Journal of Innovative Science Education

Pre-Service Teachers’ Conceptual Understanding and Retention When Taught Osmosis Using Group Discussions

2024-01-18T22:22:43+07:00

The effect of Group Discussions (GD) on pre-service teachers taught Osmosis was investigated using a quasi-experimental design with pre-and post-tests. Ninety-four pre-service teachers (N=47) for the Experimental Group (EG) taught using GD, and (N=47) for the Control Group (CG) were taught using the Traditional Approach (TA). Results from post-tests show EG performed better than CG, as indicated by Analysis of Covariance (ANCOVA), p < .05, suggesting that GD improved conceptual understanding. A Mann-Whitney U-test shows no significant differences in performance between males and females in EG, implying GD favoured both genders. In addition, EG retention was higher than CG when tested after an extended period. Thus, the results show that GD improves pre-service teachers’ conceptual understanding and retention. The implication for educators is that the use of GD in teaching biology improves pre-service teachers’ conceptual understanding of Osmosis, and these results have far-reaching implications in teacher education.

Development of Pteridophyta E-Teaching Materials In The Bantarbolang Natural Reserve Whit A Scientific Approach To Train Critical Thinking Skills

2024-01-18T22:46:29+07:00

Bantarbolang Nature Reserve as a conservation area has not been widely recognized, and has not been utilized in learning. Students also need learning that can train critical thinking skills. The aim of the research is to analyze the diversity of pteridophyta in the Bantarbolang Nature Reserve, to analyze the characteristics, validity and effectiveness of the E-peteridophyta teaching materials in training students' thinking skills. This research is Research and Development (R&D) using 4D model swhich includes four stages, that is Define, Design, Develop, and Disseminate. The results of the study showed (1) Diversity of Pteridophyta in the Bantarbolang Nature Reserve, whichfound 14 species of ferns, from 6 different families. The diversity of ecosystems in the Bantarbolang Nature Reserve, there are River Ecosystems, Forests and Teak Forests. (2) The characteristics of the Pteridophyta E-Materials in the Bantarbolang Nature Reserve have advantages, such as providing contextual examples of images, presented by collaborating between scientific approaches and process skills, and displayed in electronic form which makes it easy to use. (3) The validity of the Pteridophyta E-teaching materials in the Bantarbolang Nature Reserve, obtained an assessment score from material experts of 94.38% so that it is included in the very valid category, and an assessment score from media experts of 98.30% so that it is included in the very valid category. (4) The effectiveness of E-teaching materials on students' critical thinking skills obtains an N-gain score of 0.70, which means the high category, and obtained an Effect size score of 0.49, which means the medium category, thus showing effective results on critical thinking skills with the application of E - Teaching materials.

The Review of Fundamental Framework for Reflective Thinking and Practice in Science Education: Implications for Transformative Science Learning

2024-01-18T22:40:03+07:00

The primary objective of this study is to establish a fundamental framework for reflective thinking and practice in science education that can contribute to transformative learning worldwide. The study utilized the SPIDER inclusion criteria to select relevant articles from SCOPUS and WoS databases in March 2023, which included sample, phenomenon of interest, design, evaluation, and research type. The PRISMA framework was also used, which consisted of four steps: identification, screening, eligibility, and inclusion. In the end, the study analyzed 52 articles using Biblioshiny as a tool for analysis. The results indicated that Reflective Practice, International Journal of Science Education, and Education Sciences are the most commonly used sources for research on this topic. Turkey and the USA have shown the highest productivity in terms of research on reflective thinking. The frequency of the term "reflective thinking" has increased steadily over the years, indicating its growing significance in the field of education and research. Several teaching and assesment strategies can play a significant role in facilitating transformative learning by encouraging individuals to solve problems, communicate effectively, exhibit self-confidence, remain engaged, plan and collaborate with others.

