scholarly journals DEVELOPMENT OF SCIENTIFIC INQUIRY SKILLS OF SCIENCE TEACHING THROUGH ARGUMENT-FOCUSED VIRTUAL LABORATORY APPLICATIONS

2020 ◽  
Vol 19 (4) ◽  
pp. 628-646
Author(s):  
Aysegul Kinik Topalsan
Keyword(s):  
Science Teachers ◽  
Scientific Inquiry ◽  
Science Learning ◽  
Learning Activities ◽  
Virtual Laboratory ◽  
Structured Interviews ◽  
Implementation Phase ◽  
Virtual Lab ◽  
Experimental Learning ◽  
Post Test

This research designed within the scope of a TUBITAK 4005 project aimed to give science teachers training on argumentation-based learning, to provide them with scientific inquiry experience, to ensure that they gain skills to develop argumentation-based experimental learning methods. Throughout the research, 100 science teachers were given a four-day (28 hours in total) training program in virtual labs that would enable them to make scientific inquiries through argumentation-based experimental activities developed in accordance with the science curriculum. The “Opinion Scale for the Virtual Lab” and the “Principles of Scientific Inquiry- Teacher” were applied to the participants as a pre-test and post-test. Following the implementation phase, the “Assessing Argumentation-based Science Learning Activities- Scale” was applied to the participating students and teachers. In addition, semi-structured interviews were conducted with randomly selected 15 teachers and 15 students. When all the obtained data were evaluated qualitatively and quantitatively, a statistically moderate effect was determined on the teachers' post-test scores from the “Opinion Scale for the Virtual Lab” and the “Principles of Scientific Inquiry- Teacher.” Also, the participating students and teachers mostly expressed positive views in the “Assessing Argumentation-based Science Learning Activities- Scale” applied after the implementation phase. Keywords: argumentation-based experimental learning methods, mixed-method, scientific inquiry, semi-structured interviews, virtual laboratory.

scholarly journals Pelatihan Pengembangan Content E-Learning Untuk Guru IPA SE-JALUKO

2019 ◽  
Vol 3 (1) ◽  
pp. 120
Author(s):  
Haerul Pathoni ◽  
F B Pujaningsih ◽  
M Hendri ◽  
Maison Maison ◽  
Nehru Nehru
Keyword(s):  
Community Service ◽  
Science Teachers ◽  
Science Learning ◽  
Learning Activities ◽  
Implementation Phase ◽  
Learning Content ◽  
Preparation Phase ◽  
E Learning ◽  
Interesting Learning ◽  
The Right

ABSTRAKDalam proses pembelajaran, guru dituntut dalam memilih metode yang tepat. Apabila metode pembelajaran yang digunakan bersifat konvensional maka dapat menurunkan semangat dan minat belajar siswa di sekolah. Permasalahan dalam pembelajaran di sekolah sering ditemui khususnya ketika siswa mengalami kesulitan dalam belajar. Solusi dari permasalahan tersebut adalah dengan melaksanakan pembelajaran yang lebih menarik menggunakan media e-learning berbasis edmodo.Tujuan utama dari media ini adalah untuk meningkatkan aktivitas dalam pembelajaran karena edmodo hampir sama dengan facebook sehingga diharapkan dengan penggunaan edmodo siswa akan lebih merasa senang dalam pembelajaran fisika dan materi akan lebih mudah untuk dipahami. Tahap persiapan dimulai dari observasi di beberapa sekolah di Kecamatan Jambi Luar Kota untuk mengetahui sejauh mana penggunaan media pembelajaran oleh guru IPA serta koordinasi dengan MGMP IPA Rayon Jaluko Kab. Muaro Jambi, Provinsi Jambi. Tahap pelaksanaan yaitu pelatihan pengembangan content e-learning untuk pembelajaran IPA menggunakan edmoda. Hasil pengabdian memperlihatkan guru antusias dalam mengikuti pelatihan pengembangan content e-learning. Beberapa pertanyaan diajukan guru terkait bagimana cara penggunaan edmoda. Secara keseluruhan dapat dikatakan tujuan pengabdian tercapai yaitu dengan ditandai dengan antusias guru, berbagai masalah pengembangan content e-learning dapat diselesaiakan dan guru dapat menggunakan edmoda dengan baik dan benar. Kata kunci: e-learning, edmodo, Pembelajaran IPA. ABSTRACTIn the learning process, teachers are required to choose the right method. If the learning method used is conventioanl, it can reduce student’s enthusiasm and interest in learning at school. Problem in learning at school are often encountered especially when students experience learning difficulties. The solution to these problem is to carry out more interesting learning using edmodo based e-learning media. The main pupose of this media is to increase learning activities because edmodo is almost the same as facebook so hopefully with use of edmodo students will be more happy in physics learning and material will be easier to understand. The preparation phase start from obeservation in several school in the district of Jambi Luar Kota to find out the extent of the use of learning media by science teachers as well as coordination with the MGMP IPA Rayon Jaluko Districts Muaro Jambi, Jambi  Province. The implementation phase is training in developing e-learning content for science learning using edmodo. The result of community service show that the teacher is enthusiastic in participating in training in developing e-learning content. Some questions were raised by teacher regarding how to use edmodo. As a whole, it can be said that purpose of community service is achieved, which is marked by the enthusiasm of the teacher, various problem in developing e-learning content can be completed and the the teacher can be use edmodo properly and correcly. Keywords: e-learning, edmodo, science learning

