An Open Access, double-blind peer-reviewed journal, which is established in 2022 and issued by the East-Asian Association for Science Education (EASE). The EASE is a global cooperative of international science education research institutions, scholars, and educators working to understand and improve science education worldwide since 2009. The active working regions are mostly east-asia currently. More than 15 countries are actively involved in the EASE network, and 7 regions – Main land china, Taiwan, Hong kong, Japan, Korea, Thailand, and Indonesia – participate in our association.
Developmental Trajectories of Elementary Students' Epistemological Beliefs in Science: Focus on Grade and Gender
This study aimed to quantitatively investigate the developmental disparities and interaction effects of grade and gender on elementary school students' epistemological beliefs in science from the 3rd to 6th grades. To address the limitations of prior research, this study utilized a refined testing instrument consisting of 18 multiple-choice items across three sub-domains—the changeability of scientific knowledge, the source of scientific knowledge, and the role of experiments—while completely excluding open-ended questions that impose a high cognitive burden on young learners. Data from a total of 167 students, excluding insincere responses, were analyzed using descriptive statistics, one-way and two-way analysis of variance (ANOVA), and independent samples t-tests. The results are as follows. First, the overall mean score of elementary students' epistemological beliefs in science showed a statistically significant developmental trend as grade levels increased. Specifically, successive grade-by-grade comparisons demonstrated that the growth of these beliefs does not follow a gradual or linear path; rather, it exhibits a distinct "developmental turning point" concentrated within the single transition period from the 4th to the 5th grade. Second, sub-domain analysis revealed that only the "changeability of scientific knowledge" domain showed significant developmental differences by grade. In contrast, the "source of scientific knowledge" and "the role of experiments" domains—which correspond to the dimension of the nature of knowing—remained stagnant, forming a statistical "plateau stage" across all grade levels. Third, no significant main effect of gender or interaction effect between grade and gender was observed. Both male and female students shared a virtually identical developmental trajectory characterized by a mutual surge during the 4th-to-5th grade transition and convergence in higher grades, within a universal context of educational and cognitive maturation. These findings provide valuable baseline data for establishing specific sequencing criteria for Nature of Science (NOS) elements by grade in future science curriculum revisions. Furthermore, they suggest a crucial direction for developing teacher education and instructional modules centered on "science practices," where learners actively verify and argue knowledge to enhance their understanding of the nature of knowing.
The Implementation of Digital Technology in Mathematics Learning: A Systematic Literature Review
In digital era, technology has become an integral part of the educational process, including in mathematics teaching. This research is a systematic literature review. The aim of this study is to examine the use of digital technology in mathematics learning through a systematic literature review method. This review identifies and analyzes research that has been conducted on the implementation of various digital technologies in mathematics learning. The method used in this study includes a literature search from various academic databases using specific keywords related to digital technology and mathematics learning. The selected studies were then analyzed based on predetermined inclusion and exclusion criteria. Based on the publication status analysis, 49 research articles published in international journals with scopus indexed were found. The results of these 49 articles indicate that research articles on digital technology during the period of 2020-2024 have not shown significant increase. Furthermore, the use of digital technology has a positive impact on mathematics learning, influenced by several factors such as student factors, teacher factors, and technological factors. Therefore, this Systematic Literature Review (SLR) provides valuable insights for further development in the integration of digital technology in mathematics education.
Comparing Middle School Physics Achievement Standards in the 2015 and 2022 Revised Curricula Using Revised Bloom’s Taxonomy
This study compared the achievement standards of the middle school physics domain in the 2015 and 2022 revised Korean science curricula using the Revised Bloom’s Taxonomy. The standards were analyzed in terms of knowledge dimensions, cognitive process dimensions, and action verbs. The results showed that both curricula were predominantly concentrated in ‘Conceptual knowledge’ and ‘Understand’. In the 2022 revised curriculum, ‘Factual knowledge’ increased, whereas ‘Procedural knowledge’ decreased and ‘Metacognitive knowledge’ was absent. ‘Understand’ became more dominant, while higher-order cognitive processes such as ‘Analyze’, ‘Evaluate’, and ‘Create’ appeared only minimally. The analysis of action verbs revealed greater diversity in the 2022 revised curriculum, although ‘Explain’ remained the most frequently used verb. Across all physics content areas, achievement standards were heavily concentrated in the combination of ‘Conceptual knowledge - Understand’. These findings suggest that future curriculum development could place greater emphasis on metacognitive knowledge and higher-order cognitive processes. Textbook design and classroom instruction may also benefit from providing students with more opportunities to engage in higher-order thinking and metacognitive reflection.
