Journal of Science Education Research and Theories
Focus and Scope The "Co-Catalyst: Journal of Science Education Research and Theories" is dedicated to publishing scientific papers on research and scholarly ideas related to science education and teaching in physics, chemistry, biology, and general science. The journal provides a platform for researchers, educators, and practitioners to share their original research findings, innovative pedagogical approaches, theoretical perspectives, and critical analyses related to science education. The journal welcomes submissions of high-quality articles on a wide range of topics, including but not limited to: Science education research: Empirical studies, quantitative and qualitative research, and mixed-methods studies investigating various aspects of science education, such as curriculum development, instructional strategies, assessment and evaluation, science teacher education, science learning, and student engagement. Media and technologies in science teaching, learning, and assessment: This category encompasses innovative teaching practices, instructional designs, and pedagogical strategies that use technology to enhance science teaching and learning in formal and informal educational settings. These approaches include but are not limited to technology-enhanced learning, inquiry-based approaches, problem-based learning, and other pedagogical strategies that promote effective science teaching and learning. Science curriculum and policy: Research and critical analyses of the science curriculum, policy, and reform efforts at different levels, including national, regional, and international perspectives, and their implications for science education practice and research. Science teacher professional development: Studies and reflections on science teacher professional development, pre-service and in-service teacher education, mentoring, and continuous professional learning to enhance science teaching practices and improve student learning outcomes. Science pedagogical education theories and frameworks: This category of papers explores the various educational theories and models used to guide the teaching and learning of science subjects. These theories and frameworks aim to provide a foundation for science education that promotes critical thinking, problem-solving, and scientific inquiry skills. The category encompasses a range of approaches, including theoretical perspectives, conceptual frameworks, philosophical reflections related to science education research, policy, and practice, interdisciplinary perspectives, sociocultural contexts, and critical analyses. Artificial intelligence in science education: Papers that explore the applications of artificial intelligence, machine learning, data analytics, and other related technologies in science education, including but not limited to intelligent tutoring systems, adaptive learning, learning analytics, and virtual laboratories.
Articles
30 Documents
<![CDATA[Teaching Materials Based on Elaboration Strategies for Physics Learning Subject Thermodynamics in Senior High School ]]>
<![CDATA[Widya Widya]]>
<![CDATA[ Co-Catalyst: Journal of Science Education Research and Theories Vol. 1 No. 1 (2023): June 2023 Issue ]]>
Publisher : <![CDATA[LPPM - Universitas Terbuka ]]>
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DOI: 10.33830/cocatalyst.v1i1.4890
<![CDATA[The available teaching materials still need to follow the characteristics of students. It causes students to find it challenging to understand the concept. One alternative to overcome this problem is to make teaching materials based on elaboration strategies. This research aims to produce teaching materials based on elaboration strategies, especially thermodynamics materials that have good validity, practicality, and effectiveness. This type of research is Research and Development (R&D). To achieve the above objectives, the steps taken were 1) identifying potentials and problems, 2) gathering information, 3) designing products, 4) validating designs (with five experts), 5) revising products, and 6) testing products. Based on the data analysis that has been done, the research results could be presented. First, teaching materials have validity with an average value of 84.32 experts. Second, the practical value of teaching materials based on elaboration strategies was 85.87 based on the physics teacher's assessment and 83.97 based on student assessments. Third, the use of teaching materials in effective learning was characterized by increased student physics learning outcomes from 45.57 to 76.43.]]>
<![CDATA[Development of Conceptual Understanding Student Tests to The Basic Physics Subject: a Rasch Model Analysis ]]>
<![CDATA[Riza Andriani]]>;
<![CDATA[Widya]]>;
<![CDATA[Nurul Fadieny]]>;
<![CDATA[Muttakin]]>;
<![CDATA[Niki Dian Permana]]>
<![CDATA[ Co-Catalyst: Journal of Science Education Research and Theories Vol. 1 No. 1 (2023): June 2023 Issue ]]>
Publisher : <![CDATA[LPPM - Universitas Terbuka ]]>
