scholarly journals Mengajarkan Keterampilan Proses Sains Dalam Pembelajaran Jarak Jauh

2021 ◽  
Vol 6 (2) ◽  
pp. 74-82
Author(s):  
Setiono - ◽  
Fivty Octavia Astuti
Keyword(s):  
Science Curriculum ◽  
Curriculum Study ◽  
Biological Science

Pengalaman belajar saintifik merupakan pengalaman belajar penting bagi peserta didik. Peserta didik harus memiliki keterampilan psrasyarat dalam pengalaman belajar saintifik, keterampilan dasar tersebut adalah keterampilan proses sains. Penelitian ini bertujuan untuk mengetahui kerangka kerja dalam membekalkan keterampilan proses sebagai dasar pengalaman saintifik dalam pembelajaran jarak jauh. Metode dalam penelitian ini adalah metode deskripstif melalui studi dokumen dan literatur. Pengalaman belajar melalui pendekatan saintifik merupakan salah satu standar proses dalam pembelajaran mata pelajaran biologi. Pengalaman belajar melalui pendekatan saintifik mempersyaratkan peserta didik mememiliki keterampilan dasar menjalankan proses saintifik, untuk menjalankan proses saintifik peserta didik harus memiliki keterampilan proses sains dasar. Guru perlu mengupayakan keterampilan proses sains ini dimiliki terlebih dahulu di awal-awal kegiatan pembelajaran biologi di sekolah. Dalam kurikulum BSCS (Biological Science Curriculum Study) dikatakan bahwa tema persoalan biologi pertama yang harus diajarkan kepada peserta didik adalah sains sebagai sebuah proses penyelidikan. Kondisi saat ini dimana peserta didik harus belajar di rumah menjadi tantangan tersendiri bagi para guru untuk melatihkan keterampilan proses peserta didik. Melatihkan keterampilan proses perlu pengalaman hand-on yang dilakukan peserta didik. Sehingga guru harus menyiapkan tugas, instruksi atau bimbingan yang memungkinkan peserta didik melakukan proses sains di rumah, untuk menyiapkan hal tersebut guru memerlukan kerangka kerja pembelajaran jarak jauh yang dapat membekalkan keterampilan proses sains, sebagai keterampilan dasar untuk menjalankan standar proses pembelajaran sains.

scholarly journals Pengembangan Keterampilan Proses Melalui Pendekatan Pembelajaran Biological Scienc Curriculum Study (BSCS)

2017 ◽  
Vol 28 (2) ◽  
pp. 333-350
Author(s):  
Hadi Suseno ◽  
M. Badrus
Keyword(s):  
Science Curriculum ◽  
Curriculum Study ◽  
Biological Science

Tujuan tulisan ini menguraikan  teori pembelajaran kognitif dengan pendekatan Biological  Science Curriculum  Study (BSCS). Selanjutnya diuraikan pengertian pembelajaran kognitif dan domain-domain yang ada di dalamnya, dan juga diuraikan tentang orientasi BSCS sebagai pendekatan pembelajaran sains untuk mengembangkan pemikiran pebelajar. Dalam pendekatan Biological  Science Curriculum  Study (BSCS) model penelitian biologi dirancang untuk mengajarkan proses-proses biologi, mempengaruhi cara siswa dalam memproses informasi, dan mendidik komitmen mereka untuk melakukan penelitian ilmiah. Di samping itu dengan penelitian ilmiah juga dapat mendidik siswa untuk terbukanya pemikiran dan kemampuan meneguhkan pendapat serta kerja sama antara siswa dengan siswa dan antara siswa dengan guru.

scholarly journals Perancangan Sistem Pencarian Nama Latin Tumbuhan Berbasis Website Menggunakan Algoritma Knuth Morris Pratt (KMP)

2020 ◽  
Vol 17 (2) ◽  
pp. 59
Author(s):  
Anofrizen Anofrizen
Keyword(s):  
Search Engine ◽  
Science Curriculum ◽  
Curriculum Study ◽  
Biological Science

