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SEAQIS Journal of Science Education
Published by SEAMEO REGIONAL CENTRE FOR QITEP IN SCIENCE
ISSN : 29878101     EISSN : 29647533     DOI : https://doi.org/10.58249/sjse
Core Subject : Science, Education, Social,
Chemistry Education Environmental Science Physics
SEAQIS Journal of Science Education is a scientific publication issued by SEAMEO Regional Centre for QITEP in Science. It is published twice a year, June and December. It publishes articles in the area of science education, including research articles and review articles. This journal is the authoritative voice in the science education field, covering the science curriculum, instruction, learning, policy, and preparation of science teachers to advance knowledge of science education theory and practice. The journal focuses on the teaching and learning of science in a school setting ranging from primary school to secondary education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 51 Documents
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Discovery Learning Assisted E-Learning to Improve Student Conceptual Understanding About Heat and Its Application Zainul Mustofa
SEAQIS Journal of Science Education Vol. 1 No. 02 (2021): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1312.815 KB)

Abstract

Synchronizing the concepts of heat and heat transfer explicitly on the competency of expertise in vocational schools still needs further research. This research focuses on the impact of discovery learning assisted by e-learning in improving Student Understanding about concept of heat, its transfer, and its application. Through the one-group, pretest-posttest design with 36 subjects of computer and network engineering students, Al Munawwariyyah Vocational School, this research was applied. The results showed an increase in conceptual understanding with n-gain values ​​of 0.79 (high) and a d-effect size of 3.01 (very high). This value indicates that discovery learning assisted by e-learning has a positive impact on increasing students' conceptual understanding from an average pretest of 39.9 to an average posttest of 84.1. Students' skills in troubleshooting CPU problems increase significantly after learning. Most students can explain the heat transfer by conduction, convection, and radiation that occurs on the CPU along with the impact and benefits of competency expertise.
Challenges in Inquiry-Based Science Learning in Online Distance Learning Modality: Input to Action Plan Manalo, Franz Kevin; De Villa, Jennilou
SEAQIS Journal of Science Education Vol. 2 No. 01 (2022): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (420.975 KB) | DOI: 10.58249/sjse.v2i01.42

Abstract

The K-to-12 science curriculum promotes the use of Inquiry-Based Science Learning (IBSL) as a pedagogy to achieve scientific literacy. However, the COVID-19 pandemic has disrupted the conventional education approach in migration to new normal. This sequential explanatory research was conducted to explore the students’ challenges encountered in IBSL in Online Distance Learning Modality (ODLM) at a public integrated high school. Stratified random sampling was used to select the 261 students as respondents from Grades 7 to 12. Researchers-developed survey questionnaires was administered online. Descriptive statistics was employed to analyse the collected data. Results revealed that majority of the students encountered not much challenges in learning resources, competence to technology tools, online self-efficacy, teachers’ pedagogy, motivation, and support system. However, specific indicators received higher mean, implying that certain challenges still existed. To further explore such challenges, in-depth interview was conducted among 12 purposively selected participants. Thematic analysis was utilised to interpret the data. Results disclosed other domains of challenges. Some students experienced limited interaction and received minimal assistance among peers. Meanwhile, lack of constant communication impeded continuous science learning. Fundamental science topics were not rigorously discussed, while the absence of experiments resulted to poor laboratory skills. Furthermore, online science pedagogies were not fully utilised. Challenges are evident; hence, these findings provide pedagogical insights to enhance the use of IBSL in new learning modality. An action plan is hereby proposed to reduce the challenges in IBSL in ODLM.
The Impact of Mind Mapping on Modeling Instruction in Topic of Life Organization System to Conceptual Understanding Zainul Mustofa
SEAQIS Journal of Science Education Vol. 2 No. 01 (2022): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (500.543 KB) | DOI: 10.58249/sjse.v2i01.44

