Similar Journals
HOME > Journal Current TOC
|
Journal of Science Learning
Number of Followers: 1  Open Access journalISSN (Online) 2614-6568 Published by Universitas Pendidikan Indonesia  [12 journals]
|
- Web Integrated STEM Learning: Effects on Students’ Academic Achievement,
Creativity and Metacognitive Awareness
Authors: Ayberk Bostan Sarıoğlan, Özge Şentürk Özkaya
Abstract: This study aims to examine the effect of teaching with the STEM Cycline of the 'Force and Energy' unit on students' creativity, metacognitive awareness, and academic achievement. In the study, the nonequivalent control group design, one of the quasi-experimental models, was used. The study included 54 seventh-grade students who were studying at a public school in the western part of Turkey, 27 of whom were in the experimental group while 27 were in the control group. The experimental group was taught with the STEM Cycline, whereas the control group took the instruction within the framework of the science curriculum. Experimental group designed models using Web 2.0 tools related to the given problems and used these models to solve the problem by printing them from a 3D printer. "Force and Energy Academic Achievement Test", "Scientific Creativity Test" and "Metacognitive Awareness Inventory" were used as data collection tools in the study. SPSS 25.0 package program was used to analyze the data. The results showed that the STEM education in the experimental group increased the academic achievement, creative skills, and metacognitive awareness of the seventh-grade students in the 'Force and Energy' unit. While the students’ academic achievement in the control group increased significantly following the instruction, no difference was observed in their creativity and metacognitive awareness. Suggestions were made according to the results obtained from the study.
PubDate: 2023-10-16
DOI: 10.17509/jsl.v6i3.56477
Issue No: Vol. 6, No. 3 (2023)
- The Impact of Engineering Design-Based STEM Education on Students'
Attitudes Toward STEM and Problem-Solving Skills
Authors: Gafur Şimşek, Ayşegül Üldeş, Yasemin Taş, Önder Şimşek
Abstract: The impact of engineering design-based STEM education on 9th-grade high school students' attitudes toward STEM and their problem-solving skills was examined in this study. The subject of factors affecting the heat conduction rate in solids was taught using STEM education. In an experimental design with one group pre-test and post-test, students completed a STEM attitude scale and problem-solving inventory before and after the treatment. According to the paired samples t-test findings, students' attitudes toward mathematics, engineering, and 21st-century skills increased significantly, whereas their attitudes toward science and problem-solving did not change. The eta-squared effect size suggests a high level of change for other dependent variables but only a moderate change for problem-solving skills. In light of the findings, several recommendations about incorporating engineering design-based STEM education have been suggested.
PubDate: 2023-10-16
DOI: 10.17509/jsl.v6i3.57193
Issue No: Vol. 6, No. 3 (2023)
- The Effects of Combining Peer Discussion and Isomorphic Problems (PD-IPs)
on High School Students' Academic Achievements
Authors: Tolga Gok
Abstract: The study investigated the effects of combination Peer Discussion and Isomorphic Problems (PD-IPs) on high school students' graph understanding and conceptual learning. The study was conducted on the subjects of kinematics and Newton’s Laws of Motion with 67 high school students from two groups. The experimental group (EG) consisted of 34 students while the control group (CG) combined with 33 students. The students in EG were taught using the PD-IPs approach while the students in CG were taught using the traditional teaching method. The research data were collected using Force Motion Achievement Test (FMAT) which was composed by selecting multiple-choice questions from some standardized tests (Force Concept Inventory, Mechanic Baseline Test, Test of Understanding Graphs in Kinematics). The FMAT includes 25 multiple-choice questions. 11 of these questions were related to graph understanding, the rest of the questions were related to conceptual learning. The research results showed that the PD-IPs approach had a more positive effective on students' understanding of graphs and conceptual learning than the traditional teaching method. The findings indicate that the implementation of the PD-IPs approach requires minimal effort while demonstrating the potential to evaluate and improve high school students' academic performance in the field of physics education.
