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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 The articles should be original, unpublished and not in consideration for publication elsewhere at the time of submission to the SiPoSE.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 81 Documents
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Model Curriculum Development Local Wisdom on Industry 4.0: Education Indonesia Wulandari, Desi; Rochim, Raudhotul Aulia; Hikmah, Saniyatul; Hidaayatullaah, Hasan Nuurul; Fehabutar, Daliana; Citra, Nina Fajriyah
Studies in Philosophy of Science and Education Vol. 5 No. 2 (2024): July
Publisher : National Dong Hwa University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/sipose.v5i2.466

Abstract

Rapid changes in technology affect curriculum changes. The Indonesian curriculum that is currently running, namely the independent learning curriculum (MBKM), provides an opportunity for researchers to study educational curriculum design. This research aims to analyze the development of the local wisdom curriculum in the Industrial Era 4.0, analyze the design of the local wisdom industry 4.0 curriculum against the curriculum that has been put forward by researchers, and analyze it in the independent learning curriculum. This type of research is a study of curriculum development design literature. The results of the analysis show that the Local Wisdom Industry 4.0 curriculum model is a curriculum model developed based on local wisdom with each curriculum implementation process structured starting from curriculum objectives, content, processes, outcomes, and evaluation processes implemented according to developments in the Industry 4.0 era. This model was developed by integrating the Tyler model curriculum and the Hawes model and emphasizing curriculum objectives and learning processes.
Analysis of Errors Solving Questions Final Semester Examination Mathematical Junior High School Students Rizal, Muh; Dahlia, Dahlia; Paloloang, Baharuddin; Lefrida, Rita; Arivi, Maharani Agustina
Studies in Philosophy of Science and Education Vol. 5 No. 2 (2024): July
Publisher : National Dong Hwa University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/sipose.v5i2.479

Abstract

The aim of this study is to analyze the types of errors and the contributing factors in solving final semester mathematics exam questions among Grade VIII junior high school (JHS) students. This is a descriptive study using a qualitative approach. Data on errors were collected from the Final Semester Examination (FSE) results and through in-depth interviews with 28 Grade VIII JHS students in Palu City during the 2022/2023 academic year. Based on the analysis of five tested topics, number patterns, Cartesian coordinates, relations and functions, linear equations, and systems of linear equations in two variables, it was found that the most frequent errors were conceptual errors, particularly in the topics of Cartesian coordinates and linear equations. The main factors contributing to these errors include students’ inability to determine and apply appropriate formulas, as well as limited competency in performing calculation operations.
The Effect of Gardening Activities on Cooperation Skills and Skills to Recognize Size Concepts in Children Aged 5-6 Years Novanti, Tanaya Susilatama; Fitri, Ruqoyyah; Jannah, Miftakhul
Studies in Philosophy of Science and Education Vol. 6 No. 1 (2025): March
Publisher : National Dong Hwa University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/sipose.v6i1.571

Abstract

The age of 5-6 years is a critical phase in the cognitive and socio-emotional development of children. This study aims to determine the effect of gardening activities on cooperation skills and skills to recognize size concepts in children aged 5-6 years. This study used a quasi-experiment model with a nonrandomized pretest-posttest control group design. The research subjects were 32 children aged 5-6 years, who were divided into 2 groups, namely 16 control group children, consisting of 11 boys and 5 girls, and 16 experimental group children, consisting of 9 boys and 7 girls. The results showed that in the t-test of cooperation ability, the value of p < 0.001, proving p < 0.05 and showing that there was a difference in gain score between the experimental group and the control group. In the t-test of skills to recognize size concepts shows a value of p < 0.001, proving that p < 0.05 and means there is a difference in gain score between the control group and the experimental group. This means that there is an effect of gardening activities on the ability to cooperate and skills to recognize size concepts in children aged 5-6 years.
The Influence of Macro Role Play on Expressive Language Skills and Cooperation of 4-5 Year Old Children Masruroh, Eviani; Jannah, Miftakhul; Fitri, Ruqoyyah
Studies in Philosophy of Science and Education Vol. 6 No. 1 (2025): March
Publisher : National Dong Hwa University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/sipose.v6i1.576

