Jurnal Penelitian dan Pembelajaran IPA最新文献_第6页

Engaging STEM Education for High School Student in Japan: Exploration of Perception to Engineer Profession 日本高中学生参与STEM教育:对工程师职业的认知探索

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Jurnal Penelitian dan Pembelajaran IPA Pub Date : 2020-11-30 DOI: 10.30870/JPPI.V6I2.8449

N. Sulaeman, P. Putra, Ippei Mineta, Hiroki Hakamada, Masahiro Takahashi, Yuhsuke Ide, Y. Kumano

{"title":"Engaging STEM Education for High School Student in Japan: Exploration of Perception to Engineer Profession","authors":"N. Sulaeman, P. Putra, Ippei Mineta, Hiroki Hakamada, Masahiro Takahashi, Yuhsuke Ide, Y. Kumano","doi":"10.30870/JPPI.V6I2.8449","DOIUrl":"https://doi.org/10.30870/JPPI.V6I2.8449","url":null,"abstract":"While Science-Technology-Engineering-Mathematics (STEM) education is expanding worldwide, engineering reminds as both valuable and difficult element to integrate. Understanding students’ perceptions of the engineering profession might be key to enhancing their interest in engineering careers in the future and insight to science educators who demand to develop more STEM activities in their classroom. In our framework, a case study was used to explore the perceptions of 16 students (aged 14-15) as they participated in STEM activities at Japan Junior High School. After participating in the activities, students completed an open-ended questionnaire about the profession. Data analysis was guided by a focus on general perceptions of engineering, the clustering of those perceptions, and discussions of how the perceptions related to the literature. Text analysis was conducted, especially in terms of frequency network and hierarchical cluster analysis. Our findings indicate that students’ perceptions were related to making or creating, technology, and machines. Five clusters of responses were found. The “design, make, develop new technology” and “solve the problem faced by society” clusters were influential. There were disparities between the students’ perceptions and the definition of engineering, especially regarding constraints and the use of science and mathematics concepts.","PeriodicalId":41416,"journal":{"name":"Jurnal Penelitian dan Pembelajaran IPA","volume":"6 1","pages":"194-210"},"PeriodicalIF":0.8,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46979336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

Designing an Innovative Assessment of HOTS in the Science Learning for the 21st Century 面向21世纪科学学习中HOTS的创新评估设计

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Jurnal Penelitian dan Pembelajaran IPA Pub Date : 2020-11-30 DOI: 10.30870/JPPI.V6I2.4765

I. Ichsan, R. Hasanah, R. H. Ristanto, R. Rusdi, Michael Bobias Cahapay, Y. Widiyawati, M. M. Rahman

引用次数: 8

Building Cognitive and Affective Learning Outcomes on the Concept of Linear Motion through Ticker Timer Experiment Using Problem Based Learning 基于问题的学习通过Ticker Timer实验建立关于线性运动概念的认知和情感学习结果

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Jurnal Penelitian dan Pembelajaran IPA Pub Date : 2020-11-30 DOI: 10.30870/JPPI.V6I2.9006

N. Khoiri, C. Huda, W. Wiyanto

{"title":"Building Cognitive and Affective Learning Outcomes on the Concept of Linear Motion through Ticker Timer Experiment Using Problem Based Learning","authors":"N. Khoiri, C. Huda, W. Wiyanto","doi":"10.30870/JPPI.V6I2.9006","DOIUrl":"https://doi.org/10.30870/JPPI.V6I2.9006","url":null,"abstract":"This study is aimed to determine the impact of the ticker timer experiment using Problem Based Learning (PBL) model on students’ cognitive and affective learning outcomes in Physics. The research used a quasi-experimental method which is conducted in one of the senior high schools in Semarang, Indonesia. The research subject for both experimental and control classes was chosen randomly from the population. The experimental class carried out the learning using the PBL model-based experiment and the control class implemented the Direct Instruction model. The cognitive and affective learning outcomes were collected through the test and the observation sheets. The data analysis used the t-test statistical method. The results showed that there were differences in cognitive learning outcomes between the control class and the experiment class (t count = 1.993> t table = 1.667). Based on the results of the observations also found differences in students' affective learning outcomes with the average value of the experimental class was 25 which is in the very good category and 23.21 for the control class which is in the good category. Based on the results of the discussion, it can be concluded that the PBL model-based experiment has a significant impact on students' cognitive and affective learning outcomes","PeriodicalId":41416,"journal":{"name":"Jurnal Penelitian dan Pembelajaran IPA","volume":"6 1","pages":"268-282"},"PeriodicalIF":0.8,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46863397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

An Analysis of the Scientific Attitudes of Fifth Graders through Guided Discovery Learning 引导式发现学习对五年级学生科学态度的影响分析

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Jurnal Penelitian dan Pembelajaran IPA Pub Date : 2020-11-30 DOI: 10.30870/JPPI.V6I2.4704

Amelia Fahrunisa, A. Mustadi, R. W. Toto, P. Pudjiastuti

引用次数: 4

Fostering Teachers’ Competence of the Integrated STEM Education STEM综合教育教师能力的培养

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Jurnal Penelitian dan Pembelajaran IPA Pub Date : 2020-11-30 DOI: 10.30870/JPPI.V6I2.6441