PubDate: 2023-10-16
DOI: 10.17509/jsl.v6i3.56110
Issue No: Vol. 6, No. 3 (2023)
- Comparison of University Students' Graphic Interpretation Skills
Authors: Tolga Gok
Abstract: Graphic interpretation is as important in physics education as problem solving. However, we know that today's classes focus more on problem solving. The purpose of this study is to determine college students' graphic interpretation skills using a survey. The study consists of two phases. The first phase includes the development and statistical analysis of the survey. The second phase includes the comparison and discussion of the data resulting from the application of the developed survey. The research data were analyzed using both exploratory factor analysis and confirmatory factor analysis techniques. The survey on graphic interpretation skills, including the understanding process and the analysis process, consisted of 17 items based on analysis results.. The survey data were collected using purposive sampling technique from 113 college volunteers during the fall semester of 2022-2023 at Dokuz Eylul University in Turkey. The participants consisted of 57 geoscience students and 56 mining students. The results of the survey showed that the kinematic interpretation skills of mining engineering students were higher than those of geoscience students. These differences between geoscience and mining engineering students in cognitive, affective, and psychomotor behaviors were discussed.
PubDate: 2023-10-16
DOI: 10.17509/jsl.v6i3.55419
Issue No: Vol. 6, No. 3 (2023)
- Visual Content Analysis of STEM-Related Content in Indonesian Vocational
High Schools Biology Textbooks
Authors: Bevo Wahono, Ima Masafatus Sholihah, Erlia Narulita
Abstract: This research aims to analyze the characteristics of STEM-related visual content in Indonesian Vocational High School biology textbooks. Biology textbooks have been adapted to the latest scientific and technological advances and curriculum demands and declared feasible. However, some distributed biology textbooks in Indonesia may need to be improved and have various areas for improvement and problems. This study used NVivo to perform a descriptive statistic comprising 197 visual samples from the two biology textbooks. The results have shown that the type of "sketch & comics" is the most common at 30.5%. In addition, the type of "representation" is the most visual function found in this study, with 44.7%. The study has seen all of the STEM domains appearing in biology textbooks. Most of the STEM domain with visual content relates to scientific content. Other components discussed in detail and essential to the development of the student learning unit are schematic views displaying biological processes and representation functions. Therefore, the authors of biology textbooks need to consider the types and functions of visual content holistically, particularly regarding the context of the topics that can represent effective visual content and develop student understanding
PubDate: 2023-10-16
DOI: 10.17509/jsl.v6i3.53772
Issue No: Vol. 6, No. 3 (2023)
- HAIBIO: Development of an e-magazine to Improve Biological Literacy
Authors: Ana Syafrotul Karomah, Evita Nury Hariyanti, Risda Putri Indriani, Rizhal Hendi Ristanto, Mieke Miarsyah
Abstract: The purpose of this research is to develop the learning media, i.e., a digital magazine, to improve the biological literacy skills of the students. The research method used Research and Development (R&D) with ADDIE develops models. The developed learning media, HAIBIO, consists of biofact, bio lab, bioword, and biogame. The instrument test of biological literacy consists of 30 multiple-choice items based on four stages of biological literacy: nominal, functional, structural, and multidimensional. The validity test is conducted by paying attention to presentation, content, and language by two expert validators who say that media is valid to use in the class. The test of empirical validity is conducted for 30 students in class XI Science 1 in MAN 1 Bogor City. The empirical validity test results show that learning media are valid, and the instrument test found that 15 items are valid and five items are not. The reliability test result shows that 88% of respondents said that the instrument of biological literacy is reliable. The result of the normality test shows a significance value of 0,117 in α = 0.05, indicating that the data is normally distributed. The T-dependent test result shows a significance value of -7.679 with a t-table of -2.042 in α = 0.05. It shows that there is a higher enhancement score post-test than pre-test. The result of the N-Gain test is 0,44 in the medium category, and the effect size score is 2.93. That shows that HAIBIO e-magz is improving the biological literacy skills of the students.
PubDate: 2023-10-16
DOI: 10.17509/jsl.v6i3.54176
Issue No: Vol. 6, No. 3 (2023)
- An investigation into changes in the situation of science teachers who
attend out-of-school learning activities
Authors: Hasan Özyıldırım, Ebru Durel, Eylem Bayır
Abstract: This study aims to investigate the situation of science teachers regarding out-of-school learning activities and to investigate how their participation in out-of-school learning activities as an observer within the scope of science courses creates a change in the situation of teachers. A case study was used in this study. 21 science teachers in the study group participated as observers in the activities that were carried out together with the seventh grade students for 7 different out-of-school learning areas. Pre- and post-interview forms were given to the study group. The findings demonstrate that a significant number of science teachers did not receive training for such practices before participating in the activities. They were aware of the benefits and importance of out-of-school activities, but they did not feel sufficient in learning practices. Another result of this study is that there are positive developments in the situation of teachers by showing that there is a significant reduction in anxiety about aspects such as determining out-of-school learning environments according to the subject and performing out-of-school activities. In addition, this study reveals that teachers ’ observation experience makes them aware of different aspects of out-of-school learning.
