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Scientiae Educatia: Jurnal Pendidikan Sains
Published by Universitas Islam Negeri Siber Syekh Nurjati Cirebon
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 9 Documents
 1 
Search results for , issue "Vol 9, No 2 (2020): December 2020" : 9 Documents clear
High School Students’ Argumentation Skills: A Study of Sundanese High School Students’ Opinion-forming Skills about Human Cloning Issues Bambang Ekanara; Ilma Riksa Isfiani
Scientiae Educatia: Jurnal Pendidikan Sains Vol 9, No 2 (2020): December 2020
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v9i2.7327

Abstract

Science education has progressed very rapidly both in terms of content and skills as learning experiences. This progress must be responded to by every student and their background, including Sundanese people. Cloning is one aspect of science education content that goes along its controversy, so that argumentation skills are very suitable for every student. It is hoped that they will form opinions based on their point of view on the issue. Sundanese people are known to be simple and to keep their ancestral knowledge from generation to generation. Therefore, it will be very interesting to research how they form opinions on the issue of cloning. This study aimed to investigate the argumentation skills of the eleventh-grade students of a Sundanese High School about Human cloning based on gender and cultural habits. This qualitative research probed argumentation skill quality by claim forming and evidence supplying. Forty-four students of the eleventh-grade were given a research instrument with a snowball sampling technique. Students’ worksheet of cloning was used to trawl data of written argumentation skills. Semi-structured interviews encompassed oral argumentation skills data. The family’s gender awareness data were obtained through questionnaires and interviews. Furthermore, this research utilized a data triangulation tool by using field notes. Four-scale rubrics were used to determine students’ argumentation skills with inductive analysis as a tool to examine the data. The results show that most of the research subjects (Sundanese students) can create simple argument can create mentation skills better than written argumentation skills with relatively no significant differences based on gender differences. According to this research finding, several factors influencing Sundanese students' argumentation skills, such as freedom of opinion-forming in family life, students' role in the family, articulating ideas, and cultural influences, are suggestions.
Transformation in Biology Learning during the Covid-19 Pandemic: From Offline to Online Kintan Limiansi; Anggi Tias Pratama; Rizqa Devi Anazifa
Scientiae Educatia: Jurnal Pendidikan Sains Vol 9, No 2 (2020): December 2020
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v9i2.7381

Abstract

This article aims to describe the implementation of online biology learning in senior high schools (SMA/MA) in the Special Region of Yogyakarta during the pandemic. This study employed a quantitative method and involved 25 SMA/MA biology teachers in the Special Region of Yogyakarta. The data were collected through a survey by distributing questionnaires to the teachers. The results reveal that all SMA/MA biology teachers in Yogyakarta have transformed offline learning into online learning. They conduct blended online learning by combining virtual synchronous activities and asynchronous activities by utilizing online media. The virtual synchronous activities (44%) dominate the learning process, and thus, conducive communication between teachers and students is created. Whatsapp is the most dominant media utilized in the virtual synchronous activities (38%) and asynchronous activities (41%) even though this application is not designed for learning purposes. This study is expected to provide SMA/MA biology teachers’ objective description of their condition in implementing online learning. Consequently, the description can become an evaluation for educational stakeholders and a consideration to conduct related research.
Students' Generated Questions Quality by Developing STEM-based E-Module in Science Learning Annisa Nurramadhani; Suci Siti Lathifah; Irvan Permana
Scientiae Educatia: Jurnal Pendidikan Sains Vol 9, No 2 (2020): December 2020
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v9i2.7131

Abstract

Questioning skills, which are identified as higher-order thinking skills, are needed nowadays. In reality, some of the students, including university students, still lacking in confidence to pose their questions. The teaching materials and method that can develop students' questioning skills, such as electronic modules which developed based on industrial revolution 4.0 and adjusted to students' demand as the millennial generation, are necessary. The electronic module integrates with STEM learning is the best way to solve the students' questioning skills problem. The research purpose is to develop a STEM-based E-module to investigate the development of students' questions quality. The research method used in this research are R&D with design ADDIE (Analyze, Design, Develop, Implementation, and Evaluation), while the E-Module are implemented to the students, the qualitative descriptive method is used. The instrument used to collect some data on this research are video transcription, application transcription, reading test, and questionnaire. This research has been conducted on 26 university students who took Science Environmental Technology and Social (SETS) course. Questions' quality rubrics are used to analyze the data. As a result of this research, the implementation of developed STEM-based E-Modules is achievable. After implementation, the result of the student's question quality in general, including both pojok inquiry and pojok eksplorasi activity, is attained. There are improvements shown from activity 1 and activity 2 on pojok inquiry activity but decreased in activity 3. As for pojok eksplorasi, students’ generated question quality is improved gradually. It can be concluded that students’ generated questions quality is slightly developed, which means that it is attained at the beginning of the open question category as higher-level quality. The novel finding of this research is the question’s quality from the lecturer might have some influence on the quality of students’ questions.
A Knowledge Analysis of the Implementation of STEM-Based Learning of Prospective Chemistry Teachers Viqri Rolanda; Muhammad Adlim; Muhammad Syukri
Scientiae Educatia: Jurnal Pendidikan Sains Vol 9, No 2 (2020): December 2020
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v9i2.6623

