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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 The articles should be original, unpublished and not in consideration for publication elsewhere at the time of submission to the SiPoSE.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. 4 No. 2 (2023): July" : 5 Documents clear
Development of Learning Tools With Flipped Classroom Models to Train Critical Thinking Skills for 4th Grade Elementary School Students Aliyatuz Zakiyah Darmawati; Raharjo; Utiyah Azizah
Studies in Philosophy of Science and Education Vol. 4 No. 2 (2023): July
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/sipose.v4i2.280

Abstract

This development research aims to describe the validity, practicality, and effectiveness of Flipped Classroom Model Learning Devices to Train Critical Thinking Skills of Grade IV Elementary School Students. The learning tools developed are teaching modules, Student Worksheets (LKPD), Student Teaching Materials (BAPD), and Critical Thinking Tests. The method used is the Thiagarajan 4D Research and Development model: Define, Design, Develop, and Dessiminate. The same research was previously conducted using the 2013 curriculum, with research subjects ranging from high school to university students. In this research, the development of learning tools used an independent curriculum with the subject of fourth-grade elementary school students. Data collection techniques are carried out through validation, observation, and tests. The results showed that the Tools Validity Score (TVS)) for teaching modules had 3.64 very good criteria, student worksheet had 3.54 very good criteria, Student Teaching Materials had 3.73 very good criteria, and a critical thinking test had 3.66 very good criteria. The practicality of learning tools in terms of the implementation of learning by the teacher in the class obtained 97.25% very good criteria, and the activeness of students obtained 84.65% very good criteria. While the effectiveness of learning tools obtained from the N-Gain analysis of pretest and posttest results obtained 0.57 moderate criteria. The results obtained indicate that the learning tools developed are very feasible as learning media for fourth grade students.
Effectiveness of POE Learning Model on Science Process Skills in Temperature and Heat of Elementary Students Novita Uriyah; Zainul Arifin Imam Supardi; Suryanti
Studies in Philosophy of Science and Education Vol. 4 No. 2 (2023): July
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/sipose.v4i2.283

Abstract

This research aims to explain the effectiveness of the Predict-Observe-Explain (POE) learning model on elementary students' science process skills on temperature and heat material. This research was conducted on fifth-grade students at SDN Kalirungkut I/264. This research method is a quasi-experiment with a non-equivalent control group research design. The data was collected through test and non-test (observation) techniques. Based on the N-Gains score test, the score in the experimental group was 58.12697%, which is quite effective. Based on the analysis using effect size on experimental and control class students, it is known that the effect size value is 1.131611, which means that learning with the POE model on temperature and heat material has a high influence on students' science process skills. Based on the results of the research conducted, it can be concluded that the POE learning model is more effective than conventional learning of scientific process skills. This research will help students improve their fundamental scientific process skills using the POE model. In prior research, no one has tried to examine the topic of temperature and heat and no one has calculated the effectiveness of the POE model on science process skills using effect size.
Profile of the Implementation of Guided Inquiry-Based Interactive E-Module in Science Learning Imas Nur Mazidah; Wahono Widodo; Tukiran
Studies in Philosophy of Science and Education Vol. 4 No. 2 (2023): July
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/sipose.v4i2.275

Abstract

Research was conducted to describe and analyze the implementation of guided inquiry model of science learning in Indonesia. This research method uses qualitative methods with using secondary data. The sample in this research is 24 articles published in international and national journals. Based on the analysis of 24 articles on science learning using Interactive E-module with guided inquiry model in Indonesia, it can be seen that the guided inquiry model has a positive impact on student learning outcomes, it can improve students' critical thinking skills, students' science process skills, students' scientific literacy, aspects of problem solving skills, and also students' understanding of concepts. Based on that articles published exactly optimal it able combine with media or other methods example for interactive e-module, students won't be confused if they get the instruction from the teacher, and it require a lot of preparation and learning duration. Based on a literature review on the implementation of guided inquiry-based modules in 2016-2022 that has been implemented, it can be concluded that the guided inquiry model has a positive impact on science learning. Therefore, now researchers developed an interactive e-module based on guided inquiry in science learning to improve science process skills.
The Effect of Etnographic-Based Outdoor Learning Methods on Learning Activities Class V Elementary School in Social Sciences M Gita Primaniarta; Waspodo Tjipto Subroto; M Jacky
Studies in Philosophy of Science and Education Vol. 4 No. 2 (2023): July
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/sipose.v4i2.284

Abstract

he ethnographic-based Outdoor learning method is a learning method that conducts learning outside the classroom with a cultural approach in an area. The purpose of this study was to determine the effect of the Outdoor learning method on the activities of fifth grade students. The type of experimental method used is True-experimental through the Posttest Only Control Group Design procedure. The population used was class V at SDN Sidotopo Wetan IV and SDN Sidotopo Wetan V. Trials of questionnaire validation tests for 32 respondents with the provisions of tcount>ttable decided that 10 questionnaire were validated and reliable. The class prerequisite test uses the year-end assessment value using the homogeneity test through SPSS 25 with a value of 0.105>0.005 so that it is homogeneous. Testing the hypothesis through the T-test on the analysis of learning activities using numbers obtained a value of 0.002<0.05 so that Ha decision was accepted. . Based on the results of the study, it can be interpreted that the Ethnographic-Based Outdoor learning method has a positive and significant effect on the activities learning of fifth grade students.
The Influence of Digital Literacy in Online Learning on Student Learning Outcomes Irpan, Retno Megasafitri; Roesminingsih, Maria Veronika; Jacky, M
Studies in Philosophy of Science and Education Vol. 4 No. 2 (2023): July
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/sipose.v4i2.285

Abstract

The study aimed to outline the effect of digital literacy on student learning outcomes within the context of online education, as well as to pinpoint the constraints related to digital literacy that affect student learning outcomes in online learning. The research utilized an ex post facto approach with a quantitative methodology. Data were gathered through questionnaires and academic performance assessments from a sample of 37. The data underwent analysis through descriptive techniques and simple linear regression. The initial findings revealed that the computed t value amounted to 0.625, which was less than the critical t value of 2.030. Consequently, no substantial influence of digital literacy on student learning outcomes was observed. This outcome emerged due to the limited understanding of digital media and the internet among students in the context of online learning. This limitation hindered them from effectively utilizing digital media and online resources to access information. The subsequent findings concerning the challenges posed by digital literacy within online learning unveiled two main obstacles: motivation/attitude and physical access. Within the motivation/attitude category, 4 students experienced isolation due to the absence of peers, 6 students struggled with comprehending the study material, and 3 students encountered issues related to time management, boredom, and fatigue. In terms of physical access, 5 students lacked the necessary digital devices, another 5 students were without internet data quotas, and 3 students faced difficulties with internet signal reception.

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