PENSA E-JURNAL: PENDIDIKAN SAINS
Pensa E-Jurnal : Pendidikan Sains is an open access scientific journal to promoting scholarly science education research of interest to a wide group of people since 2012. Pensa E-Jurnal : Pendidikan Sains managed by Department of Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya and published by Universitas Negeri Surabaya. Pensa E-Jurnal : Pendidikan Sains focused on science education research (SER), especially innovation in the science curriculum, development of local instructional theories, implementation of innovative learning models on science education, and also examines secondary, tertiary, and informal learning as they relate to science education. Pensa E-Jurnal: Pendidikan Sains published periodically (thrice a year) in January, July, and December.
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<![CDATA[PENERAPAN MEDIA VISUAL MOBILE LEARNING BERBASIS COMIC ANDROID GUNA MENINGKATKAN MOTIVASI BELAJAR SISWA PADA MATERI KALOR DAN PERPINDAHANNYA ]]>
<![CDATA[Ratna Eka Yulianti]]>;
<![CDATA[Dyah Astriani]]>;
<![CDATA[Ahmad Qosyim]]>
<![CDATA[ PENSA: E-JURNAL PENDIDIKAN SAINS Vol 9 No 3 (2021) ]]>
Publisher : <![CDATA[Jurusan IPA, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Surabaya ]]>
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<![CDATA[The purpose of this study was to calculate the motivation of the students in using Android comic learning media. The research subjects used was the students of class VII E as an experiment group and class VII C as a control group at SMPN 1 Sidoarjo by using cluster random sampling technique where the subjects were randomly selected. The type of this research was quantitative. The technique of collecting the data on the student learning motivation through the ARCS type motivation questionnaire was given twice which was before and after the treatment. N-Gain was used to analyze the results of the ARCS type motivation questionnaire. The results of student motivation showed that the motivation of the experimental group was greater than the control group. The mean score of N-gain in the experimental class was 0.65 in the moderate category, while in the control class the mean score of N-Gain was 0.29 in the low category, so it can be concluded that using android comic learning media on heat material and its displacement was effective to use that can increase the students learning motivation.]]>
<![CDATA[PENERAPAN SELF-ASSESSMENT DALAM PEMBELAJARAN DARING UNTUK MENINGKATKAN KEMAMPUAN SELF-REGULATION SISWA SMPN 1 GRESIK ]]>
<![CDATA[Venna Yulia Rachmawati]]>;
<![CDATA[Mohammad Budiyanto]]>;
<![CDATA[Enny Susiawati]]>
<![CDATA[ PENSA: E-JURNAL PENDIDIKAN SAINS Vol 9 No 3 (2021) ]]>
Publisher : <![CDATA[Jurusan IPA, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Surabaya ]]>
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<![CDATA[This study aims to determine the increase in students' self-regulation abilities after the application of self-assessment during the online science learning process. This research was a Pre-Experimental Design using One Group Pretest-Posttest Design. The subjects of this study were 22 students of VIII-F class at SMPN 1 Gresik in the 2020/2021 academic year. The data collection techniques used a self-assessment test method and questionnaire method in the form of a pre-post self-regulation questionnaire based on seven essential indicators in the LASSI (Learning and Study Strategies Inventory) Instrument. The self-assessment sheet used to practice students' self-regulation abilities during the learning process and the self-regulation questionnaire used to determine achievement and improvement on each student's self-regulation indicator. Through the self-regulation questionnaire, it was found that students' self-regulation abilities had an average increase of 30% (N-Gain: moderate). This increase occurred because through self-assessment, students became more accustomed to assessing and criticizing the process and also the achievement of their own online learning at their homes. All indicators of students' self-regulation ability in online science learning have been achieved in the good category. The highest increase occurred in the motivation indicator (N-Gain: 0.32), while the lowest increase occurred in the self-testing indicator (N-Gain: 0.05). Through the self-assessment sheet, it was found that 86.36% of students had a very good category of self-regulation ability. The application of self-assessment can be used as a reference by science teachers to improve students' self-regulation skills and learning motivation in online learning during the COVID-19 pandemic.]]>
