Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika was published by Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM) which contains articles that are based on the results of conceptual research and studies in the field of education such as (1) Assessment and Evaluation; (2) Higher Order Thinking; (3) Learning Resources; (4) Models of Teaching; (5) Teacher Professional Development; (6) Learning and Cognitive Style; (7) Sport Science and Education; (8) Character Building; (9) Art and Educational Linguistics; and (10) Education Research of Biology, Physics, Chemistry, and Mathematics.
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<![CDATA[Accounting Teachers’ Readiness for Virtual Classroom During the Covid-19 Pandemic, South Africa ]]>
<![CDATA[Melikhaya Skhephe]]>
<![CDATA[ Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 6 No. 1: March 2022 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM) ]]>
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DOI: 10.36312/esaintika.v6i1.577
<![CDATA[Accounting education is crucial because it establishes the core knowledge required for education and growth in any country. During COVID-19, teachers in Accounting schools, like those in other educational institutions, were expected to adopt virtual classroom to continue their educational activities. This study aimed to demonstrate the virtual classroom readiness of Accounting school teachers in South Africa during the Covid-19 pandemic. The study employed qualitative research methods in this study, and the case study research design was used to explore the reality about virtual classroom readiness of Accounting school teachers and semi-structured interviews and thematic content analysis were employed to generate data. Results show that teachers are not prepared to implement virtual classroom during the Covid-19, according to the findings, and no one is assisting them. Another result indicated that virtual classroom facilities are lacking in schools. Education officials should offer ongoing virtual classroom courses for teachers, according to the study. In this study author concludes that, in order for instructors to be prepared for virtual classroom, educational administrators must oversee its implementation. In this study the author recommends that teachers must notify people in charge of education about what needs to be done in order to provide high-quality instruction.]]>
<![CDATA[Information Communication Technology and Social Studies Instruction in Delta State, Nigeria ]]>
<![CDATA[Onamrewho Favour Atubi]]>
<![CDATA[ Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 6 No. 1: March 2022 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM) ]]>
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DOI: 10.36312/esaintika.v6i1.579
<![CDATA[Introducing Information Communication Technology (ICT) resources and skills to Social Studies as instructional materials and aids can provide an accessible and flexible Social Studies education at the primary and secondary school levels in Delta State. Hence the aims of this study were to consider various ICT resources that can be harnessed and used by Social Studies teachers for social studies instructions; outline the benefits of ICT to students and teachers of Social Studies and identify the challenges affecting its usage for Social Studies instructions in Delta State. The study employed the survey research design, a sample of sixty (60) Social Studies teachers from six primaries and six Junior Secondary Schools selected randomly from six Local Government Areas of the state. The main instrument for data collection was a well- structured questionnaire designed to obtain data and centered around the main objectives of the study. Sixty (60) copies of the questionnaire were distributed and sixty (60) copies were retrieved and used for data analysis. While data gathered were analyzed using statistical tools of mean and percentages. The result revealed that ICT resources and skills such as android phones, internet browsing, power point projection, virtual learning and computers assist in teaching Social Studies concepts. Secondly, the study revealed that ICT skills and facilities contribute meaningfully to Social Studies instructions when used by teachers, students will derive holistic knowledge when taught with ICT tools. Meanwhile the findings showed that there exist many setbacks and challenges in ICT usage such as funding, capacity building and lack of electricity supply amongst others. Based on these findings, one of the recommendations made was that stakeholders in the education sector both government and private organizations, should be concerned with the provision of ICT facilities in primary and junior secondary schools across Delta State.]]>
<![CDATA[COVID-19 is a Conspiracy Disease? Diagnostic Mental Models and Students' Cognitive Abilities ]]>
<![CDATA[Kiki Septaria]]>;
<![CDATA[Atika Fatharani]]>;
<![CDATA[Arnelia Dwi Yasa]]>
<![CDATA[ Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 6 No. 1: March 2022 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM) ]]>
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DOI: 10.36312/esaintika.v6i1.561
