Learning Science Content Research Articles

Pengembangan Lembar Kerja Peserta Didik Berbasis Higher Order Thinking Skills pada Pembelajaran Tematik Muatan IPA Kelas V Tema 3 Subtema 1

The product of student worksheets (LKPD) based on Higher Order Thinking Skills (HOTS) for thematic learning of science content on the human and animal digestive systems is the aim of this research. In addition, it also aims to find out whether or not elementary schools can implement student worksheet products (LKPD) based on higher order thinking skills (HOTS) for thematic learning of science class V theme 3 sub-theme 1. By adopting the ADDIE design development model, research and development (RnD) was used as the research method. The analysis, design, development, implementation, and evaluation stages are the HOTS-based LKPD development process. The results of the validation of the four validators and student response trials became a source of research data. Validator validation questionnaires and student response questionnaires during product trials became the method of collecting data for this study. To find out the validity of the product, validation questionnaires were distributed to class teachers, linguists, design experts, and material experts. Limited trials and wide trials are two phases of trials. The material aspect of LKPD feasibility validation produces an average score of 4.2 with very valid criteria. The feasibility of the language aspect gets an average score of 4.8 with very valid criteria, and the feasibility of the design aspect gets an average score of 3.9 with a valid category. The test results obtained an average score of fifth grade students' limited trials was 4.6 and the average value of fifth grade students' wide trials was 4.5. So that it can be stated that the HOTS-based LKPD can and is fully feasible for use in learning.

Peningkatan Hasil Belajar Siswa melalui Pembelajaran Discovery Learning Muatan IPA Semester 1 pada Kelas VI SDN 195/VI Pematang Kancil

The implementation of teaching and learning activities can be carried out using various methods, models, approaches, and media according to the needs of teachers and students. Various methods, models, approaches, and media will make learning more meaningful, and the delivery of material will be easier. Based on the facts in the field there are still many educators who carry out a monotonous learning process, especially in science material, so that it seems boring to students such as at SDN 195/VI Pematang Kancil, so that student learning outcomes decrease. The main purpose of making this journal is to analyze related to improving student learning outcomes through discovery learning science content semester 1 in class VI SDN 195/VI Pematang Kancil. Writing this journal is based on a type of qualitative research using a literature review approach or literature review. Library review is an activity to examine various forms of relevant sources. The conclusion is that using the Discovery Learning learning model in Natural Education subjects at the elementary level is effective in improving student learning outcomes. The aspects in the indicators of student learning outcomes include cognitive, psychomotor, and also affective aspects.

A multiple case study to understand how students experience science and engineering practices

The Next Generation Science Standards (NGSS), amid recent shifts in science curriculum, call for students to learn science through the practices of scientists and engineers (science and engineering practices, or SEPs). SEPs, related to inquiry learning, are ways students learn science content by doing science. Students have varied experiences learning science and engineering practices, including exposure in the classroom, from media, and in science fairs. Using a qualitative, multiple case study design, we analyzed public school educators’ and middle and high school students’ (ages 12–18) interview transcripts about learning through the science and engineering practices. Findings demonstrate that students learn different aspects of science and engineering practices during both in school and out-of-school science learning. Several transcending themes emerged from our interview data leading to recommendations for educators. Specific science and engineering practices might be better leveraged to introduce students to scientific research, students saw themselves as scientists leading to development of science identity while learning through SEPs, the relevancy of their work drove student learning, and resiliency was important during many of their learning experiences.

