Page 6 (data 151 to 167 of 167) | Displayed ini 30 data/page
<< PREV 1 2 3 4 5 6

151	Science Education	ABS-85
STREAM-PjBL Disaster Mitigation Education in PGMI to Develop Learning Resources Novi Yanthi UIN Syarif Hidayatullah Jakarta Abstract Disaster Mitigation education is solely important to be taught in Indonesia as the country renowned as one of the most vulnerable nations to natural disaster. Disaster in Indonesia ranging from vulcanic eruption, flood, landslide, earthquake, forest fire, and tsunami. Huge numbers of victims and refugees, as well as material loss, caused by these natural events were due to the lack of knowledge and preparation of disaster mitigation. In that case, mitigation education for future teachers is highly recommended to be included as one of lecture subject in teacher preparation program, including at Islamic Universities. 111 third year PGMI students at UIN Jakarta were involved to develop learning resources related with disaster mitigation education for elementary schools and/or madrasah in a PjBL STREAM classroom. Islamic content was explored to be then integrated in the learning resources. Products made by the students varied from educational comics, posters, building plans (maps and 3D site plan), video, pocket books, interactive flip books to board games. The products were made either digital or printed. Keywords: STEAM, PjBL, disaster mitigation education Share Link | Plain Format | Corresponding Author (Novi Yanthi)

152	Science Education	ABS-90
Problem Based Learning Model on Science Process Skills of Junior High School Students on Environmental Pollution Topic Putri Salsabila1, Diniya Diniya2, Niki Dian Permana3, Neni Hermita4 Universitas Islam Negeri Sultan Syarif Kasim Riau Universitas Riau Abstract This research is motivated by the process of learning science at MTs Darul Hikmah Pekanbaru, teachers still focus on mastering the material and rarely use learning models that require students to do problem solving that can train students^ science process skills. This study aims to determine the effect of problem-based learning model on science process skills of seventh grade MTs Pondok Pesantrren Darul Hikmah Pekanbaru on Environmental Pollution material. This research is a Quasi Experiment research with the design used Nonequivalent Control Design involving experimental class (VII I) and control class (VII J). The data were collected through essay-shaped test questions with 10 questions and observation sheets. The test data were analyzed using the Mann Whitney test formula with the help of SPSS 21 and observation sheet data using descriptive analysis. The results of hypothesis testing showed that the sig value was 0.000. The significance value is smaller than 0.05, hence based on the decision-making criteria, H0 is rejected and Ha is accepted. And therefore, it can be concluded that the application of the problem-based learning model affects the science process skills of seventh grade students on environmental pollution material. Keywords: problem based learning, science process skills, environmental pollution. Share Link | Plain Format | Corresponding Author (Diniya Supriadi)

153	Science Education	ABS-91
Aiken Index Analysis on the Development of Scientific Argumentation Test Instrument on the Topic of Fluid Mechanics Diniya Diniya1, Niki Dian Permana2, Ira Mahartika3 Neni Hermita4, Riza Andriani5, Amma Sufarman6, Mentari Darma Putri7 Universitas Islam Negeri Sultan Syarif Kasim Riau Universitas Riau Universitas Malikussaleh Intens Kolaka Utara Universitas Samudera Abstract Scientific communication skills are one of the important assessments in 21st-century learning, including in science learning. One form of scientific communication is scientific argumentation. Scientific argumentation skills can be trained from high school to college level. This research is concerned with the development of scientific argumentation test. The development research of Plomp model is used. This article is limited to the design stage and the validity of the test instrument. The scientific argumentation instrument was developed with five essay questions. Problems are made with fluid mechanics material. Five experts in the field of fluid mechanics carried out proof of the validity of scientific argumentation instruments and continued with calculations using the Aiken V index formula. The validation results showed that all five items were valid with an average Aiken index of 0.87. Questions that have been validated are ready to be tested. Keywords: Test Instrument Development, Written Argumentation Skill, Fluid Mechanics Share Link | Plain Format | Corresponding Author (Diniya Supriadi)

