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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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Investigating Students’ Logical Thinking Abilities on Chemistry Learning Saselah, Yeni Ronalisa
SEAQIS Journal of Science Education Vol. 3 No. 01 (2023): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v3i01.50

Abstract

The purpose of this study is to map students’ logical thinking abilities for learning chemistry. A total of 39 eleventh grade students of SMK-SPP Negeri Samarinda in Agribusiness and Horticulture Program participated in the study. Test of Logical Thinking (TOLT) was administered to determine students’ reasoning abilities. Quantitative descriptive method was used to analyse the data. The result shows that 84,62 % students were found in the concrete level. It consists of 58,97 % male students and 25,64 % female students. Further, 7,69 % male students were found in the transition level and 7,69 % students were found in the formal level, each 2,56 % male and 5,13 % female. From the data, it can be concluded that the majority of students have the concrete level of logical thinking.
Making Natural Acid-Base Indicators with a Science, Technology, Engineering, Mathematics (STEM) Approach to Chemistry Subjects During the Covid-19 Pandemic Indah Agnestia, Meta
SEAQIS Journal of Science Education Vol. 3 No. 01 (2023): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v3i01.54

Abstract

This study focuses on the implementation of the STEM approach in chemistry subjects to develop naturalacid-base indicators through contextual learning materials. The learning was conducted remotely using variousdigital services. To accomplish this, the experiment used the STEM approach with a Project-Based Learningmodel (STEM-PjBL), which was developed by Laboy-Rush and promoted by West Java Province EducationOffice in collaboration with SEAMEO QITEP in Science to develop natural acid-base indicators. The researchfindings were evaluated using qualitative descriptive methods to address the concerns that arose during thestudy. Data were collected through observations and student questionnaires regarding the implementation ofthe STEM approach in the acid-base indicator material. It was discovered that the STEM approach can beeffectively employed in online learning during the Covid-19 pandemic. This study utilised plant parts obtainedfrom the students’ surrounding environment. However, before this experiment, students’ knowledge about thenature of acid-base reactions in school snacks remain unknown.
Home Environmental Factors and Science Anxiety Affecting Academic Performance of Pre-Service Science Teachers Mendez, Mercy Joy; Nacional, Anjanette; Quilos, Danica Jade; Salva, Loren Hazel Mae
SEAQIS Journal of Science Education Vol. 3 No. 01 (2023): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v3i01.70

Abstract

This study aims to identify the significant relationship between the home environmental factors and science anxiety affecting the academic performance of all pre-service science education students at the University of Mindanao. The total data from this study came from 124 respondents who participated in completing the survey and was collected using a descriptive correlation design. The researchers used a random sampling technique to select the respondents. Using mean and Pearson r analysis revealed a significant relationship between home environmental factors and science anxiety affecting the academic performance of pre-service science teachers. The study found that parents' socioeconomic status and student attitude resulted in a high mean and reached a high level. In contrast, parental involvement reached a moderate level. Science Anxiety with an indicator of science content showed low anxiety levels. The result revealed no significant relationship between the variables affecting the academic performance of pre-service science teachers. This study advocates the learners' various effects of dealing with anxiety about the factors from the home environment and academic performance. It may consider giving guidance and support such as that will provide interest and motivation to students.
Development and Validation of Most Essential Learning Competency-Based Workbook in General Physics 1 for Senior High School Araza, Fatima; Magnaye, Louiesito Jr.
SEAQIS Journal of Science Education Vol. 3 No. 01 (2023): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v3i01.72

Abstract

One of the best things a teacher can do to help students achieve a quality learning process is to create and validate learning resources or instructional materials, such as a workbook. With this, a descriptive-developmental research design was utilized in development and validation of most essential learning competency-based workbook in General Physics 1 for Senior High School. The development of the MELC-based workbook in General Physics 1 was based on the 85 most essential learning competencies for the whole semester using the six components namely topics, specific objectives, key concepts, directions, activities and reflection. The developed workbook was fielded to the three groups of respondents such as group of experts, teachers handling General Physics 1 and grade 12 STEM students. The study disclosed that these groups of respondents evaluated the workbook to be both content and face valid as evidenced in their assessment labeled as “agree” in the indicators. Moreover, the results showed that the MELC-based workbook has met the standard and can be used as a learning material in teaching General Physics 1 for Senior High School. As such, it was recommended by the researchers that the said workbook be used as learning material in teaching General Physics 1 for Senior High School. Further study on the effectiveness of the said workbook must be warranted with consideration to some factors.
Master Teachers and Department Heads as Science Instructional Leaders: A Case Study on Their Role as Instructional Programme Managers Magnaye, Louiesito Jr.
SEAQIS Journal of Science Education Vol. 3 No. 01 (2023): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v3i01.91

