Pemahaman Hakikat Sains Pada Guru Dan Siswa Sekolah Dasar

Adi, Yogi Kuncoro; Widodo, Ari

doi:10.31603/edukasi.v10i1.1831

Cited by 18 publications

(21 citation statements)

References 11 publications

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“…Dari ke penjabaran ketujuh aspek pemahaman NoS siswa dapat disimpulkan bahwa pembelajaran NoS yang diterapkan di dalam kegiatan pembelajaran memfasilitasi siswa memahami NoS dengan memberikan pengalaman kepada siswa bekerja dan bertindak layaknya seorang ilmuwan dalam memahami fenomena alam dan melatih siswa untuk mempelajari dan mengembangkan sains melalui percobaan. Hasil penelitian ini sejalan dengan hasil penelitian (Adi & Widodo, 2018;Kampourakis, 2016;Kelly & Erduran, 2019;Lederman & Abd-elkhalick, 2015;Lestari, 2020;Mudavanhu & Zezekwa, 2017;Rahayu & Widodo, 2019), menunjukkan bahwa pembelajaran NoS yang diterapkan dalam kegiatan pembelajaran, memberikan pengalaman tentang NoS dalam konteks yang bermakna dalam mengembangkan pemahaman konsep, prinsip, teori dan proses sains, dengan melatih siswa belajar menggunakan cara ilmuwan bekerja dan bertindak dalam mempelajari peristiwa dan fenomena alam melalui kegiatan percobaan dan pengamatan.…”

Section: Tabel 3 Hasil Uji Wilcoxonunclassified

Peranan Model Pembelajaran Nature of Sains Terhadap Peningkatan Pemahaman Sains Siswa Di Sekolah Dasar

Lestari

Widodo

2021

jurnal. cakrawala. pendas.

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This study aims to determine differences in understanding of Nature of Science elementary school students before and after using the Nature of Science learning model. The method used was a pre-experiment with one group pretestposttest design. The instrument used in the form of the NoS understanding questionnaire and observation sheet. The data obtained were analyzed by the Wilcoxon test using SPSS 22 at α (0.05). The results showed that (1) there were differences in students' understanding of NoS before and after being given the Nature of Science learning model, this was indicated by sig (0,000) <α (0.05); (2) The average students ' understanding Nature of Science after being given the Nature of Science learning model (3.75) is higher than the average level of students' understanding of science before being given the Nature of Science learning model (2.57). It can be concluded that the NoS learning model has a significant effect on the level of understanding of Nature of Science grade V students of Cibatok 1 Elementary School.

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Section: Tabel 3 Hasil Uji Wilcoxonunclassified

Peranan Model Pembelajaran Nature of Sains Terhadap Peningkatan Pemahaman Sains Siswa Di Sekolah Dasar

Lestari

Widodo

2021

jurnal. cakrawala. pendas.

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“…Penelitian tentang pemahaman tentang NOS sudah banyak dilakukan di Indonesia, hal ini bertujuan untuk melihat sejauh mana pemahaman NOS yang dimiliki oleh seorang guru. Adapun hasil penelitian tentang pemahaman NOS adalah sebagai berikut : Pemahaman NOS siswa dan guru sekolah dasar masih dalam kategori cukup (Jumanto & Widodo, 2018;Tambunan et al, 2018), Pemahaman NOS di era revolusi industri 4.0 pada mahasiswa PGSD dan guru sekolah dasar memiliki kategori tinggi (Anggraeni & Widodo, 2019), Baik guru maupun siswa memiliki pemahaman hakikat sains pada rentang kategori Cukup (Adi & Widodo, 2018). Pemahaman calon guru dan guru sekolah dasar mengenai NOS dalam kategori baik (Rahayu & Widodo, 2019).…”

Section: Abstrakunclassified

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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“…In Indonesia, research on NoS is starting to develop, information on NoS understanding of primary school students, elementary school teachers, and prospective elementary school teachers have been studied. Based on the results of the study the understanding of prospective teachers and elementary school teachers regarding NoS in both categories and the understanding of NoS students and elementary school teachers are still in the sufficient category (Adi & Widodo, 2018;Jumanto & Widodo, 2018;Lestari & Rahmawati, 2020b). Thus, the NoS-based learning model can be implemented in order to develop students' scientific literacy abilities.…”

Section: Introductionmentioning

confidence: 98%

Science Literacy Ability of Elementary Students Through Nature of Science-based Learning with the Utilization of the Ministry of Education and Culture's "Learning House"

Lestari¹,

Setiawan

Siskandar

2020

jppipa, pendidikan ipa, fisika, biologi, kimia

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Students' scientific literacy skills can be developed and enhanced with appropriate learning models and supported by adequate technology. This study aims to determine the improvement of the science literacy skills of elementary students through the Nature of Science learning model by utilizing the "Learning house" feature of the Ministry of Education and Culture. The research method used was a pre-experiment with one group pretest-posttest design. The instrument used was in the form of a science literacy ability test and an observation sheet of learning implementation with the research subjects of 38 students of Cibatok I Elementary School, Bogor, West Java, VA, and VB classes in 2018/2019 school year. The data obtained were analyzed by the Wilcoxon test using SPSS 22 at α (0.05). The results showed that (1) there was an increase in students' scientific literacy skills through the Nature of Science learning model by utilizing the "Learning house" feature of the Ministry of Education and Culture, this was indicated by sig (0,000) <α (0.05); (2) The average scientific literacy ability of students after being given the Nature of Science learning model by utilizing the "Learning house" feature of the Ministry of Education and Culture (3.75) is higher than the average scientific literacy ability of students before being given the Nature of Science learning model by utilizing the Ministry of Education and Culture's "Learning house" feature (2.57). It can be concluded that the Nature of Science learning model by utilizing the " Learning house" feature of the Ministry of Education and Culture can significantly increase the level of students' scientific literacy abilities.

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Pemahaman Hakikat Sains Pada Guru Dan Siswa Sekolah Dasar

Cited by 18 publications

References 11 publications

Peranan Model Pembelajaran Nature of Sains Terhadap Peningkatan Pemahaman Sains Siswa Di Sekolah Dasar

Peranan Model Pembelajaran Nature of Sains Terhadap Peningkatan Pemahaman Sains Siswa Di Sekolah Dasar

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

Science Literacy Ability of Elementary Students Through Nature of Science-based Learning with the Utilization of the Ministry of Education and Culture's "Learning House"

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