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361	ABS-414	2. Science Education
Profile of science communication competence of junior high school students on science lesson Tenten Hermawansyah(1*), Taufik Rahman(2), Sjaeful Anwar(3) 1*) Program Studi Pendidikan IPA, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia *tentenhermawansyah[at]student.upi.edu 2) Departemen Pendidikan Biologi, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia 3) Departemen Pendidikan Kimia, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract Communication skills are important part of the curriculum and education programs. This study aims to describe science communication competence of a junior high school student in Cianjur. This research uses a descriptive method. The data is analyzed quantitatively and presented in the form of percentage chart. The result of the science communication competence test of the students is low. Adressee-oriented communication competency reaches 44.97% and Subject-adequate communication reaches 19.85%. Overall students science communication competence is very low. There needs to be an improvement over it. One of the factors that cause the result is the lack of learning activities and teaching materials content that oriented to science communication. Researchers recommend improvements to learning activities and teaching materials that oriented to science communication competence. Keywords: communication skill, science communication competence PermaLink | Plain Format | Corresponding Author (Tenten Hermawansyah)

362	ABS-418	2. Science Education
The use of argument based science inquiry (absi) learning model by using science writing heuristic (swh) approach to build students argument ability and communication skills in environmental pollution theme A N Taufik1 T Rahman2 and H Solihin2 Science education department Biology department Abstract Given the importance of the ability to argue and communication skills for students in Natural Science learning, it was necessary to find a solution, which is a method and learning approaches that are expected to develop students argumentation and communication skills. One of the methods that could be apply was the Argument Based Science Inquiry (ABSI) learning model with Science Writing Heuristic (SWH) approach. The object of this study was learning Natural Science by using webbed-based with the theme of environmental pollution. This study aims to obtain a description of students argumentation and communication skills in SMPN 1 Malingping. This research was the Quasi Experimental research with Non Equivalent Pretest Posttest Design type. The subject involved of students class VII in SMPN 1 Malingping. Experimental class and control class were given the same test, they were pretest and posttest. The pretest results in experimental class showed that the mean average of the students ability in argumentation and communication was 29.40 and 45.75. While the average of students ability in control class was 21.37 and 45.47. The researcher recommended that this research should be done in schools that have excellent classes and regular classes in order to make comparisons clear. Keywords: Argument Based Science Inquiry, Science Writing Heuristic, argument ability, communication skill. PermaLink | Plain Format | Corresponding Author (annisa novianti taufik taufik)

363	ABS-419	2. Science Education
Implementing a Four-Tier Diagnostic Test to Assess Elementary School Students on Electricity Magnetism concept H Marhadi1, Lazim N1, N Hermita1, M Alpusari1, A Widyanthi1, A Suhandi2, S Sutarno3, K Mahbubah2, A Samsudin2 Universitas Riau Abstract This article reports on the calculation procedure which is to recover and to device a four-tier test diagnostic instrument, which has not been defined in the literature. It is an enhanced arrangement of the two-tier test substances. As in two-tier tests, its answer and reason tiers extent elementary school students contented knowledge and clarifying knowledge, separately. The two added tiers quantity the level of confidence of elementary school students in the accurateness of their selected choices for the answer and reason tiers separately. The four-tier diagnostic test was focussed on electricity magnetism concept. It was measured to 40 elementary school students later. They were correctly trained on the preceding topics. The substantial corporate of the respondents was established to have an unfortunate kind and misconceptions of the subjects tested. We have already described that the test was able to investigate and categorize students into student conception of electricity magnetism concepts. Research result with four tier tests showed scientific conception 8.85%, which was likely to have misconceptions 63.4%, and the students were lack of knowledge the concept of 25.2%, and had an error amounted to 2.55%. The elementary school students inclined to be unwell aware of what they diagnosed and what they do not diagnose. Kind of question tested was connected by enhanced percentage of elementary school students substantial accurate responses, established buoyancy and enhanced perception calculation. 20 truthful misconceptions were predictable. It might be determined that a Four-Tier Diagnostic Test which has previously been established be able to assess elementary school students conception of electricity magnetism concept. Keywords: Diagnostic tests, Four-tier test, Misconceptions, Electricity Magnetism Concept PermaLink | Plain Format | Corresponding Author (hendri marhadi)

364	ABS-422	2. Science Education
An early childhood teachers teaching ability in project based science learning: a case on visible light R N Afifah1, E Syaodih1,2, O Setiasih2 , A Suhandi3, B Maftuh2, N Hermita4, A Samsudin3 , and H Handayani1,2 1 Program Studi Pendidikan Anak Usia Dini, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229 Bandung 40154, Indonesia 2 Program Studi Pendidikan Dasar, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229 Bandung 40154, Indonesia 3 Departemen Pendidikan Fisika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229 Bandung 40154, Indonesia 4 Prodi Pendidikan Guru Sekolah Dasar, Universitas Riau, Pekanbaru, Indonesia Abstract The research aims to describe teachers ability in teaching science toward project based learning for early childhood students. The early Childhood teachers ability in term of using learning model are very useful. The instrument used in this study is teachers teaching ability assessment tool based project learning. This study was conducted on 2 teachers of early childhood education. Design The research used is descriptive qualitative. the results obtained indicate that teachers teaching project based science learning have not been compatible with project based learning steps. Thus the ability of early childhood education teachers to understand project based learning in project based science teaching is essential. Keywords: project based science learning, teachers teaching ability PermaLink | Plain Format | Corresponding Author (Risa Nur Afifah)