Abstract

Mastering the basic concepts of life organization systems is one of the main goals of learning science at the junior high school level. This study has the main objective to find out how the influence of mind mapping in learning modeling instruction on the topic of life organization systems on conceptual understanding. This research is an experimental- research with a posttest-only control group design. The population of this research is the seventh-grade students of SMP Al Munawwariyyah Malang. Sample selection using a purposive sampling technique. The research subjects consisted of 30 control class students and 34 experimental class students. The research was carried out in class VII SMP Al Munawwariyyah, Malang in the academic year 2021/2022. The results showed that there was a significant difference between the experimental and control classes with a significance of <0.05 (2-tailed). The average concept understanding of the experimental class students was 66.8> 58.0 better than the average concept understanding of the control class. Based on the calculation of the effect size obtained a value of 0.64 (enough category) which indicates that mind mapping has a positive enough effect on students' understanding of concepts in modeling instruction learning. Further research is needed to explore the effectiveness of mind mapping in more detail on different topics or subjects.
The Chemistry Reading Activity in Metacognitive Knowledge Sawuwu, Benny Yodi
SEAQIS Journal of Science Education Vol. 2 No. 01 (2022): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (843.323 KB) | DOI: 10.58249/sjse.v2i01.48

Abstract

An exploration of chemical reading performances of fifteen chemistry teacher candidates was conducted to reveal qualitatively metacognitive knowledge during chemistry reading activities. A think-aloud protocol had been carried out for reading performance. For a question posing purpose, two articles were designed to stimulate the readers’ thought in a metacognitive level that was divulged in-depth by self-interviewing questions. The reading performance was Tran scripted by measuring the normal reading rate and think-aloud reading rate to reveal the pattern of chemical reading activities. A phenomenological reduction method was used to analyze and to describe the reading performance. The interrelationship among declarative knowledge on reading preparation, procedural knowledge in reading performance, conditional-situational knowledge on maintaining the reading activity, and conditional-strategic knowledge on the termination of the chemical reading activity was constructed by the self-organization, task comprehension, strategy, and knowledge to integrated all sources. The presence of chemical equations, chemical representations, and terminology on the chemical reading had influenced the chemical reading pattern
The Model Of Physics Experiments Using Smartphone Sensors In Senior High School 1 Pangkalpinang Rediansyah, Herfien
SEAQIS Journal of Science Education Vol. 2 No. 01 (2022): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (324.273 KB) | DOI: 10.58249/sjse.v2i01.56

Abstract

The aim of this research is to develop a model physics experiment manual in high school by utilizing sensors on smartphones as a source of observing data on physics experiments to increase students' level of understanding. The research method used is research and development. The teacher arranges physics experiments manual so that students can use it. Retrieval of data in the experiments uses the Research Based Learning (RBL) method so that students get the freedom to be creative using smartphone sensors.The results of the study are expected to help students understand the concepts of physics through experiments data using smartphone sensors
The Effectiveness of The Rose (Reconnection of Science and English) Module in The Achievement of Science and English Competencies Ronnel Joseph Competente; Joyce De Guzman
SEAQIS Journal of Science Education Vol. 2 No. 02 (2022): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v2i02.49

Abstract

DepEd's Basic Education – Learning Continuity Plan (BE-LCP) as described in DO. No. 12, s. 2020 called for measures that will bring education equitably to all its learners. The researchers saw the merging of Science and English into one learning material using a content-based instruction approach as an apt response to this call. Therefore, the ROSE (Reconnection of Science and English) Module was crafted. This experimental mixed-methods design action research sought to (1) determine the perceptions of the Grade 10 students on the ROSE (Reconnection of Science and English) Module in terms of (a) content, (b) activities, (c) the merged/integrated module as a whole; (2) determine if there was a significant difference between the students' pre and post-test results using the ROSE Module; and (3) identify how had the ROSE Module helped students achieved DepEd's Most Essential Learning Competencies (MELCs) in Science and English subjects. A survey questionnaire was used to find answers to objectives 1 and 3, while a diagnostic test was utilised as the instrument for objective 2. After two quarters of using the ROSE module, data on the pre and post-test results during the first and second quarters revealed a significant difference in the Grade 10 students' scores. Survey responses also showed that the respondents agreed to the Module's (a) content, (b) activities, and (c) merging/integration. Finally, despite the difficulties, confusion, and many other challenges, most of the respondents agreed that the ROSE module taught them academic skills such as writing and thinking as well as life skills such as responsibility, time consciousness, patience, perseverance, industry, and self-reliance.
Digital Storytelling (DST) Media Development in Online Physics Learning Based on Computational Thinking Kristian Dinata
SEAQIS Journal of Science Education Vol. 2 No. 02 (2022): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v2i02.53

