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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 274 Documents
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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
Fostering Engagement and Learning Outcomes: A Comparative Analysis of Ethnochemical and STEM-based Pedagogies for Chemistry Learning in Vocational High Schools Khatimah, Maulidya Husnul; Chisbiyah, Lismi Animatul
Jurnal Pendidikan Sains Vol 12, No 1: March 2024
Publisher : Sekolah Pascasarjana Universitas Negeri Malang (UM)

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Abstract

In contemporary education, the perceived difficulty of learning chemistry, attributed to its abstract nature, remains a challenge for many students. This difficulty is compounded by a notable lack of alignment between chemistry concepts and students’ daily experiences, despite the inherent relevance of chemistry to their everyday phenomena. Building on previous research affirming the efficacy of ethnochemical modules in enhancing student learning and achievement, this study investigates the suitability of a STEM-based approach for chemistry education, particularly in vocational high school. The research methodology employs a literature study method, utilizing the PICO(T) framework for keyword selection. A rigorous review and analysis of 15 from 94 scientific papers were conducted to glean insights into the effectiveness of these pedagogical approaches. The literature synthesis emphasizing the importance of cultural relevance, interactive module design, and active learning strategies in shaping students’ engagement and learning outcomes in chemistry education in vocational high school.DOI: 10.17977/jps.v12i12024p001
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
Exploring High School Students' Concept Mastery of Work and Energy Topics: A Quantitative Descriptive Study with Insights for STEM Learning Maharani Karunia Putri; Parno Parno; Nuril Munfaridah; Marlina Ali
Jurnal Pendidikan Sains Vol 11, No 2: June 2023
Publisher : Pascasarjana Universitas Negeri Malang (UM)

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Abstract

This quantitative descriptive study investigates the concept mastery of work and energy among high school students, specifically focusing on 105 students from the XI MIPA Laboratory UM High School. The research employs a concept mastery test, adapting Bloom's taxonomy indicators from C2 to C6, comprising 15 reasoned multiple-choice questions with a reliability value of 0.704. Student responses, categorized into No Response (NR), No Understanding (NU), Incorrect Understanding (IU), Partial Understanding (PU), and Sound Understanding (SU), reveal a prevalent mastery level in the category of Incorrect Understanding or partial comprehension of misconceptions. Specifically, NR, NU, IU, PU, and SU categories are reported at 4.76%, 39.05%, 52.38%, 3.81%, and 0%, respectively. Subtopics such as work-potential energy and kinetic energy-conservation of mechanical energy law fall within the IU and NU categories. The findings emphasize the need for a tailored learning model addressing misconceptions and aligning scientific explanations with everyday experiences. This study underscores the importance of incorporating learning cycle methodologies, STEM approaches, and formative assessment strategies to enhance students' comprehension of work and energy concepts.DOI: 10.17977/jps.v11i22023p056
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
Differences in Biology Students’ Self-Regulation During Online and Offline Learning and Its Relationship to Learning Outcomes Jk, Adi Kus Rochman; Listyorini, Dwi; Rohman, Fatchur; Affriyenni, Yessi
Jurnal Pendidikan Sains Vol 12, No 1: March 2024
Publisher : Sekolah Pascasarjana Universitas Negeri Malang (UM)

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Abstract

The cultivation of self-regulatory skills holds paramount importance for individuals’ future success, particularly in the context of evolving educational modalities prompted by the Covid-19 pandemic. As learning transitions between online during the pandemic and offline post-pandemic, understanding the nuances of self-regulation becomes imperative. Thus, this study sought to achieve three objectives: (1) analyzing disparities in student self-regulation between online and offline settings, (2) examining the interplay between online and offline self-regulation, and (3) scrutinizing the relationship between self-regulation and learning outcomes. Employing a methodological approach involving questionnaire administration and interviews, data analysis was conducted utilizing the Wilcoxon Signed Ranks test and Spearman’s rho test. The findings reveal that offline self-regulation markedly surpasses its online counterpart, indicating a significant discrepancy. Furthermore, a robust correlation is observed between students’ self-regulation during online learning and the subsequent development of offline self-regulation. Additionally, while the correlation between self-regulation and learning outcomes is characterized as weak, it underscores the tangible influence of self-regulation on enhancing academic achievements. These findings underscore the critical role of self-regulation in navigating diverse learning environments and underscore the need for targeted interventions to bolster students’ self-regulatory competencies.DOI: 10.17977/jps.v12i12024p007
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 Effect of Online Discovery-Inquiry Learning on Improving Critical Thinking Ability and Concept Mastery in Temperature and Heat Materials Fildzah Purvita Dewi; Lia Yuliati; Edi Supriana
Jurnal Pendidikan Sains Vol 11, No 2: June 2023
Publisher : Pascasarjana Universitas Negeri Malang (UM)

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Abstract

The research endeavors to investigate the impact of implementing discovery-inquiry learning concerning the topic of temperature and heat on the enhancement of students’ critical thinking abilities and concept mastery. The study adopted a quasi-experimental design, employing a pretest-posttest control group framework. A cluster random sampling technique was applied to select the research sample, which comprised 36 students from class XI MIPA 3 (control group) and class XI MIPA 4 (experimental group) at SMA Negeri Rambipuji. The assessment instruments employed were two essay-shaped tests, specifically designed for evaluating critical thinking ability and concept mastery. Data analysis involved the utilization of independent sample t-test and effect size test. The results revealed a statistically significant improvement in students’ critical thinking ability and concept mastery with a robust effect size, categorizing the impact of discovery-inquiry learning as substantial. Consequently, it can be inferred that discovery-inquiry learning is efficacious in augmenting students’ critical thinking abilities and concept mastery pertaining to the subject of temperature and heat.DOI: 10.17977/jps.v11i22023p065
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
Can Argument-Driven Inquiry-Assisted Virtual Laboratory Improve Pre-service Physics Teachers' Mastery Concept of Simple Harmonic Oscillation? Karawahenni, Yolanda Dwi Vivian; Sutopo, Sutopo; Hidayat, Arif; Mustika, Maya
Jurnal Pendidikan Sains Vol 12, No 1: March 2024
Publisher : Sekolah Pascasarjana Universitas Negeri Malang (UM)

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Abstract

This study endeavors to ascertain the efficacy of the Argument-Driven Inquiry (ADI)-assisted virtual laboratory learning model in enhancing the comprehension of simple harmonic oscillation concepts among pre-service physics teachers. Employing a mixed-method approach with an embedded experimental design, the investigation employs a reasoned multiple-choice instrument comprising 15 questions. Analysis of the results reveals a noteworthy 48.38% increase in the average mastery of concepts between the pre-test and post-test, yielding an N-gain value of 0.63. Statistical scrutiny through paired sample t-tests corroborates significant disparities between pre-test and post-test scores, evidenced by a tcount (16.28) exceeding the critical ttable value (1.69) with a two-tailed significance value of 0.00. Furthermore, effect size analysis underscores the substantial impact of the ADI-assisted virtual laboratory learning model on augmenting students’ conceptual mastery. This underscores the viability of employing the ADI-assisted virtual laboratory learning model to enhance pre-service physics teachers’ understanding of simple harmonic oscillation concepts. However, refinement of the ADI syntax is recommended, particularly by substituting the report writing session with a learning reflection activity, without compromising the essence of ADI as an inquiry-based, argumentative learning model. It is anticipated that the outcomes of this study will influence the advancement of learning models in Indonesia, particularly the ADI paradigm. DOI: 10.17977/jps.v12i12024p023

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