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Joni Rokhmat
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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 48 Documents
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Exploring Junior High School Science Teachers' Perceptions of Science Scientists, Science Subjects, NOS, and NOSI PRELIA DWI AMANAH; Lia Saptini Handriani
International Journal of Contextual Science Education Vol. 3 No. 3 (2025): July - September 2025
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v3i3.985

Abstract

This research aims to explore junior high school science teachers' perceptions of scientists, science subjects, the nature of science (NOS), and the nature of scientific inquiry (NOSI). Using a quantitative descriptive approach, this research involved 61 junior high school science teachers from various regions in Indonesia. A research instrument was developed, which included needs analysis, instrument design, instrument development, and instrument evaluation. The research results show that junior high school science teachers have mixed perceptions of scientists, with the majority recognizing the important role of scientists in the advancement of science and technology. However, there is a diversity of views regarding the physical and demographic characteristics of scientists. Regarding science subjects, teachers tend to have a positive perception of science's ability to develop students' critical and creative thinking skills. Teachers' perceptions of NOS show that most teachers understand the tentative nature of scientific knowledge and the importance of empirical evidence in science. Meanwhile, perceptions of NOSI show that teachers understand that scientific inquiry starts from curiosity about the natural environment, although there are variations in their beliefs regarding the effectiveness of inquiry models in learning. These findings emphasize the importance of ongoing professional development for teachers to increase their understanding of NOS and NOSI, as well as improve the quality of science learning in secondary schools.
Junior High School Science Teachers' Perceptions of Science Scientists, Science Subjects, NOS, and NOSI PRELIA DWI AMANAH; Thufail Mujaddid Al Qayyim; Eka Muliati; Fitratunisyah; Muhammad Tantawi Jauhari; A Wahab Jufri
International Journal of Contextual Science Education Vol. 3 No. 3 (2025): July - September 2025
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v3i3.986

Abstract

Scientists play a crucial role in the advancement of science and technology; however, public perceptions of them are still influenced by various stereotypes and limited understanding. Science teachers, as educators who shape students' perceptions of scientists, hold views that can influence how science is taught and understood in schools. This study aims to analyze science teachers' perceptions of scientists, covering aspects such as the image of scientists, trust in the scientific method, scientists' relationship with society and education, their relevance to religious and cultural values, and the attractiveness of the scientist profession. The study employed a survey method involving 61 science teachers from various schools in Indonesia. The findings indicate that while most respondents have high confidence in scientists and the scientific method, there remains a gap in the representation of contemporary scientists in education and media. Additionally, scientists are still perceived as having limited involvement in formal education and public communication. Although the scientist profession is regarded as appealing, challenges such as gender stereotypes and the exclusivity of science continue to be barriers. Therefore, more inclusive strategies in science education and communication are needed to strengthen the role of scientists in society.
The Effect of Cooperative Learning Model Type Student Team Achievement Divisions (STAD) Assisted by Virtual Media on Students' Concept Mastery Ability Abelia Berliana Casandra; Wahyudi; Aris Doyan; Sutrio
International Journal of Contextual Science Education Vol. 3 No. 2 (2025): April - June 2025
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v3i2.1010

Abstract

This study aims to determine the effect of the Student Team Achievement Divisions (STAD) type cooperative learning model assisted by virtual media on students' concept mastery ability on static fluid material. The background of this study is based on the low level of mastery of students' concepts due to the dominance of conventional learning methods that lack interaction and the limited use of interactive learning media. This research is a quasi-experiment with a pretest-posttest control group design. The research subjects were students of class XI at SMAN 2 Mataram which were divided into experimental and control classes. The instrument used was a multiple choice test totaling 15 questions to measure concept mastery. The results showed that there was a significant increase in the posttest scores of students in the experimental class compared to the control class. The independent t-test showed a significance value <0.05, indicating a significant effect of the application of the STAD model assisted by virtual media on students' concept mastery. This finding shows that the combination of cooperative learning approach and virtual media such as PhET simulation and learning video is effective in increasing students' active participation, concept visualization, and understanding of physics materials.
The Effect of Causal Learning Model Integrated With Character Values On The Ability To Master Physics Concepts And Positive Attitudes Of High School Students Dunia Purnama; Joni Rokhmat; Syahrial A
International Journal of Contextual Science Education Vol. 3 No. 2 (2025): April - June 2025
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v3i2.1011

