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301 ABS-280 2. Science Education

Teachers, pre-service teachers, and students understanding about the heat conduction
R S Anam1,2*, A Widodo2, and W Sopandi2

1 Program Studi Pendidikan Guru Sekolah Dasar, Sekolah Tinggi Ilmu Kependidikan Sebelas April. Jl. Angkrek Situ No. 19, Sumedang 45323, Indonesia
2 Program Studi Pendidikan Dasar, Sekolah Pascasarjana, Universitas Pendidikan Indonesia Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia


Abstract

The purpose of this study is to analyze teachers, pre-service teachers, and students conceptual understandings related to heat conduction in macroscopic and sub-microscopic (verbal and visual). This description research involves 15 teachers, 33 pre-service teachers, and 39 students. Data were collected by using a conceptual understanding diagnostic test. The result shows that almost the participants know about the macroscopic level. This study suggested that the sub-microscopic level of the science concepts must be learned and taught to students to make science more easy to understand and explained

Keywords: macroscopic, microscopic, representation, conduction

PermaLink | Plain Format | Corresponding Author (Rifat Shafwatul Anam)


302 ABS-794 2. Science Education

The Ability of Elementary Teacher Candidate STKIP Subang in Developing Material Learning by Scientific Approach
N Nurlaila, F S Tapilouw, S Redjeki, P Siahaan, S Sukarno

Program Studi Pendidikan IPA, Sekolah Pascasarjana Universitas Pendidikan Indonesia, Bandung, Indonesia


Abstract

The scientific model is one of the learning models that embrace constructivism theory. This can be explained because the scientific model always strives for learners to discover knowledge and then construct in their own minds through scientific activities. This study aims to determine and describe the ability of STKIP Subang students in developing learning tools scientific approach that is done with the pattern analysis document or called content analysis, or information analysis. Based on the exposure and discussion it can be concluded that the ability of prospective teachers in developing scientific learning tools is dominated in the medium category, both in the development of lesson plans (RPP), teaching materials and scientific student worksheets. From the results of this study, it is necessary to develop the ability of prospective student teachers in STKIP Subang in developing scientific learning devices.

Keywords: learning tool, elementary teacher, developing material, scientific approach

PermaLink | Plain Format | Corresponding Author (N Nurlaila)


303 ABS-795 2. Science Education

Does system thinking in climate change content needs formal operationing?
Meilinda, N Rustaman, H Firman, B Tjasyono

Universitas Pendidikan Indonesia
Universitas Sriwijaya
Institut Teknologi Bandung


Abstract

This research aims to know the impact of formal operationing in system thinking skills on climate change content through climate change course which is using system approach epistemology. The research design is quasi experiment by comparing groups of students with formal pre-operationing and operationing on two lectures i.e. human and environment (n=34) and Earth and Space Science (n = 30). Testing the level of students reasoning are using reasoning test TOLT and CCSTI (Climate Change System Thinking Instrument) for testing student system thinking skills. The results showed that the level of students reasoning on the lecture of the human and environment affect the system thinking skills especially indicators III and IV indicators with a value of Cronbach Alpha 0.048 and 0.008. Meanwhile the level of reasoning has no effect on student teachers of physical education with the Cronbach alpha value of 0.005 >. Based on the value of Cronbach Alpha obtained, it can be concluded that it was not a formal knowledge which affects the system thinking skills in climate change content but the prerequisites knowledge and post formal operationing.

Keywords: system thinking, climate change, formal operationing

PermaLink | Plain Format | Corresponding Author (Meilinda .)


304 ABS-543 2. Science Education

Comparison of Argumentation skills in science and non-science undergraduate students
M S Hayat, Djuniadi, A P B Prasetyo, F Roshayanti, A G C Wicaksono, I B Minarti, S Sumarno

Program Studi Pendidikan Biologi FPMIPATI Universitas PGRI Semarang, Jl. Sidodadi Timur No 24, Dr. Cipto Semarang, Indonesia


Abstract

This research is aimed to evaluate and compare the argumentation skill in science and non-science students. This research is quantitative research which involved two class including 30 science students who taught human physiology subject and 30 social and humanities students who taught curriculum development subject. Both class using blended learning with argueweb for online learning and debate for offline learning. The data collected from argumentation score using argumentation observation sheet. The data collected then analyze descriptively and statistically using t-test. The result showed that there are differences between argumentation skill in science and non-science students. There are differences in the quality of argumentation in science and non-science students. Science students showed good and clear backing with so many evidences. While non-science students provide strong and arguable warrant. Thus the quality of both science and non-science students argumentation need improvement to achieve better argument and learning outcomes.

