Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam
Journal of Mathematics and Science Teaching or Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam (JPMIPA) was founded in 1993 and published qualitative and or quantitative research concerning mathematics and science teaching. JPMIPA is published by Faculty of Mathematics and Science Education Universitas Pendidikan Indonesia (FPMIPA-UPI) in association with Indonesian Society for Science Educators (PPII), twice a year in April and October with 5 articles per number or 10 articles per year. We aspire to become a journal which contributes to math and science teaching improvement by spreading knowledge that all stakeholder engaged in mathematics and science teaching can be able to benefit from. As of 26 May 2016 we are recognized as Nationally Accredited Journal by Indonesia Directorate of Higher Education (DIKTI) via Decree No. 36a/E/KPT/2016. Journal title Journal of Mathematics and Science Teaching or Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Subjects JPMIPA Language English (preferred), Indonesia E-ISSN 2443-3616 P-ISSN 1412-0917 DOI Prefix 10.18269 Frequency Twice Times a year in April and October Editor in chief Prof. Al Jupri, Ph.D. Publisher Universitas Pendidikan Indonesia Citation Analysis Google Scholar
CAN STEM EDUCATION FOSTER STUDENTS' SUSTAINABILITY ACTIONS?
This study rigorously investigates how STEM-based learning can influence the sustainability actions of senior high school students. Three indicators of sustainable actions were synthesized from several indicators: action competence, past, present, and future action, and the impact of the actions. The study, involving 148 students divided into two experimental and two control classes, revealed a significant result in the past, present, and future action indicators. Secondary data was obtained from unstructured interviews with teachers and students to provide insight into how learning can influence students' sustainability actions. These results offer valuable insight into the potential of STEM-based education to influence certain aspects of students' sustainable actions positively.
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STUDENTS' SUSTAINABILITY AWARENESS IN THE AGE OF PANDEMIC: A CASE STUDY
The critical role of education in fostering sustainability awareness is highlighted in this study, which aims to prepare students as responsible citizens in a sustainable future. The study reported students' sustainability awareness in the context of renewable energy across the three sustainability pillars: economic, social, and environmental. Data from 108 high school students, collected through a questionnaire measuring three dimensions (knowledge, attitudes, and behaviors), has revealed a need for enhanced educational strategies. These strategies are crucial to bridge the gap between sustainability knowledge and actionable practices. The findings not only contribute to the broader Education for Sustainable Development (ESD) discourse but also provide localized insights that can potentially shape and inform future educational and policy interventions, offering hope for a more sustainable future.
Mapping Teachers Science Competency and Thinking Habits during The Pandemic
Thinking habits can be cultivated through habits of mind (HoM), shaping pre-service teachers’ analytical, reflective, and decision-making skills essential for Education for Sustainable Development (ESD). This study examines HoM proficiency among 99 pre-service biology teachers using closed- and open-ended questionnaires and curriculum analysis. More than half of pre-service biology teachers scored moderately, indicating a need for habits of mind improvement. The findings offer educators, curriculum developers, and policymakers insights into designing strategies to strengthen HoM, ensuring teachers can integrate sustainability concepts into education, a task of significant urgency and importance. By fostering critical inquiry, problem-solving, and lifelong learning, prospective teachers will better prepare students to address the global sustainability challenge.
Learning from Pandemic: How Education in Pandemic Foster Students’ Genetics Learning
This study rigorously investigates how PANDEMIC-based learning can influence the sustainability actions of senior high school students. Three indicators of sustainable actions were synthesized from several indicators: action competence, past, present, and future action, and the impact of the actions. The study, involving 148 students divided into two experimental and two control classes, revealed a significant result in the past, present, and future action indicators. Secondary data was obtained from unstructured interviews with teachers and students to provide insight into how learning can influence students' sustainability actions. These results offer valuable insight into the potential of PANDEMIC-based education to influence certain aspects of students' sustainable actions positively.
The Determination of Critical Thinking Skill (CTS) Level of Chemistry Undergraduate Students in Terms of Their Success in Basic Chemistry
The aim of study analyzed the level of Critical Thinking Skill (CTS) of Chemistry students. Qualitative description is the method to analyze the collecting data by using Critical Thinking Test as Instrument of this study. 98 Undergraduate Students on the 2nd grade are involved in this study who majoring on Chemistry Department which consist of three study program, they are Chemistry Science, Chemistry Education for International Class Program (ICP), and Chemistry Education for regular class. All of the students as the sample. Related to the collecting data, it showed that most students were at Good Level in Critical Thinking Skill which the percentage of Students’ Average Score is 66.87%. Based on the Study Program, Chemistry Education ICP got 77% as the highest percentage level for aspect of Interpretation, Chemistry Education Regular A got 81% as the highest percentage level for aspect of Analysis, 74% as the highest percentage level for aspect of Evaluation and Inference. Thus, the University have to increase the Students’ CTS by providing maximal teaching and learning process by using suitable teaching method especially for increasing aspect of Interpretation.
