Integrated Science Learning Using Scientific Approach in Junior High Schools in Semarang Regency

Sudjito, Debora Natalia; Keliat, Natalia Rosa; Hastuti, Sri

doi:10.31002/ijose.v2i1.583

Cited by 6 publications

(4 citation statements)

References 1 publication

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“…The probing prompting technique and the scientific approach to learning outcomes had a very strong positive and substantial relationship [20]. Students' abilities in the areas of cognition, motor skills, and curiosity (scientific attitudes) could be enhanced by using a scientific approach [21,22].…”

Section: Introductionmentioning

confidence: 99%

Achievement of Mathematics Self-Concept: A Comparison of Learning Effectiveness with the Approaches of Scientific and Reciprocal Teaching

Apryani,

Haji,

Yensy

et al. 2023

Advances in Social Science, Education and Humanities Research

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The self-concept of mathematics must be developed. On Circle material, experimental research with a scientific methodology and a reciprocal teaching style have been conducted. The purpose of this study was to compare how students who learned mathematics using a scientific method and students who learned mathematics using a reciprocal teaching method interacted with each other. In class VIII at one of the junior high schools in Bandung, West Java, the study's Pretest-Posttest Two Treatment Design was used. The quantitative and qualitative analysis of the research data was done using the entire sample or in detail using the high and low categories of prior mathematical knowledge. The findings demonstrated that there were no differences between students who learned using a scientific approach and students who learned using a reciprocal teaching technique focused upon Prior Mathematical Knowledge (high and low). Additionally, it was revealed by the examination of the interaction effect that there is no interaction among teaching and pupils' prior mathematical knowledge (both high and poor) and students' perceptions of themselves as mathematicians .

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Section: Introductionmentioning

confidence: 99%

Achievement of Mathematics Self-Concept: A Comparison of Learning Effectiveness with the Approaches of Scientific and Reciprocal Teaching

Apryani,

Haji,

Yensy

et al. 2023

Advances in Social Science, Education and Humanities Research

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“…According to the 2013 curriculum, learning in physics must use the scientific method, which contains five components: observing, asking, exploring, concluding and communicating. (Sudjito, Keliat & Hastuti 2018;Suyanto 2018). Scientists build physical science, which is part of science through a process that begins with observing natural phenomena, followed by empirical investigations, and ends with conclusions that usually produce concepts, laws, principles, or even theories.…”

Section: Introductionmentioning

confidence: 99%

Learning Designing for Establishment Physics Content and Teacher Pedagogic Aspects Through Lesson Study-based In-House Training

Malik

Susanti

2021

jpppf

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Mastering physics content is essential for physics teachers to carry out the learning process in the classroom. After mastering good physics content, teachers must also master the teaching competencies contained in pedagogical competencies. This study aims to demonstrate efforts to increase teachers' mastery of physics content and pedagogic competence. The pedagogic aspect refers to the teacher's ability to prepare practical instructions in a Cookbook Laboratory, Inquiry Laboratory, Problem-Solving Laboratory, and Higher Order Thinking Laboratory. The method used is in-house training based on lesson study. There are three stages of activities carried out, including Plan, Do, and See. Data were collected using observation sheets, interview guidelines, performance instruments, and tests. The study results show that the professional competence of teachers who are members of the Science Teacher Deliberation (MGMP) in one province in West Java has increased, especially concerning materials competencies practiced. In addition, the pedagogical competence of the teachers who are members of the Science MGMP has increased, especially concerning the mastery of organizing science practicums oriented to developing the 21st-century skills of students.

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“…The development of scientific literacy can be built by developing literacy by reading, writing, and discussing (Setyaningrum, 2014;Tomas & Ritchie, 2014;Pelger & Nilsson, 2015). Van Zee, et al (2013); Wibowo (2018); Allison & Goldston (2018); Sudjito, et al (2018) also revealed that literacy could also be developed through aspects of learning containing scientific literacy.…”

Section: Introductionmentioning

confidence: 99%

The Specifications of Energy Modules in Life Systems Integrating Religious Values on Students’ Scientific Literacy

Kurniasih¹,

Heliawati

Permana

2021

indonesian.j.of.science.and.education

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<p>This study aims to analyze the specifications of energy modules in life systems integrating religious values on students’ scientific literacy. The research method uses a quasi-experimental design with a one-group pretest and posttest, with 50 seventh grade students in Islamic-based schools as research subjects. The data obtained were then analyzed using quantitative descriptive. The results of this study indicate that the application of energy modules in living systems integrating religious values is effective on the scientific literacy of students based on the average n-gain score of 0.44 which falls into the medium category. The scientific literacy competence of students in this study sequentially from the highest is to explain scientific phenomena with a percentage of 68.62%, then interpret data and scientific evidence with a percentage of 53.64%, and evaluate and design scientific investigations with a percentage of 41.67 %. Learning by using this module can improve students’ learning outcomes by making learning situations more active so that it is easier to understand the concept of energy in living systems. The research concludes that the application of energy modules in life systems integrating religious values is effective on students’ scientific literacy. </p>

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Integrated Science Learning Using Scientific Approach in Junior High Schools in Semarang Regency

Cited by 6 publications

References 1 publication

Achievement of Mathematics Self-Concept: A Comparison of Learning Effectiveness with the Approaches of Scientific and Reciprocal Teaching

Achievement of Mathematics Self-Concept: A Comparison of Learning Effectiveness with the Approaches of Scientific and Reciprocal Teaching

Learning Designing for Establishment Physics Content and Teacher Pedagogic Aspects Through Lesson Study-based In-House Training

The Specifications of Energy Modules in Life Systems Integrating Religious Values on Students’ Scientific Literacy

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