Measuring Epistemic Knowledge in Biology Through Assessment: A Systematic Literature Review
In the evolving landscape of science education, epistemic knowledge is one of three keys to developing competencies in science education, including biology. Moreover, only a small number of studies comprehensively present research trends regarding epistemic knowledge research trends and the measurements carried out. This literature review aims to provide insight into epistemic knowledge assessment research in past decades. With the PRISMA 2021 guidelines, we carried out a systematic literature review method. Thirty-two journal articles were used & obtained from the Scopus and Springer databases. We decided to focus on several aspects to analyze; research methods, research subjects, used instruments, how to analyze data, and the scopes of science in the articles reviewed. The SLR findings show that few studies still provide an overview of how to assess epistemic knowledge, specifically in Biology. Traditional biology assessments tend to focus more on content knowledge and thus do not fully capture how knowledge works. Data analysis shows that most of the research conducted used qualitative research methods, followed by mixed research methods. The most frequently reviewed research subjects are pre-service/prospective teachers, followed by high school students. In epistemic knowledge research, much of the data is analyzed qualitatively, this depends on the research methods used in most studies. Meanwhile, the scope of science that is most studied is Integrated science, followed by physics. Based on these findings, this research provides a scientific contribution as a basis for stakeholders in developing research related to the assessment of epistemic knowledge of science, specifically in the scope of biology.
Does Home-Based Experiment (HBE) Enhance Scientific Skills among Middle School Students?
This research aims to explore the interrelationships among Science Process Skills (SPS) indicators through Home-Based Experiments (HBE) in science education. Employing a qualitative correlational study approach, the sample consisted of 77 seventh-grade students from Lhokseumawe, Aceh Province, Indonesia. Data were collected using test questions and observation sheets, analyzed with SPSS-25 through non-parametric Kendall’s correlation tests. To examine the relationship between HBE-based SPS and scientific concepts via science literacy questions, Spearman’s rank correlation tests were conducted at a 0.05 significance level. Findings revealed a moderate correlation between the skills of observing and making hypotheses. The correlation between conducting experiments and communication was weak, while interpreting data and concluding showed a moderate correlation. However, Spearman’s rank correlation indicated no significant correlation between science literacy and SPS, with a significance value of 0.281 > 0.05. Although HBE practical provide opportunities for direct application of SPS, science literacy and SPS focus differently. Science literacy emphasizes understanding scientific concepts through text, whereas SPS relates to applying these concepts in observation, experimentation, and data analysis.
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Development of Local Wisdom Based Learning Material “Batik Tulis Tanjung Bumi Madura” to Support Education for Sustainable Development (ESD)
This research aims to describe and produce teaching materials using the local wisdom context of Tanjung Bumi Madura batik to support Education for Sustainable Development (ESD) as part of the Sustainable Development Goals (SDGs). This type of research is descriptive research to explain teaching materials developed to support ESD. There are three teaching materials developed, namely (1) electronic module Batik Tulis Tanjung Bumi Madura untuk Mendukung ESD, (2) module Pembuatan Batik Gentongan Tanjung Bumi Madura, (3) booklet IPA Mangrove Sebagai Pewarna Alami Batik Madura. These three teaching materials were developed using 4D model consisting of Define, design, development, Disseminate. This research focuses on discussing the development stage which discusses feasability, readability, and student’s respons of teaching materials. The feasibility of teaching materials was obtained based on the results of expert validation, readability and student’s respons was obtained from the results of the student’s questionnaire. The results of this research that teaching materials was modus with point 4 which means very valid, an average percentage readibility were 78,33%, 90.20%, 94,24% and student’s respons were 81.47%, 94.25%, 90.20%. Based on the results of the questionnaire, it can be concluded that teaching materials integrated with local wisdom batik tulis Tanjung Bumi Madura to support ESD are suitable for application in learning.