Abstract

As instructional leaders, master teachers and department heads are equally important in harnessing commendable scholastic performance for both teachers and students. This paper explored the case on how science master teachers and department heads practice on science instructional leadership, thereby creating an in-depth description and analysis of their ideals and realities. An electronic open-ended survey questionnaire and semi-structured individual interviews with six participants were used to collect data. Findings revealed that the practices of master teachers and department heads on coordinating the science curriculum dimension include fostering professional development among science teachers, providing technical assistance to science teachers, and organizing programs, projects and activities related to science. Meanwhile, ensuring instructional competence of science teachers and performing classroom observation as prescribed by Department of Education are their practices under supervising and evaluating science instructions. For monitoring student’s progress, participants’ practices include focusing diverse assessment strategies towards science process skills. This study also unveiled that the participants faced dilemma in their role as instructional leaders because of additional tasks aside from the prescribed duties and responsibilities of science master teachers and department heads expected from them. Moreover, documentary analysis disclosed that the instructional leadership of science master teachers and department heads significantly influence the school performance. Further study on the relationship between instructional competence of school leaders to its performance indicators is warranted.
Patterns of Metacognitive Levels in Chemistry Problem-posing Sawuwu, Benny Yodi
SEAQIS Journal of Science Education Vol. 4 No. 1 (2024): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v4i1.82

Abstract

This study aims to describe the patterns of metacognitive levels in chemistry problem-posing activity of 76 undergraduate students from the Chemistry Education Department of Yogyakarta State University. Chemistry articles used in this investigation and the chemistry problems were classified based on the taxonomy of chemistry problem-posing skills where problems were later classified into seven metacognitive levels. Semiotic analysis was conducted to find the meaning of the signs found in the chemistry problems. This data analysis used and modified the three steps of the semiotic analysis with a phenomenological reduction method. Chemistry problem-posing in this current study shows the flow of the formulation for each problem. The input aspect for the formulation determines the process and the output result. The seven patterns are sorted into four participant types in submitting the chemistry problems: planning error (for poor, fair, and low intermediate level), evaluation error (for intermediate level), the imbalance metacognitive (for high intermediate and excellent level), and balance metacognitive (for outstanding level). The higher the level, the more complex and multiperspective determinations used for arranging a chemistry problem.
Project SWORD-MMs: Science Words Optimization via Reading and Devised Mind Maps to Develop Student’s Metacognition TOBILLA, JOAN
SEAQIS Journal of Science Education Vol. 3 No. 02 (2023): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v3i02.93

Abstract

The study aimed to determine the effect of PROJECT SWORD-MMs: Science Words Optimization via Reading and Devised Mind Maps to develop student’s metacognition.  Specifically, it sought to answer the to what extent do student's manifest metacognition as they engage in PROJECT SWORD-MMs: Science Words Optimization via Reading and Devised Mind Maps. The study was conducted at Luis Aguado National High School in Trece Martires City, Cavite, Philippines. The study participants were 40 students under control group and 35 under experimental group, 75 from Grade 7, 8, 9 and 10. They were carefully chosen students based on the overall reading level -a joint and partnership effort with English teachers to determine the probable respondents and categorized as frustrated students. It has been a combination of qualitative research and quantitative research. Being a qualitative study, triangulation was done via interviews, and documentation of the students’ reflections and feedback about the compensatory interventions. As researchers, observation was done during the activity, and this was recorded in the Learner’s Progress Monitoring Report. All clarifications as to what the students are thinking and doing were recorded. In addition, some sessions were also recorded and accomplished the document analysis. Quantitative analysis was used to determine if there is a significant difference in the achievement level and metacognition of the students before and after engagement to Project SWORD-MMs as compensatory intervention. The present study has attempted to intensify collaboration and peer tutoring among science teachers to transform and develop the potential and skills of learners. The identified students under frustration level were promoted into instructional and independent level. They were able to develop their science vocabulary knowledge and improve their reading comprehension and metacognition. Moreover, critical thinking and creativity as well. Finally, these significant actions were able to withstand great foundations in promoting quality and inclusive science education among our learners. As the greatest mantra of the school, Excellence, Reaching Out, Sacrifices, no learners will be left behind. Nourishing the skills and potential of the learners would greatly contribute to transforming quality education and sustainable programs for them.      
Revival and Resurgence of Science Education in India: Lessons from the Hoshangabad Science Teaching Programme Sharma, Navneet; Akhter, Yusuf; Mir, Showkat; ., Anamica
SEAQIS Journal of Science Education Vol. 3 No. 02 (2023): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v3i02.98

