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Journal of Innovative Science Education
Number of Followers: 0  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2252-6412 - ISSN (Online) 2502-4523
Published by Universitas Negeri Semarang Homepage  [77 journals]
  • Application of PBL Model Assisting The Chemo-Edutainment Based Worksheets
           for Increasing The Students’ Activities and Critical Thinking

    • Authors: Ulfa Lutfiana, A. Tri Widodo, Sri Susilogati Sumarti
      Pages: 1 - 10
      Abstract:  This study aim to determine the effect application model PBL-assisted worksheet chemo-edutainment to critical thinking and student’s activity. Population in this study is class XI-IPA student SMA 1 Karanganyar, Demak school year 2016/2017. Determination of the sample with cluster random sampling system obtained two classes to be sampled is a class XI-IPA2 as a class of experiments that are treated using PBL-assisted worksheet chemo-edutainment and XI-IPA4 as a control group who received treatment using conventional method-assisted worksheet from the other. The research data obtained by the method of tests, questionnaires, observation. The results of the study, obtained results of the experimental group had an average of 73,19 and a control group had an average of 65,06. Based on the analysis, obtained by the experimental group is better than the control group is shown with tcount (4,417) > Ttable (1.99) for the critical thinking and than tcount (4.687) > Ttable (1.99) for student’s activity in a classroom . The conclusions of this research is the application of model PBL-assisted worksheet chemo-edutainment to critical thinking and student’s activity on meteri solubility and solubility product, with the level of unfluence on critical thinking outcomes are 45,55% and the amount of influence on the activity of students is 60,44%.
      PubDate: 2018-02-06
      DOI: 10.15294/jise.v7i1.21230
      Issue No: Vol. 7, No. 1 (2018)
       
  • Authentic Assessment of Fungi for Vocational School Student: Concept Map,
           Self Assessment and Performance Test

    • Authors: Ristiana Nugrahani, Andreas Priyono Budi Prasetyo, Retno Sri Iswari
      Pages: 11 - 25
      Abstract: The authentic assessment in biology teaching learning at vocational school of Bawen, SMK Negeri 1 Bawern, especially at the department of  post harvest technology, has not been fully implemented yet. This study was aimed at developing and analyzing the validity, reliability, effectiveness, and practicality of authentic assessment tools such as concept map assessment (CMA), self assessment (SA), and performance assessment (PA) for vocational students. This research used Research and Development (R & D) approaches. Content and construction validities were verified by experts. Concruent and predictive validity  of CMA was  verified by score of correlation between CMA score and master map as well as final semester score. Concruent validity of SA was  calculated from corelation scores of PA and  basic competency 3.5. Concruent and predictive validations were calculated by pearson corelation product moment. Reliability of CMA and PA was analysed by  reliability inter-rater reliability techniques. Reliability of SA was calculated by alpha cronbach’s methods. Effectiveness and praticability of  instruments were calculated from  teachers’s and students’ responses analysed with percentage description techniques. The results showed that the concept map has excellent content and construction validity, excellent concurrency validity, and good predictive validity. Self assessment had excellent content and construction validity and good concurrency validity. PA had excellent content and construction validity and good concurrency validity. CMA is very effective for measuring cognitive aspects, SA is very effective to measure scientific attitudes, and PA of biological process skills. The three types of assessment were  claimed to have practicality in terms of time, ease of use, ease of correction, facility supports, and cost required
      PubDate: 2018-02-19
      DOI: 10.15294/jise.v7i1.21730
      Issue No: Vol. 7, No. 1 (2018)
       
  • Developing Guided Discovery Based Biology Teaching Material Supported by
           Pictorial Analysis

    • Authors: Febrina Icha Mahlail, Yustinus Ulung Anggraito, Sri Mulyani Endang Susilowati
      Pages: 26 - 36
      Abstract: Most of students still consider the subject of classification to be the most difficult subject. 33.989% of the students chose the classification of living things subject as the most difficult subject. This study aims to determine the validity and impact of using learning material based on guided discovery with pictorial analysis on students' learning outcomes on the classification of living things  subject. in junior high school. The research method used  quasi experimental design with pre-test-post-test non equivalent control group design. Research development was done through 10 stages. This study was conducted at SMPN 1 Jati Kudus. The sample in this study was  the students of grade 7th of academic year 2017/2018. Sampling was done by purposive sampling. The research revealed that learning material based on guided discovery with pictorial analysis has validation value with an average of 3.52 with the very valid criteria, but still needed revision on learning material. The learning material that is developed, it has a positive impact on student achievement. There are significant differences between the control class and the experimental class of the t test results obtained by the value of t arithmetic (5.041) > t table (1.988) indicates that there is the impact of using learning material based on guided discovery with pictorial analysis to the students achievement in the classification of living creatures subject. Guided discovery based teaching materials with pictorial analysis make students more active in learning with student activity level in experimental class 80,25% higher than control class that is equal to 70,36%.  
      PubDate: 2018-02-26
      DOI: 10.15294/jise.v7i1.21831
      Issue No: Vol. 7, No. 1 (2018)
       