Analysis of the Influence of Problem Based Learning Models Assisted by Wordwall Media on Science Learning Outcomes of Primary School Students

This study aims to analyze the effect of the Problem Based Learning model assisted by Wordwall media in thematic learning of science content on force and motion material on the learning outcomes of fourth-grade students at SDN Pasir Putih 03. This quantitative research design, True Experiment, used a posttest-only control group final test. Cluster random was the sampling used. Biserial Point Correlation was used to test the validity and produces 25 valid questions and five drop questions from a total of 30 multiple-choice questions. The KR-20 was used to test reliability and get rcount = 0,75 > rtable = 0,34 so the instrument is reliable. Liliefors test in order to test normality obtained values for the control class and experimental class, namely Lcount = 0,1467 < Ltable = 0,152 and Lcount = 0,0972 < Ltable = 0,152 which means that both data were normally distributed. Fisher's test is used to test the homogeneity and get homogeneous results, namely Fcount = 1,67 < Ftable = 1,79. T-test to test the hypothesis of tcount = 8,97 > ttable = 1,668 at 0.05 with dk = 66. Then H0 was rejected, and H1 was accepted, namely the influence of problem-based learning models assisted by Wordwall media in thematic learning of science content on force and motion material on the learning outcomes of fourth-grade students at SDN Pasir Putih 03. The results of this study showed that the use of the PBL model could make students more active, think critically, and independent. Where with this model, students are required to find their solutions to problems by conducting an experimental, and with the help of website-based Wordwall media, students become more enthusiastic and not bored because, with the help of this media, students can learn while playing.

Pengembangan Lembar Kerja Peserta Didik Berbasis Pendekatan Science, Technology, Engineering, And Mathematics (STEM) Dalam Mata Pelajaran Ilmu Pengetahuan Alam Di Kelas VI

This study aims to describe the development, feasibility, and response of students to STEM-Based LKPD with Theme 8 Bumiku for Class VI in Science Subjects. The type of research is research and development by modifying the Sugiyono model adopting 6 steps, namely potential problems, planning information gathering, product design, design validation, product revision, product testing. Research data obtained through questionnaires, interview guidelines, validation sheets, and student responses. Aspects that are validated include the feasibility of the material, language, presentation and graphics. The results of the research and development show that: 1) STEM-based LKPD was developed through six stages of development, namely the potential problem stage, information gathering, planning, product design, design validation, product revision, limited trial; STEM-based worksheets meet the feasibility in the aspects of material, language, presentation, and graphics that are suitable for use in learning because on average each feasibility obtains valid results and the reliability is very strong; 3) The response of the STEM-based LKPD is very good because the relationship between science and mathematics content has been integrated quite well. Based on the results of research and development, it is concluded that STEM-based worksheets are very suitable for use in learning science content for grade VI elementary school students.

Pengembangan LKPD Berbasis Science, Technology, Engineering, Arts And Mathematics (STEAM) Kelas VI Dalam Mata Pelajaran Ilmu Pengetahuan Alam (IPA)

This study aims to develop a STEAM-based LKPD. The type of research used is research and development (Research & Development) by modifying the Sugiyono model adopting 6 steps, namely potential problems, gathering planning information, product design, design validation, product revision, product testing. The research data were obtained through questionnaires, interview guidelines, validation sheets, and student response questionnaires. Aspects that are validated include the feasibility of the material, language, presentation and graphics. There are 6 validators (raters) involved in validating consisting of experts and practitioners. Data on student responses to LKPD were obtained from the responses of 15 grade VI students at SDN 9 Pendopo. Based on the results of research and development, it was concluded that the STEAM-based LKPD was very suitable for use in learning science content for class VI SDN 9 Pendopo students.

The Effect of Video Learning Media on Students' Learning Motivation in Thematic Learning for 5th Grade Science Content in Elementary Schools

