BERBAGAI CARA PENGEMBANGAN ILMU DALAM DUNIA PENDIDIKAN

Objective To construct a scientific and objective assessment to value nurse's ability of scientific research in order to provide an objective unified standard and operable method to value nurse's ability of scientific research and provide a standard for medical institutions to select nurses of scientific research. Methods After searching literatures and interviewing 7 experts, Delphi method was used to construct primary variables of nurse's ability of scientific research. Then a second interview was given to each of 18 experts. The variables were weighted using analytic hierarchy process. Results Variables to assess nurse's ability of scientific research included 2 first grade indices, 9 second grade indices and 35 third grade indices. Questionnaire return rates for two rounds of interviews were 84.00% (21/25) and 85.71% (18/21), respectively. Degree of authority Cr was 0.938. Scores of variables' importance ranged at 4.06-4.96. Ratios of full scores ranged at 33.33%-94.44%. Variable coefficients ranged at 0.05-0.25. The weight coefficients of 3 first grade indices (scientific research accumulation, explicit ability of scientific research, and intrinsic ability of scientific research) were 0.475 and 0.525, respectively. Conclusions The nurse's ability of scientific research assessment system based on Delphi method and analytic hierarchy process is scientific and objective. This system combines quantitative and qualitative variables. It thus can calculate the ability of nurse's scientific research according to the three grade indices. It is operable to be used to assess the ability of nurse's scientific research. Key words: Nurses; Research ability; Aassessment system; Delphi method; Analytic hierarchy process

This research is motivated by the science process skills of students is still low, as shown by the students have difficulties in data collection in the field, students are less accurate and less scrupulous in observing and identifying data as well as the students have difficulties in recording and report the results of observations. Formulation of the problem in this study is whether there is the effect of applying the method of guided discovery learning scientific approach to the science process skills of students to the concept of Environmental Pollution in class X SMA Negeri 1 Ciniru at Kuningan Regency. The purpose of this study was to determine the effect of the application of guided discovery learning methods with the scientific approach to the science process skills of students to the concept of Environmental Pollution. The method used in this study is the experimental method. Population taken in this study was all students of class X with the number of students of 160 students. Sampling technique with simple random sampling so that students can X.2 class as a class experiment with the number of 40 students and the class as a class X.4 controls the number of 40 students. Data processing technique used is the test of normality, homogeneity test and t test. Science process skills of the experimental group students with the application of guided discovery learning method with Scientifics approach including both categories whereas the control group with conventional teaching methods, including the application of enough categories. Based on statistical calculations obtained t hits (5.373)> t daf (1.67), then thank Hi means that there are significant application of guided discovery learning method with a scientific approach to the science process skills on the concept of Environmental Pollution in class X SMA Negeri 1 Ciniru at Kuningan Regency. From these results it can be concluded that the application of the method of guided discovery learning with a scientific approach to improve science process skills on the concept of Environmental Pollution in class X SMA Negeri 1 Ciniru at Kuningan Regency. Keywords: Method of guided discovery learning, scientific approach, science process skills

No one can deny that there is no civilization without the development of science and technology. The development of scientific knowledge also contributes to the enlightenment of intellectual capacity producing highly scientific literacy among people who have adopted national and objective knowledge. Scientific knowledge is secular. There is no place for religious, cultural, and subjective arguments in the scientific approach. As a result, scientific development produces ‘literates uneducated', ‘excellence without soul', ‘skilled barbarians' and persons possessing similar characteristics. Those who have high scientific literacy but are without a soul do more harm than good as mentioned by Harry Lewis [2006], a scholar from Harvard University. The development of scientific literacy, which has not been accompanied by spiritual development, produces unbalanced people in terms of their personality development, which finally produces an unsustainable civilization. As an alternative to the development of science which puts so much emphasis on rational thinking, we propose the acquisition of scientific knowledge which is in harmony with spiritual and personal development based on religion, culture, and subjective knowledge. In the past, the Muslim community has produced such scientists. This paper discusses the concept and philosophy of Islamic Science, which is sustainable, and both culturally and religiously friendly as an alternative to the present secular science.

