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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 The articles should be original, unpublished and not in consideration for publication elsewhere at the time of submission to the SiPoSE.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. 6 No. 3 (2025): November" : 5 Documents clear
Science Skepticism, Science Education, and the Elephant in the Room Kilakos, Dimitris
Studies in Philosophy of Science and Education Vol. 6 No. 3 (2025): November
Publisher : National Dong Hwa University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/sipose.v6i3.468

Abstract

Science skepticism has become a prominent issue in public as well as in scholarly discourse. In turn, focusing on education and science literacy in attempts to deploy strategies aiming to deal with the issue of science skepticism seems to be a plausible option. However, interdisciplinary research points out that the relationship between educational attainment and science skepticism is arguably too complex to allow us to simply call for enhanced science literacy as a remedy. Furthermore, science skepticism is arguably a kind of Gordian knot of theoretical engagements with the scientific endeavor in its various aspects, since it gets even more perplexed in every step that metascientific studies attempt to make. The elephant in the room may become apparent and not negligible: it is the epistemological premises that inform our conception and image of science. This paper intends to suggest that there is a need to confer novel insights on the ongoing discussion on science skepticism with regard to both metascientific studies and science education by delving deeper into the development of the epistemological underpinning of stances regarding the scientific endeavor, addressing its social impact and their intertwining with science skepticism.
Analysis of Microlearning Effectiveness in Enhancing 21st Century Skills Abidin, Rusman Zaenal
Studies in Philosophy of Science and Education Vol. 6 No. 3 (2025): November
Publisher : National Dong Hwa University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/sipose.v6i3.551

Abstract

This study examines the effectiveness of microlearning as an innovative educational approach in developing 21st-century skills among students. In the context of rapid globalization and digital transformation, microlearning emerges as a promising solution, offering brief, focused learning materials that are accessible anytime and anywhere through various digital platforms. The research employs empirical evidence from multiple studies to demonstrate that microlearning, particularly through mobile-based and video-based approaches, significantly enhances programming skills, technology acceptance, and digital journalism competencies among learners. The flexible nature of microlearning supports self-paced learning and improves knowledge retention. However, the study also identifies notable limitations in current microlearning material design, especially in developing higher-order thinking skills such as critical thinking in English language learning contexts. The research concludes that while microlearning effectively promotes the development of various 21st-century skills, there remains a crucial need for more comprehensive material development, pedagogical innovation, and varied teaching methods to fully prepare students for the complex challenges of the future workforce and society.
E-LKPD Based on Ethnophysics "Siwalan Dawet Ice Making Process" to Improve High School Students' Learning Motivation Rusmaya, Anggita; Suprapto, Nadi; Prahani, Binar Kurnia; Hariyono, Eko; Saphira, Hanandita Veda
Studies in Philosophy of Science and Education Vol. 6 No. 3 (2025): November
Publisher : National Dong Hwa University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/sipose.v6i3.666

Abstract

Physics education often struggles to convey abstract concepts like static fluids, leading to low student interest and achievement. This study aims to develop an ethnophysics-based E-LKPD (Electronic Student Worksheet) that integrates physics with local culture, specifically the traditional process of making Siwalan dawet ice from Lamongan. The E-LKPD is designed to enhance learning motivation through an engaging, interactive edutainment approach. Using the ADDIE development model, only the Analyze, Design, and Development stages were conducted. This was due not only to time constraints but also because the research focused on product design and expert validation. Classroom implementation and evaluation were beyond the current research scope and are planned for future studies. Validation involved three expert lecturers who assessed presentation, content, and language using a Likert scale. Results indicated a very valid product, with an overall average score of 95.75% (presentation 91.75%, content 98.06%, language 97.22%). The E-LKPD was developed using the Liveworksheets platform, offering features like ElsQuiz, ElsAct, ElsLink, and ElsFo to promote interactivity and accessibility. Findings suggest that integrating ethnophysics and local culture into digital worksheets effectively improves student motivation in learning static fluid concepts.
Systematic Literature Review: Strengthening Teacher Competence through Creative Project-Based STEAM Implementation in Physics Learning Suprapto, Nadi; Deta, Utama Alan; Fahmi, Muhammad Nurul; Dermawan, Dodik Arwin; Nurmalasari, Dewi; Hidaayatullaah, Hasan Nuurul; Monica, Elsa; Damarsha, Adrian Bagas; Citra, Nina Fajriyah
Studies in Philosophy of Science and Education Vol. 6 No. 3 (2025): November
Publisher : National Dong Hwa University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/sipose.v6i3.717

Abstract

The STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach is a new form of teaching that places students in real-world situations around them by following the concept of interdisciplinary teaching. STEAM is highly relevant in supporting students' 21st-century skills. As is well known, 21st-century skills encourage students' critical thinking, communication, collaboration, innovation, and creativity. In physics learning, it is not uncommon for students to have difficulty understanding the subject. Teachers, as learning facilitators, are expected to be able to integrate STEAM into physics education. Teachers must have the skills to develop learning tools. Through research using the SLR method, this study aims to investigate the importance of teachers' competencies in implementing project-based STEAM learning in physics education. Project-based learning emphasizes collaborative learning activities among heterogeneous groups of students. The analysis results show that the implementation of the STEAM approach in learning is still limited. Physics teachers are important agents in equipping students with the necessary physics knowledge and scientific investigation skills. Therefore, physics teachers need support in improving their understanding of STEAM. In learning activities involving project-based STEAM, it is known that it can increase students' creativity and innovation in problem solving.
The Effectiveness of the Ethnophysics-Based PBL Model in Enhancing Scientific Literacy on Newton's Laws Hafidloh, Listian Nur; Hariyono, Eko; Arivi, Maharani Agustina
Studies in Philosophy of Science and Education Vol. 6 No. 3 (2025): November
Publisher : National Dong Hwa University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/sipose.v6i3.683

Abstract

This study aims to examine the effectiveness of a Problem-Based Learning (PBL) model integrated with ethnophysics in enhancing students' scientific literacy on Newton’s Laws. The low level of scientific literacy among students underscores the need for a contextualized learning approach through the integration of local wisdom, specifically, the use of Becak Lawu as an instructional context. A quasi-experimental method with a nonequivalent control group design involved two eleventh-grade classes selected through purposive sampling. Class XI-2 as the experimental class with 35 students and class XI-5 as the control class with 36 students The research instruments consisted of a questionnaire on students' responses to the science literacy of Newton's Laws material. Data were analyzed using SPSS. The results indicate that the lesson implementation reached ≥88%, categorized as very good. The experimental group achieved an N-Gain of 0.53 (moderate), while the control group obtained 0.24 (low). Item number 1 is in the moderate category, and item number 3 is in the difficult category, and student responses to the learning model reached ≥86%, also categorized as very good. These findings suggest that the ethnophysics-based PBL model is effective in improving students’ scientific literacy.

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