The Effect of Model-based Learning Assisted by Augmented Reality on Cognitive Process Ability on The Topic of Heat Transfer
Model-based learning is developed using three principles from Johnson Laird: Learning from models, learning about models and learning with models. Model-based learning is combined with Augmented Reality learning media. The purpose of this study was to determine the effect of Augmented Reality-assisted model-based learning on cognitive process skills. The research method used was quantitative with a control pretest and posttest design research design. Participants were divided into two classes: the experimental class with 25 students and the control class with 26 students. Pretest and posttest data were analyzed through hypothesis testing and effect size calculations. The results show that Model-based Learning assisted by Augmented Reality affects the cognitive process ability of students, it is shown from the hypothesis test value sig <0.05 so that Ha is accepted. The experimental class had an n-gain value of 0.465, classified as medium, while the control class achieved a lower n-gain value of 0.27. Supported by the effect size value, which was 1.62, indicating a high category, so it can be concluded that Model-based Learning assisted by Augmented Reality has a high influence on the cognitive process ability of students.
From Taxonomy to Sustainability: Utilizing Articulate Storyline Platform in Middle School Science
Biodiversity is a critical component of Education for Sustainable Development (ESD), yet traditional taxonomy teaching in schools often fails to connect it with broader sustainability issues. This study investigates the impact of using the Articulate Storyline platform to integrate sustainability into middle school science taxonomy lessons. A quasi-experimental design was used with 60 students in Bandung, Indonesia. The experimental group (n = 30) received three storytelling-based lessons related to sustainability, while the control group (n = 30) received traditional taxonomy instruction. Results showed that the experimental group demonstrated significantly higher conceptual mastery (M = 73.3) compared to the control group (M = 59.3), with a large effect size (Cohen's d = 1.05). Additionally, students in the experimental group reported a more positive attitude towards the material. These findings suggest that integrating storytelling and sustainability into taxonomy education can enhance both understanding and engagement, providing a model for future curriculum design.
Development of Android-Based Interactive Learning Media to Improve Student Understanding Through Experiments on Optical Equipment Materials
This study conducts a bibliometric analysis of research on motivation learning within the field of physics education over two decade (2004-2024). The main findings of this article describe motivation learning within the field of physics education research in terms of scientific production, preferred publication sites, majority of researchers and research countries (including collaborations), and research themes. The total of 540 articles obtained indexed by Scopus database were analyzed using a Bibliometric variable perspective and using the VOSviewer package program which will be presented in visual and tabular form. The research results show the highest publication growth occurred in 2022, reaching 104 articles (19.26%), while the lowest publication occurred in 2013, which only amounted to 4 articles (0.74%). The most international publications were published by the Journal of Education Sciences with 26 articles, while the most productive motivation learning within the field of physics education research authors were Ladachart L & Phothong W. This analysis also shows that the United States has the largest contribution to motivation learning within the field of physics education research in the field of education. Collaboration among monitored researchers is still formed locally, not yet expanding to inter-country. Trending topics and hotspots in motivation learning within the field of physics education in Education research relate to the influence and skills produced by motivation learning within the field of physics education in learning. And finally, this article can provide useful information for empirical researchers to find out new research and research gaps for further research so that it does not overlap with existing research.
Indonesian Pre-Service Science Teachers' Climate Crisis Awareness and Factors Influencing Action Intention
This exploratory mixed-methods study examined climate crisis awareness and behavioral intention among science education undergraduates in Indonesia (N = 118). Participants completed a 30-item Climate Crisis Awareness Scale assessing scientific knowledge, risk perception, perceived responsibility attribution and governance, information literacy, and behavioral intention. Quantitative analyses (descriptive statistics and multiple regression) and qualitative content analysis of open-ended responses (n = 98) were conducted. Domain means were uniformly high (all Ms > 4.0), yet scientific knowledge exceeded behavioral intention, t(117) = 3.06, p = .028 (Bonferroni-adjusted). The regression model explained substantial variance in behavioral intention (R² = .74), with information literacy emerging as the strongest predictor (β = .53, p < .001). Qualitative findings highlighted awareness-raising and gotong royong (mutual cooperation) as salient themes. These findings suggest that climate education may benefit from prioritizing critical information literacy and culturally grounded collective frames to translate awareness into action intention.
