning to promote critical thinking skills. The learning model accommodating critical thinking skills is inquiry. Chemistry learning modules that have not used a chemical representation approach. This study aims to produce chemical representation based equilibrium modules with a decent and quality inquiry approach. This research is a development research from Thiagarajan modified 4D model. Four stages of development are Define (design), Design (Develop), Develop (development), and Disseminate (spread), with disseminate not done. Evaluation of module feasibility is seen from the validity and effectiveness of the module. The effectiveness of the module is seen from the increase in learning outcomes and improvement of students' critical thinking skills. Based on the results of the analysis obtained a validity value of 3.41 (85.25%) with a very good category. In a large-scale trial obtained an increase in learning outcomes through the N-Gain test obtained an average value of 0.72 with a high category, while the aspect of critical thinking was assessed based on observations on the observations and explanations of students in answering questions. Critical thinking ability of students at a score of 3.35 with a good predicate. While the response of students who agreed to use the chemical module was 96%. The average score of posttest using critical thinking questions is 81.39. Based on the results of the evaluation of inquiry-based chemical equilibrium material modules and the chemical representation approach it is said to be feasible and effective for learning.
The Analysis of Microteaching In Improving Teaching Skill Of Pre-Service Physics Teachers
Journal of Innovative Science Education Vol 8 No 3 (2019): December 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v8i1.31167

Abstract

Microteaching is a method of teaching practice to provise pre-service teachers in mastering basic teaching skills. The aim of this study was to find out the effectiveness of microteaching learning in improving teaching skill of pre-service Physics teachers at Khairun Ternate University. The method of this study was a qualitative descriptive to analyse the effectiveness of microteaching learning towards teaching skill of pre-service physics teachers. The sample of this study was 20 students of 2016’class. The instrument used was a rubric sheet for assessing teaching skills. The result of the study showed that the implementation of microteaching, the skills of opening and closing lessons, questioning skills, explaining skills, strengthening skills, classroom management skills, and small group discussion skills also individual skills were very good and those are effective in improving teaching skill of pre-service Physics teachers
The Development of Biodiversity Module Using Discovery Learning Based on Local Potential of Wonosobo
Journal of Innovative Science Education Vol 9 No 1 (2020): April 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v8i1.31178

Abstract

A module is a mean of supporting Biology learning in addition to the textbook as a reference. The reference book that is used, still presents theories, concepts, and general examples and does not represent the local environment. Meanwhile, Wonosobo has the potential for interesting biodiverstity to be used in learning. The use of Discovery Learning is suitable to be applied to biodiversity material because it provides opportunities for students to get material through the surrounding environment. The research aims to develop and find out the appropriateness and the effectiveness of biodiversity module using Discovery Learning model on local potential of Wonosobo. The module was developed according to the research and development procedures by Sugiyono (2015). The test sample was taken using a purposive sampling technique. Small-scale test sample was done on 10 students. The large-scale trial design used the pretest-posttest control group design, class X MIPA 1 as a trial class of 32 students and class X MIPA 2 as a control class of 31 students. The results of the T-test obtained a value of 0,000 <α which showed a significant difference. The increase in learning outcomes (N-Gain) in the experimental class is 67% in the medium criteria, the achievement of the KKM was 75% of students with an average value of 71.88. The research result shows that the development of biodiversity module using Discovery Learning based on local potential of Wonosobo is appropriate and effective to be used in SMAN 1 Kertek.
Development of the Website based Chemistry Learning Integrated Evaluation To Measure Students Learning Interest In Colloids Material
Journal of Innovative Science Education Vol 9 No 1 (2020): April 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v8i1.31215

Abstract

The development of technology is currently one of the demands for teachers and prospective teachers to be able to create learning media that appeals to students so that students have an interest in learning. The use of the web-based learning media integrated with evaluation can be one of the solutions in chemistry learning. The purpose of this research is to know the validity and response of students about learning media developed. The development model used in this research is the ADDIE model. The validation of the development product is done by the validator of media experts and chemical material experts, while the trial is conducted by 29 students of class XI IPA 2. The analysis results of the validator state that the quality of the learning media belongs to a very good category with a percentage of 92.78% of the media expert and 83.34% of the material experts. Students ' learning interest percentage of 72.12% is in good category. Learning Media developed in the form of websites integrated with the evaluation of CBT (computer bassed test). The development of learning media contains material in the form of power point slides, learning videos, training of CBT exercises, student presences and student profiles whose functions for students to see the results of training and evaluation. Keywords: Computer Based Test, Learning Media, Website
A Misconception Analysis of Buffer Material using Three Tier Multiple Choice Test assisted by CBT for SMAN 9 Semarang
Journal of Innovative Science Education Vol 9 No 1 (2020): April 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v8i1.32027

Abstract

Student learning outcomes are still low. Students have an average score below KKM. KKM is determined by each school. KKM in SMAN 9 Semarang is 70. The low value of KKM is caused by students not yet mastering the prerequisite material acid-base. Based on these data student’s misconception need to be analyzed. This study aims to analyze the misconception of buffer material on students. The type of this research is mixed method. The research design used was a sequential explanatory. The research procedure is following the mixed method syntax. The sample in this study were 128 students from SMAN 9 Semarang. Quantitative data were collected using 10 three-tier multiple choice test questions that used the student’s reasons and level of confidence. The validation results of the test questions are valid and reliable. Qualitative data was collected by interviewing students. The results showed that students have scientific knowledge 16%, type 1 misconception 19%, type 2 misconception 22%, type 3 misconception 37%, lucky 1%, lack of knowledge type 1 1% concept, lack of knowledge type 2 1% concept, and lack of knowledge type 3 3%.

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