Islamic Journal of Integrated Science Education
Islamic Journal of Integrated Science Education (IJISE) publishes a scientific paper on the results of the study and review of the literature in the sphere of natural science education in primary education, secondary education and higher education which have a scope and focus on science education sciences such as physics education, biology education, and chemistry education. In addition, this journal also covers issues of environmental education & environmental science.
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<![CDATA[Analysis of Cognitive Abilities of Class VII Students in Physics Learning After The Application of The Model Advance Organizer Learning ]]>
<![CDATA[Sibela, Suratmi]]>;
<![CDATA[Rahman, Nurdin A.]]>;
<![CDATA[Hamid, Fatma]]>;
<![CDATA[Saprudin]]>
<![CDATA[ Islamic Journal of Integrated Science Education (IJISE) Vol. 3 No. 2 (2024): July ]]>
Publisher : <![CDATA[Program Studi Tadris IPA, Fakultas Tarbiyah (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/ijise.v3i2.3018
<![CDATA[This study aims to determine the cognitive abilities of students on the concept of heat and its transfer in class VII SMP Negeri 5 Kota Ternate. This data collection uses reliability, distinguishing power and difficulty level test techniques. The test instrument used is a description question consisting of 8 questions of students' cognitive abilities. The data were analyzed quantitatively. The subjects of this study were students of class VII1 SMP Negeri 5 Kota Ternate as many as 26 students. From the overall cognitive results which include 3 indicators of students' cognitive abilities where students reach the sufficient category, namely in the pretest results of 15 students and postest 20 students with an average score of 41-60, because students are able to understand the problem and can explain appropriately in solving the problem, in the less category the pretest results of 8 students and postest 3 students with an average score of 21-40, while in the very poor category the pretest results of 2 students and 3 students with an average score of 0-20, because when answering questions students only focus on solving problems do not follow the stages in solving problems, students have not been trained to formulate problems by writing what is known and what is asked in the problem.]]>
<![CDATA[Application of Collaborative Learning with Mind Mapping Method on Ecosystem Material For Science Subjects ]]>
<![CDATA[Septiarini, Rizki Dwika]]>;
<![CDATA[Prasetiyo, Andika Eko]]>
<![CDATA[ Islamic Journal of Integrated Science Education (IJISE) Vol. 3 No. 2 (2024): July ]]>
Publisher : <![CDATA[Program Studi Tadris IPA, Fakultas Tarbiyah (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/ijise.v3i2.3069
<![CDATA[Teachers are encouraged to have the ability to develop learning strategies and models that are in accordance with the curriculum and student learning styles. Teachers who deliver material with a lecture model will dominate the learning process, so students will tend to behave passively by only listening to the explanation of the material presented. Combining the collaborative learning model with the mind mapping method is expected to improve students' activeness and social relationships. The purpose of this study was to determine how the application of collaborative learning with the mind mapping method affects ecosystem material in science subjects. This research was conducted on March 23, 2024, with the 35 7th grade students of SMPN 1 Plosoklaten. The method used in this research is descriptive analysis with a qualitative approach. The learning model applied can improve personal relationships between students and increase creativity. Therefore, the collaborative learning model with the mind mapping method can be applied in the learning process of science subjects on ecosystem material in grade 7 SMPN 1 Plosoklaten.]]>
<![CDATA[Students' Reflective Thinking on The Topic of Protozoa ]]>
<![CDATA[Citraningrum, Mivtha]]>;
<![CDATA[Machmud, Amir]]>
<![CDATA[ Islamic Journal of Integrated Science Education (IJISE) Vol. 3 No. 2 (2024): July ]]>
Publisher : <![CDATA[Program Studi Tadris IPA, Fakultas Tarbiyah (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/ijise.v3i2.3081
<![CDATA[One of the materials studied in science learning is about the Filum Protozoa (one of the invertebrate animals). Students only know that protozoa generally cause harm to humans or animals because they are parasites but do not think about what the solution to overcome this parasite is. To overcome this, students are encouraged to have reflective thinking skills. Reflective thinking is the ability of individuals to select knowledge that they have acquired, which is relevant to the purpose of the problem and utilize it effectively in problem solving. To develop reflective thinking skills, we can use learning strategies that can sharpen students' thinking skills. The purpose of writing this article is to find out how experts think about reflective thinking, how to measure reflective thinking and how to develop reflective thinking skills in students. The method used in this research is a literature study, in the form of analysis and synthesis of several scientific articles. How to measure reflective thinking can be done with tests and non-tests. Researchers collected 10 previous studies in the range of 2011-2018 regarding reflective thinking skills then analyzed and concluded that reflective thinking is a student's ability to select knowledge that has been owned and stored in his memory to solve any problems faced to achieve his goals.]]>
