Natural Science Lessons Research Articles

Using problematic situations in natural science lessons as a strategy for developing students' cognitive skills

Using problematic situations in natural science lessons as a strategy for developing students' cognitive skills

Considering critical moments, co-authoring and active engagement in learning

ABSTRACT Background Within classroom research, there has long been agreement on the importance of dialogue and discussion for student learning. However, how the concept of knowledge influences classroom conversation needs further investigation, as this has key implications for students’ active participation. Purpose Our research sought to conceptualise the assumption of knowledge in standards-based curricula and explore some implications of teaching based on this kind of curriculum. To do this, we drew on a larger research project undertaken in Sweden, which involved a comparative classroom study. Methods Four natural science lessons were examined in terms of student’s opportunities to engage in the teaching content. The analytical framework was based on curriculum theory, the concepts of a lesson as a curriculum event, and students as co-authors of teaching content. We analysed two concepts of knowledge – social realism and transactional realism – in relation to an openness towards ‘critical moments’ during lessons, either noticed or unnoticed, and related them to the logics of curriculum and knowledge. Findings When framed by classroom teaching designed from knowledge criteria, students’ opportunities for acting as co-authors can become restricted, with critical moments overlooked because of a teaching focus necessarily limited by curriculum. Thus, opportunities for creating spaces to pay attention to students’ questions and reactions can be constrained. Conclusions Standards-based curricula, a concept of knowledge with a strong focus on subject-specific facts and ways of reasoning, together with high-stakes assessment, may lead to fewer openings for genuine discussion and student reflection. This highlights the need to leave larger spaces for teachers and students alike to influence content that engages students.

Developing 'I Can Adapt' Science Module Using RIAS Learning for Enhanced Critical Thinking

In the context of Natural Science lessons, students often lack critical thinking skills. To address this challenge, the researchers developed the “I Can Adapt” scientific module for students at SMP Negeri 10 Magelang. This study evaluates the module’s viability, efficacy, and practicality using a research and development (R&D) approach based on the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. The expert validation process confirmed the module’s validity, with material experts rating it at 4.0 and teaching materials experts at 4.2. To assess efficacy, the researchers employed a one-group pretest-posttest design with paired sample t-test analysis. The results revealed a significant increase in critical thinking skills (p < 0.05), as indicated by a significance value of 0.00. The average N-Gain score of 0.83 falls within the high category. Furthermore, student questionnaires related to the RIAS-based science modules demonstrated a practicality level of 84.6%. Overall, the findings support the use of the “I Can Adapt” RIAS-based science module as an effective tool for enhancing critical thinking abilities.

Use of Augmented Reality (AR) in Mobile Learning for Natural Science Lessons

Use of Augmented Reality (AR) in Mobile Learning for Natural Science Lessons

Game Multimedia tentang Sistem Tata Surya Berbasis Android sebagai Media Edukasi pada Anak Usia 6-12 Tahun

The solar system is one of the materials from natural science lessons taught in elementary school. However, many students have difficulty understanding and memorizing material about the solar system because of the many different characteristics of each planet. This happens because of the limited learning media provided by the teacher when introducing parts of the solar system. The delivery of material to students must be with a fun method so that students are not easily bored and easy to understand every side of learning. games have great potential in educating children about the solar system, of course, using games that are fun and fun will be more effective for children to absorb all the information contained in the games they play. The design of this game uses the Design Thimgking method, so it can be concluded that this design is a problem originating from a sense of empathy, the need for a solution to an existing problem, then continue to test for improvement. Then the game is created as the main media, then accompanied by other supporting media such as Posters, X-Banners, Game Cards, Stickers, Keychain, and Pins.

OPPORTUNITIES TO USE INTERACTIVE METHODS IN PRIMARY CLASS NATURAL SCIENCE LESSONS

Natural Science education at the primary level lays the foundation for a child's understanding of the world around them. The conventional approach to teaching involves lectures and rote memorization, often resulting in passive learning experiences. This article explores the potential opportunities to transform primary class Natural Science lessons by incorporating interactive methods. By embracing activities that engage students actively, educators canfoster a more dynamic and enjoyable learning environment, promoting better comprehension and retention of scientific concepts.

