INSECTA: Integrative Science Education and Teaching Activity Journal

THE EFFECT OF SCIENCE LITERACY SKILLS TO CONTEXTUAL THINKING SKILLS ON SCIENCE LITERACY-BASED LEARNING

Novita Oktaviani, Ulinnuha Nur Faizah — Wed, 15 May 2024 00:00:00 +0700

Along with the development of the 21st century, humans are required to have science literacy and contextual thinking skills. The need for contextual thinking skills and science literacy is one of the challenges in education. This study aims to determine whether science literacy-based learning can improve contextual thinking skills and science literacy skills and to determine the effect of science literacy skills on contextual thinking skills. The method used in this research is quantitative with correlation research design. The sample used was 28 students who participated in filling out the student’s worksheet, multiple choice questions and essay test with a cluster random sampling technique. The research data analysis used non-parametric statistical tests with the help of SPPS 26 for Windows software. The results of this study show that science literacy-based learning improves science literacy with an N-Gain value of 0.1368 and contextual thinking skills with an N-Gain value of 0.6981. Based on the non-parametric statistical test conducted, the sig value is 0.001 or <0.05, and it can be concluded that alternative hypothesis is accepted and science literacy ability affects the ability to think contextually, and there is a correlation coefficient value of 0.601 which means the level of strength of the relationship (correlation) between variables is a strong correlation and is unidirectional. Therefore, to improve literacy and contextual thinking skills, science literacy learning can be used, and high science literacy skills can improve students' contextual thinking skills.

THE CHALLENGES OF SCIENCE TEACHERS IN IMPROVING STUDENTS’ RATIONAL THINKING ABILITIES THROUGH SOCIOSCIENTIFIC ISSUE BASED LEARNING

Karisma Anggi Sofiana, Syaiful Arif — Wed, 15 May 2024 14:15:48 +0700

Reasoning is one of the cognitive abilities developed to gain knowledge. Students must have the ability to reason so that they can solve a problem through common sense. They can see accurate information. However, in most communities, many myths or issues are spread among the public, some of which are not even true, so it would be better if science learning were connected to socioscientific issues. This research aims to explore the challenges of junior high school teachers in improving students' rational thinking abilities when they design and facilitate learning of socioscientific issues in the classroom. This research was conducted at SMPN 1 Mlarak with research samples, namely science teachers at SMPN 1 Mlarak Ponorogo and class 7C students at SMPN 1 Mlarak. This research uses a qualitative approach, applying in-depth interview and observation methods. This research uses the N VIVO application to analyze data. From this research, the results showed that several things were challenges for teachers in improving students' rational thinking abilities through socioscientific issue-based learning, namely students' abilities, limited time, and difficulty finding relevant examples. Knowing the challenges teachers face in teaching provides an idea of finding the right solution to overcome the problems.

EXPLORING STUDENTS REASONING PATTERNS ON REPRODUCTIVE SYSTEM OF PLANTS AND ANIMALS MATERIAL

Widra Dwi Anggraini, Faninda Novika Pertiwi — Wed, 15 May 2024 14:44:10 +0700

The 21st century requires students to have high-level thinking abilities. One of the thinking abilities that students must have is logical reasoning. In learning, especially science, scientific logical thinking is very important. Science learning generally focuses on factual memory and experiments, so that both can improve students' scientific reasoning abilities. In the learning process in class, students have different reasoning patterns in understanding a problem. From this background, the aim of this research is to determine students' scientific logical reasoning patterns in solving problem-based problems that integrate material on plant and animal breeding systems and to determine teachers' strategies in efforts to improve students. 'logical thinking skills in scientific reasoning. This research was conducted at a junior high school in the city of Ponorogo with a sample of Ninth grade B students. The method used was a qualitative phenomenological approach. Data collection techniques use interviews, diagnostic test instruments and documentation. Based on the research results, the teacher's strategy in developing students' reasoning skills is to provide problem-based problems based on three indicators of logical thinking skills, namely thinking sequence, argumentation and inference skills. Meanwhile, students can use different reasoning patterns in solving problems given by the teacher. This research is new or new from previous research, namely the N-Vivo software is used for data analysis and is presented in depth with qualitative descriptions.

THE EFFECT OF EDUCATIONAL BOARDGAME ON STUDENTS' REFLECTIVE THINKING ABILITY IN LEARNING SUBJECT NUTRITION IN FOOD

Fika Zakiya Al Mustafid, Aristiawan, Vika Puji Cahyani — Thu, 16 May 2024 15:19:47 +0700

