No abstract

Learning science in elementary schools encourages students to understand the natural environment more deeply, rationally, and scientifically. However, often the scientific concepts they believe about science topics are not in accordance with the scientific concepts they should be. This misconception is difficult for teachers to diagnose. Special instruments to identify and analyze students' misconceptions are needed. Therefore, this research aims to analyze the misconceptions of elementary school students on the topic of energy using a four-tier diagnostic instrument. The purposed-designed survey method was used in this study. The data were analyzed quantitatively and qualitatively. The participants in this study were 20 fourth grade students in an elementary school in Ciamis Regency. A total of 6 questions in the form of a four-tier diagnostic instrument were used to determine the level of students' conceptions. The results showed that the students have misconceptions about the concept of energy. This can be seen from the average percentage of students' misconceptions of 66.67%. This research is expected to contribute to alternative ways to identify and analyze students' misconceptions using the four-tier diagnostic instrument. In addition, it can be used as a reference for teachers and researchers related to the problem of misconceptions of science in elementary school students

The application of STEM in Indonesia can be made through an embedded approach using the social, cultural and technological contexts encountered by students daily. This study aimed to reconstruct the context of Cirebon local wisdom, i.e. batik, to be used as a context for embedded STEM chemistry learning in high school. This research used a qualitative method by choosing the Model of Educational Reconstruction (MER) as the research framework. In this study, observations were made on the batik-making process, a literature review to explore the batik context's chemical perspective, and interviews to obtain information about students' preconceptions about batik. The findings indicated that the essential components of batik (fabric, wax, and dye) and the process of batik making were inextricably linked to chemical processes. According to the literature review, the context of batik is connected to several high school chemistry concepts, including organic chemistry (particularly regarding aromatic derivatives and polymers), electromagnetic radiation, chemical bonds, acid-base, oxidation and reduction, and stoichiometry. Meanwhile, it is known from student interviews that students' preconceptions about the scientific content of batik and related chemical concepts remain clearly distinguishable from their correct scientific conceptions. However, students expressed a favourable attitude toward the possibility of incorporating batik into chemistry instruction

Abstract:Learning success is often represented by numbers that indicate the extent to which students can achieve educational goals. However, basically, the success is determined by how much effort and their self-efficacy in learning. Therefore, the purpose of this study is to describe students' self-efficacy in learning and teachers' self-efficacy in teaching science. To obtain more comprehensive data and explanations, the Systematic Literature Review method was used in this study. This method is used to analyze 168 articles indexed by Google Scholar. In general, the stages of this research include planning, conducting, and reporting. The research was conducted by referring to three research questions, namely (1) How is the student's self-efficacy in learning science?, (2) How is the teacher's self-efficacy in teaching science, and (3) how is the relationship between self-efficacy and other variables. The results obtained indicate that Science Self-efficacy in students can be raised by familiarizing students to obtain success in learning science while in teachers it is raised through teaching practicum training. This research is expected to provide an overview for researchers and teachers to develop self-efficacy in science learning.Abstrak:Kesuksesan belajar sering direpresentasikan dengan angka yang menunjukkan sejauh mana siswa dapat mencapai tujuan pendidikan. Namun, pada dasarnya kesuksesan terebut ditentukan oleh seberapa besar usaha dan self-efficacy mereka dalam belajar.. Oleh karena itu, tujuan penelitian ini adalah memaparkan Self-efficacy siswa dalam belajar dan Self- efficacy guru dalam mengajar IPA. Untuk memperoleh data dan penjelasan yang lebih mendalam, metode Systematic Literature Review digunakan dalam penelitian ini. Secara umum tahapan penelitian ini mencakup planning, conducting dan reporting. Penelitian dilakukan dengan mengacu pada tiga pertanyaan penelitian, yaitu (1) Bagaimana Self-efficacy siswa dalam belajar IPA?, (2) Bagaimana Self-efficacy guru dalam mengajar IPA dan (3) Bagaimana keterkaitan antara Self-efficacy dan variabel lainnya. Hasil yang diperoleh menunjukkan bahwa Science Self-efficacy  pada siswa dapat dimunculkan dengan membiasakan siswa untuk memperoleh kesuksesan dalam pembelajaran IPA sedangkan pada guru dimunculkan melalui pelatihan praktikum mengajar.