Science Education Students Research Articles

Development of Science-Islamic Integrated Disaster Geography Textbooks and Effect on Students’ Learning Outcomes

Islamic university students in Indonesia must improve disaster literacy by developing science-Islamic integrated disaster geography textbooks. This study aims to determine the appropriateness of science-Islamic integrated disaster geography textbooks and the effect of using them on students’ learning outcomes. The Dick and Carey model was used in this development. The product was validated by experts in material, design, and the integration of Islamic science and tested on students and lecturers on a limited basis. The experiment subjects were 27 Social Science Education students from Universitas Islam Negeri Maulana Malik Ibrahim Malang. Instruments are in the form of a questionnaire to determine the appropriateness of the book and test questions to determine the effect of book products on learning outcomes. Data were analyzed descriptively and using an independent sample t-test. The results showed that science-Islamic integrated disaster geography textbooks were appropriate for use in learning with an effective category (appropriateness score = 81.08%). The use of science-Islamic integrated disaster geography textbooks affected students’ learning outcomes (p=0.000) < α=0.05). Further research suggests developing digital books on other materials because the Islamic science integration curriculum has been proven to improve students’ learning outcomes in Islamic universities.

Implementing creative activities for Class II students to foster independence.

This qualitative study aimed to explore the strengthening of independent characters among Class II elementary school students during the Period of Restrictions on Community Activities (PPKM). The research utilized observation, interviews, and documentation as data collection techniques, with the principal, Class II teachers, and guardians of Class II students as subjects. The analysis revealed that four indicators for strengthening independent character were identified within the learning process, despite some suboptimal outcomes influenced by various factors, including students themselves, teachers, and parents. The main strategy employed to enhance independent character was the involvement of parents in providing reinforcement, along with the teachers serving as positive role models. The most frequently implemented indicator for independent character strengthening was completing tasks without disturbing others, employing critical thinking and problem-solving approaches. Moreover, teachers fostered independent characters throughout all learning activities and actively cooperated with parents. These findings highlight the importance of cultivating independent character in elementary schools, emphasizing the significance of self-reliance, critical thinking, and cooperative learning. The implications of this study can inform educators, parents, and policymakers in designing effective interventions to foster independent characters among elementary school students during challenging periods such as PPKM.
 Highlights:
 
 Importance of parental involvement: The study emphasizes the significance of parents' participation in strengthening the independent characters of Class II students during the PPKM period.
 Role modeling by teachers: Teachers play a crucial role in setting a positive example and modeling independent character traits for students in the learning process.
 Fostering critical thinking and problem-solving: The implementation of critical thinking and problem-solving models in classrooms contributes to the development of independent characters among Class II students.
 
 Keywords: Strengthening independent characters, Class II students, PPKM, Qualitative research, Learning process

Home Environmental Factors and Science Anxiety Affecting Academic Performance of Pre-Service Science Teachers

This study aims to identify the significant relationship between the home environmental factors and science anxiety affecting the academic performance of all pre-service science education students at the University of Mindanao. The total data from this study came from 124 respondents who participated in completing the survey and was collected using a descriptive correlation design. The researchers used a random sampling technique to select the respondents. Using mean and Pearson r analysis revealed a significant relationship between home environmental factors and science anxiety affecting the academic performance of pre-service science teachers. The study found that parents' socioeconomic status and student attitude resulted in a high mean and reached a high level. In contrast, parental involvement reached a moderate level. Science Anxiety with an indicator of science content showed low anxiety levels. The result revealed no significant relationship between the variables affecting the academic performance of pre-service science teachers. This study advocates the learners' various effects of dealing with anxiety about the factors from the home environment and academic performance. It may consider giving guidance and support such as that will provide interest and motivation to students.

