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[Improving Understanding of Pressure Concepts in Students of SMP Satu Atap Kanda through Problem Based Learning Model ]]>
<![CDATA[Fabiola Hitijahubessy]]>
<![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.v1i2.7493
<![CDATA[This research aims to increase the understanding of the concept of pressure in Class VIII students of Kanda One Roof Junior High School through the PBL Learning Model with Demonstration and Practice Procedures. This type of research is a type of Classroom Action Research (PTK) which focuses on the classroom atmosphere which is often called Classroom Action Research. The research population is class VIII students of SMP Satu Atap Kanda, one class is taken randomly, namely class VIII B. The method of analyzing information in this matter is tried to use statistics, tabulating information based on variables obtained from all respondents, Descriptive Statistical Test and T-test Analysis Method. Based on the results of this research, the description of the concept of pressure in Kanda One Roof Junior High School students has increased. This shows that there is a change in the increase in the students' concept description in the PBL learning model with demonstration and practice procedures.]]>
<![CDATA[Improving Science Learning Outcomes on Vibration and Wave Materials Through Discovery Learning for SMP Negeri 1 Tegalrejo ]]>
<![CDATA[Wahyu Dwi Lestari]]>
<![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.v1i2.7494
<![CDATA[Science learning outcomes, especially vibration and wave material, are not optimal. The enthusiasm of students in participating in learning is less than optimal, which is indicated by the number of students who are less focused, less disciplined, and less active. To improve the science learning outcomes of vibration and wave material, research was conducted using the Discovery Learning model in class VIII D SMP Negeri 1 Tegalrejo, totaling 30 students. This research is a type of classroom action research conducted with two cycles. The method of data analysis of the research results used is descriptive quantitative and descriptive qualitative. From the initial test results of the cycle there were 9 students who completed learning individually with a percentage of learning completeness of 30%. In the first cycle test results, 20 students were declared individually complete with a percentage of learning completeness of 73.33%, while in cycle II the number of students who were individually complete was 26 students with a percentage of learning completeness of 86.67%. Based on the results of the study, it can be concluded that learning using the Discovery Learning model can improve the learning outcomes of IPA vibration and wave material in students of class VIII D SMP Negeri 1 Tegalrejo.]]>
<![CDATA[UPAYA MENINGKATKAN KETERAMPILAN SAINS DAN HASIL BELAJAR SISWA KELAS VIII MTs N 7 SUMEDANG DENGAN MODEL PEMBELAJARAN DISCOVERY LEARNING ]]>
<![CDATA[Petty Normalia]]>;
<![CDATA[Iyon Suyana]]>
<![CDATA[ Co-Catalyst: Journal of Science Education Research and Theories Vol. 2 No. 1 (2024): June 2024 Issue ]]>
Publisher : <![CDATA[LPPM - Universitas Terbuka ]]>
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DOI: 10.33830/cocatalyst.v2i1.8354
<![CDATA[The learning outcomes and science skills of MTs N 7 Sumedang students in science lessons are still less than the KKM. The research objective of improving learning is that by applying the discovery learning model it can improve science skills and student learning outcomes in Natural Sciences subjects in Class VIII MTs N 7 Sumedang. This research took place at MTs N 7 Sumedang, Buahdua District, Sumedang Regency. The research subjects were students of Class VIII A (Eight - A) with a total of 25 students (Male = 13 and Female = 12) for the 2022/2023 Academic Year. The research results showed that the number of students with the highest score in cycle 1 was only 20% and increased to 24% in cycle 2, out of 25 students who reached the KKM standard of 75. So the application of discovery learning can improve student learning outcomes in Class VIII MTs N 7 Sumedang.]]>
<![CDATA[Analysis of Student Problem-Solving Ability Through Field Study in Chemistry Education Study Program ]]>
<![CDATA[Aisyiah Restutiningsih Putri Utami]]>;
<![CDATA[Mustapa Mustapa]]>;
<![CDATA[Chaleb Paul Manaari]]>;
<![CDATA[Jakub Saddam Akbar]]>;
<![CDATA[Musma Rukmana]]>
<![CDATA[ Co-Catalyst: Journal of Science Education Research and Theories Vol. 2 No. 1 (2024): June 2024 Issue ]]>
Publisher : <![CDATA[LPPM - Universitas Terbuka ]]>
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DOI: 10.33830/cocatalyst.v2i1.9125
<![CDATA[This study's purpose is to analyze student problem-solving based on field study. The subjects are chemistry education study program 3rd year or semester 5 class B consisting of 9 students, Manado State University. The subjects that be held are Population and Environmental Education Subjects. This study is descriptive qualitative research. This research consists of two steps, planning and implementation. The study used a purposive sampling. The data were obtained from problem-solving questions tests, papers, presentations, and discussions with question-answers. The results showed that the problem-solving analysis test got 74% and it can conclude that students' problem-solving ability is high. The research results showed that we could analysis the problem-solving ability of students using field studies methods in lectures.]]>
