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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 The articles should be original, unpublished and not in consideration for publication elsewhere at the time of submission to the SiPoSE.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 4 Documents
 1 
Search results for , issue "Vol. 5 No. 3 (2024): November" : 4 Documents clear
The Contribution of Scientific Argumentation to Critical Thinking Skills: A Literature Review Damarsha, Adrian Bagas; Ariana, Indri Maya; Naufal, Muhammad Ghiyats; Faradillah, Khofifatur Risma; Suprapto, Nadi; Hariyono, Eko; Nisa', Khoirun
Studies in Philosophy of Science and Education Vol. 5 No. 3 (2024): November
Publisher : National Dong Hwa University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/sipose.v5i3.674

Abstract

This study offers an evaluation of previous research that shows the importance of argumentation learning in science to improve critical thinking through bibliometrics. This study aims to describe the trend, contribution, and stages of argumentation strategies in science to improve critical thinking skills. The research method used is a bibliometric study and a systematic literature review. The data that met the requirements in this study were 257 documents from Scopus. The results obtained indicate that argumentation research in science to improve critical thinking skills continues to increase. One of the countries that contributed to this study was Indonesia. Research findings indicate that argumentation is effective in improving critical thinking skills through pattern analysis. This is evidenced by the results of a literature review that scientific argumentation patterns can improve critical thinking skills through real-world problems by providing several reasons. Thus, it can be concluded that argumentation in science learning can improve critical thinking skills through experienced facts. This research is expected to contribute to the importance of argumentation in science education, understand current research trends and contributions, and encourage the implementation or development of argumentation-based learning strategies.
Human Versus Artificial Intelligence in Creative Physics Thinking: A Philosophical Reflection on Learning and Cognition Sofita, Mita; Damarsha, Adrian Bagas; Prasetya, Joenathan Eka; Yuliatin, Elisa Dwi; Rahma, Nur Fitri; Jauhariyah, Mukhayyarotin Niswati Rodliyatul; Saphira, Hanandita Veda
Studies in Philosophy of Science and Education Vol. 5 No. 3 (2024): November
Publisher : National Dong Hwa University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/sipose.v5i3.676

Abstract

The rapid advancement of artificial intelligence (AI) has led to its increasing integration into education, including in subjects like physics that require high-level cognitive skills. This study compares human responses with those generated by AI models (ChatGPT and DeepSeek) to physics problems designed to measure creative thinking skills while exploring the philosophical patterns in AI reasoning as a reflection of human cognition. Using a qualitative-comparative method, responses were analyzed based on fluency, elaboration, originality, and flexibility, focusing on the concept of moment of inertia within the traditional "Kekehan" game. Findings show that while AI responses demonstrated structured reasoning and elaboration, human answers were more contextually relevant and original, rooted in experience. DeepSeek produced more detailed responses than ChatGPT, but both showed tendencies toward generalization. The results indicate that AI, though useful as a support tool, lacks the genuine creativity of human thinking. The study suggests that reliance on AI in education should be balanced with strategies that foster human creativity and critical thinking. Philosophical reflection is necessary to redefine AI's role in education, ensuring it complements rather than replaces human intellectual development.
Assessment of Teaching Modules as Physics Teachers' Review of Ethnoscience Issues in the Context of Rebana Nasution, Nabila Nur Almaida; Santoso, Irsyad Yusuf; Habibi, H; Hidaayatullaah, Hasan Nuurul; Putri, Pretty Oktianti Menur Kusuma
Studies in Philosophy of Science and Education Vol. 5 No. 3 (2024): November
Publisher : National Dong Hwa University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/sipose.v5i3.677

Abstract

This study aims to assess an ethnoscience-based physics learning module in the context of rebana from the perspective of science and engineering teachers, focusing on the relevance of scientific content to local culture, the dimensions of scientific literacy, and the module's contextual appeal and associated challenges. Employing a mixed-methods approach with an explanatory design, the study began with the collection of quantitative data using a Likert-scale instrument administered to 40 purposively selected respondents, followed by in-depth interviews to explore contextual ethnoscience issues and the types of support needed. The results indicated that most respondents provided highly positive feedback on the integration of physics content with ethnoscience, evaluating the module as an effective and engaging learning tool. However, challenges persist, particularly regarding teachers’ limited understanding, lack of relevant learning resources, and the difficulty of connecting local culture with abstract scientific concepts. Therefore, support in the form of professional development, the creation of contextual learning media, cross-sector collaboration, and adaptive educational policies is essential to ensure the effective and sustainable implementation of ethnoscience-based physics learning.
Integrating Rebana-Based Local Wisdom into Physics Learning: Analyzing Students’ Science Literacy by Region Nasution, Nabila Nur Almaida; Santoso, Irsyad Yusuf; Habibi, H; Suprapto, Nadi; Hidaayatullaah, Hasan Nuurul; Putri, Pretty Oktianti Menur Kusuma
Studies in Philosophy of Science and Education Vol. 5 No. 3 (2024): November
Publisher : National Dong Hwa University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/sipose.v5i3.678

Abstract

This study aims to analyze the level of scientific literacy among students from various regions, including regions that are not generally recognized as religious cities, by incorporating the context of local wisdom of the rebana musical instrument into the physics literacy instrument. This study uses a quantitative descriptive approach to measure and compare the level of physics literacy of students based on region. The results of the study indicate that scientific literacy is not only influenced by the religious background of a region but also by the relevance of the learning model, exposure to local culture, and the alignment between learning materials and students' life experiences. These findings emphasize the importance of integrating local and cultural contexts in physics learning to create meaningful learning experiences and encourage deeper understanding of concepts.

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