The relationship between secondary education outcomes and academic achievement: a study of Finnish educational sciences students

ABSTRACT A multitude of research shows that the secondary education (SE) outcomes relate with university academic achievement (AA). More research is needed on SE outcomes subject-specifically. We examined the relationship between the Finnish matriculation examination (ME) results and AA, study success (grades) and study progress (credits), of educational sciences students (N = 1,214) who were pursuing a three-year bachelor’s degree in 2007–2017. The overall ME results explained 15% of the variance in study success and less than 1% in study progress. Success in mother tongue, mathematics, psychology and health education in the ME along with 1st- and 2nd-year study success related positively with higher study success throughout the three years. For the 3rd-year study progress, the results were more mixed, and progress in the 1st and 2nd year was statistically significant compared to the ME results. In conclusion, it is recommended to consider subject-specific ME outcomes regarding student admissions and curricula.

The Feasibility of Guided Inquiry-Based Digital Flipbook Learning Media: Physics Module in Sensing Systems

Various technology-based learning media have now been widely developed but sometimes in their use some of them are still not maximized properly. The current modernization of education refers to the digitalization of current learning making digital media not only used as a media of communication but also as a medium of learning so that students can carry out learning activities online or blended learning. Online learning or blended learning requires students to be skilled at using digital devices. Besides that, now we are also in the digital era which demands that all aspects of life, including learning activities, participate in training students to use digital systems, one of which is as a learning media. The way to train students' skills in using digital devices is to introduce and familiarize students with using digital media when the learning process starts from the simplest, such as flipbook e-modules. This study aims to determine the feasibility of the digital physics flipbook module in guided inquiry-based sensing. The research method used is research and development research with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The methods used to collect data are observation, interviews, and questionnaires. The instrument used to collect data is a questionnaire. The feasibility test was carried out by distributing validation sheets to junior high school science teachers, high school physics teachers, and science education students. The research results obtained are the digital physics flipbook module in the sensing system has been feasible to use with a percentage of 80% and is in the very good category. Thus the guided inquiry-based e-module flipbook on physics material in this sensing system has been worthy of being used as teaching materials and learning media for students.

Science education for students with disabilities: A systematic review of grey literature

Fen bilimleri, tüm öğrenciler için önemli bir disiplindir ve fen eğitiminin hedeflerine ulaşmak birçok öğrenci için önemli bir sorundur. Söz konusu özel gereksinimli öğrenciler olduğunda fen konularının öğrenimi daha zorlu bir süreç haline gelmektedir. Bu bağlamda mevcut çalışmanın amacı, özel gereksinimli öğrencilere fen konularının öğretiminin hedeflendiği lisansüstü tezleri; betimsel özellikleri, yöntemsel kaliteleri ve yayınlanma düzeyleri açısından değerlendirmektir. Bu çalışma bir sistematik derleme araştırmasıdır. Çalışmaya dahil etme ölçütlerini karşılayan 14’ü yüksek lisans ve 4’ü doktora tezi olmak üzere toplam 18 tez dahil edilmiştir. Betimsel analiz bulguları, tezlerde sıklıkla ortaokul düzeyindeki zihin yetersizliği tanılı öğrencilerin yer aldığını, uygulamaların araştırmacılar tarafından yapılandırılmış ortamlarda gerçekleştirildiğini, fen konu alanları içerisinde yer alan kavram ve kazanımların öğretiminde kanıta dayalı uygulamaların kullanıldığını göstermektedir. Çalışmaya dahil edilen tezlerin büyük çoğunluğunda kalıcılık verisi toplanmasına karşın sınırlı sayıdaki tezde genelleme verisi toplanmıştır. Sosyal geçerlik açısından bulgular incelendiğinde tezlerin yarısından fazlasında sosyal geçerlik verisinin katılımcı öğrencilerden, aile üyelerinden ve öğretmenlerden görüşmeler yoluyla toplandığı belirlenmiştir. Güvenirlik bulguları hem uygulama güvenirliği hem de gözlemciler arası güvenirlik katsayılarının oldukça yüksek olduğunu göstermektedir. Tezlerin yöntemsel kalitelerine ilişkin bulgular yalnızca sekiz tezin What Works Clearinghouse tarafından tek-denekli deneysel araştırmalar için geliştirilen desen standartlarını koşullu karşıladığını göstermektedir. Tezlerin yayına dönüşme düzeylerine ilişkin bulgular tezlerin %44’ünün yayına dönüştürüldüğünü göstermektedir. Çalışmanın bulguları alanyazınla karşılaştırılarak sunulmuştur.

