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<![CDATA[Instagram Assisted Portfolio Assessment to Improve Students' Creative Thinking Skills ]]>
<![CDATA[Irkhamni Abdillah]]>;
<![CDATA[Kartimi Kartimi]]>;
<![CDATA[Ria Yulia Gloria]]>
<![CDATA[ Scientiae Educatia: Jurnal Pendidikan Sains Vol 10, No 1 (2021): June 2021 ]]>
Publisher : <![CDATA[Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON ]]>
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DOI: 10.24235/sc.educatia.v10i1.7658
<![CDATA[The purpose of this study was to find out differences in student activities between those implemented by Instagram-assisted portfolio assessments and those not applied by Instagram-assisted portfolio assessment differences in improving students' creative thinking skills between those implemented by Instagram- assisted portfolio assessment and those not implemented by Instagram-assisted portfolio assessments. They knew students 'responses about applying Instagram-assisted portfolio assessments to improve students' creative thinking skills. The approach in this study uses a quantitative approach with the design pretest-posttest control group. The population in this study were all class X students of SMAN 1 Tanjung, numbering 238 students. Samples taken were two classes, each of which amounted to 34 students. Data collection techniques used are observation sheets, tests, and questionnaires. The study results show that students' activities applied portfolio assessment assisted Instagram with an average of 73% with good criteria while those not applied Instagram-assisted portfolio assessment 58% with sufficient measures. Instagram-assisted portfolio assessment showed an increase in creative thinking skills at experimental class the average N-Gain by 0.60 medium categories. Instagram-assisted portfolio assessment can improve students' creative thinking skills.]]>
<![CDATA[The Effectiveness of Write-to-Learn Social-Oriented-Scientific-Issues on Students’ Critical Thinking and Argumentation Skills ]]>
<![CDATA[Rahma Yuliyani]]>;
<![CDATA[Asep Mulyani]]>;
<![CDATA[Nurul Azmi]]>;
<![CDATA[Edy Chandra]]>
<![CDATA[ Scientiae Educatia: Jurnal Pendidikan Sains Vol 10, No 1 (2021): June 2021 ]]>
Publisher : <![CDATA[Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON ]]>
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DOI: 10.24235/sc.educatia.v10i1.7645
<![CDATA[This research aimed to analyze the effectiveness of Write-to-Learn-Social-Oriented-Scientific-Issues' on the critical thinking and argumentation skills of grade eleven students. The study employed a quantitative approach and a quasi-experimental method and involved static groups of pretest-posttest design with two experimental classes. The strategies of the Write-to-Learn-Social-Oriented Scientific Issues were divided into two: Free and Guided Write-to-Learn. These strategies were implemented in each class. The Hotelling’s Trace test showed that the strategy was less effectively implemented on students' critical thinking skills than on students' argumentation skills. Furthermore, the hypothesis test using the independent sample t-test showed that the Free Write-to-Learn-Social-Oriented-Scientific-Issue strategy effectively built students' critical thinking skills and argumentative abilities to learn biology. Meanwhile, the Guided strategy was less effectively implemented on critical thinking skills but was effectively applied to students' argumentation skills to understand biology.]]>
<![CDATA[Teacher’s Competencies in Designing Lessons to Improve Students’ Learning Outcomes ]]>
<![CDATA[Indah Faridah]]>;
<![CDATA[Wahidin Wahidin]]>;
<![CDATA[Ria Yulia Gloria]]>
<![CDATA[ Scientiae Educatia: Jurnal Pendidikan Sains Vol 10, No 1 (2021): June 2021 ]]>
Publisher : <![CDATA[Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON ]]>
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DOI: 10.24235/sc.educatia.v10i1.7660
<![CDATA[Teachers’ competencies initiated this research in learning preparation, including planning and implementing the learning process, understanding materials, evaluating learning outcomes, and actualizing students’ potential to develop. Therefore, teachers’ competencies are necessary to design learning and improve learning outcomes. This study aimed to determine teachers’ competencies to design learning and enhance learning outcomes. This research was descriptive qualitative research. It investigated conducted at SMAN 1 Ciwaringin in April 2019 (the second semester of the 2018-2019 academic year). The research subject was teacher IW. The data were collected using observation, documentation, and test techniques. The respondent’s competencies in designing learning were seen from four aspects: syllabus, learning process, and evaluation. This research revealed that the teachers’ ability to design learning tools, processes, and ways for class XI students at SMAN 1 Ciwaringin was good. Moreover, the students’ biology learning outcomes increased significantly, as indicated by the pretest and posttest scores conducted before and after the learning. This study also discovered that the teacher IWs’ ability to design learning improved students’ learning outcomes.]]>
<![CDATA[Ecoliteracy of Junior High School Students in Science Lesson on Environmental Pollution Theme ]]>
<![CDATA[Sri Paryanti]]>;
<![CDATA[Indarini Dwi Pursitasari]]>;
<![CDATA[Bibin Rubini]]>
<![CDATA[ Scientiae Educatia: Jurnal Pendidikan Sains Vol 10, No 1 (2021): June 2021 ]]>
Publisher : <![CDATA[Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON ]]>
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DOI: 10.24235/sc.educatia.v10i1.8073