This study aims to analyze how the influence and how much influence video learning media has on students' learning motivation in thematic learning of science content for class V at SDN Kemangsen 02 Balongbendo Sidoarjo. The research method used is a quantitative experiment with a Pre-Experimental design in the form of One-Group Pretest-Posttest. The sample of this research is class V-A and V-B SDN Kemangsen 02 with a total of 42 students. The sampling technique used was purposive sampling. Data analysis used a descriptive quantitative analysis approach to determine whether there were differences before and after treatment, so that it could be stated whether or not the treatment had an effect with the help of SPSS 16.0 for Windows. Based on the test results, it can be concluded that there is a significant effect between the use of video learning media on students' learning motivation in thematic learning of science content for class V at SDN Kemangsen 02 Balongbendo Sidoarjo which has been proven through hypothesis testing (t-test) and the tcount value is 4,497. > t table 2.021 which means Ho is rejected and Ha is accepted. The level of influence is evidenced by the total pretest score of 82% with an average of 49.12 included in the less category while the total posttest score of 84% with an average of 50.40 included in the good category and evidenced by the R Squere value of 0.336 or 33, 6%. This means that the influence of video learning media on students' learning motivation is 33.6%.

Effects of withholding answers coupled with physical manipulation on students’ learning of magnetism-related science content

ABSTRACT Background The question of the efficiency of withholding answers and the physical manipulation of material in science education has become the target of a large number of researchers (proponents of the Cognitive Load Theory) in recent years. However, no research has been found examining the contribution of these elements of teaching to the development of a deeper conceptual understanding and the retention of what has been learned in the scientific education of lower primary school students. Purpose This research aims to examine whether withholding answers coupled with physical manipulation of material contribute to developing a deeper conceptual understanding and retention of learning about magnetism-related content in a hands-on (HO) learning environment on higher-level cognitive skills. Sample The research involved N = 80 third graders (aged 9–10 years) from four classes of two primary schools from a smaller urban environment. Design and methods The research uses a quasi-experimental design. The convenience sampling method was used in the research. Students were assigned into the following groups: DIHO (direct instruction + experimenter demonstration of HO – no withholding answers + no physical manipulation) and IIHO (implicit instruction + independent student performance of HO – withholding answers + physical manipulation). Results The results of ANCOVA analysis show that the students in the IIHO group achieved a much deeper conceptual understanding and retention of what they learned about magnetism-related content at higher-level cognitive skill: I create when compared to the students in the DIHO group. Conclusion It is assumed that withholding answers coupled with physical manipulation of material, contribute to the higher motivation and additional engagement of students on a mental level, which triggers a germane cognitive load, which is essential for productive learning.

“Everybody has to be with everybody”: Languaging relational and intellectual work with multilingual learners in a science class community

Research has long underscored the centrality of relationships in education. In this article, we explore how relations are constituted through moment-to-moment classroom talk in one U.S. multilingual science classroom. Drawing on the theory of languaging relations, we explore how the teacher and his students collaboratively languaged relationships during classroom interaction. Through discourse analyses of interactional and interview data, we illustrate that the teacher languaged a fun, caring relationship with and among students through creating opportunities for humor, translanguaging care and critical love, and valuing students’ epistemic rights. The emotional, relationally engaging classroom talk created ways of being together that sustained the students’ learning of science content. Instead of viewing relationships shaping classroom interaction, we argue for a theorization of relationships as constituted through languaging, and classroom intellectual work as intertwined with relational encounters. We conclude the article with discussion of the implications of this theorization for research and practice.

Penggunaan Model Cooperative Learning Tipe Picture and Picture sebagai Upaya Meningkatkan Kreativitas dan Hasil Belajar Muatan IPA Peserta Didik di Kelas IV SDN 98/X Rantau Indah Semester Ganjil Tahun Ajaran 2021/2022

This study aims to describe and obtain information on increasing creativity and learning outcomes for science content through the Picture and Picture Cooperative Learning Model. This research is a classroom action research consisting of two cycles, each cycle consisting of two meetings. Each meeting consists of four stages, namely planning, implementation, observation and reflection. The subjects of this study were fourth grade students of SDN 98/X Rantau Indah, totaling 14 people. This research was conducted in the odd semester of the 2021/2022 academic year. Data collection techniques using tests, observations, and documentation. Data were analyzed using percentages. The results showed that through the Picture and Picture Cooperative Learning Model, it could improve the learning outcomes of the fourth grade students of SDN 98/X Rantau Indah science content learning outcomes.