Biologi merupakan salah satu pelajaran yang memiliki banyak istilah. Berdasarkan struktur keilmuan menurut Biological Science Curriculum Study (BSCS), istilah dan objek yang berjumlah ribuan jenis menjadi kesulitan tersendiri untuk dipelajari. Salah satu cara mempermudah dalam mempelajarinya adalah pengelompokan atau pengklasifikasian makhluk hidup disebut Taksonomi dan tata nama ilmiah yang disebut Binomial Nomenklatur. Klasifikasi dan tata nama ilmiah masuk dalam mata pelajaran Ilmu Pengetahuan Alam (IPA) tingkat SMP, Biologi tingkat SMA dan Perguruan Tinggi. Salah satu materi IPA kelas VII pada SMP 7 Pekanbaru ialah memahami keanekaragaman makhluk hidup, yang mana terdapat materi pembelajaran mengenai klasifikasi dan tata nama ilmiah tumbuhan. Pada silabus pembelajaran mata pelajaran IPA pada SMP N 7 Pekanbaru sumber belajar hanya didapat dari buku-buku, tentu ini kurang efektif untuk mepelajari tentang klasifikasi dan tata nama ilmiah tumbuhan bagi pelajar dikarenakan banyaknya jenis dan spesias tumbuhan yang ada. Tujuan yang ingin dicapai dalam peneltian ini ialah merancang dan membuat sistem pencarian nama latin tumbuhan sebagai wadah penampung nama-nama latin tumbuhan yang memiliki sistem search engine sendiri untuk memudahkan user atau pengunjung yang ingin melakukan pencarian nama latin tumbuhan. Sistem Search engine ini menggunakan algoritma Knuth Morris Pratt (KMP) untuk mengoptimasi pencarian pada nama latin tumbuhan tersebut

scholarly journals Development of INoSIT (Integration Nature of Science in Inquiry with Technology) Learning Models to Improve Science Literacy: A Preliminary studies

2022 ◽  
Vol 8 (1) ◽  
pp. 18-31
Author(s):  
Amiruddin Takda ◽  
Budi Jadmiko ◽  
Erman Erman
Keyword(s):  
High School Students ◽  
Nature Of Science ◽  
Junior High School ◽  
Scientific Literacy ◽  
Science Literacy ◽  
Science Curriculum ◽  
Curriculum Study ◽  
Biological Science ◽  
Learning Models ◽  
Inquiry Based Learning

Has successfully created the INoSIT learning paradigm to increase students' science literacy competency. This design aims to integrate information and communication technology (ICT) with inquiry and nature of science (NoS) models to teach scientific literacy to junior high school students using a multi-representation method. The BSCS 5E model (Involvement of Biological Science Curriculum Study, Exploration, Explanation, Elaboration, and Evaluation) and the IBL model (Investigation-based learning) have many phases whose implementation requires many processes. So, the INoSIT model is designed to simplify multiple phases or sub-phases. As a result, IBL (inquiry-based learning) is ineffective and inefficient in terms of learning time. It is also challenging to teach scientific literacy of abstract concepts using this method. The study employs a descriptive analysis method in conjunction with a literature review pattern.  The INoSIT model with the syntax Eliciting, Hypothesis, Testing Hypothesis, Elucidation, and Reflection was created from the results of the investigation of the weaknesses of the BSCS 5E (Biological Science Curriculum Study Engagement, Exploration, Explanation, Elaboration, and Evaluation) and the IBL (Inquiry-based learning) models. To construct students' knowledge of literacy and the study is anticipated to contribute to creativity, originality, and the development of a proclivity for inquiry and research

scholarly journals Using the Principles of BIO2010 to Develop an Introductory, Interdisciplinary Course for Biology Students

2010 ◽  
Vol 9 (3) ◽  
pp. 290-297 ◽  
Author(s):  
Kelly E. Matthews ◽  
Peter Adams ◽  
Merrilyn Goos
Keyword(s):  
Student Perceptions ◽  
Real World ◽  
Science Curriculum ◽  
Modern Science ◽  
Biological Science ◽  
First Year ◽  
Science Students ◽  
Biology Students ◽  
Upper Level ◽  
Interdisciplinary Course

Modern biological sciences require practitioners to have increasing levels of knowledge, competence, and skills in mathematics and programming. A recent review of the science curriculum at the University of Queensland, a large, research-intensive institution in Australia, resulted in the development of a more quantitatively rigorous undergraduate program. Inspired by the National Research Council's BIO2010 report, a new interdisciplinary first-year course (SCIE1000) was created, incorporating mathematics and computer programming in the context of modern science. In this study, the perceptions of biological science students enrolled in SCIE1000 in 2008 and 2009 are measured. Analysis indicates that, as a result of taking SCIE1000, biological science students gained a positive appreciation of the importance of mathematics in their discipline. However, the data revealed that SCIE1000 did not contribute positively to gains in appreciation for computing and only slightly influenced students' motivation to enroll in upper-level quantitative-based courses. Further comparisons between 2008 and 2009 demonstrated the positive effect of using genuine, real-world contexts to enhance student perceptions toward the relevance of mathematics. The results support the recommendation from BIO2010 that mathematics should be introduced to biology students in first-year courses using real-world examples, while challenging the benefits of introducing programming in first-year courses.