scholarly journals The effect of colloids practicum e-module to improve students’ interest on virtual lab during the covid-19 pandemic

2021 ◽  
Vol 13 (3) ◽  
pp. 172-179
Author(s):  
Nelius Harefa ◽  
◽  
Novia Fransisca Dewi Silalahi ◽  
Leony Sanga Lamsari Purba ◽  
Herna Febrianty Sianipar ◽  
...  
Keyword(s):  
Data Analysis ◽  
Learning Process ◽  
Science Learning ◽  
Learning Activities ◽  
Virtual Labs ◽  
Colloidal Material ◽  
Virtual Lab ◽  
The Creation ◽  
Learning Interest

Practical learning which is generally carried out in the laboratory is one of the important lessons in the science learning process, especially chemistry. The Covid-19 pandemic has caused practical learning activities to not be accommodated in real laboratories. This situation encourages the creation of practical learning innovations, namely the use of virtual labs. In this study, students' learning interest in the use of virtual labs is described which is integrated with the use of e-modules on colloidal material. Based on the results of data analysis, 74.55% of students were interested in using the virtual lab, 10.90% very interested, 12.73% quite interested, and 1.82% lack of interested. These data indicate that the majority of students can make good use of the virtual lab and are able to optimally elaborate on the learning process. However, virtual labs are not intended to replace real laboratories but can be used as supplements and media to support learning in real laboratories.

scholarly journals Exploring How Research Experiences For Teachers Changes Their Understandings Of The Nature Of Science And Scientific Inquiry

2015 ◽  
Vol 1 (1) ◽  
pp. 53 ◽  
Author(s):  
Sanlyn R. Buxner
Keyword(s):  
Science Education ◽  
Education Reform ◽  
Nature Of Science ◽  
Science Teachers ◽  
Scientific Inquiry ◽  
Informal Science Education ◽  
Scientific Practices ◽  
Structured Interviews ◽  
Research Experiences ◽  
Research Experiences For Teachers

<p>The nature of science is a prevalent theme across United States national science education standards and frameworks as well as other documents that guide formal and informal science education reform. To support teachers in engaging their students in authentic scientific practices and reformed teaching strategies, research experiences for teachers offered in national laboratories, university research centers, and national field-sites promise opportunities to help teachers update their current understanding of STEM fields and experience firsthand how scientific research is conducted with the end goal of supporting more inquiry-based teaching approaches in their classrooms. This qualitative interpretive study used an adapted Views of Nature of Science and Views on Scientific Inquiry surveys and protocols to investigate changes in 43 practicing teachers understandings about the nature of science and scientific inquiry as a result of participation in one of three summer science research programs. Each program provided participants with research experiences alongside professional researchers as well as activities intended to increase participants abilities to provide inquiry-based science learning activities for their students. Data were collected using open-ended surveys pre-program, post-program and long-term follow-up surveys, semi-structured interviews, focus groups, along with researchers observations and field-notes. Participation in these programs led to small, measurable enhancements in teachers understandings of scientific inquiry and the nature of science. Teachers prior experience with research was found to have the strongest relationship to their knowledge of the nature of science and scientific inquiry. The data in this study provides evidence that research experiences can provide valuable experiences to support teachers improved knowledge of how science is conducted.</p>

scholarly journals EFFECTS OF MEANINGFUL LEARNING ON CONCEPTUAL PERCEPTIONS RELATED TO “FORCE AND MOTION”: AN EXPERIMENTAL STUDY FOR PRE-SERVICE SCIENCE TEACHERS