Keywords: argumentation, science, non-science

PermaLink | Plain Format | Corresponding Author (Muhammad Syaipul Hayat)


305 ABS-799 2. Science Education

Analysis on Senior High School Student Reasoning Skill
A R Pratami, T Widhiyanti, A Widodo

Pendidikan IPA Universitas Pendidikan Indonesia


Abstract

This research aims to get analyzation of reasoning skill in Senior High School level. Defined as ability in drawing conclusion expressed in logical argument, the analyzation on reasoning skill is measured by student argument in answering essay question involving respiratory system topic. The arguments are categorized into five levels based on Toulmin Argumentation Pattern (TAP) consists of claim, data, warrant, qualifier, backing, and rebuttals. The subjects are students of Senior High School chosen by purposive sampling. The method used in this research is descriptive. The results shows that level of students argumentation lies 29.17% on level one and 70.83% on level two. The arguments of the students are also categorized into weak and strong argument, with 69.23% arguments dominated by weak arguments. This results indicates that most of Senior high school students are still having difficulty in giving explanation on their claims using data and relate to fact or theory they have acknowledged.

Keywords: Reasoning Skill

PermaLink | Plain Format | Corresponding Author (Alin Rizki Pratami)


306 ABS-544 2. Science Education

Profile of information literacy on the 21st century through implementation of portfolio assessment
Davit Novitasari (a*), Ana Ratna Wulan (b), Setiya Utari (c)

(a)Sekolah Pascasarjana, Pendidikan IPA, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
*davitnovitasari[at]student.upi.edu
(b)Departemen Pendidikan Biologi, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
(c) Departemen Pendidikan Fisika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia


Abstract

Information literacy is a set of capabilities that a person needs to be aware of when information is needed and the ability to locate, evaluate and use the information needed effectively. An effective and worker in the 21st century should be able to demonstrate a variety of functional and critical thinking ability related to information, media, and technology. The demand for IL ability does not exist in science learning. Whereas science is related to the technology and the surrounding environment associated with renewable and authentic issues. This DR research tries to develop ways of training IL by applying the ADDIE model. The research model design uses population of SMP N 4 Lembang class VII, sample 35 students are taken as cluster random sample. The task essay instrument developed from the P21 domain analyzes the validity and reliability using anates. The results of the study indicate that the question of the indicator that students are not achieving is evaluate information critically and competently 85.7% (n = 35) and apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information 88.57% (n = 31) and the best achievement is to Access information efficiently (time) and effectively (sources) 20% (n = 7). This is because there are constraints in aspects of teachers, students and schools. Therefore the draft design needs to be improved by simplifying the reading and task questions, integrating the science and Indonesian curriculum, providing a hotspot area.

Keywords: Portfolio Assessment; Information Literacy

PermaLink | Plain Format | Corresponding Author (Davit Novitasari)


307 ABS-801 2. Science Education

Teachers understanding about cognitive level on science items test
I Prihastuti A Widodo

Lembaga Penjaminan Mutu Pendidikan Provinsi Banten
Universitas Pendidikan Indonesia


Abstract

This study aims to describe science teachers understanding about cognitive level on science test items. Subjects of the study were 30 secondary school science teachers from 4 districts in Banten Province, Indonesia. Data were collected from online survey about teachers ability to determine cognitive levels on five science test items from TIMSS 2013. Teachers professional development on assessment and higher order thinking skills (HOTS) item development were asked in the survey as well. Blueprint and test booklet from X district were analysed to get information about teachers skills in developing HOTS items. The results showed that the teachers tended to assume items with lower cognitive level as a higher cognitive level items. Teachers from X district claimed that 4 items from summative test were in the level C4. Meanwhile, referred to the item analysis in item construction , it was showed that those 4 items were still classified in the level C2. From the survey results, the average duration for teachers professional development programs on assessment and HOTS item development is only 5-6 hours at district level (MGMP). The activities in those programs were still lack of direct practice on HOTS items. Intensive teachers professional development programs are really needed to improve teachers skills in developing HOTS items.

Keywords: cognitive, level, items, teachers, HOTS

PermaLink | Plain Format | Corresponding Author (Indrie Prihastuti)


308 ABS-34 2. Science Education

Promoting coupled-inquiry cycle through shared curricular integration type to enhance students argumentation
Diniya

Universitas Pendidikan Indonesia


Abstract

Systemic changes in key aspects of curriculum are esentially important because the challenges of emerged 21st century are growing rapidly. The changes made by the Indonesian Government in the 2013 curriculum, in line with such issue, are closely associated with scientific approach, student-centered learning, developing students thinking and collaboration skills, attitudes, exploring communication, and integrated learning. There are many schools teaching science partially. Not surprisingly, such obvious premises are leading to some overlapping subject materials among physics, biology, chemistry and inefficiency amount of time in classroom activities. Apparently, teachers have lots of difficult to design and integrate the science learning. To investigate the matter, the researchers are therefore interested to promote curricular integrated type employed by teachers in classroom, familiarly called as shared curricular integration. This type can be supported by coupled-inquiry cycle because it enables students to explore their argumentation. Moreover, the students argumentation activities can be supported through two fundamental investigations popularly called as experiment and communication through discussion. The methods of acquiring data were in regard to student argumentation tests and observation. The result of data analysis which is conducted with one sample t-test was coupled-inquiry cycle through shared curricular integration can enhance the students argumentation skills