VALIDITY AND RELIABILITY OF ISLAMIC AND INDONESIAN-BASED CONTEXTUAL SCIENCE LITERACY ASSESSMENT INSTRUMENTS

This study aims to determine the validity of the Islamic and Indonesian-based contextual scientific literacy assessment instrument (ALSKII) using the Rasch model. This instrument was developed in the context of Covid-19 as a socio-scientific issue that is presented in a structured manner with a plural model, namely scientific and socio-scientific. The scientific model represents the content of science which is presented in three models, namely mechanistic, systematic, and mathematical. The socio-scientific model is a scientific context that is integrated with religion and nation. This instrument has five skills which are made into 25 question items. The sample of this research is 75 final-semester science education students who were selected purposively. The results showed that the Islamic and Indonesian-based contextual scientific literacy assessment instrument was valid and reliable with a person measure the value of 0.73, MNSQ person and item close to 0.0, person and ZSTD item close to 1.0, Cronbach alpha 0.67, person reliability 0.64 and item reliability 0.95. This instrument can be an alternative in the assessment of scientific literacy based on religion and the state. The instrument can also be further developed according to the context and socio-scientific issues that need to be solved in the community.

Analysis of sports injuries during volleyball lessons in students of Physical Education and Sports Sciences

This study aimed to analyse sports injuries during volleyball lessons in students of Physical Education and Sports Sciences. The research community consisted of 400 students of the third stage of the Faculties of Physical Education and Sports Sciences at the Universities of Kirkuk and Tikrit for the academic year 2022-2023. The research sample included 80 students who were randomly selected. The researchers used an ad-hoc questionnaire as a means to collect the information and data. The statistical analyses were carried out with the Statistical Package for the Social Sciences (SPSS), version 23. Considering the results of the study, the researchers concluded that the most common sports injuries during volleyball lessons in students of Physical Education and Sports Sciences are sprains and muscle contractions (muscle spasm). The injuries on the lower extremities (ankle, knee, thigh and leg) were the most frequent injuries compared to the injuries of the upper extremity (upper limbs, abdomen and shoulder).

Analysis of Sciences Process Skills of Science Education Students in Microbiology Practice

This study aims to assess the science process skills level of Science Education Study Program Teacher Training and Education Faculty Lambung Mangkurat University (FKIP ULM) students in the 2020/2021 academic year. This research employed a qualitative research. Data collection was conducted using validated scientific process skills observation sheets. Observations were made on 27 students of the Science Education Program FKIP ULM who conducted SPS-based practicum activities The data obtained was analyzed descriptively qualitatively using percentages on the eight items in the SPS section, namely skills, formulating problem formulation, identifying variables, defining operationally, developing hypotheses, making observations, designing experiments, analyzing data/information, and making conclusions. The results showed that student SPS is categorized very well on basic SPS and sufficient category on integrated SPS (defining variables operationally, designing experiments, and analyzing data/information). It directs learning to improve on integrated SPS so that in the end students can master the integrated SPS well.

Mediating Role of Metacognitive Awareness Between Self-Efficacy and Mathematics Reasoning Among Education Undergraduate Students During Pandemic

This research aimed to examine the contribution of metacognitive awareness as a moderator in the relationship between self-efficacy and mathematical reasoning among education undergraduates during the Covid-19 Pandemic. The analysis included 184 undergraduate students in one public university around Klang Valley, Malaysia. The researcher distributes mathematics reasoning assessment, metacognitive awareness, and self-efficacy questionnaires to collect research data. Statistical Package for the Social Sciences version 25 analyzes the mediating influence of metacognitive awareness in the correlation between self-efficacy and mathematics reasoning. The findings revealed that undergraduate mathematics and science education students had better mathematical reasoning abilities than undergraduates of non￾mathematics and science education. However, the result indicated that mathematics and science education undergraduate students have high metacognitive awareness and utilize more strategies in mathematics reasoning assessment. This research suggested that further analysis can measure other populations, such as secondary school students’ metacognitive awareness and self-efficacy in mathematics reasoning.