scholarly journals O que sabem alunos do Ensino Fundamental sobre o tema “Ser Humano e Saúde”: a contribuição do Mapa Conceitual / What do Elementary School Students know about “Human Beings and Health”: the Contributions of Conceptual Maps

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
Conceição Aparecida Soares Mendonça ◽  
Felipa Pacifico Ribeiro de Assis Silveira
Keyword(s):  
Concept Maps ◽  
Science Curriculum ◽  
Cognitive Structure ◽  
Meaningful Learning ◽  
Curriculum Study ◽  
Human Beings ◽  
School Students ◽  
Pedagogical Intervention ◽  
Conceptual Maps ◽  
The Subject

ABSTRACTThis article presents the results of analysis of an experimental study conducted with a group of 7th grade students of a public school in the state of Pernambuco - Brazil. The goal was to understand how concept maps contribute to the process of acquiring knowledge in natural sciences. The idea is that Concept Maps are a resource that facilitates meaningful learning, in the light of the theory of Ausubel. During the pedagogical intervention, Concept Maps were built by the students. In this light, the results presented in this paper correspond to the analysis of the produced maps, as well as of the prior knowledge of the group about Human Excretion. This theme belongs to the topic "Human Beings and Health". The group's responses were categorized to serve as subsidies to the intervention. We verified that the meanings attributed to the subject being studied need to be organized in the cognitive structure of students in order to provide meaningful learning. This is due to the fact that most students' responses belonged to the functional category, i.e. "the terms defined properly stored, without that students understand its meaning”. We believe that Concept Maps can help students to allocate and meaningfully structure their knowledge, as was demonstrated by the qualitative analysis of the maps made by the students.RESUMOEste artigo apresenta o resultado de uma investigação realizada com alunos da 7ª série do ensino fundamental de uma escola pública no estado de Pernambuco - Brasil. O objetivo foi compreender como os Mapas Conceituais contribuem para o processo de aquisição de conhecimento sobre o eixo temático Ser Humano e Saúde, atuando como recurso didático facilitador da aprendizagem significativa na concepção ausubeliana. Os Mapas Conceituais foram construídos durante o processo de intervenção pedagógica e os resultados apresentados correspondem às análises dos Mapas Conceituais, bem como o conhecimento prévio manifestado pelo aluno sobre excreção humana, um dos temas necessários à compreensão do eixo temático Ser Humano e Saúde. Os dados obtidos por meio dos conhecimentos prévios foram categorizados com base nos níveis de alfabetização biológica atribuídos pelo Biological Science Curriculum Study, servindo de subsídio para inter-venção. Constatamos que os significados atribuídos ao tema necessitam ser estruturados cognitivamente para que o aluno venha alcançar a aprendizagem significativa, visto que a maioria dos alunos utiliza-se de termos incorretos em suas respos-tas não demonstrando compreender o significado dos termos científicos que utilizam. Consideramos que o Mapa Conceitual foi capaz de contribuir para a significação do tema, revelando-se como um recurso didático potencial. Contato principal: [email protected]

Elementary School Science for Students with Disabilities

1994 ◽  
Vol 15 (2) ◽  
pp. 86-93 ◽  
Author(s):  
Gail Grigg Holahan ◽  
Jacqueline McFarland ◽  
Beverly A. Piccillo
Keyword(s):  
Elementary School ◽  
Science Education ◽  
Students With Disabilities ◽  
Children With Disabilities ◽  
Science Curriculum ◽  
Curriculum Study ◽  
School Science ◽  
Science System ◽  
And Mathematics

This paper reviews science curriculum issues surrounding the education of children with disabilities. Our nation's leadership has expressed serious concern regarding the role of science and mathematics in the education of our children, and children with disabilities cannot be excluded from this interest. we explore the background of science education for children with disabilities and examine three curricula designed especially for children with disabilities: Biological Science Curriculum study, full option science system, and science for all children.

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