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DOI: 10.33830/cocatalyst.v1i1.4891
<![CDATA[The use of tests with unknown reliability and validity to measure student achievement was still widely practiced. This study examined the quality tests of conceptual understanding for college students in the basic concept of physics subject. This research was an R&D that used the 4D model. The test consisted of 2 types, namely multiple-choice and true-false tests, which were equipped with reasons. Development stages: 1) defined test grids; 2) designed tests; 3) developed tests; 4) expert validated of the content and construct; and 5) tested the validity, reliability, and level of difficulty. Analysis used the Rasch model assisted by Winstep software. The test results show that 18 multiple-choice and 17 true-false items fit the Rasch model in a range outfit MNSQ of 0.7-1.33 and ZSTD of -0,7-1,9. The reliability test is based on consistency in the range of 0.8-0.91 with good and excellent categories. The difficulty level shows three categories easy, difficult, and very difficult. And based on the results, 15 items are selected for each type of test. This selection is made by considering the similarity of competency outcomes measured by each test item. Both tests can be used for broader data collection to determine the best tests that represent students' conceptual understanding.]]>
<![CDATA[Development of Multimedia-Based Learning Modules on the Subject of Chemical Equilibrium ]]>
<![CDATA[Muttakin]]>
<![CDATA[ Co-Catalyst: Journal of Science Education Research and Theories Vol. 1 No. 1 (2023): June 2023 Issue ]]>
Publisher : <![CDATA[LPPM - Universitas Terbuka ]]>
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DOI: 10.33830/cocatalyst.v1i1.4894
<![CDATA[Technological developments demanded student-centered learning-based learning. The development of multimedia-based modules was expected to improve the learning process and existing learning resources. Chemical equilibrium material was one of the materials that were difficult to understand and had a broad scope and limited discussion time. Therefore, learning modules were needed that could be easily accessed and understood. This study aimed to produce appropriate multimedia-based learning modules easily understood by students. The research method used was Research and Development (R&D). The developmental design used by Borg and Gall. The feasibility of multimedia-based modules was obtained from the validation results of 3 experts, namely material experts, media experts, and linguists. The module was tested on teachers and students at school. The results of the expert validation stated that multimedia-based modules on the subject of chemical equilibrium were considered feasible from the categories of material, media, and language. The results of the multimedia-based module trial on the material of equilibrium for teachers and students received an assessment in the Very Good category. ]]>
<![CDATA[POE (Predict, Observe, Explain) Model-Based Teaching Materials on Simple Harmonic Motion with a Virtual/Real Laboratory ]]>
<![CDATA[Badi'atus Sholihah]]>;
<![CDATA[Sulur]]>;
<![CDATA[Agus Suyudi]]>
<![CDATA[ Co-Catalyst: Journal of Science Education Research and Theories Vol. 1 No. 1 (2023): June 2023 Issue ]]>
Publisher : <![CDATA[LPPM - Universitas Terbuka ]]>
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DOI: 10.33830/cocatalyst.v1i1.5038
<![CDATA[Referring to the problem of using conventional learning model and teaching material that were less supportive as learning sources, especially in the physics subject, this study aimed to develop POE (Predict, Observe, Explain) model-based teaching materials on simple harmonic motion with a virtual/real laboratory. The type of research used in this study was research and development based on Borg and Gall's framework, which consisted of five steps. The validation subjects consisted of physics lecturers at FMIPA UM, high school physics teachers, and fifteen students from SMA Laboratorium Malang. The research instruments used were an assessment questionnaire and a questionnaire for comments and suggestions. Data analysis techniques used quantitative data by calculating the average and qualitative analysis with suggestions or comments as the result of readability data. The results of validating the student and teacher teaching materials showed a result of 3.62 and 3.63 respectively, indicating that the materials were deemed feasible. The results of readability validation by students indicated that the students agreed that the concept map, material, and sample questions were easy to understand and did not cause double meanings. Therefore, the teaching materials are considered appropriate to be used as learning resources that support student learning and understanding of simple harmonic motion.]]>
<![CDATA[Application of the Collaboration of Problem-Based Learning and Inquiry Learning Models with Macromedia Flash on Students’ Learning Outcomes and Learning Activities ]]>
