Journal of Science Learning
Journal of Science Learning (JSL) (ISSN 2614-6568) is an open access and peer-reviewed journal published by Universitas Pendidikan Indonesia. The work collaborates with Indonesian Society for Science Educators. It serves original articles on the latest issues and trends in high quality research and theoretical position papers concerning preservice and in-service education of science teachers. The article offers ways to improve classroom science teaching and learning, and professional development. JSL is a triangual journal issued on March, July, and November.
Articles
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Articles
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The Effect of Project in Problem-Based Learning on Studentsí Scientific and Information Literacy in Learning Human Excretory System

Juleha, Siti, Nugraha, Ikmanda, Feranie, Selly

Journal of Science Learning Vol 2, No 2 (2019): Journal of Science Learning (On Progress)
Publisher : Universitas Pendidikan Indonesia

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Abstract

The present study aims to investigate the effect of Project in Problem-Based Learning on studentsí scientific and information literacy in grade 8 studying in one of the private schools in Bandung in the human excretory system topic. A sample of 39 students in two classes was selected purposively from the five classes available in the school. An experimental group comprising 19 students received the instruction by Problem-Based Learning with the project at the end of the lesson while the control group comprising 20 students received the human excretory instruction by using Problem-Based Learning without a project. The data was collected via the pre-test and post-test administration. The results were statistically analyzed using SPSS software by employing an independent t-test. Results indicated that after the one-month treatment period, students in the experimental group have a higher score in the scientific literacy test compared to the students in the control group even it was not significantly different. Therefore, the results of studentsí information literacy showed that there was a significant difference between the experiment and control group. It is concluded that Project in problem-based learning is useful to conduct as the learning strategies in the classroom to improve studentsí scientific and information literacy. †

The Effect of STEAM-based Learning on Students‚?? Concept Mastery and Creativity in Learning Light And Optics

Wandari, Gita Ayu, Wijaya, Agus Fany Chandra, Agustin, Rika Rafikah

Journal of Science Learning Vol 2, No 1 (2018): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

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Abstract

The integrated knowledge should be implemented to face the 21st-century era. Beside the integrated knowledge, mastery the concept and creativity also must be involved in order to enhance the quality of education. Thus, this research was aimed to investigate the effect of STEAM-Based Learning on Students‚?? Concept Mastery and Creativity in learning Light and Optics. The method that used was a mixed method with convergent parallel design. The population in this research was 8th-grade students in private junior high school in West Bandung and the sample was one class of 8th grade. The school implemented Indonesian Curriculum 2013 in the teaching-learning process. The sampling techniques were convenience sampling. The number of participants in this research was 27 students. The quantitative data in this research was obtained through an objective test. The objective test was made based on Bloom‚??s Taxonomy revision by Anderson. The qualitative data was obtained through the creativity rubric adopted from Creative Product Semantic Scale (CPSS) developed by O‚??Quinn and Bessemer. The dimension that was in creativity is novelty, resolution, and elaboration and synthesis. According to the research, students‚?? concept mastery improved as much as 0.78 with category high improvement after the implementation of STEAM-Based Learning. For students‚?? creativity achievement, in every dimension gained different result: 1) Novelty is categorized into good with 75.6%, 2) Resolution is categorized into good with 77.8%, and 3) Elaboration and synthesis are categorized into enough with 65.3 %. Overall, students‚?? concept mastery and creativity in the implementation of STEAM-Based Learning in learning light and optic is categorized as good.

Interactive E-Module Development through Chemistry Magazine on Kvisoft Flipbook Maker Application for Chemistry Learning in Second Semester at Second Grade Senior High School

Linda, Roza, Herdini, H, S, Ika Sulistya, Putra, Teja Pratama

Journal of Science Learning Vol 2, No 1 (2018): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

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Abstract

This research is an innovative development on teaching materials in order to intensify the movement of "Satu Guru Satu Buku (SAGUSABU)" and to prepare skillful media users on mastering Information and Communication Technologies (ICT). The resulting prototype is an interactive e-module named Chemistry Magazine which have two editions: ionic equilibrium and pH of buffer solution and solubility equilibrium. Applying research and development study design with Plomp model, assessment and suggestion by validator team on material substance aspect, instructional design, display (visual communication) and software utilization using validation sheet are in valid category. Percentage of legality score by media validator is 91.70% for ionic equilibrium and pH of buffer solution edition; and 94.18% for solubility equilibrium edition, whereas by material validator is 93.75% and 94.45% on each. Users response score rate through questionnaire for teachers and students on ionic equilibrium edition and pH of buffer solution edition are 87.08% and 88.45%; meanwhile 94,25% and 91,43%  are obtained from solubility equilibrium edition.