Keywords: Coupled Inquiry Cycle, Shared Curricular Integration Type, Students Argumentation Skill

PermaLink | Plain Format | Corresponding Author (Diniya -)


309 ABS-37 2. Science Education

Improving Academic Performance of Learners in Science Through Differentiated Instruction
Dainalyn M. Diambrang (a), Sindao D. Asis (b), Hafsah R. Abubacar (c)

a) Sapad Central Elementary School, Division of Lanao del Norte, Region 10, Department of Education, Philippines
b) Sapad Central Elementary School, Division of Lanao del Norte, Region 10, Department of Education, Philippines
c) Sapad Central Elementary School, Division of Lanao del Norte, Region 10, Department of Education, Philippines


Abstract

All classrooms contain diverse groups of learners. This situation continues to exist as a challenge in providing quality education among the educators. Differentiated instruction in terms of learning styles and level of readiness of individual learner can address the problem on the class diversity. The main concern of this study is to improve the academic performance of the learners in Science by equipping the teacher with skills in using differentiated instruction. One group pretest and posttest research design was employed in conducting the study and purposive sampling method was used in selecting the respondents who were the learners from the last section of Grade Four. It was conducted at Sapad Central Elementary School specifically on the second quarter of the school year 2017 to 2018. Body Organs Questionnaires in Science, checklist on differentiated instruction, and learning styles inventory were the instruments used in collecting data of the study. The selected Science teacher was trained with skills on using differentiated instruction using the checklist adapted from Tomlinson (2006) and the said Science questionnaires together with its Table of Specification had undergone assessment for validity and reliability purposes. This was followed by having the Science teacher use differentiated instruction in teaching Science lessons and having the respondents answer the questionnaires in pretest and posttest. Appropriate statistical tools such as frequency and percentage, arithmetic mean, and paired t-test were then utilized to analyze the data gathered. The results of the study revealed that there is a significant difference between the pretest and posttest scores of the respondents and they have better performance in the posttest compared to pretest because of employing differentiated instruction in the classroom teaching. This concludes that differentiation of learners is effective in improving the academic performance of Grade Four learners.

Keywords: differentiated instruction, science, academic performance, diversity of learners, intact group, Sapad, Lanao del norte

PermaLink | Plain Format | Corresponding Author (Dainalyn Mawi Diambrang)


310 ABS-298 2. Science Education

Profile of problem solving ability of junior high school students in science
T Koswara(1)(a), M Muslim(2), and Y Sanjaya(3)

(1)Program Studi Pendidikan IPA, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
(2)Departemen Pendidikan Fisika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
(3)Departemen Pendidikan Biologi, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia

(a)tatakoswara[at]student.upi.edu


Abstract

Problem solving ability becomes one of the required in 21st Century skills. This research is aimed to describe the students problem solving in one of Junior High Schools in Bandung. This research uses descriptive method. The data was collected using test questions which were developed based on problem solving ability meter according to PISA 2012. The research is conducted towards 40 of 7th grade students of Junior High School in the second semester of 2017/2018 academic year. The data was analyzed quantitatively and presented in percentage chart. Overall, there were only 27.5% of the students who are able to answer the problem solving question test. 50.25% of the students were able exploring and understanding problem, 20% students are able to representing and formulating problem; and planning and executing solution. Thus, it can be concluded that the students problem solving ability in science is still low (30.83%). The identified dominant factor that causes the students low of problem solving ability is the learning process which has not facilitated the students yet to develop the problem solving ability. This research recommends to test a learning method which can help the learning process which is able to train the problem solving ability.

Keywords: Problem Solving Ability

PermaLink | Plain Format | Corresponding Author (Tata Koswara)


311 ABS-555 2. Science Education

The effectiveness of conceptual change texts on reducing pre-service physics teachers misconceptions in photoelectric effect
Y S Makiyah1*, S Utari2, and A Samsudin3

1 Program Studi Pendidikan Fisika, Sekolah Pascasarjana Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia
2 Departemen Pendidikan Fsika, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia
3 Departemen Pendidikan Fsika, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia


Abstract

There are many misconceptions on the concept of photoelectric effect so it is important to reduce these misconceptions using conceptual change texts. In this study, the effectiveness of conceptual change texts on reducing pre-service physics teachers misconceptions of photoelectric effect will be explained. The conceptual change texts (CCT) are enriched by using animation, simulation video, and data from photoelectric effect experiments in modern physics laboratories. Two texts were tried out on two groups, one experimental group (n=32) and one control group (n=32). Experimental group were given CCT, whereas the control group was give text of modern physics book. Data will be collected by four-tier test and questionnaire. The result of this study will compare two texts in reducing pre-service physics teachers misconceptions of photoelectric effect.

