Understanding Of Science Concepts Research Articles

The Effectiveness of the PhET-Assisted Creative Problem Solving Model on Students' Creative Thinking Abilities and Cognitive Learning Outcomes

This research aims to determine the effectiveness of the PhET-assisted creative problem solving model on creative thinking abilities and student learning outcomes in vibration, wave and sound materials. In this research, the samples taken were determined based on the characteristics of the two classes which were almost the same (homogeneous). The characteristics used are the average UAS scores of two classes which are close to the same and the science teacher who teaches in the same class. The sample chosen was class VIII with class A as the control class and class B as the experimental class with a total of 16 students in each class. This research uses an experimental method with a nonequivalent control group design. Data on students' cognitive learning outcomes were taken using a test method in the form of 15 multiple choice questions, while students' creative thinking abilities used a test method in the form of 5 descriptive questions which had been tested for validity and reliability with a significance level of 5%, resulting in rcount rtable. Research data was obtained from pretest-posttest scores and analyzed using the MANCOVA statistical test. The results of the multivariate analysis show that the sig value is 0.05, namely 0.001 0.005, which means that there is a significant influence. The N-gain results show an increase in creative thinking abilities by 56.57% and an increase in students' cognitive learning outcomes by 57.08% which is included in the medium category. Therefore, it can be concluded that the use of the creative problem solving model assisted by PhET significantly increases students' creative thinking abilities compared to conventional learning. In addition, there is a significant increase in the cognitive learning outcomes of students who use this model. The implementation of PhET as an interactive learning tool opens up opportunities for students to understand science concepts in a more in-depth and contextual way. Implications of these findings include increased student engagement, development of innovative learning models, and emphasis on problem-based learning. This research contributes to educational practitioners and researchers in understanding the potential of the PhET-assisted creative problem solving model as a practical approach to improving students' learning outcomes and creative thinking abilities in the context of science learning.

Development of Science Education Videos Based on Digital Storytelling as An Independent Learning Resource for Late Adolescents

The increasing interest of late adolescents in digital content provides an excellent opportunity to distribute self-learning resources that can facilitate understanding science concepts in daily life. Unfortunately, social media as a means of disseminating digital content is still dominated by entertainment content. The lack of science education videos that are interesting and suitable for the characteristics of late adolescents on social media causes late adolescents to prefer entertainment content over educational content. Therefore, this research was initiated to develop a science education video based on digital storytelling and identify aspects of validity, practicality, and effectiveness of educational videos as a source of independent learning for late adolescents. This research includes Research and Development (R&D), using the 4D model of defining, designing, developing, and disseminating. This research produced a product in the form of a science education video based on digital storytelling as an independent learning resource for late adolescents that has been declared valid, practical, and effective. The validation percentage score of 82.5% is included in the very valid category. The practicality aspect met the very practical criteria, with a score of 92.66%. Effectiveness received an N-Gain score of 0.78 and was included in the high category. Based on the study's results, this digital storytelling-based science education video can be utilized as an independent learning resource for late adolescents.

Implications of falsification theory and the constructivism paradigm in the development of science education and learning

Background: Science learning holds paramount significance in the advancement of science and technology. Two pivotal theories, falsification theory and the constructivism paradigm, profoundly influence the landscape of science education.
 Purpose: The purpose of this study is to explore the impact of falsification theory and the constructivism paradigm on the development of science learning. Falsification theory, pioneered by Karl Popper, underscores the necessity of rigorous testing and validation of scientific hypotheses, forming the bedrock for the evolution of scientific knowledge. Conversely, the constructivism paradigm accentuates the active role individuals play in constructing knowledge, emphasizing a student-centered approach that involves collaborative learning, and problem-solving.
 Design and methods: In this study, we delve into the implications of falsification theory and the constructivism paradigm in shaping science education. Falsification theory advocates for empirical proof and stringent testing of scientific hypotheses, while the constructivism paradigm promotes active student involvement in building their comprehension of scientific concepts. The study investigates how the integration of these two approaches can foster robust science learning environments, encouraging critical thinking, exploration, and profound understanding.
 Results: The synthesis of falsification theory and the constructivism paradigm in science learning holds promise for cultivating a rich educational experience. By finding a delicate balance between rigorous empirical testing and providing opportunities for active student engagement, educators can create a profound and meaningful learning journey for students. This integrated approach not only instills an appreciation for the scientific method but also nurtures a deep understanding of science concepts, ultimately shaping students into critical thinkers with a genuine enthusiasm for scientific exploration.