154	Science Education	ABS-109
Research Trends on Scratch in Education and Creative Thinking Skills in Science Education: A Bibliometric Analysis for Last Ten Years (2014-2023) Muhamad Taufiq (a, b), Ida Kaniawati (a*), Liliasari (a), Achmad Samsudin (a) a) Universitas Pendidikan Indonesia, Jl Dr. Setiabudhi No 229, Bandung, Indonesia *kaniawati[at]upi.edu b) Universitas Negeri Semarang, Semarang, Indonesia Abstract Scratch in Education plays a crucial role in advancing creative thinking skills, one of the competencies of the 21st century, by providing students with practical experience in designing programming projects, stimulating their creative thinking, and promoting understanding of science concepts through an interactive approach. This research aims to determine the trend of using Scratch programming as a learning medium in science education through bibliometric studies of various article sources from the Scopus database. The methodology used in this study is a bibliometric analysis, which is analyzed using Publish or Perish (PoP) and VOSviewer applications for the last ten years (2014-2023). The results and a total of 584 manuscripts were analyzed. We limit the search in the Scopus database to only the social sciences subject area and document types of article journals and conference papers. The bibliometric analysis reveals several interesting findings. First, there is a growing interest in Scratch programming in science education, as indicated by the increasing number of publications over the last ten years. Second, the identified main research themes include innovative approaches to teaching conceptual sciences to train creative thinking skills using Scratch programming, which still has significant potential for further development. This is depicted in the network, density, and overlay visualizations based on co-citation networks. Third, this study contributes to referencing the relationship between science learning as a field of study and the integration of creative thinking skills and Scratch as a visual coding and programming application. Finally, a discussion and conclusion of the results have been carried out, which can serve as a turning point for future lines of research on scratch programming, science learning, and creative thinking skills. Keywords: creative thinking skills- science learning- Scopus- Scratch-EDU Share Link | Plain Format | Corresponding Author (Muhamad Taufiq)

155	Science Education	ABS-116
WEBSITE DEVELOPMENT BASED ON MULTIMODALITY LEARNING FOR PRIMARY SCHOOL STUDENTS ON ARTIFICIAL VEGETATIVE MATERIAL Dede Trie Kurniawan, Khairun Nisa, Tita Mulyati PGSD Kampus Universitas Pendidikan Indonesia Di Cibiru Abstract This research and development aims to develop a multimodality website for elementary school students learning artificial vegetative material. The research method used is Design and Development (D&D) level 1 with the Paffers development model as the research stage carried out, these stages are analysis and information gathering, development planning, product development, product feasibility testing, product revision, field trials and product dissemination . The website product assessment subjects were three expert lecturers consisting of one elementary school learning expert, one media expert, and one biology learning content expert. Reviews and input from expert lecturers as a product of this website design. The research instruments used were validation questionnaires, documentation studies and user responses. The results of this research and development produced a multimodality website for elementary school students learning artificial vegetative material presented through multimodality learning media packaged through material text, material images, character images, videos, padlets, evaluation questions and quizzes. Based on the recapitulation results of the overall feasibility assessment by validators, namely material experts, media experts, language experts and learning experts, each aspect of the multimodality website media assessment received the interpretation of ^Very Appropriate^ for use in the science learning process. Furthermore, based on the use of multimodality website media, students received an average score in the ^Medium^ category. Based on the research conducted, multimodality websites with artificial vegetative material can be an alternative choice of website-based media that can train 21st century skills and are suitable for use in implementing the independent elementary school curriculum. Keywords: Multimodality Website, Artificial Vegetative Material, Elementary School Share Link | Plain Format | Corresponding Author (Dede Trie Kurniawan)

