Khery, Yusran and Nufida, Baiq Asma and Suryati, Suryati and hulyadi, hulyadi and Rahayu, Sri and Budiasih, Endang (2019) Similarity Check : "Do Understanding Nature of Science (NOS) Play Role to Students Understanding Chemistry Concept and Science Process Skill?". [Artefact]
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Abstract
The aim of this research was to evaluate how Understanding Nature of Science (NOS) play role to students Understanding chemistry concept and Science Process Skills on Chemistry Classroom. This descriptive research was carried out by Ex-post Facto method at the Faculty of Mathematics and Science Education of IKIP Mataram. The research subjects were 75 students participating in the General Chemistry course for the academic year 2018-2019 that taken by the saturated sampling method. Data were collected by understanding of NOS questionnaire, Understanding chemistry concept Test, and Science Process Skills observation sheet. The data is described and analyzed by product moment correlation test and One Way Anova test for uncorrelated samples. The results showed that there was a significant and very strong correlation between Understanding of NOS and Understanding chemistry concept and between Understanding of NOS and Science Process Skills. One Way Anova test result showed that there was difference on Students Understanding chemistry concept and Science Processes Skills on different Understanding of NOS.
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| Uncontrolled Keywords: | [1] Friedman, Adam M.; Heafner, Tina L. “… You think for me, so I don’t have to.” The Effect of a Technology-Enhanced, Inquiry Learning Environment on Student Learning in 11th grade United States History. Contemporary Issues in Technology and Teacher Education, 2007, 7.3: 199-216. [2] New Zealand Curriculum Guides. (2013). Senior Secondary Science. Wellington: Ministry of Education. [3] Fives, Helenrose, et al. Developing a measure of scientific literacy for middle school students. Science Education, 2014, 98.4: 549-580. [4] Hofstein, Avi; Eilks, Ingo; Bybee, Rodger. Societal issues and their importance for contemporary science education—a pedagogical justification and the state-of-the-art in Israel, Germany, and the USA. International Journal of Science and Mathematics Education, 2011, 9.6: 1459-1483. [5] Osborne, J., Collins, S., Ratcliffe, M., Millar, R., & Duschl, R. (2003). What ‘ideas-aboutscience’ should be taught in school science? A Delphi study of expert community. Journal of Research in Science Teaching, 40(7):692-720. [6] Prayitno, 2006. Pendekatan Kontekstual dalam Pembelajaran Kimia. Dalam Dasna dan Sutrisno (Eds.) , Model-model Pembelajaran Konstruktivistik dalam Pembelajaran Sains/Kimia. Malang: Kimia FMIPA UM. [7] Suparno, P. 1997. Filsafat Konstruktivisme dalam Pendidikan. Yogyakarta: Penerbit Kanisius. [8] Joyce, B., Weil, M., & Calhoun, E. 2009. Models of Teaching: Model-model Pengajaran (Edisi 8). Terjemahan oleh Achmad Fawaid dan Ateilla Mirza. 2009. Yogyakarta: Penerbit Pustaka Pelajar. [9] Downing, K. 2010. Problem-Based Learning and Metacognition. Asian Journal on Education & Learning, 1(2): 75-96. [10] BNSP Depdiknas. 2007. Panduan Penilaian Kelompok Mata Pelajaran Ilmu Pengetahuan dan Teknologi. Jakarta: Depdiknas [11] Ibnu, 2009. [12] Ango, M.L. 2002. Mastery of Science Process Skills and Their Effective Use in the Teaching of Science: An Educology of Science Education in the Nigerian Context. International Journal of Educology, 16(1): 11-30. [13] Rezba, R. J., Sprague, C., & Fiel, R. (2003). Learning and assessing science process skills. Kendall Hunt. [14] Bryce, T. G. K., McCall, J., MacGregor, J., Robertson, I. J., & Weston, R. A. J. (1990). Techniques for assessing process skills in practical science: Teacher’s guide. [15] Lederman, N. G., Lederman, J. S., & Antink, A. (2013). Nature of science and scientific inquiry as contexts for the learning of science and achievement of scientific literacy. International Journal of Education in Mathematics, Science and Technology, 1(3). [16] Abd-ElKhalick, F., & Lederman, N.G. (2001). Improving science teachers’ conceptions of nature of science: A critical review of the literature. International Journal of Science Education, 22(7), 665-701 [17] Khery, Y., &Khaeruman, K. (2016).Pengaruh Context-Rich Problems Berbentuk Multimedia Interaktif terhadap Keterampilan Proses Sains, Sikap Ilmiah, dan Pemahaman Konsep. Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram, 4(2), 83-93. [18] Sugiyono, D. (2006). Statistika untuk Penelitian. Bandung: CV. Alfabeta. [19] Azwar, S. (2010).Penyusunan skala psikologi. edisi 1. cetakan XIV. Yogyakarta: PustakaPelajar. [20] Khery, Y., Nufida, B. A., & Suryati, S. (2019). Gagasan Model pembelajaran Mobile–NOS untuk Peningkatan Literasi Sains Siswa. Hydrogen: Jurnal Kependidikan Kimia, 6(1), 44-55. [1] Friedman, Adam M.; Heafner, Tina L. “… You think for me, so I don’t have to.” The Effect of a Technology-Enhanced, Inquiry Learning Environment on Student Learning in 11th grade United States History. Contemporary Issues in Technology and Teacher Education, 2007, 7.3: 199-216. [2] New Zealand Curriculum Guides. (2013). Senior Secondary Science. Wellington: Ministry of Education. [3] Fives, Helenrose, et al. Developing a measure of scientific literacy for middle school students. Science Education, 2014, 98.4: 549-580. [4] Hofstein, Avi; Eilks, Ingo; Bybee, Rodger. Societal issues and their importance for contemporary science education—a pedagogical justification and the state-of-the-art in Israel, Germany, and the USA. International Journal of Science and Mathematics Education, 2011, 9.6: 1459-1483. [5] Osborne, J., Collins, S., Ratcliffe, M., Millar, R., & Duschl, R. (2003). What ‘ideas-aboutscience’ should be taught in school science? A Delphi study of expert community. Journal of Research in Science Teaching, 40(7):692-720. [6] Prayitno, 2006. Pendekatan Kontekstual dalam Pembelajaran Kimia. Dalam Dasna dan Sutrisno (Eds.) , Model-model Pembelajaran Konstruktivistik dalam Pembelajaran Sains/Kimia. Malang: Kimia FMIPA UM. [7] Suparno, P. 1997. Filsafat Konstruktivisme dalam Pendidikan. Yogyakarta: Penerbit Kanisius. [8] Joyce, B., Weil, M., & Calhoun, E. 2009. Models of Teaching: Model-model Pengajaran (Edisi 8). Terjemahan oleh Achmad Fawaid dan Ateilla Mirza. 2009. Yogyakarta: Penerbit Pustaka Pelajar. [9] Downing, K. 2010. Problem-Based Learning and Metacognition. Asian Journal on Education & Learning, 1(2): 75-96. [10] BNSP Depdiknas. 2007. Panduan Penilaian Kelompok Mata Pelajaran Ilmu Pengetahuan dan Teknologi. Jakarta: Depdiknas [11] Ibnu, 2009. [12] Ango, M.L. 2002. Mastery of Science Process Skills and Their Effective Use in the Teaching of Science: An Educology of Science Education in the Nigerian Context. International Journal of Educology, 16(1): 11-30. [13] Rezba, R. J., Sprague, C., & Fiel, R. (2003). Learning and assessing science process skills. Kendall Hunt. [14] Bryce, T. G. K., McCall, J., MacGregor, J., Robertson, I. J., & Weston, R. A. J. (1990). Techniques for assessing process skills in practical science: Teacher’s guide. [15] Lederman, N. G., Lederman, J. S., & Antink, A. (2013). Nature of science and scientific inquiry as contexts for the learning of science and achievement of scientific literacy. International Journal of Education in Mathematics, Science and Technology, 1(3). [16] Abd-ElKhalick, F., & Lederman, N.G. (2001). Improving science teachers’ conceptions of nature of science: A critical review of the literature. International Journal of Science Education, 22(7), 665-701 [17] Khery, Y., &Khaeruman, K. (2016).Pengaruh Context-Rich Problems Berbentuk Multimedia Interaktif terhadap Keterampilan Proses Sains, Sikap Ilmiah, dan Pemahaman Konsep. Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram, 4(2), 83-93. [18] Sugiyono, D. (2006). Statistika untuk Penelitian. Bandung: CV. Alfabeta. [19] Azwar, S. (2010).Penyusunan skala psikologi. edisi 1. cetakan XIV. Yogyakarta: PustakaPelajar. [20] Khery, Y., Nufida, B. A., & Suryati, S. (2019). Gagasan Model pembelajaran Mobile–NOS untuk Peningkatan Literasi Sains Siswa. Hydrogen: Jurnal Kependidikan Kimia, 6(1), 44-55. understanding nature of science (NOS), understanding chemistry concept, science process skill |
| Subjects: | L Education > L Education (General) |
| Divisions: | Biro > Biro Administrasi Umum |
| Depositing User: | Admin Jafung UNDIKMA |
| Date Deposited: | 25 Jun 2023 14:22 |
| Last Modified: | 25 Jun 2023 14:22 |
| URI: | http://repository.undikma.ac.id/id/eprint/1095 |
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