Keywords: conceptual change texts; misconception; photoelectric effect; four-tier test

PermaLink | Plain Format | Corresponding Author (Yanti Sofi Makiyah)


312 ABS-44 2. Science Education

Schistosomiasis: Knowledge, Attitude, and Practices Among School - Aged Children
Dainalyn M. Diambrang

St. Peters College, Sabayle Street, Iligan City, Philippines


Abstract

Sapad is one the four municipalities in the province of Lanao del Norte which have Schistosomiasis infestation. The said disease can be acquired by having contact with infested water. This study aimed at gathering information about the knowledge, attitude, and practices of the school-aged children on the issues of Schistosomiasis. The method used was descriptive-correlational research design and employed lottery method in the selection of 100 respondents. Results revealed that the respondents appeared knowledgeable about Schistosomiasis; on the importance of using proper toilet when urinating or defecating; on the signs and symptoms of the disease; strongly agreed that taking Praziquantel is effective in treating Schistosomiasis; and always used footwear , drank safe water, and made sure their environment is clean; and never touched snails whenever they see them. It was concluded that there was no significant relationship between the academic performance of the respondents and their self-reported knowledge, attitude, and practices about Schistosomiasis as well as to their gender, source of income, residential location, and monthly family income. However, there was significant association between their academic performance, age and grade level. It is recommended that residents of Municipality of Sapad may work hand in hand in protecting the young ones from the disease and raise awareness of everyone about it.

Keywords: Social Science, Education, Schistosomiasis, Environmental Awareness, Health Education, Descriptive-Correlation Study, Sapad, Lanao del Norte, Philippines

PermaLink | Plain Format | Corresponding Author (Dainalyn Mawi Diambrang)


313 ABS-812 2. Science Education

Enhancing Critical Thinking through the Science Learning On Using Interactive Problem Based Module
B Rubini, Bayu Septian

Universitas Pakuan


Abstract

Facing the 21st century, higher order thinking skills are become a valuable thing to be learned. The R and D research on using ADDIE design was done to develop the interactive problem based module on population and environmental pollution topics. After validation process on the conceptual aspects as well as the learning and techno-pedagogic aspects, the module was then implemented in science learning at secondary school, to enhance critical thinking skills. The research shows that the module is very effective to use as a supporting material in order to enhance critical thinking skills. Based on the students response, the media was very helpful to student to learn science as well as to enhance the skill in how to practice IT.

Keywords: critical thinking skills, science learning, Interactive problem based module

PermaLink | Plain Format | Corresponding Author (Irvan Permana)


314 ABS-305 2. Science Education

Implementation analysis of formative self and peer assessment towards critical thinking skill in junior high school
A. Sarasvati and S. Sriyati

Indonesian Education University


Abstract

The change of assessment paradigm from assessment of learning to assessment for learning is an effort to implement formative assessment. Implementation of assessment for learning involves the students to understand and be responsible for their ability, while the teacher acts as their partner that directs the learning process which is integrated with assessment. The formative self and peer assessment provides feedback to direct students to do self-regulation and think criticaly. This study explains that the implementation of formative self and peer assessment has not been optimal so that the results of self-assessment tests of junior high students on critical thinking skills in the average category. Implementation of school learning is based on scientific approach but formative assessment has not been integrated. The critical thinking skills of the students are only supported from the learning process only without scaffolding. Interviews were also conducted with four science teachers indicating that this school has developed a website in the implementation of cognitive and formative assessment, but there is no optimization of the system in it merely to transfer paper media to the website. The availability of media can be an opportunity to present formative self and peer assessment in this school.

Keywords: Formative assessment, self assessment, peer assessment, critical thingking

PermaLink | Plain Format | Corresponding Author (Avidia Sarasvati)


315 ABS-50 2. Science Education

Revitalizing students activities in reading and writing in science: An investment in educational improvement
Tomo Djudin

Program Studi Pendidikan Fisika, Jurusan Pendidikan MIPA, Fakultas Keguruan dan Ilmu Pendidikan Universitas Tanjungpura Pontianak, Kalimantan Barat, Indonesia, Jl.Prof.Dr.H.Hadari Nawawi, Pontianak 78121 Indonesia


Abstract

A literate science-information-technology people in the future cannot be prepared if based only on facts and concepts of the content areas that students acquired during school years. In a scientific literacy curriculum, reading and writing can serve as dynamic vehicles for learning science meaningfully. The role expectation for teachers must change from dispensers of knowledge to developers of self-regulated learners, thinkers, and problem solvers who know to use reading and writing to learn. Our real challenge is teaching children how to read, write, and to think about science. This article described briefly some published literature, numerous research results, meaningful and practical strategies on reading-writing to learn in science and presented their examples as well. It concludes that reading-writing to learn should be developed together throughout the school years. Improving the quality of reading and writing actually improve the quality of thought and, therefore, can be assumed as an investment in educational improvement.

