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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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Utilization of LMS G-Site with Independent Learning Flow to Improve Critical Thinking Ability on Respiratory Materials
Journal of Innovative Science Education Vol 11 No 2 (2022): August 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v10i1.51412

Abstract

Independent Learning is an educational process that guides students to develop according to their nature to achieve safety and happiness. One of the characteristics of Pancasila student profiles is critical thinking, in the hope that students can mobilize and develop physical and spiritual strength in accordance with nature, era, and society.This happens because education does not provide the widest possible space for students. There needs to be a LMS G-Site with Independent Learning Flow to improve critical thinking skills. This study aims to analyze the use of the LMS G-Site with the Independent Learning flow to improve the critical thinking skills of high school students on the subject of human respiration. This study is conducted using Research and Development (R&D) model. The research design was carried out using the ADDIE development research design. The characteristic of LMS-G-Site is that there is an Independent Learning flow where in each flow, materials, learning videos and tasksin differentiated learning are provided. The use of the LMS G-Site with Independent Learning Flow is reflected in the post-test score (90.08%) which is higher than the pre-test score (63.83%) and the N-gain test result is 76% in the high category. As for student learning outcomes based on assignments as much as 80.43% of students got an assignment score in the very good category and as many as 19.57% students got an assignment score in the good category. Thus the LMS-G-Site with Independent Learning Flow can be used as an alternative to improve students' critical thinking skills based on knowledge and students’ skills in differentiated learning aspects.
The Developing of Biodiversity Teaching Materials Based on Socio Scientific Issues to Improve Students’ Science Literacy
Journal of Innovative Science Education Vol 11 No 2 (2022): August 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v10i1.51531

Abstract

This study aims to test the feasibility and effectiveness of based biodiversity teaching materials Socio Scientific Issue (SSI) in improving students’ scientific literacy. This research is a Research and Development (R&D) that use the ADDIE model by applying a one group pretest-posttest design. The research subjects to test the teaching materials developed were two expert lecturers consisting of Biology material experts, media experts, practitioners and 125 students of class X MIPA in Kudus. The research instruments are expert validation questionnaire, readability questionnaires of teaching materials and scientific literacy test questions. The analysis of the expert validation questionnaire data showed the average score on the feasibility aspects that were considered very valid. The readability questionnaire analysis describe the teaching materials as having very good readability, which meant that the teaching materials were easy to understand and read by students. The results of the N-Gain analysis of scientific literacy for each aspect of scientific literacy are in the moderate category. The aspect of science as a body of knowledge is 0.49, science as a way of investigation is 0.52, science as a way of thinking is 0.50 and the interaction of science, technology and society is 0.56. Based on the results of the analysis of biodiversity teaching materials based on the Socio Scientific Issue, it is very suitable to be used in learning and is effective in improving students' scientific literacy skills.
Android Based Module Development with Project- Based Learning Model on Immune System Materials to Improve Critical Thinking and Digital Literature Skills Syarofatin, Ririn Hamidatus; Isnaeni, Wiwi; Alimah, Siti
Journal of Innovative Science Education Vol 11 No 3 (2022): Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v11i1.55764

Abstract

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.
The Influence of Project Based Learning Model on Students' Problem-Solving Competence in Learning of Acid-Base Faizah, Nur; Wijayati, Nanik; Widiatningrum, Talitha
Journal of Innovative Science Education Vol 11 No 3 (2022): Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v11i1.56478

Abstract

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.
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 Hasnunidah, Neni; Utami, Tri; Abdurrahman, Abdurrahman; Diawati, Chansyanah
Journal of Innovative Science Education Vol 11 No 3 (2022): Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v11i1.56534

Abstract

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.
Critical Thinking Skills and Digital Literacy of High School Students in Science Learning Using E-Learning with STEM Vision Rahayu, Sarini; Isnaeni, Wiwi; Masturi, Masturi
Journal of Innovative Science Education Vol 11 No 3 (2022): Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v11i1.57281

Abstract

Critical thinking skills and digital literacy are competencies that students must have in facing the challenges of 21st century learning, including contextual biology learning and a STEM approach. The learning process is accompanied by technological developments so that it needs to be utilized optimally through E-Learning. This study aims to analyze the effect of STEM-Vision E-Learning on digital literacy, critical thinking, and determine teacher and student responses to the application of STEM-Vision E-Learning learning. This study used a quasi-experimental design with a pretest-posttest control group design. The subjects of this study included 60 students in class XI MIPA 4 and 5 as the Experiment class (E-Learning with STEM Vision) and 60 students in XI MIPA 6 and 7 as the control class (Conventional E-Learning). This research was conducted at SMA N 1 Ungaran. The data measured in this study were critical thinking skills, digital literacy, and teacher and student responses to the application of STEM-Vision E-Learning learning. This study uses measuring instruments of observation, interviews, questionnaires, written tests and analyzed using reliability test, validity test, n-gain test. The results showed that in general there was a significant difference in digital literacy between the experimental class and the control class, In addition, there is a significant difference in critical thinking skills between the experimental class and the control class and there is a significant difference in critical thinking skills and digital literacy between the experimental class and the control class. Learning STEM Vision E-Learning can be implemented well, students and teachers give a positive response to learning STEM Vision E-Learning on the material circulation system. Suggestions in this study need a STEM approach between teachers and students so that online learning takes place without obstacles.
The Analysis of Biology Learning Assesment Implementation in Jepara High School During Covid-19 Pandemic Rohman, Alif Khoirur; Widiyaningrum, Priyantini; WH, Nugrahaningsih
Journal of Innovative Science Education Vol 11 No 3 (2022): Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v11i1.57895

