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INDONESIA
Jurnal Pendidikan Sains
Published by Universitas Negeri Malang
ISSN : 24423904     EISSN : 24423904     DOI : -
Core Subject : Education,
Education
Jurnal Pendidikan Sains (JPS) terbit 4 (empat) kali setahun pada bulan Maret, Juni, September, dan Desember, berisi artikel-artikel tentang pendidikan sains baik ditulis dalam bahasa Indonesia maupun asing. Artikel yang dimuat berupa hasil penelitian dan hasil pemikiran. Jurnal Pendidikan Sains (JPS) diterbitkan oleh Pascasarjana Universitas Negeri Malang dengan Nomor ISSN 2338-9117.
Arjuna Subject : -
Articles 5 Documents
 1 
Search results for , issue "Vol 11, No 3: September 2023" : 5 Documents clear
Exploring the Correlation Between Metacognitive Skills and Cognitive Learning Outcomes Across Various Biology Learning Models in High Schools Ninik Kristiani; Herawati Susilo; Duran Corebima Aloysius; Fatchur Rohman
Jurnal Pendidikan Sains Vol 11, No 3: September 2023
Publisher : Pascasarjana Universitas Negeri Malang (UM)

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Abstract

In Malang City, a notable observation within the realm of high school biology education suggests a prevalent lack of metacognitive knowledge among teachers, hindering their efficacy in nurturing students' metacognitive capacities. Such deficiency yields implications for diminished cognitive abilities among students. Recognizing this, there emerges a pressing need for an enhanced pedagogical framework capable of fostering metacognitive skills adeptly. One promising approach involves integrating inquiry-based learning and problem-based mindful pedagogy (PBMP). This amalgamation is anticipated to synergistically harness the potential of both methodologies in bolstering metacognitive skills alongside cognitive learning outcomes. This study adopts a correlational research design, wherein data encompassing metacognitive skills and cognitive learning outcomes are systematically gathered. Methodologically, the evaluation entails the integration of metacognitive skills assessments with cognitive learning outcome metrics. Subsequent analysis is conducted via regression analysis, employing a significance threshold of 5%. Statistical examination is facilitated through the utilization of SPSS 17.0 for Windows. The findings of the analysis unveil a discernible relationship between metacognitive skills and cognitive learning outcomes across distinct biology lessons. Notably, the extent of metacognitive skill contribution to cognitive learning outcomes exhibits variance. Particularly noteworthy is the pronounced impact observed within the Inquiry-PBMP class setting, indicating its superiority over alternative pedagogical models in cultivating metacognitive skills and subsequently augmenting students' cognitive learning achievements.DOI: 10.17977/jps.v11i32023p092
Analysis and Unraveling Misconceptions: Examining Tenth-Grade High School Students’ Errors in HOTS Questions on Exponential Equations and Effective Scaffolding Strategies Nunik Indayani; Erry Hidayanto; Sisworo Sisworo
Jurnal Pendidikan Sains Vol 11, No 3: September 2023
Publisher : Pascasarjana Universitas Negeri Malang (UM)

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Abstract

The objective of this study is to elucidate the errors made by tenth-grade students at SMA Hati Bilingual Boarding School Probolinggo, Indonesia, when tackling Higher Order Thinking Skills (HOTS) questions on exponential equations, along with the scaffolding process employed to mitigate these errors. Employing qualitative research methods, four participants were chosen based on their performance in completing HOTS questions on exponential equations, followed by in-depth interviews. The identified student errors encompass basic errors, appropriate errors, missing information, and partial insights. The analysis aligns these errors predominantly with Brodie’s error taxonomy. Furthermore, the study highlights the efficacy of instructional scaffolding, utilizing the Roehler and Cantlon model. Future research avenues could diversify by exploring students’ error patterns in addressing HOTS questions through alternative theoretical frameworks, thereby enriching pedagogical strategies aimed at optimizing educational outcomes.DOI: 10.17977/jps.v11i32023p103
The Identification of The Students’ Conceptual Mastery of Fluid Statics: An Overview of Gender Maria Claudia Sodakain; Sentot Kusairi; Nandang Mufti; Jane Koswojo
Jurnal Pendidikan Sains Vol 11, No 3: September 2023
Publisher : Pascasarjana Universitas Negeri Malang (UM)

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Abstract

This study aimed to assess the conceptual mastery of fluid statics among students, employing a descriptive quantitative approach. The research involved 22 male and 13 female students from eleventh-grade MIPA at a private school in Surabaya, Indonesia. The primary research instrument comprised 11 multiple-choice and reasoning questions, covering concepts related to Pressure and Hydrostatic Pressure, Pascal’s Law, and Archimedes’ Principle. Results indicated a higher level of conceptual mastery among male students compared to their female counterparts. While both genders demonstrated relatively high conceptual mastery in Pressure and Hydrostatic Pressure, significant disparities were observed in their understanding of Pascal’s Law and Archimedes’ Principle. Notably, students encountered challenges in discussing Archimedes’ Principle, particularly in analyzing concepts related to sinking, floating, submersion, and buoyancy.DOI: 10.17977/jps.v11i32023p112
Analysis of Student Engangement and Perceptions of Community of Inquiry (CoI)-based Blended Learning in The Chemical Separation Subject on Chromatography Agita Dzulhajh Anggraini; Surjani Wonorahardjo; Yudhi Utomo
Jurnal Pendidikan Sains Vol 11, No 3: September 2023
Publisher : Pascasarjana Universitas Negeri Malang (UM)

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Abstract

Learning in higher education has often been conducted solely through face-to-face, teacher-centered approaches. Implementing Community of Inquiry (CoI)-based blended learning in chromatography is crucial as it offers students a novel learning experience. This pre-experimental study, utilizing a one-group pretest-posttest design, aimed to describe students’ perceptions of CoI-based blended learning in chromatography. Data were collected using a questionnaire comprising 34 statements. The results indicated that students had a neutral perception of CoI-based blended learning. While a community of inquiry has been established, it has not yet reached its full potential, as students have not fully experienced social presence in the learning process.DOI: 10.17977/jps.v11i32023p117
Focus on The Correctness of Results: Factors Contributing to Invisible Thinking Processes in High-Resilience Mathematical Students Faiqatul ‘Athiyah; Abdur Rahman As’ari; Erry Hidayanto
Jurnal Pendidikan Sains Vol 11, No 3: September 2023
Publisher : Pascasarjana Universitas Negeri Malang (UM)

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Abstract

The cognitive process of thinking plays a pivotal role in understanding one's surroundings and effectively solving problems. This research endeavors to delve into the intricate factors contributing to the concealment of thinking processes in writing among students with high mathematical resilience. Employing a qualitative approach, specifically adopting a case study research design, the study concentrates on the students enrolled at SMPI Al-Lailiyah Sumenep. The comprehensive dataset is derived from the results of numeracy-type tests and interviews conducted with the student. The outcomes of this research shed light on a persistent challenge observed during the problem-solving phase among students exhibiting high mathematical resilience. A predominant tendency is noted, wherein these students habitually prioritize the correctness of final results over conveying the step-by-step reasoning behind their solutions. Several causative factors contribute to this phenomenon. First, the students’ established approach to problem-solving, emphasizing the end result, impedes the transparent expression of their cognitive processes in writing. Additionally, past experiences related to the types of questions posed, the depth of their understanding of mathematical concepts, a lack of feedback from teachers, and the absence of visible thinking routines in written assignments during the learning process collectively contribute to the challenge.DOI: 10.17977/jps.v11i32023p079

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