Eye Tracking Trends in Chemistry Learning: Bibliometric Study 2018-2023 on Google Scholar with VOSviewer and Pivot Table

2024-01-18T22:40:16+07:00

The development of research topics in the field of eye tracking has become a good trend at the international level because eye tracking is not only used in the fields of health or psychology but can also be used in education, including chemistry and science learning. This research aims to look at trends and updates on the topic of eye tracking in chemistry learning so that gaps and research opportunities can be found. This research uses bibliometric methods with articles collected from Google Scholar and VOSviewer software is used to analyze and visualize the relationship of various elements in the dataset. From the results of the analysis, information was obtained: (1) the development of eye tracking publications in the context of learning chemistry, science and pure chemistry experienced fluctuations in the publication timeframe 2018-2023; (2) the publisher that publishes a lot of eye-tracking literature is Elsavier; (3) United States is the country with the most authors; (4) the journal that receives the most eye-tracking articles is Computers & Education; (5) It is known that 83.5% of eye tracking articles are published in Q1-Q3 journals; (6) authors who have conducted a lot of research on the topic of eye tracking are "Sigfredo Fuentez, Claudia Gonzalez Viejo and Richard E. Mayer"; (7) There are 162 keywords divided into 19 clusters; ; (8) "eye movements, eye tracking and virtual reality" are keywords that appear frequently; (9) Eye tracking research topics in chemistry learning that are still little researched are "drawing, learning processes, stem content knowledge, visual spatial content, gaze tracking, visual problems, perceptual learning". This research also found trends as well as research gaps and opportunities related to the topic of eye tracking in chemistry, science and pure chemistry learning

Development of Science Education Videos Based on Digital Storytelling as An Independent Learning Resource for Late Adolescents

2024-01-18T22:42:04+07:00

The increasing interest of late adolescents in digital content provides an excellent opportunity to distribute self-learning resources that can facilitate understanding science concepts in daily life. Unfortunately, social media as a means of disseminating digital content is still dominated by entertainment content. The lack of science education videos that are interesting and suitable for the characteristics of late adolescents on social media causes late adolescents to prefer entertainment content over educational content. Therefore, this research was initiated to develop a science education video based on digital storytelling and identify aspects of validity, practicality, and effectiveness of educational videos as a source of independent learning for late adolescents. This research includes Research and Development (R&D), using the 4D model of defining, designing, developing, and disseminating. This research produced a product in the form of a science education video based on digital storytelling as an independent learning resource for late adolescents that has been declared valid, practical, and effective. The validation percentage score of 82.5% is included in the very valid category. The practicality aspect met the very practical criteria, with a score of 92.66%. Effectiveness received an N-Gain score of 0.78 and was included in the high category. Based on the study's results, this digital storytelling-based science education video can be utilized as an independent learning resource for late adolescents.

An Exploratory Study to Investigate the Implementation of Feynman Learning Method in a Physics Classroom Setting

2024-01-30T21:57:03+07:00

In order to explore alternative methods to learn physics effectively, this research was inspired by a fundamental question: how did famous physicists use to learn and/or teach physics? Are there any recipies suggested by these physicists which are still relevant and can be imitated and applied to physics learning in a today classroom? This research aims at exploring the impact of the implementation of Feynman learning method on students’ physics concepts understanding and describing their spontaneous responses about the implementation of this learning method afterwards. This research was an exploratory research conducted at one grade X science class of St. Gabriel Catholic Senior High School in Maumere city, Flores. Data regarding students’ understanding were collected through pre and post test questionnairres and their spontaneous responses were obtained through unstructured interview. The results of N-gain pretest and post test score was 0.49. Apart from few non-positive responses, students’ responses indicated that the method can encourage them to actively participate in the learning process, improve their communication skill, and train their abilities to explain things in simple ways. The results suggest that there was an improvement in students’ physics concepts understanding with a medium N-gain score and that this learning method is positively appreciated by the participants.