Atualmente, no ensino superior, há uma constante busca por recursos didáticos que sejam capazes de promover a aprendizagem ativa. Este artigo tem por objetivo analisar o uso da iniciação científica como instrumento de promoção da aprendizagem ativa em sala de aula. Este estudo de caráter qualitativo envolve um relato de ensino baseado em experiência docente vivenciada no ano de 2018 nas disciplinas “Metodologia de Pesquisa Científica” e “Sistemas de Informação”, ambas ofertadas no curso de Ciência da Computação da Universidade Federal do Pampa. Nas referidas disciplinas, dentre outras atividades, o professor desempenhou o papel de orientador de iniciação científica, conduzindo os alunos na realização de tarefas como: pesquisar sobre temas da disciplina, identificar problema de pesquisa, realizar levantamento bibliográfico e praparar o trabalho científico para publicação. Os alunos foram orientados a realizar o levantamento bibliográfico nos anais do Salão Internacional de Ensino, Pesquisa e Extensão – SIEPE, pois os temas propostos têm sido objeto de publicações recorrentes no referido evento. Foi sugerido aos alunos, que após a conclusão da pesquisa, a mesma fosse publicada no SIEPE. Os alunos da disciplina “Metodologia de Pesquisa Científica” produziram sete trabalhos, sendo que três deles foram publicados no SIEPE. Já a turma de “Sistemas de Informação” realizou oito trabalhos, sendo que quatro deles foram publicados no referido evento. Este artigo destaca que a estratégia de relacionar temas do conteúdo programático da disciplina com problemas de pesquisa pode promover a aprendizagem ativa dos alunos em sala de aula e instigar a iniciação científica.

This paper describes the scientific learning approach in improving student achievement in madrasah. Scientific approach is a strategy used by teachers in learning activities, which is done through a scientific process. Something learned and acquired learners, done with the senses and minds themselves, so that they directly gain knowledge. The scientific approach is one of the characteristics of the application of the 2013 curriculum, in which students are invited to experience firsthand what is being learned from the theory of science through five processes, namely the process of observing, questioning, experimenting, associating, communicating. By inviting students directly, students are expected to easily achieve the purpose of learning, which then has an impact on improving learning achievement.

The recent decades have seen an increased focus on improving early science education. Goals include helping young children learn about pertinent concepts in science, and fostering early scientific reasoning and inquiry skills (e.g., NRC 2007, 2012, 2015). However, there is still much to learn about what constitutes appropriate frameworks that blend science education with developmentally appropriate learning environments. An important goal for the construction of early science is a better understanding of appropriate learning experiences and expectations for preschool children. This dissertation examines some of these concerns by focusing on three dimensions of science learning in the preschool classroom: (1) the learner; (2) instructional tools and pedagogy; and (3) the social context of learning with peers. In terms of the learner, the dissertation examines some dimensions of preschool children’s scientific reasoning skills in the context of potentially relevant, developing general reasoning abilities. As young children undergo rapid cognitive changes during the preschool years, it is important to explore how these may influence scientific thinking. Two features of cognitive functioning have been carefully studied: (1) the demonstration of an epistemic awareness through an emerging theory of mind, and (2) the rapid improvement in executive functioning capacity. Both continue to develop through childhood and adolescence, but changes in early childhood are especially striking and have been neglected as regards their potential role in scientific thinking. The question is whether such skills relate to young children’s capacity for scientific thinking. Another goal was to determine whether simple physics diagrams serve as effective instructional tools in supporting preschool children’s scientific thinking. Specifically, in activities involving predicting and checking in scientific contexts, the question is whether such diagrams facilitate children’s ability to accurately recall initial predictions, as well as discriminate between the outcome of a scientific manipulation and their original predictions (i.e., to determine whether one’s predictions were confirmed). Finally, this dissertation also explores the social context of learning science with peers in the preschool classroom. Due to little prior research in this area, it is currently unclear whether and how preschool children may benefit from working with peers on science activities in the classroom. This work aims to examine preschoolers’ collaboration on a science learning activity, as well as the developmental function for such collaborative skills over the preschool years.