Peningkatan Hasil Belajar Peserta Didik pada Muatan IPA Melalui Metode Inquiry di Kelas VI SDN 155/X Kuala Dendang Semester Ganjil Tahun Ajaran 2021/2022

This study aims to describe and obtain information on improving science content learning outcomes through the Inquiry method. This research is a classroom action research which consists of two cycles, each cycle consists of two meetings. Each meeting consists of four stages, namely planning, implementation, observation and reflection. The subjects of this study were students of class VI SDN 155/X Kuala Dendang, totaling 8 people. This research was conducted in the odd semester of the 2021/2022 academic year. Data collection techniques using tests, observations, and documentation. Data were analyzed using percentages. The results showed that through the Inquiry method, it was possible to improve the learning outcomes of the sixth grade students of SDN 155/X Kuala Dendang science content.

Pre-Service Science Teachers’ Scientific Reasoning Competencies: Analysing the Impact of Contributing Factors

Scientific reasoning competencies (SRC) are one part of science teachers’ professional competencies. This study examines the contribution of three factors to the development of pre-service science teachers’ SRC: the amount of science education classes, the amount of science classes and the pre-service science teachers’ age. The factors amount of science education classes and amount of science classes have been operationalised in terms of ECTS credit points. N = 438 pre-service science teachers from six universities in Germany, Chile and Canada voluntarily and anonymously responded to an established multiple-choice instrument for assessing SRC, which has been developed by the authors and is available in German, Spanish and English. Multiple linear regression analyses show that the included factors explain a proportion of about 9% of the pre-service science teachers’ SRC. The factor amount of science classes is the only significant predictor and can be seen as an indicator of learning science content knowledge. These findings support the assumption of science content knowledge being a prerequisite for developing pre-service science teachers’ SRC.

PEMBELAJARAN BERBASIS STEM (SCIENCE ENGINEERING MATHEMATICS AND SCIENCE) UNTUK MENINGKATKAN KEMAMPUAN TEKNIK SISWA

The purpose of STEM (Science, Technology, Engineering and Mathematics) in education is in line with the demands of the 21st century education, that is so that students have scientific and technological literacy seen from reading, writing, observing, and doing science, as well as being able to develop the competencies it has to apply in dealing with problems in daily life related to the science STEM (National STEM Education Center, 2014). Many STEM integration efforts revolve around engineering and design engineering as an impetus for learning science, mathematics, and technological content. The National Research Council Framework for Science Education K-12 (2012) articulates and discusses the role of engineering as a mechanism by which students can learn meaningful scientific concepts (Moore, et all 2014). This study aims to improve students' engineering ability. Explanatory survey method was used in this study to detect their conception deeply. The respondense or participants of this study was eleven graders from public vocational school in Lembang in Agribusiness course. The results of this study indicate that Lembang vocational school students experience an increase in students’ engineering ability in plant agribusiness subjects.

Does context shape comprehension: evaluating the influence of presentation on inquiry strategies in science learning

PurposeApproaches to learning have the ability to influence knowledge acquisition, comprehension, retention and even motivation to learn. Previous work indicates that despite age, experience, or prior knowledge, students have a tendency to approach learning differently as a function of the presented content. The purpose of this study is to explore how context influences student approaches to learning science.Design/methodology/approachThe authors adopt a question-asking methodology to evaluate if approaches to learning the same science content vary when presented within the context of Pure Science or the History of Science.FindingsResults indicate that contextualizing the presentation of science content, shifts the approaches students take in attempting to learn science content as evidenced by the questions they ask to deepen their understanding. Additional variables of prior experience with each scientific concept, task persistence at a distractor task and later recall of the presented concepts were related to different inquiry strategies.Research limitations/implicationsImplications for instructional design and pedagogy are discussed.Practical implicationsThe framework in which scientific information is presented may impact how students modify existing and create a new schema, impacting their beliefs about scientific knowledge and the way in which students question, hypothesize and engage within the domain of science.Social implicationsBy studying the role of inquiry while students engage in science learning, the authors explore the role of context, content and knowledge retention.Originality/valueThe current study probes at the nature of student questioning and its reliance on the content, context and its relationship to outcome variables such as learning and, perhaps, even persistence as it relates to students’ prior knowledge within content areas which may, in turn, lead to varying levels of student self-efficacy.