365	ABS-168	2. Science Education
IDENTIFICATION OF JUNIOR HIGH SCHOOL STUDENTS MISCONCEPTIONS ON SOLID MATTER AND PRESSURE LIQUID SUBSTANCES WITH FOUR TIER TEST Ammase S, Parsaoran Siahaan, Any Fitriani. Indonesia University of Education, Department of Science Education Abstract Abstract. Misconception is understanding of students about particular concept in which student strongly believed but it is not appropriate with scientific theory. However the student did not aware of this inappropriateness. This study aims to identify students misconceptions of junior high school by using a four-tier test, the sample was grade 9 junior high school student have studied pressure on the substance and liquid topic, with a total sample of nine students. Sampling technique used is purposive sampling. The data obtained through a written test in form of 17 items of four-tier test and interview. Misconceptions were identified using a combination of analysis techniques on a four-tier response test developed by Caleon and Subramaniam. Identified that not all students were found experienced misconceptions, most common misconceptions on item number 12 about pascal principle as much as 6 students. From the interview it is also revealed that the same student misconception on pascal principle. This indicates that the identification of student misconceptions using four tier test analysis is used effectively. Factors that lead to students misconceptions are students come from the students themselves and from the learning environment of students, especially classmates. Keywords: Misconceptions, four tier test, pressure substance PermaLink | Plain Format | Corresponding Author (Ammase S)

366	ABS-425	2. Science Education
Description of meta-analysis of inquiry-based learning of science in improving students inquiry skills Muhammad Andi Firman (a*), Chandra Ertikanto (b), Abdurrahman (b) a) Mahasiswa Program Studi Magister Keguruan IPA, Universitas Lampung Jl. Prof. Dr.Sumantri Brojonegoro No. 01, Bandar Lampung, Indonesia *andii.firman2[at]gmail.com b) Program Studi Magister Keguruan IPA, Universitas Lampung Jl. Prof. Dr.Sumantri Brojonegoro No. 01, Bandar Lampung, Indonesia Abstract This meta-analysis is the result of preliminary research which aims to describe the effectiveness of inquiri-based science learning in effort to improve students inquiry skills. The study of meta-analysis with observation method and analyzed of fifteen journals, literature review using Google search engine in Journal of Baltic data base, ERIC journals (Education Resources Information Center and Google Scholar). Calculation of analysis used average Effect Size (ES) , analyzed the articles as research samples, then categorized based on Cohens criteria The results of the data analysis obtained average Effect Size of 0.45, with the category "medium." Variations between levels of education and the country of researchers in the journals, the highest effect was on the state of America with a score was 0.88, with the category "high" in elementary school level. Based on the analysis of all samples of this study concluded that inquiry-based learning can be used in the development of science learning and improving of students inquiry skills on each level of education. Keywords: Inquiry-based learning;meta-analysis;scientific PermaLink | Plain Format | Corresponding Author (Muhammad Andi Firman)

367	ABS-176	2. Science Education
Advisability of integrated science teaching Material on the Topic of Environmental Pollution to Increase Environmental Literacy and Critical Thinking of Junior High School Students P D Sartika1*, A Fitriani2, and P Sinaga3 1*,2,3Program Studi Pendidikan IPA, Sekolah Pascasarjana Universitas Pendidikan Indonesia, Jl. Dr.Setiabudi No. 229, Bandung 40154, Indonesia Abstract Abstract. This research aims to produce integrated science teaching material on the topic of environmental pollution and to obtain empiric factors about the advisability of integrated science teaching material to increase environmental literacy and critical thinking. The research method used the Research and Development (R&D).The object of this research was the integrated science teaching material on the topic of environmental and the implementation in Junior High School Student. While the subjects of this research were Junior High School Students grade VII in Bandung. The text books development method used the model for the process of writing instructional materials. This research used instrument assessment of textbook quality and the readability for of their main ideas instrument. Draft I of teaching material was tested in limited field of Junior High School using the readability for of their main ideas instrument, this draft was also validated by 3 lecturers and 10 Junior High School teachers using assessment of textbook quality. Sampling technique used in this research was qualitative. The results of teaching material development showed high quality percentage of 80,24% with excellent criteria, even though, the readability for of their main ideas test showed percentage of 89.1% with high criteria (independent category). Keywords: Critical Thinking Skill, Environmental Literacy, Environmental pollution, Integrated Science, Teaching materials PermaLink | Plain Format | Corresponding Author (Putri Dewi Sartika)