Abstract

The Covid-19 pandemic has changed education that was previously conducted face-to-face to online learning. However, it is still necessary to conduct a learning assessment to determine student learning achievement. This study aims to describe the application of assessment in Biology learning in 3 public high schools in Jepara Regency. This research is a descriptive research with a qualitative approach. Data were taken by means of document analysis, observation and interviews. Data were analyzed using the Milles & Huberman model which consisted of data reduction, data presentation and conclusion drawing. The results of this study indicate that the biology teachers of SMAN 1 Mayong, SMAN 1 Pecangaan and SMAN 1 Welahan have compiled a complete lesson plan and online learning assessment instrument. Assessment techniques used in online learning vary from multiple choice, essay questions, simple practicum, independent projects and portfolios. While the online assessment applications used by teachers include google form, quizizz, google classroom, microsoft teams. The teacher begins learning by providing material to be explained to students, but when a more specific explanation is needed, the teacher usually uses the help of a learning video or video conference using the Zoom Meeting application or Google Meet. Cognitive, affective and psychomotor assessments can be carried out by teachers in online learning.
Concept Mastery and Mathematical Problem Solving Ability of High School Students in Uniform Motion in a Straight Line Materials (GLBB) Dua Riong, Maria Bernadetha; Ahmadi, Farid; Supriyadi, Supriyadi
Journal of Innovative Science Education Vol 11 No 3 (2022): Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v11i1.58966

Abstract

This study aims to describe the pattern of the relationship between students concept mastery and mathematical problem-solving ability in GLBB material. This is qualitative associative/constructive research. This investigation was conducted with grade X MIA2 students at SMAN 1 Nita. This study's instrument included a test of concept mastery and mathematical problem-solving ability, documentation of student answer sheets, and unstructured interviews. The technique for data analysis consisted of five stages: data collection, description of raw data, data reduction, data categorization, and construction of category relationships. The findings revealed a reciprocal relationship between concept mastery and mathematical problem-solving ability. In addressing physics problems, mastery of concepts and mathematical problem-solving ability play mutually reinforcing roles. The level of concept mastery of students increases with their problem-solving abilities, and vice versa: the higher the level of conceptual mastery, the greater the mathematical problem-solving abilities. The results showed that there was a semantic congruence between issue solving using the Polya step indicator and problem solving at the levels of analyzing (C4), evaluating (C5), and creating (C6). Keywords : GLBB, Concept Mastery, Mathematical Problem Solving Ability
Development of E-Module Ethnobotany Based on Lombok Local Wisdom to Improve Student Motivation and Learning Outcomes in High School Rofi’i, M; Iswari, Retno Sri; Indriyanti, Dyah Rini
Journal of Innovative Science Education Vol 11 No 3 (2022): Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v11i1.59518

Abstract

This study aims to determine the characteristics of the E-module, the validity of the Lombok local wisdom E-module, the readability of students' responses to the E-module, the effectiveness of the E-module in increasing motivation and learning outcomes, and the practicality of the developed E-module. This type of research is the development of research and development (R&D) to see the level of validity of the Lombok local wisdom E-module E-module which was developed by a research procedure by applying 9 steps, preliminary studies, product drafting, design validation, design revisions, limited scale trials, revision of the results of limited trials, large-scale trials, product revisions, practicality and readability tests and finally the final product, this product is an E-module of Lombok's local wisdom ethnobotany. The results of this study indicate that the Lombok local wisdom E-module ethnobotany obtained 76.00% declared valid by expert lecturers with an average value, material expert validation obtained an average value of 76.00% while media expert validation was 92.18%. The results of a large-scale trial of 75 students from each school obtained an average student response of 87.17%, 84.25% and 81.83%. The results of the N-gain value from each school showed that there was an increase in student learning outcomes after using the E-module in the learning process, namely 0.86, at SMA NW Anjani in the high category 0.78, at MA Muallimin NW Anjani school in the high category. the last high of 0.78. at SMA NW Suralaga classified as high category. Furthermore, the results of the practicality test questionnaire filled out by 3 biology teachers obtained average results of 95.00, 98.50 and 97.50 from each school. And this research produces an effective and practical E-module for class X IPA SMA. These results indicate that the product developed is an E-module of Lombok local wisdom ethnobotany as a supplement to plant material to increase motivation and learning outcomes in high school.
Improvement High School Students' Science Literacy through the Implementation of Blended Learning with SETS Vision Puspitasari, Devi; Indriyanti, Dyah Rini; Haryani, Sri
Journal of Innovative Science Education Vol 11 No 3 (2022): Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v11i1.59603

Abstract

Blended learning is a learning model that combines face-to-face and online learning activities, so that in its implementation it can be combined with an appropriate approach, namely SETS as an effort to improve students' science literacy. This study aims to find out the improvement of students' science literacy by applying blended learning with SETS vision on environmental change learning materials. The research was conducted with quasi-experimental method with randomized pretest - posttest control group design. The subject of this research was all students of X MIPA at SMA Negeri 1 Gabus, with cluster random sampling technique, X MIPA 1 was obtained as the control group and X MIPA 3 as the experiment group. The results of the research was proven by statistical test analysis, specifically used the independent sample t-test, it showed a result of 3.10, The analysis figured out that there was a significant difference between the application of blended learning with SETS vision and conventional blended learning on increasing students' science literacy on lesson of environmental change. The results of this research can be conclude that the application of blended learning with SETS vision significantly increased students’ science literacy meanwhile compared to the implementation of the learning model in the control group through conventional blended learning.

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