<![CDATA[ANALISIS KETUNTASAN HASIL BELAJAR PENGETAHUAN PADA MATERI SISTEM ORGANISASI KEHIDUPAN DI SMP NEGERI 1 SIDOARJO PADA MASA PANDEMI ]]>
<![CDATA[Mega Ayuna Rizki]]>;
<![CDATA[Siti Nurul Hidayati]]>
<![CDATA[ PENSA: E-JURNAL PENDIDIKAN SAINS Vol 9 No 3 (2021) ]]>
Publisher : <![CDATA[Jurusan IPA, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Surabaya ]]>
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<![CDATA[The research was to analyze the completion of junior high school students learning outcomes during online learning during the Covid-19 pandemic. This type of research is quantitative research with descriptive method. The subject of the study was 30 students of grade VII E smp negeri 1 Sidoarjo. Data collection techniques using research instruments in the form of knowledge sheets of Life Organization System Materials and questionnaires of student responses to online learning. The data collection process is done online through Google Forms. The results obtained indicate that the classical student learning outcomes are 76,67% in the complete category. Judging from the completion of individual knowledge learning outcomes, there were 23 students declared complete and 7 students declared incomplete. The results of the questionnaire on student responses to online learning at SMP Negeri 1 Sidoarjo were presented using percentage diagrams. The average percentage obtained is that 94.18% of students have the availability of tools or facilities used during online learning, 76,66% of students have an interest in online learning, 72.20% of students state that the materials submitted by teachers during online learning are relevant. In addition, 66.66% of students have obstacles during online learning, and 72.20% of students are satisfied with the results obtained during online learning. Based on the results of the research, it can be concluded that students have some obstacles experienced online learning such as feeling bored and lack of understanding of the materials taught. These barriers can be a factor that affects student learning outcomes. Therefore, an online learning evaluation process is needed to improve students learning outcomes during the Covid-19 pandemic.]]>
<![CDATA[TEACHERS’ FAMILIARITY ON HIGH ORDER THINKING SKILLS IN SCIENCE CLASSROOM OF SECONDARY SCHOOL ]]>
<![CDATA[Hasna Muhandisah]]>;
<![CDATA[Erman Erman]]>;
<![CDATA[Dhita Ayu Permata Sari]]>
<![CDATA[ PENSA: E-JURNAL PENDIDIKAN SAINS Vol 9 No 3 (2021) ]]>
Publisher : <![CDATA[Jurusan IPA, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Surabaya ]]>
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<![CDATA[High Order Thinking Skills (HOTS) is a student’s thinking process at a higher cognitive level from various concepts and methods in the learning taxonomy. HOTS learning can improve student thinking skills at a higher level. Teachers have a very important role in making students skilled in solving problems so that they are required to be able to apply learning that can train students to think at higher levels (HOTS). This study aims to know high order thinking skills of Muhammdiyah Junior High School student in science learning. Participants in this study were 58 students from Muhammadiyah Junior High Schools in Jombang Regency. This study used a descriptive qualitative research with test of LOTS and HOTS. The results of the data show that students are able to work on HOTS questions only up to the analysis, namely C4. However, students are already good at working on C1, C2 and C4 questions with a percentage above 70%, it is high. Students have not been able to think at high levels at stages C5 and C6 because the teacher rarely teaches and asks questions at the application and development.]]>
<![CDATA[UJI COBA EBOOK BERORIENTASI PROBLEM BASED LEARNING DALAM MATERI CAHAYA DAN ALAT OPTIK UNTUK MELATIH KEMAMPUAN BERPIKIR KRITIS ]]>
<![CDATA[Eggy Wahyu Ristanti]]>;
<![CDATA[Mohammad Budiyanto]]>
<![CDATA[ PENSA: E-JURNAL PENDIDIKAN SAINS Vol 9 No 3 (2021) ]]>
Publisher : <![CDATA[Jurusan IPA, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Surabaya ]]>
