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Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education)
Published by Universitas Syiah Kuala
ISSN : 23384379     EISSN : 2615840X     DOI : https://doi.org/10.24815/
Core Subject : Education,
Education
Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) offers an interdisciplinary forum for the publication of original peer-reviewed, contributed and invited research articles of the highest quality that address different topics of science education with implications for improving and enhancing science education practices and theories. The topics involves biology, chemistry, physics, as well as some applications pedagogy and teacher development. The journal provides an invigorating and informative variety of research papers that expand and deepen our theoretical understanding. It also provides practice and policy based implications in the relevant contexts of science education.
Arjuna Subject : Umum - Umum
Articles 16 Documents
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Search results for , issue "Vol 12, No 2 (2024): APRIL 2024" : 16 Documents clear
The Effect of Argument-Driven Inquiry Using the Science, Environment, Technology, and Society Approach on Students Critical Thinking Skills in Thermochemistry Instruction Muzainah, Muzainah; Muntholib*, Muntholib; Munzil, Munzil; Affriyenni, Yessi
Jurnal Pendidikan Sains Indonesia Vol 12, No 2 (2024): APRIL 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v12i2.36497

Abstract

Thermochemistry is a challenging topic in chemistry learning due to students difficulty in grasping its concepts, often stemming from a lack of critical thinking skills (CTS). This study investigates the impact of using argument-driven inquiry (ADI) learning with a science, environment, technology, and society (SETS) approach on the critical thinking skills of high school students studying thermochemistry. This research, employing a quasi-experimental design with a pretest and posttest control group, involved 46 students divided into a control and experimental group. The control group received ADI learning, while the experimental group received ADI learning with the SETS approach. The instrument used in this research is a CTS test on thermochemitry. It contains five valid questions and has a reliability score of 0.708. The analysis was performed using the Independent t-Test. The CTS test results revealed a significant difference between the groups with the experimental group (15.91) scoring higher than the control group (12.78). This suggest that incorporating the SETS approach into ADI learning can enhace students CTS
The Effect of Problem Based Learning Worksheet on Critical Thinking Skills of Eight Grade Students: A Perspective from Gender Difference Ardiansyah, Angga; Mulyati*, Yayuk; Wicaksono, Azizul Ghofar Candra
Jurnal Pendidikan Sains Indonesia Vol 12, No 2 (2024): APRIL 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v12i2.36838

Abstract

Critical thinking skills (CTS) are essential in the 4.0 era. However, the attempts to enhance these skills during learning are still suboptimal, particularly in science education at the junior high school. Gender is believed as one affecting factor on students critical thinking. The research investigated the effects of problem based learning (PBL) student worksheets on students critical thinking from the perspective of gender differences. This quasy experimental research applied pretest-posttest nonequivalent multiple group design. The samples were chosen through purposive sampling, resulting in one male class having 24 students and one female class having 24 students. The research instruments included a lesson plan, a PBL-based student worksheet, and pretest-posttest questions that had been validated. Data analysis uses statistical tests in the form of paired and independent sample t-tests, and N-gain. The analysis indicated that using PBL-based student worksheets increases CTS more effectively in female students than in male students. These are proven by paired and independent sample t-tests showing a significant difference (Sig. 2-tailed = 0.000 0.050) with N-gain signifies a moderate increase of 0.6 for male students and a high increase of 0.7 for female students. These findings may serve as recommendations to enhance students critical thinking and as a reference for gender-segregated schools in designing learning programs that optimize the role of each gender
Teacher Role and Domain of Expertise in the 21st Century: Evidence from Preservice Biology Teacher Marlina*, Reni; Suwono, Hadi; Yuenyong, Chokchai; Ibrohim, Ibrohim; Hamdani, Hamdani
Jurnal Pendidikan Sains Indonesia Vol 12, No 2 (2024): APRIL 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v12i2.35985

