Abstract
This study investigating the effectiveness of using Sainsmatika story tale book towards student science anxiety. The study were an experimental research with pretest-posttest control-group design, involving 122 fourth-grade students in one of the district in Indonesia. Characteristically, this research employs quantitative data which were collected from the questionnaire results regarding science anxiety. The data were analyzed using statistical methods to calculate the values and determine the frequency as well as the mean of pretest and posttest scores in control and experimental classes. To determine the effectiveness of using fairytale books to reduce students’ science anxiety, the one-way analysis of ANOVA was used with a significant difference at the level of Sig < 0.05. The results of this study reveal that the use of sainsmatika-based fairytale books is effective to reduce science anxiety of the fourth-grade students with significancy 0.00 (<0.05).
Highlights
Our nature greatly has various interesting phenomena which we can learn
Student in experimental group were learning with Sainsmatika storytale book and examined to respond 33 question (3-point scale) of science anxiety scale which developed by Sagir (2012)
The mean of the science anxiety level before the students in the experimental groups learned science through sainsmatika-based fairytale books is 65,30; which is in the category of a quite high level of anxiety. After they learned science through sainsmatika-based fairytale books, the mean of the science anxiety level drops to 25,18; which is in the category of a low level of anxiety. These results indicate that there are positive responses toward the use of sainsmatika-based fairytale books as teaching materials
Summary
Our nature greatly has various interesting phenomena which we can learn. Due to our inherent curiosity about these natural phenomena, science exists and continues to develop. In the scope of learning, science is an essential subject to discover what happens in the nature. Science is even viewed as the main subject in many levels of education. According to Kelly (2000), science encourages students to develop their independent learning skills such as raising hypotheses and observing their surroundings, and enhances their curiosity about phenomena which catch their interest. Science Education Journal (SEJ) | ojs.umsida.ac.id/index.php/SEJ 57
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