2014 ◽  
Vol 13 (3) ◽  
pp. 394-410
Author(s):  
Murat Demirbaş
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
Meaningful Learning ◽  
Learning Activities ◽  
Evaluation Instrument ◽  
Single Group ◽  
Group Design ◽  
Force And Motion ◽  
Research Designs ◽  
Post Test

The main purpose of science education is to enable students to connect concepts with daily life and establish relations between the concepts. Thus, many implementations related to constructivism have been carried out. The aim of the study is to explore how students’ conceptual perceptions related to “Force and Motion” subject changed with meaningful learning. Pre-test -post test single group design, one of the experimental research designs, were used in the research. In order to interpret the students’ results in meaningful learning process, Conceptual Perception Test related to Force and Motion subject (CPTFM) was developed and the test was composed of five open-ended questions. The content of the items in the test was developed in such a way to include “Action-Reaction Law”, “Gravity”, and “Pairs of Balanced Forces.” The points obtained from the evaluation instrument were evaluated according to the levels created by the researcher. 35 students in their third year of study in the Department of Science Teaching participated in the study. The results of the study revealed that meaningful learning activities made positive contributions to pre-service teachers’ conceptual perceptions related to force and motion concepts. Key words: conceptual learning, force and motion concepts, meaningful learning, science teaching.

Systematic Review of Outdoor Science Learning Activities with the Integration of Mobile Devices

2020 ◽  
Vol 12 (2) ◽  
pp. 33-56
Author(s):  
Trina J. Kilty ◽  
Andrea C. Burrows
Keyword(s):  
Mobile Devices ◽  
Scientific Inquiry ◽  
Science Learning ◽  
Learning Activities ◽  
Learning Assessment ◽  
Learning Activity ◽  
Knowledge Gain ◽  
Observation Data ◽  
Science Content ◽  
Eligibility Criteria

The purpose of this systematic study review was to describe how researchers integrated mobile devices into outdoor science learning, assessment of those activities, and alignment of purpose, integration, and assessment. From initial 980 search results, the authors selected 45 articles based on the eligibility criteria of: (a) empirical study; (b) learning activity with science content; (c) outdoor setting; (d) mobile device integration; and (e) assessement. Researchers designed outdoor science learning activities integrated with mobile devices for the purposes of science knowledge gain, affective domain gain, and scientific inquiry. Researchers aligned components of scientific inquiry including hypothesis formation, observation, data collection and interpretation, and communication and collaboration. Conclusions describe benefits to integrating mobile devices with outdoor science learning activities by supporting scientific inquiry skill development. Alignment of purpose and assessment provides evidence of student learning important in meeting accountability standards.

scholarly journals Scientific Approach in Improving Science Learning Activities of Madrasah Ibtidaiyah Students

2021 ◽  
Vol 2 (2) ◽  
pp. 85-109
Author(s):  
Syamsidar HS ◽  
Samsinar S
Keyword(s):  
Science Teachers ◽  
Family Environment ◽  
Science Learning ◽  
Practical Implication ◽  
Descriptive Analysis ◽  
Linear Regression Analysis ◽  
Analysis Data ◽  
Learning Activities ◽  
Scientific Approach ◽  
Thematic Learning

Purpose: This study aims to examine the application of scientific approaches in learning in Madrasah Ibtidaiyah, classify the forms of learning activities of learners in Madrasah Ibtidaiyah, and analyze the significant influence between scientific approaches to student learning activities in Madrasah Ibtidaiyah, Indonesia. Approach/Methodology/Design: In this study, a mixed method is employed. The instruments in this study are observation guidelines, interview guidelines, questionnaire guidelines, and document analysis. Data were collected through observation, questionnaires, documentation, and reference tracing. Data processing and analysis techniques are carried out in two ways, namely processing and analyzing data qualitatively and quantitatively, including descriptive analysis, and simple linear regression analysis.   Findings:  The results of this study show that in general Madrasah Ibtidaiyah teachers have applied a scientific approach in science learning in accordance with the procedures contained in the thematic learning of 2013 curriculum. In terms of students' learning activities, science teachers have improved students' learning activities through visual, oral, listening, writing, drawing, motoric, mental, and emotional activities. The scientific approach employed has positively influenced learning activities with the regression value obtained at 0.436. Practical Implication: The implication of this research is that systemic and systematic measures are needed in developing a scientific approach from the authorities with the provision of adequate facilities in order to implement it more optimally. Employing scientific approaches improve students’ learning process not only in Madrasah, but contributes to the development of scientific thinking can be done by parents in the family environment. Originality/value: This research is useful for teachers in developing pedagogic and professional competencies.

