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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 12, No 2: June 2024" : 5 Documents clear
Problem-Based Learning Model Assisted with A Humanistic-Merdeka Belajar Approach Improved Biology Students’ Learning Ownership Mulyani, Dita Tri; Listyorini, Dwi; Sari, Murni Sapta
Jurnal Pendidikan Sains Vol 12, No 2: June 2024
Publisher : Pascasarjana Universitas Negeri Malang (UM)

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Abstract

Fostering ownership over learning constitutes a pivotal aspect for students to cultivate a comprehensive understanding, employ cognitive strategies effectively, hone essential skills, and refine learning methodologies. Preliminary studies have underscored a prevalent deficiency in the learning ownership among biology students, categorizing it as notably low. The purpose of this study is to ascertain the effect of the Project Based Learning (PBL) model assisted with a Humanistic-Merdeka Belajar (HMB) approach, in nurturing students’ ownership of their learning endeavors. Employing a quasi-experimental design, the research adopts a pre-test post-test non-equivalent control group configuration, administered both prior to and following the intervention within each respective group. Data collection entails pre-test and post-test evaluations conducted through structured questionnaires. Subsequent data analysis involves employing one-way ANOVA and LSD post hoc tests. The findings distinctly indicate a positive and statistically significant impact of the HMB approach on students’ learning ownership. Moreover, notable disparities in learning ownership emerge between the groups utilizing the PBL-HMB, PBL, and presentations-assignment approaches. Consequently, the findings decisively suggest that the PBL-HMB amalgamation significantly enhances the ownership of learning among biology students, surpassing the effectiveness of both PBL and presentations-assignment approaches.DOI: 10.17977/jps.v12i22024p058
Asistensi Mengajar (AM) Program in Merdeka Belajar Kampus Merdeka (MBKM) as A Pedagogical Mastery Accelerator for Vocational High School Teacher Candidates Muhammad Idris Effendi; Yoto Yoto; Widiyanti Widiyanti
Jurnal Pendidikan Sains Vol 12, No 2: June 2024
Publisher : Pascasarjana Universitas Negeri Malang (UM)

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Abstract

This research delves into the issue of inadequate pedagogical proficiency among vocational high school (SMK) teacher candidates, primarily stemming from the constrained timeframe of educational internships, typically spanning a mere two months. As an option, this study suggests the implementation of an Asistensi Mengajar (AM) initiative within the framework of the Merdeka Belajar Kampus Merdeka Program (MBKM), extending over a semester’s duration. Employing a literature review methodology, the research highlights that the brevity of conventional two-month internships poses a significant impediment to the development of pedagogical acumen among SMK teacher candidates. The proposed option entails an AM program under MBKM, engaging students in bolstering literacy, numeracy, technological adaptability, and school administration skills. The emphasis is laid on the pivotal role of pedagogical competence in ensuring efficacious and dynamic learning processes. A comprehensive grasp of the constituents of pedagogical competence, encompassing sub-competencies and corresponding indicators, is deemed indispensable. Prior studies have evidenced a positive correlation between heightened pedagogical competence and learning efficacy. It is recommended that AM-MBKM programs be extended to students, affording them opportunities to partake in collaborative learning endeavors under the tutelage of teachers and mentoring lecturers within formal educational settings.DOI: 10.17977/jps.v12i22024p057
Analysis of Genetic Engineering Material Misconceptions in Biology Textbooks for Ninth-Grade in Yogyakarta Silfi Pratiwi; Purwanti Pratiwi Purbosari; Oktira Roka Aji; Rinaldi Rizal Putra
Jurnal Pendidikan Sains Vol 12, No 2: June 2024
Publisher : Pascasarjana Universitas Negeri Malang (UM)