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How is CO2 Changing the Seawater? Junior High School Lessons on Ocean Acidification
Ocean acidification (OA), driven by increased atmospheric CO2, poses a significant threat to marine ecosystems, particularly affecting organisms that rely on calcium carbonate (CaCO3) for their shells and skeletons. Despite extensive research on OA, there is a notable gap in junior high school science education regarding this phenomenon. This study aims to address this gap by developing and implementing educational materials to enhance Japanese junior high school students' understanding of OA. Two lessons were designed and taught to third-year junior high school students in Okayama Prefecture, Japan. The first lesson investigated the relationship between OA and water temperature through hands-on experiments using artificial seawater and pH indicators. The second lesson focused on the impact of OA on marine organisms, utilizing molecular models to simulate the formation of CaCO3 under current and acidified ocean conditions. Pre- and post-lesson questionnaires assessed changes in students' understanding. The educational intervention significantly improved students' comprehension of OA, with statistically significant increases (p < 0.01) in median scores for eight out of nine questionnaire items. The greatest improvements were observed in students' (N=145) understanding of OA's impact on marine life, highlighting the effectiveness of the lessons in raising awareness of ecological consequences. The study successfully demonstrated that engaging junior high school students with hands-on experiments and real-world data can enhance their understanding of complex scientific concepts like OA. However, further refinement of the lessons is needed to address lack of knowledge, particularly regarding the role of marine algae in OA.
Comparison of Linear and Exponential Regression Models for Analyzing the Impact of QRIS on Kereta Api Indonesia
This research is motivated by the importance of Quick Response Code Indonesian Standard (QRIS) for passengers of Kereta Api Indonesia (KAI), the Indonesian Railway Company. It explores the relationship between the adoption of QRIS and customer satisfaction in KAI restaurants. The research aims to understand the influence of QRIS utilization effect on customer satisfaction. The sampling method used in data collection is Disproportionate Stratified Random Sampling. The instruments used in this research are transaction convenience questionnaires and customer satisfaction questionnaires, which were analyzed using statistical techniques. The data were analyzed using linear and exponential regression models. Based on the data analysis, it was found that: (1) There is a significant effect of QRIS usage on customer satisfaction, with both linear and exponential regression models, the linear regression equation is shown as y=41,263+2,080x, and the exponential equation is shown as y=64,955e^0,016x. (2) Linear and exponential regression have similar R-squared values, indicating that the adoption of QRIS is improving transaction efficiency and enhancing customer experience in Indonesian Railway restaurants. The conclusion of this research is that there is a significant effect of QRIS in enhancing transaction efficiency and customer experience within Indonesian Railway restaurants.
From Experience to Expertise: A Case Study of Biology Teachers’ Pedagogical Content Knowledge Development
PCK is the experiential knowledge and skills acquired through classroom experience and it is the integrated set of knowledge, concepts, beliefs, and values that teachers develop in the context of the teaching situation. Research showed that experienced teachers have more integrated and developed PCK than beginning teacher (Lee, Brown, Luft, & Roehrig, 2007). But, how expert teachers develop their PCK? In this study, PCK is defined as a set of knowledge that teachers use to teach topic specific content. Five high school biology expert teachers participated in this study. They are interviewed to review their knowledge development processes. Concept maps are drew by the interviewer and the teacher together to identify expert teachers’ PCK components development and their relationships between each other. Then they were also interviewed about how they use these knowledge to design and teach a specific lessons based class observations or teaching video records. Based on interview and concept maps analysis, 5 explicit themes were identified: (1) Subject matter knowledge;(2) Student; (3) Pedagogy; (4) Class teaching; (5) Self-identity. Expert teachers developed their PCK components in different order and by different means, which were significantly driven by the teacher's personal study and work experiences. Implications and recommendations for teacher preparations and professional development programs were discussed.
Prospective Teachers' Mathematics Literacy in Solving Basic Combinatoric Problems Reviewed from Cognitive Style
This research aims to describe the mathematical literacy of prospective teachers in solving basic combinatorics problems (counting rules, permutations and combinations) in terms of cognitive style. This type of research is phenomenological research design. The participants of this research are prospective mathematics teachers based on reflective and impulsive cognitive styles. Data were collected through tests and interviews and analyzed in three stages data reduction, data categorization, data presentation and drawing conclusions. Results show that prospective teachers' mathematical literacy with a reflective style in solving basic combinatorics problems is good at communication, mathematics, reasoning and argumentation, designing strategies to solve problems, using symbolic, formal, technical and operational language, and using mathematical tools, not yet able to present problems. in various forms of representation, linking various mathematical concepts in the form of combinatorics, requiring many strategies and stages of completion. Meanwhile, the mathematics literacy of prospective teachers with an impulsive style in solving basic combinatorics problems in posing problems can still be said to be not good, because it only meets a few indicators, the problems posed still contain little information so they do not require many stages and strategies, the problems posed are more informative in nature. story form, not yet able to present problems in various forms of representation and not using mathematical tools.
