Support Science Learning Research Articles

Bibliometric Computational Mapping Analysis of Publications on Computational Thinking in Science Education using VOSviewer

The use of computing tools has provided support for learning science content and assisted students in understanding modern science experiences. Therefore, students must have an understanding on how computation could be useful for supporting science learning goals. In other words, students need a new skill to fulfil the tasks, that is computational thinking. This study aims to determine the development of research on computational thinking in science education through a bibliometric approach using the VOSviewer application. The article data was obtained from the Google Scholar database. The application used to obtain the article data was Publish or Perish. The keyword used to search for articles is "Computational Thinking in Science Education". 344 articles that were considered relevant to these keywords were found. The articles used were articles published in the last 10 years (2013 – 2022). The findings showed that the research on this topic decreased from 57 studies to 13 studies after 2020, and it became very popular in 2020. Furthermore, the research on computational thinking in science education still has a high enough chance to be carried out. We examined how many articles had been published about computational thinking in science education and its relation to problem areas using VOSviewer. We hope that this research can be a starting point for research related to other fields.

Development of science e-modules with the STEM (Science, Technology, Engineering, and Mathematics) approach for islamic schools

The current development of education demands students to compete globally with modern technological knowledge. This research aims to develop a science e-module with the STEM approach embedded with religious values for students of madrasas, pesantren, and integrated Islamic schools. The research method used is research and development with the ADDIE model. Data were collected through observation, interviews, documentation, and questionnaires, which were then analyzed using qualitative and quantitative approaches. The results of the material expert validation reached 93% (excellent), and media expert validation reached 92% (excellent). This e-module is considered practical with a practicality test result by educators of 81% (excellent) and attractive according to users with a test score of 80% (very attractive). This module integrates religious values within the science material using the STEM approach to stimulate students and support science learning in the context of Islamic education. This research has implications for developing technology-based learning materials in Islamic educational institutions.

Powering Up Preschool Science: A Home–School–Community Partnership to Support Science Learning with a Focus on Emergent Multilingual Learners

Powering Up Preschool Science: A Home–School–Community Partnership to Support Science Learning with a Focus on Emergent Multilingual Learners

Reconstruct Local Potential as Learning Resources to Support Science Learning

Reconstruct Local Potential as Learning Resources to Support Science Learning

Estimating climate change numbers: mental computation strategies that can support science learning

ABSTRACT Presenting novel numbers about climate change to people after they estimate those numbers can shift their attitudes and scientific conceptions. Prior research suggests that such science learning can be supported by encouraging learners to make use of given benchmark information, however there are several other numerical estimation skills that may also be relevant in this context. This design-based research project aimed to identify specific mathematical skills that might support postsecondary students’ learning from novel scientific data. Concurrently, we also developed an open-source online science learning app. In three design iterations, we conducted 22 think-aloud interviews with undergraduate and graduate students at a Hispanic Serving Institution as they estimated climate change data, before being shown the scientifically accepted value. Productive estimation strategies included: tolerance for error, mental computation skills (rounding and arithmetically manipulating given benchmark values), and integration of prior educational and personal experiences. Two cases are presented, the first illustrates a student who used estimation strategies productively and was tolerant of their inaccuracies, and the second illustrates a student who reacted negatively to feedback on their inaccuracies. Results implicate principles for integrating mathematics and science learning and showcase a learning intervention that embodies those principles.

Analysis of Science Laboratory Management to Support Science Learning: A Systematic Review

Purpose of the study: An Merdeka curriculum requires students to be able to acquire scientific attitudes and process skills in science learning. Laboratory management is very important in supporting science learning. This research aims to analyze the management of science laboratories to support science learning.
 Methodology: This type of research is qualitative research using a systematic literature review method. The population in this study was 60 articles originating from Google Scholar with publications from 2018 to 2023 which were then filtered again and a sample of 18 articles was obtained. The data analysis technique uses the matrix method.
 Main Findings: Based on the results of a systematic literature review analysis, it is known that laboratory management in several schools has factors inhibiting laboratory management, such as the unavailability of laboratory personnel and technicians, multifunctional laboratory space, allocation of time for laboratory use, and lack of infrastructure in science laboratories. The conclusion in this research is that based on a review of literature studies, it is known that in the management of science laboratories in junior high schools, in some literature there are still inhibiting factors in its management.
 Novelty/Originality of this study: The novelty in this research is the existence of a literature study which discusses the management of science laboratories in supporting science learning.