Keywords: reading-writing to learn, reading technique, expository writing, expressive writing, graphic organizer

PermaLink | Plain Format | Corresponding Author (TOMO DJUDIN)


316 ABS-313 2. Science Education

Science Textbook Based on Science, Technology and Society in Elementary School
A Kartikasari, Roemintoyo, and S Yaminah

Universitas Sebelas Maret


Abstract

This study reports a quasi-experimental investigating the development of Science textbook based on Science Technology and Society for elementary school. The data collection was got from the achievement test (pretest-posttest). The population was all fourth-grade students of elementary schools in Gatak Subdistrict and the sample of the study was two schools as an experimental class and control class. The research sample was taken by random sampling technique. The results of this research showed that there was an improvement of student achievement before and after the implementation of science textbook based on Science Technology and Society. The result of the independent sample t-test shows that tobs is higher than ttable (5.489>1.681). The outcomes of the learning improvement in the experimental class based on the acquisition of N-Gain scores of 0.558. Based on tobs results, H0 is rejected. So it can be concluded that the development of a science textbook based on Science Technology Society in elementary school is appropriate to use for learning.

Keywords: science textbook, Science, Technology and Society

PermaLink | Plain Format | Corresponding Author (ALIFFAH KARTIKASARI)


317 ABS-569 2. Science Education

Entrepreneurial science thinking approach in project-based learning
D K Jamil1*, Muslim2, and B Supriatno3

1Program Studi IPA, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
2Departemen Pendidikan Fisika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
3Departemen Pendidikan Biologi, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia

*deni_jamil[at]yahoo.com


Abstract

This 21st century, research and development related learning strategies have been widely implemented, one of which is the use of project-based learning model. This model has a positive effect on student learning outcomes. However, most of the use of this model focuses more on the appropriateness between the concepts and projects the students are working on. This is considered less hope to compete in the 21st century, especially in aspects of life and career skills. Thus, it is necessary to design a learning strategy that facilitates student to use the concepts that they learn to solve daily problems or even entrepreneurship by applying the Entrepreneurial Science Thinking (ESciT) approach. Therefore, this paper will describe the application of the Entrepreneurial Science Thinking (EsciT) approach in project-based learning as a learning strategy that is expected to provide more opportunities for students to further improve their skills not only on the mastery of concept but also on life and career skill.

Keywords: Entrepreneurial Science Thinking, learning strategy, project-based learning

PermaLink | Plain Format | Corresponding Author (Deni Kamaludin Jamil)


318 ABS-59 2. Science Education

Implementation of science learning with local wisdom approach toward environmental literacy
Aldeva Ilhami (a*), Riandi (b), Siti Sriyati (c)

a)Departemen Pendidikan IPA, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia
b)Departemen Pendidikan IPA, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia
c)epartemen Pendidikan IPA, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia


Abstract

Science learning related to everyday life including society traditions believed since ancestor, known as local wisdom. The aim of the study was to determine the effect of implementation science learning with local wisdom approach toward students environmental literacy. The research design was a matching-only pretest-posttest control group design. The population and sample were 7th-grade students of SMPN in Limapuluh Kota regency numbering 46 people. Data collection used environmental literacy instruments containing three components that are knowledge, competencies (cognitive skill) and affective. The results showed that data was normal and homogeneous so that based on t-test result showed that there was a significant difference in students environmental literacy between control and experimental class. The conclusion of the study that implementing science learning with local wisdom approach influenced students environmental literacy. The implication of this research is teachers should use local wisdom context on relevant science materials to reinforce the concept that students learned.

Keywords: Local Wisdom, Science Learning, Environmental Literacy

PermaLink | Plain Format | Corresponding Author (Aldeva Ilhami)


319 ABS-575 2. Science Education

Development of an Integrated Science Teaching Material Oriented Ability to Argue for Junior High School Student
Deni Fauzi Rahman (a*), Didi Teguh Chandra (b), Sjaeful Anwar (c)

a) Departemen Pendidikan IPA Pasca Sarjana, Universitas Pendidikan Indonesia, Jalan Dr. Setiabudi No 229, Bandung 40154, Indonesia
*denidefan[at]gmail.com
b) Departemen Pendidikan Fisika, Universitas Pendidikan Indonesia, Jalan Dr. Setiabudi No 229, Bandung 40154, Indonesia
c) Departemen Pendidikan Kimia, Universitas Pendidikan Indonesia, Jalan Dr. Setiabudi No 229, Bandung 40154, Indonesia


Abstract

The 21st Century Education focuses on the development of the competence in creativity, critical-thinking, collaboration and communication. Based on that reason, the argumentation can be one of the solutions to answer this issue since it facilitates the critical-thinking and communication competences. The argumentation is improved by the lesson that has the socio-scientific issue inside the teaching materials. Based on the observation, the teaching materials in Science lesson is still incomplete which has only the material collection from Physics, Chemistry and Biology. Therefore, holistically, those teaching materials has no the socio-scientific issue. This research has the purpose to develop the teaching materials for science through the plastic theme based on the argumentative skill orientation.