Pengaruh Model Problem Based Learning Berbantuan Miniatur Kincir Air Pembangkit Listrik untuk Meningkatkan Keterampilan Berpikir Siswa Sekolah Dasar

21st century education develops 4C competencies (Creative, Critical thinking, Communication, Collaboration), including learning in Social Natural Sciences (IPAS). International surveys show that Indonesia has a level of student scientific ability below the global average. This research aims to determine the effect of the Problem Based Learning (PBL) learning model with the support of miniature power plant waterwheel media on students' critical thinking skills. This research uses a one-group pretest-posttest design. The research sample consisted of 10 students. Data collection tools through description tests. The results of the research show that there is a significant increase in students' critical thinking abilities after implementing the PBL model using a miniature waterwheel for power generation. The PBL model provides students with a more in-depth, active learning experience and the miniature waterwheel media helps students understand science concepts very well. This research underlines the importance of innovative models in science education to improve students' critical thinking abilities.

Design and design of animaker-based video learning media on planet characteristics material to improve primary school students' understanding of science concepts

The real problem is that some of the teachers only carry out learning activities using conventional methods. Learning is carried out using the lecture method without using learning media. Students only focus on teacher explanations and books because of the lack of facilities and infrastructure. The results of this study are to produce a product that is feasible, effective and facilitates students. The method used in this research is the research and development. Respondents to this research were Grade 6 students. This research led to and produced 1) The development process, the first stage was a literature review and data collection through interviews to explore the potentials and obstacles in the science learning process as well as to make designs and initial product designs. 2) Producing a product in the form of Animaker-based learning media that can help increase student motivation in learning material about the solar system, a feasible product can be seen from the results of the value by the validator. 3) This learning media is well received by students, this can be seen from the results of the student response questionnaire which scores an attractive category. 4) Animaker-based learning media can optimize the ability of science concepts. Increasing student learning outcomes in the realm of knowledge obtains a gain value of 1.00, which means an increase in learning outcomes in the cognitive domain of the high category on a wide-scale test.

Development and validation of student worker worksheets based on the RADEC learning model for Natural and Social Sciences (IPAS) subjects in elementary schools

This research aims to develop and test the validity of student worksheet based on the RADEC Learning Model (Read, Answer, Discuss, Explain and Create) in Natural and Social Sciences (IPAS) subjects at elementary school level. The RADEC model is used as a basis for designing worksheets that support an active, participatory learning process and stimulate an in-depth understanding of science concepts. This research uses a development research approach. The development stage includes needs analysis, worksheet design, and validation by experts. It is hoped that the results of this research will contribute to improving worksheets as a learning aid that can improve students' understanding of science material in elementary schools. Apart from that, this research can also provide guidance to educators and students in implementing the RADEC Learning Model to improve the quality of learning in the classroom.