Metacognition Skill Exploration in Six Developing Countries: A Systematic Literature Review Towards Advancing Learning Quality

2024-03-23T11:10:45+07:00

This study was conducted to analyze the literature related to the role of
metacognition in science learning in six developing countries in an effort to
improve the quality of learning. The objectives of this study include: 1) to
explore the role of metacognition as a learning strategy applied to science
learning; 2) to explore the role of students' metacognition skills in science
learning. 3) knowing the role of metacognition in science learning to improve
the quality of science learning. The benefit of this research is to facilitate
researchers in obtaining literature that is suitable for analysis related to the
research title to be carried out by researchers. The method of this research is to
use the Systematic Literature Review (SLR) method, which consists of 4 steps,
including identification, screening, eligibility, and inclusion. The results of this
study are obtained from as much as six pieces of literature that are suitable for
analysis. The results of the analysis of this article include: 1) Some parts of the
country applying metacognition strategies in science learning are proven to be
able to improve 21st century skills and also concept understanding. 2) Some
parts of the country apply several innovative learning models that are able to
improve students' metacognition skills. The level of education that is widely
used in the research studies reviewed is 40% at the junior and senior high school
level and 20% at the university level. It is expected that this research will
emphasize common patterns, challenges, and opportunities in using metacognitions skills in various science education contexts by gathering information
from various relevant studies.

Systematic Literature Review (SLR): An In-Depth Review of Robotic Learning with Quasi-Experimental Methods from Pre-School to High School

2024-03-23T11:47:30+07:00

The increasing presence of robotics in education raises the need for a deeper
understanding of the effectiveness of robotic learning. This study focuses on a
systematic literature review (SLR) of quasi-experimental robotics learning,
ranging from preschool to high school. This research aims to detail and
investigate various quasi-experimental approaches in robotics learning,
focusing on the age range from preschool to high school and to understand the
impact on learners after the robotics learning process. This research uses the
SLR approach to collect, evaluate, and synthesize current findings in the
literature in the form of articles in reputable international journals spanning the
years 2018-2023 regarding quasi-experimental robotics learning. The analysis
was conducted to identify common trends, weaknesses, and strengths of the
methods applied. The results highlighted the variety of quasi-experimental
designs used in robotic learning. Based on 15 articles, 10 used pure Quasiexperimental design, and 5 used Mixed Method. The findings provide an indepth understanding of the effectiveness of the various approaches, enabling
robust conclusions to be drawn to improve robotics learning at different levels
of education. This review contributes to the literature by identifying new
findings using quasi-experimental methods in robotics learning and underresearched research variables. Its significance lies in furthering the
understanding of the variables studied and the effectiveness of robotics learning
at different stages of education. This research provides a solid knowledge base
for developing more effective robotics learning strategies, positively
contributing to the advancement of educational science and providing longterm benefits to society by improving the quality of robotics education.

The Use of Problem-Based Learning Physics E-Module on Global Warming Material: High School Students Perception

2024-03-23T11:34:01+07:00

Global warming as one of the physics materials, is a topic that tends to be
abstract so it causes difficulties for students. In addition, limited time for
learning activities in class is an obstacle to achieving optimal understanding.
Lack of learning time in class can limit students' exploration space. The use of
e-modules based on Problem-Based Learning is an innovative solution to
visualize the phenomenon of global warming through images, videos,
animations, and simulations. Limited learning time in class can be overcome
through the flexibility of using e-modules. The purpose of this study is to
describe the perception of high school students towards the use of ProblemBased Learning physics-based e-modules on global warming material. Emodules are designed to stimulate student learning by utilizing a problembased learning model, where real-life problems are integrated into learning.
This research was conducted with a qualitative approach. The subjects of this
study were students of St. Gabriel Maumere Catholic High School. The
research instruments used are perception questionnaire sheets, documentation,
and interviews. The results showed that the percentage of student perception
on the e-module display indicator was 85.25%, the presentation of material in
the e-module was 82.68% and the overall benefits of the e-module were very
good. Based on the results of data analysis through questionnaires and
interviews, students gave a very good perception of the e-module on global
warming material.