Integration of ESD and Green Chemistry in the Chemistry Learning: Preliminary Study on the Development of Science Literacy Learning Design for High School Students
Education for Sustainable Development (ESD) is an important part of the Sustainable Development Goals (SDGs). Integrating ESD and green chemistry into learning is a step towards realizing the sustainability goals. Teachers through their learning in the classroom play an important role in promoting the achievement of all SDGs, one of which is by developing learning designs. The purpose of this study is to find out chemistry teachers' opinions on the importance of integrating ESD and Green Chemistry in chemistry learning at school. This integration is important because it is closely related to learning design related to science literacy, which not only includes understanding scientific concepts but also the ability to apply them to solve real-world problems, including environmental and sustainability issues. A descriptive research method was used in this study with 45 chemistry teachers in Bandung City as participants. Data collection was conducted using an online questionnaire developed with a Likert scale consisting of 10 questions regarding the importance of learning chemistry with ESD and Green Chemistry. The results showed that the majority of teachers with 60% strongly agreed and 37.8% agreed that topics in chemistry learning have the potential to be associated with the concepts of ESD and Green Chemistry. In addition, all teachers with 60% strongly agree and 40% agree stated that practicum learning methods can be integrated with the concept of green chemistry, also chemistry learning can be associated with social, economic, and environmental issues.
Public Understanding and Attitudes towards AI: Implications for Science Education
In the context of rapid technological advancements, many technological issues have become increasingly complex and multifaceted. This is particularly true for digital technologies such as AI, big data, algorithms, and robotics, which have permeated and profoundly impacted modern society. Beyond the continuous technological progress, these technologies challenge the norms of current societal operations and engage in intricate and complex relationships with various social, cultural, economic, and ethical factors. The development of these issues urgently requires broader public participation to construct more comprehensive societal lifestyles and appropriate technological visions. Against this backdrop, this study aims to analyze the public's understanding and perceptions of AI technologies, as well as their attitudes towards related issues such as functionality, ethics, and governance. Utilizing an online questionnaire, the study commissioned a professional survey distribution company to conduct the survey in late July 2023, and a total of 610 valid questionnaires were collected. The survey results revealed that respondents of Taiwan had a good understanding of the principles of AI operation, tended to trust AI technology on many issues, and affirmed that AI would bring benefits to human life. In terms of governance, the public had the most confidence in the involvement and supervision of scientific institutions. The overall results present a certain degree of dissonance, indicating that the public's understanding of AI principles does not necessarily translate into a reserved attitude towards AI's effects. These findings have significant implications for promoting AI literacy and public science education.
Innovative Biology Learning Integrated with Character Value Education: Systematic Study of National Journal Article Indexed Sinta
The challenges in implementing character education in schools have driven numerous studies in Indonesia's education sector. One approach to implementing character education is by integrating it into general learning, including biology lessons. This study aims to explore innovations in biology learning that incorporate character values. The research uses a literature review method, analyzing findings from 45 studies published in Indonesian scientific journals indexed in Sinta 1-3 over the past five years, from 2019 to March 2024. This method aims to identify, summarize, and synthesize relevant findings on this topic. The research results revealed the following data: The most common type of research is quantitative and Research and Development (R&D), aimed at developing pedagogical aspects in terms of approaches, methods, models, or character value-based biology learning media. The trending topics in biology learning include the integration of character values into environmental and biodiversity subjects. The research subjects are diverse, ranging from junior high school students, high school students, university students, teachers, lecturers, to the general public, with the most frequently studied group being 10th-grade high school students. Additionally, the most commonly integrated character value is environmental care. Based on these findings, several suggestions are proposed to help educators and future researchers create innovative biology learning environments that incorporate character education.
Exploring the Nexus Between Students’ Interests and Science Textbook Contents: Insights from Japanese Middle School Education
Fostering student’s interest in science is crucial, and examining how scientific topics are presented in textbooks is essential. In Japan, textbooks serve as legally mandated teaching materials for both teachers and students. However, there has been insufficient analysis of the relationship between students’ interests and textbook content. This study analyzed middle school science textbooks and data from the Relevance of Science Education - Second (ROSES) survey. The study addressed the following research questions: “How are ROSES items on topic-level interest covered in textbooks?” “What relationship exists between students’ interests and textbook content?” The main results were as follows: (a) ROSES topics were primarily covered in the text, columns, and picture descriptions; (b) Interest level showed minimal difference based on whether the topic was included in the textbook; and (c) The number of pages in Grade 8 textbooks negatively correlated with students’ interest. Subsequently, we categorized 77 ROSES items into four groups and discussed how items in each group should be treated in science curriculum. The discussion provides insights into effectively using textbook content in science class to improve student interest, such as by utilizing the introduction part of the class or using scientific models.