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Abstract

Textbooks play a pivotal role in the pedagogical landscape, serving as indispensable aids for learning, founts of knowledge, and platforms for practical application. This study endeavors to scrutinize the content of textbooks, specifically focusing on ninth-grade biology textbooks within the educational milieu of Yogyakarta City, and to juxtapose these contents with existing literature to discern potential misconceptions. Employing a descriptive qualitative approach, the investigation centers on printed biology textbooks utilized in ninth-grade curricula across junior high schools in Yogyakarta. The selection of textbooks for analysis was based on their prevalence as instructional materials, as determined through survey data. Genetic engineering emerged as the focal point for identifying misconceptions within the chosen textbooks. The tool employed for this purpose was a meticulously crafted misconception analysis sheet, utilized alongside textual scrutiny. Analysis revealed the presence of misconceptions within both Textbooks A and B. Textbook A exhibited one instance of misidentification and one of oversimplification, while Textbook B featured two instances of oversimplification. The prevalence of misconception categories in Textbook A was calculated at 5.88% for misidentification and an equal percentage for oversimplification. In Textbook B, the percentage rose to 15.38%, exclusively attributed to oversimplification. Despite the relatively low incidence of misconceptions in both textbooks, these findings underscore the imperative of mitigating such inaccuracies in future editions.DOI: 10.17977/jps.v12i22024p063
Students’ Science Literacy on Discussion-Based Contextual Approaches of Human Reproductive System Learning Yeni Mulyaningsih; Chaerul Rochman; Adam Malik; Tri Wahyu Agustina; Yulia Sukmawardani; Nur Hamidah; Nurul Annisa
Jurnal Pendidikan Sains Vol 12, No 2: June 2024
Publisher : Pascasarjana Universitas Negeri Malang (UM)

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Abstract

The aim of this study was to enhance students’ science literacy through a discussion-based contextual approach in the learning of the human reproductive system. This quantitative research employed an experimental method with a quasi-experimental posttest-only design. The study involved 60 students, with 30 students each in class XI MIPA 4 serving as the experimental group and class XI MIPA 5 serving as the control group. The control group received instruction through a conceptual approach-based lecture method, whereas the experimental group engaged in learning through a contextual approach-based discussion method. The research instrument comprised 10 open-ended science literacy questions pertaining to the human reproductive system. The data were analyzed using an independent t-test with SPSS version 26. The results indicated that the data were both normally distributed and homogeneous. Furthermore, a significant difference was observed between the control and experimental groups, with a t-count value of 4.118, which is greater than the t-table value of 1.671. In conclusion, the study demonstrates that the human reproductive system can be effectively taught through contextual experiences relevant to students’ lives, thereby enhancing their science literacy skills.DOI: 10.17977/jps.v12i22024p071
Identify Resources Activated by Students When Solving Straight Motion Kinematics Problems with Different Representation Nur Utami Amaliah; Sutopo Sutopo; Eny Latifah; Hutkemri Zulnaidi
Jurnal Pendidikan Sains Vol 12, No 2: June 2024
Publisher : Pascasarjana Universitas Negeri Malang (UM)

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Abstract

This research aims to explore kinematic resources in linear kinematics by utilizing different forms of problem representation. The study was conducted by administering 15 reasoned multiple-choice questions to 146 high school students from three districts in Central Sulawesi, Indonesia. The research instrument covers topics in linear kinematics, including distance, displacement, speed, and velocity, presented through diagrammatic representations, graphs, and mathematical equations. The students’ written answers were analyzed both quantitatively and qualitatively. Quantitative analysis was conducted to determine descriptive statistics from the data, while qualitative analysis identified the resources students activated when solving these questions. The findings reveal that the various resources students activate include Phenomenological Primitives (P-Prims), Conceptual Resources, and Procedural Resources. Procedural Resources are more frequently activated when students solve problems presented as mathematical equations. In contrast, in response to visual representations such as diagrams and graphs, students tend to activate “What You See Is What You Get” (WYSIWYG) as P-Prims.DOI: 10.17977/jps.v12i22024p076

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