Problematics of Science Learning With Limited Educators at Sentul Community Learning Center Kuala Lumpur

Background: In the context of science learning, the readiness of teaching staff greatly influences learning because the difficulties experienced by teachers are a trigger for learning failure in students and give rise to the view that science is a difficult subject. Aim: The aim of this research is to analyze the problems of science learning within the limited teachers in the Sentul Community Learning Center Kuala Lumpur. The Sentul Community Learning Center is a non-formal school for Indonesian immigrant children who do not have the opportunity to attend formal school in Kuala Lumpur. Method: This research uses a qualitative approach, and the type of research is descriptive research. The data collection methods used were interviews, observation, and documentation. Results and Dıscussion: In implementing science learning at the Sentul Community Learning Center, there are many limitations, especially in terms of teachers. Science learning is taught to students in grades three to six at one time because the Sentul community learning center lacks teachers and there are no adequate facilities to support science learning. Conclusion: Even though science learning at the Sentul community learning center is not yet effective and efficient, considering all the limitations of teaching staff as well as media and infrastructure for science learning, the implementation of learning at the Sentul community learning center is one form of effort made so that students receive education equivalent to formal schools.

Pemanfaatan Bahan Bekas sebagai Alat Peraga IPA Ramah Lingkungan

Effective learning can be achieved by utilizing practical teaching aids that can challenge students to understand the material. This needs to be done to increase students' lack of learning motivation, as it will hurt learning achievement. Each student has a variety of learning styles, such as visual, audio, and kinesthetic. Therefore, teachers should try to create innovation by developing teaching aids in the form of a Pascal pressure model that can be implemented in learning experiments. The purpose of making this demonstration equipment is so students can understand the concept of Pascal pressure more concretely and in-depth, compared to relying on pictures as a visual tool. Apart from that, this innovation can also increase student motivation so that learning becomes more real and not just imagination and so that student learning outcomes can increase. The research method involves identifying old materials that can be used, designing creative and educational teaching aids, as well as testing the effectiveness of teaching aids in supporting science learning. The research results show that using used materials in natural science teaching aids can reduce negative environmental impacts by reducing waste and consuming new resources. The teaching aids developed can also facilitate understanding of science concepts visually and interactively. The trial of this teaching aid showed a positive response from students toward a more interesting and sustainable learning method.

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

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

Analisis Bahan Ajar Berwawasan Agraris untuk Pembelajaran IPA di Sekolah Dasar

Indonesia as an agricultural country must continue to be introduced and instilled in students in elementary schools. One of them is by incorporating agrarian-oriented materials in learning activities. The purpose of this study was to determine the model of teaching materials with an agrarian perspective for learning in elementary schools. The literature study method was used in data collection, namely by analyzing articles and various literature relevant to the research. The results showed that the teaching materials with an agrarian perspective included agricultural materials, in the form of getting to know agricultural plants, farming activities, and processing of agricultural products. The forms of teaching materials with an agrarian perspective are printed, non-printed, and interactive teaching materials. It is hoped that this teaching material with an agrarian perspective can support science learning in elementary schools, especially in introducing agriculture and instilling an attitude of caring for the environment.

The glue that makes it “hang together”: A framework for identifying how metadiscourse facilitates uncertainty navigation during knowledge building discussions

AbstractClassroom discussions have become a centerpiece of reform efforts in science education because talk mediates the joint co‐constructing of knowledge in science classrooms. Although decades of research underscore the importance of talk in supporting science learning, the science education community continues to grapple with how to support teachers and students in navigating the uncertainty that is associated with doing knowledge building work. To address these challenges, we must examine not just what gets constructed (the scientific ideas), but how knowledge is co‐constructed by teachers and students (the process of building those ideas) amidst uncertainty. In this study, we propose a conceptual tool for identifying organizational, epistemic, and interpretive metadiscourse markers (MDMs) in science talk. We highlight how teachers and students use these three types of MDMs as they navigate uncertainty while connecting ideas within and across multiple turns of talk, leveraging resources for knowledge building, and making interpretations about one another's ideas. We conclude with a set of suggestions for how researchers and teachers can utilize this framework to attend to the ways that MDMs index the organizational, epistemic, and interpretive dimensions of uncertainty in the knowledge building process.

