Science Education in the Family Environment with the Experimental Method of Facial Cosmetics Plant Fertilization in the Covid-19 Pandemic Era

S. Nursetiawati, D. P. Josua, D. Atmanto, F. Oktaviani, A. L. Fardani

Abstract

The physical and non-physical family environment is one of the most critical factors in student learning outcomes. This research was assessed using a mixed-method descriptive qualitative and quantitative method to see how the family environment, both physical and non-physical, with experimental science learning was conducted on 60 Junior High School students. The requirements of the respondents in this study were 30 open school students and 30 non-open school students. The results showed that: (a) family involvement motivates students when conducting experiments; (b) the feasibility of the physical environment of the family allows students to complete the experiment of making simple liquid fertilizers to the application of these fertilizers to cosmetic plants, (c) students can complete the experiment by giving directions to the online method because of the high involvement family in the learning process. Other studies state that the family environment in the form of parents ‘expectations of students’ future careers in science is the main reason for high family participation in the experimental process to provide maximum student experimental results. In conclusion, the family’s physical and non-physical environment dramatically determines and encourages students to optimize experimental science learning methods so that science education applied during the Covid-19 pandemic by studying at home can be continued and carried out experimentally. The New Normal Education Model through online and non-online methods for science learning can still be done at home, with the involvement of the family’s physical and non-physical environments that support students to complete experiment-based science learning projects. Independent learning in junior high school students can also be done by providing direct control between educators and the students’ non-physical environment, namely parents, to remain motivated.

Keywords

experimental learning; family involvement in education; science education

Full Text:

PDF

References

Aini, R. Q., Sya’bandari, Y., Rusmana, A. N., Lee, J. K., Shin, S., & Ha, M. (2019). Indonesian High School Students’ Perception of Scientific Experiment Using Network Analysis: Differences between Science and Humanities Group. Jurnal Pendidikan IPA Indonesia, 8(3), 298-307.

Alkan, F. (2016). Experiential learning: Its effects on achievement and scientific process skills. Journal of Turkish Science Education, 13(2), 15-26.

Bowlby, J. (1969). Attachment: Attachment and loss. New York: Basic.

Egbert, H., & Mertins, V. (2010). Experiential learning with experiments. International Review of Economics Education, 9(2), 59-66.

Esposito, L., Kumar, S. M., & Villaseñor, A. (2020). The importance of being earliest: birth order and educational outcomes along the socioeconomic ladder in Mexico. Journal of Population Economics, 1-31.

Halim, L., Abd Rahman, N., Zamri, R., & Mohtar, L. (2018). The roles of parents in cultivating children’s interest towards science learning and careers. Kasetsart Journal of Social Sciences, 39(2), 190-196.

Haworth, C. M., Dale, P. S., & Plomin, R. (2009). The etiology of science performance: Decreasing heritability and increasing importance of the shared environment from 9 to 12 years of

age. Child development, 80(3), 662-673.

Heo, M., & Toomey, N. (2020). Learning with multimedia: The effects of gender, type of multimedia learning resources, and spatial ability. Computers & Education, 146, 103747.

Hu, X., Leung, F. K., & Chen, G. (2018). School, family, and student factors behind student attitudes towards science: The case of Hong Kong fourth-graders. International Journal of Educational Research, 92, 135-144.

Iksan, Z. H., Osman, K., & Salehudin, S. N. M. (2018). Take-Home-Experiment: Enhancing Students’ Scientific Attitude. Journal of Baltic Science Education, 17(5), 828-837.

Ion, I. E., Lupu, R., & Nicolae, E. (2020). Academic achievement and professional aspirations: between the impacts of family, self-efficacy and school counselling. Journal of Family Studies, 1-24.

Jack, B. M., Lee, L., Yang, K. K., & Lin, H. S. (2017). A science for citizenship model: Assessing the effects of benefits, risks, and trust for predicting students’ interest in and understanding of science-related content. Research in Science Education, 47(5), 965-988.

Karim, N., & Roslan, R. (2020). The Impact of Interactive Science Shows on Student’s Learning Achievement on Fire and Pressure Science Concept for 9th Grader in Brunei. Jurnal Pendidikan IPA Indonesia, 9(3), 294-308.

Kim, Y. J. (2020). Born to be more educated? Birth order and schooling. Review of Economics of the Household, 18(1), 165-180.

Lederman, D. (2020). Will shift to remote teaching be boon or bane for online learning. Inside Higher Ed.