368	ABS-182	2. Science Education
Mapping the reasoning skill of the students on pressure concept R Rosdiana1*, P Siahaan2, and T Rahman3 1 Program Studi Pendidikan IPA, 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 *risca11rosdiana[at]gmail.com Abstract Reasoning skill is one of the high order thinking skill which is needed to accomplish the problems in a logical and coherent way. To measure this skill, the researcher adapted the Lawsons Classroom Test Scientific Reasoning (LCTSR) on pressure concept. There are six aspects related to the reasoning skill that were measured. They are conservation reasoning, proportional reasoning, controlling variables, probabilistic reasoning, correlational reasoning, combinatorial reasoning. The aim of this study is mapping the reasoning skill of the students on answering the test of pressure concept. The research method chosen in this study is descriptive method. This test consist of 12 pairs multiple-choice questions with the pressure content and the reason. The test was employed to 60 students at VII grade of junior high school the academic year 2017/2018. The findings of this study showed that 60% of the students achieved level 1 (concrete operational), 33.3% achieved level 2 (transitional operational) and only 6.7% of them achieved level 3 (formal operational). It means the reasoning skill of the student was low. In order that, mapping the reasoning skill of the student can support the educators to prepare and implement teaching effectively. Keywords: reasoning skill, LCTSR, pressure PermaLink | Plain Format | Corresponding Author (Risca Rosdiana)

369	ABS-698	2. Science Education
Featuring the Comic Nym the Leaf Fairy in Teaching about the Plant System at Elementary School Science H Y Phoon, R Roslan, M Shahrill, H M Said, R C I Prahmana Sultan Hassanal Bolkiah Institute of Education Universiti Brunei Darussalam University Ahmad Dahlan, Yogyakarta, Indonesia Abstract This study explored the use of comics as an aid in teaching elementary science on the topic of Plant Systems. A total of 18 Grade 5 student from one of the elementary schools in Brunei Darussalam participated in the study. A 15 page fully colored comic featuring a leaf fairy character called Nym was utilized to teach the students alongside various activities about plant during the intervention lessons. A pre test was administered prior to the lesson to establish their existing knowledge of the topic, and then a post test administered after all the intervention lessons were completed. The results from the achievement scores analyzed between the pre and post test indicated that the student performance improved significantly. Furthermore, the students were found to be interested, engaged and enthusiastic in the use of comics as revealed from the thematic analysis of the interviews. There are also vast potentials for comics to be used regularly to support learning in science related classrooms. Keywords: Comics, Teaching aid, Elementary Science PermaLink | Plain Format | Corresponding Author (Hardimah Moch Said)

370	ABS-188	2. Science Education
Integrated Science Teaching Materials Oriented on Critical Thinking Skills and Information Literacy Tariza Fairuz (1*), Ida Kaniawati (1), Parlindungan Sinaga (1) 1) Sekolah Pascasarjana Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia *tarizafairuz[at]student.upi.edu Abstract Critical thinking and information literacy are skills that need to be developed to deal with the challenges of the 21st century. This study aimed to produce integrated science teaching materials oriented on critical thinking skills and information literacy. The research method used was Development and Research (R&D) that be limited to preliminary test. Development of teaching materials used the Model for the Process Writing Teaching Materials. There were two kinds of instruments applied in this research, quality questionnaires and comprehension test. The quality of teaching materials assessed by 3 experts and 10 science teachers. The comprehension test was conducted by 30 ninth grade students. All data were analyzed qualitatively. The results showed that the quality of integrated science teaching materials developed in good category with 88.81% and the comprehension of main idea in high category with the percentage of 88.08%, therefore it was feasible to be used in improving critical thinking skills and information literacy of junior high school students. Keywords: Science teaching materials, critical thinking skills, information literacy PermaLink | Plain Format | Corresponding Author (Tariza Fairuz)

371	ABS-703	2. Science Education
Using transcript-based lesson analysis to determine teacher discourse move in science lesson N Janah1, Nahadi2, S Hendayana2 and N Tresnasih3 1Program Studi Pendidikan IPA, Sekolah Pascasarjana, Universitas Pendidikan Indonesia Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia 2Departemen Pendidikan Kimia, Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam, Universitas Pendidikan Indonesia Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia 3SMP BPI 1 Bandung, Jl. Burangrang No 8 Bandung 40262, Indonesia Abstract One of teacher main task is conducting high quality learning process in their classroom. Teacher questioning and feedback in science lesson contribute to make dialogic classroom discourse so that learning process seems more meaningful. As the justice reflection for teacher practice in their class, analysis of lesson transcription was provided to inform the teacher about classroom discussion tendency and the gap for teacher improvement. This data was collected from one junior high school in Bandung, West Java, Indonesia. Three episode of science lesson were videotaped and transcribe. By using Transcript Based Lesson Analysis, teacher questioning, feedback, and student response in classroom were analyzed to reveal the discussion tendency whether it authoritative or dialogic. Through this study, teacher can reflect their practices and know how to improve their learning process. Keywords: Transcript Based Lesson Analysis, Teacher Discourse PermaLink | Plain Format | Corresponding Author (Nurul Janah)