Logical Reasoning Profile of Student Teachers in Indonesia
A descriptive study was carried out to get information about student teachers' logical thinking abilities. The result is then can be used to prepare learning material for them. The research was conducted on first year students who took Basic Physics courses in some Universities. Their logical thinking abilities are seen from the test scores obtained in completing the Test of Logical Thinking (TOLT). The test consists of 10 questions containing five indicators, namely proportional reasoning, controlling variable, probability, correlation and combinatorial. Each indicator consists of two questions. The number of respondents in this study was 222 students spread across seven private universities. Respondents consisted of students from the Information Technology Education, Science Education and Physics Education study programs. The research results show that 62% of respondents are still at the concrete operational level, 27% are at the transitional level, and only 11% of respondents are at the formal operational level. The results of the analysis of each indicator of logical reasoning are generally still relatively low. The highest indicator that students can achieve is the proportional reasoning indicator, while the lowest is the combinatorial indicator. Reasoning level analysis was also carried out based on majors in high school. Based on the results of the analysis, it is known that whether students have a science or non-science background, the students' level of logical reasoning is dominant at the concrete operation level. Meanwhile, students' achievements in logical reasoning indicators based on majors in high school are the same as the results for all students. The achievements of good reasoning indicators from science and non-science majors, respectively from highest to lowest, are proportional reasoning, correlational reasoning, probabilistic reasoning, controlling variables, and finally combinatorial reasoning.
Proposal for STEAM workshop based on sound and electromagnetism
The purpose of this study is to design a STEAM workshop where students can learn about sound and electromagnetism, and to investigate the learning effects of this workshop for high school students and above. Specifically, in the process of making a digital piano, students learn about the nature of sound and the role of the electronic components by approaching it from the perspective of physics. The evaluation method adopted a concept map, which is used as an index to quantitatively evaluate the promotion of cross-disciplinary learning. In addition, in accordance with Bloom's taxonomy of educational goals, we prepared questions on the cognitive and affective domains, and conducted a preliminary practice for university students in March. As a result, in the transformation of the concept map, some concepts related to the content of the practice were added after the practice, and some concepts that were independent before the practice were newly linked together. In the survey in the cognitive domain, the percentage of correct answers for knowledge and understanding was high, but the percentage of correct answers for application was low. In the survey of the affective domain, there were many positive opinions.
Profiles of Science Teachers Competency in Managing Laboratory Activities at Secondary School: A Survey Study
In this study, the competency profile of science teachers mainly in managing laboratory was explored Based on Indonesian National Competency Work Standards (SKKNI). The qualitative research was done involving 143 science teachers who filled out questionnaires related to self-confidence in the competence of managing the laboratory. Interviews with several teachers and analysis of documents for laboratory managers in several countries were also conducted to deepen analysis related to teacher competency needs. The result shows some weaknesses of science teachers in managing laboratory, such as laboratory quality document management, laboratory waste management, classification and handling chemicals as well as basic science laboratory skills. Moreover, in Indonesia context, the Ministry of Education itself has not developed a standardized framework on the competence of science education laboratory managers. Meanwhile, the Indonesian Industrial Ministry has developed a framework of basic laboratory competencies for industrial and testing laboratories. The study provides the effort to develop competency standards for school science laboratory managers and its CPD.
Competencies standard for science education laboratories
Improving Student Teaching Skills Through Multiple Strategies Model and Lesson Plan
The purpose of this study was to improve student teaching skills using multiple strategies and lesson plan development in the chemistry education study program. The research method used was classroom action research conducted in two cycles. The research procedure in the form of Lesson Study activities are: (1) Plan (planning), (2) Do (implementation), and (3) See (reflection) which is integrated with the basic chemistry teaching skills course. The subjects of this study were chemistry students in the fourth semester of the chemical education study program at Pontianak Muhammadiyah University. Data collection used an observation sheet of the lesson plan made and the learning implementation process. Data analysis in this study is descriptive. The research results obtained are, 1) Planning based on 7 aspects assessed, obtained: (1) completeness of lesson plan identity from 63.3% to 95, 2%, (2) formulation of learning objectives from 53.8% to 82.8%, (3) description of subject matter from 55.6% to 87.2%, (4) methods, strategies and learning media from 52.2% to 94.6%, (5) design of learning steps from 67% to 90.8%, (6) assessment (cognitive, affective and psychomotor) from 53.4% to 76.8%, (7) learning resources from 66.8% to 88.2%. In stage 2) Implementation based on 3 aspects assessed, obtained: (1) Introduction 68.3 Good category to 88.7% Very Good category. (2) core 65% Fair category to 88.5% Very Good category and (3) closing 70% to 95% Very Good category. Based on the data obtained, it is known that the application of multiple strategies and lesson plan development in basic chemistry teaching skills courses can improve students' basic teaching skills.