Abstract

The objectives of the study are: (1) producing learning media as a component of computational thinking learning; (2) describing the effectiveness of the thinking process based on DST media of online Physics learning; (3) describing user response based on computational thinking. The type of study is “Research and Development” by the ADDIE model. The data of the study were taken from: (1) the analysis of the data from students of X class in the period 2020/2021 and curriculum document of Physics material; (2) expert validation which are lecturers and Physics teachers of SMAN 2 South Bengkulu; and (3) test source from students of X class. There were 32 students of MIPA 4 (experiment class) and 33 students of MIPA 5 (control class). The methods of the study were observation, questionnaires, and tests. The analysis of the study was qualitative and quantitative method. The results of the study showed that: (1) expert validation was stated that some components of the learning process based on computational thinking such as syntax component, social system, principal reaction, support system, instructional effect, and accompaniment impact. Each of them is valid; (2) Based on the Quasi experiment, there was a significant difference between the learning outcomes using experiment test and control test (grade t count is 2.876 in other hand grade t table in 5% and grade p<0.005 is 2.042); (3) the students' responses from learning computational thinking were very positive (95%) and positive (5%). The conclusion is computational thinking learning is a valid product model, practice, effective, and suitable to be used.
Improving Student's Conceptual Understanding and Metacognitive Strategies through Quantum Learning Model with Concept Map Techniques Achmad Aenal Yaqin
SEAQIS Journal of Science Education Vol. 2 No. 02 (2022): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v2i02.59

Abstract

Nowadays, we commonly find students’ low interest toward science learning, students’ low understanding of science concept, and low impact of learning process toward students’ thinking skills. This study aims to identify the improvement of students’ conceptual understanding and metacognitive when applying quantum learning model with mind mapping at learning process. This study also describes the metacognitive strategies in quantum learning model using mind map. A mixed methodology was used in this study. The results show that students who studied using quantum learning model with mind mapping have higher conceptual understanding and metacognitive improvement. The steps in the quantum learning model can improve students' metacognitive strategies. The result provide suggestion to other teachers to alternatively use quantum learning model with mind mapping to improved students’ conceptual understanding and metacognitive.
Difficulties of the Grade Four Pupils Towards Accomplishing Experiment-Based Learning Performance Tasks in Science in the New Normal Carmela Santos
SEAQIS Journal of Science Education Vol. 2 No. 02 (2022): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v2i02.67

Abstract

This study determines the difficulties of the grade four pupils towards accomplishing experiment-based learning performance tasks in Science in Parsolingan Elementary School for the school year 2021-2022 with the new normal education. It employed a mixed method of quantitative-qualitative research design. In gathering the data, survey through a questionnaire was used. Arithmetic mean was used to treat the data gathered. Results showed that the greatest difficulty faced to the least were the Needed Materials (M= 3.79), Task Instructions (M=3.69), Completion Time (M=3.63), Home Environment (M=3.57), and Learning Support (M=3.30). These findings led to suggest that teachers shall consider seeking support from internal and external stakeholders for the provision of required materials for the experiment-based learning performance tasks in Science to help the grade four pupils in optimising the execution of experimental processes and skills needed.
Projectile Horizontal and Vertical Motion Independence Demonstrator Rey-Mark Basagre; Juan Miguel Alpaño; Joven Barquilla; Joy Bongalos; August Christopher De La Torre; John Carlo Nares
SEAQIS Journal of Science Education Vol. 2 No. 02 (2022): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v2i02.68

Abstract

This paper developed an instructional tool called Projectile Horizontal and Vertical Component of Motion Independence Demonstrator, user manual, and learning module to physically demonstrate the projectile motions’ abstract concept. Specifically, it was pursued to develop an instructional tool, user manual, and learning modules on projectile motion, determine its evaluation results from the experts, and determine recommendations drawn from the evaluators for the improvement, utilization, and dissemination of developed instructional tools and learning modules. Quantitative and qualitative data were gathered using a four-rating Likert scale evaluation sheet. Results showed that instructional tool and user manual are "very satisfactory" and suggestions for improvement, utilization, and dissemination of the instructional materials are forwarded. Further, it is recommended for replication and use in secondary school as instructional material.

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