<![CDATA[Ucia Mahya Dewi]]>
<![CDATA[ Co-Catalyst: Journal of Science Education Research and Theories Vol. 1 No. 1 (2023): June 2023 Issue ]]>
Publisher : <![CDATA[LPPM - Universitas Terbuka ]]>
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DOI: 10.33830/cocatalyst.v1i1.5096
<![CDATA[This study aimed to determine the used of problem-based learning and inquiry learning model with Macromedia Flash on students’ learning outcomes and learning activities. The population in this study was 8 classes of XI Natural Science students of MAN 1 Medan. The sample was 20 students selected based on the homogeneity of the pretest scores and questionnaires. Experimental class that I received the problem-based learning and inquiry learning model with Macromedia Flash, while experimental class II received the problem-based learning and inquiry learning model. The data analysis showed a mean score of 84.25 and 75.25 in experimental class I and II respectively. The results of the statistical test using the right-side t-test for learning outcomes obtained t-count = 4.15 and t-table = 1.686 for α = 0.05. The hypothesis testing for learning activities obtained t-count = 3.15 with t-table = 1.686 for α = 0.05. If the t-count is higher than the t-table, the hypothesis of students’ learning outcomes and learning activities is accepted and Ho is rejected. Learning outcomes and learning activities using the problem-based learning and inquiry learning model with Macromedia Flash are higher than those using the problem-based learning and inquiry learning model. ]]>
<![CDATA[Application The Quantum Learning Method Using Simulation Media with The TANDUR Strategy to Improve Student Learning Outcomes ]]>
<![CDATA[TULUS SETIAWAN]]>
<![CDATA[ Co-Catalyst: Journal of Science Education Research and Theories Vol. 1 No. 1 (2023): June 2023 Issue ]]>
Publisher : <![CDATA[LPPM - Universitas Terbuka ]]>
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DOI: 10.33830/cocatalyst.v1i1.5132
<![CDATA[Quantum Learning was a method that was capable of sharpening understanding and the ability to think actively and creatively of students in the learning process. In this study, we tried to implement the quantum learning method as described above, which had been shown to improve learning outcomes in various subjects across various levels, with the help of simulation media, optimized with the TANDUR strategy. This study aimed to determine whether there was a significant difference in students' learning outcomes improvement by applying the Quantum Learning method using simulation media with the TANDUR strategy and by applying conventional learning methods at SMP N 3 Bengkulu City. This research was a quasi-experimental design. The population in this study was students of class VIII SMP Negeri 3 Bengkulu City. The selection of the research sample used the Random Sampling technique, which consisted of 38 students in class VIII.2 as the experimental class and 38 students in class VIII.3 as the control class. The data collection technique used the learning achievement test instrument on the concept of light and student response questionnaires. Data analysis used two independent samples t-test. The results showed that the average post-test score of the experimental class differed significantly from the average post-test score of the control class with tcount 4.032 > ttable 1.992 at a significance level of 95%. Based on the results of the study, it could be concluded that: 1) there were differences in improving student learning outcomes between classes taught by applying the Quantum Learning method and classes with conventional learning at SMP N 3 Bengkulu City; 2) there was a good response from students with an average of 82% towards the application of the Quantum Learning method using simulation media with the TANDUR strategy.]]>
<![CDATA[Item Analysis Of Physics Midterm Assessment Assisted By Bimasoft CBT Application ]]>
<![CDATA[Pitri Sulistyo Pranoto]]>
<![CDATA[ Co-Catalyst: Journal of Science Education Research and Theories Vol. 1 No. 2 (2023): Dec 2023 Issue ]]>
Publisher : <![CDATA[LPPM - Universitas Terbuka ]]>
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DOI: 10.33830/cocatalyst.v1i2.7452
<![CDATA[This research aims to determine the quality of the Mid-Semester Assessment questions for the Physics subject for the 2023/2024 academic year. This research method is quantitative descriptive analysis. The analysis techniques used are discriminant power analysis and question difficulty level analysis. The exam questions consist of 40 multiple choice items. Technical data collection uses the Bimasoft CBT application with a special template in Microsoft Excel format - Macro Enable Document. The research subjects were class X MIPA 3 students at SMAN 1 Serang City, consisting of 40 students. The research results showed that the item discrimination index showed a good category and the item difficulty index showed a medium category.]]>