Peningkatan Hasil Belajar Ilmu Pengetahuan Alam Materi Posisi Dan Bayangan Matahari Siswa Kelas II Melalui Model Pembelajaran Kooperatif Tipe Picture and Picture

Picture and picture is a cooperative learning model that supports cooperation by involving image media that are sorted and paired into a logical sequence. The aim of this research is to determine the improvement in Natural Sciences (IPA) learning outcomes regarding the position and shadow of the sun through the picture and picture type cooperative learning model for class II students at SDN Tanjung Barat 09. This research uses a mixed approach, with a Classroom Action Research design consists of pre-cycle, cycle I, cycle II. The participants who took action were the class teacher and class II students at SDN Tanjung Barat 09, totaling 26 students. The implementation procedure refers to the model developed by Kemmis and MC Taggart where the cycle consists of four stages, namely: planning, implementation, observation and reflection. The data collection techniques used in this research are: observation, field notes, tests, and documents. This research begins with the pre-cycle stage, where students still experience difficulties in studying science material regarding the position and shadow of the sun with a completion percentage of 42.30%. From the Pre-Cycle results, there were 26 students who took part in the learning. The highest score was 90 and the lowest score was 40. Meanwhile, the results of Cycle 1 can be proven by an increase in the average score of 74.38 in Cycle I, to 78.7 and in the results of Cycle II with a presentation completion reached 80.80% from previously only 65.40%. By using the right learning model, Natural Science (Science) lessons become more enjoyable. Based on the research results above, it can be concluded that the picture and picture type cooperative learning model can improve the learning outcomes of class II students and raise students' enthusiasm and motivation in the learning process.

Implementation of the Discovery Learning Model in Natural and Social Science Lessons (IPAS) in Madrasah Ibtidaiyah

This study aims to get a real picture of the implementation of the discovery learning model in the learning of Natural and Social Sciences (IPAS) from the steps and efforts made to overcome obstacles in the implementation of the discovery learning model. This study is descriptive with a qualitative approach. The research subjects were fourth grade teachers and fourth grade students of Madrasah Ibtidaiyah Negeri 1 Temanggung. Data collection techniques include observation, interviews and documentation. The data analysis uses a descriptive analysis model consisting of data collection, organization, management, verification, interpretation, and conclusions. Then the data validity technique uses method and source triangulation techniques. Based on the results of the study, it was concluded that (1) The implementation of the discovery learning model in Natural and Social Science lessons at Madrasah Ibtidaiyah Negeri 1 Temanggung went through six stages, namely, stimulation, problem identification, data collection, data processing, proof and conclusion drawing. (2) In the process, teachers experience several obstacles, including taking up a lot of teacher time and work. Teachers felt that they did not detect the problem and there were misunderstandings between teachers and students. Not all students are capable of discovery. For students who are less clever, they will have difficulty thinking to reveal the relationship between concepts. However, teachers and students try to overcome these obstacles so that the learning objectives can be achieved well. Abstrak Penelitian ini bertujuan untuk mendapatkan gambaran nyata mengenai pelaksanaan model discovery learning pada pembelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) dari langkah dan upaya yang dilakukan untuk mengatasi hambatan dan kendala dalam implementasi model discovery learning. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif. Subyek penelitian adalah guru kelas IV dan siswa kelas IV Madrasah Ibtidaiyah Negeri 1 Temanggung. Teknik pengumpulan data melalui observasi, wawancara dan dokumentasi. Analisis data menggunakan model analisis deskriptif yang terdiri dari pengumpulan data, pengorganisasian, pengelolaan, verifikasi, penafsiran, dan kesimpulan. Keabsahan data menggunakan teknik triangulasi metode dan sumber. Berdasarkan hasil penelitian, diperoleh kesimpulan bahwa (1) Pelaksanaan model discovery learning pada pelajaran Ilmu Pengetahuan Alam dan Sosial di Madrasah Ibtidaiyah Negeri 1 Temanggung melalui enam tahap yaitu: stimulasi, identifikasi masalah, pengumpulan data, pengolahan data, pembuktian dan penarikan kesimpulan. (2) Dalam prosesnya, guru mengalami beberapa kendala, antara lain: menyita banyak waktu dan pekerjaan guru, guru merasa kurang mendeteksi masalah, terjadi kesalahpahaman antara guru dan siswa, tidak semua siswa mampu melakukan penemuan. Bagi siswa yang kurang pandai mereka akan mengalami kesulitan dalam berpikir untuk mengungkapkan hubungan antar konsep. Namun, guru dan siswa berusaha untuk mengatasi kendala tersebut agar tujuan pembelajaran dapat tercapai dengan baik.