Lent, R. W., Lopez Jr, A. M., Lopez, F. G., & Sheu, H. B. (2008). Social cognitive career theory and the prediction of interests and choice goals in the computing disciplines. Journal of Vocational Behavior, 73(1), 52-62.

Maryani, I., Husna, N. N., Wangid, M. N., Mustadi, A., & Vahechart, R. (2018). Learning difficulties of the 5th grade elementary school students in learning human and animal body organs. Jurnal Pendidikan IPA Indonesia, 7(1), 96-105.

Mishra, S. (2020). Social networks, social capital, social support and academic success in higher education: A systematic review with a special focus on ‘underrepresented’students. Educational Research Review, 29, 100307.

Niklas, F., Nguyen, C., Cloney, D. S., Tayler, C., & Adams, R. (2016). Self-report measures of the home learning environment in large scale research: Measurement properties and associations with key developmental outcomes. Learning Environments Research, 19(2), 181-202.

OECD. (2019). PISA 2018 insights and interpretations. In OECD Publishing.

Oppermann, E., Vinni-Laakso, J., Juuti, K., Loukomies, A., & Salmela-Aro, K. (2020). Elementary school students’ motivational profiles across Finnish language, mathematics and science: Longitudinal trajectories, gender differences and STEM aspirations. Contemporary Educational Psychology, 101927.

Pomerantz, E. M., Cheung, C. S. S., & Qin, L. (2012). Relatedness between children and parents: Implications for motivation. The Oxford handbook of human motivation, 579-349.

Putri, R. S., Purwanto, A., Pramono, R., Asbari, M., Wijayanti, L. M., & Hyun, C. C. (2020). Impact of the COVID-19 pandemic on online home learning: An explorative study of primary schools in Indonesia. International Journal of Advanced Science and Technology, 4809-4818.

Reschly, A. L., & Christenson, S. L. (2019). The intersection of student engagement and families: A critical connection for achievement and life outcomes. In Handbook of student engagement interventions (pp. 57-71). Academic Press.

Ryan, R. M., & Deci, E. L. (2009). Promoting selfdetermined school engagement: Motivation, learning, and well-being.

Sari, I. J., & Islami, R. A. Z. E. (2020). The Effectiveness of Scientific Argumentation Strategy towards the Various Learn-ing Outcomes and Educational Levels Five Over the Years in Science Education. Journal of Innovation in Educational and Cultural Research, 1(2), 52-57.

Schulze, S., & Lemmer, E. (2017). Family experiences, the motivation for science learning and science achievement of different learner groups. South African Journal of Education, 37(1).

Sha, L., Schunn, C., Bathgate, M., & Benâ€Eliyahu, A. (2016). Families support their children’s success in science learning by influencing interest and selfâ€efficacy. Journal of Research in Science Teaching, 53(3), 450-472.

Soeharto, S., Csapó, B., Sarimanah, E., Dewi, F. I., & Sabri, T. (2019). A Review of Students’ Common Misconceptions in Science and Their Diagnostic Assessment Tools. Jurnal Pendidikan IPA Indonesia, 8(2), 247-266.

Soltani, A. (2018). Influence of Motivating Science Class, Family, and Peer Models on Students’ Approaches to Learning Science: A Structural Equation Modeling Analysis. Research in Science

Education, 1-23.

Suryaman, M., Cahyono, Y., Muliansyah, D., Bustani, O., Suryani, P., Fahlevi, M., ... & Munthe, A. P. (2020). Covid-19 Pandemic and Home Online Learning System: Does it Affect the Quality of Pharmacy School Learning?. Systematic Reviews in Pharmacy, 11(8), 524-530.

Vosniadou, S. (2019, April). The Development of Students’ Understanding of Science. In Frontiers in Education (Vol. 4, p. 32). Frontiers.

Wach, F., Karbach, J., Ruffing, S., Brünken, R., & Spinath, F. M. (2016). University students’ satisfaction with their academic studies: Personality and motivation matter. Frontiers in psychology, 7, 55.

Wu, M., Xu, W., Yao, Y., Zhang, L., Guo, L., Fan, J., & Chen, J. (2020). Mental health status of students’ parents during COVID-19 pandemic and its influence factors. General Psychiatry, 33(4)

DOI: https://doi.org/10.15294/jpii.v9i4.26563

Refbacks

  • There are currently no refbacks.


Bookmark and Share