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Hamidi
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Journal of Science and Science Education (JoSSEd)
Published by Universitas Mataram
ISSN : 27741869     EISSN : 27742105     DOI : https://doi.org/10.29303/jossed
Core Subject : Science, Education, Agriculture, Engineering,
Agriculture, Biological Sciences & Forestry Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Materials Science & Nanotechnology Neuroscience Physics
Journal of Science and Science Education (JoSSEd) is a Peer Review international journal published by Postgraduate Mataram University. It is firmly established as an authoritative voice in the world of science and science education. JoSSEd publishes scholarly papers that focus on science and science education like the teaching and learning of science in school settings ranging from early childhood to university education. It bridges the gap between research and practice, providing information, ideas, and opinion. As a truly international journal, JoSSEd welcomes contributions from any country provided that the authors explain their local contexts and demonstrate the significance of their work for a global readership.
Arjuna Subject : Umum - Umum
Articles 13 Documents
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Search results for , issue "Vol. 5 No. 1 (2024): April" : 13 Documents clear
The Effect of Carboxymethyl Cellulose (CMC) Addition on The Quality of Biodegradable Plastic from Corn Cob Ihsan, M. Bayu; Ratnawulan, Ratnawulan
Journal of Science and Science Education Vol. 5 No. 1 (2024): April
Publisher : Pascasarjana, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jossed.v5i1.4000

Abstract

This study aims to determine the effect of CMC addition on thickness, tensile strength, elongation and biodegradation of biodegradable plastic from corn cob starch. In this study, the addition of Carboxymethyl Cellulose which plays a role in increasing the tensile strength of biodegradable plastics. This research was conducted in 2 stages. The first stage is varying CMC as much as 20%, 30%, 40%, 50% and 60% (w/b starch) and the second stage is mixing corn cob starch as much as 2 grams with CMC 20% - 60% w/b starch. The test results showed that the addition of CMC concentration of 20% w/w with corn cob starch mixing material had an effect on increasing the tensile strength value and decreasing the elongation value of the plastic. The addition of CMC concentration as much as 20%-60% w/b starch with corn cob starch blending material has an effect on increasing the percent weight loss of biodegradable plastics
The Effect of Advance Organizer Model on Physics Learning Outcomes in Terms Prior Knowledge Harjono, Ahmad; Hikmawati, Hikmawati; Putra, I Ketut Eka
Journal of Science and Science Education Vol. 5 No. 1 (2024): April
Publisher : Pascasarjana, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jossed.v5i1.5563

Abstract

This research is experimental research which aims to determine the effect of the advance organizer model on physics learning outcomes in terms of prior knowledge. This research uses a one group pretest-posttest design type . The sample in this research was class X MIA 1 SMAN 8 Mataram which consisted of 24 students. The data collection technique uses test sheets in the form of pre-test and post-test given before and after treatment. The pre-test data results were obtained with an average of 35.6 and 81.5 for the post-test average . The results of the prerequisite test with the Shapiro Wilk test showed that the pre-test and post-test data were normally distributed. Then, a t-test was carried out using a paired sample t-test showing a significant value (sig. 2 tailed) of 0.000, which means (sig. 2 tailed) < 0.005 so it can be concluded that there is an influence of the advance organizer learning model on physics learning outcomes in terms of priors knowledge.
Feasibility of Teaching Module in Curriculum Merdeka Integrated Green Chemistry to Improve Science Process Skills and Student Learning Independence Fitri, Zelisa Nudia; Burhanuddin, Burhanuddin; Sani A, Yunita Arian
Journal of Science and Science Education Vol. 5 No. 1 (2024): April
Publisher : Pascasarjana, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jossed.v5i1.6762

Abstract

The implementation of the Curriculum Merdeka was already implemented in 2022. Teaching modules are one of the new terms in the implementation of the Curriculum Merdeka (IKM). Teaching module is another name for lesson plans (RPP) in the 2013 Curriculum, but it is more complex and can be used as teaching materials that can be modified by teachers. Science learning, especially chemistry, requires students to understand science facts and concepts in daily life. Therefore, it is necessary to develop teaching modules that can make learning more contextual. An approach that can be integrated into developing teaching modules is the green chemistry approach. Chemistry learning, which is generally abstract, can be linked to the environment so that learning can be more contextual. The development of teaching modules that contain learning steps and integrate the principles of green chemistry in the form of experimental activities is expected to increase students' learning independence and science process skills. This research is a type of development research that refers to the steps of the ADDIE model. The feasibility of the teaching module developed was analyzed using a Likert scale and a percentage of agreement (PA) formula. Based on calculations, the average validity value of the teaching module was 3.9, with very valid category. Meanwhile, the percentage of agreement obtained 79%, which means the teaching module is reliable. Based on these conclusions, the teaching module developed is feasible to use because it is included in the valid and reliable category
Use of 5E Learning-cycle and Concept-mapping Strategies for Improving Student's Performance in Genetics in Secondary Schools in Kwara State, Nigeria Jibril, Basira Abdulrahim
Journal of Science and Science Education Vol. 5 No. 1 (2024): April
Publisher : Pascasarjana, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jossed.v5i1.6956