The Effect of Predict-Observe-Explain (POE) Strategy on Students‚?? Conceptual Mastery and Critical Thinking in Learning Vibration and Wave

Furqani, Dandy, Feranie, Selly, Winarno, Nanang

Journal of Science Learning Vol 2, No 1 (2018): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

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Abstract

Scientific learning in schools requires not only students‚?? ability to understand concept, but also critical thinking abilities of the students. However, the current scientific learning process is still focused on only cognitive aspects. Therefore, a teaching model or strategy that is able to support students to understand concept as well as develop students‚?? critical thinking abilities is needed. One of the existing needed strategies is Predict-Observe-Explain (POE). The aim of this research is to identify the effects of Predict-Observe-Explain (POE) strategy on students‚?? conceptual mastery and critical thinking in learning vibration and wave. The method that was used in this research was weak experiment and the design was one-group pretest-posttest. The population of this research was 8th grader students in a junior high school in Bandung. The sample of the research was 18 students. The technique that was used was purposive sampling. The results of the research were: There was enhancement in students‚?? conceptual mastery, indicated by average normalized gain of 0,29; There was enhancement in students‚?? critical thinking abilities from level 1,30 (challenged thinker) to 2,07 (beginning thinker). Students can easily predict, observe and explain waves concept have difficulties on transversal waves and longitudinal waves concepts. For the next research it is recommended that Predict-Observe-Explain (POE) is to be tried on motion, electricity and ecosystem.

An Action Research on Enhancing Grade 10 Student Creative Thinking Skills using Argument-driven Inquiry Model in the Topic of Chemical Environment

Kumdang, Pitukpong, Kijkuakul, Sirinapa, Chaiyasith, Wipharat Chuachuad

Journal of Science Learning Vol 2, No 1 (2018): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

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Abstract

A goal of the 21st-century education is to enhance students‚?? creative thinking skills as the basis for construction of innovations for developing countries. Generally, previous teaching tradition, teacher-centered approach, are used in many classrooms, however, failed the goal. Therefore, this study aims to promote Grade 10 Thai students‚?? creative thinking by implementing Argument-Driven Inquiry (ADI) through three cycles of action research. There are 31 students participated in the study. The student data are collected using learning journals, artifacts and informal interviews then analyzed with content analysis and method triangulation. The findings indicate that students have a progression in creative thinking. They can develop skills of curiosity, originality, fluency, imagination, elaboration, and flexibility respectively. As a recommendation, it is necessary that teaching for that success needs integrations among chemical environment, geography, and art.

Using Science, Technology, Society, and Environment (STSE) Approach to Improve the Scientific Literacy of Grade 11 Students in Plant Growth and Development

Chanapimuk, Kultida, Sawangmek, Sureeporn, Nangngam, Pranee

Journal of Science Learning Vol 2, No 1 (2018): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

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Abstract

The environmental issues surrounding agrochemical products facing people today include serious health and ecological problems.  Scientific literacy is necessary for students to understand scientific knowledge and get ready for the future world.  Therefore, this action research aims to promote scientific literacy, in the area of plant growth by using the Science, Technology, Society and Environment (STSE) approach that consists of 4 steps: 1) motivation; 2) exploration; 3) brainstorming; and 4) decision making.  The participants are 35 special program students in grade 11. The PISA-like test and worksheets were used to collect data.  Content analysis and triangulation were used to indicate the development of scientific literacy.  The findings show that the students have better scientific literacy and higher competencies in explaining phenomena scientifically, evaluating and designing scientific inquiry and interpreting data and evidence scientifically.  This study suggests that student collaboration is essential to improve the scientific literacy of students.