Keywords: argumentation; teaching material; plastic

PermaLink | Plain Format | Corresponding Author (Deni Fauzi Rahman)


320 ABS-576 2. Science Education

The Comparison of Students Creative Thingking Skills between High and Medium Achiever in Independent School
Gita Ayu Wandari; Agus Fany Chandra Wijaya, S.Pd, M.Pd; Rika Rafikah Agustin, M.Pd

Universitas Pendidikan Indonesia


Abstract

The purpose of this study was to investigate the comparison between high and medium achiever in creative thinking skills in learning light and optics. The subject of this study were 44 students of independence school in Bandung Indonesia. A set of instruments consisting of 10 questions measuring students creative thinking skills was used to obtain the data. The study reveals that both high and medium achiever students are excellent in synthesis and elaboration aspect (97,6 % for high achiever and 91,3% for medium achiever). Meanwhile, in novelty aspect the students are not excellent (23,75% for high achiever and 21,7 for medium achiever), and for resolution aspect the students got 92,3% for high achiever and 72,05% for medium achiever.

Keywords: Students Creative Thinking Skills, High Achiever, Medium Achiever, Light and Optics

PermaLink | Plain Format | Corresponding Author (Gita Ayu Wandari)


321 ABS-579 2. Science Education

smart city design in learning science to grow 21st century skills in elementary school student
Rizki Hadiwijaya Zulkarnaen; Wawan Setiawan; Dadi Rusdiana; Muslim

Universitas Pendidikan Indonesia


Abstract

Progress era and technological developments impact on the development of the world of education. 21st century skills are the most important issue today. The competencies built in these skills are the hallmark of successful humans in this century. Indonesia is one of the countries that catch on to that progress, as evidenced by the curriculum innovation that includes 21st century skills as a spirit in it. Based on the results of the analysis in the field, there is an imbalance between the implementation and the outcome of the established curriculum. Factors affecting such inequality include; the learning process undertaken does not build the competence proposed, the lack of parental control in the childs education. The lack of good communication between students, teachers and parents is one of the main causes in this regard. On the one hand, parents do not know the condition of their children during the learning process, on the other hand the teacher does not know the characteristics of his child well. This makes the development of the child during the learning process is not optimal so that 21st century skills can not be developed. Innovation of science learning by using the concept of smart city to be an alternative solution to the problem posed by researchers. The concept of smart city indicates transparency in the learning process, so parents can contribute related to the progress of their children. This learning program consists of several features that enable the establishment of communication of students, teachers, and parents in synergy. Thus collaboration in implementing learning can be formed so that the education received by the child to be optimal.

Keywords: 21st century skills, smart city, smart city in science learning

PermaLink | Plain Format | Corresponding Author (Rizki Hadiwijaya Zulkarnaen)


322 ABS-69 2. Science Education

Development of 7E Model Lesson on Earth Systems: A Lesson Study
Hanifa T. Hadji Abas, Monera S. Hairulla, Ever E. Canalita and Edna B. Nabua

Mindanao State University- Iligan Institute of Technology


Abstract

The study aimed to develop a 7E model lesson on Earth Systems and implement it through the lesson study approach. The developed lesson was based on the standards provided by the Department of Education in the K to 12 Basic Education Curriculum Senior High School where it underwent a series of validation, revision and evaluation for further improvement prior to its implementation. The study tested the effects of the developed 7E model lesson on the conceptual understanding of the respondents. The developed 7E model lesson was implemented through lesson study approach to the three class sections of Grade 11 STEM of Iligan City National High School, School Year 2017-2018. Achievement test was conducted to the respondents. The result of the study shows that respondents exposed to the developed 7E model lesson had significant higher test scores in the post-test as compared to the pre-test. Result implies that there is a positive significant impact of the 7E model lesson on the conceptual understanding of the respondents on Earth Systems.

