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Studies in Philosophy of Science and Education
Published by Indonesia Approach Education
ISSN : 27223523     EISSN : 27219267     DOI : https://doi.org/10.46627/sipose
Core Subject : Education,
Education
SiPoSE : Studies in Philosophy of Science and Education is an international peer-reviewed journal that focuses on Philosophy of Science (POS) and Philosophy of Education (POE). The journal concerns in philosophical, theoretical, practical, psychological, and conceptual issues in science education and education in general. The SiPoSE is published three times a year in April, August, and December. The SiPoSE welcomes any research papers on Nature of Science (NOS), History of Science (HOS), Philosophy of Science (POS), and Philosophy of Education (POE) in any technical knowledge domain: original theoretical works, literature reviews, research reports, position papers, book review, and review articles. The articles should be original, unpublished and not in consideration for publication elsewhere at the time of submission to the SiPoSE. Check this video to know more about SiPoSE.
Arjuna Subject : Umum - Umum
Articles 5 Documents
 1 
Search results for , issue "Vol. 1 No. 2 (2020): August" : 5 Documents clear
From the Book ‘Becoming Critical’: A Short Dialogue for Educator Suryawahyuni Latief; Wolter Parlindungan Silalahi; Yeni Rachmawati
Studies in Philosophy of Science and Education Vol. 1 No. 2 (2020): August
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (358.784 KB) | DOI: 10.46627/sipose.v1i2.10

Abstract

This paper performs a narrative analysis of the basic philosophy of education book. The book, “becoming critical” was written by Carr and Kemmis (1986). Authors rise up again this old book due to the whole content is essential for educator, students from undergraduate to doctoral level. In simple, the book narrated three basic educational research methodologies among all chapters: technical-theoretical-positivism, practical-interpretative-hermeneutics, and critical-reflection-emancipatory paradigm. Narrative is the central mechanism for meaning making. It is the multiple representations used to reference and make sense of human experience. Dealing with the pros and cons of those paradigms, this paper gives a brief memory to educator in doing research in education. To sum up, this paper illustrated education, knowledge, and action research.
Science Fun: Theory of Light Saidatul Khoiriyah; Adhelia Karunia Sukma
Studies in Philosophy of Science and Education Vol. 1 No. 2 (2020): August
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (571.805 KB) | DOI: 10.46627/sipose.v1i2.12

Abstract

We as budding researchers, try to present science in the form of comics. We present the theory of light by Christiaan Huygens and Sir Isaac Newton in a short comic strip.
Do We Experience Misconceptions?: An Ontological Review of Misconceptions in Science Nadi Suprapto
Studies in Philosophy of Science and Education Vol. 1 No. 2 (2020): August
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (179.948 KB) | DOI: 10.46627/sipose.v1i2.24

Abstract

A misconception is a misunderstanding in connecting a concept with other concepts, between new concepts and old concepts that are already in the minds of students, so that the wrong concepts are formed. Students' conceptions are different or contrary to the conceptions of the scientists. There are five kinds of misconceptions, namely: (a) preconceived notions; (b) non-scientific beliefs; (c) conceptual misunderstandings; (d) misconceptions of local languages (vernacular misconceptions); and (e) factual misconceptions. The causes of misconceptions are four parts: students, teachers, teaching materials or literature, context and teaching methods. It is expected that by knowing the types and causes of students' misconceptions in understanding science, it will be easier for teachers to find solutions in teaching science concepts. Examples of data related to misconceptions in physics are illustrated to reinforce explanations.
Long-Distance Romantic Relationships among International Students: “My First Qualitative Research” Fenny Rizky Amelia
Studies in Philosophy of Science and Education Vol. 1 No. 2 (2020): August
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (277.051 KB) | DOI: 10.46627/sipose.v1i2.28

Abstract

The purpose of this study was to seek depth information how international students maintain their relationship to stay feeling close with their romantic partners although separated by distance or live in a different country, the difficulties and the reasons they choose to remain in the long-distance relationship. Semi-structured interviewed were conducted to four international students. Five themes emerged, they are “keep in touch”, “this is my look”, “trustworthiness as foundation”, “family’s support”, and “relationship’s goal is get married”. The participants utilize many ways of communication to keep in touch well because it also becomes a difficulty for the relationship if it is not done seriously. Since many of the participants have got support from their family, it makes them more believed that this relationship would be no matter even in a long-distance relationship. Admittedly, the distance has both beneficial and negative aspects, but how the couples handle it through the communication, always trust each other and share the relationship’s goal, determined the maintenance and help to feel close in the long-distance relationship.
The Anxiety of Educational Reform and Innovation: Bridging of Top-Down and Bottom-Up Strategies within Practice Educational Reform of Curriculum in Indonesia Beni Setiawan
Studies in Philosophy of Science and Education Vol. 1 No. 2 (2020): August
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (384.454 KB) | DOI: 10.46627/sipose.v1i2.30

Abstract

Reform and innovation are important issues in the educational field. Education is dynamic and changing depends on globalization demands. To counterbalance for these changes, there are two strategies to make education change. Top down and bottom up strategies. Top down and bottom up have advantages and disadvantages to the reform and innovation of educational. For instance, the advantage of top-down is the government have the power to make policy, do research about national curriculum and implement that policy in the education area, especially at school but for making policy, regulation, research and implement government have spent more money without significant result. In another hand, the benefit of bottom-up is the innovation of education easily to find and grow up because they have involved directly in the change in school, also understand what they need in education because the teachers and the principle have strong connection with the students and indirectly evaluate the national curriculum which is appropriate or not. Nevertheless, school community as the representative of bottom-up did not have the power to bring that innovation in the top level because there is no connecting purpose between government and school. In addition, the big effect is the top-down, bottom-up has the different points of view to look into education. Furthermore, to solve that problem, there are some approaches could be bond to both strategies such as the collaborative, negotiate, conceptual, and strategic clarification, school-based management and strong site councils. Based on several previous researchers that approach is the best option for bridging the educational purpose between top down and bottom up.

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