Critical Thinking Skills and Scientific Attitudes of Pre-Service Chemistry Teachers Through the Implementation of Problem-Based Learning Model

This study aims to determine the effect of applying problem-based learning models on critical thinking skills and scientific attitudes of pre-service chemistry teachers in Basic Chemistry 1. This quasi-experimental research uses pre-test and post-test through an unequal control group design. This research has been carried out for 3 months from September-November in 2021 on pre-service chemistry teachers. The data were analyzed using Hotelling's T2 test and the Rasch model. Empirical evidence shows that based on Hotelling's T2 test results obtained a significance value of 0.001 < (0.05) with a partial eta squared value of 0.28 which means Ha is accepted. So, it can be concluded that there is a contribution of problem-based learning models on critical thinking skills and scientific attitudes of students with the contribution of 28%. Another finding also shows that based on the results of the Rasch model test, it shows that in the experimental class the indicators of critical thinking skills and scientific attitudes are mostly possessed the ability to synthesize attitudes towards scientific investigations. The indicators of critical thinking skills and scientific attitudes are least possessed the ability to analyze and chemistry learning experiences. The conclusions of this study include there is a significant effect of the application of the PBL model on students' critical thinking skills and scientific attitudes with a model contribution of 28%, as well as critical thinking skills and scientific attitudes that most students have in the experimental class are analytical skills and attitudes towards scientific investigations.

How are the Characteristics of Integrated Assessment Instruments to Measure Critical Thinking Skills and Scientific Attitudes of High School Students?

This research aimed to develop an integrated assessment instrument and to study the instrument’s characteristics. This research used 4-D development model of which the stages included defining, designing, developing, and disseminating. The primary product is validated by expert judgment. This research involved 274 mathematics and natural science eleventh-grade students of Senior High Schools in Sleman district, Yogyakarta. The polytomous data generated by the instrument trial was analyzed using the WINSTEPS 3.73 program and the Partial Credit Model 1-Parameter Logistic (PCM 1-PL) approach. Data collecting techniques included interviews, questionnaires, and tests. Data collecting instruments included interview guidelines, a question item validation sheet, and the integrated assessment instrument an essay test. The result of the research shows that the integrated assessment instrument has 0.93 of Aiken validation value. All tryout test items were stated to fit with the PCM 1-PL based on the criteria for the lowest and the highest limit outfit MNSQ 0.5 and 1.5. Item reliability was 0.96 and person reliability was 0.71. The difficulty level of question items was good, because of the range from -1.05 to +1.01 logit. Therefore, the integrated assessment instrument is suitable to be applied to measure the student’s critical thinking skills and scientific attitudes.

Effect of Problem-Based Learning Integrated Local Wisdom on Student Hots and Scientific Attitude

The purpose of the study was to analyze the effect of Problem-Based Learning (PBL) integrated with local wisdom on Higher-Order Thinking Skills (HOTS) and students' scientific attitudes. Local wisdom used is a tourist objects on the island of Lombok. The topic of learning is the interaction of living things on Senggigi Beach, Sesaot Forest, and Mount Rinjani. The research method used is quantitative with a posttest only control group design. The population of this study includes 6 classes with 172 7th grade students at SMP Negeri 16 Mataram. Samples were taken using cluster random sampling technique, class 7C became the experimental class (32 students), while class 7F became the control class (21 students). The HOTS test instrument is in the form of an essay while the student's scientific attitude instrument is in the form of an observation sheet. Statistical analysis used one-way MANOVA and analyzed using SPSS 25 application. Hypothesis test results showed differences in HOTS and students' scientific attitudes with PBL models and conventional learning. The mean of HOTS and scientific attitude in the experimental class is superior to the control class. The test of between-subjects effects for the HOTS variable and scientific attitude shows differences in HOTS and scientific attitudes due to differences in learning models. Therefore, the PBL model integrated with local wisdom has an effect on HOTS and students' scientific attitudes.