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<![CDATA[The purpose of this research is to describe the features of problem based learning-oriented ebook on light and optical instruments topics to train students’ critical thinking skills. In this research, a pre-experimental method with one group pretest-posttest design was used. This research was conducted at SMPN 1 Pandaan in the academic year of 2020/2021 to 30 eight grade students as participants. The feasibility of problem based learning-oriented ebooks obtained an average validation score of 95% which belongs to very good criteria and an average students’ responses score of 88,67% which belongs to very good criteria. The ability of students to think critically increases after using problem based learning-oriented ebook by the average N-gain score of 0,4197 which belongs to the moderate category. Learning implementation using problem based learning-oriented ebooks gets a very good response from the students by the average score of 87%. The conclusion of this research is that problem based learning-oriented ebooks can be applied to train critical thinking skills of the students.]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN GUIDED INQUIRY DENGAN LKPD BERBASIS SCAFFOLDING UNTUK MELATIHKAN KETERAMPILAN PROSES SAINS SISWA ]]>
<![CDATA[Dyah Puspita Ningrum]]>;
<![CDATA[Mohammad Budiyanto]]>;
<![CDATA[Enny Susiyawati]]>
<![CDATA[ PENSA: E-JURNAL PENDIDIKAN SAINS Vol 9 No 3 (2021) ]]>
Publisher : <![CDATA[Jurusan IPA, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Surabaya ]]>
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<![CDATA[This study aims to describe the achievements for VIII A students of JHS 1 Kraksaan in improving science process skills on the matter of Archimedes Principle through the implementation of a guided inquiry learning model with scaffolding student’s worksheet. One-Group Pre-test-Post-test design is used with a total 30 students in one class. The instrument in data was in the sheets of learning plan, sheet of pre-test and post-test science process skills, and questionnaires to determine student responses from learning activities. The results of data analysis showed that: (1) The learning plan use guided inquiry learning model with scaffolding student’s worksheet to train student’s science process skills on the matter of Archimedes Principle was done very well. (2) Science process skills of students are increased with the N-gain score obtained of 0.69 with a medium category. (3) The result of student responses is 92,31% of students provide a positive responses with a very good category, so the implementation of guided inquiry learning model with scaffolding student’s worksheet can train student’s science process skills on the matter of Archimedes Principle.]]>
<![CDATA[PEMANFAATAN RUMAH BELAJAR LABORATORIUM MAYA UNTUK MEREMEDIASI MISKONSEPSI SISWA SMP PADA MATERI HUKUM ARCHIMEDES DI MASA PANDEMI ]]>
<![CDATA[Febrianda Wilasari]]>;
<![CDATA[Mohammad Budiyanto]]>
<![CDATA[ PENSA: E-JURNAL PENDIDIKAN SAINS Vol 9 No 3 (2021) ]]>
Publisher : <![CDATA[Jurusan IPA, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Surabaya ]]>
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<![CDATA[This study aimed to utilize Rumah Belajar virtual laboratory learning media to remediate the number of junior high school students' misconceptions about Hukum Archimedes, which was done for VIIIF students of SMPN 2 Bojonegoro. Experimental design was used in this study with One Group Pre-test Post-test design with a total 23 students in one class. The instrument in data collection was in the form of TTMC (Two Tier Multiple Choice). The result of data analysis showed a decrease with an average students' misconceptions of 43.04%. The result of calculation with the McNemar test showed a value of 7.12 of χ2 which was calculated on all indicators, then the result of χ2 stat > χ2 table, so there was a significant conceptual change in all indicators and the value of effect size was 2.32 (high category). It is expected that this research will be used as an alternative remedial activity to overcome the misunderstandings experienced by students.]]>
<![CDATA[ANALISIS KETERAMPILAN PROSES SAINS SISWA PADA PEMBELAJARAN DARING ]]>
<![CDATA[Norma Yunita]]>;
<![CDATA[Tutut Nurita]]>
<![CDATA[ PENSA: E-JURNAL PENDIDIKAN SAINS Vol 9 No 3 (2021) ]]>
Publisher : <![CDATA[Jurusan IPA, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Surabaya ]]>
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<![CDATA[This research was conducted with the aim of analyzing students' science process skills in the online learning process at SMPN 58 Surabaya. The research method used in this research was descriptive survey with a quantitative approach. The subjects determination in this research were purposive sampling. Subjects in this research were 36 students of VIII grade at SMPN 58 Surabaya. The research instruments used were science process skills test sheets. Data collection techniques in this research were test. The test technique uses multiple choice questions. The data analysis technique used is descriptive statistical analysis. The results