Describing the Experiences of Students with ADHD Learning Science Content with Emerging Technologies

Emerging technologies, such as virtual reality, haptics, and 3-dimensionality, provide novel opportunities to allow students to investigate scientific phenomena by fostering perceptions of virtual presence, the feeling of being sensorially immersed and authentically interacting within a computer-generated virtual learning environment (VLE). Neurotypical learners are largely represented in VLE research on science learning, with fewer with neurodivergent learners, such as students with ADHD. This descriptive case study sought to address the dearth in the literature on neurodivergent students’ experiences, with emerging technologies, for learning science. Specifically, the case describes the extent to which neurodivergent learners experience the affordances of VLEs for science learning, as compared to their neurotypical peers, in: zooming, spatially orienting and rotating objects, viewing multiple representations and abstract processes in real-time, as well engaging in risk through multiple trials. Five middle grades students (diagnosed with ADHD) were assessed and observed using a tool (zSpace) that combines emerging technologies to learn cardiac anatomy and physiology. Students’ utterances of virtual presence and technological affordances were coded, and frequency counts and percentages were calculated, both individually and collectively. The results found that students most described sensory (41%), control (30%), and realism (26%) constructs with fewer reports of holding their attention (3%). Analyses of cardiac assessments found gains in scores for spatial rotation and viewing abstract processes, no change in score in viewing multiple representations, and a decrease in scores for spatial orientation. This case study provides unique insight into the needs of neurodivergent learners when using emerging technologies for science learning.

STRATEGI PEMBENTUKAN SIKAP DISPLIN DAN MANDIRI PADA PEMBELAJARAN TEMATIK MUATAN ILMU PENGETAHUAN SOSIAL SISWA KELAS V SD N PUSMALANG

This study aims to 1) describe the process of implementing the thematic learning of social science content, 2) describe the obstacles and efforts to overcome the teacher in shaping the character of disciplined and independent attitudes through thematic learning of social science content 3) describe the strategy of forming the character of the disciplined attitude and independent through thematic learning of social science content. This research was conducted from February to June 2021 in class V SD Negeri Pusmalang, Cangkringan District, Sleman Regency. This research is descriptive qualitative research. The primary data sources were the principal, fifth-grade teacher, three fifth-grade students. The technique of collecting research data was through observation, interviews, and documentation. Test the validity of the data source triangulation, technique triangulation, time triangulation. The data analysis technique of this study used the stages of data collection, data reduction, data presentation, and conclusion drawing. The results of this study are descriptive: (1) The thematic learning process of social science content can take place well according to the 2013 Curriculum containing the formation of disciplined and independent attitudes (2) Barriers and efforts of teachers do not understand and have not optimized the formation of attitudes, students are not ready to take part in learning resulting in the transfer of value is not optimal. Efforts to overcome these factors, principals aggressively remind teachers of the importance of forming students' self-disciplined attitudes, teachers in overcoming inhibiting factors from students building good communication (3) Teachers' strategies for forming disciplined and independent attitudes through thematic learning of social science content using the reward and punishment method, teachers build good communication, model approach, socialization to students and parents.