<![CDATA[Improvement Science Process Skills Using the Guided Inquiry Model Based on the Surrounding Environment of SMPN 5 Ababuan ]]>
<![CDATA[Ahsanudin]]>;
<![CDATA[Harlis]]>;
<![CDATA[Saleh Hidayat]]>
<![CDATA[ Co-Catalyst: Journal of Science Education Research and Theories Vol. 1 No. 2 (2023): Dec 2023 Issue ]]>
Publisher : <![CDATA[LPPM - Universitas Terbuka ]]>
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DOI: 10.33830/cocatalyst.v1i2.7490
<![CDATA[The purpose of this study was to describe efforts to improve science process skills on pollution using a guided inquiry model based on the surrounding environment for class VIII students of SMPN 5 Pengabuan, Tanjung Jabung Barat Regency. The subjects of this learning improvement research were 22 class VIII students of SMPN. The research design used is Classroom Action Research. The research was conducted in 2 cycles and 2 cycle meetings, while the stages of each cycle were plan, action, observation, and reflective. Data collection techniques in this study are observation and documentation. Data obtained from observation and documentation were analyzed quantitatively and qualitatively. The results showed that there was an increase in science process skills in cycle 1 and obtained an average percentage of science process skills of 67.73% (enough). In cycle 2, the average increase in students' science process skills was obtained with a percentage of 83.64% (Good). Based on the results of the study, It can be concluded that the use of a guided inquiry model based on the surrounding environment for students can improve their science process skills about pollution in Class VIII SMPN 5 Pengabuan, Tanjung Jabung Barat Regency.]]>
<![CDATA[Increasing Student Interest and Learning Outcomes Through the Discovery Learning Model on Subject Human Respiratory System ]]>
<![CDATA[Kurnia Dewi Saputri]]>;
<![CDATA[Kristanti Ambar Puspitasari]]>
<![CDATA[ Co-Catalyst: Journal of Science Education Research and Theories Vol. 1 No. 2 (2023): Dec 2023 Issue ]]>
Publisher : <![CDATA[LPPM - Universitas Terbuka ]]>
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DOI: 10.33830/cocatalyst.v1i2.7491
<![CDATA[This study aims to determine the increase in students' interest and achievement of learning outcomes through the Discovery Learning model in science subjects on the material of the Human Respiratory System. The background of this study is the lack of student interest in participating in learning and the suboptimal achievement of student learning outcomes. This is indicated by the achievement of student learning outcomes that still do not meet the Minimum Completeness Criteria (KKM). This research uses the type of Classroom Action Research (PTK) which is carried out in 2 cycles. Each cycle is described in four stages, namely planning; implementation; observation; and ends with reflection. The research design used the Kemmis & Mc Taggart model. This research was conducted in the even semester of the 2022/2023 school year, namely in May 2023 with a research sample of 30 students. the data collection method used was observation to measure student interest in learning and evaluation tests used to measure student learning outcomes. This study used data analysis techniques in the form of quantitative and qualitative descriptive techniques. The results showed an increase in student interest in learning from 68.33% in cycle I to 84.99% in cycle II. The achievement of student learning outcomes measured through tests also increased, from 36.67% in cycle I to 56.67% in cycle II. Thus, the application of the Discovery Learning model learning model in the subject of Human Respiratory System can increase the interest and achievement of learning learning outcomes of students in class VIII A SMP Muhammadiyah Sewon.]]>
<![CDATA[Utilization Of Gimkit For Online Game Mode Chemistry Formative Assessment ]]>
<![CDATA[Sonny Rohimat]]>
<![CDATA[ Co-Catalyst: Journal of Science Education Research and Theories Vol. 1 No. 2 (2023): Dec 2023 Issue ]]>
Publisher : <![CDATA[LPPM - Universitas Terbuka ]]>
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DOI: 10.33830/cocatalyst.v1i2.7492
<![CDATA[One of the principles of merdeka curriculum is meaningful and enjoyable learning that is designed according to students' needs. The application of these principles can be carried out at various stages of learning, including during formative assessments. The aim of this research is to analyze the use of Gimkit for formative assessment for students on the topic of colligative properties of solutions. The research was conducted in a descriptive qualitative manner with three stages of activities, namely preparation, implementation and reflection. Based on the reflection results, it is known that the use of Gimkit for formative assessment of the colligative properties of solutions was stated as good or very good by 95.8% of students. This is reinforced by the results of observations that students took part in the formative assessment with enthusiasm.]]>