FEATURES OF THE IMPLEMENTATION OF MOBILE LEARNING IN THE LESSONS OF BIOLOGY AND ECOLOGY IN THE 10TH CLASS

The article explores the possibilities and features of using mobile learning in the process of studying biology and ecology by 10th-grade students. Taking into account modern trends in education and the widespread use of mobile devices among teenagers, the article analyzes the pros and cons of implementing these technologies in natural science lessons. The article considers how mobile devices can be used to increase students’ motivation to study biology and ecology through the use of interactive applications, virtual laboratories and video materials. The possibilities of using mobile devices to individualize learning and create a comfortable environment for students’ independent work are also updated.The relevance of the relevant topic is that the modern educational space is rapidly developing under the influence of innovative technologies. Thanks to digital transformation, we are witnessing changes in the ways of learning and imparting knowledge. One such innovation is mobile learning, which is becoming increasingly relevant and popular in educational institutions around the world. Justifying the issues related to the implementation of mobile learning in biology and ecology lessons in the 10th grade, its essential characteristic is the consideration of a number of important aspects and issues, such as: the effectiveness of mobile learning, technological access, student motivation and pedagogical approaches.The purpose of the article is to consider the main aspects of the implementation of mobile learning in the lessons of biology and ecology in the 10th grade. Letʼs try to determine what features and advantages the use of mobile technologies has in the educational process. Achieving the set goal will help teachers and students to more effectively use modern means of communication and mobile technologies to enrich the process of studying biology and ecology.
 Keywords: mobile learning (m-learning); mobile technologies; mobile applications; internet environment; education; technology; “bring your own device”, application; educational process; natural Sciences.

Pengembangan Modul IPA Materi Gaya Terintegrasi Kearifan Lokal Berburu Menggunakan Busur Panah Untuk Meningkatkan Hasil Belajar Peserta Didik Kelas IV SD Inpres Timika III

This reseach was conducted besed on the result of observations where tehe teacher only used a monotonus learning method namely lectures, so that the teaching and learning process was only teacher-centred, the use of learning media was not optimal, and the teaching material and learning used were only extbooks and the teacher had never integrating natural science lesson with local wisdom in papua resulting in low student learning outcomes in natural science subject, style material. This reseach was made with the aim of developing science module that integrates the local papuan wisdom of hunting using bows to improve the learning outcomes of fourth grade student at SD IPRES TIMIKA III. The modules created will be validated by material, media and languange experts to determine the feasibility of the modules that have been developed. The reseach model for this reseach is Borg and Gall reseach and development. The writing of the science module for class IV style material iss divided into 4 successive stages. The first stage is data collection, the second stage is making the initial design, the third module, and the fourth stage is making the final part of the module. After being given the natural sciente teaching module, style material which is integrated wit hpapuan local wisdom, the learning outcomes of student totaled 2505 with an average score of 83,50 with the lowest score being 70 and the highest score being 100 with the percentage of score that achieve the maximum completenes criteria of 100%. Thus the science learning modul, integrated style material, local wisdom, hunting using bows which was developed was effective in improving the learning outcomes of fourth grade students at SD INPRES TIMIKA III.