<![CDATA[The low ecoliteracy of students impacts students' low awareness of the environment. This study aims to analyze the ecoliteracy profile of junior high school students. This research is a descriptive study conducted on the seventh-grade students of junior high school with a total of 80 students consisting of 33 male students and 47 female students with purposive sampling. The instrument used in this study was an ecoliteracy test in the form of multiple choice and 20 essay questions. The data collected was analyzed descriptively quantitatively by calculating the percentage of students' acquisition of ecoliteracy and then categorized. The results showed that the average ecoliteracy of students was 50%. The average addition of ecoliteracy on each indicator knows environmental problems (75%), having an action strategy on environmental problems (50%), following up on environmental problems that occur (45%), and having quality in responding to environmental problems and personal attitudes good at 30%. This proves that the level of student ecoliteracy is still relatively low, and efforts need to be made to increase ecoliteracy in students.]]>
<![CDATA[Profile Students Critical Thinking Skill on Reproductive System Materials ]]>
<![CDATA[Dewi Hayatu Nupus]]>;
<![CDATA[Ading Pramadi]]>;
<![CDATA[Asrianty Mas'ud]]>
<![CDATA[ Scientiae Educatia: Jurnal Pendidikan Sains Vol 10, No 1 (2021): June 2021 ]]>
Publisher : <![CDATA[Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON ]]>
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DOI: 10.24235/sc.educatia.v10i1.8885
<![CDATA[This study aims to analyze and determine students' critical thinking skills on the material of the reproductive system. The method of this research is descriptive quantitative. The sample of this research is 98 students. The data is an analyzed test question. Instruments use critical thinking skills, according to Ennis. Data analysis technique using descriptive analysis. The data analysis results showed that students' critical thinking skills were the highest category (72.12%). The dominant is based on the data analysis, a high category in making strategies and tactics (82.36%) and providing further explanations (79.34%). Providing an elementary clarification of 66.42% and inference 71.05% is enough. The lowest was found in basic support skills (60.03%). Overall, students’ CTS was high. But that is needed to be improved. Therefore, the teachers must provide test questions with more varied learning models.]]>
<![CDATA[Critical Thinking Skills of Junior High School Students in Science Learning ]]>
<![CDATA[Yanih Maryani]]>;
<![CDATA[Prasetyorini Prasetyorini]]>;
<![CDATA[Irvan Permana]]>
<![CDATA[ Scientiae Educatia: Jurnal Pendidikan Sains Vol 10, No 1 (2021): June 2021 ]]>
Publisher : <![CDATA[Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON ]]>
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DOI: 10.24235/sc.educatia.v10i1.8034
<![CDATA[Critical thinking skills are part of the 21st-century skills that are important for students to have. Critical thinking skills as an asset for students to achieve success in life. The purpose of this study is to describe the critical thinking skills of a state junior high school student in Bogor in learning Science. This research is a qualitative descriptive study. The research sample was taken by purposive sampling on the seventh-grade students of a state junior high school in Bogor. The participants were 176 students consisting of 81 boys and 95 girls. The data were collected by giving a multiple-choice test with the open reason, which was developed based on the indicators of the critical thinking skills of Ennis and interviews with a science teacher. The data were processed using Microsoft Office Excel 2013, then analyzed descriptively and qualitatively. The data analysis resulted in as many as 1.70% of students being included in the critical category; 88.64% of students are in the less critical category, and 9.66% are in the far less critical category. It can be concluded that the critical thinking skills of seventh-grade junior high school students in Bogor are still low at an average of 53.07. This proves that students' critical thinking skills still need to be trained further so that they can be improved.]]>
<![CDATA[Development of Student Worksheets Based on Socio-Scientific Issues (SSI) on Climate Change Materials for Junior High School Students ]]>
<![CDATA[Meli Ameliawati]]>;
<![CDATA[Ading Permadi]]>;
<![CDATA[Meti Maspupah]]>
<![CDATA[ Scientiae Educatia: Jurnal Pendidikan Sains Vol 10, No 1 (2021): June 2021 ]]>
Publisher : <![CDATA[Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON ]]>
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DOI: 10.24235/sc.educatia.v10i1.8887
<![CDATA[This research is motivated by the lack of development of Socio-Scientific Issues-based worksheets, especially on materials related to social and environmental issues, so the purpose of this study is to analyze student responses to the development of Socio-Scientific Issues-based worksheets on climate change materials. The research method used is Research and Development (R&D) research with a 4-D development model modified to 3-D. The implementation only reaches the product development stage due to time constraints and the Covid-19 pandemic. Research data analysis is generally obtained from literature studies and field studies. Field studies were obtained from research conducted on 30 class VII students of SMP Negeri 1 Cisalak in the even semester of the 2020/2021 academic year using an initial needs analysis questionnaire and a student readability response questionnaire the worksheet that had been made. After the revision and evaluation of the draft results, the worksheet SSI is ready to be used for research. From the results of the student readability questionnaire on the SSI worksheet, the average result of the readability assessment was 90%. The results obtained that the SSI worksheet developed in the very valid category and suitable for science learning class VII, especially on climate change material. Researchers recommend that Socio-Scientific Issues (SSI)-based worksheets can be an alternative learning, especially on science and environmental problems materials.]]>