156	Science Education	ABS-117
Analysis of Nation Ideology Based Education and STEAM Approach In Science Education Program: A Bibliometric Analysis Using VOSviewer Arfilia Wijayanti (a)(b), Wiyanto (a)*, Saiful Ridlo (a), Parmin (a) a) Science Education Doctoral Program, Universitas Negeri Semarang, Semarang, Indonesia *wiyanto[at]mail.unnes.ac.id b) Elementary School Teacher Education, Universitas PGRI Semarang, Semarang, Indonesia Abstract The rapid development of knowledge and technology in the 21st century has become a support for increasing the quality and competitiveness of a nation. Integration of STEAM (Science, Technology, Engineering, Art, and Mathematics) has been widely developed in the implementation of science education programs, which should further strengthen the character and identity of a nation, not the opposite. This bibliometric analysis investigates the intersection between ideology-based education and STEAM approaches, examining the collective impact on developing critical and creative thinking skills. The results were extracted from VOSviewer and Scopus databases, and 704 documents were analyzed. We limit the search in the Scopus database to only the social sciences subject area and document types of article journals and conference papers. By exploring the intricate relationship between nation-centric pedagogies and the comprehensive STEAM framework, this study sheds light on their collective impact on learners^ cognitive development. The insights derived from this analysis offer valuable perspectives for educators, policymakers, and researchers interested in the role of national ideology in shaping education and its contribution to nurturing essential thinking skills. Finally, a discussion and conclusion of the results have been carried out. This can be a turning point for future research on national ideology-based education and the STEAM approach to developing critical thinking skills. Keywords: nation ideology-based education- STEAM approach- critical thinking skills- creative thinking skills Share Link | Plain Format | Corresponding Author (Arfilia Wijayanti)

157	Science Education	ABS-118
Experiences and Challenges of A Hybrid In Service Teacher Training on Web-Arduino Based Science Project Lia Laela Sarah (a*), Greg Shaw (b), Ida Kaniawati (a) a) Postgraduate of Science Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Indonesia b) Charles Darwin Australia, Australia Abstract In science education, educators frequently encounter the challenge of inadequate resources, equipment, and pedagogical strategies when planning and executing science projects within classrooms. To address this pervasive issue, forty-one Indonesian science teachers participated in a training workshop (belajarstem.id) to acquire expertise using Arduino microcontrollers and sensors as instrumental tools for education scientific projects. Of the participants, 18 engaged in face-to-face instruction, while others embraced online learning through synchronous platforms such as Zoom and asynchronous media like Google Classroom. Our findings illuminate a disparity in completion rates between the online and face-to-face modes of instruction, with 41% of teachers succeeding in the former and a notably higher 79% in the online form. In addition to this result, the study underscores the nuanced challenges encountered when incorporating teaching tools into science education activity, irrespective of instructional mode. These challenges that participants faced included effective translation of wiring diagrams to physical circuits (breadboards), resolution of coding errors, mitigation of connectivity issues between the Arduino equipment and computers, and the time constraints on project completions. Nevertheless, an overwhelming majority of educators, constituting 85%, express a shared perspective on the viability of Arduino tools as instruments for enriching the landscape of science education. Keywords: hybrid training, Arduino microcontroller, web based platform, science project. Share Link | Plain Format | Corresponding Author (Lia Laela Sarah)

158	Science Education	ABS-119
Enhancing Students Sustainability Understanding through the Rainwater Harvesting System Learning Project Nimas Ayu Lestari, Ari widodo, Eliyawati Science Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia Abstract In response to the pressing global challenges of climate change and water scarcity, the education sector seeks innovative approaches to nurture students^ sustainability understanding. This study aims to investigate the improvement of students^ sustainability understanding through rainwater harvesting system learning project. The method used in this research was Quasi-Experimental with Non-Equivalent Control Group Design research design. The sample used was class VII students consisting of a control class and an experimental class of 20 students each. The experimental class learns by doing rainwater harvesting system project, while the control class used conventional learning. Data was collected using a pretest and posttest used multiple choice questions for sustainability understanding. The results showed that there was the insignificant different on sustainability understanding but in the measurement of each concept, only the concept of understanding that water is part of many different complex global Interrelationships and systems is significant. This means that rainwater harvesting system learning project effect no effect on sustainability except for the concept of understands that water is part of many different complex global Interrelationships and systems. Keywords: STEM ESD, sustainability understanding, Water cycle Share Link | Plain Format | Corresponding Author (Nimas Ayu Lestari)

