Journal of Science Learning
ISSN : 26146568     EISSN : 26146568
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
22
Articles
Enhancing Students’ Creativity through STEM Project-Based Learning

Hanif, Sofi, Wijaya, Agus Fany Chandra, Winarno, Nanang

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

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Abstract

In some school, teacher-centered is commonly found in the learning process. The learning process itself is still in the form of direct transfer of knowledge from teacher to students. Actually, students will learn better if they are engaged in meaningful learning activity.  STEM project-based learning is one of alternative teaching strategies that engaged students in meaningful learning. The aim of this study is to investigate the impact of STEM project-based learning on students' creativity in the topics of light and optics.  The study used qualitative research with narrative design. Data collection technique that used is observation. The population is eight grade students in one of Junior Secondary School that is located in Bandung, Indonesia. The sample consist of 25 students that chosen based on purposive sampling technique. The data is obtained through Creativity Product Analysis Matrix (CPAM). There are three creativity dimension that used in this study which are resolution, elaboration and novelty dimension. Students’ creativity is obtained as much 76% which categorized as good. Based on the result, STEM project-based learning give the good impact on students' creativity. STEM project-based learning can be used as alternative teaching strategies in Junior Secondary School.

Improving Students’ Sustainability Awareness through Argument-driven Inquiry

Salsabila, Erning Rahmadini, Wijaya, Agus Fany Chandra, Winarno, Nanang

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

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Abstract

Sustainability awareness is one of the things that the student should have to help in a caring environment. Sustainability awareness of the student can be built by knowledge and awareness of what should be done or not. The student will be more aware of the students involved and explore more in building a concept about the environmental issue itself. The aim of this study is to investigate the impact of Argument-Driven Inquiry toward students' sustainability awareness in learning global warming. The method used in this research was experimental research. This study used two different groups of student. The first group learned using Argument-Driven Inquiry and the second group learned using Inquiry-based Learning. The population was seventh-grade students in one of Junior Secondary School in Bandung, Indonesia. The purposive sampling technique was used to choose the sample. The participants consist of 52 students from both groups. Each group consists of 26 students. The data were collected by giving the questionnaire of sustainability awareness. The questionnaire consists of 15 items. The result of this study shows the different percentage in the level of students' sustainability awareness between the two groups. The most different percentage is on the sustainability practice awareness aspect. The group that used Argument-Driven Inquiry has percentage 40.7% which means as medium and the group that used Inquiry-based Learning has percentage 37.6% which means as low. Based on the result, Argument-Driven Inquiry gives a better impact on students’ sustainability awareness. Argument-Driven Inquiry can be considered as one of the alternative teaching models that can give a better understanding in building the awareness of Junior Secondary School student.

Using Brain-Based Learning to Promote Students’ Concept Mastery in Learning Electric Circuit

Sani, Aulianuriy, Rochintaniawati, Diana, Winarno, Nanang

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

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Abstract

Teaching approaches in some school are still concentrating on memorizing. Teachers have to make the learning is meaningful for the students. One of the alternative tool is by using Brain-Based Learning. The purpose of this study is to investigate the effect of Brain-Based Learning on students’ concept mastery in learning electric circuit for 8th-grade students. The method used in this research was experimental research. The research design that used is pretest and posttest design. The sample was taken by cluster random sampling technique. Participants were 49 students at one of International Secondary School in Bandung, West Java, Indonesia. Experiment group learn with Brain-Based Learning (N=26) while control group learn with lectured based learning (N=23). The results of students’ concept mastery that learned using Brain-Based Learning is better than students’ concept mastery that learned using lectured-based learning. The improvement of students’ concept mastery can be noticed by independent t-test with significant 0.003. Based on the analysis of students’ concept mastery results, the N-Gain score in experiment group is 0.43 which categorized as medium improvement while in control group is 0.25 which categorized as low improvement. Based on this results showed that Brain-Based Learning can be an alternative tool to improve students’ concept mastery significantly.

The Effect of Project in Problem-Based Learning on Students’ 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 students’ 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 students’ 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 students’ 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.