<![CDATA[Meningkatkan Motivasi Belajar Unsur Siswa Kelas VIII SMPN 2 Telukjambe Barat melalui Model Pembelajaran STAD ]]>
<![CDATA[Agustind Farras Jauharo]]>;
<![CDATA[Ai Mahmudatussaadah]]>
<![CDATA[ Co-Catalyst: Journal of Science Education Research and Theories Vol. 2 No. 1 (2024): June 2024 Issue ]]>
Publisher : <![CDATA[LPPM - Universitas Terbuka ]]>
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DOI: 10.33830/cocatalyst.v2i1.9207
<![CDATA[Natural Sciences have many aspects that are difficult for students to understand, making it difficult for students to be motivated to study Science. Even though motivation is very important in learning activities because learning without or lacking motivation will not be optimally successful. The learning model is one of the factors that significantly influences learning motivation. One learning model that has been widely applied to improve the quality of learning is the student teams achievement division (STAD) type cooperative learning model. This research aims to improve the quality of science learning, specifically the elemental material in terms of increasing student learning motivation by implementing the STAD type cooperative learning model in 8th grade student of SMPN 2 Telukjambe Barat. The research methodology used is classroom action research with student evaluation sheets, Teacher Performance Assessment Tool forms, and observation sheets as research instruments. The results of data analysis revealed that there was an increase in the average student test score from 30.86 to 49.43. The value of teaching modules and the value of learning improvement practices also increased. On the observation sheet there are also additional criteria marked as existing (appearing). Based on this, it can be concluded that the student team’s achievement division (STAD) type cooperative learning model can increase the motivation to learn science material for 8th grade students at SMPN 2 Telukjambe Barat.]]>
<![CDATA[The Effect of Making Atomic Models on the Interest in Learning Chemistry of Class X Students at Prawira Marta High School ]]>
<![CDATA[Alipni Umul Umahat]]>;
<![CDATA[Dimas Gigih Damarsasi]]>;
<![CDATA[Faizal Akhmad Adi Masbukhin]]>
<![CDATA[ Co-Catalyst: Journal of Science Education Research and Theories Vol. 2 No. 1 (2024): June 2024 Issue ]]>
Publisher : <![CDATA[LPPM - Universitas Terbuka ]]>
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DOI: 10.33830/cocatalyst.v2i1.9208
<![CDATA[Chemistry subjects are often considered difficult and boring because of their abstract nature. There are various learning methods that can be applied by teachers to increase students' interest in learning Chemistry. One of them is an experiment to make Atomic Model props using rubber balls. This article is compiled based on the results of Classroom Action Research which was carried out in two stages, namely Cycle I and Cycle II with the aim of increasing interest in learning Chemistry in grade X students at Prawira Marta High School in the even semester of the 2023/2024 school year. In each cycle, there are several stages, namely planning, implementation, observation, and reflection. The instruments used are observation sheets and questionnaires where the data source used is the primary data source. The results of the study were processed from data collection in Cycle I and Cycle II and analyzed descriptively to determine the achievement of learning interest indicators. The percentage of comparison of Cycle I and Cycle II data shows an increase in interest in learning Chemistry on all set indicators. On the indicators of feeling happy, high enthusiasm, and special attention showed an increase of 10.5%. Meanwhile, the full contribution indicator increased by 5.3%. It can be concluded that making an Atomic Model can increase the interest in learning Chemistry of grade X students at Prawira Marta High School.]]>
<![CDATA[The Effect of Using Kahoot Media on Chemistry Material on Student Interest and Learning Outcomes ]]>
<![CDATA[Desi Lisa Rosanna]]>
<![CDATA[ Co-Catalyst: Journal of Science Education Research and Theories Vol. 2 No. 1 (2024): June 2024 Issue ]]>
Publisher : <![CDATA[LPPM - Universitas Terbuka ]]>
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DOI: 10.33830/cocatalyst.v2i1.9549
<![CDATA[The purpose of this study was to determine the effect of using kahoot media on chemistry material on interest and learning outcomes. This study used a quantitative quasi-experimental approach with a pretest and posttest control group design research design. The study population was class X IPA learners consisting of 5 classes totalling 154 people and the sample in the study of class X IPA totalling 30 people as an experimental class and 30 people as a control class. The data collection techniques used were questionnaires and questions. The research shows that there are differences in learning outcomes before and after treatment. Before the t-test was carried out, the normality and homogeneity tests were first carried out and the data was found to be normally distributed and homogeneous. The results of hypothesis testing using the t-test with a significance value of 0.000 means that the sig value <0.05. So that H0 is rejected and H1 is accepted. So it can be concluded that there is an effect of Kahoot users as learning media on learning interest and learning outcomes of learners in chemistry material and there is a correlation between interest and learning outcomes in chemistry subjects.]]>