Abstract

This research focuses on biology education students' perspectives regarding teacher roles and domains of expertise in the 21st century identified from micro teaching courses. The aimed of this study was to describe the types of teacher roles that emerge in teaching practice in micro teaching courses and identify domains of expertise based on the perceptions of prospective biology teacher students while attending micro teaching courses. This research method is a qualitative based on the lesson study framework. The research instruments used questionnaires, interviews, and the observation of the learning process. The research results show that there are weaknesses in the domain of expertise needed in the 21st century, which consists of mastery of content/material, technology and pedagogy. Suggestions for further research are that good cooperation between universities and partners in schools is needed by forming the lesson study for learning communities (LSLC). This LSLC can develop the competencies of prospective biology teacher students, especially those related to pedagogical, technological, and concept mastery competencies on an ongoing basis
Developing Global Warming Module Based on Education for Sustainable Development to Increase Middle School Students Understanding and Sustainability Awareness Putri, Senda Tiara; Fardhani*, Indra; Mulyati, Yayuk; Kurniawan, Bakhrul Rizky; Putri, Adella Anfidina
Jurnal Pendidikan Sains Indonesia Vol 12, No 2 (2024): APRIL 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v12i2.33679

Abstract

The environmental crisis, which is a global problem, can be overcome by increasing sustainability awareness. The education for sustainable development (ESD) based global warming module can increase understanding and sustainability awareness. The goal of this research was to create a module based on ESD that deserves to be tested for its effectiveness in raising junior high school students understanding and sustainability awareness of global warming. The development procedure is based on the ADDIE model (analyze, design, develop, implement, and evaluate) data collection techniques using interviews, questionnaires, and pretest-posttest questions. The data analysis techniques used are the descriptive qualitative technique, percentage analysis, readability test, validity and reliability test, normality and homogeneity test, independent sample t-test, N-gain test, and effect size test. The results of media and material validation tests show very valid criteria. The results of the N-gain test in the post-test control class showed low criteria, while those in the experimental class showed medium bars. The outcomes of the effect size test in the post-test control and practical classes show high criteria. This research indicates that the modules developed are valid and effective for increasing students' understanding and sustainability awareness
Student Response to Booklet Learning Media Butterfly Pea Flower (Clitoria ternatea L.) Tenriawaru*, Andi Besse; Panjaitan, Ruqiah Ganda Putri; Caiping, Zhu
Jurnal Pendidikan Sains Indonesia Vol 12, No 2 (2024): APRIL 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v12i2.36527

Abstract

Learning media is a means to facilitate teachers in providing material, create enthusiastic and motivated students in accomplishment learning, therefore can be improve their abilities and skills in receiving the learning provided. The utilization of booklets as learning media creates interest in learning and a positive response. This study aims to find out the students' response to the booklet of butterfly pea plant (Clitoria ternatea L.) as a learning media. The instrument used was a questionnaire with three aspects of response, namely affective, cognitive, and conative which existed additional developed into 11 statements items. The average percentage obtained for each aspect of response, namely affective, cognitive, and conative response aspects, was 75,89%; 67,11%; 70,98% with the overall response having an average of 71,33%. It can be concluded that the booklet developed into learning media received a positive response from students
Utilize Renewable Energy Kits to Develop Students' Lower and Higher-Order Thinking Skill Yennita*, Yennita; Zulirfan, Zulirfan; Sarkity, Dios; Agustin, Dita Safrina; Iksan, Zanaton H
Jurnal Pendidikan Sains Indonesia Vol 12, No 2 (2024): APRIL 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v12i2.37288

Abstract

This research aims to determine the effect of kits renewable energy projects by implementing a project-based learning model on students' lower order thinking skills (LOTS) and higher order thinking skills (HOTS). The research method used was quasi-experimental with a nonequivalent posttest only control group design. The population in this study was 198 students. Samples were taken randomly from a population that had passed the normality test and homogeneity test. This research uses a cognitive learning outcomes test instrument in the form of multiple choices. The research results show that there is no significant difference in cognitive learning outcomes in the LOTS category between students in classes that apply project-based learning on renewable energy material and classes that apply conventional learning on renewable energy material, sig. 0.127 0.05, using the Mann Whitney test. Meanwhile, the results of hypothesis testing for cognitive learning outcomes in the HOTS category using the independent sample t-test obtained a sig (2-tailed) value of 0.000 0.05, which means there is a significant difference in students' cognitive learning outcomes. between classes that apply project-based learning to renewable energy material and classes that apply conventional learning to renewable energy material. These results indicate that project-based learning can produce student learning in the HOTS category, but has no effect on increasing students' cognitive abilities

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