Learning Electricity using Arduino-Android based Game to Improve STEM Literacy

Yasin, Alifa Irna, Prima, Eka Cahya, Sholihin, Hayat

Journal of Science Learning Vol 1, No 3 (2018): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

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Abstract

The STEM is an interdisciplinary approach provided learning atmosphere where students can use science, technology, engineering and math in daily life. The aim of the STEM is educating the students to be STEM Literate. This research goal was to implement STEM learning on electricity using Arduino-Android Game based experiment to 8th-grade students. STEM Learning was chosen as an approach in this research by the consideration that it was developed through Android Game, YWRobot, and Arduino Uno experiment lesson plan and worksheet. The analysis of this research was focused on the effect of STEM learning implementation through lesson plan and worksheet to 8th-grade students‚?? STEM Literacy on electricity topic. The method used in this research was pre-experimental with one group pretest-posttest design. The data of this research was obtained from the STEM Literacy objective test (pretest and posttest) based on Allan Zollman. Then the data were analyzed based on each aspect of STEM Literacy such as science, technology, engineering, and mathematics. The result shows that the value of ¬†from students‚?? STEM Literacy pretest-posttest are -0.06, -0.12, -0.06, -0.87 for science, technology, engineering and mathematics literacy respectively. The result implies that STEM Learning implementation was less optimal to improve science, mathematics, technology and engineering literacy. The reason was because STEM Learning implementation was not implement in continuously. Therefore, science, technology, engineering, and technology literacy regarding electricity topic are emphasized less optimally.

The Role of Visuospatial Representation to Improve Student‚??s Conceptual Mastery based on Gender in Learning Human Urinary System

Atikah, A, Sanjaya, Yayan, Rustaman, Nuryani

Journal of Science Learning Vol 1, No 3 (2018): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

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Abstract

Study of this research investigates the role of visuospatial representation using Wimba model to improve student‚??s conceptual mastery based on gender in learning Human Urinary System. The method used in this research was experimental research with matching pretest-posttest comparison group design. The sample was taken based on gender classes consisting of boys class (n=21) and girls class (n=9) in one of Bilingual School in Bandung. The quantitative data of this research was investigated through the objective test, while the supportive qualitative data gathered through Likert-Scale. The conceptual mastery of both classes measured based on Bloom‚??s taxonomy cognitive domain through an objective test. Data processing was done by independent sample t-test. The result of this research shows that there are significant differences in conceptual mastery improvement between girl class and boy class by using visuospatial representation as a model. The research indicates that girl class is outperformed in conceptual mastery almost in each cognitive domain than boy class, and girl class also shows more positive responses toward learning using visuospatial representation than boy class.

Edmodo as Web-Based Learning to Improve Student‚??s Cognitive and Motivation in Learning Thermal Physics

Vania, Pia Fildzah, Setiawan, Wawan, Wijaya, Agus Fany Chandra

Journal of Science Learning Vol 1, No 3 (2018): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

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Abstract

This research aims to investigate the use of Edmodo as web-based learning in learning thermal physics in junior high school. The analysis of this research focused on students‚?? cognitive and motivation in the classroom. The method used in this research was quasi-experiment with the pretest-posttest design. One class taken as a sample in this research comes from one of an international school in Padalarang. The quantitative data of this research was gained through the objective test (pretest-posttest) based on Blooms Taxonomy and questioner of motivation based on ARCS Motivational Design. Data processing was done by SPSS 20.0. The result of this research shows that there is an improvement of student cognitive C2 until C5 after learning using Edmodo. The average score in pretest was 45.89 and improve to 72.63. The result of normalized gain was 0.49, it included as a medium improvement. Edmodo also increases student motivation in learning thermal physics.

Students‚?? Cognitive and Attitude of Secondary School in Learning Global Warming using Student Team Achievement Division (STAD) based on Gender

Aldila, Melvin, Tapilouw, Fransisca Sudargo, Sanjaya, Yayan

Journal of Science Learning Vol 1, No 3 (2018): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

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Abstract

This study was intended to investigate students‚?? cognitive and attitude of secondary school in learning global warming using Student Team Achievement Division (STAD) based on gender. This study was conducted at one of bilingual boarding school in Bandung. This study uses the quasi-experimental method with matching pretest-posttest comparison group design while the number of subject in the girl class is 15 (N=15) and in the boy class is 15 (N=15). Data was gained through a cognitive test which measured by Blooms taxonomy cognitive level (C1-C6), a questionnaire which measured by Test of Science Related Attitude (TOSRA). The result shows that student who learns global warming using STAD has an improvement on their cognitive score, especially in the girl class. Meanwhile, girl class has higher students‚?? attitude result in three scales of TOSRA that are; attitude to scientific inquiry, adoption of a scientific attitude, and enjoyment of science lessons. Along with the students‚?? cognitive result, girl class also has a better science-related attitude than the boy class. Thus, it can be concluded that there is a significant difference between students‚?? cognitive and attitude at the girl and boy class in learning global warming using STAD.