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ScienceEdu : Jurnal Pendidikan IPA
Published by Universitas Jember
ISSN : 26852071     EISSN : 26852071     DOI : 10.19184/se.v2i1
Core Subject : Education,
Education Other
ScienceEdu journal is a journal for all of researches in science education field which is established by Science Education, University of Jember. ScienceEdu will support science education researches that focus on curriculum of science education included its policy and regulation, science teaching and learning in the school settings in the context of early childhood to university education, and development of pre-service and in-service science teacher. It can be a home to share any ideas, opinion, finding, and condition views of implementation theoretical and conceptual framework of science education in its school settings. ScienceEdu journal publishes twice a year in June and December. It has list of editorial board which is included of experts in any context of science education focus. And any articles that exclude of the context above are not going to be considered to publishing in ours. Any questions regarding publication in this journal are invited to get in touch with the editor-in-chief.
Arjuna Subject : Umum - Umum
Articles 7 Documents
 1 
Search results for , issue "Vol 4 No 2 (2021)" : 7 Documents clear
APPLICATION OF PROBLEM-BASED LEARNING (PBL) LEARNING MODEL ON CLASS VIII STUDENT'S CRITICAL THINKING ABILITY STATE JUNIOR HIGH SCHOOL 6 BORONG Yohana Melci Joni; Melkyanus Bili Umbu Kaleka; Yasinta Embu Ika
ScienceEdu Vol 4 No 2 (2021)
Publisher : Program Studi Pendidikan IPA FKIP Universitas Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/se.v4i2.27772

Abstract

This study aims to determine the effect of applying the problem-based learning (PBL) model on the critical thinking skills of eighth-grade students of SMP Negeri 6 Borong. The type of research used is quantitative with a quasi-experimental research design (quasi-experimental) with a Posttest- Only Control Group Design. The population in this study were all students of class VIII SMP Negeri 6 Borong totaling 89 people who were obtained using a random sampling technique. The data collection technique used a test in a description test to measure students' critical thinking skills. Data analysis used normality test, normality test, and hypothesis testing. The results of the study using SPSS 24 obtained the results of the research, namely a significant value for (sig 2- tailed) of 0.000 <0.05, which means that there is an effect of implementing the Problem Based Learning learning model on critical thinking skills so that H0 is rejected and H1 is accepted.
DEVELOPMENT OF TEACHING MATERIALS OF PARABOLA MOTION USING TRACKER SOFTWARE FOR PHYSICS LEARNING DURING THE COVID-19 PANDEMIC Sugiono Sugiono
ScienceEdu Vol 4 No 2 (2021)
Publisher : Program Studi Pendidikan IPA FKIP Universitas Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/se.v4i2.27100

Abstract

One of the problems in online learning during the COVID-19 pandemic is monotonous learning. This fact requires teachers to be able creating joy learning. Not only focusing on the knowledge aspect, but also the skill aspect through experiment from home by using technology. So that students feel happy and motivated to learn, able to prove the concepts in real-life, so physics can be understood contextually. One of the software that can be used for distance learning based on physics experiment is tracker. According the facts, the researchers try to develop the learning materials topics parabolic motion using tracker. The research method in this research using 4D model (Define, Design, Development, Disseminate) of Thiargarajan. From the results of the reserach, it can be concluded that, (1) video analysis of parabolic motion using tracker can be getting appropriate results. (2) the results of the design of learning materials for parabolic motion materials include: title, learning instructions, learning objectives, parabolic motion materials, and questions based on critical thinking indicators of interpretation, analysis, evaluation and inference.
IMPROVING UNDERSTANDING OF GENETIC SUBSTANCES THROUGH GUIDED DISCOVERY LEARNING METHODS Evi Zunaidah
ScienceEdu Vol 4 No 2 (2021)
Publisher : Program Studi Pendidikan IPA FKIP Universitas Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/se.v4i2.28445

Abstract

This study aims to improve student learning outcomes on genetic substances by applying the Guided Discovery Learning Method. The subjects of this study were students of class XII MIPA 1 who collected 40 students. This research is a Classroom Action Research (CAR) which consists of two cycles, and each process includes the planning, implementation, and reflection stages. The data collection techniques are test techniques, observations, and field notes. The data analysis technique used is reflective, meaning that it is always reflected in the learning process. The research result is that the Guided Discovery learning method can improve student learning outcomes in understanding genetic material.
IDENTIFICATION OF CRITICAL THINKING CAPABILITIES OF HIGH SCHOOL STUDENTS USING THE INTEGRATED PHYSICS MODULE OF ENGINEERING DESIGN PROCESS (EDP) Devi Yustika; Pramudya Dwi Aristya Putra; Sri Handono Budi Prastowo
ScienceEdu Vol 4 No 2 (2021)
Publisher : Program Studi Pendidikan IPA FKIP Universitas Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/se.v4i2.28416

