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Journal of Innovative Science Education
Published by Universitas Negeri Semarang
ISSN : 22526412     EISSN : 25024523     DOI : -
Core Subject : Education,
Education
Publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy, and preparation of science teachers with the aim to advance our knowledge of science education theory and practice.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 8 Documents
 1 
Search results for , issue "Vol. 13 No. 2 (2024): August 2024" : 8 Documents clear
Performance Assessment Creative Thinking Rubric in Science Technology Engineering and Mathematics (STEM) Learning Windyariani, Sistiana; Setiono, Setiono
Journal of Innovative Science Education Vol. 13 No. 2 (2024): August 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v13i2.4218

Abstract

This research has the objective to develop an alternative rubric for evaluating creative thinking performance in STEM (Science, Technology, Engineering, and Mathematics) education. The research employs a Design-Based Research (DBR) methodology, which involves four stages: 1) Designing a prototype for performance assessment (design), 2) Conducting trials to test the developed assessment (test), 3) Performing evaluations, and 4) Reflecting on and addressing any deficiencies in the developed tasks and rubrics. The research involved respondents completing performance assessment tasks using the newly developed criteria/ rubric. The participants included 57 students from the Biology Education research Program at Universitas Muhammadiyah Sukabumi, enrolled in the 3rd and 5th semesters. This research resulted in a valid and practical assessment of creative thinking performance in STEM learning, with the Performance Assessment Rubric achieving an average percentage of 83.5% (proper). The research produced a creative thinking performance assessment instrument that can be used as an evaluation tool in STEM education. Further implications suggest incorporating these assessments into STEM curricula and training educators to use them effectively.
Environmentally Caring Characters in Students Through Animated Videos Assisted by the Canva Application Nurulaeni, Fitria; Suhada, N. Nurhaliza
Journal of Innovative Science Education Vol. 13 No. 2 (2024): August 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v13i2.4489

Abstract

Although students' understanding of environmental protection still needs to improve, increasing their awareness of the environment is very important because environmental problems are becoming increasingly complex. Through a discussion of living things, this research aims to determine the differences in the environmentally caring character of students in the experimental class and control classes. The research used was an experiment with a quasi-experimental type (posttest-only control design). Questionnaires and observations were used as data instruments, using an experimental class of 27 students and 21 students for the control class. The Mann-Whitney test is the data analysis method used.  The research results showed that the average value of experimental class data was 29.06 higher than that of control class data 18.64. In addition, the asymptotic sig value (2-tailed) of 0.010 < 0.05 was calculated based on the results of the Mann-Whitney test, indicating that the experimental class and the control class were different in their environmental care attitudes. Based on these findings, using animated videos with the help of Canva can attract attention and spark children's imagination. After watching animated videos, children can act according to what they learn and digest information easily on what they observe in animated video shows.
Evaluation of STEM Literacy Test Instrument on Elements, Compounds and Mixtures Using Multidimensional Rasch Analysis Wahyudi, Ikwan; Rusilowati, Ani; Nugroho, Sunyoto Eko; Wiyanto, Wiyanto; Widiyatmoko, Arif
Journal of Innovative Science Education Vol. 13 No. 2 (2024): August 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v13i2.4611

Abstract

STEM literacy is crucial in the 21st century, encompassing science, technology, engineering, and mathematics, allowing individuals to understand and apply conceptual knowledge to real-life problems. Evaluation of STEM literacy instruments is essential for improving the quality of STEM learning. This study aims to evaluate the STEM literacy test instrument using multidimensional Rasch analysis. This study employed a quantitative approach, including a description to validate the research instrument. The instrument consists of 22 items measuring science, technology, engineering, and mathematics literacy, focusing on elements, compounds, and mixtures. Participants included 259 eighth-grade students randomly selected from public junior high schools in Balongpanggang and Benjeng, Gresik, East Java. Data analysis employed a Rasch model with ConQuest programs. Results indicated that the multidimensional model had better-fit parameters than the unidimensional model and demonstrated that the item's validity and instrument's reliability meet requirements. The interaction between students' abilities and items revealed that most students have moderate to low STEM literacy abilities. Additionally, the analysis found no differential item functioning based on gender differences. This research indicates that multidimensional Rasch analysis helps evaluate STEM literacy test instruments so that valid and reliable instruments can provide accurate measurements in improving students' STEM literacy skills.
Critical Thinking Measurement Methods in Higher Education: A Bibliometric Analysis Arfiani, Yuni; Wiyanto, Wiyanto; Ridlo, Saiful
Journal of Innovative Science Education Vol. 13 No. 2 (2024): August 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v13i2.5724

