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JPPS (Jurnal Penelitian Pendidikan Sains)
Published by Universitas Negeri Surabaya
ISSN : 20891776     EISSN : 25491597     DOI : http://dx.doi.org/10.26740/jpps.v9n1
Core Subject : Science, Education,
Biochemistry, Genetics & Molecular Biology Chemistry Earth & Planetary Sciences Education Physics
JPPS (Jurnal Penelitian Pendidikan Sains) is one of the research journals in the education field which includes science, physics, chemistry, and biology education. JPPS also contains articles that discuss the latest issues about education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 8 Documents
 1 
Search results for , issue "Vol. 11 No. 2 (2022)" : 8 Documents clear
Critical Thinking Skills Students on Solar System Material Ilmi Kurniati; Yuliani Yuliani; Suyono Suyono; Zahidah Mahroini
JPPS (Jurnal Penelitian Pendidikan Sains) Vol. 11 No. 2 (2022)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v11n2.p130-141

Abstract

Critical thinking skills are one of the aims of the 21st century. Learning the solar system is one of the science materials that cannot be separated from critical thinking skills. Therefore, research on the students' initial critical thinking skills is essential after the pandemic. The subjects in this research were Junior High School students. Descriptive methods were used in this research. The data collection instruments used interview methods and research tests—the results of research ability critical thinking students of junior high school in the very low category. The achievement of the interpretation indicator shows a high proportion of 77%. In contrast, the lowest value is found in the analysis indicator, 55%, and the other indicator, like inference, shows 60%. The evaluation and explanation indicators have the same value of about 64%. The research implication is that there is evidence that students' critical thinking skills still need to be improved, especially in the solar system.
The Effect of Cosheet Strategy-Based on Collaborative Creativity Learning on Energy Literation Ability and Physics Learning Outcome Sri Astutik; Lu'luul Maknuniyah
JPPS (Jurnal Penelitian Pendidikan Sains) Vol. 11 No. 2 (2022)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v11n2.p180-192

Abstract

The purpose of this study was to find out how the energy literacy abilities of high school students while using Cosheet Strategy based on the Collaborative Creativity (CC) learning model and to determine the effect Cosheet Strategy based on  the Collaborative Creativity (CC) learning model on physics learning outcomes in high school students. This type of research is experimental research with post-test only control group design. The study population was all students in Mumbulsari 1 Senior High School. The determination of the study sample used was cluster random sampling which was then obtained in class X Mathematics and Natural Science 3 as the experimental class and class X Mathematics and Natural Science 2 as the control class. The research instruments were observation, interviews, tests, and documentation. Analysis of research data for energy literacy skills is by using the energy literacy formula, while for physics learning outcomes use statistical tests on the SPSS application program. Based on the results of the analysis it can be said that students' energy literacy abilities while using the Cosheet Strategy based on Collaborative Creativity (CC) learning model are good, and the Cosheet Strategy based on Collaborative Creativity (CC) model has a significant effect on physics learning outcomes in high school students.
Development of Online Learning Media using Guided Inquiry to Improve Science Process Skills of Elementary School Students Assisted by Microsoft Office 365 Siti Ulfayantik; Budi Jatmiko; Zainul Arifin Imam Supardi
JPPS (Jurnal Penelitian Pendidikan Sains) Vol. 11 No. 2 (2022)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v11n2.p142-151

Abstract

The research aims to produce a valid, practical, and effective Microsoft Office 365 guided inquiry learning tool to practice students' science process skills in elementary school. The development of this learning device uses a Four-D model. It is tested on students at Elementary School, in grade IV, class A and B using the design of one Group Pretest-Posttest design. The learning devices developed include syllabus, lesson plans, teaching materials, student worksheets, and science process skills tests with teaching materials themed light properties. Data collection uses validation, observation, and test methods—data analysis techniques using N-Gain, Paired samples t-test, and independent t-test. Science process skill results increased by an average N-Gain of more than 75% or categorized high. The data analysis techniques used to determine the improvement of science process skills are by using Paired samples t-Test that there is an increase in the scientific process skills in the grade IV Elementary School after learning activities. The independent t-test showed that the learning devices used in the sample group had a relatively similar (consistent) influence. Based on data analysis, it can be concluded that the guided inquiry model online science learning device effectively improves the science process skills of elementary school students. This study implies that Microsoft Office 365-assisted online science learning tools have the potential to be a solution and alternative to improve science process skills.
Effectiveness of OCCIE Learning Model to Improve Science Process Skills of Senior High School Students Marjuki Marjuki
JPPS (Jurnal Penelitian Pendidikan Sains) Vol. 11 No. 2 (2022)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v11n2.p99-112