The Hidden and Invisible: Supporting Science Learning in Infant-Toddler Group Settings

ABSTRACT Science concept formation has a long history in early childhood educational research. Most of the studies in the field focus on the way children form science concepts as preschoolers. However, less is known about the nature of science concept formation for children under 3 years of age. This study explores how early childhood teachers create the conditions for the formation of science concepts for infants. The research design drew on the Conceptual PlayWorld model, a collective form of practice for learning and development through imagination and play. Thirteen infants with a mean age of 1.2 years (1 year and 3 months) participated in the study. Visual methods were used for digital data collection and analysis. The analysis drew upon the cultural-historical concepts of the interrelation between everyday and scientific concepts and the concept of real and ideal forms. The analysis foregrounded four key elements for introducing science concepts in infants’ everyday educational reality: 1) making meaningful interrelations between the everyday concept and the scientific concept, 2) consistently using scientific language, 3) using appropriate analogies, and 4) using early forms of a scientific method. The overall findings open new understandings about the nature of science concept formation of infants, informing pedagogical practice in this under-researched area.

Analysis of Implementation of the Independent Curriculum in Science Learning at SMP Negeri 1 Tanah Grogot Kalimantan Timur, Indonesia

Independent learning is a concept of learning that creates an atmosphere of free and independent learning for students. In addition, the independent curriculum also implements the development of soft skills and character through a project to strengthen the profile of Pancasila students. One of the schools that implements the Independent Curriculum is SMP Negeri 1 Tanah Grogot. The purpose of this research is to 1)Describe the application of science learning using the Independent Curriculum at SMP Negeri 1 Tanah Grogot. (2) Describe students' responses to learning science. (3) Describe the factors that support science learning. (4) Describe the factors that hinder science learning. This type of research uses qualitative research with descriptive methods. Based on the research results, there were 3 strategies implemented at Tanah Grogot 1 Public Middle School, namely the Education Unit Operational Curriculum (KOSP), learning processes and tools in science subjects (Intracurricular), and the application of projects to strengthen Pancasila student profiles (p5). Internal supporting factors, namely the majority of young teachers who want to train themselves, master the use of information technology, as well as motivation within the teacher to be able to provide a fun learning experience for students. While the external supporting factors include the existence of independent training for teachers and the presence of fellow teachers, principals, and school supervisors who are members of the learning community. As for the inhibiting factors, namely the teacher still does not understand how to implement the Independent Curriculum in schools, especially the implementation of the Pancasila Student Profile Strengthening Project, the small number of teachers, as well as obstacles in adjusting teaching schedules and differences in the learning system between grade 7 using the Independent Curriculum and grades 8 and 9 which is still gradual.

Co‐created environmental health science: Identifying community questions and co‐generating knowledge to support science learning

AbstractSocial, political, and cultural complexities observed in environmental justice (EJ) communities require new forms of investigation, science teaching, and communication. Defined broadly, participatory approaches can challenge and change inequity and mistrust in science. Here, we describe Project Harvest and the partnership building and co‐generation of knowledge alongside four EJ communities in Arizona. From 2017 to 2021, Project Harvest centered learning around these communities and the participant experience drove the data sharing practice. The framework of sense‐making is used to analyze how community scientists (CS) are learning within the context of environmental pollution and (in)justice. The environmental health literacy (EHL) framework is applied to document the acquisition of skills that enable protective decision‐making and the capacity of CS to move along the EHL continuum. Using data from surveys, focus groups, and semi‐structured interviews, we are asking how did: (1) Personal connections and local relevancy fuel sense‐making? (2) Data sharing make pollution visible and connect to historical knowledge to either reinforce or modify their existing mental map around pollution? and (3) The co‐creation process build data literacy and a relationship science? Results indicate that due to the program framing, CS personally connected with, and made sense of their data based on use and experience. CS synthesized and connected their pollution history and lived experiences with their data and evaluated contaminant transport. CS saw themselves as part of the process, are taking what they learned and the evidence they helped produce to adopt protective environmental health measures and are applying these skills to new contexts. Here, co‐created science nurtured a new/renewed relationship with science. This science culture rooted in co‐creation, fosters action, trust, and supports ongoing science engagement. The science learning that stems from co‐created efforts can set the pace for social transformation and provide the foundation for structural change.