159	Science Education	ABS-120
Promoting STEM-DTaM as an Interdisciplinary Learning Model to Facilitate Interdisciplinary Thinking Construction: A Conceptual Framework Muhamad Gina Nugraha1,2*, Gillian Kidman1 and Hazel Tan1 1Faculty of Education, Monash University, Australia 2Faculty of Mathematics and Science Education, Indonesia University of Education, Indonesia Abstract Interdisciplinary thinking is essential to understanding and solving problems comprehensively because in real life, problems are not separated into isolated disciplines. To facilitate interdisciplinary thinking construction, interdisciplinary learning that involves various disciplinary viewpoints and integrates that knowledge is needed. STEM is believed to be an interdisciplinary learning that integrates Science, Mathematics, Engineering and Mathematics knowledge in the learning process. However, as STEM rapidly spreads and grows, the concept and definition have become ill-defined. In this study, we conduct a critical analysis of the literature to propose a new conceptual framework to implement STEM education. We propose a STEM-DTaM (STEM with Design Thinking and Makerspace) learning model, which consists of seven steps as an interdisciplinary learning, and we unfold how this proposed learning could theoretically be advantageous in facilitating interdisciplinary thinking construction. Keywords: Interdisciplinary thinking, Interdisciplinary learning, STEM-DTaM Share Link | Plain Format | Corresponding Author (Muhamad Gina Nugraha)

160	Science Education	ABS-126
Inspiring hope for the future: Translating a review of evidence into hopeful educational practices. Donna Rady Monash University Abstract We have seen a growing number of young people experiencing environment related anxiety, with many expressing worry and anxiety about climate change and socio-ecological uncertainty on a weekly basis (Baker et al, 2020). Educators have a responsibility and major role in supporting students to build resilience so that they have the capacity to withstand and adapt to or recover from stressful situations in a way that promotes well-being and social cohesion, so that they are able to cope with adversity in their lives and communities. This happens when the required capabilities (knowledge, skills, attitudes & processes) are linked with the capacity to see beyond the crises and their ability to take an active role in building a sustainable future for themselves. My interest in hopeful practices has lead me to think about how we teach, alongside what we teach. This is particularly applicable to teachers of Science when it comes to teaching and learning about climate change, natural disasters and other scientific and environmental ideas that may bring uncertainty, demonstrating a need to bring together practices in science with hopeful practices. This paper explores the literature around hope, using climate change, as a representative of urgent socio-environmental issues and uncertainty, to provide insight into ^hopeful practices^ that build capacity and resilience. These findings recognise that social emotional drivers, both internally and externally driven, shapes the capacity to act for a sustainable future. To this end, I introduce findings from a rapid literature search and situate the key features/characteristics within illustrations in teacher practice that aim to build capacity and promote resilience for socio-ecological uncertainty through hope and hopeful practices. These strategies aim to predominately position climate action and scaffold building resilience for socio-ecological uncertainty that promote futures thinking and futures literacy in the next generation. Recognising a sense of agency and through the development of adaptability skills, knowledge and processes, students can cope and contribute positively to sustainable practices, the health of our planet and their future. Keywords: Hope, Science Teachers, Sustainable Future, Hopeful Practices, Science Education, Resilience, Capabilities Share Link | Plain Format | Corresponding Author (Donna Rady)

161	Science Education	ABS-127
A scoping review of disaster risk reduction in education Ni Made Wiwik Astuti, Alan Reid, Gillian Kidman Monash University Abstract Disaster risk reduction (DRR) provision in education sector has increased significantly in recent year. Despite its rapid growth of endeavour in this area DRR implementation at school level remains deficient. Using a scoping review, this paper aims to understand the trend and intersections between educational practice and the management procedures, which can be where a gap, of which worth investigating, appears. We gave attention to the types of works, and who were the teachers and students involved in the DRR educational activities. Mapping and understanding these components of DRR in education can cast light on where the barriers of its implementation. The main finding of this paper shows the neglection of pivotal focuses indicated from the trend of DE works. A consideration of redesigning disaster education to focus more on attitude-based initiates and school personnel is highly recommended for a sustainable DE integration at school level. Keywords: DRR education, disaster education, scoping review Share Link | Plain Format | Corresponding Author (Ni Made Wiwik Astuti)