Abstract

Critical thinking skills are crucial in modern society. This research aims to provide a general overview of recent developments in research methods for measuring critical thinking skills in higher education. It is based on a bibliometric analysis of journal articles published in the Scopus database, with the goal of identifying scientific gaps and providing a reference for further research. The methodology employed includes bibliometric analysis using VOSviewer and Biblioshiny software. The results indicated a growing trend in research focused on measuring critical thinking skills. Several topics and keywords have emerged that could serve as a foundation for future studies, along with trends in research methods for assessing critical thinking skills in higher education. The research concluded that bibliometric analysis offers valuable insights into developing research on measuring critical thinking and its methods, paving the way for further investigations. Notably, topics related to undergraduate students, critical thinking skills, and active learning potentially yield significant novel contributions if explored in future research.
Enhancing Elaboration Skills through Integrated STEM-PjBL: A Study on Object Movement and Living Creatures Ani, Siti Rizqiyah Putri Dwi; Parmin, Parmin; Nugrahaningsih WH , Nugrahaningsih WH
Journal of Innovative Science Education Vol. 13 No. 2 (2024): August 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v13i2.7491

Abstract

The Merdeka Curriculum aims to foster creative thinking and digital skills. Initial observations revealed a lack of critical thinking, particularly in students' elaboration skills, due to insufficient motivation, which led to passive learning behaviours. Integrated STEM Project-Based Learning (PjBL) is an educational approach designed to address 21st-century challenges by emphasizing project-based learning and providing students with scientific experiences applicable to problem-solving. This study aims to (1) analyze the impact of integrated STEM-PjBL on elaboration skills in the context of object movement and living creatures; (2) assess the extent of this impact; and (3) evaluate the overall effectiveness of integrated STEM PjBL on the topic. The research was conducted at SMP N 1 Sluke and SMP 1 Pancur using a quasi-experimental method with a Control-Group Interrupted Time-Series Design. The study employed pretest and post-test scores as test instruments and questionnaires and observations as non-test instruments. Data analysis was performed using SPSS. The observation results indicated that the experimental class scores were higher than those in the control class. The t-test values at SMP N 1 Pancur and SMP N 1 Sluke were below 0.05, demonstrating statistical significance. Pearson correlation analysis revealed r-values of 0.69 at SMP N 1 Sluke and 0.60 at SMP N 1 Pancur. The determination coefficient analysis showed that integrated STEM PjBL had a 64% impact on elaboration skills at SMP N 1 Sluke and a 72.72% impact at SMP N 1 Pancur. These values indicate that integrated STEM PjBL significantly influences their  elaboration skills.
Evaluation of The Flipped Classroom Model on Students' Academic Achievement and Retention in MAN 1 Ambon Rumahlewang, Emma; Lokollo, Lamberthus J.; Lasaiba, Mohammad Amin
Journal of Innovative Science Education Vol. 13 No. 2 (2024): August 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v13i2.7506