Reflective thinking skills are one of the five high-level thinking skills in twenty-first-century learning. The process of reflective thinking is crucial, especially in science education. Mastering reflective thinking skills helps students in solving scientific problems using scientific methods. There are three stages of reflective thinking: reaction, elaboration, and contemplation. To enhance students' reflective thinking skills, the first step is to stimulate student interest. One alternative learning model that can engage student interest is Game-Based Learning using educational boardgame. Boardgame is a type of non-digital game that has various advantages compared to other types of games. This study investigated the reflective thinking skills of junior high school students as an impact of using educational game media in science lessons, especially the material of Nutritional Substances in Food. The research was conducted at SMPN 2 Jetis, Ponorogo Regency. The research sample was the VIII grade students of SMPN 2 Jetis. This research is a quantitative study with a research design using a quasi-experiment with a nonequivalent control group. The data collection technique used pre-test and post-test to measure reflective thinking skills before and after treatment in the control class and experimental class. The results showed that reflective thinking skills at the Reaction, Elaboration, and Contemplation stages in the experimental class using boardgame media were not higher than the control class using paper and pencil media. These results can be influenced by several variables that cannot be controlled by researchers. The conclusion of this study showed that boardgame media could not always be used to improve reflective thinking skills.

IMPROVING CONTEXTUALIZED PROBLEM-SOLVING SKILLS IN 8TH GRADE STUDENTS THROUGH "DIGESTIVE SYSTEM" PROBLEM-ORIENTED LEARNING

Alfanisa Dwi Pramudia Wardani, Wirawan Fadly, Martinez David — Thu, 16 May 2024 00:00:00 +0700

Problem solving ability is one of the competencies that must be achieved by students to reach sustainable development goals (SDGs). There is a need for more appropriate learning methods and education policies in Indonesia to improve literacy and numeracy skills, including problem-solving competencies, which is fundamental in this era of Industrial Revolution 4.0. Science Education for Sustainable Development (SESD) focuses on developing learners' attitudes and competencies to alleviate life and find an innovation that is relevant to a problem. This study investigated whether Digestive System learning designed to be oriented towards contextual problems with SESD-based direct teaching promotes learners' ability to solve contextual problems better than conventional classroom learning. Data collection included assessment with tests on learners' problem-solving skills through quasi-experimental research using a pretest-posttest experimental control group design. The experimental group received learning about the digestive system with a problem-oriented learning model and the SESD approach. The research sample was the VIII grade students of SMPN 4 Ponorogo. The pre-test scores for the experimental and control groups were similar, at 66.4 and 67.0 respectively. However, the experimental group had a higher post-test score of 82.0, while the control group had an average score of 73.0. Supported by Cohen's d analysis of 0.60 shows that problem-based learning (PBL) with the SESD approach is more effective than conventional learning in improving students' problem-solving skills.

IMPLEMENTATION OF PBL MODEL TO TRAIN PROBLEM-SOLVING SKILLS OF KUALA LUMPUR INDONESIAN SCHOOLS’ STUDENTS

Tsabita Na'ilatun Nahda Kusaeni, Nailil Inayah, Taufiq Siraj, Julia Astutik — Fri, 31 May 2024 08:54:27 +0700

This research aims to determine students' problem-solving skills using the problem-based learning model assisted by Wordwall. This research was a quasi-experimental research posttest-only design. Samples were taken using saturated sampling techniques. The data collection method used a problem-solving skills test (posttest) and student response questionnaires. The results of the hypothesis test obtained a significance of 0.766 > 0.05, which means H₀ was accepted. Based on the research results, it can be concluded that there is a difference in the problem-solving skills of students using the problem-based learning model compared to the conventional model using discovery learning, as seen from the average problem-solving aspects, although the differences are not significant. The students' response toward PBL assisted by Wordwall was positive. This research can be useful for developing a body of knowledge and a basis for other researchers' research, especially regarding the use of problem-based learning models assisted by wordwall game media to improve students' problem-solving abilities. Apart from that, research also provides new experiences for students in solving problem-based questions.

ENHANCING ACADEMIC ACHIEVEMENT THROUGH THE APPLICATION OF THE 5E LEARNING CYCLE MODEL

Mohammad Amin Lasaiba, Djamila Lasaiba — Fri, 31 May 2024 09:06:05 +0700

This study aims to evaluate the effectiveness of the 5E learning cycle model in improving student learning outcomes and their engagement in the learning process. The research adopts the Classroom Action Research method, conducted at SMA Muhammadiyah Ambon, with a sample from Class XI through random sampling. Data collection includes observation, tests, and documentation. Research instruments comprise observation sheets guiding the investigation, tests assessing students' mastery level, and documentation gathering relevant materials about the research context. Data analysis involves both qualitative and quantitative methods. Quantitative analysis processes numerical data, while qualitative analysis involves reduction, display, and verification. The research findings highlight the effectiveness of the 5E learning cycle model in enhancing student learning outcomes and engagement. Throughout the cycles, there is a noticeable increase in learning completeness based on cognitive assessments. There was a significant increase of 72.5% in Cycle I, and this trend further substantially increased in Cycle II by 85.0%. Performance assessments also reflected these positive trends, showing a 75.0% increase in the first Cycle and a significant 87.5% improvement in the second. This study, marked by its effectiveness, successfully concluded at the end of Cycle II. This success is evident in applying the learning model, the learning process involving teacher and student activities, and the overall improvement in student learning outcomes across cognitive components. The 5E learning cycle model holds significance in Education, emphasizing student-student-centred Learning. Therefore, it is recommended that the 5E learning cycle model be implemented sustainably in educational activities to create a dynamic learning environment and enhance overall learning outcomes.