Design, Implementation and Evaluation of Deusto XRL, a Reference Architecture for Extended Remote Laboratories (XRLs)

Extended Remote Laboratories (XRLs) have emerged as a potential solution to address the lack of science laboratories in educational institutions, a deficit that hinders the attainment of a Quality Education outlined in the 2030 Agenda for Sustainable Development. By integrating physical assets with Extended Reality (XR) technologies, XRLs provide an immersive remote laboratory experience. This study presents the development of Deusto XRL, a reference architecture for XRLs, and investigates User eXperience (UX) via a survey involving 150 high-school students. The participants were divided into groups and exposed to different online laboratory experiences: traditional Remote Laboratories (RLs) and XRLs. Feedback scores from the UX survey indicated that the XRLs received the highest ratings, reflecting a positive UX. The results highlight the potential of XRLs to enhance the accessibility and quality of science education, enabling students to engage in immersive learning experiences despite physical laboratory limitations. Future research endeavors will focus on exploring the educational implications and learning outcomes associated with XRL technology. By further investigating the pedagogical aspects of XRLs, this study aims to uncover their potential benefits and educational value. Implementing XRLs in educational settings can revolutionize science education, providing students with interactive and engaging opportunities to deepen their understanding of scientific concepts.

WHAT KIND OF LEARNING MEDIA THAT LECTURERS AND STUDENTS WANT? NEED ANALYSIS ON HYBRID SCIENCE LEARNING

The pandemic that has passed had an impact on the field of education, one of which is in hybrid science learning. This study aims to obtain information related to the learning media needed by students and lecturers in hybrid science learning. The research method applied is quantitative research with data collection techniques, namely through questionnaires. The population of this study was 120 students and 5 lecturers in the Department of Elementary School Teacher Education, Universitas Negeri Semarang. The data were analyzed using a descriptive quantitative approach. The results of the study indicate that there is a need to develop hybrid learning media in science learning. Lecturers and students agree that they need learning media that can support science learning in the form of technology-based media, contain contextual learning materials, supported by image, and can present real elements. This is assessed by lecturers and students to make it easier to understand the learning material. Thus, it can be understood that the development of science learning media with the previously mentioned criteria is needed in improving students' understanding of science concepts in hybrid science learning.

Which Way Does Time Go? Differences in Expert and Novice Representations of Temporal Information at Extreme Scales Interferes with Novice Understanding of Graphs

Visual representations of data are widely used for communication and understanding, particularly in science, technology, engineering, and mathematics (STEM). However, despite their importance, many people have difficulty understanding data-based visualizations. This work presents a series of three studies that examine how understanding time-based Earth-science data visualizations are influenced by scale and the different directions time can be represented (e.g., the Geologic Time Scale represents time moving from bottom-to-top, whereas many calendars represent time moving left-to-right). In Study 1, 316 visualizations from two top scholarly geoscience journals were analyzed for how time was represented. These expert-made graphs represented time in a range of ways, with smaller timescales more likely to be represented as moving left-to-right and larger scales more likely to be represented in other directions. In Study 2, 47 STEM novices were recruited from an undergraduate psychology experiment pool and asked to construct four separate graphs representing change over two scales of time (Earth’s history or a single day) and two phenomena (temperature or sea level). Novices overwhelmingly represented time moving from left-to-right, regardless of scale. In Study 3, 40 STEM novices were shown expert-made graphs where the direction of time varied. Novices had difficulty interpreting the expert-made graphs when time was represented moving in directions other than left-to-right. The study highlights the importance of considering representations of time and scale in STEM education and offers insights into how experts and novices approach visualizations. The findings inform the development of educational resources and strategies to improve students’ understanding of scientific concepts where time and space are intrinsically related.

A Survey of the Course: 'How to Successfully Write a Scientific Article'.

