INSECTA: Integrative Science Education and Teaching Activity Journal https://jurnal.iainponorogo.ac.id/index.php/insecta <p><img src="/public/site/images/hanin/cover_book3.png" alt="" height="260" align="left"></p> <p><strong>Integrative Science Education and Teaching Activity Journal</strong>&nbsp;[e-ISSN <a title="e-ISSN" href="http://u.lipi.go.id/1592891610" target="_blank" rel="noopener">2722-8495</a> | p-ISSN <a title="p-ISSN" href="http://u.lipi.go.id/1592892491" target="_blank" rel="noopener">2722-8509</a>]&nbsp;is published by Jurusan Tadris IPA, Fakultas Tarbiyah dan Ilmu Keguruan, Institut Agama Islam Negeri (IAIN) Ponorogo as a medium to improve the creativity of teachers (especially science teacher), lecturers, academics, practitioners, researchers, relating to the science education and teaching activity.&nbsp;The Journal provides a peer-reviewed, academically rigorous and professionally recognized venue for the publication.</p> <p>This journal publishes original articles on the latest issues and trends occurring internationally in&nbsp;<strong>Teaching Activity of Science Education</strong>.&nbsp;The Journal offers ways to improve the quality of science teaching activity in early childhood education, primary-secondary school, higher education, teacher professional development. In addition to original articles, the journal features the following special sections:&nbsp;</p> <p>&nbsp;</p> <ul> <li class="show">Activity of science discussion: this is consisting of research that related about science material discussion activity in science learning process.</li> </ul> <ul> <li class="show">The teaching method of science: this is consisting of research that related about learning model, learning approach, learning strategy in science, etc.</li> </ul> <ul> <li class="show">Management of science teaching: this is consisting of research that related about technique in science teaching process in classroom, like arrangement the students’ seat when teaching process, how the arrangement of students’ condition at learning process.</li> </ul> <ul> <li class="show">Implication of science teaching activity: this is consisting of research that related about how the implication of teaching activity with learning method, ability of students that wanted after teaching activity.</li> </ul> <ul> <li class="show">Contribution of increasing science teaching activity: this is consisting of research that related about internal or external attitude of science, motivation, passion, and other aspect both, which can support science teaching.</li> </ul> <ul> <li class="show">Innovation product in science teaching: this is consisting of research that related about science teaching materials innovation, development of teaching media of science, technology innovation in science teaching media, and so on.</li> </ul> <p>The journal is published twice a year in <strong>May</strong> and <strong>November</strong>.</p> <p>&nbsp;<a title="e-ISSN" href="http://u.lipi.go.id/1592891610" target="_blank" rel="noopener"><img src="/public/site/images/hanin/15928916103.png" alt="" align="right"></a><a title="p-ISSN" href="http://u.lipi.go.id/1592892491" target="_blank" rel="noopener"><img src="/public/site/images/hanin/15928924912.png" alt="" align="right"></a></p> en-US insecta@iainponorogo.ac.id (Wirawan Fadly) rahmifaradisya19@gmail.com (Rahmi Faradisya Ekapti) Wed, 15 May 2024 12:39:10 +0700 OJS 3.1.2.4 http://blogs.law.harvard.edu/tech/rss 60 THE EFFECT OF SCIENCE LITERACY SKILLS TO CONTEXTUAL THINKING SKILLS ON SCIENCE LITERACY-BASED LEARNING https://jurnal.iainponorogo.ac.id/index.php/insecta/article/view/8852 <p>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 &nbsp;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 &lt;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.</p> Novita Oktaviani, Ulinnuha Nur Faizah Copyright (c) 2024 Novita Oktaviani, Ulinnuha Nur Faizah https://creativecommons.org/licenses/by-nc/4.0 https://jurnal.iainponorogo.ac.id/index.php/insecta/article/view/8852 Wed, 15 May 2024 00:00:00 +0700 THE CHALLENGES OF SCIENCE TEACHERS IN IMPROVING STUDENTS’ RATIONAL THINKING ABILITIES THROUGH SOCIOSCIENTIFIC ISSUE BASED LEARNING https://jurnal.iainponorogo.ac.id/index.php/insecta/article/view/8848 <p>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.</p> Karisma Anggi Sofiana, Syaiful Arif Copyright (c) 2024 Karisma Anggi Sofiana, Syaiful Arif https://creativecommons.org/licenses/by-nc/4.0 https://jurnal.iainponorogo.ac.id/index.php/insecta/article/view/8848 Wed, 15 May 2024 14:15:48 +0700 EXPLORING STUDENTS REASONING PATTERNS ON REPRODUCTIVE SYSTEM OF PLANTS AND ANIMALS MATERIAL https://jurnal.iainponorogo.ac.id/index.php/insecta/article/view/8851 <p>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.</p> Widra Dwi Anggraini, Faninda Novika Pertiwi Copyright (c) 2024 Widra Dwi Anggraini, Faninda Novika Pertiwi https://creativecommons.org/licenses/by-nc/4.0 https://jurnal.iainponorogo.ac.id/index.php/insecta/article/view/8851 Wed, 15 May 2024 14:44:10 +0700 THE EFFECT OF EDUCATIONAL BOARDGAME ON STUDENTS' REFLECTIVE THINKING ABILITY IN LEARNING SUBJECT NUTRITION IN FOOD https://jurnal.iainponorogo.ac.id/index.php/insecta/article/view/8941 <p>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.</p> Fika Zakiya Al Mustafid, Aristiawan, Vika Puji Cahyani Copyright (c) 2024 Fika Zakiya Al Mustafid, Aristiawan https://creativecommons.org/licenses/by-nc/4.0 https://jurnal.iainponorogo.ac.id/index.php/insecta/article/view/8941 Thu, 16 May 2024 15:19:47 +0700 IMPROVING CONTEXTUALIZED PROBLEM-SOLVING SKILLS IN 8TH GRADE STUDENTS THROUGH "DIGESTIVE SYSTEM" PROBLEM-ORIENTED LEARNING https://jurnal.iainponorogo.ac.id/index.php/insecta/article/view/8856 <p>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.</p> Alfanisa Dwi Pramudia Wardani, Wirawan Fadly, Martinez David Copyright (c) 2024 Alfanisa Dwi Pramudia Wardani, Wirawan Fadly, Martinez David https://creativecommons.org/licenses/by-nc/4.0 https://jurnal.iainponorogo.ac.id/index.php/insecta/article/view/8856 Thu, 16 May 2024 00:00:00 +0700