Abstract

The continuous explosion of discoveries in field of science and technology in this 21st century calls for shift from conventional teaching methods to a more innovative teaching strategies in Nigerian secondary schools. Instructional strategies adopted by teachers have been linked by researchers to students’ conceptions, misconceptions, difficulties of some concepts as well as poor performances in science subject like Biology at the senior school certificate examinations in Nigeria. Genetics is one of the concepts in Biology that was reported by researchers to be difficult to teach by teachers and difficult to learn by students in secondary schools in Nigeria. This study examined the effect of using 5E learning-cycle and concept-mapping in teaching genetics to senior school students offering biology. The study is a quasi-experimental type. Sample comprised of senior school two students in public secondary schools in Ilorin city. The study is a quasi-experimental type involving pretest, posttest, non- randomized and non-equivalent control groups. All Senior School two (SS II) Biology students were the targeted population. The target population will not be preparing for WASSCE. A purposive sampling technique was used to select co-educational government secondary schools in three senatorial districts. A Performance Test on Genetics (PTG) was used for data collection. Data collected were analyzed using mean and ANCOVA statistical tool. The study revealed that both learning-cycle and concept- mapping had a positive effect on the performance of the experimental groups. It means there is a significant difference between the experimental and control groups and also, no significant difference between the performance of male and female students. It was therefore recommended among others that teachers should employ these strategies to teach biology particularly genetics
The Effect of Project Based Learning (PjBL) Integrated by STEM on Students’ Generik Science Abilities Qahfi, Bung Ashabul; Doyan, Aris; Makhrus, Muh.
Journal of Science and Science Education Vol. 5 No. 1 (2024): April
Publisher : Pascasarjana, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jossed.v5i1.6962

Abstract

This research aims to determine the effect of the integrated STEM project-based learning (PjBL) model in static fluid material on the generic science abilities of students at SMAN 1 Donggo. The type of research is quasi-experimental research with a pretest and posttest design with non-equivalent control groups. The sample used was class XI where MIA 1 was the experimental class and class MIA 2 was the control class. The instrument used in collecting data is a test instrument in the form of multiple-choice questions. The data analysis technique used is the n-gain test. The research results show that the average n-gain value for critical thinking skills for both classes is an n-gain value of 53.43%, a minimum value of 11.67, and a maximum value of 85.11 for the experimental class. while the average n-gain value for the control class was 44.46%, the minimum value was 17.81 and the maximum value was 72.34. Based on these values, it is concluded that the STEM integrated project-based learning (PjBL) model has an effect on students' generic science abilities.
Behavior of Several Peanut Genotypes Under Sunlight and Water Deficit Condition Hemon, A. Farid; Sumarjan, Sumarjan; Ujianto, Lestari; Listiana, Baiq Erna; Yakop, Uyek Malik
Journal of Science and Science Education Vol. 5 No. 1 (2024): April
Publisher : Pascasarjana, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jossed.v5i1.7295

Abstract

Drought and shade stress often occur together in peanut plants. Sunlight and water are the main factors that determine the growth of peanut plants. This study aimed to determine the behavior of several peanut genotypes under conditions of sunlight and water deficit. This research was conducted using a Completely Randomized Design-Split Plot Design with three replications. The treatments to be tested were double stresses (sun light and water deficit) and no stress (control) factors as the main plot and peanut genotype factors, namely Takar-1, Domba, Bison, G2T5, and G19-UI as subplots. The results showed that the peanut genotypes had different behaviors under double stresses (sunlight and water deficit). Peanut plants under double stress caused a reduction in pod dry weight, number of pods, root dry weight, and chlorophyll-a levels compared to those without stress. Peanut genotype G19-UI resulted in the lowest percentage reduction in pod dry weight and number of pods per plant, namely 58.79% and 43.75% under double stresses, respectively
The Influence of Problem Based Learning Model Assisted by Video on Student’s Problem-Solving Skills in Static Fluid Material Al-Qoyyim, Thufail Mujaddid; Wahyudi, Wahyudi; Gunawan, Gunawan; Doyan, Aris
Journal of Science and Science Education Vol. 5 No. 1 (2024): April
Publisher : Pascasarjana, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jossed.v5i1.7382