The correlation between metacognitive skills and scientific attitudes towards the retention of male and female students in South Sulawesi, Indonesia

<span>This was quantitative correlational research, which investigated the correlation between metacognitive skills and scientific attitudes towards the retention of male and female students in South Sulawesi, Indonesia. The research sample was biology education students in the second semester, with 104 students consisting of 47 males and 57 females. The instruments employed in this study were those for assessing metacognitive skills, scientific attitudes, and retention. Metacognitive skills and retention were measured using essay tests, while scientific attitudes were measured using observation sheets. The results indicated that the value of the simultaneous contribution of metacognitive skills and scientific attitudes towards to the retention of female students was higher than that of male students. The effective contributions of metacognitive skills and scientific attitude towards male students' retention were 3.33% and 24.67%. Metacognitive skills and scientific attitudes both contribute 14.5% and 17.2%, respectively, to female students’ retention.</span>

Elementary School Teacher’s Training and Coaching as Trustees of the National Science Olympiad (OSN) in Surabaya Using Science Practicum at SDN I Airlangga Surabaya

The purpose of this community service activity is to provide knowledge and practical science skills to support the National Science Olympiad (OSN) activities for teachers at SDN I Airlangga Surabaya and its surroundings. Based on the questionnaire distributed to the teachers of the SDN I Airlangga Surabaya, it showed that most of the teachers (87%) had never carried out practicum or experimental activities to support the OSN of Science at school. One of the targets to be achieved through this activity is to change attitudes and to increase the knowledge and skills of the SDN I Airlangga Surabaya teachers who have skills in science practicum to support OSN. The training was conducted using lecture methods, slides and videos, question and answer, interactive dialogue, brainstorming and work practices. There are three things that the partners got after holding the training, namely a) Knowledge; it seems that participants have gained new knowledge about the implementation of elementary science practicums after the training, b) Skills; participants seem to have had the skills to carry out practical science activities of elementary school, c) Attitude (behaviour); according to the practicum activities carried out, scientific attitudes were formed by the participants in supporting science olympic activities. In implementing the training, the partners generally have a great willingness and interest to participate on the training.

USING THE COVID-19 PANDEMIC AS A SOCIOSCIENTIFIC ISSUE TO SUPPORT THE SCIENTIFIC HABITS OF MIND

The COVID-19 pandemic has affected all people without discriminating any border, country, race, ethnicity and so forth (Arroio, 2020). Thus, it has acted as a new playmaker in recognizing the importance of education and social justice. As stated by Usak et al. (2020), we, as educators, should pay more attention to the development of students’ awareness and scientific attitudes. Thus, they are able to think, understand, decide and make an action about any urgent event or "forced" transition, i.e., the pandemic process (Rodgríguez et al., 2021). Unfortunately, the COVID-19 pandemic seems to have generated a climate of fear for scientific advances and mass vaccination as well as regulations on lockdown, socialization, and hygiene.

HUBUNGAN ANTARA SIKAP ILMIAH DAN KECERDASAN EMOSIONAL TERHADAP PRESTASI BELAJAR IPA SISWA KELAS V SDN SEKECAMATAN KEBUMEN TAHUN AJARAN 2020/2021

