Pemahaman hakikat sains (NOS) oleh siswa dan guru sekolah dasar

Widodo, Ari; Jumanto, Jumanto; Adi, Yogi Kuncoro; Imran, Muh Erwinto

doi:10.21831/jipi.v5i2.27294

Cited by 12 publications

(16 citation statements)

References 15 publications

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“…In fact, the nature of science is important because it can provide background to students on how science and scientists work and how scientific knowledge can be created, validated, and also influenced. The nature of science contained in education is not to indoctrinate but to show the students' reasons for accepting a certain situation (Widodo, Adi, & Imran, 2019).…”

Section: Resultsmentioning

confidence: 99%

Analysis of the Nature of Science in Elementary School Science Curriculum and Its Empowerment in Student Book

Putri

Pramswari

Suryana

et al. 2021

jppipa, pendidikan ipa, fisika, biologi, kimia

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The nature of Science or NOS is the knowledge that explains how science works and how scientists conduct research. The nature of science has aspects in the form of form and nature, namely aspects of the product, scientific attitude, process, subjective, tentative, empirical, Theory and Law, Social and Culture, Creativity, Scientific Method. It is important to convey aspects of the nature of science into the science curriculum and student books because they are a reference in the learning process so that learning objectives can be achieved properly. Submission of aspects of the nature of good science is to convey it correctly and explicitly. Based on the analysis and comparison results, it shows that aspects of the nature of science in the elementary school curriculum and its embodiment in student books are not explained explicitly, both in the curriculum and in student books. The results of the percentage value of the essence of science in the student curriculum have a value of > 80%, namely product, subjective, creative aspects, and in the student's book, only product aspects have a percentage value of > 80%. Meanwhile, other aspects have a low percentage value of <80%.

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Section: Resultsmentioning

confidence: 99%

Analysis of the Nature of Science in Elementary School Science Curriculum and Its Empowerment in Student Book

Putri

Pramswari

Suryana

et al. 2021

jppipa, pendidikan ipa, fisika, biologi, kimia

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“…Berdasarkan uji statistic distribusi t tidak terdapat perbedaan yang signifikan di antara responden laki-laki ataupun perempuan. Hal ini sejalan dengan hasil penelitian (Widodo et al, 2019) yang menunjukkan bahwa tidak terdapat perbedaan yang signifikan antara pemahaman hakikat sains guru dan siswa berdasarkan jenis kelaminnya. pembelajaran NOS sebagai metode meningkat 4,20 % menjadi 73,46%.…”

Section: Hasil Dan Pembahasanunclassified

Pengaruh Model Pembelajaran Nature of Sains (Nos) Sebagai Metode Terhadap Peningkatan Pemahaman Hakikat Sains Siswa Sekolah Dasar

Nurhayati

Widodo

2021

jurnal. cakrawala. pendas.

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This research is backround by understanding the nature of science (NOS) which is very important to be taught in science learning, science learning in elementary schools still has not taught science with NOS and research on understanding NOS has so far been carried out on teachers and few on students. This study purposeds to determine differences in the understanding of primary school students' NOS before and after using the NOS learning model as a method, to determine the response to understanding NOS in terms of gender differences, and to determine differences in the improvement of aspects of NOS as a method. The method used in this study is a pre-experimental method with one group pretest and posttest only design. Samples were taken by purposive sampling technique, as many as 38 students of class V in one of the public schools in the city of Bandung. The instrument used to collect data was a Likert scale questionnaire. Data analysis used quantitative descriptive technique with independent sample t-test assisted by SPSS-25. The results showed that there were differences in the understanding of NOS of elementary school students before and after using the NOS learning model as a method. In terms of gender differences based on statistical tests there was no significant difference in understanding of NOS between boys and girls. NOS aspect as the method with the highest percentage is the ethos scientific aspect, while the lowest is the collaboration aspect.

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“…There are seven main aspects in the construction of the nature of science which consist of: (1) empirical base, (2) tentative, (3) theories and law, (4) socio cultural embeddedness, (5) creativity, (6) scientific method, and ( 7) subjective (Widodo et al, 2019). The empirical base can be interpreted as knowledge obtained based on empirical evidence or actual events that occur, can be felt through the five senses, and is based on observational and/or experimental evidence.…”

Section: The Nature Of Sciencementioning

confidence: 99%

“…The data collection instrument used in this study was a document observation sheet. This sheet was developed based on seven aspects of the nature of science developed from previous research on understanding Nature of Science (NOS) by elementary school students and teachers (Widodo et al, 2019). More clearly, the following are indicators of aspects of the nature of science used in this research:…”

Section: Research Instrumentsmentioning

confidence: 99%

“…This low scientific ability is caused by students' low understanding of the nature of science (Widodo, Jumanto, Adi, & Imran, 2019). Several other studies on understanding the nature of science in elementary schools also reveal that the understanding of NOS for students in Indonesia is in sufficient category (Lestari & Rahmawati, 2020), for teachers in sufficient category (Adi & Widodo, 2018), and for prospective teachers in good category (Rahayu & Widodo, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Content analysis of the nature of science on elementary thematic textbooks 2013 curriculum

Jaenudin

Aisyiah

Suryani

et al. 2021

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The 2013 curriculum thematic learning book is used as the primary textbook in thematic learning in elementary schools. This study aims to describe the Nature of Science (NOS) content in the book. This study used a descriptive quantitative research design with the research objects are thematic learning textbooks for 2013 curriculum elementary school students from grades 1-6. Data were collected through observation techniques using a research instrument that contains the analysis of the aspects of the NOS. The data are analyzed through grouping, scoring, determining the validity and reliability, then describing and drawing conclusions. The results showed that the level of content of the NOS in the thematic learning books of the 2013 curriculum elementary school students was 12%, so that it could be categorized as significantly less. These data illustrate that the aspects of the NOS in thematic books already exist but have not been fully presented explicitly, correctly, entirely, and consistently.

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Pemahaman hakikat sains (NOS) oleh siswa dan guru sekolah dasar

Cited by 12 publications

References 15 publications

Analysis of the Nature of Science in Elementary School Science Curriculum and Its Empowerment in Student Book

Analysis of the Nature of Science in Elementary School Science Curriculum and Its Empowerment in Student Book

Pengaruh Model Pembelajaran Nature of Sains (Nos) Sebagai Metode Terhadap Peningkatan Pemahaman Hakikat Sains Siswa Sekolah Dasar

Content analysis of the nature of science on elementary thematic textbooks 2013 curriculum

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