Abstract

This study aims to analyze the influence of macro role play on expressive language skills and cooperation in children aged 4-5 years. Playing macro roles was chosen as a stimulation approach because it involves intensive social interaction and provides opportunities for children to express verbally and nonverbal terms. The study was conducted in two groups, namely the experimental group that received intervention playing macro and control groups that took part in conventional learning in Khadijah 114 Kindergarten and TK Khadijah 25, Banyuwangi Regency. Research uses quasi-experimental methods with nonrandomized design of the pretest-posttest control group. Information is gathered by means of observation using instruments that have been tested for validity and reliability. The results showed that playing the role of macro had a major impact on enhancing children's cooperation and expressive language abilities between the ages of 4-5. The experimental group had a rise in the average score of expressive language skills and higher cooperation than the control group. This study contributes to the development of learning methods based on macro role to improve socio-social skills and the ability to communicate children 4-5 years. These results can guide educators and parents in supporting children's development through meaningful and enjoyable play.
The Effect of Experiential Learning on the Ability to Recognize Patterns and Cooperation in Children Aged 4-5 Years Ummah, Imrotul; Fitri, Ruqoyyah; Jannah, Miftakhul
Studies in Philosophy of Science and Education Vol. 6 No. 1 (2025): March
Publisher : National Dong Hwa University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/sipose.v6i1.582

Abstract

The results of initial observations conducted at KB Talia Insan Mulia found that the ability to recognize patterns and cooperation was still underdeveloped. For this reason, the author wants to develop Experiential Learning through playing Maze to improve the ability to recognize patterns and cooperation. The purpose of this study is to determine the effect of experiential learning on the ability to recognize patterns and cooperation in children aged 4-5 years. This study uses quantitative research using experimental methods. This study involved 30 early childhood subjects aged 4-5 years, 14 female subjects or 46.66%, 16 male subjects or 53.34%. The instruments in this study were pattern recognition ability observation sheets and cooperation ability observation sheets. The data analysis technique in this study used descriptive analysis with JASP 0.19.10 and non-parametric statistics with the Mann-Whitney U test. The test result shows that p is smaller than 0.05 which means the hypothesis is accepted. Experiential learning has an effect on the ability to recognize patterns and cooperation in children aged 4-5 years. The experiential learning method is expected can become the main strategy in learning in PAUD.
The Influence of Picture Number Card Media on the Introduction to Number Concepts and Critical Thinking Abilities in Early Childhood Nikmah, Muzan Dahluil; Jannah, Miftakhul; Fitri, Ruqoyyah
Studies in Philosophy of Science and Education Vol. 6 No. 1 (2025): March
Publisher : National Dong Hwa University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/sipose.v6i1.584

Abstract

This research aims to determine the effect of picture number card media on the introduction of number concepts and critical thinking abilities of children aged 4–5 years. Initial observations at PGTK As-Sakinah showed that these abilities had not yet developed optimally. The study involved 30 children, consisting of 46.67% boys and 53.33% girls, divided equally into an experimental group (TKA 1) and a control group (TKA 2). A quantitative experimental method was used, with data analysis through JASP 0.19.10, employing descriptive analysis and the Mann-Whitney U test. The descriptive results indicated a clear difference, with the experimental group achieving a gain score of 6.13 compared to 2.4 in the control group for the introduction of number concepts. In terms of critical thinking, the experimental group had a gain score of 2.4, while the control group scored 0.87. Hypothesis testing showed a p-value of <0.001, indicating that p was smaller than 0.05. Thus, it can be concluded that the use of picture number card media significantly influences the development of number concept understanding and critical thinking abilities in children aged 4–5 years.
The Impact of Toy Exploration Activities on Critical Thinking and Speaking Skills in 3-4 Years Old Children Sitorus, Maureen Audina; Fitri, Ruqoyyah; Jannah, Miftakhul; Kristanto, Andi; Dewi, Utari; Citra, Nina Fajriyah
Studies in Philosophy of Science and Education Vol. 6 No. 2 (2025): July
Publisher : National Dong Hwa University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/sipose.v6i2.580