The aim of the present survey was to analyze the knowledge and skills in medical paper writing of physicians who attended the course "how to write successfully a scientific paper." A blind survey was used to analyze participants' knowledge on the topic of the course "how to write successfully a scientific paper." Before starting the workshop, participants anonymously filled out the input questionnaire containing 12 preliminary data questions. The three-hour course included a lecture on the steps of creating and writing a scientific article with examples. At the end, all participants anonymously completed the exit questionnaire consisting of 18 questions. Differences and associations between the collected data were analyzed using appropriate statistical tests. The survey included 22 participants, most of whom were women (16, 72.7%). The participants' educational level was proportional to their age. 12 of the participants had an intermediate level, while the others reported higher English proficiency. Half of the participants had never published an article. A significant difference was observed between English level and being the first author of an article published in a scientific journal (p = 0.044). Before class, only 13.6% of participants knew that guidelines are mandatory for making clinical decisions according to evidence- based medicine. There was a significant positive correlation between sex and current affiliation (p = 0.038). A negative correlation was observed between sex and article publication (p = 0.037). A positive correlation was observed between English level and current affiliation (p = 0.020). There was a negative correlation observed between previous sources of learning scientific article writing and having already published an article (p = 0.025). A positive correlation was found between reading an article and publishing it (p = 0.046). Statistical analysis showed a significant difference between reading frequency, number of published articles, being the first author, and knowing the title of a scientific article (p = 0.036, p = 0.027, and p = 0.030, respectively). The results of the questionnaires revealed discrepancies in prior research engagement and understanding of scientific concepts and rules. This survey highlights the importance of the course "how to successfully write a scientific article" in improving participants' knowledge of scientific work and the process of creating an article for submission to medical journals.

The effect of project-based learning model assisted by interactive digital modules on scientific literacy in biotechnology topic in in 9th grade of junior high school

Low scientific literacy skills, teaching materials used in learning are not facilitated by students to understand science concepts and apply them in everyday life. The purpose of this study was to determine the effect of project-based learning models that help digital interactive modules on students' scientific literacy skills and students' responses to digital modules on the subject matter of biotechnology. The population in this study was 9th grade of junior high school at Bandar Lampung with sampling techniques, namely purposive sampling techniques, class IX-9 as an experimental class and class IX-8 as a control class. The results showed that there was a significant influence on the use of a project-based learning model of digital interactive module assistance on scientific literacy skills between control classes and experiments on biotechnology subject matter in 9th grade Junior High School with a significance value of independent sample t test of 0.001. The results of student responses to the digital interactive module obtained an average proportion of 89% in the excellent category.

The influence of the group investigation model assisted by media puzzles on students' understanding of science concepts

This research is based on students' misconceptions about science subjects, especially animal life cycle materials. This study aimed to find significant differences after applying the puzzle media-assisted group investigation model to students' understanding of science concepts. This research is a quantitative research experiment with a group pretest-posttest design. The sample used was grade V students of SDN 2 Wonosemi, consisting of 12 students. The sampling technique used is random sampling. The data collection method used is the test method. The instruments used are pretest and posttest questions of multiple choice understanding of student concepts consisting of 20 questions. The normality test is an initial test that shows normally distributed data. This study used an average difference test with a statistical test, namely the Paired Sample T-test. The t-test results showed that the average pretest score was 59.17 while the average posttest score was 82.92 with Sig. (2-tailed) = 0.00 < 0.05. According to the criteria used in the Paired Sample T-Test, Ha is accepted, and H0 is rejected. So, a significant difference exists between pretest and posttest scores using a group investigation model assisted by puzzle media on students' understanding of science concepts. Applying the group investigation model assisted by puzzle media affects the understanding of students' science concepts.

Pre-concept Inquiry of "Matter State Changes" in Junior High School Science

The junior high school science course is a subject closely related to the reality of life, and before starting the formal learning of science concepts, students have formed many pre-concepts, which play a very important role in the formation of science concepts. In junior high school science teaching, it is necessary to explore students' relevant pre-concepts and the reasons for their formation, so that appropriate transformation strategies can be adopted to enable students to deeply understand science concepts, which is conducive to improving the effectiveness of science teaching. In this paper, a questionnaire survey was conducted to understand the pre-concepts embedded in students' minds before they learn the content related to matter state changes in junior high school science, and the reasons for the formation of erroneous pre-concepts were analyzed. In general, the formation of students' pre-concepts first comes from their own life experience and intuitive feelings, and is preceded by common sense of life. Second, through their own intuitive reasoning, they make wrong speculations about nouns. By identifying students' existing correct and wrong pre-concepts, it provides a basis for transforming vague and wrong pre-concepts in students' minds into science concepts in the subsequent teaching design.