Implementation of Science Education for Junior High School Students in Lampung Province During the Covid-19 Pandemic

Science education is one of the important subjects in the scientific structure studied in our world of education. During the Covid-19 pandemic by considering the condition of the readiness of supporting infrastructure for online learning implementation, IT-based teacher skills, and online learning evaluation, this science subject was transformed to students. The purpose of this study is to describe the planning, organizing, implementing, and monitoring of Science Education, especially in public junior high schools in Lampung Province. This research is a qualitative research with an educational ethnography study design, and the research participants are principals of MKKS junior high schools in Lampung Province. This study used interviews, observations and documentation to collect data, which were then evaluated using the interactive model analysis. The findings of this study are as follows: (1) Natural Science lesson plans are prepared by taking into account student characteristics, materials, and the use of applications for learning implementation; (2) the organization of Natural Science learning begins with the formation of Whatsapp groups, the direction of learning meetings using Google Classroom and Google Meet by sharing links through Whatsapp groups; and (3) optimization of learning implementation in this science subject is still limited: 50% of public junior high schools in Lampung Province have limited internet bandwidth; (4) monitoring, science subject teachers have difficulty in conducting learning assessment because they cannot organize students in a perfect setting.

Factors Affecting the Individual Interest of Secondary School Students in Natural Science Lessons

Individual interest in learning natural sciences is a complex process influenced by multiple internal and external factors. The research reflects the need to determine the factors that affect individual interest in learning natural sciences in secondary school students. Two duly validated questionnaires were used, one of 18 factors that records the students' perceptual assessments and the other that measures individual interest. The questionnaires were applied to 741 students in the 3rd, 4th and 5th grades of secondary education. By means of a backward stepwise binary logistic regression, a significant model was found that explains 55.4% of the individual interest in learning natural sciences. Family problems is the factor with the highest importance (55 %), followed by study techniques (47.9 %), didactic material (47.3 %), selective attention (42 %), teaching methods and techniques (41 %), family assessment (41 %), scientific language (32.9 %), academic self-concept (31.8 %), peer bullying (26.5 %), study habits (26.4 %) and Chat in social networks (25.4 %). It is concluded that the model is composed of a broad set (11) of internal and external factors, provides a valid conceptual framework as empirical support to explain individual interest in learning the natural sciences.

The Effectiveness of Learning Cycle 5E Model toward Students’ Science Process Skills in Natural Science Subject

The Objective to be achieved is to determine the effectiveness of using the Learning Cycle 5E Model in natural science lessons in grade V of MIS Darussalam by looking at the ability of students’ science process skills in the learning and the outcomes. This study used the field research method with a one-group pre–test–post–test model. The population of this study was grade V MIS Darussalam with the sample taken from grade V A which amounted to 15 students. The data collection techniques used were tests, observation, documentation, and interviews. After all the data were collected, then the N-Gain Score test was conducted to see the level of learning effectiveness. The result obtained in this study showed that the Learning Cycle 5E model was effectively used in science subjects with the ability of students’ science process skills reaching 77% in the good category and the student learning outcomes using the Cycle 5E learning model ≥ KKM reached 80% percentage and the result of the N-Gain score obtained a value of 0.6131 which indicates that the effectiveness level of using Learning Cycle 5E model is in the Moderate category.

Problem Based Learning (PBL) Model on Students' Environmental Literacy Ability in Elementary School Natural Science Lessons

This study aims to analyze the influence of problem based learning (PBL) models on students' environmental literacy skills in elementary science lessons.This study uses a pre-experimental quantitative research with a one-group pretest posttest design. The population in this study were all students of class V SDN Watukosek totaling 21 students. Samples were taken using saturated sampling with a sample of 21 students in class V SDN Watukosek. Data collection techniques used in the form of tests. Where this test is carried out before learning (pretest) and after learning (posttest). Where this test is carried out before learning (pretest) and after learning (posttest). The instrument used in this research is a matter of environmental literacy indicators. The analysis used is calculated using the N-Gain formula with the average pretest and posttest values of 56.38 and 81.26 while the N-Gain score is 0.56 in the medium category. Based on the results of this study, it can be concluded that the PBL model has an effect on students' environmental literacy skills in elementary science lessons.

Is the "Human Reproductive System" Interactive Learning Video Appropriate for Equality Education Programs?