<![CDATA[The Role of Science Teachers in Inspiring The Younger Generation: Improving The Quality and Competence of Science Teachers ]]>
<![CDATA[Nisa’i, Kamilia]]>;
<![CDATA[Chandri, Fareza]]>;
<![CDATA[Faizah, Fransiska]]>;
<![CDATA[Zaenaf, Siti]]>;
<![CDATA[Aulia, Fanesa Oktavianes]]>;
<![CDATA[Hidayah, Nurul]]>
<![CDATA[ Islamic Journal of Integrated Science Education (IJISE) Vol. 3 No. 2 (2024): July ]]>
Publisher : <![CDATA[Program Studi Tadris IPA, Fakultas Tarbiyah (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/ijise.v3i2.3384
<![CDATA[Science teachers are not only responsible for teaching the material, but also inspiring students' curiosity, critical thinking, and character. This research uses the literature study method to gather information from relevant academic sources, including peer-reviewed journals, academic books, and trusted publications. This research discusses the important role of science teachers in inspiring the younger generation and improving their quality and competence. Teachers' competence in planning, implementing and evaluating learning greatly affects student success. Competent teachers are able to create an effective learning environment, manage the classroom well and use various resources and technology to enrich students' learning experience. Competent and inspiring science teachers can help students reach their full potential through quality education. This can be achieved through continuous training, adoption of innovative teaching methods and dedication to educating. Thus, science teachers play an important role in preparing students to face future challenges and become agents of change in society.]]>
<![CDATA[Development of A Project Based Learning Hybrid Mode Module to Train Science Skills for Phase D Students ]]>
<![CDATA[Maiyanti, Aziza Anggi]]>;
<![CDATA[Imtiyaza, Muhammad Iffat]]>;
<![CDATA[Laili, Ummiy Fauziyah]]>;
<![CDATA[Panse, Vishal R]]>
<![CDATA[ Islamic Journal of Integrated Science Education (IJISE) Vol. 3 No. 2 (2024): July ]]>
Publisher : <![CDATA[Program Studi Tadris IPA, Fakultas Tarbiyah (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/ijise.v3i2.3397
<![CDATA[One of the subjects in the 8th grade merdeka curriculum is natural science (IPA). Science is involved in education in a variety of ways, from the simple to the complex, from the unclear or abstract to concrete solutions to problems. In an effort to teach students science skills in Phase D science subjects, this research aims to develop a hybrid project-based PJBL (PJBL) module. The method used in this research is Research and Development (R&D) with quantitative descriptive data analysis techniques which consist of several stages, namely needs analysis, module design, expert validation, field trials, and product revision. This research was carried out at MTsN 3 Kediri, with class VIII students. The conclusion of this research is that the project based learning hybrid mode module is very suitable to be used to improve students' science skills based on student response questionnaires and validation by experts that have been carried out.]]>
<![CDATA[Analysis of Cognitive Abilities of Class VII Students in Physics Learning After The Application of The Model Advance Organizer Learning ]]>
<![CDATA[Sibela, Suratmi]]>;
<![CDATA[Rahman, Nurdin A.]]>;
<![CDATA[Hamid, Fatma]]>;
<![CDATA[Saprudin]]>
<![CDATA[ Islamic Journal of Integrated Science Education (IJISE) Vol. 3 No. 2 (2024): July ]]>
Publisher : <![CDATA[Program Studi Tadris IPA, Fakultas Tarbiyah (IAIN) Kediri, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30762/ijise.v3i2.3018
<![CDATA[This study aims to determine the cognitive abilities of students on the concept of heat and its transfer in class VII SMP Negeri 5 Kota Ternate. This data collection uses reliability, distinguishing power and difficulty level test techniques. The test instrument used is a description question consisting of 8 questions of students' cognitive abilities. The data were analyzed quantitatively. The subjects of this study were students of class VII1 SMP Negeri 5 Kota Ternate as many as 26 students. From the overall cognitive results which include 3 indicators of students' cognitive abilities where students reach the sufficient category, namely in the pretest results of 15 students and postest 20 students with an average score of 41-60, because students are able to understand the problem and can explain appropriately in solving the problem, in the less category the pretest results of 8 students and postest 3 students with an average score of 21-40, while in the very poor category the pretest results of 2 students and 3 students with an average score of 0-20, because when answering questions students only focus on solving problems do not follow the stages in solving problems, students have not been trained to formulate problems by writing what is known and what is asked in the problem.]]>
<![CDATA[Application of Collaborative Learning with Mind Mapping Method on Ecosystem Material For Science Subjects ]]>
<![CDATA[Septiarini, Rizki Dwika]]>;
<![CDATA[Prasetiyo, Andika Eko]]>
<![CDATA[ Islamic Journal of Integrated Science Education (IJISE) Vol. 3 No. 2 (2024): July ]]>
Publisher : <![CDATA[Program Studi Tadris IPA, Fakultas Tarbiyah (IAIN) Kediri, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30762/ijise.v3i2.3069