Pengembangan Media Pembelajaran Adobe Flash Berbasis CAI untuk Pembelajaran IPA di Sekolah Dasar

This study aims to develop an Adobe Flash learning media product based on CAI in Natural Sciences (IPA) subject matter of sound reflection. Science learning media available at this time are less interactive, less able to attract the attention of students so it is necessary to develop learning media because learning media has a very important role in the learning process, especially to attract attention and increase student interest and can assist teachers in conveying material to students to make it easier to understand. These problems can be overcome by developing CAI-based Adobe Flash learning media. The method used in this study is the ADDIE development method with five stages namely analysis, design, development, implementation, and evaluation. The data collection technique used is by interviewing and validating the material experts and media experts. The results of the validation show that the score obtained from the material expert is 86%, while the media expert gives a score of 97.5% so that this media is included in the criteria of being suitable for use without revision to support science learning in elementary schools on sound reflection material. The response of teachers and students to the Adobe Flash learning media is very good and positive, which means that this media is able to help students to better understand sound reflection material.

Pengembangan E-LKPD Berbantuan Android pada Mata Pelajaran IPA Kelas VIII di SMP

The background for the development of the Android-assisted E-LKPD was that the science practicum activities in the laboratory could not be carried out on time because they had to take turns with other classes, and the practicum tools were not qualified to support science learning. Teachers use teaching materials such as textbooks and LKS. Textbooks only contain text and pictures, cannot contain videos and animations that support it so that students do not understand the material and have difficulty relating learning to everyday life. In science learning itself, there are many discussions that require animation, if you are only guided by printed books, what is conveyed will not be realized. The purpose of this study was to produce valid and practical android-assisted E-LKPD in Class VIII science subjects in junior high schools. The type of development used is Research and Development (R&D). The development model used in this study uses the model proposed by Borg and Gall up to 5 stages of development. The data obtained will be analyzed using a Likert scale. The development of the Android-assisted E-LKPD was assessed by 2 media validators, namely lecturers from the Department of Curriculum and Educational Technology and material validators, namely Science Subject Teachers at SMPN 3 Pariaman. The practicality assessment was carried out by 15 class VIII students of SMPN 3 Pariaman. The product validity test results for the media aspect are categorized as "Valid" by obtaining an average score of 4 from validator I and 4.93 from Validator II. The results of the validity assessment for material aspects are categorized as "Very Valid" by obtaining an average score of 4.89. The practicality test results obtained obtained an average value of 4.68 in the category of "Very Practical". Thus the development of Android-assisted E-LKPD in science subjects for grade VIII in junior high schools is appropriate to be used as a learning medium and to support the learning process as well as a learning resource for students.

Analysis of Science Laboratory Readiness for Science Learning at SMP Muhammadiyah Waipare

This study aims to determine: the readiness of the science laboratory to support science learning at SMP Muhammadiyah Waipare. The formulation of the problem in this study is. Readiness of science laboratories in supporting science learning at SMP Muhammadiyah Waipare and what factors influence the utilization of science laboratories at SMP Muhammadiyah Waipare. The purpose of this study was to determine the readiness of science laboratories for science learning at SMP Muhammadiyah Waipare. This type of research is descriptive qualitative research. The data sources in this study consist of primary data sources and secondary data sources. Primary data sources are the main data obtained directly from research subjects, namely teachers, laboratory heads, and also students. Secondary data is data that is supportive in research in the form of documentation, archives from the school and related records from the school. Data collection techniques used in this study were interviews, observation, documentation and questionnaires. The data were analyzed using descriptive descriptions. Based on the results of the research, it was concluded: Readiness of the Science Laboratory for Science Learning at SMP Muhammadiyah Waipare is used as a place to carry out practicum, a place to prepare tools and materials, and is also replaced with a room for learning. The Readiness of the Science Laboratory for Science Learning at SMP Muhammadiyah Waipare is good in terms of the facilities and infrastructure available at SMP Muhammadiyah Waipare. The design of the Science Laboratory is considered good, because it already has a practicum room