Distance learning impacts students, such as learning outcomes and learning interests. Learning outcomes during distance learning and face-to-face learning have differences. The learning materials used by Package B program students during distance learning are only in the form of e-modules. Natural Sciences (IPA) subjects, especially "Human Reproductive System," are Package Program students' most difficult material. Interactive learning videos are believed to be one of the effective learning media to improve student learning outcomes, get positive responses from students, and can be used for independent learning. This study aimed to develop an interactive learning video, "human reproductive system," in natural science lessons. This research is development research using the Hannafin and Peck model. Data collection techniques in this study consisted of interviews and questionnaires. Data analysis techniques in this research and development use quantitative and qualitative data analysis techniques. Several conclusions can be drawn based on the research that has been carried out. Audiovisual learning styles dominate students' learning styles; the age of package B program students ranging from 14 years old to 37 years old; interactive learning videos can overcome the various limitations of experience that package B program students have. Interactive learning videos can be used for almost all topics, types of learning, and every domain starting from cognitive, affective, and psychomotor, positively impacting the learning process.

Coloniality of language and pretextual gaps: a case study of emergent bilingual children’s writing in a South African school and a call for ukuzilanda

ABSTRACT Framed by decolonial theory, this paper explores how language and literacy ideologies, including Anglonormativity, or the expectation that children should be proficient in a standardised version of English and are deficient if not, shape language and literacy practices in South African classrooms. While not legitimised, the use of fluid language practices in classroom discourse in the Global South is well documented. Less explored is the impact of language ideologies on children’s written text production. Using the tools of linguistic ethnography, I focus on the literacy practices emergent bilingual children are engaged with in a Natural Science lesson in year 4, the first year of their transition from ‘home language’ language of instruction (LOI) to monolingual English LOI. A close analysis of the practice of learners making notes in the lesson shows a pretextual gap between the expectations of the activity: that the children will be proficient in the ‘English’ used for note-making as well as orthography and layout conventions of written notes, and the heterographic writing they are able to produce. I examine the written products of note-making against a contested history of the use of African languages for writing fiction, and the exclusion of African languages from formal education, thus within a context of coloniality of language. I argue that the concept of ukuzilanda can inspire the expansion of literacies in African languages in education, enabling us to build from an existing literate and oral tradition.

Game Edukasi Interaktif Pengenalan Tata Surya Berbasis Animasi 2D untuk Siswa Kelas 6 SD

The solar system is one of the natural science lessons taught in grade 6 elementary school. This material is abstract because in studying it children cannot directly observe the phenomena of celestial bodies in the solar system. So far, only using books or 2D images as media. This study aims to create an educational game about the introduction of the solar system. 2D animation is made with icons and audio so that it can attract students' interest in learning and remembering solar system material. The result of the research is an educational game as an effective means of entertainment and learning. Students become interested in learning because of the application of the dissertation with attractive images and audio that helps increase enthusiasm for learning about the solar system. In testing the respondents as many as 22 people, the calculation results obtained as much as 59.1% strongly agree with this educational game

Effect of Concept Cartoons on Kindergarten Pupils’ Numeracy and Science Performance in Sagnarigu-Tamale, Ghana

This study sought to establish the effect of Concept Cartoons on Kindergarten Pupils’ Numeracy and Science Performance at a demonstration primary school in Sagnarigu-Tamale, Ghana using the experimental research design. The population of the study was 100 KG-2 A and B Pupils in the school. A purposive sampling technique was used to select an intact class of 58 pupils that had difficulty in participation and performance in natural science and numeracy. A pre-test was conducted to determine the initial performance of pupils before the intervention that was done through teaching with the support of the concept cartoons. The analysis of the first two objectives involved mean scores and standard deviation. Pre-test and post-test scores were analysed to address the two objectives. The study established that the use of concept cartoons significantly improved the pupils’ achievement in natural science and numeracy lessons. Therefore, the use of concept cartoons as a teaching aid is a powerful approach to improve the performance of pupils in sciences and numeracy. The study recommended that teachers of sciences and numeracy in early primary education ought to use the concept cartoon approach in order to improve the performance of pupils in the su