Newman Analysis Error in Examining Elementary Students’Challenges in Solving Mixed Fraction Operation Word Story Problem
Pemahaman siswa terhadap operasi penghitungan campuran pada pecahan merupakan aspek penting dalam pembelajaran matematika di sekolah dasar. Namun, berbagai penelitian menunjukkan bahwa siswa sering mengalami kesulitan dalam menyelesaikan soal cerita yang berkaitan dengan konsep ini. Solusi tersebut dapat terjadi akibat kesalahan-kesalahan yang dialami siswa seperti kurangnya pemahaman terhadap konsep pecahan, kesalahan prosedur, dan kesulitan dalam memahami makna soal. Apabila permasalahan ini tidak segera terselesaikan, tentu akan berdampak pada proses pembelajaran. Oleh karena itu, diperlukan suatu pendekatan yang dapat dijadikan alternatif untuk menganalisis kesalahan siswa dalam menyelesaikan soal cerita. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus untuk menganalisis kesalahan siswa berdasarkan Analisis Kesalahan Newman. Data dikumpulkan melalui tes uraian empat soal dan wawancara untuk menggali faktor-faktor penyebab kesalahan. Hasil penelitian menunjukkan bahwa kesalahan paling dominan terjadi pada tahap penulisan jawaban akhir (32,35%), diikuti oleh kesalahan pada proses penyelesaian soal (25,49%), transformasi (18,63%), pemahaman soal (14,71%), dan pembacaan soal (8,82%). Hasil wawancara menunjukkan bahwa kesalahan disebabkan oleh kurangnya pemahaman konsep pecahan, tergesa-gesa dalam mengerjakan soal, dan minimnya penggunaan metode konkret dalam pembelajaran. Temuan ini menyoroti pentingnya pendekatan berbasis pemecahan masalah dan penggunaan media konkret untuk meningkatkan pemahaman siswa terhadap operasi hitung pecahan.
Students' Mathematical Reasoning Ability with Open-Ended Problems in Mathematics Learning
Mathematics learning today tends to be closed and mechanistic, limiting students' ability to reason creatively and exploratorily. The role of teachers in building students' reasoning skills is crucial through the problems given. One effective approach to fostering mathematical reasoning is the use of open-ended questions, which allow students to explore multiple solutions rather than following rigid procedures. This study employs a descriptive qualitative approach with a case study method involving 19 fifth-grade students from an elementary school in Bandung Regency. The research focuses on analyzing students' mathematical reasoning skills in solving open-ended problems related to number concepts. Data were collected through direct observation, documentation studies, and interviews with both students and teachers. The findings indicate that open-ended problems encourage students to choose their own methods in problem-solving, fostering deeper mathematical reasoning. Students demonstrated the ability to identify mathematical relationships, justify their answers, and apply reasoning effectively. The results suggest that integrating open-ended problems into mathematics instruction can significantly enhance students' mathematical reasoning skills and promote a more engaging, student-centered learning environment.
mathematical reasoning open-ended problems
INCREASING STUDENTS’ UNDERSTANDING OF EARTHQUAKES AND MITIGATION BY UTILIZING CHAVABOT AS LEARNING MEDIA
Indonesia's low ranking in PISA is partly due to students' low comprehension skills. Students' understanding provides a strong basis for using the knowledge practically. This study aims to determine the effect of Chavabot as a learning media on students' understanding in learning about earthquake and mitigation as well as students' impression of Chavabot in learning. This research was conducted using a pre-experimental method with a one-group pre-test and post-test design in class 8 at one of the private junior high schools in Bandung with a total of fifty-eight respondents. The instruments used in this study were cognitive tests with 20 multiple-choice questions and a questionnaire consisting of 10 statements. The results of this study showed a significant increase with an α value of 0.000 and N-gain 0.79. The use of Chavabot as learning media showed the highest increase in cognitive domain C1. While the lowest increase was in cognitive domain C2. In addition, Students’ impressions were also positive towards the application of Chavabot. Most students moderately agreed that Chavabot was very helpful in understanding the topic of earthquakes and mitigation.
Sustainable Awareness: Effects of STEM Learning on Sustainable Waste Management Topic
Waste management is an ongoing problem faced by various countries in the world, caused by our lack of awareness. Therefore, we need to prepare our next generation to have environmentally aware character and problem solving skills. This research aims to determine the effect of STEM learning on sustainable waste management topic towards students' sustainable awareness. The method used in this research was quasi experimental with pretest-posttest non-equivalent control group design. Instrument used was questionnaire, which consist of 30 statements. The research sample was determined using the convenience sampling technique (n=134). Based on the findings, STEM learning on sustainable waste management topic can influence students' sustainability awareness (p<,05).
DEVELOPING SUSTAINABILITY AS FRAMEWORK FOR INOVATIF LEARNING IN ORGANIC CHEMISTRY TO DEAL WITH GLOBAL CHALLENGE
Develop sustainability in organic chemistry represented to the students by include the green chemistry principal in organic synthesis learning. This study showed the synthesis organic laboratory project by using retrosynthesis analysis to increase students understanding about the green chemistry. The participants were 28 students in in the third year of one state university in Indonesia. The findings of this study show there is a connection between conceptual knowledge in laboratoy project using the retrosynthetic analysis that will lead to Green chemistry concept about sustainability developing. It is known that the biggest stage of the retrosynthetic approach of students is in identify characteritics of Benzoin by using literature in media online and software offline. Even students between groups had no significant differences in skill outcomes at the 5% confidence level. It is suggests to carried out learning using project-based learning in organic synthesis and so that they will develop all the student abilities in synthetic organic compounds.