of students' science process skills such as student’s observing skills got 81.94% with high category, classifying skills got 69.44% with high category, predicting skills got 25.00% with low category, formulating skills’ problems got 37.50% with medium category, the skill to formulate hypotheses got 45.83% with medium category, the skill to determine the variable got 8.33% with the low category, investigating skills got 18.36% with the low category, data analysis skills got 16.67% with the low category, concluding skills got a percentage 18.05% with low category, communicating skills got 4.05% with the low category. The conclusion of this research was observing skills got the high category, and the lowest category was communicating skills.]]>
<![CDATA[EFEKTIVITAS PENDEKATAN ETNOSAINS DALAM PEMBELAJARAN DARING UNTUK MENINGKATKAN MOTIVASI DAN HASIL BELAJAR SISWA MATERI KALOR ]]>
<![CDATA[Zainatul Khoiriyah]]>;
<![CDATA[Dyah astriani]]>;
<![CDATA[Ahmad Qosyim]]>
<![CDATA[ PENSA: E-JURNAL PENDIDIKAN SAINS Vol 9 No 3 (2021) ]]>
Publisher : <![CDATA[Jurusan IPA, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Surabaya ]]>
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<![CDATA[The research was conducted to determine the effectiveness of ethnoscience approach in online learning to improve students' motivation and learning outcomes. The subjects in the study were VII A class as an experimental class and VII C class as a control class at SMPN 33 Surabaya. The research design that had been used was quantitative with pretest-posttest control group that has experimental group and control group. The implementation of learning was measured by the data of learning readiness observation homework. The collection of student motivation data using ARCS questionnaire techniques. Student learning results were obtained from the calculation of pretest-posttest scores that had been analyzed through independent t-tests and N-gain. The results of the implementation of learning had shown the experimental class had better implementation than the control class. Motivational analysis obtained had shown the experimental class had a higher motivation in each indicator compared to the control class. Student learning outcomes from an independent sample t-test analysis had shown a probability of 0.001, so there was a significant difference between experimental class learning outcomes and control classes. The average N-gain of experimental graders was 0.71 in the high category, while the control class was 0.40 in the low category. The overall results of the analysis had shown that online learning with an ethnoscience approach was effective for improving students' motivation and learning outcomes. As a research application of learning approach, this article can be a reference for the application of ethnoscience approach in learning by teachers and can be used as a literature study for further research in the field of education.]]>
<![CDATA[IMPLEMENTATION OF SCIENCE PROCESS SKILLS DURING THE COVID-19 PANDEMIC ]]>
<![CDATA[Adinda Arlin Husniyyah]]>;
<![CDATA[Erman Erman]]>
<![CDATA[ PENSA: E-JURNAL PENDIDIKAN SAINS Vol 10 No 1 (2022) ]]>
Publisher : <![CDATA[Jurusan IPA, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Surabaya ]]>
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<![CDATA[This study aims to identified the science process skills implementations and the barriers during online learning at State Junior High School 1 Sidoarjo. This study used case studies at State Junior High School 1 Sidoarjo with the participants of this study were 3 science teachers and 15 students 7th grade. Data collection techniques used observation, documentation, and interviews then analyzed descriptively to got more detailed information about SPS’ implementations. The study’s instruments were teacher and student questionnaires. The results showed that some indicators of science process skills decreased from offline to online learning. The most significant decreased on formulating hypotheses, experimenting, identifying variables, and interpreting data. Only one of three teachers has capability to implement it. Meanwhile, SPS’ indicators that has been implemented optimally by all teachers were observing, measuring, inferring, and communicating. The barriers of the SPS’ implementations in online learning were time, student condition, and teachers SPS’ ability. The suggestion for the further research to giving a solution for science teachers to manage SPS’ activities and make some training to improve teachers SPS’ ability, from the SPS’ theory and the skills to integrate SPS activities on student worksheet.]]>