162	Science Education	ABS-128
Math and Science Teachers^ Perspective on Embedding Environment-related Literacies into Teaching Practices Nurul Hidayah, Alan Reid, Gillian Kidman Monash University Abstract Developing environment-related literacies is essential in the pursuit of a sustainable future, and teachers play a pivotal role in this endeavour. Teachers^ perspectives serve as a vital link between educational theory and its real-world application. This research project aimed to explore the perspectives of teachers in Indonesian high schools concerning the embedding of environmental literacy into their teaching practices. Through semi-structured interviews with teachers from diverse discipline such as mathematics, physics, biology, and chemistry, this study aimed to gain insight into the challenges, opportunities, and strategies associated with promoting environment-related literacies, particularly in light of the new curriculum. The study^s findings shed light on the current status of environmental education in educational setting and offers recommendations for policymakers and practitioners in promoting a more sustainable future by enhancing environmental education practices. Keywords: Environment-related literacies Share Link | Plain Format | Corresponding Author (Nurul Hidayah)

163	Science Education	ABS-133
An Overview of Climate Change Education Research in Indonesia: A Scoping Review Desy Fajar Priyayi (a*), Alan Reid (b), Karen Marangio (c) School of Curriculum, Teaching, and Inclusive Education, Monash university, Australia Wellington rd, Clayton, Victoria, 3800 *desy.priyayi[at]monash.edu Abstract Indonesia is one of the world^s most vulnerable countries to climate change. Climate change education (CCE) is argued as a crucial strategy to address the impact of the climate crisis. Although there has been a proliferation of academic publications of climate change education (CCE) by researchers, educators, or other stakeholders globally, there has not yet been a review to determine the research trends and authorship within Indonesia. This paper will present the findings of a scoping review that explores the trends of CCE-related research conducted in Indonesia and the authors involved. This study analysed 36 documents obtained from international and Indonesian local databases. The results show that Indonesian CCE-related research was first reported in 2015. In general, the trend of the number of articles continues to increase until 2022. The majority of CCE-related research in Indonesia focus on educational applied research, particularly the development of learning resources. Common educational strategies implemented include conveying information and building understanding. The geographical distribution of these research is mainly concentrated in Java, followed by Sumatra, and Kalimantan, with a significant emphasis on students in secondary school setting. These findings highlight the importance of conducting basic educational research, undertaking further investigation in high climate risk regions, focusing on professional development for teachers and pre-service teachers, strengthening collaboration efforts, and exploring ways to enhance the quality of publications and research related to CCE. Keywords: climate change education, Indonesia, scoping review Share Link | Plain Format | Corresponding Author (Desy Fajar Priyayi)

164	Science Education	ABS-148
Development Science Learning Design Oriented APBRA Based on Invitation in to Inquiry for Special Students intellectual disabilities Rendy Wikrama Wardana, Mona Ardina and Bayu Pradikto Universitas Bengkulu Abstract Research aims to develop design learning oriented APBRA-based on Invitation-in-to-inquiry- for intellectual disability students. This research use research and development with ADDIE type. The stages of the research include: 1) Analyze (Analyze curriculum, literature and needs assessment learning design), 2) Design (Learning designs), 3) Development (Validation by experts), 4) Implementation (Teachers^ responses to learning design) and 5 ) Evaluation (Evaluation of the quality of the learning design developed. The Research instrument are literature review sheets, material and design expert validation questionnaires, and teacher response questionnaires. Data collection is done through by reviewing some literature, conducting expert validation and providing teacher response questionnaires. Data analysis is carried out through the analysis of qualitative and quantitative data which were then drawn conclusions Analysis data showed that the characteristics of the learning design were thematic and oriented towards understanding, attitudes and basic skills in studying science in general. The average percentage of learning design feasibility was 85% which was categorized as very feasible to be implemented. Analysis of the teacher^s response to the developed learning design shows that 96% strongly agree that the developed learning design becomes a new reference in implementing science learning in special schools Keywords: Learning Design, APBRA, Invitation in to Inquiry, Intellectual Disabilities Share Link | Plain Format | Corresponding Author (Rendy Wikrama Wardana)