372	ABS-192	2. Science Education
The effect of activity sheet based on outdoor learning on students science process skills A Wiratman, Mustaji, W Widodo Pendidikan Dasar, Universitas Negeri Surabaya, Jl. Ketintang Surabaya, Surabaya 60231, Indonesia Abstract Science is not only a series of facts, principles, and concepts but also the process of discovery. This statement gives a hint that not only the mastery of the concept should be good, but also the students have to know how the process of finding it. The aim of this study is find out the effect of activity sheet based on outdoor learning to the students science process skills. This study was applied to 29 grade 4 primary school student. This study is a pre-experimental conducted for 4 days. To find out the effectiveness of learning using activity sheet based on outdoor learning on students science process skills, science process skill tests consist of 6 items given as pretest and posttest for student. The result of the analysis explain that there is a significant influence between the activity sheet based on outdoor learning to the students science process skill and there is a significant improvement in the result of the students science process skill test after experiencing the learning by using the activity sheet based on outdoor learning. Keywords: Activity Sheet, Outdoor Learning, Science Process Skill PermaLink | Plain Format | Corresponding Author (Arwan Wiratman)

373	ABS-705	2. Science Education
Students Ecological Intelligence Ability on the Environmental Knowledge Course A Putra1,2, A Rahmat1, S Redjeki1 and T Hidayat1,3 1 Science Education Study Program, Post-Graduate School, Universitas Pendidikan Indonesia Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia 2 Biology Education Study Program, Universitas Samawa, Sumbawa Besar Jl. By pass sering, Kerato, Unter Iwes, Kabupaten Sumbawa 84316, Indonesia 3 Biology Education Study Program, Fakultas Keguruan Ilmu Pendidikan, Universitas Muhammadiyah Bengkulu Jalan Bali I Po. Box. 118, Bengkulu 38119, Indonesia 1 Science Education Study Program, Post-Graduate School, Universitas Pendidikan Indonesia Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia 2 Biology Education Study Program, Universitas Samawa, Sumbawa Besar Jl. By pass sering, Kerato, Unter Iwes, Kabupaten Sumbawa 84316, Indonesia 3 Biology Education Study Program, Fakultas Keguruan Ilmu Pendidikan, Universitas Muhammadiyah Bengkulu Jalan Bali I Po. Box. 118, Bengkulu 38119, Indonesia Abstract This study aims to determine the ability of the ecological intelligence of pre-service biology teacher in the course of environmental knowledge. This research includes qualitative research type with qualitative descriptive approach. The variables analyzed are the students ecological intelligence ability, especially on the subject of environmental knowledge with the materials such as Environmental Characteristics, Ecological Concepts, Material and Energy, Human and Environment, Natural Resources and Environment, Health and Environment.. The results showed that the ability of ecological intelligence of pre-service biology teacher in the subject of environmental knowledge was good enough. For the content aspect, the highest score is on ecological concepts, as well as human and environmental, by 85%. In the skill aspect, the highest score is on material and energy concepts that is 85%. While in the attitude aspect, the highest score is on the material of ecological concepts is 86%. Keywords: ecological intelligence, environmental knowledge. PermaLink | Plain Format | Corresponding Author (A Putra)

374	ABS-194	2. Science Education
The Effect of STAD Learning Model and Science Comics on Cognitive Students Achievement Insar Damopolii, Sari Rahayu Rahman Universitas Papua Universitas Sulawesi Barat Abstract This research aimed to determine the effect of STAD learning model and science comics on cognitive students achievement. The type of research was quasi-experimental. The research design used nonequivalent control group design which was consisted of two experimental groups and one control group. The sample in this research included 84 grade VII students taken from Junior High School in Manokwari. The Technique of collected data used achievement test. The result of data analysis used Kruskal-Wallis Test showed that there was a mean difference of cognitive students achievement (P = 0.000 < 0.05), where the mean of cognitive students achievement taught used STAD learning model and science comics higher than cognitive students achievement of students taught used STAD learning model and conventional learning model. The 1st experimental group gain score was 0.59, the 2nd experimental group was 0.40, and the control group was 0.37. It can be concluded that there is an effect of STAD learning model and science comics on cognitive students achievement. Keywords: STAD Learning Model, Science Comics, Cognitive Students Achievement PermaLink | Plain Format | Corresponding Author (Sari Rahayu Rahman)

375	ABS-706	2. Science Education
The Effectiveness of Mobile-Based Interactive Learning Multimedia in Science Process Skills Thomas Adi Tri Nugroho (a*), Herman Dwi Surjono (b) a) Primary Education Study Program, Graduate Program, Yogyakarta State University, Jl. Colombo No. 1, Yogyakarta 55281, Indonesia. *adhy.thomaz[at]gmail.com b) Instructional Technology Department, Yogyakarta State University, Jl. Colombo No. 1, Yogyakarta 55281, Indonesia. Abstract Science process skills can facilitate students to increase the curiosity and activity of students in learning by doing, experiencing, and associating the subject of science in real life. Scholars found different phenomenon to improve science process skill. Hence this research aimed to explore the effectiveness of mobile-based interactive learning multimedia to improve students science process skill. This research was a quasi-experimental research with the entire subject 80 elementary students in Salam Magelang. Data were collected through observation, interview, and test. The results showed that mobile-based interactive learning multimedia is more effective to improve science process skill between the students who learn using mobile-based interactive learning multimedia and classical model with students book. Keywords: Interactive learning multimedia, Mobile, Science process skill PermaLink | Plain Format | Corresponding Author (Thomas Adi Tri Nugroho)