Research and Technology Organizations (RTOs) are in the business of generation and dissemination of knowledge. Even in this business, there is a distinction between research in a particular science discipline and industrial research. Industrial research is a branch of scientific research oriented to applications in the industrial production system. The tag ‘applications in the industrial production system’ makes industrial research far more complex than pure scientific research. The combustion potential of fossil fuel is a scientific discovery. To make it work together with various other scientific principles for moving a motorcar is the first step towards industrial research. Subsequently the success in laboratory experiments has to be made to work on the shop floor and then for mass production. The process becomes more and more complex as many scientific principles work together. When it comes to production, scientific and technological principles have to work with a variety of other factors outside the realm of scientific and technological experiments in the laboratory.5

Objective Taking into account of the actual scientific research conducted at medical universities in Yunnan Province, Southwest China, to develop an appropriate evaluation index system of scientific research performance. Methods main methodologies and procedures adopted to develop the evaluation index system include literature analysis, Delphi method, Group Analytic Hierarchy Process and Expert authority calculation. Results The evaluation index system of scientific research performance consists of scientific research input index system and output index system. The scientific research input index system includes financial input and human resources input as two primary indicators.While the scientific research output index system is made up of two primary indicators, named quantitative output and qualitative output. There are another six second-level indicators, six third-level indicators and 37 fourth-level indicators to make up of the quantitative output index system. Calculation of the indicator weight will consider the natures of different units or departments, the mixed analysis of quantitative and qualitative methods, as well as one-vote veto decision were adopted to make sure classified assessment were actually implemented during the evaluation process. Conclusions The index system is suggested to be used for evaluating scientific research performance in different colleges or departments. Adopting such system can help the management of scientific research performances at both micro-and meso-levels.It may also inspire more researchers and research management personnel in a broader sense. Key words: Scientific research performance; Evaluation index system; Delphi; Multi-AHP

The goals of this study are to determine the Turkish preservice science teachers’ views about scientific inquiry. In this research, simple descriptive survey is conducted for the purpose of describing pre-service science teachers’ views about scientific inquiry. For this purpose, “Views about Scientific Inquiry (VASI) Questionnaire” was utilized to collect data. Seventy two senior preservice teachers in a Science Teacher Education Program at a large university participated in this study. Data were collected using qualitative research methods of individual open-ended instrument, and semi-structured interviews. Findings revealed that the majority of the preservice teachers’ responses of the scientific inquiry aspects are naive. On the other hand, for only three aspects of SI, the pre-service science teachers have informed views. These aspects are inquiry procedures are guided by the question asked and all scientists performing the same procedures may not get the same results. In this research “All scientists performing the same procedures may not get the same results” was the best understood aspect of inquiry and “Scientific investigations all begin with a question” was the least understood aspect of inquiry. This lack of aspect means that senior PST were not well aware that investigations are based on questions. Also, data analysis indicated that preservice science teachers have difficulties with defining the experiment, observation, data, evidence, and different scientific methods. Article visualizations:

The objective of research was to find out whether or not the use of Think Pair Share model with scientific approach with videoscribe aid can improve learning activity and outcome of students. This study was a classroom action research. The subject of research was the 10th Social Science 1 (X IPS 1) graders consisting of 35 students, and X IPS 4 graders consisting of 36 students in SMA Negeri 3 Sukoharjo. Techniques of collecting data used were observation, interview, documentation, and questionnaire. Techniques of analyzing data used in this study was qualitative and quantitative data analyses, while the combination method employed was convergent parallel mixed methods in which the author collects quantitative and qualitative data at the same time, analyzes the data separately, and compares the result to find out whether or not the findings are overlapping. The result of research showed that the application of Think Pair Share using scientific approach with videoscribe aid in Economics subject could improve learning activeness and learning outcome in the 10th Social Science 1 and 10th Social Science 4 graders in SMA Negeri 3 Sukoharjo. It was characterized with the increase in learning activeness in the X IPS 1 graders of SMA Negeri 3 Sukoharjo from 66.84% prior action to 81.29% in cycle I and 81.29% in cycle II. It was followed with the increase in learning outcome of X IPS 1 graders of SMA Negeri 3 Sukoharjo from 33.33% of students passing successfully the MMC prior action to 68.57% in cycle I and to 88.57% in cycle II. The increase of learning motivation also occurred in X IPS 4 grade of SMA Negeri Sukoharjo following the application of Think Pair Share model using scientific approach with videoscribe aid from 63.93% prior action to 70.20% in cycle I and to 81.48% in cycle II. It was followed with the improvement of students’ learning outcome from 13.88% of students passing successfully the MMC prior action to 75% of students doing so in cycle I and 91.67% of students in cycle II.

