Asian Journal of Science Education
The Asian Journal of Science Education (AJSE) is a scientific publication in the field of Science published by the Department of Physical Education which is directly under the Universitas Syiah Kuala. The basic for publishing this journal is to maintain the existence of higher education institutions to continue to provide publications in the form of scientific journals. The purpose of the Asian Journal of Science Education (AJSE) is to accommodate and publish all scientific writings in the context of Science, specifically Physics education, Chemical Education, Biology Education and Mathematics Education in order to create a growing source of literacy for science. The main purpose of the Asian Journal of Science Education is to publish research work of field development and research, literature review in the field of Science Education at all ages and levels of education, especially Science, Physics, Biology, Chemistry, and Mathematics Education. The second purpose of this Journal is occasional publication of theoretical articles relating to Science Education.
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<![CDATA[The Effort To Improve Critical Thinking SKILLS In Physics Learning Through Project Based Learning Model ]]>
<![CDATA[Halmaida Halmaida]]>;
<![CDATA[Elmi Mahzum]]>;
<![CDATA[Susanna Susanna]]>
<![CDATA[ Asian Journal of Science Education Vol 2, No 2: October, 2020 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/ajse.v2i2.16976
<![CDATA[Students’ critical thinking skill of class X MIA-1 in SMAN 2 Bukit is very low. There is the effort to improve critical thinking of students applying Project Based Learning model (PjBL). The purpose of this research is to determine whether there is an enhancement in students’ critical thinking skills using the Project Based Learning model. This research is Classroom Action Research which was carried out as many as III cycles. The subjects in this research were all students of Class X MIA-1 in SMAN 2 Bukit, consisted of 16 students. The instrument used to collect the data was tests including pre-test, post-test, teacher and student activity sheets, and observation sheets of learning management using Project Based Learning model. The results showed that students’ critical thinking skill when Project Based Learning model applied was better than the learning which was not using The Project Based Learning model. It happened because using Project Based Learning model, the students played a role actively as learning center were given an issue in the project then they were asked to solve it.]]>
<![CDATA[An Identification of The Understanding of Electrical Concept of Student Grade XII of Senior High School 2019/2020 in Central Aceh ]]>
<![CDATA[Angga Fristian]]>;
<![CDATA[Susanna Susanna]]>;
<![CDATA[Ahmad Farhan]]>
<![CDATA[ Asian Journal of Science Education Vol 2, No 2: October, 2020 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/ajse.v2i2.18305
<![CDATA[This study aims to identify and differentiate the level of understanding of the electrical concepts of students' Grade XII Senior High Schools in Central Aceh. The population of this study was all students of Science students Grade XII Senior High Schools in Central Aceh which consisted of 19 senior high schools. The sample in this study were 115 students from six senior high schools in Central Aceh. The determination of the sample is done by purposive sampling. The approach which used is a qualitative approach with the type of descriptive research. Data collection techniques in this study used the test method. The form of the test instrument used is in the form of a three-tier test with a total of 12 items. The technique of data analysis was used in this study is percentage analysis. The percentage of the results shows there were 7.72% of students understood the concept, 51.52% of students lacked understanding of the concept, and 40.72% of misconceptions students. Thus, it can be concluded that the level of understanding of the electrical concepts of students senior high school in Central Aceh is at level 5 means very poor. As further recommendation for similar research it is best to not only identify the understanding of concepts, but also to overcome the lack of understanding of concepts and misconceptions in students so that students' understanding of concepts increases, especially in electrical concepts.]]>
<![CDATA[Analysis Of Critical Thinking Ability Physics Education Students to Solve Geometrical Optics Problems ]]>
<![CDATA[Sarah Octaviana]]>;
<![CDATA[Abdul Hamid]]>;
<![CDATA[Elisa Kasli]]>
<![CDATA[ Asian Journal of Science Education Vol 2, No 2: October, 2020 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/ajse.v2i2.17184
<![CDATA[This research was conducted aiming to determine the critical thinking skills of Teacher Training and Education Department Syiah Kuala University physics students based on critical thinking indicators in solving optical geometry problems. This research uses a quantitative approach with descriptive research methods. The population of this research is the 2016 Physics Education students as many as 57 students with 40 students as a sample of respondents. Data collection was performed using a test consisting of 5 essay questions that have been validated for use as an instrument for critical thinking tests. The data obtained is then averaged per indicator and then presented and then categorized using the criteria table for critical thinking skills. The results show the average percentage of values obtained by students in solving optical geometry problems for each critical thinking ability is 43% in the ability to provide an explanation simple, 33% in the ability to build basic skills, 25% in the ability to conclude, 33% in the ability to provide further explanation, and 13% in the ability to formulate strategies and tactics. Based on these results it can be concluded that the critical thinking ability of students based on each indicator in the physics education student at Teacher Training and Education Department Syiah Kuala University is still low.]]>