<![CDATA[Countless research has been published on the impact of covid-19 on improvements in teaching techniques, activities, and motivational beliefs. Most research refers to a human's response before learning without testing students' comprehension and literacy linked to covid-19. This study adopted a qualitative approach, with a questionnaire serving as the primary research tool. Alternatively, the current study looks into students' cognitive and portrays their mental model of COVID-19. At the Islamic University of Lamongan, 30 students from the science education department and 30 students from the environmental health department took part. Students are chosen as transformational leaders and liaisons between society's academic and social environments. The researchers gather data based on an open-ended assessment that evaluates the concepts, causation, methods, and strategies that must be implemented to prevent the transmission of COVID-19. Participants completed questionnaires prepared for educational purposes before and after learning. Inductive and iterative investigation of the descriptions of students' answers revealed cognitive outcomes and mental models. Each questionnaire form is then checked for validity using the SPSS v24 program. The authenticity of the questionnaire responses for each questionnaire > rcount (N = 60), indicating that each question is valid, whereas the reliability test using Cronbach's Alpha provides a score of 0.78 > 0.60, indicating that the questionnaire employed is trustworthy. Regarding educational, cognitive processes, the analysis shows that some colleagues believe that COVID-19 is a conspiracy, while others need to add sufficient scientific literacy to validate that COVID-19 is a disease. Even after learning, they can only make general ways to mitigate the propagation of COVID-19. The findings for student mental models revealed considerable changes in clarity and coherence, such as models at levels 1 through 5 with the highest student mental models. This study culminates with the implication that students require scientific literacy to effectively communicate about COVID-19 and check out false information in public.]]>
<![CDATA[Analysis of Students' Collaborative, Communication, Critical Thinking, and Creative Abilities through Problem-Based Learning ]]>
<![CDATA[Eko Susetyarini]]>;
<![CDATA[Endrik Nurohman]]>;
<![CDATA[H. Husamah]]>
<![CDATA[ Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 6 No. 1: March 2022 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM) ]]>
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DOI: 10.36312/esaintika.v6i1.584
<![CDATA[Students' collaborative, critical thinking, creative thinking, and communication skills need to be trained using problem-based learning on sharing and jumping tasks, which has never been studied. This study aimed to analyze students' collaborative, communication, critical, and creative thinking skills using Problem-Based Learning (PBL). This type of research is descriptive. The research design uses a Lesson Study-based case study. The population in this study were all 5th-semester students who attended lectures on Human and Animal Anatomy Physiology at the Biology Education Study Program, Faculty of Teacher Training and Education, Universitas Muhammadiyah Malang, the Academic year 2021/2022. The sample of this study was students of class 5C with 38 people (total sampling). Data were collected by observation by eight observers using an assessment rubric. Aspects that are measured include critical thinking, creative, collaborative, and communication skills through descriptive quantitative data analysis with percentages. The results showed that students' collaborative, critical thinking, creative thinking, and communication skills were in the good category. There was an increase in the first and second cycles through problem-based learning. The findings of this study are problem-solving-oriented learning can improve classical 4C skills.]]>
<![CDATA[Metacognition in Science Learning: Bibliometric Analysis of Last Two Decades ]]>
<![CDATA[Mohd Dzul Hakim Wirzal]]>;
<![CDATA[Nur Syakinah Abdul Halim]]>;
<![CDATA[Nik Abdul Hadi Md Nordin]]>;
<![CDATA[Mohamad Azmi Bustam]]>
<![CDATA[ Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 6 No. 1: March 2022 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM) ]]>
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DOI: 10.36312/esaintika.v6i1.665
<![CDATA[The main objective of this study was to map (1) the research of metacognition in science learning; (2) learning interventions used and metacognition’s key components that learned, integrated, and investigated; and (3) future research recommendations of metacognition research in science learning. We analyzed 438 scientific documents published in journals and books indexed in the Scopus database using VOSviewer software to visualize research trends and main keywords investigated of metacognition in science learning. The research findings show that research in the field of metacognition in science learning through the metacognition as attribution that integrated into learning interventions and as a learning outcome has increased in the last two decades. Scientific concepts understanding, critical thinking skills, motivation, and attention are the main goals in metacognition research. Inquiry-based learning, such as problem-based learning, is the most frequently used intervention to teach students metacognition. The research gaps found are (1) the cognitive regulations are the most investigated aspect, while cognitive aspects such as declarative knowledge, procedural knowledge, and conditional knowledge have not been widely investigated in science learning; (2) metacognition research on college students has a high frequency compared to school students; and (3) the integration of metacognition in online learning is still less investigated, this is indicated by the recommendations of several research results that encourage the integration of self-regulated learning into online learning.]]>