Keywords: 7E Model Lesson, Development, Lesson Study, STEM

PermaLink | Plain Format | Corresponding Author (Hanifa Tanggor Hadji Abas)


323 ABS-583 2. Science Education

Assessing early level of literacy: a case study on science literacy in biotechnology
H S Nugraha1*, Raharjo2 and F Rachmadiarti2

1 Pascasarjana Pendidikan Sains, Universitas Negeri Surabaya, Jalan Ketintang, Surabaya 60231, Indonesia
2 Departemen Biologi, Universitas Negeri Surabaya, Jalan Ketintang, Surabaya 60231, Indonesia


Abstract

This study aimed to know the early level of science literacy skills of 9th grade of SMPN 1 Campurdarat in biotechnology. The students who are the subjects of this study were one class consisted of thirty-five students. This study was a part of learning device development study to improve students science literacy skills. The science literacy test consisted of thirteen questions with details four questions were simple multiple choice, four question were complex multiple choice, and five questions were easy. The science literacy test consisted of all levels science literacy with details one question was level 1a, four questions were level 2, three questions were level 3, three question were level 4, one question was level 5, and one question was level 6. The assessing showed results that 11.43% students were in level 1b, 65.71% students were in level 1a, and 22.86% students were in level 2. These results were apropriate with recent PISA survey which taken on 2015 that showed the ability of Indonesia students literacy skill were in low category.

Keywords: early level, science literacy, biotechnology

PermaLink | Plain Format | Corresponding Author (Hafizhah Sri Nugraha)


324 ABS-589 2. Science Education


Sofi Hanif, Agus Fany Chandra Wijaya, Nanang Winarno

International Program on Science Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia


Abstract

The aim of this study is to investigate the effect of STEM Project-Based Learning on students Concept Mastery in learning light and optics. The method that is used in this study is pre-experiment with one group pretest-posttest design. The population of this study is eight grade students in Junior High School "X" that is located in Bandung, Indonesia. The sample is chosen by purposive sampling technique consist of 26 students. The result of this study shows that students concept mastery improves from pretest and posttest. The improvement of concept mastery is obtained as much as 0.58 that categorized as the medium improvement. Based on the result STEM Project-Based Learning give the better effect on students concept mastery, so it can be considered as an alternative teaching model that can be implemented in Junior High School.

Keywords: STEM Project-Based Learning

PermaLink | Plain Format | Corresponding Author (Sofi Hanif)


325 ABS-336 2. Science Education

Predict Observe Explain (POE) Strategy toward Mental Model of Primary Students
Loli Jasdilla (a), Yanti Fitria (a), Wahyu Sopandi (b)

a)Departemen Pendidikan Guru Sekolah Dasar, Universitas Negeri Padang, Jl. Prof. Dr. Hamka Air Tawar, Padang 25171, Indonesia
b)Departemen Kimia, Universitas Pendidikan Indonesia, Jl. Dr.Setiabudi No. 229, Bandung 40154, Indonesia


Abstract

A mental model is an inaccurate and complete storage of basic or incomplete knowledge that arises from previous experience and can then develop if one can increase knowledge through the process of cognition. A persons mental model can be changed or modified through the learning process. Therefore, the purpose of this research is to test Predict Observe Explain (POE) strategy to change the mental model of fifth grade in material of light. This research used quantitative research method with quasi experimental design. Population in this research were fifth grade of Jayagiri village, Lembang Subdistrict. The sample of this research was class V students in one of the elementary schools of Lembang sub-district. The sampling technique was done purposively. Data collection techniques in this study were objective tests. Meanwhile, the instrument used was a two tier test that has been empirically validated. The data in the study was analyzed with descriptive and inference statistic. Result in this research shows that Predict Observe Explain (POE) strategy has effect on the change of mental model of fifth grade in material of light.

Keywords: light, mental model, predict observe explain (poe) strategy

PermaLink | Plain Format | Corresponding Author (Loli Jasdilla)


326 ABS-337 2. Science Education

Observing practice as a science-process skill by elementary school teachers
Eka Danti Agustiani, Nuryani Y. Rustaman, Ana Ratna Wulan

Universitas Pendidikan Indonesia


Abstract

Observing is one of the basic process skills that determines the success of a scientific process. Without adequate observation, relevant inquiry questions are difficult to be stated and needed data will not be obtained. Observing skills should be trained since early age, by optimizing the use of the senses that will continue to grow. Although observing is often considered as such simple activities, it turns out that not everyone, including the teachers, really understands the nature of observation in the context of the scientific process. This paper reveals the knowledge and perception of elementary school teachers about observing skills in scientific process and how they practice the observation activities in a training session.