Student Perspectives in Implementing the Minimum Competency Assessment (AKM) in Chemistry Subjects
Minimum Competency Assessment (AKM) is the standard for assessing student competency through mastery of reading literacy and numeracy. AKM aims to measure the fundamental competencies needed by students to be able to develop their own capacity and participate positively in society and is one part of the government's target to prepare students to face the 21st century, namely students who have Critical thinking skills, Creativity, Communication skills, and Collaboratively. The aim of the research was to determine the perspective of class X students studying chemistry subjects at SMA Negeri x Kepahiang in implementing AKM on chemistry subjects. This research was conducted to improve the quality of learning and teacher assessment of students in chemistry learning. The method used is case study research with a qualitative descriptive approach. Students are asked to fill out a questionnaire, then continue with an interview. Interview with 10 students via Google meet. The interview results were analyzed separately for each question and content analysis was carried out to examine the data in more detail. AKM results provide space for teachers and students to carry out a more efficient teaching and learning process thereby increasing students' understanding of the chemical material provided.
Using Virtual Laboratory Perception of Pre-Service Elementary Teacher for Fostering Scientific Process Skills
This study aims to determine the perceptions of pre-service elementary teacher in the use of virtual laboratory in inquiry-based learning as a tool to support scientific process skills. This research is a survey conducted on 145 pre-service elementary teachers. Data collection techniques used questionnaires. Data analysis used quantitative descriptive analysis. The results show that the perceptions of pre-service elementary teacher towards virtual laboratory in supporting scientific process skills show a high level of satisfaction. 84% of students believe that the virtual laboratory is supported by very clear instructions and explanations. Virtual laboratories also serve as a good recommendation due to the lack of laboratory facilities. 91% of pre-service elementary teachers agree that a virtual laboratory with clear guidance can develop science process skills. They can control variables present in the virtual lab, thus being able to explore existing scientific concepts. There is a positive influence between the perception of using a virtual laboratory and the science process skills of pre-service elementary teachers.
Unveiling Pedagogical Genius: Unraveling Challenges of Developing Numerical Literacy Problems Akin to AKM Standards
The teacher's ability to create engaging numeracy problems is crucial for ensuring that students develop a strong grasp of numeracy. This study examines the suitability of AKM-type numeracy problems, which are compiled by teachers, with predetermined standards. The research was conducted using qualitative methods, with data collected through documentation of question preparation exercises by 61 junior high school mathematics teachers in two districts of West Java Province. Data analysis involved data reduction, presentation, and verification through triangulation by validator 1 and validator 2. The results were confirmed through question trials with students and student interviews. According to the findings, the teacher's stimulus included ineffective sentences and lacked contextual data. Additionally, the questions did not utilize visual aids such as charts, graphs, tables, or diagrams. The sequence of the questions was ambiguous and open to multiple interpretations. Lastly, the third question did not align with the cognitive level L3.
Utilization of LMS in High Schools to Support Multi-Representational Chemistry Learning: Preliminary Research
Multirepresentation aids students in deepening their comprehension of chemistry. In the era of Industry 4.0, it is essential for learners to adopt independent learning using a various of technologies, such as Learning Management Systems (LMS). This study aimed to explore the utilization of LMS in high school settings to bolster multi-representational approaches in teaching chemistry. Involving 45 high school chemistry educators, the research employed a survey research design to gather insights into LMS usage and perceptions. The survey instrument, comprising both open-ended and closed-ended questions, was designed to categorize and analyze responses effectively. Findings revealed that a significant portion (75.6%) of high schools have embraced LMS as a cornerstone of online learning, with 32% among them possessing independent web domains. The versatility of LMS features facilitates adaptable learning environments, as highlighted by respondents. Given the advantages and functionalities of LMS, an overwhelming majority (91.1%) of participants affirmed its capacity to support the delivery of online multi-representational chemistry instruction. Thus, the survey outcomes underscore the pivotal role of LMS not only as a pertinent tool but also as an effective means of enhancing online chemistry education within high school contexts of multi-representational chemistry learning. These results are used for further research on the development of LMS-assisted intertextual learning.