Abstract

This study aims to analyze the effect of causal learning model integrated with character values on the ability to master physics concepts and positive attitudes of high school students. The background of the research is based on the low concept ability and positive attitude of students caused by the dominance of conventional learning methods and the lack of integration of character values in the learning process. This study used a quasi-experimental approach with a nonequivalent control group design. The research subjects were 11th grade students of SMA Negeri 4 Mataram in the 2024/2025 school year. The experimental class received treatment using an integrated causal model of character values, while the control class used direct learning. The research instrument consisted of a concept mastery description test and a positive attitude questionnaire for students. Data analysis was carried out by testing validity, reliability, normality, homogeneity, and Mann-Whitney test. The results showed that the application of the integrated causalytic model of character values significantly improved the ability to master physics concepts and positive attitudes of students compared to conventional learning. This model is effective in encouraging students to think causally and analytically, as well as internalizing character values such as responsibility, cooperation, and honesty. Thus, the causal learning model integrated with character values can be an innovative alternative in improving the quality of physics learning and shaping positive student character.
The Influence of Guided Inquiry Learning Model on Students' Critical Thinking Skills in Thermodynamics Material Ardian Sukandi; Joni Rokhmat; I Wayan Gunada
International Journal of Contextual Science Education Vol. 3 No. 2 (2025): April - June 2025
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v3i2.1015

Abstract

This study aims to determine the effect of guided inquiry learning models on students' critical thinking skills in thermodynamics material. The type of research used is experimental research with a nonequivalent control group design. The population of this study was students of class XII MA Manba'ul Ulum in the 2024/2025 Academic Year. The research sample was taken using the cluster random sampling technique, so that 31 students of class XI MIA 1 were selected as the control class and 31 students of class XI MIA 2 as the experimental class. The experimental class was given treatment in the form of learning using the guided inquiry model, while the control class used the conventional model. Critical thinking ability data were obtained through the provision of a descriptive test of 10 questions and through a questionnaire given to students. The average value of critical thinking ability obtained during the pre-test of the two classes was the experimental class of 37.15 and the control class of 41.64. The average value after the implementation of the post-test increased in both classes, where the experimental class was 79.93 and the control class was 72.84. The critical thinking ability data of both classes were homogeneous and normally distributed. The critical thinking ability data were analyzed using the Independent Simple t test. The results of the SPSS data analysis obtained a t-count value of 3.199 with a significance level of 0.05% so that the t-table was 2.000, and the significant value obtained was 0.002, so the t-count> t-table or the significance value <significance level, then. Thus, it is concluded that there is an influence of the application of the guided inquiry learning model on students' critical thinking abilities in thermodynamics material.
Validity and Reliability of Physics Learning Devices Based on Guided Inquiry to Improve Students' Creative Thinking Skills Fikri Akbar; Ni Nyoman Sri Putu Verawati; Wahyudi
International Journal of Contextual Science Education Vol. 3 No. 2 (2025): April - June 2025
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v3i2.1016

Abstract

This study aims to develop guided inquiry-based physics learning devices to enhance students’ creative thinking skills. The development model used is the 4D model (Define, Design, Develop, and Disseminate) developed by Thiagarajan, Semmel, and Semmel. The learning devices developed include teaching modules, learning materials, student worksheets (LKPD), and evaluation instruments. The validity and reliability of the devices were analyzed through assessments by six validators, consisting of three expert lecturers and three practicing teachers. The validation results indicated that all developed learning devices fall into the "highly valid" category, with average scores ranging from 3.32 to 3.71. The validity covered aspects of content and construct. Meanwhile, the reliability test was carried out using the Borich method, with a percentage of agreement criterion of ≥ 75%. The analysis results showed that all learning devices had reliability levels above 88%, thus categorized as reliable. It can therefore be concluded that the guided inquiry-based physics learning devices developed are feasible to be used in learning activities to facilitate and enhance students' creative thinking skills.
Independent Curriculum: Correlation Between Science Process Skills and Cognitive Abilities with Students' Caring Attitudes in Junior High Schools Hikmawati Hikmawati; Aris Doyan; Supriadi; Rohani
International Journal of Contextual Science Education Vol. 3 No. 2 (2025): April - June 2025
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v3i2.1023