Abstract

STEM is one of the students' guides to have the mindset and ability to create an innovative and creative product that is useful for industry or everyday life. As prospective teachers, the students of chemistry education are expected to apply STEM-based learning at schools. Therefore, this study focuses on investigating their knowledge of implementing STEM-based learning. The respondents of this study were students of chemistry education who were prospective teachers and had taken the internship class. Meanwhile, 69 participants fill in the online questionnaire. This study employed a questionnaire and a multiple-choice test with case questions to create a new product. Before applying the questionnaire and test instruments, their contents were validated and tested. The data were analyzed by employing quantitative descriptive analysis. This study reveals that the students' have an average score of STEM knowledge by 3.11 (77.75%), a moderate category of STEM domains by 3.49 (87.25%), STEM indicators by 3.03 (75.75%), and STEM-based learning by 2.81 (70.25%). Meanwhile, the score of students’ knowledge of learning-based STEM is 65.22 and is categorized as moderate. These results consist of mathematical domains score by 34.87 (enough), techniques by 46.38 (enough), planning and implementation by 49.28 (enough), creativity & innovation by 57.97 (moderate), evaluation by 63.77 (medium), technology by 73.91 (medium), a collaboration by 88.41 (high), science by 89.86 (high), and communication by 98.55 (high).
Developing Flipped Classroom-based Mobile Learning Media to Teach Optical Physics Setya Fery Widyastuti; Endro Dwi Wuryanto
Scientiae Educatia: Jurnal Pendidikan Sains Vol 9, No 2 (2020): December 2020
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v9i2.7254

Abstract

The application of flipped classrooms-based M-learning media will make learning more planned and systematic. Therefore, students will be more enthusiastic and independent in the learning process. The study aims to design a flipped classrooms-based mobile learning media to teach optical physics and investigate its validity, effectiveness, and practicality. This study employed a research and development method, including defining, designing, developing, and disseminating. Participants in this research were 25 students. Research instruments included expert validation sheets towards learning media developed, a test evaluation of learning results, student response questionnaires, and student activity observation sheets. The expert validation results were analyzed quantitatively and then interpreted to determine the learning media's feasibility. The test and questionnaire results were analyzed in descriptive statistics, while the observation data were analyzed qualitatively. The results reveal that the application of flipped classroom-based M-learning media in the Optical Physics course is categorized as valid, effective, and practical. Furthermore,  the application has a significant effect on student achievements, with a significant difference between the pre-test and post-test. Finally, most students showed positive responses to the application.
Developing BTEM-Based Virtual Biology Laboratory to Improve Students' Critical Thinking Skills on the Concept of Bacteria Ipin Aripin; Yeni Suryaningsih
Scientiae Educatia: Jurnal Pendidikan Sains Vol 9, No 2 (2020): December 2020
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v9i2.7379

Abstract

The Covid-19 pandemic that has hit the entire world has caused changes in learning patterns from classroom to virtual classroom activities, and this has caused biology teachers to experience problems when teaching material through direct practicum activities. There is a need for solutions that can facilitate practicum activities by developing a virtual laboratory application. This research develops a Virtual Biology Laboratory (VLab-Bio) application based on Biology, Technology, Engineering, and Mathematics (BTEM) that is feasible and practical to facilitate virtual lab work on the concept of bacteria. The application product produced from this research is expected to help students facilitate practicum activities and improve critical thinking skills on the concept of bacteria. The application produced from this research is expected to help students improve their critical-thinking skills and lab work on bacterial material. Akker development model was used with four stages of development: preliminary research, prototyping, summative evaluation, and systematic reflection and documentation. The research instrument consisted of tests of critical-thinking skills and non-tests in the form of observations of the learning process and student response questionnaires. The research data were analyzed qualitatively and quantitatively with the paired t-test. The results showed that the BTEM-based virtual laboratory developed was classified as valid and effective in improving students’ critical-thinking skills with 78% effectiveness. Based on this research, it can be recommended that using a BTEM-based virtual laboratory can be used as a supplement in facilitating bacterial concept practicum activities. For further application development, it is hoped that the application can provide flexibility for students to develop their own practicum procedures in applications.
The Readiness of Natural Science Secondary School Teachers in Distance Learning during the Covid-19 Pandemic Nur Efendi; Septi Budi Sartika; Noly Shofiyah
Scientiae Educatia: Jurnal Pendidikan Sains Vol 9, No 2 (2020): December 2020
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v9i2.7385