Abstract

This study evaluates the impact of computer simulation and animation instructional packages in natural sciences on high school student's academic achievement and retention in a flipped classroom setting. Using a quasi-experimental pre-test and post-test design, 30 students used the computer simulation package, and 29 students used the computer animation package. Data were collected via academic achievement and retention tests and analyzed using descriptive statistics and independent sample t-tests. The results showed significant improvements in academic achievement for both groups. The average post-test score increased from 28.52 to 70.35 in the computer simulation group and from 25.74 to 64.23 in the computer animation group. The t-test indicated no significant difference in academic achievement between the two groups (t = 1.98, p = 0.79). Retention scores showed a slight decrease from post-test to retention test but remained high, with average retention scores of 68.74 for the simulation group and 61.15 for the animation group. The t-test also revealed no significant difference in retention between the groups (t = 1.12, p = 0.66). The implications of this study suggest that using educational technology, such as computer simulations and animations, in a flipped classroom setting can significantly enhance students' academic achievement and knowledge retention. It underscores the importance of integrating technology into the educational curriculum to create a more inclusive, interactive, and effective learning environment. Additionally, these findings allow educators to choose the teaching methods that best suit their instructional needs and contexts, whether in resource-limited situations or when teaching complex concepts.
Innovation of Science Teaching Material Based on STEM-PjBL in the Implementation of the Merdeka Curriculum Nurcahyo, Muhammad Aqmal; Afryaningsih, Yunika
Journal of Innovative Science Education Vol. 13 No. 2 (2024): August 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v13i2.7775

Abstract

The learning process of Natural and Social Sciences (IPAS) requires adequate teaching materials and integrated with innovative approaches to make learning more interesting, practical, and fun. The integration of the STEM-PjBL approach can be an option in the development of teaching materials because it encourages students to develop process skills through real problem-solving-based learning, practicum implementation, and project activities. This study aims to produce IPAS teaching materials that are in accordance with the content of science based on STEM-PjBL for phase C of grade V thus supporting the implementation of the Merdeka curriculum and improving process skills as an integral part of science learning. The development method used is the Analysis, Design, Development, Implementation, Evaluation (ADDIE) model. Validation of teaching materials was carried out by media experts with a match rate of 88% (very feasible), material experts at 83% (very feasible), and language experts at 82% (very feasible). Additionally, small group trials with students resulted in an 80.14% (good), suggesting that the materials are engaging and effective. The integration of STEM-PjBL supports the implementation of the Merdeka curriculum, emphasizing the development of students' process skills through real-world problem-solving, practical activities, and projects. Given the high feasibility ratings from experts and positive feedback from students, the developed science teaching materials have the potential to be widely adopted in grade V, improving the overall science learning experience. Future research should explore long-term impacts, comparative effectiveness, teacher training, technological integration, and broader demographic studies. These materials enhance learning experiences, support the Merdeka curriculum, improve process skills, provide valuable teacher resources, and can inform educational policy.
The Effectiveness of Contextual-Approach Science E-Module Integrated with Local Wisdom on Pressure Topic to Improve Critical Thinking Skills Hidayat, Edy; Marwoto, Putut; Widiyatmoko, Arif
Journal of Innovative Science Education Vol. 13 No. 2 (2024): August 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v13i2.9272

Abstract

Integrating local wisdom into science materials is a crucial effort to create contextual learning and instill noble values and a sense of cultural appreciation. Each region requires education tailored to its unique characteristics for effective educational development, necessitating a contextual approach. Incorporating local wisdom values is an essential step in this process. This study aims to develop a contextual science e-module that integrates local wisdom to enhance students' critical thinking skills. The research employed a Research and Development (R&D) approach, specifically using the Sugiyono model. The results indicated that the e-module received a validation score of 97% from material experts, categorized as very valid, and 96% from media experts, also categorized as very valid. The practicality test assessment yielded a value of 98% and was rated as very practical, and student feedback resulted in a score of 98%, which was deemed very good. Additionally, the effectiveness of the e-module was evaluated through the N-Gain score for critical thinking skills, which averaged 0.83, placing it in the high category. The N-Gain value for students' critical thinking skills was 89.95%, classified as effective. Based on the validation, readability, practicality, and effectiveness assessments, the contextual-approach science e-module integrated with local wisdom is deemed feasible as a learning resource.

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