Social and Communication Competences of Students – Future Teachers

Numerous studies have shown that teachers significantly shape student's learning context. Socially and emotionally competent teachers tend to develop supportive and encouraging relationship with their students by promoting intrinsic motivation, focusing on student's strengths and abilities, mediating through conflict situations and encouraging appropriate communication and prosocial behaviour. Teachers with good communication skills will create a more successful teaching and learning ambience for the students, and without communication, the teaching and learning process will not take place. Educators, parents and public today recognize the need for an educational agenda to improve academic performance, but also to enhance students' social and communicational competence. The aim of the present study was to examine social and communication competence of the students of educational sciences and teacher education at the University of Zagreb Department Of Croatian Studies. As part of the most important aspects of the future educational work, the participants pointed out independence at work, the awareness that they would contribute to the future of the society and the awareness that they play a useful role in society. Participants also expressed optimism about their communication skills with students, planning and organizing teaching process and maintaining discipline, and to some less extent their competences for successful cooperation with students’ parents. Results were discussed in terms of possibilities to contribute to future teachers’ education.

Social and Communication Competences of Students: Future Teachers

Abstract Numerous studies have shown that teachers significantly shape student’s learning context. Socially and emotionally competent teachers tend to develop supportive and encouraging relationship with their students by promoting intrinsic motivation, focusing on student’s strengths and abilities, mediating through conflict situations and encouraging appropriate communication and prosocial behaviour. Teachers with good communication skills will create a more successful teaching and learning ambience for the students, and without communication, the teaching and learning process will not take place. Educators, parents and public today recognize the need for an educational agenda to improve academic performance, but also to enhance students’ social and communicational competence. The aim of the present study was to examine social and communication competence of the students of educational sciences and teacher education at the University of Zagreb Department Of Croatian Studies. As part of the most important aspects of the future educational work, the participants pointed out independence at work, the awareness that they would contribute to the future of the society and the awareness that they play a useful role in society. Participants also expressed optimism about their communication skills with students, planning and organizing teaching process and maintaining discipline, and to some less extent their competences for successful cooperation with students’ parents. Results were discussed in terms of possibilities to contribute to future teachers’ education.

The impact of flexible blended learning on the development of scientific thinking among students of the Department of Educational and Psychological Sciences

The research aims to identify the impact of flexible blended learning in developing scientific thinking among students of educational and psychological sciences. And the arbitrators, the researcher prepared a test of scientific thinking, after they confirmed its validity and reliability, the researcher used the following statistical methods: (T-test for two independent samples, Pearson correlation coefficient, and Cronbach’s alpha lab equation). Scientific thinking, and through the results reached by the researcher, a number of recommendations and suggestions were presented.

Analytics‐supported reflective assessment for 6th graders' knowledge building and data science practices: An exploratory study

AbstractPreparing data‐literate citizens and supporting future generations to effectively work with data is challenging. Engaging students in Knowledge Building (KB) may be a promising way to respond to this challenge because it requires students to reflect on and direct their inquiry with the support of data. Informed by previous studies, this research explored how an analytics‐supported reflective assessment (AsRA)‐enhanced KB design influenced 6th graders' KB and data science practices in a science education setting. One intact class with 56 students participated in this study. The analysis of students' Knowledge Forum discourse showed the positive influences of the AsRA‐enhanced KB design on students' development of KB and data science practices. Further analysis of different‐performing groups revealed that the AsRA‐enhanced KB design was accessible to all performing groups. These findings have important implications for teachers and researchers who aim to develop students' KB and data science practices, and general high‐level collaborative inquiry skills. Practitioner notesWhat is already known about this topic Data use becomes increasingly important in the K‐12 educational context. Little is known about how to scaffold students to develop data science practices. Knowledge Building (KB) and learning analytics‐supported reflective assessment (AsRA) show premises in developing these practices. What this paper adds AsRA‐enhanced KB can help students improve KB and data science practices over time. AsRA‐enhanced KB design benefits students of different‐performing groups. AsRA‐enhanced KB is accessible to elementary school students in science education. Implications for practice and/or policy Developing a collaborative and reflective culture helps students engage in collaborative inquiry. Pedagogical approaches and analytic tools can be developed to support students' data‐driven decision‐making in inquiry learning.

