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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 4: December 2023" : 5 Documents clear
Identification of Scientific Argumentation Ability of High School Students on Optical Instrument Material Amin, Rais Muktamar; Parno, Parno; Kusairi, Sentot; Ali, Marlina
Jurnal Pendidikan Sains Vol 11, No 4: December 2023
Publisher : Sekolah Pascasarjana Universitas Negeri Malang (UM)

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Abstract

Optical instruments play a crucial role in physics education, providing essential material for students to understand complex concepts. This study aims to evaluate the scientific argumentation abilities of high school students regarding optical instruments. Conducted as a quantitative descriptive study, the research involved 60 eleventh-grade MIPA students from SMA Laboratorium UM. The research instrument was a scientific argumentation test comprising 12 essay questions, designed according to the Toulmin Argumentation Pattern (TAP) adaptation indicators, with a reliability coefficient of 0.332. Student responses were classified into five levels of scientific argumentation based on the TAP model, as developed by Sampson, Enderle, and Walker, which includes elements such as claims, data, warrants, backings, and rebuttals. The findings indicate that 33% of students demonstrated scientific argumentation at level 1, 36% at level 2, and 31% at level 3, reflecting varied levels of proficiency in constructing scientific arguments. DOI: https://doi.org/10.17977/jps.v11i42023p142
Identifying Students’ Incorrect Common-Sense Knowledge in Forces and Motion: Recommendations for Developing Computer-Based Learning Media Adha, Ahmad Ridlotul; Sutopo, Sutopo; Nasikhudin, Nasikhudin
Jurnal Pendidikan Sains Vol 11, No 4: December 2023
Publisher : Sekolah Pascasarjana Universitas Negeri Malang (UM)

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Abstract

Conceptual understanding is a crucial area in physics education research, focusing on students’ comprehension of fundamental principles. Force and motion, integral topics within this field, are inherently linked to students’ daily experiences. Numerous studies have identified the persistence of common sense knowledge among students. This research presents a literature review aimed at identifying such consistently held misconceptions. We analyzed 17 papers sourced from Publish or Perish 8, Google Scholar, and Scopus. Our analysis revealed that the concepts of impetus and active force are the most persistent forms of common sense knowledge, influenced by real-life experiences. Additionally, students’ difficulties with kinematics tend to diminish over time. With advancements in technology and educational methodologies, it is anticipated that these incorrect common sense understandings can be progressively reduced and eventually eliminated.DOI: https://doi.org/10.17977/jps.v11i42023p123
Sustainable Food House Area (SFHA): Analysis of Community Knowledge and Behavior Adri, Delvi; Irawati, Mimien Henie; Sueb, Sueb
Jurnal Pendidikan Sains Vol 11, No 4: December 2023
Publisher : Sekolah Pascasarjana Universitas Negeri Malang (UM)

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Abstract

This research aimed to assess the knowledge and behavior of the community regarding the Sustainable Reserve Food Garden (SRFG) program. The study was conducted in July 2016 in Jorong Lubuk Agam, Kenagarian Ampang Kuranji Koto Baru, Dharmasraya, West Sumatra. Utilizing a descriptive quantitative approach, data were collected using Accidental Random Sampling, involving 33 heads of families as respondents. The findings revealed that community knowledge and behavior related to the SRFG program were generally insufficient, with 44.1% and 47.27% of respondents, respectively, demonstrating a lack of understanding and practice. The study concludes that approximately one-third of the population has limited knowledge and engagement with the SRFG program, indicating a need for further initiatives to enhance community awareness and behavior toward the implementation of the SRFG concept. DOI: https://doi.org/10.17977/jps.v11i42023p147
The Influence of Predict, Observe, and Explain (POE) Learning Accompanied by Formative Assessment of Misconceptions and Mastery of Students’ Concepts of Temperature and Heat Material Ilmar, Ahmad; Kusairi, Sentot; Khusaini, Khusaini
Jurnal Pendidikan Sains Vol 11, No 4: December 2023
Publisher : Sekolah Pascasarjana Universitas Negeri Malang (UM)

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Abstract

High misconceptions and students' mastery of concepts that are low enough are detected in temperature and heat material. To overcome this, teachers must apply learning strategies that are able to actively involve students in observation activities, namely the POE learning strategy. However, POE learning is not always easy to apply, students are still weak in communicating the results of their experiments. Therefore, a way is needed that helps students during the learning process to be more confident and not afraid when asked to argue, namely with formative assessment. POE learning accompanied by formative assessment aims to enable students to understand physics concepts by providing students with an active role during the teaching and learning process. This study aims to determine the influence of POE learning accompanied by formative assessment on misconceptions and mastery of student concepts on temperature and heat material. This research method is Quasi-Experiment. The research sample consisted of 94 grade XI students from one of the schools in South Sulawesi who were divided into one experimental class and two control classes. This study uses two types of instrument questions, namely four tier tests to obtain misconception data and evaluation tests for concept mastery data. Based on the results of data analysis, it is known that there is a significant difference in the average score of misconceptions between the experimental class and the control class. The average score of misconceptions in the experimental class was 14.53%, in control class 1 it was 22.19% and in control class 2 it was 30.17%. The average value of mastery of concepts was 81.88% for the experimental class, 75.62% for the control class and 68.17% for the control class 2. POE learning strategies accompanied by formative assessments have proven effective in correcting misconceptions and mastery of student concepts on temperature and heat material. DOI: https://doi.org/10.17977/jps.v11i42023p151
Analyzing Physics Students’ Misconceptions About Simple Electrical Circuits Adiguna, Sapta; Susanti, Shinta Dewi; Kusairi, Sentot; Setiawan, Iwan
Jurnal Pendidikan Sains Vol 11, No 4: December 2023
Publisher : Sekolah Pascasarjana Universitas Negeri Malang (UM)

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Abstract

This study investigates the prevalence and types of misconceptions among first-year Physics Education students regarding simple electrical circuits using the Simple Electric Circuits Diagnostic Test (SECDT). Employing a quantitative descriptive approach, the research analyzes responses from a sample of 42 students, selected through convenience sampling. The SECDT, a three-tier diagnostic instrument with a reliability of 0.69, identifies student misconceptions by categorizing responses into scientific knowledge, misconceptions, no understanding, and lack of knowledge. The results indicate significant gender differences in the types and prevalence of misconceptions. Male students exhibited a higher percentage of misconceptions (77.5%) compared to female students (62.8%). Notably, female students demonstrated superior scientific understanding (17.7%) relative to their male counterparts (11.7%). Specific misconceptions, such as the clashing current model, were common among both genders, while the attenuation model was the least frequent misconception. The findings underscore the critical need for targeted instructional strategies to address and correct these misconceptions. The SECDT proves to be an effective tool for diagnosing student misconceptions, providing valuable insights for educators. This study suggests that misconceptions in physics education can be mitigated through enhanced diagnostic assessments and tailored teaching approaches.DOI: https://doi.org/10.17977/jps.v11i42023p135

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