N. Thuy, Nguyễn Văn Biển, D. X. Quý

引用次数: 6

Crucial Cognitive Skills in Science Education: A Systematic Review 科学教育中的关键认知技能:系统回顾

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Jurnal Penelitian dan Pembelajaran IPA Pub Date : 2020-05-31 DOI: 10.30870/jppi.v6i1.7140

U. Hasanah, K. Shimizu

引用次数: 6

Fostering Scientific Creativity in Teaching and Learning Science in Schools: A Systematic Review 在学校科学教学中培养科学创造力:系统回顾

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Jurnal Penelitian dan Pembelajaran IPA Pub Date : 2020-05-31 DOI: 10.30870/jppi.v6i1.7149

Rubaaiah Sidek, L. Halim, N. Buang, N. M. Arsad

{"title":"Fostering Scientific Creativity in Teaching and Learning Science in Schools: A Systematic Review","authors":"Rubaaiah Sidek, L. Halim, N. Buang, N. M. Arsad","doi":"10.30870/jppi.v6i1.7149","DOIUrl":"https://doi.org/10.30870/jppi.v6i1.7149","url":null,"abstract":"Fostering creativity among the students will result in the production of a skillful workforce and human capital in the future. Creativity is a concept that has its roots in specific knowledge domains or disciplines including scientific creativity that is specific to science. This article attempts to fill the gap in understanding and identifying the factors and pedagogical approaches that influence and facilitate the effort to foster scientific creativity in science teaching and learning in schools. Thus, the questions arise of what pedagogical approaches and factors that foster students’ scientific creativity as well as support the teaching and learning in science classrooms. A systematic review of 30 studies was conducted to investigate effective interventions and variables that influence scientific creativity among students in school science classrooms. Pedagogical approaches and strategies such as teaching creative thinking techniques, problem-based, project-based, model-based, ICT-based, integrated STEM-based, and collaborative learning were found to improve scientific creativity among students. Meanwhile, students’ factors, teachers’ factors, and environmental factors were identified to facilitate the inculcation of creativity in science teaching and learning. This review suggests that the role of teachers is crucial in fostering scientific creativity in the science classrooms and there is a need to study teachers’ beliefs and practices in real settings. Also, future studies could also focus on identifying constraining factors that may hinder the fostering of scientific creativity by teachers in the classrooms.","PeriodicalId":41416,"journal":{"name":"Jurnal Penelitian dan Pembelajaran IPA","volume":"6 1","pages":"13-35"},"PeriodicalIF":0.8,"publicationDate":"2020-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48159463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 11

The Correlation Between Biology Learning Outcomes and Senior High School Students’ Self Concept 高中生生物学学习成绩与自我概念的相关性研究

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Jurnal Penelitian dan Pembelajaran IPA Pub Date : 2020-05-31 DOI: 10.30870/jppi.v6i1.4594

S. Rodiah, R. Komala, R. Rusdi

引用次数: 4

Analysis of Students’ Comprehension and Misconception towards the Topic of Salt Solubility 学生对盐溶解度问题的理解与误区分析

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Jurnal Penelitian dan Pembelajaran IPA Pub Date : 2020-05-31 DOI: 10.30870/jppi.v6i1.7324

Sabila Izzati, N. Rochmah

引用次数: 5

Investigating Metacognitive Attitude of High School Biology Teachers 高中生物教师元认知态度调查

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Jurnal Penelitian dan Pembelajaran IPA Pub Date : 2020-05-31 DOI: 10.30870/jppi.v6i1.6240

Z. Zulfiani*, Y. Herlanti, Regiani Yunistika

{"title":"Investigating Metacognitive Attitude of High School Biology Teachers","authors":"Z. Zulfiani*, Y. Herlanti, Regiani Yunistika","doi":"10.30870/jppi.v6i1.6240","DOIUrl":"https://doi.org/10.30870/jppi.v6i1.6240","url":null,"abstract":"Teacher autonomy in learning is a part of professional accountability. The autonomy includes self-direct teaching as a reflection of the teachers’ metacognition in selecting learning strategies, monitoring the accuracy of strategy implementation, as well as evaluating the process. The metacognitive attitude directs the process of constructing knowledge and managing a classroom to meet the standard of the learning process. The objective of the present study is to describe the metacognitive attitude of Biology teachers. The survey research involved 57 Biology teachers in DKI Jakarta Province, Indonesia. The research instrument is the Metacognitive Awareness Inventory Teacher (MAIT) with Cronbach Alpha values r = 0.86. The results show that (1) the teacher's metacognitive attitude is high (mean 73.49), and (2) there was no correlation between metacognitive attitude with the school category or gender. This suggests the high performance of Biology teachers in autonomy especially in managing the Kurikulum 2013. This Kurikulum 2013 emphasizes student-centered learning which allows a variety of learning strategies that can be selected by the teacher to achieve a quality result. Male and female teachers both have equal opportunities in achieving their metacognitive attitudes, as well as the school category.","PeriodicalId":41416,"journal":{"name":"Jurnal Penelitian dan Pembelajaran IPA","volume":"6 1","pages":"1-12"},"PeriodicalIF":0.8,"publicationDate":"2020-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48228602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2