Lacking measurement invariance in research self-efficacy: Bug or feature?

Psychological factors play an important role in higher education. With respect to students' understanding of scientific research methods, research self-efficacy (RSE) has been studied as a core construct. However, findings on antecedents and outcomes of RSE are oftentimes heterogeneous regarding both its theoretical and empirical structures. The present study helps disentangle these findings by (a) establishing and validating an integrated, multi-dimensional assessment of RSE and (b) introducing a developmental perspective on RSE by testing the impact of the disciplinary context and academic seniority on both mean level and latent structure of RSE. The construct validity of the new measure was supported based on RSE assessments of 554 German psychology and educational science students. Relations to convergent and discriminant measures were as expected. Measurement invariance and LSEM analyses revealed significant differences in latent model parameters between most sub-groups of training level and disciplinary context. We discuss our findings of measurement non-invariance as a feature rather than a bug by stressing a process-oriented perspective on RSE. In this regard, we conclude potential future directions of research and RSE theory development, alongside implications for methods education practice in higher education.

Social science education students’ preparedness for problem-based hybrid learning

This research aims to investigate social science education students’ preparedness before they attend problem-based hybrid learning (PBHL). This research is quantitative research with an explorative survey method conducted on college students taking Social Science Education Program in Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia. The participant of this study were 118 students, subsisting of 32 male and 86 female students. This research used a questionnaire with a 1-4 Likert scale as an instrument to measure students’ readiness, weighted from their motivation, prospective behavior, and information and communication technolog (ICT) skills. The data collection process was carried out through Google Form in April 2020. This research used descriptive quantitative analysis to discover students’ preparedness and one-way ANOVA to identify the effect of gender type to the students’ preparation in PBHL. The results of this research show that social science education students’ preparedness (motivation, prospective behavior, and ICT skills) in PBHL is classified high, namely in the B+ category. Furthermore, the gender type has no significant effect on students’ preparedness for PBHL (p0.05). Recommendation based on the research result is the university has to facilitate easy internet access, such as by accelerating the bandwidth, internet connection, and promote other policies that support PBHL.

Development of Practicum Module for Making Trimyristin Soap Active Ingredients from Nutmeg Seeds (Myristica fragrans Houtt)

Research This aims to develop practicum module for making soap with natural active ingredients to improve students' creative thinking skills. Practicum instructions will be applied to natural science and natural product chemistry practicum courses to provide innovations and appropriate technology for science education master students. The development of practicum instructions is a Research and Development (R & D) development with a define, design, develop, and disseminate (4D) model. The samples of this research were chemistry students and Master of Science Education students. The tests carried out were tests of physical properties (organoleptic, pH, and homogeneity) and antimicrobial tests with varying concentrations of trimyristin. Products in the form of practicum module are validated. The results showed that the validity value of the three validators obtained using the Aiken index was V = 0.84, which indicated that the natural science practicum module: the procedure for making trimyristin soap from nutmeg, was very valid and feasible to use. Meanwhile, practicality can be seen from the responses of students and lecturers, who show a positive response with average practicality of all components of 88% of student responses and 89% of lecturer responses. The results of the physical evaluation of trimyristin solid soap (organoleptic, pH, foam stability, and moisture content) produced from this study showed good results because they met several standards for the quality of solid soap SNI 3532-2016. Based on these data, the materials chemistry practicum module: procedures for making trimyristin soap from nutmeg seeds to support meaningful learning that is developed is very valid and very practical to use in the learning process