scholarly journals Workshop untuk Pembuatan Bahan Ajar Ilmu Pengetahuan Alam Berbasis Kearifan Lokal Sidoarjo

2020 ◽  
Vol 5 (2) ◽  
pp. 453-460
Author(s):  
Noly Shofiyah ◽  
Fitria Nur Hasanah ◽  
Siti Miluningtias
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
Science Learning ◽  
Local Culture ◽  
Learning Science ◽  
Teaching Materials ◽  
Learning Materials ◽  
Teacher Skills ◽  
Pedagogical Competence ◽  
Post Test

The main problem that occurred in SMP Negeri 2 Jabon, which inspired this activity was the pedagogical competence of science teachers on aspects of making teaching materials and the implementation of science learning in the classroom that had not yet integrated local wisdom into science learning. In other words when making teaching materials teachers rarely associate the concept of science with local culture in Sidoarjo. Therefore, in order for teachers to be able to make teaching materials based on local wisdom or ethnoscience, a workshop was held with the aim of: 1) Improving teacher’s concepts understanding of ethnoscience, local wisdom or local culture, 2) Enhancing teacher skills in making teaching materials based on local wisdom. In delivering innovations to partners, it is carried out by the method of explanation, discussion, practice and mentoring and evaluation stages. The result of this activity is the knowledge of teachers about learning science based on local wisdom or ethnoscience increased. This is indicated by an average pre-test 58.3 and post-test 76.7. In addition, the teachers are able to make science teaching materials based on local wisdom or ethnoscience. Some of the teaching materials that have been made by the teachers are learning materials integrated with traditional games; Science worksheets with the theme of smoking fish; and worksheets for making “klompen”.

scholarly journals APPLICATION OF THE INQUIRY MODEL ON SCIENCE LEARNING OF VIBRATION AND WAVES

2021 ◽  
Vol 5 (2) ◽  
pp. 160
Author(s):  
Tati Sudaryani
Keyword(s):  
Student Learning ◽  
Test Score ◽  
Science Learning ◽  
Learning Activities ◽  
Learning Material ◽  
Average Value ◽  
Post Test ◽  
Class Viii ◽  
Significant Change ◽  
Academic Year

AbstractThis study aims to obtain an increase in the learning activities of class VIII A students of SMP Negeri 5 Sungai Raya in the 2018/2019 academic year. Student learning activities in science learning material Vibration and Waves using the Inquiry Model in class VIII A SMP Negeri 5 Sungai Raya have increased every cycle, it can be seen from the level of student learning completeness per cycle, namely in cycle 1 based on the results of the pre test, the score is obtained the highest is 86.6 and the lowest value obtained is 46.6. The average pre-test value of the experimental class was 68.23. Meanwhile, based on the results of the post test, the highest score was 93.3 and the lowest score was 66.6. The average post-test score for the experimental class was 82.03. Then in cycle 2 based on the results of the pre test, the highest score was 100 and the lowest score was 53.3. The average value of the experimental class pre test is 77.21. Based on the results of the post test, the highest score was 100 and the lowest score was 86.6. The average post-test score for the experimental class was 97.92. There is a very significant change in the increase in student learning activities between the pre-test and post-test. Based on the Minimum Completeness Criteria (KKM) the percentage of students has increased.  Keywords: Inquiry Model, Student Learning Activities

scholarly journals Analisis Pembelajaran IPA Secara Daring pada Masa Pandemi Covid-19

2021 ◽  
Vol 9 (2) ◽  
pp. 217-233
Author(s):  
Novia Amarta Handayani* ◽  
Jumadi Jumadi
Keyword(s):  
Online Learning ◽  
Science Teachers ◽  
Student Motivation ◽  
Science Learning ◽  
Structured Interview ◽  
Learning Activities ◽  
Data Display ◽  
Analysis Technique ◽  
Three Stages ◽  
Internet Networks