Abstract

Education, particularly science education, aims to encourage people to think, learn, solve problems, and make sound decisions. Science Education, as a discipline, focuses on disseminating and expanding scientific content as knowledge that produced in and through science. There have been very few social pedagogical interventions, in which learners are forced to 'do' science. The Hoshangabad Science Teaching Programme (HSTP) was launched in the 1970s, in the Indian hinterland by some zealous and concerted educators. It is demonstrated and believed that people generally have the capacity and capability to do science. The scientific method could be used to construct knowledge if learners are assisted and guided to think and reflect in procedural steps to construct observation, data collection, categorisation, and analysis. The HSTP operated for three decades before being abruptly shut down in 2003. This article attempts to highlight the lessons that can be drawn from running a progressive science education programme in a populist democracy. It is also important to consider why progressive science education harms the nation ideology. The final goal of this article is to explain why such programmes are still considered "alternative" education and why they cannot be integrated into "mainstream" education. Finally, we want to emphasise that if science education in India is going to change the discourse about how people should critically reflect on and construct their 'justified true beliefs.' Furthermore, this issue needs to revive and resurrect science teaching and learning in India by following and emulating the HSTP.
Kiwari: Inquiry Smart Module (Investigation Fiction Case-Based) as an Approach to Integrative Science for Student's Analytical Thinking Competencies in Senior High School Arisna, Definda Putri; Sakina Rizqiani; Ramadhan, Muhamad Fahreza
SEAQIS Journal of Science Education Vol. 3 No. 02 (2023): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v3i02.112

Abstract

The ability to think analytically and critically is one of the keys to carrying out education, which can make students understand comprehensive information and associate between components. However, to train the students’ analytical and critical thinking skills, their interest and excitement towards the learning process must be approached. This research was conducted to attract and increase students' interest in learning Biology and Chemistry (Integrative Science), providing an alternative or inspiration for inquiry science learning media to train students’ analytical thinking skills and creating a Learner-Centred class. The method used in this study is Research and Development (4D Model); the module design includes the Define, Design, and Development stages. Furthermore, the Two Group Randomised Experiment Method was used to test and measure the feasibility of the Kiwari Module. In this research, the parameters used to test the effectiveness of the module include the parameters to measure in terms of students' interest or excitement in learning, the use in terms of honing students' analytical thinking skills, and the use in studying Biology and Chemistry material, as well as student participation or contribution actively on learning. This study found that the module was said to be effective in increasing students' interest in learning Biology and Chemistry by up to 92%. The analytical uses of the module were scored 4.5 out of 5 by the material experts and suitable for use as a science inquiry learning media option up to 71%. The module was 70.6%, involving students participating actively in the class (Learner-Centred Class).
Science Laboratory Learning Environment and Students’ Practices on Laboratory Safety Mendez, Mercy Joy
SEAQIS Journal of Science Education Vol. 3 No. 02 (2023): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v3i02.113

Abstract

This paper aims to identify the significant relationship between the science laboratory learning environment and students’ practices on laboratory safety for education students who took at least one subject or course with laboratory unit in face-to-face classes. The data from this study came from 201 education students, collected through an online survey using Google Forms. The non-experimental descriptive correlational design, census approach was used to select the study participants, and standardised questionnaires were also utilised. The weighted mean, standard deviation, Pearson product-moment correlation design, and linear regression analysis were employed as statistical techniques. The study found that the science laboratory learning environment is at a very high level. Meanwhile, the students’ practices on laboratory safety, especially emergency response plans, work procedures, and chemical waste management, are at a very high level, while safety equipment and handling of experiments are observed at a high level. The results also showed a significant relationship between the science laboratory learning environment and students’ practices on laboratory safety. The domain of science laboratory learning environment that significantly predicts students’ practices is the material environment. The result implied that the institution may provide and maintain a conducive laboratory learning environment, which is essential for students to perform laboratory safety, enhance the handling of experiments, and upgrade the safety equipment in the science laboratory.

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