Peningkatan Pemahaman Konsep Perpindahan Kalor dengan Metode Eksperimen di Kelas V SDN Rembang 2 Kota Blitar

Abstract. Understanding the concept of science must be carried out with a process of doing it yourself, especially on learning materials related to science chemistry or science physics. In the study of Heat Transfer in Class V SDN Rembang 2, Sananwetan District, Blitar City, in the 2020/2021 academic year, it can be seen that there are still many students who do not understand the concept, so the results obtained in completeness are less than 35% of the total number of students. This is because students in this learning year do online learning, and teachers do monotonous learning so that it does not attract students. Based on the results that are still lacking, a research is conducted on learning science content in class V. The research used is a qualitative research on science learning with the type of Class Action Research (CAR). Data analysis techniques used are data reduction, data presentation, and drawing conclusions. The method used to solve problems in learning Heat transfer is the experimental method, which is a way of teaching and learning that involves students by experiencing and proving themselves the process and results of the experiment which are closely related to everyday life.

Prospective Teachers’ Pedagogical Content Knowledge Development in an Elementary Science Methods Course

ABSTRACT This study investigated the nature of the pedagogical content knowledge (PCK) development among 22 prospective teachers enrolled in an elementary science methods course. The nature of prospective teachers’ PCK development was investigated in relation to their experiences in planning, enacting, and reflecting upon a Physical science lesson. The study was framed by the literature on the nature of PCK and PCK development. Narratives, together with other data sets, were used to embed the prospective teachers’ experiences throughout the 15-week methods course. Data analysis indicated that prospective teachers’ orientation to teaching was focused on keeping students’ engaged with teacher-centered or student-centered activities and was a needed requirement for learning science content. This orientation to teaching also served as the predominant knowledge component that scripted, filtered, amplified and mediated the other PCK components, and thereby dictated the prospective teachers’ PCK development traced across time. This orientation was also used as a frame of reference to plan, enact, and reflect upon science lessons. Implications include the need for teacher educators to provide authentic platforms for prospective teachers to trace and track their PCK development. Authentic platforms include the use of studenting and teaching narratives together with other praxis tools, and the use of domain/discipline-specific PCK as a frame of reference to provide the essential explanatory factor for understanding PCK development from the dynamic processes of planning, enacting, and reflecting upon science lessons respectively.

STUDI FENOMENOLOGI PENGGUNAAN E-MODUL DALAM PEMBELAJARAN DARING MUATAN IPA DI SD MUHAMMADIYAH 5 JAKARTA

The aim of this study is to describe the implementation of E-modules utilization in online learning of natural science content at SD Muhammadiyah 5 Jakarta. This research was conducted at SD Muhammadiyah 5 Jakarta. The subjects of this study are fifth grade students of SD Muhammadiyah 5 Jakarta. The approach used in this research is qualitative approach with phenomenological methods. Data collection was through observation, interview, and documentation with the data analysis technique used was the Miles and Huberman model. The results showed that the implementation of E-modules in online learning of natural science content in class V SD Muhammadiyah 5 Jakarta as an effective learning resource and support the students at learning, that helps during online learning, stimulating students and motivating students to learn, and achieving learning goals. The e-module is a web-based module which contains material with pictures, videos and edugames that make learning more engaging for students. The application of E-module received positive responses from various parties, that is students, parents, and outsiders such as other schools.

An Investigation of the Organizational Impact of Computer Technology in Secondary Science Classrooms

This study investigated the organizational impact of computer technology on four secondary science teachers’ teaching actions using the construct of community of practice. The organizational impact of computer technology refers to teachers’ styles and creativity in constructing personally pertinent individual models of teaching when using computer technology: social participation structures. Analysis of data (observations and interviews) revealed three social participation structures that collectively orchestrated students’ science content learning: (1) students’ membership, (2) access to the structured tasks, and (3) confirmation of students’ learning of science concepts. This study indicated that the transformative potential of computer technology for teaching science is a complex interplay between social participation structures, institutional context, and teachers’ knowledge of what is good practice.