The emergence of Covid-19 in Indonesia has an impact on science learning activities in junior high schools, so that, it is transferred to learning online. This study aims to analyze online learning activities, supporting factors, inhibiting, and the effectiveness of online learning during the Covid-19 pandemic. It was conducted in SMP Negeri 2 Bungkal from October to November 2020. This study used descriptive qualitative methods to provide an overview of online learning at SMP Negeri 2 Bungkal. This study used semi-structured interview data given to science teachers, students, and students' parents. Data analysis used the analysis technique of Miles Huberman (1992) through three stages, namely data reduction, data display, and conclusion drawing/verification. The result of this study indicates the Covid-19 pandemic had an impact on learning activities. Online learning was carried out using Google Meet, Google Classroom, and WhatsApp media. Supporting and inhibiting factors in online learning, which are communication tools, internet networks, student motivation, and support from parents. Online learning is less effective because the material is not conveyed entirely to students. Most activities are carried out just by providing material and assignments and collecting assignments

scholarly journals Pelatihan Penggunaan Alat KIT IPA SMP bagi Guru-Guru IPA SMP se-Kecamatan Kalasan Kabupaten Sleman untuk Mendukung Kegiatan Belajar Mengajar (KBM) dalam Mengimplementasikan Kurikulum 2013

2018 ◽  
Vol 2 (2) ◽  
pp. 100-103
Author(s):  
Rita Prasetyowat ◽  
Laila Katriani ◽  
Rida Siti NM ◽  
Ariswan Ariswan
Keyword(s):  
High School ◽  
Problem Solving ◽  
Science Teachers ◽  
Junior High School ◽  
Teaching And Learning ◽  
Science Learning ◽  
Learning Activities ◽  
Second Step ◽  
Science Lesson ◽  
The Third

 Kegiatan PPM ini bertujuan untuk mengupayakan agar para guru IPA dapat memaksimalkan pemanfaatan KIT IPA dalam pembelajaran IPA. Selain itu, kegiatan PPM ini juga dapat memberikan bekal bagi para guru IPA tentang langkah-langkah konkret pemanfaatan KIT IPA dalam pembelajaran IPA. Pemecahan masalah tersebut dapat dilakukan dengan pelatihan yang meliputi beberapa langkah kegiatan. Langkah pertama melakukan identifikasi jenis-jenis peralatan KIT IPA yang dimiliki di SMP. Langkah kedua menganalisis ketersediaan peralatan KIT IPA SMP yang sesuai dengan Kurikulum 2013 yang digunakan. Langkah ketiga melakukan pelatihan penggunaan peralatan KIT IPA SMP. Kesimpulan yang dapat diambil dari kegiatan PPM tersebut adalah para guru IPA SMP dapat memaksimalkan pemanfaatn KIT IPA guna mengimplementasikan kurikulum 2013 dalam pembelajaran IPA SMP. Selain itu para guru IPA SMP memperoleh bekal tentang langkah-langkah konkret pemanfaatan KIT IPA dalam pembelajaran IPA. Kata kunci: kurikulum 2013, implementasi, kegiatan belajar mengajar (KBM) Training on the Use of SMP KIT Tool for Junior High School TeachersKalasan District of Sleman Regency to Support Teaching and Learning Activities (KBM) in Implementing Curriculum 2013Abstract           This PPM activity aims to strive for IPA teachers to maximize the utilization of IPA KIT in science learning. In addition, this PPM activity can also provide stock for science teachers about concrete steps of IPA KIT utilization in science learning. Such problem solving can be done with training that includes several steps of activities. The first step to identify the types of KIT equipment IPA owned in SMP. The second step analyzes the availability of KIT IPA SMP equipment in accordance with the Curriculum 2013 used. The third step is to train the use of KIT IPA SMP equipment. The conclusions that can be drawn from these PPM activities are the teachers of IPA SMP can maximize the utilization of IPA KIT to implement the 2013 curriculum in science lesson of SMP. In addition, SMP science teachers get supplies about concrete steps to utilize KIT IPA in science learning. Keywords: curriculum 2013, implementation, teaching and learning activities (KBM)

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