FORMATION OF THE FUTURE PRIMARY SCHOOLTEACHERS’ SCIENCE COMPETENCE UNDER THE CONDITIONS OF THE PEDAGOGICAL PROFESSIONAL COLLEGE

The article reveals the peculiarities of the formation of future primary school teachers’ science competence as a basis for professional training. In the system of future primary school teachers’ professional training, a prominent place is given to natural science education. It is noted that the implementation of the State Standard of Primary General Education in Ukraine, in particular the separation of the educational field "Natural Science", poses new tasks for higher education institutions to improve the quality of future primary school teachers’ professional training. It is novice teachers who lay the foundations of students' natural science competence and ensure the formation of those concepts and ideas, which in the process of further education will serve as a basis for studying the subjects of science training (biology, chemistry, geography, physics, astronomy). The formation of the future teachers’ science competence is carried out in the process of studying natural sciences, in particular "Basics of Natural Science", "Methods of Teaching of Natural Science " and other subjects. It is concluded that among the key tasks of students’ professional training is ensuring the appropriate level of theoretical knowledge in the teaching methodology of "Natural Science"; development of practical and methodical skills; mastering the skills to correctly select methods, techniques and means of learning in the process of developing plans-summaries of natural science lessons; formation of pedagogical skills for organizing and managing the learning process in natural science lessons, etc. During these courses, future primary school teachers’ training is carried out through three stages: theoretical, laboratory-practical, educational-research. Types of practices (educational field, pedagogical) are analyzed. The educational and research work in the system of future primary school teachers’ professional training is characterized. Examples of the formation of future primary school teachers’ natural science competence in the Kolomyia Pedagogical College of the Ivano- Frankivsk Regional Council are given.
 Keywords: competence, scientific competence, pedagogical conditions, educational trainings, integrated course "I Explore the World", professional training.

THE DEVELOPMENT OF NATURAL SCIENCE LEARNING MODULES ORIENTED STRENGTHENING CHARACTER EDUCATION ON THE MATERIAL OF LIGHT AND ITS NATURE

The development of this science learning module discussed about natural science lessons in elementary schools and includes strengthening student character education, because the reality in the field of natural science lessons is very boring. Through the development of natural science learning modules oriented towards strengthening character education, in this case they show many advantages in making the learning process become systematic and can be done independently anywhere and anytime, so that it can rehearsed students' character in the surrounding environment. The purpose of this study was to know the students responses and the feasibility study of developing natural science learning modules oriented towards strengthening character education on the material of light and its nature which developed according to the reviews of experts in product trials. Research and development is a method used to collect data, collect information from informants either in writing or orally, researchers collect data by conducting observation, in-depth interviews and documentation. Data analysis conducted in the field and after the data was collected. The results of this study suggest that the development of natural science learning modules is oriented towards strengthening character education on the material of lights and its nature is that there are assessments of student responses of 89,28%, material experts 95,22%, media experts 93.33%, and linguists 72,5%, from the results of the assessment that the natural science module oriented towards strengthening character education is appropriate for elementary school students to use independently or with a companion.The development of this science learning module discussed about natural science lessons in elementary schools and includes strengthening student character education, because the reality in the field of natural science lessons is very boring. Through the development of natural science learning modules oriented towards strengthening character education, in this case they show many advantages in making the learning process become systematic and can be done independently anywhere and anytime, so that it can rehearsed students' character in the surrounding environment. The purpose of this study was to know the students responses and the feasibility study of developing natural science learning modules oriented towards strengthening character education on the material of light and its nature which developed according to the reviews of experts in product trials. Research and development is a method used to collect data, collect information from informants either in writing or orally, researchers collect data by conducting observation, in-depth interviews and documentation. Data analysis conducted in the field and after the data was collected. The results of this study suggest that the development of natural science learning modules is oriented towards strengthening character education on the material of lights and its nature is that there are assessments of student responses of 89,28%, material experts 95,22%, media experts 93.33%, and linguists 72,5%, from the results of the assessment that the natural science module oriented towards strengthening character education is appropriate for elementary school students to use independently or with a companion.