Introduction of Herbarium and Identification of Plants Based on School Environments in MTs. Negeri 2 Gorontalo Regency

The introduction of herbariums in schools as a medium to concrete material and support science learning and plant identification based on a school environment that makes it easier to teach material on the structure and function of plants in class VIII at Madrasah Tsanawiyah Negeri 2 Gorontalo district is the goal in this service activity. The stages of activities using an active participatory approach consist of 4 stages, namely 1) preparation; 2) coordination; 3) implementation; 4) evaluation. The number of students who took part in the activity was 30 people and was attended by the principal and 3 teachers. The herbarium introduction and plant identification activities based on the school environment went smoothly and wisely, as seen from the enthusiasm of the participants in participating in the activity from start to finish. The introduction of the herbarium gives meaning and impression to MTs students. Negeri 2 Gorontalo district because it is able to provide knowledge to students about one method/media to determine plant taxon. Identification of plants based on the school environment provides knowledge and skills to MTs students. Negeri 2 Gorontalo district in supporting learning activities in schools regarding the introduction and description of plants.

Science Education Through Malaysian Animation Series

Animation is one of the multimedia elements that is able to express children's fantasies into reality. Animation is seen to be able to motivate and stimulate children's thinking in an effort to reduce the cognitive load during the learning process. Animation in science education has been used as an educational resource to support science learning for decades. However, most members of society consider animation to be merely a form of entertainment. Contrary to popular belief, animation is not just focused on entertainment alone, but also plays a huge role in the world of education. This study was conducted through a data analysis process from Miles et al. on three popular animation series published by local animation companies. An analysis was conducted to identify the elements of science education delivered through the published animated series. The results of the survey found that 33 episodes of the Upin & Ipin animated, 26 episodes of the Didie and Friends animated series and 14 episodes of the Alif and Sofia animated series contain elements of science education that can be utilized in primary school science education. This study was implemented so that community members make use of the animated series that are screened used to educate children through non-formal education as basic knowledge of science in children's daily lives. This study is also expected to give ideas to local animation companies to produce more animated series that have elements of Science education. This study is also able to help teachers to make use of the serial animations that have been published as the latest approach in the development of primary science curriculum.

Pengembangan Lembar Kerja Peserta Didik (LKPD) Berorientasi Pendekatan Kontekstual Pada Materi Penyesuaian Diri Makhluk Hidup Terhadap Lingkungannya Untuk Kelas VI

This study aims to develop LKPD oriented contextual approach to the material adaptation of living things to their environment class VI and to describe the feasibility and responses of users (teachers and students). The research was conducted at SDN Muara Kuis Muratara in class VI. This research is a research and development research with the Four D (4D) model. The object of this research is LKPD with contextual approach orientation. The research stages are define, design, develop and disseminate. The instrument used is a feasibility test questionnaire and teacher interviews and student questionnaires. The feasibility test was carried out by 6 validators, namely 2 material experts, 2 language experts and 2 display experts. The user response test was carried out on 15 grade VI students and 1 teacher at SDN Muara Kuis Muratara. Data analysis used percentage technique and processed descriptively. The contextual elements in the LKPD are relating (connecting), experiencing (experience), applying (application), cooperating (working together), and transfering (moving). The results of the LKPD feasibility test are contextually oriented by the validator in terms of material aspects, language aspects and presentation aspects. Feasibility of the material obtained 0.81 (very feasible), language 0.66 (feasible criteria), display 0.80 (very feasible). The results of the test using the LKPD oriented contextual approach, a response was obtained that the LKPD had met the needs of teachers to be used as teaching materials to support science learning in class VI and received positive criteria by students on aspects of LKPD material quality, LKPD display aspects, aspects of material presentation, and aspects of LKPD. benefits through the distribution of questionnaires. It can be concluded that the use of contextual approach-oriented LKPD is feasible and positive to be used as teaching material in grade VI SD.