Keywords: science process skills, elementary school teachers

PermaLink | Plain Format | Corresponding Author (Eka Danti Agustiani)


327 ABS-339 2. Science Education

Junior High School Students Scientific Literacy On Earth Science Concept
A Nuryanti (a*), I Kaniawati (b), and IR Suwarma (b)

a) Magister Study Program of Science Education, Postgraduate School, Universitas Pendidikan Indonesia, Bandung, Indonesia
*nuryantialimah[at]student.upi.edu
b) Physics Education Department, Universitas Pendidikan Indonesia, Bandung, Indonesia



Abstract

This study aims to investigate junior high school students scientific literacy on earth science concept through scientific literacy test. The context of earth science in this research consists of layer of earth, earthquake, and volcano. The research instrument employed was 14 multiple choices with four alternative answers that covered 3 competencies of scientific literacy. The participants of this study were 29 students enrolled in grade 8 in a public junior high school in Bandung. The data were analyzed by using descriptive statistics in form of percentage and bar chart. The results show that the average score of each competency in respective way is: 67,59% for explaining phenomena scientifically, 58,62% for evaluating and designing scientific inquiry, and 61,64% for interpreting data and evidence scientifically. The findings could be interpreted that the scientific literacy on earth science concept of the 8th grade junior high school students was in medium category. This research suggests to develop scientific literacy ability with levels of inquiry as science processes.

Keywords: scientific literacy, earth science concept, levels of inquiry

PermaLink | Plain Format | Corresponding Author (Alimah Nuryanti)


328 ABS-85 2. Science Education

The Use of Video Laboratory Report to Develop Presentation Skills in Science Teacher Education Students.
Ikmanda Nugraha, Eliyawati

International Program on Science Education (IPSE)
Faculty of Mathematics and Science Education
Universitas Pendidikan Indonesia


Abstract

As the information technology growing so fast, the students in today science classroom is a digital natives student. Science Teacher Education Program in the university is facing the challenges to adapt the situation in order to prepare future science teachers that having the skills to teach those students. The skills for future science teacher are acquired through the pre-service science teacher education program at the university. One of the most important for science teachers skills is presentation skills using information technology. This study tried to explore the use of video laboratory report to develop pre-service science teacher presentation skills using information technology in Science in Daily Life Course provided by one of the undergraduate teacher education program. From this study, pre-service science teachers indicated that the use of video in reporting laboratory activity, supported by feedback from the lecturers and YouTube as the media to upload and share their video had enhanced their skills to do laboratory activity presentation in the form of video.

Keywords: video laboratory report, presentation skills, science teacher education

PermaLink | Plain Format | Corresponding Author (Ikmanda Nugraha)


329 ABS-88 2. Science Education

Effectiveness of science learning materials based guided discovery model to improve science process skills
YA Imran, R Agustini, and T Taufikurohmah

Departemen Pendidikan Sains, Universitas Negeri Surabaya, Jl. Ketintang, Gayungan, Kota Surabaya, Indonesia


Abstract

The curriculum 2013 is developed with the refinement of teacher centered learning into student centered learning. The learning design in the curriculum 2013 is emphasized on the application of science process skills. Based on premilinary study in junior high school, the science process skills of the students is weak. Therefore, teacher must practice science process skills to students with suitable learning model. One of learning model that suitable to practice science process skills is guided discovery model. The purposes of this research is to describe the effectiveness science learning materials based guided discovery model to improve science process skills. The effectiveness of learning materials is reviewed from science process skills of the students and student response. The development research method using 4D model. The process of developing science learning material starts from defining step, the process of designing the learning material developed based on information obtained from the step of early analysis, learners, materials, tasks that support then done the design step or design, then the last step is the development step. Based on the result of the research, it is found that science process skills of the students are improved and the students gived a positive response after learning with the learning material based guided discovery model. It is conclude that, science learning materials based guided discovery model is effective to improve science process skills.

Keywords: learning materials, guided discovery, science process skills

PermaLink | Plain Format | Corresponding Author (Yuliana Anggraini Imran)


330 ABS-89 2. Science Education

Guided inquiry based worksheet development to improve science process skills in junior high school students
I F Qary, M Nur, Soetjipto

Departemen Pendidikan Sains, Universitas Negeri Surabaya, Jl. Ketintang No. 30, Surabaya 60231, Indonesia ismifqary[at]gmail.com


Abstract

This development researchaims to produce a suitable (valid, practical, and effective) guided inquiry based-worksheet in the topic of energy to drill student science process skills. This research is developed using three stages of 4D (four D models) which consists of define, design, anddevelop. The developed worksheet is tested to 12 students of grade VII SMPN 5 Pamekasan. The data collection uses validation method, observation, test, and questionnaire. The data analysis technique applies qualitative descriptive analysis. The research result shows that: 1) the developed worksheet is categorized valid, 2) the worksheet practicality seen from the lesson plan implementation using guided inquiry model is categorized good, 3) the worksheet effectivity, seen from the N-gainscore, student science process skills is categorized high and the student response to the worksheet is considerably positive. Based on the research result, it can be concluded that the developed worksheet is valid, practical, and effective to improve student science process skills.

Keywords: student worksheet; guided inquiry model; science process skills

PermaLink | Plain Format | Corresponding Author (Ismi Faridlatul Qary)


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