cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Joni Rokhmat
Contact Email
joni.fkip@unram.ac.id
Phone
+6281237763659
Journal Mail Official
joni.fkip@unram.ac.id
Editorial Address
Jalan Majapahit No. 62, Gomong, Kecamatan Selaparang, Kota Mataram, Nusa Tenggara Barat, kode pos 83125.
Location
Kota mataram,
Nusa tenggara barat
INDONESIA
International Journal of Contextual Science Education
Published by Universitas Mataram
ISSN : -     EISSN : 30468876     DOI : https://doi.org/10.29303/ijcse.v3i4.1200
Core Subject : Science, Education,
Decision Sciences, Operations Research & Management Education Other
International Journal of Contextual Science Education is an open access scientific periodical journal published by the Doctoral Program of Science Education, Postgraduate, University of Mataram. It contains research and reviews articles covering studies in science and STEM education at early childhood education, schools, higher education, and communities.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 2 No. 1 (2024): January - March 2024" : 5 Documents clear
Exploring Green Chemistry: A Practicum Handbook for 11th Grade Science Students Mutiara Maharani; Elvy Mawarnis; Akrajas Ali Umar
International Journal of Contextual Science Education Vol. 2 No. 1 (2024): January - March 2024
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v2i1.565

Abstract

The development of this practicum handbook aims to determine the validity of green chemistry-based chemistry practicum handbooks and to determine the practicality of green chemistry-based chemistry practicum handbooks. Research with the title "Development of a Green Chemistry-Based Chemistry Practicum handbook for 11th Grade Science Students." With the Research and Development (R&D) approach, the researcher has finished. The research was conducted at State Senior High School (SMAN) 2 Sungai Tarab, This research was conducted using the 4D model, namely (define, design, development, and disseminate), but researchers only carried out up to the development stage. At the feasibility stage, the green chemistry-based chemistry practicum handbook based on the validation results obtained 87.46%, with a very valid category. 2. At the practicality stage based on the student response questionnaire, the results were 85.41%, with a very practical category.
Cultural Literacy in Ethnoscience Learning: Perseption of Science Teacher Candidate Agus Muliadi; Joni Rokhmat; Aliefman Hakim; AA Sukarso
International Journal of Contextual Science Education Vol. 2 No. 1 (2024): January - March 2024
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v2i1.574

Abstract

This study aims to explore the perceptions of prospective science teacher students regarding cultural literacy in science learning. This study is an exploratory research with research subjects as many as 28 biology education students. This research uses a research instrument in the form of a closed questionnaire with answers using a Likert scale and has been validated by experts. This research data was analyzed using quantitative descriptive statistics and inferential statistics of the t-test and Anova test. The results of this research are (1) male students have an average score of 3.00 in the Tall category and female students have an average score of 2.79 in the Tall category; (2) students from Mataram have an average score of 2.79 in the Tall category, West Lombok is 2.93 in the Tall category, Central Lombok is 2.95 in the Tall category, East Lombok is 2.88 in the Tall category , North Lombok at 2.78 in the Tall category; (3) students' perceptions of the indicator of understanding the value of diversity have an average score of 2.40 in the Low category, sensitivity to culture is 3.22 in the Tall category, and Interaction with culture is 3.23 in the Tall category; (4) there is no significant difference in the perceptions of male and female students regarding cultural literacy in ethnoscience learning as evidenced by a significance value of 0.384 which is greater than 0.05 (>0.05); (5) there is no significant difference in students' perceptions of cultural literacy in ethnoscience learning based on their region of origin as evidenced by a significance value of 0.914 which is greater than 0.05 (>0.05).
Practicality of Causalytic Model Learning Integrated to Character Values Assisted by Go-Lab Platform to Improve Students' Problem Solving and Creative Thinking Abilities Huraiza Mahmudah; Joni Rokhmat; Kosim; Hisbulloh Als Mustofa
International Journal of Contextual Science Education Vol. 2 No. 1 (2024): January - March 2024
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v2i1.575