<![CDATA[Development of the Religious Values Model to Improve Learning Outcomes of the Digestive System Subject ]]>
<![CDATA[Nurika Nurika]]>;
<![CDATA[Edy Chandra]]>;
<![CDATA[Asep Mulyani]]>
<![CDATA[ Scientiae Educatia: Jurnal Pendidikan Sains Vol 10, No 1 (2021): June 2021 ]]>
Publisher : <![CDATA[Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON ]]>
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DOI: 10.24235/sc.educatia.v10i1.7661
<![CDATA[Islamic education values are crucially applied in learning biology because its topics are conceptual and contextual. Thus, biology class must prioritize the learning values. Teachers can use each design containing to develop learning activities. The values model is a learning model prioritizing the application of life values. This study aimed to examine the students’ activities in the experimental class, examine different learning outcomes between students applying the religious-based values learning model and students applying conventional learning models, and examine students' attitudes towards biology learning applying the values learning model. This research employed the development research design and test one experimental class in the broad test. The experimental and control classes with a purposive sampling technique were employed in the pretest-posttest control group research design. The data were collected using observation, tests, and questionnaires of attitude values. The data were analyzed using the SPSS V.21 Software. The results showed that student learning activities increased in each test. The N-Gain value signified that the experimental class had higher learning outcomes than the control class. In addition, the learning outcomes in each test increased. The experimental class of students who applied biology with the religious-based values model in each meeting increased. The experimental class had higher learning outcomes than the control class. The average posttest score of student attitude in the experimental class was 87.59, while in the control class was 81.38. Meanwhile, the experimental class had the average posttest score of the implementation test was 80.37, and the posttest control class was 79.44. The development of religious values models can improve student learning outcomes]]>
<![CDATA[Application of Teaching Material Science of SETS-Oriented to Increase the Ability of Science Literacy Junior High School Students ]]>
<![CDATA[Ninda Yera Setyo Nainggolan]]>;
<![CDATA[Bambang Subali]]>;
<![CDATA[Sukiswo Supeni Edi]]>
<![CDATA[ Scientiae Educatia: Jurnal Pendidikan Sains Vol 10, No 1 (2021): June 2021 ]]>
Publisher : <![CDATA[Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON ]]>
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DOI: 10.24235/sc.educatia.v10i1.3158
<![CDATA[Teaching materials are one part of learning tools that can help the teaching and learning process of both teachers and students. This study aims to determine the application of SETS-based science teaching materials to increase the scientific literacy skills of junior high school students. This study uses two classes as an experimental class. Treatment in the experimental class by giving SETS teaching materials with scientific literacy aspects and control classes using teaching materials used in daily teaching and learning activities. The learning process takes place at SMP N 01 Taman. The class is chosen as the control and experimental class with purposive sampling obtained from the mid-semester test scores. At the same time, the pretest-posttest method was used to determine whether the students' scientific literacy skills were good or not. The results of this study indicate that the application of SETS-based science materials with literacy aspects can significantly improve literacy skills. This can be seen from the calculation of N-Gain. Implementation of SETS-based science teaching materials can improve scientific literacy.]]>
<![CDATA[The Effectiveness of Science Learning Research Skills: A Meta-Analysis Study ]]>
<![CDATA[Ipin Aripin]]>;
<![CDATA[Topik Hidayat]]>;
<![CDATA[Nuryani Rustaman]]>;
<![CDATA[Riandi Riandi]]>
<![CDATA[ Scientiae Educatia: Jurnal Pendidikan Sains Vol 10, No 1 (2021): June 2021 ]]>
Publisher : <![CDATA[Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON ]]>
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DOI: 10.24235/sc.educatia.v10i1.8486
<![CDATA[Research skills are our ability to find and answer a question or solve a problem. This study aimed to identify methods in the science learning of research skills. Meta-analysis study used PRISMA(Preferred Reporting Items for Systematic reviews and Meta-Analyses) method. The stages of the research method include: determining criteria and literature search techniques, conducting literature analysis, coding, and data analysis. Jeffreys's Amazing Statistics Program (JASP) version 0.14.1 was used as a data analysis tool. A total of (n=16) articles were taken from Indonesia and overseas being analyzed. Research findings showed that learning through research skills gave effect around 0.63 (medium). The Inquiry method was the most effective and used in learning through research skills. Based on the research findings above, it can be concluded that there were ten effective methods in learning through research skills. The inquiry method could be recommended in the learning through research skills in the schools and college level.]]>