Abstract

The purpose of the research is to describe the readiness of secondary school teachers in East Java in distance learning during the covid-19 pandemic and the teachers' efforts in East Java in learning during the covid-19 pandemic. The research method was survey research with a sample of 70 secondary schools of natural science teachers in East Java. The data was collected by distributing questionnaires with a Likert scale. The collected data was then analyzed using descriptive statistics with Aydin & Tasci model. The results showed that secondary school science teachers in East Java were ready for distance learning, with a score of 3.45 and performing distance learning using the Google Classroom app with a percentage of 71.8% during the covid-19 pandemic. To face distance learning obstacles, the teachers can create modules for all topics of natural science at secondary school. The created module can be uploaded on an e-learning platform or WhatsApp Group. Besides, to minimize internet network use and the lack of communication tools, offline learning can be conducted, especially for natural science learning through a practicum. Furthermore, these results can be used as the basis for developing teacher resources through the enrichment of teaching models and strategies that can be applied under any circumstances in the event of a pandemic.
The Improvement of Prospective Teachers' Life-long Learning during the Plant Diversity Course with 5E+e Inquiry Muhammad Syaipul Hayat; Nuryani Rustaman; Adi Rahmat; Sri Redjeki
Scientiae Educatia: Jurnal Pendidikan Sains Vol 9, No 2 (2020): December 2020
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v9i2.7476

Abstract

Not a few students who have difficulty interpreting the material being studied in terms of life encourage the need for a paradigm shift in science learning, which is directed at lifelong learning. In this paper, an entrepreneurship-oriented 5E (Engagement, Explain, Exploration, Elaboration, and Evaluation) inquiry learning program is developed, which is also often called 5E+e. This research investigates the improvement of lifelong learning for the prospective teachers during the 5E+e inquiry in the plant diversity course. The quasi-experimental method with a one-group pretest-postest design was used. The research subjects were taken by purposive sampling, namely the fifth-semester students of the Biology Education Study Program at one of the Teachers Institution in Central Java with 31 participants. Data were gathered using a questionnaire filled out by students before (pre) and after (post) the treatment of the 5E+e inquiry learning and observation. The data analysis was carried out in both quantitative and qualitative-descriptive manners to make a comprehensive conclusion. The results revealed that the average lifelong learning score of prospective teachers compiled with rubrics had increased between before (2.68) and after being given the program (3.26) with a maximum score of 4.00. Thus, it can be concluded that the entrepreneurship-oriented inquiry learning program applied to the plant diversity course can increase the lifelong learning of prospective teachers.
Investigation of the Profiles of High School Students’ Mental Models of the Concept of Photoelectric Effects Yeni Rima Liana
Scientiae Educatia: Jurnal Pendidikan Sains Vol 9, No 2 (2020): December 2020
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v9i2.5549

Abstract

A mental model was students’ internal representation when they learned a concept. The conceptual model is a description of natural phenomena following the views of scientists. Most high school students have an idea of classical physics on understanding the concept of the photoelectric effects. Understanding the photoelectric effect is key to comprehend the fundamentals of quantum physics. The photoelectric effects can explain the quantization of energy that is explainable by a classical physics theory. This research's learning modeling aims to identify and investigate the profile of Class XII high school students’ mental models by regarding the concept of the photoelectric effects. This research employed descriptive methods. The research sample was selected purposively. This research used a diagnostic test for the pretest to determine the initial knowledge about the photoelectric effect of 30 students (12 male students and 18 female students) from the XII MIPA class at SMA Negeri 1 Pekalongan. The pretest questions consisted of 4 description questions. The pretest results were then analyzed and used to determine six students for an interview process, two students with high results, two students with medium results, and two students with low results. The interview results reveal that the students usually implement classical physics knowledge when developing mental models of the photoelectric effects. 

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