<p>Abstract<br />Scientific attitude and emotional intelligence are needed so that students have good science learning achievements and are able to compete in the times. The study aimed to know correlation between scientific attitudes and science learning achievement, to know correlation between emotional intelligence and science learning achievement, and to know correlation between scientific attitudes and emotional intelligence on science learning achievement for fifth grade students of public elementary schools in Kebumen Sub district in academic year of 2020/2021. The research was quantitative research including ex-pose facto and correlational method. The research results showed that the scientific attitudes had correlation on science learning achievement (Sig. 0.00 &lt;0.05) with coefficient value 0.567, emotional intelligence had correlation on science learning achievement (Sig. 0.00 &lt;0.05) with coefficient value 0.528, and scientific attitudes and emotional intelligence had correlation on science learning achievement (Sig. 0.00 &lt;0.05) with coefficient value 0.634. It meant that the better students’ scientific attitudes and the emotional intelligence, the better learning achievement.<br />Keywords: scientific attitude, emotional intelligence, learning achievement</p><p>Abstrak<br />Sikap ilmiah dan kecerdasan emosional dibutuhkan agar siswa memiliki prestasi belajar IPA yang baik dan mampu bersaing dalam perkembangan zaman. Penelitian ini bertujuan mengetahui adanya korelasi sikap ilmiah dengan prestasi belajar IPA, korelasi kecerdasan emosional dengan prestasi belajar IPA, dan korelasi sikap ilmiah dan kecerdasan emosional dengan prestasi belajar IPA siswa kelas V SDN se-Kecamatan Kebumen tahun ajaran 2020/2021. Penelitian ini merupakan penelitian kuantitatif dengan jenis expost facto dan metode korelasi. Hasil penelitian menunjukkan sikap ilmiah memiliki korelasi dengan prestasi belajar IPA (Sig. 0,00 &lt; 0,05) dengan nilai koefisien korelasi 0,567, kecerdasan emosional memiliki korelasi dengan prestasi belajar IPA (Sig. 0,00 &lt; 0,05) dengan nilai koefisien korelasi 0,528, serta sikap ilmiah dan kecerdasan emosional memiliki korelasi dengan prestasi belajar IPA (Sig. 0,00 &lt; 0,05) dengan nilai koefisien korelasi 0,634. Semakin tinggi sikap ilmiah dan kecerdasan emlosional siswa secara bersama-sama, maka prestasi belajar IPA yang diperoleh juga akan semakin baik.<br />Kata kunci: sikap ilmiah, kecerdasan emosional, prestasi belajar</p>

The Effect of a Blended Learning Project Based Learning Model on Scientific Attitudes and Science Learning Outcomes

The COVID-19 pandemic requires learning to use an online system. However, there are still many teachers who have difficulty designing appropriate learning for students. This study analyses the project-based learning model assisted by blended learning on scientific attitudes and science learning outcomes—the research population with as many as 184 students. The research sample amounted to 61 students—sampling using the random sampling technique. The design uses Post-test Only Control Group Design. Scientific Attitude data was collected using a questionnaire, and science learning outcomes were collected through an objective test. Data were analyzed through descriptive statistics and the SPSS-17 Manova test. The results showed a significant difference in scientific attitudes between students who followed the project-based learning model assisted by blended learning and students who followed the conventional learning model, with an F value of 471.8. There is a significant difference in science learning outcomes between students who follow the project-based learning model assisted by blended learning and students who take conventional learning, as evidenced by the science learning outcomes with an F value of 3.69. There are differences in scientific attitudes and science learning outcomes simultaneously between students who follow the project-based learning model assisted by blended learning and students who follow the conventional learning model. a significance level of 0.05 resulted in a p < 0.05. It can be concluded that the Project-based Blended Learning learning model can improve scientific attitudes and student learning outcomes.

Mastery of Science Concepts Improves Scientific Attitude in Elementary School Students

Many students have low IPA abilities. Previous research stated that there are still many students who get science learning scores below the average. This study analyzes the relationship between students' scientific attitude and mastery of science concepts in fourth-grade elementary school. This type of research is quantitative research with the correlational method. The research design used is to formulate problems and determine research objectives. The subjects in this study were all students totaling 58 respondents who were taken using the cluster random sampling technique. The method used in this study discusses two variables, the independent variable is students' scientific attitude, and the dependent variable is the mastery of science concepts for grade IV elementary school. The data collection instrument in this study used measurement techniques in 15 formative questions on the dependent variable and 30 questionnaire sheets on the independent variable. Data were analyzed by parametric statistics or product-moment correlation. The results showed differences in the results of students' scientific attitude data with mastery of science concepts. The data showed that tcount was 2,431 > ttable was 1,672 at the significance level = 0.05 with the number of respondents 58 students. Based on these findings, it can be concluded that there is a positive relationship between students' scientific attitudes and mastery of science concepts. Mastery of science concepts can improve students' scientific attitudes.