Abstract

This research aims to find out whether the problem-based learning (PBL) model, assisted by physics learning videos using static fluid material, influences students' problem-solving abilities. The population of this research was class XI students at SMAN 2 Mataram, with a sample of class 11 Science-Technology as the experimental class and class XI Science-Health as the control class. The data collection technique uses a problem-solving ability instrument in the form of 6-item description questions. The instruments used have been tested for their suitability through tests of validity, reliability, distinguishability and level of difficulty. Hypothesis testing uses an independent sample t-test with a significance level of 5% or 0.05 using the PSPP version 3 application. The results of the independent sample t-test show that a significance value of 0.002 is obtained. This means that the significance value is smaller than 0.005, so H0 is rejected, and Ha is accepted; in other words, the problem-based learning model assisted by physics learning videos using static fluid material influences students' problem-solving abilities.
Application of LMS, Google Meet, and PhET Interactive Simulations as an Effort to Develop Student Creativity and Communication Skills in Waves and Optics lectures Hikmawati, Hikmawati; Kosim, Kosim; Ayub, Syahrial
Journal of Science and Science Education Vol. 5 No. 1 (2024): April
Publisher : Pascasarjana, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jossed.v5i1.7414

Abstract

This research aims to describe the application of the Learning Management System (LMS), Google Meet, and PhET interactive simulations as an effort to develop student creativity and communication skills in Waves and Optics lectures. This research, which uses a one shot case study design, was carried out in the 2023 academic year (odd semester) at the Physics Education Study Program, FKIP, University of Mataram. The research subjects included all University of Jambi students who took Waves and Optics courses with code 133414. These students took part in the Independent Campus program, namely the Independent Student Exchange (ISE), with a total of 20 people. The instrument for creativity uses a product assessment sheet uploaded to the LMS, namely SPADA Unram, while the instrument for communication skills uses an observation sheet during product presentations via Google Meet. The product in question is a paper that discusses a particular topic accompanied by data from PhET interactive simulations. The assessment score for each indicator for both creativity and communication skills uses a scale of 4. The scores for creativity and communication skills are expressed in percentage form. The research results show that the average score for student creativity is 83.0 (B+ criteria), while student communication skills are 86.8 (A criteria). The lowest score in the creativity aspect is 75 (B criteria) with the highest score being 90 (A criteria). The lowest score in the communication skills aspect is 80 (B+ criteria) with the highest score being 90 (A criteria). Thus, implementing LMS, Google Meet, and PhET interactive simulations can be an alternative in developing creativity and communication skills. Optimizing learning media needs to be done to produce better creativity and communication skills
Exploring Work and Energy Concept with Indonesian Traditional Game "Egrang": An Ethno-pedagogical Approach to Physics Learning Wulandari, Riska; Fatmaryanti, Siska Desy
Journal of Science and Science Education Vol. 5 No. 1 (2024): April
Publisher : Pascasarjana, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jossed.v5i1.7486

Abstract

Egrang are a traditional Indonesian game that can be used as a learning medium. This research aims to analyze the physical concepts of work and energy in the traditional game "Egrang" through an ethno-pedagogical approach. This research was conducted with a descriptive review. The learning analysis stage uses a literature review by reviewing several journals to be analyzed in accordance with existing physics concepts, namely the concept of work and energy and ethno-pedagogical approach analysis. The research results found that the concepts of work, kinetic energy, potential energy and mechanical energy can be explained using stilts. And in implementing learning, you can use 5 learning steps with an ethno-pedagogical approach. It is hoped that these results can serve as an initial study at the implementation stage in schools to prove the effectiveness of learning
Learning Model Development of Disaster Mitigation for Elementary School Students at Lombok, Indonesia Taufik, M.Si, Muhammad; Sutrio, Sutrio; Gunada, I Wayan; Syahrial A, Syahrial A; Doyan, Aris; Susilawati, Susilawati
Journal of Science and Science Education Vol. 5 No. 1 (2024): April
Publisher : Pascasarjana, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jossed.v5i1.7938

Abstract

A research study conducted in Lombok Island, Indonesia, developed a learning model for disaster mitigation for elementary school students. The model is based on a scientific approach and incorporates knowledge about natural disasters, their causes, and effects. Students are taught how to identify and respond to warning signs of a disaster, and the importance of being prepared for one. The study found that the learning model was effective in increasing students' knowledge, skills, and attitudes about disaster mitigation. Students who participated in the study were better able to identify the warning signs of a disaster and take appropriate action, as well as express a greater sense of preparedness for a disaster. The learning model can be used to educate elementary school students about disaster mitigation in other regions prone to natural disasters. Teachers can use various resources to teach students about natural disasters, provide opportunities for practice identifying warning signs and responding to disasters through role-playing exercises, and help students develop a sense of preparedness by discussing the importance of having a disaster plan and practicing what to do in the event of a disaster. By incorporating the learning model into their curriculum, teachers can ensure that their students are prepared to face the challenges of natural disasters

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