Unraveling Student Challenges in Problem-Solving: A Systematic Literature Review Based on Polya’s Framework
This research explores the challenges that students face in solving mathematical problems based on the Polya framework through a systematic literature review. The aim of this research is to identify factors that hinder students at each stage of the Polya framework: understanding the problem, planning a solution, implementing the plan, and looking back. The method used involved the analysis of 48 studies that focused on solving mathematical problems. The research results show that at the stage of understanding the problem, the main challenges include motivation, concentration, reading literacy, mathematical communication, understanding concepts, and reasoning. At the planning completion stage, the main obstacles are cognitive holes, misconceptions, connection of mathematical concepts, mathematical modeling, and organization. At the stage of implementing the plan, difficulties include understanding algorithms, calculation procedures, and accuracy. Finally, at the looking-back stage, the influencing factors are motivation, evaluation, interpretation of results, and accuracy. The conclusions of this research provide important insights for educators in designing more effective teaching strategies to improve students' problem-solving abilities.
A Systematic Literature Review: The Use of Digital Media Assessment in Science Learning
The study aims to identify and analyze the digital assessment media used in IPA learning. The method used is PRISMA-P (Preferred Reporting Items for Systematic Reviews Meta-Analyses Protocol) with the PICOC approach. The collection of articles is taken from the Publish or Perish (PoP) database, which contains various types of journals indexed with scopus. Based on the application, 1888 articles related to Digital Media Assessment were obtained. After filtering the title results, 164 articles were obtained, and based on abstracts and keywords, 11 articles qualified to be analyzed. Analysis shows that the most common types of digital media are: kahoot, wardwall, mentimeter and quizziz. For the direction of advanced research directed the use of digital assessments that can support assessments in science learning.
Implementation of test instruments to measure students’ critical thinking skills on sound wave
This research aims to determine the implementation of test instruments that measure students' critical thinking skills on sound wave subject. The test instrument which is used in form of essay questions consisting of 12 questions containing 4 indicators and 9 sub-indicators of critical thinking skills proposed by Ennis. The instrument used has been declared valid and reliable so that it can be used for implementation testing. The instrument testing stage was carried out involving 249 high school students from 4 schools in Bandung city with quantitative method. The results of the hypothesis test with a difference of 2 average values show that the instrument used can differentiate between learning processes that train and do not train critical thinking skills, where the zcount value of 10.17 is greater than the zvalue of 0.05 so it can be concluded that the research hypothesis is accepted. To measure the identification of similarities in learning models that train critical thinking skills using the results of the one-way Anova test, where the significance value of 0.35 is greater than 0.05, so it can be concluded that the research hypothesis is accepted. Next, to assess the relationship between critical thinking skills and understanding of teaching material, use the Pearson Product Moment correlation test, where the degree of closeness of the relationship between critical thinking skills and understanding of teaching material is shown by the correlation coefficient value, namely 0.51. This means that the degree of relationship between critical thinking skills and understanding of teaching material is included in the high criteria.
Remap-TPS integrated Flipped Classroom to Enhance Students’ Digital Literacy in Biology Learning
Digital literacy is very important, but various research results show that high school students' digital literacy is still low and needs to be improved. The Remap-TPS integrated Flipped Classroom requires students to utilize technology in learning. This process has the potential to empower students' digital literacy. This research aims to determine the effect of the Remap-TPS integrated Flipped Classroom on students' digital literacy in biology learning. The research design used was a pretest-posttest nonequivalent control group design. The research sample consisted of 72 class X students at SMAN 9 Malang, East Java, Indonesia. They were divided into an experimental class and a control class. The experimental class was taught using the Remap-TPS integrated Flipped Classroom, while the control class was taught using the TPS model. Data was collected through pretest and posttest using questionnaires referring to digital literacy indicators consisting of behavior towards technology, technical, cognitive, and social-emotional. Data analysis was carried out using the ANCOVA test with a significance level of 5%, then continued with the LSD test. The research results show that the Remap-TPS integrated Flipped Classroom affects students' digital literacy. Therefore, this model can be used as an alternative learning model to increase students' digital literacy in biology learning.