376	ABS-707	2. Science Education
Profile of scientific reasoning skill and ecological intelligence of pre-service biology teacher A Putra1,2), T Hidayat1,3,A Rahmat1 and S Redjeki1 1 Science Education Study Program, Post-Graduate School, Universitas Pendidikan Indonesia Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia 2 Biology Education Study Program, Universitas Samawa, Sumbawa Besar Jl. By pass sering, Kerato, Unter Iwes, Kabupaten Sumbawa 84316, Indonesia 3 Biology Education Study Program, Fakultas Keguruan Ilmu Pendidikan, Universitas Muhammadiyah Bengkulu Jalan Bali I Po. Box. 118, Bengkulu 38119, Indonesia Abstract This study aims to determine the profile of students scientific reasoning and ecological intelligence skills. The research method used is mixed methods with good performance by using both quantitative and qualitative analysis. The design used in this research is embedded design. This study includes a validator consisting of material experts and learning device experts, 1 high education practitioner, and experiments with a sample of 20 students. The instruments used include questionnaires, observations, interviews, and tests. The experiment used a class of 20 students. Data analysis and processing techniques used during the research are descriptive analysis, percentage technique, and independent sample variable test. The procedure in this research is to do the necessary things in the execution of research such as preparing questionnaire format, observation, teacher and student interview, and experiment with pretest and posttest for scientific reasoning skill and ecological intelligent on learning environmental knowledge. Data collection through interviews, observation and documentation, and test result data. The result of the research shows the profile of students scientific reasoning ability in the biology education program of the university of muhammadiyah bengkulu, including deductive and inductive reasoning with the percentage of good category achievement of 73% and the proficiency profile of ecolgycal intelligence of excellent. Keywords: scientific reasoning skill, ecological intelligence, environmental knowledge PermaLink | Plain Format | Corresponding Author (A Putra)

377	ABS-708	2. Science Education
The Using of Interactive Multimedia to Improve the Digital Literacy of Junior High School Students on the Earth Structure and Disasters Material Muhammad Aqmal Nurcahyo, Parsaoran Siahaan, and Wawan Setiawan Program Studi Pendidikan Guru Sekolah Dasar, Universitas Nahdlatul Ulama Kalimantan Barat, Jl. KH. Ahmad Dahlan No. 72, Pontianak 78116, Indonesia Abstract This study aims to see the improvement of digital literacy of junior high school students on the earth structure and disasters material by using innovative technology in the form of interactive multimedia. Digital literacy is a component of the ability that must be possessed by students in the face of todays development. Five aspects of digital literacy can be measured in this study are to access, analyze and evaluate, create, reflect, and act. This research method is Weak Experiment with One-Group Pretest-Posttest Design as a design study. Samples were taken with Class Random Sampling technique. Samples were students of grade VIII in one of the Junior High School in Bandung as many as 30 students. The results showed that the using of interactive multimedia can improve the digital literacy of junior high school students with a percentage recapitulation of 73.33% at first meeting and 74.33% at second meeting. Furthermore, the percentage of students responses after using interactive multimedia is 73% with strong category. Therefore, it can be concluded that interactive multimedia has a good influence in an effort to improve the digital literacy of junior high school students. Keywords: interactive multimedia, digital literacy PermaLink | Plain Format | Corresponding Author (Muhammad Aqmal Nurcahyo)

378	ABS-710	2. Science Education
Investigating Learning Support in Science Classroom during Lesson Study for a Learning Community (LSLC) Awinda (a*), N Lisdiawati (b), S Hendayana (c) and A Supriatna (c) (a) Science Education Department, Postgraduate School, Universitas Pendidikan Indonesia Jalan Setiabudhi 229 Bandung 40154 Indonesia (b) Junior High School of Badan Perguruan Indonesia, Jl. Burangrang No.8, Bandung 40262, Indonesia (c) Chemistry Education Department, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia Jalan Setiabudhi 229 Bandung 40154 Indonesiaa Abstract Teacher and peers provide student with multiple learning support that promote social and academic engagement. How to provide appropriate support to student learning is one of focus in Lesson Study for a Learning Community (LSLC). LSLC emphasizes on reciprocity among student and also between teacher and children. This paper aims to identify profile of learning support during LSLC and analyse the impact of post-lesson discussion to learning support. Research method used in the study is descriptive qualitative. The study was carried out in science lesson which consist of three different science topics. Samples were collected through three videotaped LSLC cycle and those are analysed qualitatively. Required data in this study were field note, transcript of research lesson and transcript post-lesson. The findings in this paper illustrate that during LSLC 1) post-lesson discussion affect to initiative of teacher in organize learning support 2) support provided by teacher influence how student provide support to their peers. Keywords: Learning Support, Lesson Study for Learning Community, Science Lesson PermaLink | Plain Format | Corresponding Author (Awinda Awinda)