<![CDATA[A META-ANALYSIS APPROACH TO MEASURE THE IMPACT OF PROJECT BASED LEARNING OUTCOME: A META-ANALYSIS APPROACH TO MEASURE THE IMPACT OF PROJECT BASED LEARNING OUTCOME ]]>
<![CDATA[Meliza]]>
<![CDATA[ Co-Catalyst: Journal of Science Education Research and Theories Vol. 2 No. 1 (2024): June 2024 Issue ]]>
Publisher : <![CDATA[LPPM - Universitas Terbuka ]]>
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DOI: 10.33830/cocatalyst.v2i1.9599
<![CDATA[The importance of in depth analysis of previous studies on the impact of project-based learning on student learning outcomes over the past ten years to obtain a clearer picture of learning abilities that can be applied to science learning. This study set out to ascertain how project-based learning models affected the learning results of the students. The effect size (ES) studied is the result of several studies that have been carried out. This research uses meta-analysis, namely reviewing similar research, which is summarized from various research results quantitatively by looking for effect size (ES) values. The study journals used were international journals indexed by Scopus in the last 10 years, totaling 10 journals. Data obtained from the research instrument was analyzed using the effect size formula. The average effect size value obtained was 0,78 which is in the medium category. The study's findings support the notion that implementing the project-based learning (PjBL) paradigm to teach science can enhance students' learning outcomes.]]>
<![CDATA[The Effectiveness of the Scramble Cooperative Learning Model in Improving Senior High School Students’ Interest and Learning Outcomes on Chemical Elements ]]>
<![CDATA[Yuliatin]]>;
<![CDATA[Ai Mahmudatussa'adah]]>
<![CDATA[ Co-Catalyst: Journal of Science Education Research and Theories Vol. 2 No. 2 (2024): Dec 2024 Issue ]]>
Publisher : <![CDATA[LPPM - Universitas Terbuka ]]>
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DOI: 10.33830/cocatalyst.v2i2.10896
<![CDATA[Chemistry lessons are synonymous with complex subjects in high school. So, it can reduce students' interest. This research aims to determine the application of the Cooperative Scramble Learning Model in increasing students' interest and learning outcomes in Elemental Chemistry material for class XII SMA in Banyuwangi. The subjects of this research were 19 class XII students. The method in this research is Classroom Action Research which is carried out in two cycles consisting of four stages, namely planning, implementation, observation and reflection. The data collection stage was carried out using tests and non-tests. Data from research on indicators of learning interest in cycle I and cycle II showed an increase in the frequency of student activity during the learning process. Meanwhile, research results on indicators of learning outcomes in cycle I were 70.26 with learning completeness 42.11%, while in cycle II it was 83 .84 with 100% learning completion. It can be concluded that the scramble model can increase students' interest in learning and learning outcomes in high school chemistry element material.]]>
<![CDATA[Improving Student Learning Outcomes through the Use of E-Module Media Based on Book Creator on Basic Chemical Laboratory Work Techniques Material for Class X Industrial Chemical Engineering Students of SMKN 1 Tapen ]]>
<![CDATA[Tansil Asisil Rohim]]>;
<![CDATA[Ai Mahmudatussa’adah]]>;
<![CDATA[Ayu Fahimah Diniyah Wathi]]>
<![CDATA[ Co-Catalyst: Journal of Science Education Research and Theories Vol. 2 No. 2 (2024): Dec 2024 Issue ]]>
Publisher : <![CDATA[LPPM - Universitas Terbuka ]]>
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DOI: 10.33830/cocatalyst.v2i2.11415
<![CDATA[This study aims to enhance student learning outcomes by utilising the E-Module media, specifically the Book Creator application, in conjunction with the Basic Laboratory Work Techniques material for class X of the Industrial Chemical Engineering Department at SMKN 1 Tapen. The research instrument used was a knowledge test sheet. E-module media based on Book Creator is declared effective if there is an increase in student learning outcomes before and after treatment. The study's results showed that an increase in student learning outcomes was observed in the average class value and the percentage of completion after students were given learning materials using E-Module media, specifically the Book Creator application, for the Basic Laboratory Work Techniques material. Before the action was taken, the percentage of completion reached 45%, with an average value of 66. In cycle I, the percentage of completion reached 72%, with an average value of 76. Then, in cycle II, the percentage of completion reached 91%, with an average value of 88.]]>