Analisis Kemampuan Literasi Sains melalui Kegiatan Menanam Kangkung Siswa kelas IV di SDN Cipopokol Kecamatan Caringin

This research aims to analyze scientific literacy skills through water spinach planting activities for class IV students at SDN Cipopokol, Caringin District. Scientific literacy is an important aspect of education to develop students' understanding of scientific concepts from an early age. Kangkung was chosen as the object because it is simple and relevant to the surrounding environment. The method used in this study was a quasi-experimental design with a single control group pretest-posttest. Grade IV students were divided into two groups: the control group and the experimental group. The experimental group carried out activities to plant water spinach, while the control group did not carry out similar activities. Before and after the activity, students from both groups took a scientific literacy test adapted to the material on growing kale. The research results showed a significant increase in scientific literacy skills in the experimental group after participating in the water spinach planting activity. Their average scientific literacy score increased significantly compared to the previous score. On the other hand, the control group did not experience a significant increase in scientific literacy skills. In conclusion, the activity of planting kale can effectively improve the scientific literacy skills of grade IV students at SDN Cipopokol. Practical steps such as direct observation of plant growth and discussion of factors that influence plant growth can help students understand scientific concepts better. It is hoped that a similar approach can be adopted in learning in other schools to improve students' scientific literacy as a whole.

Does Educational Background Affect Understanding of Science Concepts? Case Study of Prospective Elementary School Teachers

This research is a quantitative study to determine the effect of educational background on the understanding of the science concept of UPY PGSD students. This research is based on the low understanding of the science concept as evidenced by the percentage of science learning test results, namely 67.6% of the total number of semester 2 PGSD UPY students scored below 80. The method used in this research is ex post facto quantitative which is used to determine the cause of the low understanding of students' science concepts in terms of their educational background. The data collection used an educational background questionnaire and a science concept understanding test that had been tested for validity and reliability. The research shows the results of the t-test namely tcount<ttable (0.095 < 0.931), then Ho is accepted and Ha is rejected, which means that there is no significant influence between students' educational background on the understanding of science concepts. However, there is a unidirectional relationship between the two with the result of a positive correlation test (r) of 0.055 and contributing an influence of 0.3% from the educational background on understanding the science concept of PGSD UPY students.

Upaya Meningkatkan Pemahaman Konsep Siswa Pada Materi Sistem Tata Surya Dengan Menggunakan Media Ular Tangga

This research was motivated by the low understanding of the concept of science in class VI students at SDN Pusparaja, pre-action data stated that out of a total of 21 students only 6 (28.57%) students understood the lesson well and 15 (71.42%) students had an understanding very good. understanding of the concept is low Meanwhile, for science learning in class VI of SDN Pusparaja science learning must be able to achieve a score of 68. This study aims to identify and analyze planning, implementation, and increasing understanding of science concepts using snakes and ladders media. . This type of research is classroom action research (CAR), with planning, action, observation, and reflection research procedures. Data collection techniques using observation, interviews, and tests. Based on the results of the study showed that learning using snakes and ladders media can improve students' understanding of concepts in science learning about the solar system. The results of the study concluded that students' conceptual understanding in science learning with snakes and ladders media in class VI of SDN I Pusparaja was able to increase. This increase before using the snakes and ladders media (pre-action) obtained an average score of 56.66 with a completeness percentage of 28.57% in the "less" category. .90% category "good" Then in cycle II obtained an average value of 73.33 with a percentage of 80.95% category "good". So that the use of snakes and ladders media is very well applied in classroom learning and is able to increase students' understanding of concepts in science learning about the solar system.

