Abstract
Understanding what students know about the scientific experiment is essential for their metacognition and their understanding of scientific inquiry. A total of 425 Indonesian high school students participated in this study. Using an open-ended question, this study examined science and humanities group students’ perception of a scientific experiment by their narrative explanations. Language network analysis method was used to measure and visualize their perception by examining the relationship between each word of response and its patterns underlying the network. After the process of network analysis, nodes “proveâ€, “observationâ€, “problem†“hypothesis†only found in science students group while nodes “new†“object†“try†“test†found in humanities students group. This result also perceived that science students group considered a scientific experiment as an inquiry process while humanities students were more likely into the discovery process. The result of this study could support how scientific experiment as a learning activity was taken differently in science and humanities class in high school.
Highlights
Preparing students to be scientifically literate is the aim of education in several countries
Humanities student group used a scientific approach and experienced in science learning through middle school level or preferable specialization science subjects in high school, this study showed significant difference on how they perceived scientific experiment comparing with the science student group
This study aimed to investigate Indonesian high school students’ perception of the scientific experiment using qualitative network analysis method
Summary
Preparing students to be scientifically literate is the aim of education in several countries. In the high school level, Indonesian students choose their primary preferences, either science class, humanities (social science) class, or language and literature, class. Nonscience students can choose one or two preferable specialization science subjects during high school level. It indicates that science learning taught in a non-science major in Indonesia based on a previous academic level (middle school) or preferable specialization science subjects during high school level. This science learning is expected to develop students’ ability for scientific inquiry and apply it in the science classroom as well as real-world situation context
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