This survey explored Indonesian science teachers’ experience and perceptions toward science teaching that is based on socio-scientific issues (SSIs). The participants were asked whether or not they already used corresponding practices in their own teaching and whether they experienced any challenges in implementing SSI-based pedagogies. Further focal points were the teachers’ views on student competencies that can be fostered through SSI-based education, the connection of SSI-based pedagogies with students’ character formation, potential topics for implementing SSIs in science education, and the teachers’ interest in such implementation. Data were collected with the help of a questionnaire that was administered to 99 science teachers. This was then followed up by interviews with 20 intentionally selected teachers taken from the overall sample. The study revealed that teachers’ familiarity with SSI-based pedagogies varies greatly. Regardless of their familiarity with the term, some of the teachers had already implemented corresponding practices at varying levels of intensity. Although almost all of the participants saw potential in SSI-based pedagogies for increasing student competency development and character formation, most of the respondents did not implement SSI-based teaching very often in their lessons. They mentioned several challenges that hindered them in implementing SSI in their teaching practices. Reasons included the lack of necessary students’ competencies, a lack of teacher expertise, the content in the official curriculum, inadequate facilities, and a lack of time for lesson preparation and implementation. When asked for ideas in implementing SSI-based education, teachers basically suggested topics related to the environment or technology as suitable for SSI-based education. In spite of the many challenges, most of the teachers were still interested in implementing SSIs in their classes.

This study aimed to examine the difference of Vocational High School students' learning motivation after they were taught the topic of the electrolyte solution and redox reaction using POGIL model with SSI context, POGIL, and conventional learning. The research design used was quasi-experiment with the model of pre-test and posttest control group design. The research subjects were three classes with the similar initial ability. The data were obtained using SMTSL motivation questionnaire (r = 0.824) and analyzed using ANCOVA. The research results showed a significant difference in learning motivation between students taught using POGIL with SSI context, POGIL, and conventional learning. The students who were taught using POGIL with SSI context had the highest learning motivation compared to those taught using POGIL and conventional learning.

Background and purpose: This study investigated Indonesian and Japanese senior high-school students' understanding of electrochemistry concepts. Sample: The questionnaire was administered to 244 Indonesian and 189 Japanese public senior high-school students. Design and methods: An 18-item multiple-choice questionnaire relating to five conceptual categories (reactions occurring during electrolysis, differences between electrolytic and voltaic cells, movement of ions in voltaic cells, poles in voltaic cells, voltaic cell reactions) was administered. Results: The findings of this study show that difficulties and alternative conceptions previously reported in the literature are held equally by students from a developing and developed country, Indonesian and Japan respectively. Conclusions: Collectively, the findings suggest that students' understanding of electrochemistry concepts is relatively weak. Students from both samples shared common difficulties and displayed several alternative conceptions dealing with electrolysis, electricity flow, the voltaic cell and the electrode reactions. Not surprisingly, the students displayed limited consistency in understanding of the concepts in the five categories. This study has implications for teaching and learning, particularly in classroom discussions using models and computer animations in order to reinforce understanding at the sub-microscopic level.

<p class="Abstrak">Pentingnya belajar bahasa inggris pada usia dini dikarenakan bahasa inggris merupakan bahasa internasional. Metode belajar pada anak usia dini adalah belajar sambil bermain, anak-anak juga akan lebih mudah untuk menerima informasi dalam bentuk multimedia. Media pembelajaran yang interaktif akan membantu anak dalam menguasai pelajaran bahasa inggris sejak dini. Pada penelitian ini penulis membuat Game edukasi sebagai media pembelajaran yang interaktif. Dalam pembuatan game edukasi yang interaktif dibutuhkan perancangan Game Desain Document. Pada saat anak belajar dengan metode konvensional maka anak akan susah memahami dan cepat bosan karena anak belajar dari buku dan mendengarkan guru menjelaskan tetapi dengan adanya game edukasi sebagai media pembelajaran yang interaktif maka diharapkan akan memudahkan anak dalam mempelajari, memahami dan menguasai bahasa asing khususnya bahasa inggris. Aplikasi game yang dibangun menggunakan metode Game Design Document (GDD) dan metode perancangannya menggunakan metode waterfall.  Adapun hasil dari penelitian ini berupa aplikasi media pembelajaran dan mendapatkan nilai presentase 80% dari kuesioner yang diisi oleh pengguna.</p><p class="Abstrak"> </p><p class="Abstrak">Abstract</p><p class="Abstrak">The importance of learning English at an early age because English is an international language. The method of learning in early childhood is learning while playing, children will also be easier to receive information in multimedia form. Interactive learning media will help children to master English language lessons early. In this study the author makes educational games as interactive learning media. In making interactive educational games, it is necessary to design a Document Design Game. When the child learns by conventional methods, the child will be difficult to understand and get bored quickly because the child learns from the book and listens to the teacher explaining but with the educational game as an interactive learning media it is expected to facilitate the child in learning, understanding and mastering foreign languages, especially English . Game applications are built using the Game Design Document (GDD) method and the design method uses the waterfall method. The results of this study are in the form of learning media applications and get a percentage value of 80% from the questionnaire filled in by the user.</p>

This study investigated Indonesian and Japanese students' understandings of macroscopic and submicroscopic levels of representing matter and its changes and the difficulties they have with these concepts. A multiple-choice questionnaire was constructed and delivered to 447 Indonesian and 446 Japanese public senior high school students. The data were analyzed using quantitative and qualitative methods. The findings of the study show students' understandings of macro-and submicroscopic levels are stronger for higher-grade levels, except that the Indonesian students' pattern is slightly different. The average percentage of students responding correctly on the macroscopic level ranges between 62% and 69% (Indonesia) and between 58% and 73% (Japanese), whereas on the submicroscopic level ranges between 56% and 62% (Indonesian) and 44% and 66% (Japanese). Their understandings of the macroscopic level, however, are higher than for the submicroscopic level. The soundness of students' understandings of the concepts increases with grade level, except for Indonesian pattern slightly different. The average percentage of students responding correctly ranges between 37% and 48% (Indonesian) and between 28% and 52% (Japanese). Furthermore, students' level of sound understandings of the concepts is lower than their understandings on either the macroscopic level or the submicroscopic level. It is found that students have great difficulties with and hold some alternative conceptions of the concepts of homogeneous mixtures, phase changes from solid to liquid, and phase changes from solid to gas. The study has implications, for example, the use of several routes to meaningful learning and the careful use of technical words.KEY WORDS: alternative conceptions, macroscopic and submicroscopic level of representation, matter and its changes, students' understandings Electronic supplementary material The online version of this article (