PubDate: 2023-10-16
DOI: 10.17509/jsl.v6i3.57755
Issue No: Vol. 6, No. 3 (2023)
- Changes in Preschool Teachers’ Perceptions About Integrated STEM
Education After a Professional Development Experience
Authors: Emine Çil
Abstract: This study explored how a professional development experience changed the preschool teachers’ perceptions of integrated STEM education. In addition, the research examined what teachers learned about STEM education with this experience. The study employed a qualitative research design, specifically utilizing a case study approach for the research. 30 pre-school teachers participated in the study. The professional development program spanned seven days, with a total duration of 48 hours. Data for the research study were gathered through a questionnaire that included drawing and open-ended items, as well as through participant journals. Thematic analysis was employed as data analysis method. The qualitative data were coded and categorized during the analysis process. Prior to the professional development, it was found that pre-school teachers had different perceptions regarding integrated STEM education. These perceptions were superficial, and they exhibited some inaccurate and incomplete understandings about STEM education. It was revealed that the professional development experience eliminated teachers’ misunderstanding about STEM education and enabled them to gain a more complex understanding of STEM education. In addition to these, the study revealed that the professional development experience made significant contributions to enhancing teachers’ understanding of theoretical background of STEM education, facilitating their application of STEM, and resulting in positive change in teachers’ feelings towards STEM education.
PubDate: 2023-10-16
DOI: 10.17509/jsl.v6i3.53269
Issue No: Vol. 6, No. 3 (2023)
- The Impact of STEM-based laboratory activities on pre-service science
teachers’ competence perceptions in 21st-Century Skills and STEM
Awareness
Authors: Ozlem Oktay, Gülşen Koçak, Sabriye Seven
Pages: 244 - 255
Abstract: This study aims to investigate the impact of laboratory activities prepared based on STEM-based learning on the competence perceptions in 21st-century skills (learning and innovation skills, life and career, information, media, and technology skills) and STEM awareness. The sample group consisted of 53 pre-service science teachers studying in year 2 of a public university. A quasi-experimental design formed the basis of this experimental study conducted as a quantitative research model. Pre-service teachers were randomly assigned, one to the experimental group (n=28) and the other to the control group (n=25). The experimental group was presented with laboratory activities based on STEM-based learning. In contrast, the control group had only laboratory activities (i.e., a group of students who did not conduct STEM-based laboratory activities). The measurement tools were the 21st Century Skills Competence Perception Scale (21st Century SCS) and the STEM Awareness Scale (SAS). All participants in the study expressed their agreement generally on the level of “I agree” for all three dimensions of the 21st Century SCS regarding STEM. As a result of the implementation, the SCS sub-dimension of “information, media and technology skills” and SAS skills of the experimental group students were higher than those of the students in the control group. It was found that the experimental group used the media and technology effectively and to use technology to access, analyze and share information. It was also thought that the individuals' problem-solving, critical, and high-level thinking skills developed more than the control group, thanks to the higher STEM awareness in the experimental group. Finally, some implications were proposed based on the research results from the STEM-based learning laboratory activities.
PubDate: 2023-07-08
DOI: 10.17509/jsl.v6i3.54992
Issue No: Vol. 6, No. 3 (2023)
- Android Game HUPROSED (Human Reproductive System and Sex Education) as
Learning Media on Human Reproductive System Topic
Authors: Putri Sekar Melati, Eka Cahya Prima, Eliyawati Eliyawati
First page: 256
Abstract: The topic of the Human Reproductive System integrated with comprehensive sex education was selected for this research because the concept of the human reproductive system is highly related to daily life. This study aims to develop an Android game application named "HUPROSED" for learning media on human reproductive system topics integrated with sex education. The DDD-E model used as the research method consists of deciding, designing, developing, and evaluating. The deciding stage begins with analyzing content and software. The designing stage consists of making a game hierarchy and storyboard. Then, the application was developed based on the previous stage. The last stage is evaluating, which involves three expert judges, three science teachers, and forty-six students chosen to review the application by purposive sampling. The total average results from the expert judgment show a score of 3.37. The results from teachers and students conduct a score of 3.23 and 3.25. It can be concluded that the development of the game "HUPROSED" using Unity 2019 is categorized as "good" for learning media on the human reproductive system topic.
PubDate: 2023-10-16
DOI: 10.17509/jsl.v6i3.45347
Issue No: Vol. 6, No. 3 (2023)
