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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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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
Study of Scientific Reasoning and Concept Mastery of Students Through Guided Inquiry Learning Model Assisted by Formative Assessment Saiya, Selvina Visbad; Kusairi, Sentot; Sunaryono, Sunaryono
Jurnal Pendidikan Sains Vol 11, No 2: June 2023
Publisher : Sekolah Pascasarjana Universitas Negeri Malang (UM)

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Abstract

This study endeavors to assess the impact of guided inquiry learning, complemented by formative assessment, on students’ scientific reasoning (SR) and concept mastery (CM). The research involved 20 students from class XI A at SMA Muhammadiyah 02 Sumberpucung, utilizing questions adapted from the modified Lawson classroom test of scientific reasoning (MLCTSR) to measure SR, and the force concept inventory (FCI) to gauge CM. The instructional focus was Newton’s law of motion. Both qualitative and quantitative analyses were employed for data interpretation. The findings revealed a substantial influence of the guided inquiry learning model on SR, with a d-effect size value of 3.829. Similarly, students’ CM exhibited a noteworthy impact, evidenced by a d-effect size value of 3.099. These values signify that both SR and CM fall within the category of greater than the standard effect size. The outcomes imply a significant enhancement in students' proficiency in both SR and CM as a result of the guided inquiry learning approach.DOI: 10.17977/jps.v11i22023p072
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
An Exploration of Secondary School Science Teacher’s Epistemological Belief in Malang Safitri, Anindyta Nur Rizkyana; Purwaningsih, Endang; Munfaridah, Nuril; Darmawan, Alif
Jurnal Pendidikan Sains Vol 12, No 1: March 2024
Publisher : Sekolah Pascasarjana Universitas Negeri Malang (UM)

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Abstract

The objective of this study is to delve into the epistemological convictions of secondary school science teachers in Malang across various tenures, namely senior teachers, junior teachers, and pre-service teachers. Employing an explanatory sequential design model, the research employs a mixed-method approach. Quantitative data, gathered through the administration of the Scientific Epistemology Beliefs Questionnaire (n = 30), are complemented by qualitative insights drawn from interviews with teachers (n = 6) concerning their epistemological orientations. Descriptive statistics and qualitative analyses, utilizing an a priori coding technique aligned with the study’s conceptual framework, were conducted on the interview data. Quantitative analysis reveals a parity in the level of epistemological beliefs among teachers. However, qualitative examination unveils nuanced distinctions: senior teachers demonstrate transitional epistemological beliefs, while junior teachers and pre-service teachers exhibit traditional and instructive orientations, respectively. These findings hold significance for the enhancement of teachers’ professional development in Malang, particularly in the domain of science pedagogy.DOI: 10.17977/jps.v12i12024p034
The Influence of The 5E Learning Cycle Strategy with A Link Map on Students' Mastery of Physics Concepts and Science Process Skills Dian Farida Rosanti; Markus Diantoro; Sentot Kusairi; Erni Yulianti
Jurnal Pendidikan Sains Vol 11, No 1: March 2023
Publisher : Pascasarjana Universitas Negeri Malang (UM)

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Abstract

Link maps help students correlate interconcepts in order to facilitate students mastery of the concept learned. The researcher accompanied the link map in learning to find out its effect on concept mastery and students science process skills. This study used a quasi-experimental research design by providing a posttest only for the control group. The sample consisted of two classes, divided into an experimental class and a control class. The experimental class was taught using the 5E learning cycle strategy accompanied by a link map, and the control class was taught using the 5E learning cycle strategy only. The results of the analysis showed that there were differences among students who studied using the learning cycle with link maps and students who studied using the 5E learning cycle only. The further test result indicated that students who learned using the 5E learning cycle with a link map had better concept mastery of physics and science process skills than those who studied using the 5E learning cycle alone.DOI: 10.17977/jps.v11i12023p027
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
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
Error Analysis of Learners’ Problem-Solving Abilities in Mathematics Courses: A Newman Error Analysis (NEA) Approach Ekasari, Aprilita; Putra, Don Jaya
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 systematically discern the spectrum of learner errors manifesting in problem-solving processes within the domain of mathematics, specifically focusing on the intricacies of integration, utilizing Newman Error Analysis (NEA) as the guiding framework. The cohort under investigation comprises 14 first-year students hailing from the Department of Physics Education at Musamus University, Merauke. Employing a descriptive methodology underscored by a qualitative orientation, this research incorporates tests and interviews as primary instruments for data collection. The tests are designed to meticulously evaluate the array of errors committed by learners, as per the tenets of Newman’s model. Additionally, a subset of four participants is selected for in-depth interviews aimed at elucidating the underlying challenges encountered during problem-solving endeavors, which ultimately contribute to the genesis of learner errors. Analysis of the findings underscores the prevalence of comprehension errors, transformation errors, process errors, and encoding errors amongst learners grappling with problems centered on the subtopic of integration.DOI: 10.17977/jps.v12i12024p044
Analysis of Students' Problem-Solving Skills in Newton's Law with 5E Learning Cycle Desyana, Nidya; Sutopo, Sutopo; Mufti, Nandang
Jurnal Pendidikan Sains Vol 12, No 4: December 2024
Publisher : Sekolah Pascasarjana Universitas Negeri Malang (UM)

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Abstract

The aim of this study is to identify students’ problem-solving skills in Newton’s laws through the implementation of the 5E learning cycle in the classroom. A pre-experimental design with a one-group pretest-posttest approach was employed. Data on problem-solving skills were collected from students’ pre-test and post-test responses to two essay questions. The indicator with the highest percentage of problem-solving skills was useful description (83% of students), while the indicator with the lowest percentage was specific application of physics (33% of students). Due to the non-normal distribution of the data, the Wilcoxon test was utilized. The results indicated a significant difference in students’ problem-solving abilities between the pretest and posttest, with a significance value less than 0.05. Consequently, normalized-gain scores were used to further evaluate the improvement in students’ problem-solving skills following the 5E learning cycle. The findings reveal an increase in problem-solving skills, with an N-Gain of 0.63, categorized as medium. This suggests that the 5E learning cycle effectively enhances students’ problem-solving abilities.DOI: 10.17977/jps.v12i42024p152

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