This paper argues that case study research is a scientific method. A review of the current literature identifies the strengths and weaknesses of case study research as a scientific method. The strength is the validity arising from the natural setting and therefore the potential fit between theory and reality. The weakness is the difficulty in demonstrating and evaluating validity and reliability of the analysis. The literature review also identifies appropriate criteria for evaluating validity and reliability, enabling a discussion of the implications and lessons for case study researchers. The controversy about the method relates to its use for explanation and prediction or theory testing rather than generating or discovering theory. Supporters and opponents of case study method argue from explicit or implicit positions in the philosophy of science debate. Case study method is defined as part of the modem empiricism philosophy of science movement (requiring inter subjective certification) as opposed to the relativism movement (science is subjective).1 This paper accepts Hunt's (1991) argument that there is no single logic of scientific discovery, but that there is a unifying logic of justification of scientific research. This justification logic can be applied to explanatory case study research. The critical test is the plausible rival hypothesis. But the criteria for evaluating validity and reliability are derived from case study and not other methods, in particular experimental and quasi- experimental designs.

In the field of science, we see cases of misconduct ranging from relatively minor departurefrom good manners and practice to more severe dishonesty and even criminal behaviour.Unethical experiments on human beings are among the worst abuses in scientific researchin medicine. Unethical research is usually also worthless from the scientific point of view.The commonest types of offence, however, include mismanagement of data, conscious misinterpretation,wrongful authorship, biased citation of work by others, plagiarism, misquotationor suppression of findings for the interests or upon the request of the sponsor or In the field of science, we see cases of misconduct ranging from relatively minor departurefrom good manners and practice to more severe dishonesty and even criminal behaviour.Unethical experiments on human beings are among the worst abuses in scientific researchin medicine. Unethical research is usually also worthless from the scientific point of view.The commonest types of offence, however, include mismanagement of data, conscious misinterpretation,wrongful authorship, biased citation of work by others, plagiarism, misquotationor suppression of findings for the interests or upon the request of the sponsor or In the field of science, we see cases of misconduct ranging from relatively minor departurefrom good manners and practice to more severe dishonesty and even criminal behaviour.Unethical experiments on human beings are among the worst abuses in scientific researchin medicine. Unethical research is usually also worthless from the scientific point of view.The commonest types of offence, however, include mismanagement of data, conscious misinterpretation,wrongful authorship, biased citation of work by others, plagiarism, misquotationor suppression of findings for the interests or upon the request of the sponsor or even a senior scientist in the team. Every case of misconduct and fraud may causedamage: it may undermine confidence of the public, but also mutual trust among scientiststhemselves. Moreover, false results and conclusions may mislead other scientists and usersof scientific achievements.European incentives have been launched to encourage awareness of ethical dimensionsof science, to accept and follow rules of good practice in scientific research and scholarship,and to set up mechanisms for investigating cases of alleged violation of good practice,misconduct and fraud. Most countries have codes of good scientific practice or otherwritten ethical standards of scientific research.Advantages of such codes include educational and preventive effects, they can increaseethical sensitivity of the individual researcher. On the other hand, a code of good scientificpractice can provide useful guidelines in evaluating complex situations. Finally, theknowledge that such codes exist and are used may increase public confidence in science.Complete prevention of dishonesty is equally impossible in science as it is in other walks oflife. However safeguards can and must be established. What is necessary is that not onlyevery individual scientist and scholar, but especially institutions of science – universities,research institutes, learned societies, scientific journals, funding organizations – developa consciousness of good scientific practice and apply it in their day-to-day work. On theother hand, environment fostering moral integrity in science should be created. An importantpart of this should be development of an evaluation system which is not based onquantity but rather on quality of scientific achievements. A national code of conduct andgood practice in scientific research is needed. A system of efficient handling cases of allegedmisconduct should be put in place. Special attention must be devoted to the education ofyoung scientists towards responsible research.

