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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 The articles should be original, unpublished and not in consideration for publication elsewhere at the time of submission to the SiPoSE.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 89 Documents
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Development of Electronic Student Worksheets Based on Ethnophysics on the Pletokan Bamboo Game to Improve Problem-Solving Skills of High School Students on Parabolic Motion Material A’yun, Septy Kurrota; Suprapto, Nadi; Putri, Pretty Oktianti Menur Kusuma
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.v6i2.630

Abstract

Ethnophysics is a learning approach that connects culture with the concept of physics. One example of ethnophysics is the bamboo pletokan game. Bamboo pletokan is a traditional game originating from Betawi with the basic material for making this game coming from bamboo. This study aims to produce an ethnophysics-based E-Worksheet on the bamboo pletokan game to improve the problem-solving abilities of high school students on the material of parabolic motion as a learning medium reviewed from the eligibility criteria, namely valid, practical, and effective. The method used in this study is Research and Development (R&D). This method is used to develop a product and test the results of the product. This study uses the ADDIE (Analyze, Design, Development, Implementation, Evaluation) development design. The results of this study produce an ethnophysics-based E-Worksheet on the bamboo pletokan game with an Average E-Worksheet Validity Score in the very valid category. Thus, the ethnophysics-based E-Worksheet on the bamboo pletokan game can be utilized.
Science scepticism, science education and the elephant in the room Kilakos, Dimitris
Studies in Philosophy of Science and Education Vol. 6 No. 3 (2025): November (Article in Progress)
Publisher : National Dong Hwa University

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

Abstract

Science scepticism has become a prominent issue in public, as well as in scholar discourse. In turn, focusing on education and science literacy in attempts to deploy strategies aiming to deal with the issue of science scepticism seems to be a plausible option. However, interdisciplinary research points out that the relationship between educational attainment and science scepticism is arguably too complex to allow us to simply call for enhanced science literacy as a remedy. Furthermore, science scepticism is arguably a kind of gordian knot of theoretical engagements with the scientific endeavour 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 need to confer novel insights on the ongoing discussion on science scepticism with regard to both metascientific studies and science education, by delving deeper into the development of the epistemological underpinning of stances regarding the scientific endeavour, addressing its social impact and their intertwinning with science scepticism.
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 (Article in Progress)
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. In the context of rapid globalization and digital transformation, microlearning emerges as a solution offering brief, focused learning materials accessible anytime and anywhere. The research employs empirical evidence from various studies, including data from 2021-2023 showing effectiveness rates between 85-90%. The findings demonstrate that microlearning, particularly through mobile and video-based approaches, significantly enhances programming skills, technology acceptance, and digital journalism competencies. However, the study also identifies limitations in current microlearning material design, especially in developing critical thinking skills in English language learning. The research concludes that while microlearning effectively promotes 21st-century skill development, there is a need for more comprehensive material development and varied teaching methods to fully prepare students for future challenges.
E-LKPD Based on Ethnophysics "Siwalan Dawet Ice Making Process" to Improve High School Students' Learning Motivation Anggita Rusmaya; Nadi Suprapto
Studies in Philosophy of Science and Education Vol. 6 No. 3 (2025): November (Article in Progress)
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 due to time limitations. Validation involved two expert lecturers who assessed presentation, content, and language using a Likert scale. Results indicated a very valid product, with an overall average score of 93.75% (presentation 90%, content 96.87%, language 95%). 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.
A Strategy to Improve Students' Critical Thinking Skills Through Science Argumentation 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

Argumentation plays an important role in improving students' critical thinking skills. In science learning, there is a lot of factual content that can be used as argumentation to improve critical thinking skills. 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 meets 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. The findings show that argumentation is effective in improving critical thinking skills through pattern analysis. So it can be concluded that argumentation in science learning can improve critical thinking skills through experienced facts. Research is expected to contribute to the importance of argumentation in science education, understand current research trends and contributions, and be encouraged to implement or develop 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; Suprapto, Nadi; 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; Suprapto, Nadi; Habibi, H; Hidaayatullaah, Hasan Nuurul; Putri, retty 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 Local Wisdom in Physics Learning: Analyzing Regional Science Literacy of Students through the Rebana Context Nasution, Nabila Nur Almaida
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.
Systematic Literature Review: Strengthening Teacher Competence through Creative Project-Based STEAM Implementation in Physics Learning Nadi Suprapto; Utama Alan Deta; Muhammad Nurul Fahmi; Dodik Arwin Dermawan; Dewi Nurmalasari; Hidaayatullaah, Hasan Nuurul; Elsa Monica; Adrian Bagas Damarsha
Studies in Philosophy of Science and Education Vol. 6 No. 3 (2025): November (Article in Progress)
Publisher : National Dong Hwa University

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The STEAM approach is a new form of teaching that places students in real-world problems around them. 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.

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