Student’s Knowledge regarding First aid between two non-Medical Colleges in Sulaimani University

Background :First aid is the first treatment a health care worker provides at the site of an accident to a patient who is injured or very sick before the ambulance arrives. First aid providers are those who have the skill and knowledge to deal with life-threatening conditions outside the facilitated environment of a hospital. So the main aim of this research was to compare the Student’s Knowledge regarding First aid between School of Islamic Science and School of Science Education in the University of Sulaimani. Methods: One hundred students in fourth stage, who aged between (21 - 30) years. A self-reported questionnaire was used to collect the data, structured interviews by the researchers. The Data gathering started on 2thApril 2016, and ended on May 2016. A questionnaire was constructed to the purpose of data collection, which consists of two parts; First part composed of socio-demographic characteristic, the second part composed of student’s knowledge concerning First id for (Burn, Bite, Fracture, Airway obstruction). Results: The study finding revealed that more than half in both Islamic Science and Science Education students have some knowledge regarding First aid generally (60%) and (58%) respectively. P. Value (0.68) there is no significant difference between two groups (P<0.05). Conclusion: It is concluded that more than half of students have some knowledge about First aid for bite and fracture. More than half of students have health care profession in the family and they did not know emergency call number. Most of them did not participate in any training or workshop about First aid. Further research needs to be conducted.

Authenticity and interest in virtual reality: Findings from an experiment including educational virtual environments created with 3D modeling and photogrammetry

Virtual Reality (VR) and photogrammetry are emerging technologies that facilitate and shape the ongoing digital transformation of education. VR offers new opportunities for creating immersive and interactive educational experiences. Photogrammetry enables new ways to create lifelike educational virtual environments and is becoming an alternative to manual 3D modeling with graphics software. The manner in which VR affects the authenticity of educational experiences has been addressed in previous educational and psychological research. Empirical papers have so far focused on the authenticity of educational VR environments created by 3D modeling. However, little is known about the authenticity of educational VR environments developed with photogrammetry. Given that VR provides rich multi-sensory experiences and interests can be stimulated by engaging contexts, educational VR environments also possess great potential to support interest development. What is still unknown regarding this topic are the beneficial characteristics of VR environments and the individual variables required to trigger and explain interest development. Consequently, we conducted an experiment following up on the mentioned authenticity and interest research questions in the context of higher education. A two-group between-subjects design was used and N = 64 educational science and psychology university students gathered information about a railroad bridge wearing a head-mounted display (HMD). The control group encountered an educational virtual environment created with 3D modeling. The intervention group was presented with the same educational virtual environment but the main object of the railroad bridge was generated by photogrammetry. Situational interest was measured in the pretest and the posttest; authenticity-related variables (i.e., presence and representation fidelity) were assessed in the posttest. Concerning authenticity, there were no significant group differences. Photogrammetry might thus not affect authenticity in educational contexts in which participants focus on gathering information. Regarding interest development, there were two main findings. First, interest in VR for learning increased from pretest to posttest, supporting that interest can be induced in VR. Second, a large share of posttest interest was explained by presence and pretest interest, highlighting the importance of these variables.

Interdependence between Perceived Cooperative Learning, Sense of Belonging, and Generic Skills in Undergraduate STEM Education

The development of sense of belonging and generic skills may be considered important to succeed in higher education and in life and may be enhanced through student group work. For group work to succeed, Social Interdependence Theory and Cooperative Learning suggest that group members need to be positively interdependent. In the present study we conducted a cross-sectional survey in a sample of 401 students in undergraduate Science, Technology, Engineering, and Mathematics education in Norway mapping the students’ perceptions of cooperative learning, sense of belonging and generic skills. By means of Pearson bivariate correlation analyses and standard multiple regression analyses, we found that 1) Cooperative Learning was positively associated with the development of both sense of belonging and generic skills, 2) Sense of belonging and generic skills were positively interrelated, and 3) Interaction was the cooperative learning principle contributing most to the association with both sense of belonging and generic skills.