<![CDATA[Comparison of Learning Achievement Physics Education Students, FKIP- Unsyiah in Senior High School and Higher Education ]]>
<![CDATA[Ahmad Farhan]]>;
<![CDATA[D Fitriyani Dalimunthe]]>;
<![CDATA[Agus Wahyuni]]>;
<![CDATA[Evendi Evendi]]>;
<![CDATA[Nurul Wati]]>
<![CDATA[ Asian Journal of Science Education Vol 2, No 2: October, 2020 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/ajse.v2i2.18307
<![CDATA[Based on cognitive maturity, students of the Physics Education Department, Teacher Training and Education Faculty - Unsyiah when they were at the education level in Senior High School and College were in the same category, namely the early adult stage. That requires students could adjust to the pattern of learning life in higher education, especially first-year students who are in a transition period from high school to college. The purpose of this study was to compare whether the learning achievements obtained by Physics Education Students, Teacher Training and Education Faculty - Unsyiah were better than the achievements achieved at Senior High Schools. This type of research is a comparative study with a quantitative approach. The sampling technique used purposive sampling with a sample of 37 students of class 2018. The data was collected using the documentation method. Data were analyzed using the t-test equation. From the analysis, it can be seen that the results of the hypothesis test obtained are the t count = 7.05 with a significant level of α = 0.05 and t table = 1.68, so the results are rejected H0 and accept Ha because of t count ≥ t table. It was concluded, that the learning achievement of Physics Materials from Physics Education Students, Teacher Training and Education Faculty - Unsyiah in the college was better than during high school.]]>
<![CDATA[The Mentoring of Senior High School Physics Teachers In Improving Students' Scientific Questions Ability ]]>
<![CDATA[nurul wati]]>;
<![CDATA[Evendi Evendi]]>;
<![CDATA[Yusrizal Yusrizal]]>
<![CDATA[ Asian Journal of Science Education Vol 2, No 2: October, 2020 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/ajse.v2i2.17349
<![CDATA[The ability of students to ask questions is one of the obstacles faced by teachers when teaching. Most students do not want to ask questions when the teacher gives the chance to ask questions. The low ability of students to ask questions was also influenced by the ability of teachers to raise the enthusiasm of students to ask questions also experienced by physics teachers in Aceh Tengah. Therefore, it is necessary to increase teacher professionalism in these activities. The purpose of this activity is to provide support to physics teachers on how to improve students' scientific questioning skills in physics lessons at SMA Aceh Tengah District. The target of Community Service activities in 2020, is the core teachers in the field of Physics in Aceh Tengah Regency, totaling 10 people. Implementation of assistance uses the Question Web-Based Learning (QWBL) learning model or the questions based learning model. Assistance material is the development of student worksheets based on questions or called the student activity question web worksheets (SQWS). SQWS is a question sheet that can link one question with other questions about the material being studied. The teacher's ability to improve students' scientific questioning skills in learning physics is measured using the Scientific Asking Skills Assessment Sheet (SASAS) or scientific questioning skills test assessment sheet. The results of the mentoring show that the teacher's ability to ask questions before going mentoring is in the average scientific category and less scientific, whereas after mentoring the average ability of the teacher to ask is in the scientific category and very scientific. This shows that the mentoring activity very helped physics teachers to improve students' scientific questioning skills at SMA Aceh Tengah district.]]>
<![CDATA[Development of Student Worksheets Based on a Scientific Approach using the Group Investigation Model ]]>
<![CDATA[soewarno warno]]>;
<![CDATA[Siti Rahmah]]>;
<![CDATA[Ngadimin Ngadimin]]>;
<![CDATA[Abdul Halim]]>
<![CDATA[ Asian Journal of Science Education Vol 2, No 2: October, 2020 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/ajse.v2i2.18393
<![CDATA[This study aims to obtain student worksheets based on a scientific approach using the group investigation model that is feasible to apply to collision topic in High School. The research model used in this study refers to the ADDIE development model, namely: 1) Analysis, 2) Design, 3) Development, 4) Implementation and 5) Evaluation. The feasibility of student’s worksheets (SW) is measured by the results of SW validation, student learning outcomes and student response questionnaires. The SW is assessed by a team of experts. The overall results of the SW validation showed an average score of 4 was included in the good category. After the implementation of SW the learning outcomes have increased, namely the overall average of students is in the medium category and the average result of the overall response of students shows a score of 4 which is included in the agreed category Based on the three measurements of the feasibility of the SW, it shows that the SW is feasible to be applied in learning.]]>
<![CDATA[The Implementation of CORE Type Cooperative Learning Model to Improve Students’ Learning Outcome on Integrated Science Module in Junior High School of Pos Keadilan Peduli Umat (PKPU) ]]>
<![CDATA[Elisa Kasli]]>;
<![CDATA[Yusrizal Yusrizal]]>;
<![CDATA[Windi Lestari]]>
<![CDATA[ Asian Journal of Science Education Vol 2, No 2: October, 2020 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/ajse.v2i2.18267