379	ABS-459	2. Science Education
Lesson Study as a Means of Transforming Classroom Discourse and Student Cognitive Engagement in Science Classroom Maya Umi Hajar1*, Sumar Hendayana2 1Sekolah PascaSarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia 2Departemen Pendidikan Kimia, Universitas Pendidikan Indonesia. *mayaumihajar[at]upi.edu Abstract This study deals with the impact of lesson study focused on classroom discourse and student cognitive engagement in science classroom. Lesson study has been used as a professional development program where teachers will be able to improve on teacher instructional practices. In this study, lesson study was conducted in two junior high schools for two cycles which a cycle starts from build a lesson design, implementation lesson design in science classroom, reflection, and revise the lesson design. A qualitative approach design in this study provides a detailed look at each aspect of lesson study which showed the impact on classroom and student cognitive engagement in science classroom. Classroom discourse and student cognitive engagement analyzed form transcribed video recordings and measured by EQUIP (The Electronic Quality of Inquiry Protocol). The result showed an increase in student cognitive engagement and the following aspect of classroom discourse : questioning level, complexity of questions, and communication pattern. In general, lesson study was effective to help teacher reflect the lessons and revise the lesson design as a part of lesson study was effective to improve classroom discourse. This study contributes to upgrade teacher instructional practices and student cognitive engagement in the science classroom. Keywords: Lesson study, Classroom discourse, Student cognitive engagement. PermaLink | Plain Format | Corresponding Author (Maya Umi Hajar)

380	ABS-207	2. Science Education
Indonesian and Korean High School Students Disparities in Science Learning Orientations: An Approach to Multi-group Structural Equation Modelling Arif Rachmatullah and Minsu Ha Division of Science Education, College of Education, Kangwon National University, Chuncheon-si, Republic of Korea Abstract The main purpose of the current study is to identify the differences between Indonesian and Korean high school students in the regard to science learning orientations based on the inter-correlation between conceptions of, approach to and self-efficacy in learning science. A total of 1241 Indonesian and Korean high school students (609 Indonesian and 632 Korean) participated in the current study. There were three translated research instruments used in the study, namely; the conceptions of learning science (COLS), the approach to learning science (ALS) and the science self-efficacy which were used to identify the students learning orientations from both countries. A Rasch model analyses were performed to seek validation of the instruments, and to obtain the students scores in the interval data form. The Pearson correlation test and a multi-group structural equation modelling were run, to respond to the main purpose of the current study. Based on the result, the current study generated an acceptable model of inter-correlation between COLS, ALS and science self-efficacy. Further analysis using a multi-group analysis to the generated acceptable model indicated that the model was significantly different, as mediated by the country shown by notating significant differences in the several identified paths. The cultural impacts on the learning orientations are discussed in order to understand the differences noted in this case. Keywords: cross cultural study, learning orientations, multi-group analysis, science learning, secondary students PermaLink | Plain Format | Corresponding Author (Arif Rachmatullah)

381	ABS-721	2. Science Education
Implementation of Integrated Science Curriculum: A Critical Review of the Literature Nanang Winarno, Ari Widodo, Dadi Rusdiana, Diana Rochintaniawati, Ratih Mega Ayu Afifah Universitas Pendidikan Indonesia Abstract The integrated science curriculum is one of the curricula that has been implemented in many countries. The purpose of this study is to investigate how the implementation of the integrated science curriculum based on literature review. This research is descriptive research. We report from 20 empirical studies related to integrated science. The result of this research is the application of integrated science curriculum is still not optimal and still experiencing many problems in various countries. The problems are teachers who have not optimally taught integrated science and reference resources that are not sufficient enough. The results of this study can be used as a reference for further researchers or stakeholders who implement an integrated science curriculum. Keywords: Integrated Science, Curriculum, Literature Review PermaLink | Plain Format | Corresponding Author (Nanang Winarno)

382	ABS-466	2. Science Education
Investigation of Integrated Science Course Process and the Opportunities to Implement CSCL Learning Environment K D H Gunawan1, S Liliasari1, and I Kaniawati2 1. Program Studi Pendidikan Ilmu Pengetahuan Alam, 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 Abstract Integrated science learning should be mastered by master students of science education program holistically. Master students of science education program consist of several disciplinary of science education graduates such as science education, physics education, chemistry education, and biology education backgrounds. This study aims of the investigation to describe an integrated science course process that should be synthesized all science disciplines in an integrated way both in content and pedagogy to construct lesson for junior high school. Data were collected using closed questionnaires with the study of documentation, observations and interviews added. Qualitative descriptive was used to analyze the data. The results revealed that there were no collaborative discussions during the course by students that lead affect misconceptions in 75,68% and difficulties in 81,08% to mastered integrated science, due to differences in scientific background. Based on the data, it was suggested to implement CSCL learning environment. The opportunities to implement it were relatively wide due to the availability of technology facilities and fundamental skills. Keywords: Integrated science, CSCL PermaLink | Plain Format | Corresponding Author (Kadek Dwi Hendratma Gunawan)