Abstract

This study analyzes the impact of toy exploration on the critical thinking and speaking skills of children ages 3-4. Understanding how toy explorations influences these abilities is crucial for parents and educators to support children’s cognitive and communication development effectively. This study processes data using a quasi-experimental approach using JASP. There are 29 participants in this study, and the sample is made up of kids between the ages of 3 and 4. With the experimental group achieving higher ratings of 6.46 and 9 than the control group, the data show that the p-score was less than 0.001. It can be inferred that toy exploration activities have an impact on children's critical thinking and speaking skills between the ages of three and four.
Potency of Local Wisdom Augmented Reality (AR) Media in Physics Learning: Bibliometric Analysis Damarsha, Adrian Bagas; Utami, Putri Lintang; Rahmawati, Ratna; Lintangesukmanjaya, Rahmatta Thoriq; Hidayaatullah, Hasan Nuurul; Nisa', Khoirun
Studies in Philosophy of Science and Education Vol. 6 No. 2 (2025): July
Publisher : National Dong Hwa University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/sipose.v6i2.617

Abstract

The era of technology provides many modern developments and innovations. One of them is in the field of education such as learning media. Physics learning media widely uses Augmented Reality (AR). This study aims to analyze network visualization, AR visualization overlay, and AR local wisdom in physics learning research as well as the distribution of media, trends, and opportunities for AR research and AR local wisdom in physics learning research. The bibliometric research method uses two keywords in the Scopus database, namely AR and AR Local Wisdom. Based on the results of the network visualization study, AR is defined as 8 clusters, and AR local wisdom is defined as 12 clusters. The innovation obtained based on the study of overlay visualization of current topics related to AR research and AR Local Wisdom, both of which are in critical thinking, has found research improvements for 7 years. The Physics Conference Series Journal is the source that provides the most contributions. The trend of AR local wisdom related to android applications in batik learning and the implementation of AR local wisdom in physics courses has not been done much and needs to be done.
The Development of Teachers’ Epistemic Beliefs about Science: A Review of the Literature Watson, Ellen; Ragoub, Sarah
Studies in Philosophy of Science and Education Vol. 6 No. 2 (2025): July
Publisher : National Dong Hwa University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/sipose.v6i2.625

Abstract

Empirical research studies investigating teachers’ epistemic beliefs about science are scattered across the science education literature. This research summarizes and describes the literature investigating the development of teachers’ epistemic beliefs about science over the last 25 years. The focus of this summary is on how teachers’ epistemic beliefs about science have been investigated and conceptualized as well as the themes arising from empirical studies considering this construct. Using a systematic literature review (PRISMA protocol), empirical research studies investigating the development of teachers’ epistemic beliefs about science were identified. Thematic analysis was used to analyze, summarize, and interpret data. Findings indicate that teachers’ epistemic belief development is commonly studied using interventions to instruct teachers about and engage them with the epistemic underpinnings of science. The nature of science was the most frequently used framework to conceptualize teachers’ epistemic beliefs about science, with few studies using approaches more common in the general epistemic belief or epistemic belief development literature. Reflections on and interpretations of the summary of this systematic literature are provided, including potential considerations for future directions of research investigating the development of teachers’ epistemic beliefs about science.
Integration of Gamelan Ethnophysics E-Module to Improve Science Literacy of Sound Wave Materials Aisah, Siti Nur; Suprapto, Nadi; Hariyono, Eko; Citra, Nina Fajriyah; Damarsha, Adrian Bagas
Studies in Philosophy of Science and Education Vol. 6 No. 2 (2025): July
Publisher : National Dong Hwa University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/sipose.v6i2.629

Abstract

Quality education is characterized by the good science literacy skills of students. However, PISA results show that the science literacy of students in Indonesia is still low, which is caused by less interesting learning and a lack of interactivity. One relevant solution is to develop contextual and interactive physics learning tools by integrating local wisdom. Therefore, this study aims to develop and test the validity of the physics module based on gamelan local wisdom and determine the response of students to its use to improve science literacy: This research employed the Research and Development approach utilizing the ADDIE framework, which includes Analysis, Design, Development, Implementation, and Evaluation. The product developed was a physics e-module integrated with Gamelan local wisdom which was validated by experts and tested on students. Results: The module obtained a very valid category from the aspects of content, language, and design. Learners' responses showed that the module was interesting, easy to understand, and improved science literacy skills. Novelty: The integration of gamelan as a form of ethnophysics in the physics module provides a contextual learning experience and encourages the preservation of local culture. This study analyzed the validity and students' response to the physics module based on gamelan.

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