Abstract

This study aims to explore the relationship between science process skills, cognitive abilities, and students' caring attitudes in the context of project-based learning in the Independent Curriculum era. The project implemented is the processing of plastic waste into eco-friendly bricks stools, which is also part of the Pancasila Student Profile Strengthening Program with the theme of a sustainable lifestyle. This study uses a quantitative approach with a correlational design. Data were obtained from 86 seventh grade students at SMP Negeri 16 Mataram. The research instruments included a science process skills test, a cognitive ability test, and a caring attitude questionnaire. The results of the Pearson Correlation test showed that science process skills had a significant relationship with cognitive ability (r = 0.992). The results of the Kendall's tau-b Correlation test showed that science process skills had a significant relationship with caring attitude (τb = 0.798) and caring attitude had a significant relationship with cognitive ability (τb = 0.889). In other words, it can be said that project-based learning can improve science process skills and cognitive ability while building a character of caring attitude towards the environment. Therefore, it can be concluded that the implementation of project-based learning in the Independent Curriculum, such as making stools from eco-friendly bricks, has a positive impact on developing science process skills and cognitive abilities as well as students' caring attitudes. Project-based learning can be an alternative innovative model to be implemented at various levels of education so that efforts are needed to train teachers in implementing this learning model, and support from schools and government policies to improve the sustainability of environmental-based education.
Analysis of Junior High School Students’ Scientific Creativity Profiles in Terms of Gender Differences and Cognitive Levels Siska Ayu Nirmala; Joni Rokhmat; Agus Ramdani; Aa Sukarso; Hisbullah Als Mustofa
International Journal of Contextual Science Education Vol. 3 No. 2 (2025): April - June 2025
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v3i2.1025

Abstract

Creative thinking skills are among the essential competencies students must possess to face global challenges in the 21st century. This study aims to analyze the profile of students’ scientific creativity in terms of gender differences and cognitive level. A descriptive quantitative method was employed, involving 36 junior high school students. The instruments used included a scientific creativity test based on the Hu & Adey model and documentation of students’ science grades to determine their cognitive levels. Data analysis consisted of both descriptive and inferential approaches. Descriptive analysis was used to examine the characteristics of the data, including maximum score, minimum score, and average student score. Based on the scientific creativity scores, students were categorized into three groups: creative, moderately creative, and less creative. Inferential analysis involved an independent sample t-test to examine gender differences in scientific creativity and a Pearson correlation test to investigate the relationship between scientific creativity and cognitive level. The results showed that students' scientific creativity fell into the moderately creative category, with female students achieving higher average scores than male students, particularly in the dimensions of fluency and originality. The t-test revealed a significant difference in scientific creativity between male and female students. Students with higher cognitive levels tended to have better scientific creativity scores, although the Pearson correlation test showed that the relationship between cognitive level and scientific creativity was not statistically significant. In conclusion, female students demonstrated higher levels of scientific creativity than their male counterparts, and cognitive level did not show a significant correlation with students’ scientific creativity.
The Effect of Problem-Based Learning Models on Students’ Understanding of Physics Concepts at Senior High School Anggi Nuria Rahmawati; Sutrio; Joni Rokhmat; Wahyudi
International Journal of Contextual Science Education Vol. 3 No. 2 (2025): April - June 2025
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v3i2.1036

Abstract

Students’ understanding of physics concepts is an important skill in 21st century education. But the real condition in school still many students were not understand physics concepts, so it need to use innovation learning models, one of them is problem-based learning models. The research aims are: to find alternative ways for high school students to understand physics concepts; and to find out wether there is an effect of problem-based learning models on students' understanding of physics concepts at senior high school. This research type is pre-experimental designs with the Intact-group comparison  model. The population  was students at XI science of SMA Negeri 2 Mataram  in the 2024/2025 Academic Year, it consisting of 8 classes. The sample was selected using a purposive sampling technique. Students at XI science 5 as the experimental class and students at XI science 8 as the control class. The Experimental class treated used a problem-based  learning model in learning, while the control class used a direct learning model. The results of data analysis showed that the average value of conceptual understanding in static fluid material for the experimental class was 74 and for the control class was 63. These data were analyzed using parametric statistical tests, namely the polled variance t-test. The results of the hypothesis test showed that the  are 2,4866 and the  are 1,9989, it can be concluded that there is an effect of the problem-based learning model on students’ understanding of physics concepts at high school.
Development Of Practicum Modules To Improve Students' Science Process Skills - Systematic Literature Review Earlyna Sinthia Dewi; Agus Abhi Purwoko; Aliefman Hakim; I Putu Artayasa; Joni Rokhmat; AA Sukarso
International Journal of Contextual Science Education Vol. 3 No. 3 (2025): July - September 2025
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v3i3.1135

Abstract

This study aims to systematically review how trends, approaches, and outcomes of laboratory modules can enhance students' science process skills. The review was conducted using the Systematic Literature Review (SLR) method by collecting and analyzing published research from 2015 to 2024, sourced from the Dimensions and Scopus databases. The articles reviewed were relevant, high-quality, and available in full text. To examine the relationships between keywords and research themes, the VOSviewer application was utilized. The results of the review indicate that many laboratory modules remain focused on technological aspects and feasibility testing, but few integrate design development, instrument evaluation, and field testing comprehensively. Modules designed using the ADDIE model, validated by experts, and tested through pretest–posttest methods with a control group, have proven effective in enhancing students' scientific process skills. This study provides a comprehensive overview and serves as an important foundation for developing better and more needs-appropriate practical modules.

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