165	Science Education	ABS-150
Development of Learning Science oriented Reconstruction Contextual Cooperative (KOKO) for Special Students Rendy Wikrama Wardana, Mona Ardina, Elsi Adelia Fitri and Betresie Sendy Opilah Universitas Bengkulu Abstract This research is motivated by limited research related to how to reconstruct science learning for students with special needs. This research aims to produce cooperative contextual reconstruction-oriented science learning (KOKO) for students with special needs. This research is development research with ADDIE design (Analysis, Design, and Develop). The population of this study was all students with special needs in special schools in South Bengkulu and North Bengkulu. The research instruments were material and media expert validation questionnaires, teacher response questionnaires to the developed learning reconstruction, observation sheets, and posttest questions to describe the structure of students^ scientific knowledge and literacy. Data collection was carried out by giving validation questionnaires to material and media experts, giving teacher response questionnaires, observing, and giving posttest questions. Data analysis used quantitative data analysis with descriptive statistics which were then narrated qualitatively. The results of the research produce products. The KOKO learning design includes five stages, namely determining themes, contextual orientation, learning activities, evaluation, reflection, and follow-up. The results of the product feasibility analysis show an average validation result with a score of 0.85 in the very feasible category. Keywords: Learning Science, Reconstruction, Contextual, Cooperative, Special Students Share Link | Plain Format | Corresponding Author (Rendy Wikrama Wardana)

166	Science Education	ABS-159
DEVELOPMENT OF ASICC-BASED MODERN BIOTECHNOLOGY STUDENT WORKSHEETS TO IMPROVE STUDENTS^ CRITICAL THINKING SKILLS Silvi Fitria Kumalasari1, Nyoto Pujiadi2, Dina Maulina3, Dwi Ari Budiretnani1, Poppy Rahmatika Primandiri1,4, Agus Muji Santoso1,4 Program Studi Pendidikan Biologi, Universitas Nusantara PGRI Kediri1, SMA Negeri 1 Kediri2, Program Studi Pendidikan Biologi, Universitas Lampung3, Kelompok Studi Biodiversitas Universitas Nusantara PGRI Kediri4 Abstract This research aims to develop modern biotechnology worksheets to improve high school students^ critical thinking skills. This research uses design research with a development study which consisting of preliminary studies and prototyping. The research was conducted to senior high school in Kediri, East Java. Critical thinking skills scores are taken using a rubric that is integrated with essay test questions. Data was collected using pre-test and post-test questions, then analyzed quantitatively and descriptively. The results of this research reveal that ASICC-based student worksheets can improve the critical thinking skills of students in the medium category. Student learning stages in the form of searching, interpreting, and creating in the ASICC learning model can improve students^ critical thinking skills. Keywords: modern biotechnology, critical thinking skills, student worksheets, ASICC Share Link | Plain Format | Corresponding Author (Silvi Fitria Kumalasari)

167	Science Education	ABS-166
Implementation Zero Waste Habit at Vocational School Rika Siti Syaadah Universitas Negeri Jakarta Abstract Waste is a major problem in society, the issue about waste is big global issues. Increasing population means increasing waste produced. The lack awareness of waste management makes the environment worse. This problem can^t be solved by government only, but this problem required collaboration of the whole member of society to care more about their environment. Zero waste is one of sustainable development goals (SDGs) point. The simply way to reduce waste in our daily activities is using foods containers and drinking bottle where ever we go. Students are part of society who should be play an active role in waste management.This study aims to implement zero waste habits at school. The method of this study is descriptive, instrument used in this study are questionnaire and self assessment. Participants involved in this study were 50 students of class X high school in Bandung Regency. Based on the result of study, students habits has changed for decreasing waste at school about 77,5%. Students has a great experience from this study to gain skill in making ecoenzymes and compost from organic waste. Keywords: Keyword: waste, zero waste, environment, ecoenzyme, sustainable development goals (SDGs Share Link | Plain Format | Corresponding Author (rika siti syaadah)

Page 6 (data 151 to 167 of 167) | Displayed ini 30 data/page
<< PREV 1 2 3 4 5 6

Powered By Konfrenzi Standard 1.832M-Build6 © 2007-2025 All Rights Reserved