<![CDATA[COVID-19 is a Conspiracy Disease? Diagnostic Mental Models and Students' Cognitive Abilities ]]>
<![CDATA[Septaria, Kiki]]>;
<![CDATA[Fatharani, Atika]]>;
<![CDATA[Yasa, Arnelia Dwi]]>
<![CDATA[ Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 6 No. 1: March 2022 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM) ]]>
Show Abstract
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Download Original
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DOI: 10.36312/esaintika.v6i1.561
<![CDATA[Countless research has been published on the impact of covid-19 on improvements in teaching techniques, activities, and motivational beliefs. Most research refers to a human's response before learning without testing students' comprehension and literacy linked to covid-19. This study adopted a qualitative approach, with a questionnaire serving as the primary research tool. Alternatively, the current study looks into students' cognitive and portrays their mental model of COVID-19. At the Islamic University of Lamongan, 30 students from the science education department and 30 students from the environmental health department took part. Students are chosen as transformational leaders and liaisons between society's academic and social environments. The researchers gather data based on an open-ended assessment that evaluates the concepts, causation, methods, and strategies that must be implemented to prevent the transmission of COVID-19. Participants completed questionnaires prepared for educational purposes before and after learning. Inductive and iterative investigation of the descriptions of students' answers revealed cognitive outcomes and mental models. Each questionnaire form is then checked for validity using the SPSS v24 program. The authenticity of the questionnaire responses for each questionnaire > rcount (N = 60), indicating that each question is valid, whereas the reliability test using Cronbach's Alpha provides a score of 0.78 > 0.60, indicating that the questionnaire employed is trustworthy. Regarding educational, cognitive processes, the analysis shows that some colleagues believe that COVID-19 is a conspiracy, while others need to add sufficient scientific literacy to validate that COVID-19 is a disease. Even after learning, they can only make general ways to mitigate the propagation of COVID-19. The findings for student mental models revealed considerable changes in clarity and coherence, such as models at levels 1 through 5 with the highest student mental models. This study culminates with the implication that students require scientific literacy to effectively communicate about COVID-19 and check out false information in public.]]>
<![CDATA[Accounting Teachers’ Readiness for Virtual Classroom During the Covid-19 Pandemic, South Africa ]]>
<![CDATA[Skhephe, Melikhaya]]>
<![CDATA[ Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 6 No. 1: March 2022 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.36312/esaintika.v6i1.577
<![CDATA[Accounting education is crucial because it establishes the core knowledge required for education and growth in any country. During COVID-19, teachers in Accounting schools, like those in other educational institutions, were expected to adopt virtual classroom to continue their educational activities. This study aimed to demonstrate the virtual classroom readiness of Accounting school teachers in South Africa during the Covid-19 pandemic. The study employed qualitative research methods in this study, and the case study research design was used to explore the reality about virtual classroom readiness of Accounting school teachers and semi-structured interviews and thematic content analysis were employed to generate data. Results show that teachers are not prepared to implement virtual classroom during the Covid-19, according to the findings, and no one is assisting them. Another result indicated that virtual classroom facilities are lacking in schools. Education officials should offer ongoing virtual classroom courses for teachers, according to the study. In this study author concludes that, in order for instructors to be prepared for virtual classroom, educational administrators must oversee its implementation. In this study the author recommends that teachers must notify people in charge of education about what needs to be done in order to provide high-quality instruction.]]>
<![CDATA[Information Communication Technology and Social Studies Instruction in Delta State, Nigeria ]]>
<![CDATA[Atubi, Onamrewho Favour]]>
<![CDATA[ Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 6 No. 1: March 2022 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM) ]]>
Show Abstract
|
Download Original
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Original Source
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Check in Google Scholar
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DOI: 10.36312/esaintika.v6i1.579