FROM ONLINE TO IN-PERSON: STUDENTS’ MOTIVATION AND SELF-REGULATION IN SCIENCE TEACHING ACTIVITIES DURING AND AFTER THE COVID-19 PANDEMIC

Fri, 31 May 2024 09:06:47 +0700

This study aims to find out the differences in students’ motivation and self
regulation in science teaching activities during and after the COVID-19
pandemic and the strengths and weaknesses of science teaching activities
during and after the COVID-19 pandemic from students’ perceptions to
improve students’ engagement and achievement in science. This study used a
survey design involving 469 junior high school students from 7th, 8th, and
9th grades from 30 different schools located in West Java, East Java, West
Nusa Tenggara, Central Java, Special Capital Region of Jakarta, Riau, and
East Kalimantan. The instrument consisted of an adapted version of the
SALES Questionnaire with a 5-point Likert scale and open-ended questions.
Data analysis was carried out by quantitative and qualitative methods. The
results showed that students’ motivation and self-regulation in science
teaching activities during and after the COVID-19 pandemic were
significantly different. The strengths of science teaching activities during the
COVID-19 pandemic are flexibility, fewer distractions, and the availability of
more learning resources, while the weaknesses are a lack of explanation and
understanding, uninteresting, limited interaction, and limited practical
activities. The strengths of science teaching activities after the COVID-19
pandemic are clearer explanations, availability of practical activities, and ease
of interaction, while the weaknesses are distractions from peers, limited
learning resources, and boring. The findings from this study provide an
opportunity for science teachers to plan and implement effective learning
strategies to increase students' motivation and self-regulation to improve their
engagement and achievement in science.

LITERATURE STUDY OF THE E-BOOK BASED ON EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD) AS THE MAIN SOLUTION TO IMPROVING SUSTAINABILITY AWARENESS

Rizky Agassy Sihombing, Muslim Muslim, Taufik Rahman, Amir Karimi — Fri, 31 May 2024 09:07:51 +0700

This study underscores the significance of E-books centered on Education for
Sustainable Development (ESD) for junior high school students, highlighting
the value of interactive and multidirectional learning resources to foster
sustainability awareness. The research objectives are to (1) find out the
necessity of ESD-based E-books for enhancing sustainability awareness
among students, 2) to prove the advantages and disadvantages of ESD-based
learning compared to traditional learning, and (3) compare ESD-based
learning with traditional methods. Using interviews, and literature study, the
study finds traditional printed science textbooks insufficient in engaging
students, often reducing their enthusiasm for learning. Interviews reveal that
conventional textbooks are the primary learning medium, but students find
them uninspiring. E-books, however, show promise in boosting student
engagement through features like accessibility, searchability, and
interactivity. Challenges exist in integrating ESD into the curriculum,
primarily due to educators' limited understanding of sustainability concepts.
Nonetheless, ESD-based E-books are seen as effective tools for developing a
sustainable culture and enhancing students' awareness of sustainability issues.
The literature study indicates a clear need for ESD-based E-books for
students, emphasizing their role in preparing the next generation for
sustainable development. The study recommends rigorous testing and
comparative analysis of STEM-ESD E-books versus traditional resources to
evaluate their effectiveness in raising sustainability awareness among junior
high school students. The ultimate aim is to promote self-directed learning
and greater awareness of sustainability.

IMPLEMENTING STEM PROJECT TO IMPROVE STUDENTS’ CREATIVITY AND LEARNING OUTCOMES IN THE CONCEPT OF CIRCULATORY SYSTEM

Putheary Mom, Sreylin Mom, Sokmean Phann, Kimsron Srieng, Sam Ol Kong — Fri, 31 May 2024 00:00:00 +0700

STEM education is a learning approach that integrates sciences, technology,
engineering and mathematics, and it’s an important tool that successfully
educates students from a variety of national and cultural backgrounds for
improving students’ learning activities and learning outcomes. The aims of
this research are 1) to investigate the effectiveness of STEM project to
improve students’ creativity and 2) to examine the effectiveness of STEM
project to enhance students’ learning outcomes in the concept of circulatory
system. The quantitive research was used for this research, and the data was
analyzed by using SPSS. The participants of this study were students 8th grade
in biology subject in concept of circulatory system. The 36 students were
divided randomly into two group. It was found that student groups’ product
on the average value obtained 77.77% which was categorized as a good
creativity level. Moreover, according to the students’ post-test result on
circulatory system, there was a significant difference between the control
group and the experiment group. Thus, the students of STEM project obtained
learning outcomes higher than Traditional method. In conclusion, the STEM
project has a positive effect to enhance students’ creativity and learning
outcomes.