Abstract

This research aims to develop a causalytic model learning integrated of character values assisted by Go-Lab platform to improve students' problem solving and creative thinking abilities. This development research procedure refers to the steps in developing a 4D model which consists of four main stages, namely defining, designing, developing and disseminating. The practicality test is carried out after the definition and design stages are completed. The practicality test instrument consists of an observation sheet on learning implementation as well as a teacher and student response questionnaire. The observers involved in filling out the observation sheet for learning implementation were 1 teacher of science and 20 students in class VIII-C at State Junior High School (SMPN) 3 Labuapi. Meanwhile, the observers involved in filling out the response questionnaire were 3 teachers of science and 20 students in class VIII-C at SMPN 3 Labuapi. Learning tools are said to be practical if the observers' assessments state that the learning tools can be applied. The results of the analysis of observations of learning implementation by teachers and students obtained an average percentage of 97.08% and 96.88% in very practical category. Meanwhile, the results of the analysis of teacher and student responses obtained an average percentage of 90.00% and 98.00% in very practical category. This shows that the learning tools developed are easy to use, easy to interpret, and provide benefits for teachers and students.
Application of Symposium Learning Method to Enhance High School Students' Critical Disposition and Critical Thinking Skills in Addressing Socioscientific Issues in Biology Ririn Mardiana Saputri; AA Sukarso; Prapti Sedijani; Agus Ramdani; Rangga Alif Faresta
International Journal of Contextual Science Education Vol. 2 No. 1 (2024): January - March 2024
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v2i1.596

Abstract

This study explores the effectiveness of the Symposium Learning Method in enhancing critical disposition and critical thinking skills among high school students in the context of biology education. Employing a quasi-experimental design, the research compares the outcomes of students instructed using the Symposium Learning Method with those taught through conventional methods. Pre-test and post-test assessments were conducted to evaluate students' critical disposition and critical thinking skills. The findings reveal a significant improvement in both critical disposition and critical thinking skills among students exposed to the Symposium Learning Method. This underscores the method's efficacy in promoting active participation, collaborative learning, and deeper engagement with course material. The study emphasizes the importance of innovative teaching approaches in nurturing critical thinking skills essential for addressing complex societal issues in biology education.
Meeting 21st-Century Challenges: Cultivating Critical Thinking Skills through a Computational Chemistry-Aided STEM Project-Based Learning Approach Hulyadi Hulyadi; Faizul Bayani; Ferniawan; Sri Rahmawati; Liswijaya; Intan Kusuma Wardani; Ni Nengah Sri Swati
International Journal of Contextual Science Education Vol. 2 No. 1 (2024): January - March 2024
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v2i1.609

Abstract

This research aims to explore the impact of a computational chemistry-supported STEM Project-Based Learning (PjBL-STEM) application on fostering critical thinking competencies. The project focuses on green energy, utilizing waste cooking oil and aluminum to enhance students' critical thinking skills. A pre-experimental design was employed for this study, involving a sample of 22 students. Data were collected using the 21st-Century Skills Usage Scale, along with structured and semi-structured interview forms. Critical thinking was assessed through a descriptive test comprising 10 questions. The collected data were analyzed using the Wilcoxon Signed Rank Test and thematic analysis techniques. The analysis revealed a significant improvement in the students' 21st-century skills, such as autonomy, collaboration, environmental sensitivity, communication, problem-solving, creativity, responsibility, and IT literacy. Particularly notable was the students' ability to interpret structured and patterned graphical data, which they found easier to understand compared to image and narrative data. The N-gain test results indicated that the STEM-PjBL model had a positive impact on developing critical thinking abilities, with 50% of students achieving medium and high categories. Overall, the STEM-PjBL model positively influenced the development of critical thinking competencies.

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2024 2024


Reset
Filter By Issues
All Issue Vol. 3 No. 4 (2025): October - December 2025 Vol. 3 No. 3 (2025): July - September 2025 Vol. 3 No. 2 (2025): April - June 2025 Vol. 3 No. 1 (2025): January - March 2025 Vol. 2 No. 4 (2024): October - December 2024 Vol. 2 No. 3 (2024): July - September 2024 Vol. 2 No. 2 (2024): April - June 2024 Vol. 2 No. 1 (2024): January - March 2024 Vol. 1 No. 1 (2023): October - December 2023