<![CDATA[Introducing Information Communication Technology (ICT) resources and skills to Social Studies as instructional materials and aids can provide an accessible and flexible Social Studies education at the primary and secondary school levels in Delta State. Hence the aims of this study were to consider various ICT resources that can be harnessed and used by Social Studies teachers for social studies instructions; outline the benefits of ICT to students and teachers of Social Studies and identify the challenges affecting its usage for Social Studies instructions in Delta State. The study employed the survey research design, a sample of sixty (60) Social Studies teachers from six primaries and six Junior Secondary Schools selected randomly from six Local Government Areas of the state. The main instrument for data collection was a well- structured questionnaire designed to obtain data and centered around the main objectives of the study. Sixty (60) copies of the questionnaire were distributed and sixty (60) copies were retrieved and used for data analysis. While data gathered were analyzed using statistical tools of mean and percentages. The result revealed that ICT resources and skills such as android phones, internet browsing, power point projection, virtual learning and computers assist in teaching Social Studies concepts. Secondly, the study revealed that ICT skills and facilities contribute meaningfully to Social Studies instructions when used by teachers, students will derive holistic knowledge when taught with ICT tools. Meanwhile the findings showed that there exist many setbacks and challenges in ICT usage such as funding, capacity building and lack of electricity supply amongst others. Based on these findings, one of the recommendations made was that stakeholders in the education sector both government and private organizations, should be concerned with the provision of ICT facilities in primary and junior secondary schools across Delta State.]]>
<![CDATA[Analysis of Students' Collaborative, Communication, Critical Thinking, and Creative Abilities through Problem-Based Learning ]]>
<![CDATA[Susetyarini, Eko]]>;
<![CDATA[Nurohman, Endrik]]>;
<![CDATA[Husamah, H.]]>
<![CDATA[ Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 6 No. 1: March 2022 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM) ]]>
Show Abstract
|
Download Original
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Original Source
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Check in Google Scholar
|
DOI: 10.36312/esaintika.v6i1.584
<![CDATA[Students' collaborative, critical thinking, creative thinking, and communication skills need to be trained using problem-based learning on sharing and jumping tasks, which has never been studied. This study aimed to analyze students' collaborative, communication, critical, and creative thinking skills using Problem-Based Learning (PBL). This type of research is descriptive. The research design uses a Lesson Study-based case study. The population in this study were all 5th-semester students who attended lectures on Human and Animal Anatomy Physiology at the Biology Education Study Program, Faculty of Teacher Training and Education, Universitas Muhammadiyah Malang, the Academic year 2021/2022. The sample of this study was students of class 5C with 38 people (total sampling). Data were collected by observation by eight observers using an assessment rubric. Aspects that are measured include critical thinking, creative, collaborative, and communication skills through descriptive quantitative data analysis with percentages. The results showed that students' collaborative, critical thinking, creative thinking, and communication skills were in the good category. There was an increase in the first and second cycles through problem-based learning. The findings of this study are problem-solving-oriented learning can improve classical 4C skills.]]>
<![CDATA[Metacognition in Science Learning: Bibliometric Analysis of Last Two Decades ]]>
<![CDATA[Wirzal, Mohd Dzul Hakim]]>;
<![CDATA[Halim, Nur Syakinah Abdul]]>;
<![CDATA[Md Nordin, Nik Abdul Hadi]]>;
<![CDATA[Bustam, Mohamad Azmi]]>
<![CDATA[ Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 6 No. 1: March 2022 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
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DOI: 10.36312/esaintika.v6i1.665
<![CDATA[The main objective of this study was to map (1) the research of metacognition in science learning; (2) learning interventions used and metacognition’s key components that learned, integrated, and investigated; and (3) future research recommendations of metacognition research in science learning. We analyzed 438 scientific documents published in journals and books indexed in the Scopus database using VOSviewer software to visualize research trends and main keywords investigated of metacognition in science learning. The research findings show that research in the field of metacognition in science learning through the metacognition as attribution that integrated into learning interventions and as a learning outcome has increased in the last two decades. Scientific concepts understanding, critical thinking skills, motivation, and attention are the main goals in metacognition research. Inquiry-based learning, such as problem-based learning, is the most frequently used intervention to teach students metacognition. The research gaps found are (1) the cognitive regulations are the most investigated aspect, while cognitive aspects such as declarative knowledge, procedural knowledge, and conditional knowledge have not been widely investigated in science learning; (2) metacognition research on college students has a high frequency compared to school students; and (3) the integration of metacognition in online learning is still less investigated, this is indicated by the recommendations of several research results that encourage the integration of self-regulated learning into online learning.]]>