<![CDATA[The study aims to identify students’ learning outcome, teachers’ skills in managing class, along with students’ response towards the implementation of CORE type cooperative learning model. The study employed Action Research using a descriptive statistical approach. The study was conducted through 4 stages: planning, acting, developing, and reflecting. The participants were 30 second-year Junior High School students of PKPU, and the data were elicited through the scores of students’ learning outcomes, observation sheet of teachers’ skills in managing class, and students’ response sheets toward CORE type cooperative learning model. The finding indicated that students’ learning outcomes improve from cycle 1 to cycle 3: in cycle 1, the individual completeness is 37% and the classical completeness is 40%; in cycle 2, the individual completeness is 63% and the classical completeness is 70%; in cycle 3, the individual completeness is 93% and the classical completeness is 90%. Moreover, teachers’ skills in managing the class improve from moderate to a very good category, along with positive responses indicated by the students, where all students show positive responses towards the implementation of CORE type cooperative learning model. It is concluded that the model can significantly improve the students’ learning outcome on integrated science module]]>
<![CDATA[The identification of Teachers’ Difficulties in Designing of Learning Materials Based on STEM at Central Aceh Senior High School ]]>
<![CDATA[Deni Fahlawi Indrawan]]>;
<![CDATA[M Syukri]]>;
<![CDATA[Abdul Halim]]>
<![CDATA[ Asian Journal of Science Education Vol 2, No 2: October, 2020 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/ajse.v2i2.18405
<![CDATA[The problem in this research is what components are the difficulties for high school physics teachers at Central Aceh in designing STEM-based learning tools? This study aims to determine the difficulties of high school physics teachers in Central Aceh in designing STEM-based learning tools. The approach used in this research is a quantitative approach and descriptive type. The subjects of this study were all high school physics teachers in Central Aceh. Data collection was carried out by means of a questionnaire. The questionnaire data was processed with a descriptive percentage. The conclusion in this study is that the difficulty level of teachers is the highest in designing STEM-based learning tools on the Pedagogical Content Knowledge (PCK) component as many as 18,20 % of teachers, on the Content Knowledge (CK) component as many as 15,15 % of teachers and on the Technological Content Knowledge (TCK) component as many as 14,05 % of teachers. It is recommended for teachers to master mathematics/science in order to equip teachers’ knowledge in designing classroom learning tools and mastering technology to determine student needs in learning such as Twitter, blog, Facebook to support the teaching and learning process.]]>
<![CDATA[Relationship between Science Literacy and Disaster Preparedness: The Possible Role of Curriculum in Behavior Theories ]]>
<![CDATA[Michael Cahapay]]>;
<![CDATA[Rachel Patricia Ramirez]]>
<![CDATA[ Asian Journal of Science Education Vol 2, No 2: October, 2020 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/ajse.v2i2.16803
<![CDATA[While classical behavior theories assume that knowledge is linked to change in human behavior, there is a growing trend reporting the dissociation between these two constructs. This study aimed to determine the relationship between knowledge as measured by science literacy and behavior as represented by the disaster preparedness of the students. It mainly employed a correlation research design involving 280 Grade VIII students in a public high school in the Philippines during the school year 2018-2019. The psychometric properties of the instruments used were established. The descriptive and inferential statistics provided the mean, percentage, standard deviation, and correlation coefficient for the variables under this research. Results showed that the students have a moderate level of science literacy and a low level of disaster preparedness. The results further revealed that there is a negative and weak relationship between the science literacy and disaster preparedness of the students. A broader explanatory context of this result is further discussed with the possible role of the curriculum. The conclusions and recommendations are offered in the paper.]]>
<![CDATA[Identification of Lecturer Difficulties in Implementing of Blended Learning in the Covid-19 era ]]>
<![CDATA[Fitria Herliana]]>;
<![CDATA[Abdul Halim]]>;
<![CDATA[Ahmad Farhan]]>;
<![CDATA[Elisa Kasli]]>
<![CDATA[ Asian Journal of Science Education Vol 2, No 2: October, 2020 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/ajse.v2i2.18274
<![CDATA[Learning in the Covid-19 era requires lecturers and students not to study in the same place. This condition is a new challenge for lecturers and students to continue implementing effective learning using a suitable approach that is blended learning. This research is a preliminary study to determine the difficulties of lecturers in implementing blended learning at Department of Physics Education, FKIP – Universitas Syiah Kuala. The method used in this research is a survey using a questionnaire containing 30 statements. The indicators measured in this study were 9 (nine) indicators from 2 aspects, namely the readiness and skills of lecturers in implementing blended learning in the Covid-19 era. The questionnaire was distributed to 15 lecturers in the Department of Physics Education, and the results of the responses obtained were analyzed using descriptive statistics. The results of the analysis show that 29.23% of lecturers are not ready to apply the blended learning approach because 53.85% of lecturers rarely access the internet and learning platforms to facilitate lecture activities, so they are not used to using it. 44% of lecturers are not yet skilled in using learning platforms which are shown by 46.16% of lecturers having difficulty changing the general appearance of the virtual class, and 46.15% of lecturers have difficulty interacting using the learning platform. These difficulties are the obstacles for lecturers to apply the blended learning approach in lecture activities, so it is necessary to immediately find solutions to help the lecturer difficulties so that lectures in the Covid-19 era continue to run effectively like previous lectures.Keywords: Blended Learning, Covid-19, Lecturer Difficulties, Obstacles]]>