An outstanding feature of modern science is their use of images. Their increasing use, both in scientific research processes and in communication media, contrasts with the short attention that Philosophy of Science has paid to them. The great amount of critics to the received view have left virtually untouched an assessment on the scientific images which continues to be present even in that historiography of science most away from positivistic views. In the latest years, however, some authors from very different research fields have been starting to show an increasing interest in scientific images, opening so new ways of analysis of their production and their function in scientific knowledge. In this article, I suggest an approach to the question that does not try to get closed conclusions or to establish a general interpretative thesis applicable to all types of scientific images. My target is to show some of the elements that have hindered the approach to the images in the philosophy of science in the XXth century, in order to move in a second place to analyze the usefulness and weaknesses of some philosophical alternatives for the comprehension of non verbal representation in science. At this point, an interesting approach proceeds from some versions of the semantic view which, highlighting the non linguistic nature of scientific models, points out the possibility of interpreting images as representational models. Even if I realize the value of some interpretative keys from these semantic views to study the non verbal representation in science, I try to show here how they suffer from certain weaknesses arising from basically two points: a too general and vague notions of scientific image and similarity. A classification of scientific images by their functions, their diagrammatic or naturalistic form, the visibility or invisibility of the object or phenomenon they represent is a necessary condition to begin a research about their actual making and their use in scientific practice. Meanwhile, this diversity reveals the plurality of uses of the concept of similarity, so raising once more one of the most classical questions of the theories of scientific representation.

This research aims at understanding teaching, t1ainlng, scientific research of reforming the tactics of China's competitive sport integrate, explore from policy evolution to roles function and countermeasure and proposing. The way studied through analysis of documents and history in this research, consult a large amount of documents and materials is put with analyze in order, approach a subject and propose some following results and propose to this research institute: 1. build and construct the sports universities and colleges and has not reached and built and formed and trained the ideal goal on integrated bases of scientific research for teaching yet, it is that the competitive sport reforms the focal point in the China 21st century 2. put emphasis on it is the policy that China returns to the global sport that science and technology serve the importance with tackling of key scientific arid technical problems, it is to train the integrated idea of scientific research to want the gold medal from science bring the new direction fur the development of sports activity of China, 《fundamental of Rising Contribute Ability for Olympic Games》 policy define teaching train the integrated importance of scientific research3. put forward several great scientific and technological problem research approaches about the fact that the competitive sport of our country is developed》 in initial stage of 21st century, put emphasis on the importance of turning the sports universities and colleges into scientific research, training, teaching and combining by three-in-one on the base again, implement 《fundamental of Rising Contribute Ability for Olympic Games (2001-20l0 years)》, 《the sports reform and development outline of 200l-20l0 year》, and the wanting one of policy of 《scientific and technical development plan of sports of 1991-2000 year》, it is China that becomes the indispensable tactics of powerful country of the competitive sport of the 4orld even more.

Biology learning in the 2013 curriculum emphasizes the development of holistic attitude, knowledge, and skills competencies. One way to develop these competencies is by applying a learning model based on a scientific approach, namely inquiry and PjBL. Both of these models have stages that can develop the three competencies. The purpose of this research is to know the influence of inquiry learning model and PjBL toward concept comprehension, scientific process skill, and scientific attitude. The type of this research is experiment using nonrandomized pretest and posstes control group design. The instrument of this research is the observation sheet of scientific attitude and scientific process skill, and concept comprehension test. Analysis of scientific attitude data using anova, data analysis of scientific process skills using kruskal wallis, and analysis of concept comprehension data using anacova. The result of analysis of anakova test obtained F count equal to 65,494 with significance level p (0,000) <α (0,05), Anova test result got χ2 count equal to 44,325 with significance level p (0,000) <α (0,05), test result Anova obtained F count equal to 26,795 with significance level p (0,000) <α (0,05). The three test results show that there are differences in scientific attitude, scientific process skills, and conceptual understanding between control class students and experimental class students.