Abstract

The Indonesian curriculum states that science education is one of the efforts to improve the quality of people's lives to be able to have knowledge and skills in solving problems. Problem solving skills require capable critical thinking skills to be able to analyze, assess and reconstruct the knowledge they have to solve problems. In addition, the ability to think critically is an important aspect that must be developed according to the competence of 21st-century skills. This research is a type of qualitative research with a case study approach to identify students' critical thinking skills using the Engineering design process (EDP) integrated physics module which is differentiated by gender. The subjects of this study were six students, each consisting of three male students and three female students in class XI MIPA 2 at MAN 1 Jember. The data was collected in the form of observation data, documentation, and interviews. The data collected will be reduced, analyzed based on indicators of critical thinking skills, and presented to then draw conclusions. All data obtained will be tested for validity using triangulation techniques. The results of the identification of critical thinking skills indicate that there are differences in the characteristics of the problem-solving process between male and female students. Female students are better at interpreting problems accurately and in detail than male students. Meanwhile, male students dominate in giving ideas, and even though some ideas are not quite in accordance with the concepts of physics, and are still in doubt. Overall, there is no significant difference between the critical thinking abilities of male and female students. All students tend to still not fully understand the physics concepts related to solutions so that the statements and opinions given regarding solutions tend to be less clear and less logical.
DIGESTIVE SYSTEM E-MODULE BASED ON INTEGRATED-STEM IN STUDENT’S SCIENCE LITERACY AND LEARNING OUTCOME Sanny Murti Vinandari; Slamet Hariyadi; Nuriman Nuriman
ScienceEdu Vol 4 No 2 (2021)
Publisher : Program Studi Pendidikan IPA FKIP Universitas Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/se.v4i2.25152

Abstract

This article dicussses how the digestive system e-module based on integrated STEM is used to improve student’sscientific literacy and learning outcome. Scientific literacy is a person's ability to understand science, communicate science, and apply scientific knowledge to solve problems so that they have a high attitude and sensitivity to themselves and their environment in making decisions based on scientific considerations. This research is a development research). The method used is development model suggested by Borg and Gall (1989) in Sugiyono (2015). The research stages are, 1) Potential Problems; 2) Data Collection, 3) Product Design, 4) Product Review; 5) Design Revision; 6) Design Validation; 7) Product trial; 8) Product Revision; 9) Mass Product Manufacturing. The result of pre-research question given to students, it is known that from 37 students 34 of them have low or incomplete scientific literacy scores. So that 91.8% of students have a low level of scientific literacy and 8.1% of students have a good level of scientific literacy. The scientific literacy domain which has the lowest score is science attitude and the final product of the learning using e-module is gerd candy made by students. The developed of e-module is based on a STEM approach consisting of four aspects, namely: (1) Science; (2) Technology; (3) Engineering; and (4) Mathematics. This module is developed to increase students’ scientific literacy for four domains, namely: (1) the context of science; (2) Science knowledge; (3) Science competence; and (4) scientific attitude.
EMOTIONAL INTELLIGENCE RELATIONSHIP WITH ACHIEVEMENT LEARNING PHYSICS CLASS X STUDENTS PRIVATE VOCATIONAL SCHOOL OF ST. ALOISIUS RUTENG FOR THE 2019/2020 ACADEMIC YEAR Elenora Yulita Neang; An Nisaa Al Mu'min Liu; Ana Silfiani Rahmawati
ScienceEdu Vol 4 No 2 (2021)
Publisher : Program Studi Pendidikan IPA FKIP Universitas Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/se.v4i2.25600

Abstract

This study aims for intelligent emotional intelligence with student achievement in learning physics class X SMK Swasta St. Aloisius Ruteng for the 2019/2020 academic year. The type of research used is tracking in a quantitative approach. The population in this study were students of class X Light Vehicle Engineering (TKR) SMK St. Aloisius Ruteng and the sample in this study were class X TKR A assigned to 35 people. With the sampling technique purposive sampling. Retrieval of data, namely questionnaires and documentation. Data analysis used normality test, linearity test and hypothesis test. The result of this study is the absence of emotional intelligence with the learning achievement of students in class X SMK Swasta St. Aloisius Ruteng. This is evidenced by the calculation of the correlation test obtained by 0.010 with a sig α = 0.05, so 0.010 <0.05.
ANALYSIS OF LEARNING OUTCOMES AND ERROR IDENTIFICATION IN TEMPERATURE AND HEAT COGNITIVE TES Agustina Anggraeni; Nurul Fitriyah Sulaeman; Muhammad Junus
ScienceEdu Vol 4 No 2 (2021)
Publisher : Program Studi Pendidikan IPA FKIP Universitas Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/se.v4i2.24386

Abstract

Cognitive ability is the student's mastery of the cognitive realm. This study aimed to determine student learning outcomes and what factors caused student errors in solving cognitive test questions on temperature and heat material. The type of research is descriptive quantitative research. The population in this study were students in class XI IPA at SMA Negeri 2 Bontang, amounting to 3 classes with a total sample size of 30 students in class XI IPA 1 and 30 students in class XI IPA 2. Data collection was used to test techniques in the form of 10 essay questions to determine learning outcomes. The results showed that student learning outcomes in solving cognitive test questions on temperature and heat material at the creating level (C6) were categorized as lacking because only 30%, at the level of evaluating (C5) and analyzing (C4) 56% and 66% respectively. The cognitive abilities of students at the level of remembering (C1) and understanding (C2) have shown very well because the percentage obtained is relatively high, namely remembering (C1) by 97% and understanding (C2) by 84%. Moreover, students' cognitive abilities at the level of applying (C3) were good because the percentage obtained was 81%. Students' most common error factors when solving cognitive test questions in terms of temperature and heat were misconceptions, strategy errors, errors in using data, and calculation errors. Error factors that often appear, especially in concept errors, need to get more attention to support students' learning physics.

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