Abstract

The research aims to analyze the effectiveness of the OCCIE learning model to improve the science process skills of high school students in learning chemistry. The OCCIE learning model has 5 phases, namely: Orientation, Construct, Communicate, Improve, and Evaluate which are specifically designed to improve science process skills. Methods of data collection using tests. The scientific process skills assessment instrument was valid and reliable. The main results show that the OCCIE learning model is proven to be effective in improving science process skills in learning chemistry in high school. In addition, there was a significant and consistent increase in the science process skills of Senior High School students in chemistry learning. The implications of the results of this study indicate that this model deserves to be used as an alternative model for Senior High School students' science process skills in chemistry learning in Indonesia. Further research can be focused on: (1) Teachers must prepare and ensure tools and materials can be used for experimental activities in the laboratory; (2) The time allocation must be adjusted to the characteristics of the material and students for those who are using the OCCIE Learning Model for the first time; (3) The group must have been determined by the teacher before learning using the OCCIE Learning Model so that the time allocation is more effective.
Feasibility of Learning Devices with Guided Inquiry Model to Develop Senior High School Students’ Science Process Skills Nurhuwaida Nurhuwaida; Mastuang Mastuang; Misbah Misbah; Mohd Ali Ibrahim
JPPS (Jurnal Penelitian Pendidikan Sains) Vol. 11 No. 2 (2022)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v11n2.p193-205

Abstract

This research aims to produce learning devices with guided inquiry models that are valid, practical, and effective, making them worth using to practice students' science process skills. This development research uses the ADDIE model. Developed the device in a trial to grade XI students at one of the State High Schools in Banjarmasin. Data collection uses learning device validation sheet instruments, lesson plan implementation, observation sheets, and learning outcome tests. The results showed that the learning tools developed: (1) valid based on the assessments of academics and practitioners, (2) practical based on the implementation of the lesson plan, and (3) effective with medium categories based on N-gain results of learning outcomes. Concluded that learning devices with guided inquiry models deserve to be used to practice students' science process skills. This learning device can be one of the alternatives, especially in temperature and heat materials at the High School level.
Profile of Computational Thinking Skills in Environmental Chemistry Courses for Prospective Science Teacher Students Emilia Candrawati; Mellyta Uliyandari; Nuryani Y. Rustaman; Ida Kaniawati
JPPS (Jurnal Penelitian Pendidikan Sains) Vol. 11 No. 2 (2022)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v11n2.p152-165

Abstract

Computational thinking skills are not only provided to students in computer-related courses, but also in all courses, including Environmental Chemistry courses. Environmental chemistry courses are considered important because they orient students to the achievement of scientific literacy and awareness. Therefore, optimization of learning in environmental chemistry courses also needs to be carried out to support the achievement of CPL which includes 21st-century life skills, including computational thinking skills. science teacher candidates. The research method follows 3 stages of field study, namely preparation, data collection, and data analysis. The results of the study show that the Science Education Study Program has poured CT skills into CPL, environmental chemistry lectures are still dominated by theoretical explanations by lecturers, lecturers do not understand the concept of CT, and CT skills are very important to provide students.
Comics Problem-based Learning Model Implementation to Improve Students’ Learning Outcomes on Heat and Its Transmission Intan Dwi Safitri; Beni Setiawan; Muhamad Arif Mahdiannur
JPPS (Jurnal Penelitian Pendidikan Sains) Vol. 11 No. 2 (2022)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v11n2.p166-179

Abstract

This study aimed to improve students’ learning outcomes on heat and its transmission using comics problem-based learning model as intervention program. This study used one group pretest-posttest design in the classroom natural setting. This study involved thirty-two students from 7th grade in one of Public Junior High School in the Sidoarjo Regency, East Java. Data were collected by using learning implementation observation forms, written test sheets, and students’ response questionnaire form. Based on the results of this intervention, we obtained a percentage of the lesson plans implementation 94.12% at the first meeting and 93.38% at the second meeting with very good category. The written test used pretest and posttest to measure the improvement in learning outcomes which got high normalized gain. The students’ responses toward the intervention categorized as strong and positive. The result of this study shows that the implication of the comics problem-based learning model is effective to improve the students’ learning outcomes, especially on heat and its transmission.
Mental Models in Chemistry: Prospective Chemistry Teachers’ Mental Models of Chemical Equilibrium Kelly Sinaga
JPPS (Jurnal Penelitian Pendidikan Sains) Vol. 11 No. 2 (2022)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v11n2.p113-129

Abstract

In this study, we described research into prospective chemistry teachers' mental models for chemical equilibrium. This research aimed to describe the profile of prospective chemistry teachers' mental models of chemical equilibrium. This study was held at one university in Tangerang. The subjects in this study were 22 students. The method used is the descriptive research method, using diagnostic tests as a research instrument. The research outcome showed 59.42% for the macroscopic stage, 51.34% sub-microscopic stage, and 66.18% symbolic stage. This outcome showed the variety of the understanding of prospective chemistry teachers for every level of chemical representation but generally, the understanding at the submicroscopic level was still relatively low. The profile of the mental models at each level of representation showed varied results but on average has a higher percentage in the Phenomenon Model and the Character-Symbol Model.  The category of mental models at each level of representation mainly shows a linkage between the characteristic of the level of representation and the students’ mental model type. The result of this work point to the need of developing a learning strategy that accommodates the multiple representations. The next study also should recognize that sub-microscopic level representation is very important as this level help the students understand the scientific concept and give the correct explanation to chemical phenomena and reduce the misconception.

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