  • The Influence of Ethnoscience-Based Learning Video to Improve Students’
           Understanding of Green Chemistry in Integrated Science Subject

    • Authors: Danang Triasmoro Adhi, Sudarmin Sudarmin, Suharto Linuwih
      Pages: 37 - 45
      Abstract: Indonesia is a country with a lot of culture and wisdoms. These identities are proudly upheld and maintained by every citizens of the nation. Education plays an important role in preserving these values, including to insert it into classroom activities. Ethnoscience-based learning process is hoped to change teacher-centered learning stigma to a contextual and meaningful learning. This research aims to develop learning video for integrated natural science class with ethnoscience basis and implementation of green chemistry principle for students. The used method in this research was research and development with a 4D modification. The result were obtained from the judgment of experts of media, materials, and ethnoscience. The judgment proved that the media was very properly able to be used. The responses of the teachers and students to the video was very good. The effectiveness of the video was shown with n-gain value of 0.52 or the criterion of medium. Based on the research, it can be concluded that the use of video were very proper to develop students’ understanding of green chemistry based on the National Education Standardization Agency.
      PubDate: 2018-03-20
      DOI: 10.15294/jise.v7i1.22423
      Issue No: Vol. 7, No. 1 (2018)
       
  • Learning Cycle 7e Model - Based Multiple Representation to Reduce
           Misconseption of The Student on Heat Theme

    • Authors: Muhammad Irsyad, Suharto Linuwih, Wiyanto Wiyanto
      Pages: 46 - 53
      Abstract: Students' success is determined by the conceptual that has been owned by the students while studying certain theme. New concepts will be elusive if the relevant concepts have not been owned by the students. Based on the observation and interview in SMP Negeri 1 Doro indicated that the heat concept is one of the elusive concept in science learning by the students. This study aims to: (1) describe the misconception experienced by students on the heat theme using a diagnostic test that is three-tier multiple choice, (2) determine the implementation of learning cycle 7E model-based multiple representation on the heat theme, (3) determine the effectiveness of the application of the learning cycle 7E model-based multiple representation in reducing misconceptions students on the heat theme. This study used a mixed method research with concurrent triangulation strategy. The identification results of students misconceptions on the heat theme obtained by average percentage of students' conceptions in the category Know the Concept (TK) is 43.44%. The average percentage of students' conceptions in the category Don’t Know the Concepts (TTK) is 15.31%. The average percentage of all misconceptions (MK) experienced by students in heat theme is 41.26%. Sub heat themes that most experienced misconceptions are ice melt events, boiling water events, heat calculations in the chart, the specific heat of water and oil, the absorption and release of heat, and the relationship of the specific heat with temperature changes. The implementation of learning cycle 7E model-based multiple representation obtained by the average percentage of 84.67% with the criteria very well. Learning cycle 7E model-based multiple representation became effective in reducing students misconceptions on the heat theme due to the decrease percentage of students misconceptions in the experimental class 18.72% is higher than the control class which only 9.68%. The analysis calculation result of the Equal Variance Assumed against independent sample of t test  towards the decrease of misconceptions level indicate significance (2-tailed) of 0.003 < 0.05, which means that there are differences in average reduction of misconceptions in the experimental class and control class.            Students' success is determined by the conceptual that has been owned by the students while studying certain material. New concepts will be elusive if the relevant concepts have not been owned by the students. Based on the observation and interview in SMP Negeri 1 Doro indicated that the heat concept is one of the elusive concept in science learning by the students. This study aims to: (1) describe the misconception experienced by students on the heat material using a diagnostic test that is three-tier multiple choice,(2) determine the implementation of learning cycle 7E model-based multiple representation on the heat material, (3) determine the effectiveness of the application of the learning cycle 7E model-based multiple representation in reducing misconceptions students on the heat material. This study used a mixed method research with concurrent triangulation strategy. The identification results of students misconceptions on the heat material obtained by average percentage of students' conceptions in the category Know the Concept (TK) is 43.44%. The average percentage of students' conceptions in the category Don’t Know the Concepts (TTK) is 15.31%. The average percentage of all misconceptions (MK) experienced by students in heat material is 41.26%. Sub heat materials that most experienced misconceptions are ice melt events, boiling water events, heat calculations in the chart, the specific heat of water and oil, the absorption and release of heat, and the relationship of the specific heat with temperature changes. The implementation of learning cycle 7E model-based multiple representation obtained by the average percentage of 84.67% with the criteria very well. Learning cycle 7E model-based multiple representation became effective in reducing students misconceptions on the heat material due to the decrease percentage of students misconceptions in the experimental class 18.72% is higher than the control class which only 9.68%. The analysis calculation result of the Equal Variance Assumed against independent sample of t test  towards the decrease of misconceptions level indicate significance (2-tailed) of 0.003 <0.05, which means that there are differences in average reduction of misconceptions in the experimental class and control class.
      PubDate: 2018-03-27
      DOI: 10.15294/jise.v7i1.22529
      Issue No: Vol. 7, No. 1 (2018)
       
 
 
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