383	ABS-468	2. Science Education
Improving Creative Thinking Skill Through Project-Based-Learning in Science for Primary School Suci utami putri, tati sumiati, intan lestari Universitas pendidikan indonesia Abstract The aim of the present study is to examine the improvement of creative thinking skill of primary school students in science through project based learning (PBL). This research used quasi experiment with nonequivalent control group design. The study involved 45 fifth grade students at a public primary school in Karawang, West Java. The students were divided into two groups i.e. experimental group (n=24) and control group (n=21). The students in experimental group were given instruction through PBL; meanwhile, the control group were involved in traditional instruction. Creative thinking test was used as pre-test and post-test to both groups. The data were analyzed by using independent sample t-test to compare the creative thinking score between the experiment and the control group. The result showed that the students in experimental group had better creative thinking skill rather than the students in the control group. It can be concluded that project based learning can effectively improve creative thinking skill of primary school students in science class. Keywords: Project based learning, science education, creative thinking PermaLink | Plain Format | Corresponding Author (suci utami putri)

384	ABS-728	2. Science Education
Information Literacy Profile of Junior High School Student Maulidiyah Rahmawati (a*), Ana Ratna Wulan(b), Setiya Utari (c) a) Pendidikan IPA, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia *mauli.dr93[at]gmail.com 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 (IL) is one of important skills in 21st century. According to Parthership-21, IL includes the ability to access, evaluate, use and process information. However, there is a presumption that this skill has not been optimally trained in the science learning process. One of the reasons is the difficulty of teachers in teaching and assessing these skills. This qualitative descriptive research is a preliminary study to get the initial IL profile of students so it will be able to provide the action plan and to assess IL in science learning in the classroom. This study was conducted in one of SMPN in West Bandung Regency which is selected by cluster random sampling. The research instruments are structured description test and observation format of learning process. Profile Analysis is measured by presentation interpretation. The results show that most students can access information, but only a small number of students have the skill to evaluate, use, and process information. Therefore it is necessary to develop ways on improving students IL skills related to evaluate, use and process information. Keywords: profile, information literacy, junior high school students PermaLink | Plain Format | Corresponding Author (Maulidiyah Rahmawati)

385	ABS-731	2. Science Education
Students achievement in Lawsons Classroom Scientific Reasoning (LCTSR) The effect of gender and age on scientific reasoning ability Novia,1.a), Syamsu2), and Riandi3) 1) Departemen Pendidikan Guru Sekolah Dasar, Universitas Tadulako, Soekarno Hatta KM.9, Palu 94148, Indonesia 2) Departemen Pendidikan Fisika, Universitas Tadulako, Soekarno Hatta KM.9, Palu 94148, Indonesia 3) Sekolah Pascasarjana Pendidikan IPA, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia a)E-mail: novia[at]untad.ac.id Abstract Nowadays scientific reasoning is currently considered the central of goal for development of 21st century people. Scientific reasoning is important factor in science learning. This study aims to examine the effect of gender and age influenced students scientific reasoning ability. This research was a descriptive quantitative. The samples of the result were 200 students (female=100, male=100) on first year physics education class of Tadulako University in Palu, Indonesia with the age range was 18-20 years old. The data on students scientific reasoning ability were taken from a multiple choice test on scientific reasoning ability using Lawson Classroom Test of Scientific Reasoning (LCTSR). LCTSR was administered to investigate students scientific reasoning ability in six constructs namely (1) Conservation of Mass and Volume, (2) Proportional Thinking, (3) Control of Variables, (4) Probabilistic Thinking, (5) Correlational Thinking, and (6) Hypothetical-deductive Reasoning. The results showed that no statistical difference between male and female on scientific reasoning means scores were observed. The gender and age do not significantly impact on students scientific reasoning ability for each construct. In addition, the lowest mean score for the students reasoning ability for both genders was control of variable. Keywords: LCTSR, Gender, Age, Scientific Reasoning PermaLink | Plain Format | Corresponding Author (Novia M.Pd.)

386	ABS-220	2. Science Education
Investigating Scientific Literacy of Students on The Topic of Water Pollution Through STEM Based 6E Learning By Design D Sulistiowati, H K Surtikanti, I R Suwarma Program Studi Pendidikan IPA, Pascasarjana Universitas Pendidikan Indonesia, Jl.Dr.setiabudhi No.229, Bandung, Indonesia Departemen Pendidikan Biologi, Universitas Pendidikan Indonesia, Jl.Dr.setiabudhi No.229, Bandung, Indonesia Departemen Pendidikan Fisika, Universitas Pendidikan Indonesia, Jl.Dr.setiabudhi No.229, Bandung, Indonesia Abstract Indonesian PISA achievement in 2015 was the lowest of the OECD countries. The average of indonesia students scores on PISA 2015 for scientific literacy has been evaluated on the ranked of 62 from 69 countries. This PISA achievement must be improved in 2030. The scientific literacy competence of domain demanded students to have the ability to explain scientific phenomena, evaluate and design scientific investigation, interpret data and scientific facts, where learning stage consists of engage, explore, explain, engineer, enrich, and evaluate. The study aims to investigate scientific literacy of students on the topic of water pollution through STEM Based 6E Learning by Design. The research design used poor experimental design with The One-Group Pretest-Posttest. The research subjects were students of VII class in SMPN Bandung. The research instruments used scientific literacy test (pretest and posttest). The technique of data analysis used N-gain test. The result shows that the N-gain of scientific literacy is 63.71 (in medium category). Keywords: Scientific Literacy, STEM, 6E Learning By Design PermaLink | Plain Format | Corresponding Author (Dwi Sulistiowati)