The Message of Science and Technology in Surah Al-Imran Verse 190 – 191

Quality education is education that considers the potential of the intellect. Education should encourage and develop the cognitive potential of human minds so that they become adept at problem-solving, possess a broad understanding of concepts in science and technology, and have critical thinking skills.Humans have the ability to utilize their senses in the process of observation, and through education, they can cultivate intelligent thinking to investigate and analyze the wonders of Allah’s creation in the universe. By harnessing the knowledge they discover, humans can apply that scientific knowledge into advanced technologies. In this context, effective and efficient education and training are of great importance for humans to fulfill their roles optimally. Such education and training should align with the guidance and requirements of Islam. The article has explored the role of reason in Islamic education, using an approach of interpretation that strives to examine the application of reason in Islamic education based on the verses in the Qur’an, particularly QS. Ali Imran: 190-191.

Experiments on Digital Filtering of Analog Signals: Pulse Amplitude Modulation and Delta Modulation

To boost students' active learning and understanding of abstract scientific concepts, hands-on learning experiences such as experiments are necessary. Computer simulations also allow students to carry out experiments virtually. Analog signals are processed using digital signal processing because of the advantages of digital signal processing over analog signal processing. Numerical experiments, results, and observations on digital band pass filtering of analog signals are presented. Two types of digital modulation are employed: Pulse Amplitude Modulation (PAM) and Delta Modulation (DM). Results demonstrated higher suppression of frequencies in the stopband compared with the transition band. Frequencies in the passband suffer minimum or no attenuation. The phase difference between input and output signals, transient response, and steady state response are observed vividly. PAM is found to add less noise to the system compared with DM. These experiments are recommended as virtual laboratory exercises for undergraduate and postgraduate studies for active learning purposes.

The effect of the generative learning model on the student critical thinking ability in environmental conservation topic

The low level of students' critical thinking ability makes students need help understanding science concepts. The application of an interactive learning model can be a solution to this problem. This research aims to analyze the effect of the Generative learning model on the critical thinking ability of 7th graders in Environmental conservation Materials. The research method used is the Quasy Experiment method carried out in class VII junior high school SMP Mutiara Insani Tangerang. Students' critical thinking abilities are measured by a written test instrument in the form of essay questions made according to indicators of critical thinking ability that have been adjusted as many as ten questions tested for validity and reliability. The selected experimental class comes from a population that is normally distributed, has a homogeneous variance, and has the same mean. The research results show that the experimental class with the Generative Learning model and the control class with the Discovery Learning model are normally distributed. Hypothesis testing is done by t-test, and the significance level is based on the results of the Posttest; there is a significant influence of the Generative Learning learning model on the critical thinking ability of class VII students. In conclusion, the Generative Learning Learning Model affects the Critical Thinking Ability of 7th graders Students in Environmental Conservation material.

Funds of Knowledge of the Semai Orang Asli Children in Science Learning: A Needs Analysis

Malaysia always strives to provide high-performance education for its citizens by emphasising on the principle of equality that prioritises quality education for every child. However, the performance of Orang Asli (indigenous) children in science education is still lagging far behind as a result of their difficulty in understanding scientific concepts of science which they feel are foreign to their culture. Thus, a needs analysis study was conducted to identify the science topics that are the most difficult for primary school year five Semai Orang Asli children to understand and the elements of funds of knowledge (FOK) that can be applied in science teaching for these difficult topics. This needs analysis was conducted using survey research design with interview method. The study sample comprised three students and four teachers in an Orang Asli school in the district of Slim River, Perak. The needs analysis found that Electricity is the most difficult topic to be taught to and understood by the Orang Asli children. In addition, the findings also showed that the elements of FOK of the Orang Asli such as family values, hobbies, parents’ occupation, language, religion, tradition and school’s co-curricular activities can be applied in science teaching to bring the science concepts that are considered difficult into their lives. In conclusion, the FOK elements identified from the needs analysis are expected to be able to help educators and researchers design science teaching that is more equitable in upholding the principles of equity in education in Malaysia.