<![CDATA[Teachers are encouraged to have the ability to develop learning strategies and models that are in accordance with the curriculum and student learning styles. Teachers who deliver material with a lecture model will dominate the learning process, so students will tend to behave passively by only listening to the explanation of the material presented. Combining the collaborative learning model with the mind mapping method is expected to improve students' activeness and social relationships. The purpose of this study was to determine how the application of collaborative learning with the mind mapping method affects ecosystem material in science subjects. This research was conducted on March 23, 2024, with the 35 7th grade students of SMPN 1 Plosoklaten. The method used in this research is descriptive analysis with a qualitative approach. The learning model applied can improve personal relationships between students and increase creativity. Therefore, the collaborative learning model with the mind mapping method can be applied in the learning process of science subjects on ecosystem material in grade 7 SMPN 1 Plosoklaten.]]>
<![CDATA[Students' Reflective Thinking on The Topic of Protozoa ]]>
<![CDATA[Citraningrum, Mivtha]]>;
<![CDATA[Machmud, Amir]]>
<![CDATA[ Islamic Journal of Integrated Science Education (IJISE) Vol. 3 No. 2 (2024): July ]]>
Publisher : <![CDATA[Program Studi Tadris IPA, Fakultas Tarbiyah (IAIN) Kediri, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30762/ijise.v3i2.3081
<![CDATA[One of the materials studied in science learning is about the Filum Protozoa (one of the invertebrate animals). Students only know that protozoa generally cause harm to humans or animals because they are parasites but do not think about what the solution to overcome this parasite is. To overcome this, students are encouraged to have reflective thinking skills. Reflective thinking is the ability of individuals to select knowledge that they have acquired, which is relevant to the purpose of the problem and utilize it effectively in problem solving. To develop reflective thinking skills, we can use learning strategies that can sharpen students' thinking skills. The purpose of writing this article is to find out how experts think about reflective thinking, how to measure reflective thinking and how to develop reflective thinking skills in students. The method used in this research is a literature study, in the form of analysis and synthesis of several scientific articles. How to measure reflective thinking can be done with tests and non-tests. Researchers collected 10 previous studies in the range of 2011-2018 regarding reflective thinking skills then analyzed and concluded that reflective thinking is a student's ability to select knowledge that has been owned and stored in his memory to solve any problems faced to achieve his goals.]]>
<![CDATA[The Role of Science Teachers in Inspiring The Younger Generation: Improving The Quality and Competence of Science Teachers ]]>
<![CDATA[Nisa’i, Kamilia]]>;
<![CDATA[Chandri, Fareza]]>;
<![CDATA[Faizah, Fransiska]]>;
<![CDATA[Zaenaf, Siti]]>;
<![CDATA[Aulia, Fanesa Oktavianes]]>;
<![CDATA[Hidayah, Nurul]]>
<![CDATA[ Islamic Journal of Integrated Science Education (IJISE) Vol. 3 No. 2 (2024): July ]]>
Publisher : <![CDATA[Program Studi Tadris IPA, Fakultas Tarbiyah (IAIN) Kediri, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30762/ijise.v3i2.3384
<![CDATA[Science teachers are not only responsible for teaching the material, but also inspiring students' curiosity, critical thinking, and character. This research uses the literature study method to gather information from relevant academic sources, including peer-reviewed journals, academic books, and trusted publications. This research discusses the important role of science teachers in inspiring the younger generation and improving their quality and competence. Teachers' competence in planning, implementing and evaluating learning greatly affects student success. Competent teachers are able to create an effective learning environment, manage the classroom well and use various resources and technology to enrich students' learning experience. Competent and inspiring science teachers can help students reach their full potential through quality education. This can be achieved through continuous training, adoption of innovative teaching methods and dedication to educating. Thus, science teachers play an important role in preparing students to face future challenges and become agents of change in society.]]>
<![CDATA[Development of A Project Based Learning Hybrid Mode Module to Train Science Skills for Phase D Students ]]>
<![CDATA[Maiyanti, Aziza Anggi]]>;
<![CDATA[Imtiyaza, Muhammad Iffat]]>;
<![CDATA[Laili, Ummiy Fauziyah]]>;
<![CDATA[Panse, Vishal R]]>
<![CDATA[ Islamic Journal of Integrated Science Education (IJISE) Vol. 3 No. 2 (2024): July ]]>
Publisher : <![CDATA[Program Studi Tadris IPA, Fakultas Tarbiyah (IAIN) Kediri, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30762/ijise.v3i2.3397
<![CDATA[One of the subjects in the 8th grade merdeka curriculum is natural science (IPA). Science is involved in education in a variety of ways, from the simple to the complex, from the unclear or abstract to concrete solutions to problems. In an effort to teach students science skills in Phase D science subjects, this research aims to develop a hybrid project-based PJBL (PJBL) module. The method used in this research is Research and Development (R&D) with quantitative descriptive data analysis techniques which consist of several stages, namely needs analysis, module design, expert validation, field trials, and product revision. This research was carried out at MTsN 3 Kediri, with class VIII students. The conclusion of this research is that the project based learning hybrid mode module is very suitable to be used to improve students' science skills based on student response questionnaires and validation by experts that have been carried out.]]>