387	ABS-733	2. Science Education
Deskriptive Study : Knowledge Construction of Secondary Science Teacher during Lesson Study in SMP BPI 1 Bandung D N Juita, S Hendayana, R Riandi Universitas Pendidikan Indonesia Abstract Secondary science teacher may come from various science competencies background. Teacher with Physics, Biology and Chemistry competencies background should teach science comprehensively. MGMP based lesson study in one of schools effort to help science teacher to discuss teaching material. The objective of this research is to investigate knowledge construction of secondary teacher on science content during lesson study. This descriptive study was designed with 3 cycles of lesson study which consist of 3 times of plan, do and see for every single cycle. The participant comes from same school with various science competencies background teacher. Field note, video and its transcript are used to identify the characteristic of teachers knowledge construction. Verbal communication or critical dialogue among science teacher during plan and see phases are described to show classification of knowledge construction. Furthermore, dialogue between students and teacher during do phase are discussed to categorize type of dialogue. The result of this research show that science teacher with different competencies background tend to reconstruct their science knowledge while the other stand on cognitive imbalance Keywords: knowledge construction, science teacher, lesson study PermaLink | Plain Format | Corresponding Author (Dessy Norma Juita)

388	ABS-480	2. Science Education
Critical Thinking Ability Junior High School Students with Process Oriented Guided Inquiry Model Dita Puji Rahayu Indonesia University of Education Abstract The aim of the study was to investigate the influence of POGIL model on the student critical thinking ability. This study was conducted at a school on primary education in Pati. The theme used in this research was changing objects. The research constituted quasi experimental study with post test only design implemented in grade VII of the junior high school. The sampel was taken by random sampling technique. A total of 68 students participated, and divided in two groups, experiment group consist of 34 students and control group consist of 34 students. The data collection was done by post test for critical thinking ability students to the POGIL model. The students critical thinking test used essay questions consist of basic explanations, basic skills building, concluding, explaining further, and managing strategies and tacticThe data was analyze by t test, biserial correlation analysis, and coefficient of determination. Based on the data it was the influence of POGIL model on critical thinking ability students. coefficient of determination result showed that POGIL model gived influence 30% on critical thinking ability students. Keywords: Critical Thinking Ability;Process Oriented Guided Inquiry Model;changing objects PermaLink | Plain Format | Corresponding Author (Dita Puji Rahayu)

389	ABS-482	2. Science Education
Development of SEA MEA Learning Model to Increase Problem Solving Skills Djoni Setiawan, Budi Jatmiko, Wasis LPMP Jawa Timur Universitas Negeri Surabaya Abstract . Problem solving skills are urgently needed in everyday life and teachers should train in this global era. One of the models that can train problem solving skills is problem based learning (PBL) model. PBL model still has some weaknesses. Students find difficulties in the learning, the result of learning concept is still low and students difficult to develop problem solving skills without the guidance and direction of teacher. The results obtained during the learning process are problem solving skills still low (57%) and learning process using the PBL model found some weaknesses, namely: teachers guiding students to find real problems (26%) and trained problem solving skills (30%). Therefore it is necessary to develop a learning model that can effectively train problem solving skills during the learning process and the end of result. The learning model developed is SEA MEA model. The theory of self efficacy academic (SEA) and means ends analysis (MEA) underlies the development of the SEA MEA model. The MEA strategy can make it easier for students to solve problems and self efficacy can motivate and find real problems in learning. This innovative learning model is expected can train problem solving skills in a practical, valid and effective Keywords: model SEA MEA, problem solving, means end analysis, self efficacy academic PermaLink | Plain Format | Corresponding Author (Djoni Setiawan)

390	ABS-227	2. Science Education
Profile of Elementary Students Argument Ability on the Energy Topics RP Pertiwi And AR Sinensis 1Program Studi Pendidikan Guru Madrasah Ibtidaiyah, STKIP Nurul Huda OKU Timur, Jl. Kotabaru Sukaraja, Buay Madang, OKU Timur, Sumatera Selatan 32161, Indonesia 2Program Studi Pendidikan Fisika,STKIP Nurul Huda Oku Timur Jl. Kotabaru Sukaraja, Buay Madang, OKU Timur, Sumatera Selatan 32161, Indonesia Abstract Abstract. The purpose of this research is to explore information about students argumentation ability in elementary education level. This research uses descriptive quantitative method. The sample in this research is 34 students with 26 students in grade 3 and 18 students in class 6. The technique of argumentation profile data compilation is using worksheet that provides image with topic energy then students give argument through writing. Techniques Data analysis using the Quality Assessment refers to Toulmins Arguments Pattern (TAP) such as: Data, Claim and Warrant which is the basic structure of an argumentation. The results show that grade 3 students argument ability is better than grade 6. In grade 6 argumentation in category D (27.8%), D-C (22.2%) and D-W-C (5.6%) while the rest can not provide argumentation. In the grade 3 the argumentation ability on D (23.1%), D-C (26.9%) and D-W-C (23.1%) and the rest are not able to provide argumentation. Keywords: Argumentation Ability, elementary education level, Energy Topic PermaLink | Plain Format | Corresponding Author (Ratih Purnama Pertiwi)

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