USING FOUR-TIER DIAGNOSTIC TEST TO IDENTIFY MISCONCEPTIONS ABOUT MECHANICAL AND LIGHT WAVES
Due to their numerous real-life applications, waves and vibrations are essential topics for students. However, students' perspectives and everyday experiences may lead to misconceptions that hinder their learning process. A four-tier diagnostic test was used to assess students' conceptions and misconceptions via a cross-sectional survey involving 117 eighth-grade students from one of the junior high schools to tackle this issue. The research results show that students have three primary levels of conception: scientific knowledge, misconceptions, and lack of knowledge. As many as 29% of students experienced misconceptions about mechanical waves and light, underscoring the urgent need for appropriate interventions to improve the quality of physics education.
This study delves into the significance of mechanical and light waves in comprehending diverse scientific concepts. Waves and vibrations are essential topics for students due to their numerous real-life applications. However, individual students' perspect
STUDENTS' SUSTAINABILITY AWARENESS IN THE AGE OF RENEWABLE ENERGY: A CASE STUDY AT A HIGH SCHOOL IN LAMPUNG, INDONESIA
Development of Computer Science Unplugged Learning Media to Enhance Computational Thinking in Middle School Students
Computational thinking (CT) is a crucial skill for students in their daily lives. However, students' CT abilities remain relatively low, necessitating effective solutions to enhance these skills in the learning process. This study aims to implement a problem-based learning (PBL) model using unplugged media in Informatics subjects to improve students' computational thinking skills, particularly in learning data structures, specifically Stack and Graph concepts. The results showed an improvement in students' learning outcomes, with gain score analysis indicating moderate improvement in computational thinking skills. The findings suggest that integrating a problem-based learning model with unplugged media effectively enhances students' computational thinking abilities, particularly in understanding Stack and Graph data structures.
ENHANCING STUDENTS’ FORMULATING QUESTIONS SKILLS IN SOLAR SYSTEM TOPIC USING THE 5E LEARNING CYCLE
Formulating questions is an essential skill that students must acquire to achieve proficiency in science. The 5E Learning Cycle (Engage, Explore, Explain, Elaborate, and Evaluate) plays a crucial role in this journey, allowing students to build their understanding over time. Thirty-four junior high school students learned the solar system using the 5E learning model. At the Cycle I, students' ability to formulate questions was mainly at C1 and C2 (43%), C3 and C4 (7%), with no result at C5. However, in cycle II, there was a significant improvement in students' ability to formulate questions, highlighting the beneficial feature of the 5E Learning Cycle in enhancing students' questioning skills from lower to higher cognitive levels.
MAPPING THE HABITS OF MIND OF PRE-SERVICE BIOLOGY TEACHER STUDENTS IN SUPPORTING EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD)
ASSESSING STUDENTS’ MISCONCEPTIONS ABOUT PURE SUBSTANCES, MIXTURES, AND SEPARATION OF MIXTURES USING A FOUR-TIER DIAGNOSTIC TEST
Identifying misconceptions in students is essential to detect whether there are errors in students' understanding. Using a four-tier diagnostic test, the study surveyed students' knowledge of the matters among 121 junior high school students in grade VII. The results indicated that students have more misconceptions than scientific knowledge. Most students had misconceptions about chemical elements, compounds, and heterogeneous mixtures. These misconceptions could be due to students' limited ability to identify chemical elements, their inability to visualize heterogeneous mixtures at the submicroscopic level, and a mismatch of approaches that cause students' unfamiliarity with certain materials. Insights and suggestions to address students' misconceptions are discussed.
ENHANCING STUDENTS’ PROBLEM-SOLVING SKILL BY DEVELOPING SOUND INTENSITY OF EXPERIMENT TOOL (SIET)
Experiments in physics learning are fundamental to facilitating students' needs to gain deeper conceptual understanding and practical skills. For schools in remote Indonesian regions, a practical and easily available tool for doing experiments in physics is necessary. A practical tool based on smartphone sensor for measuring sound intensity (Sound Intensity of Experiment Tool or SIET) was developed to improve students' problem-solving skills. SIET implementation in senior high school students moderately (N=0.7) improved students' problem-solving skills, in which the students could select the most appropriate answer, provide reasons consistent with scientific concepts, and support the argumentation for the selection of the answer.
ANALYSIS OF QUESTIONING SKILLS OF PRE-SERVICE SCIENCE TEACHERS BASED ON INTERACTIVE, CONSTRUCTIVE, ACTIVE, AND PASSIVE (ICAP) THEORY
Questioning skills are a fundamental aspect of learning that can enhance students' cognitive engagement. Effective questions encourage students to think critically, analyze information, and build a more profound understanding. The questioning patterns of five pre-service science teachers during microteaching sessions were analyzed and categorized based on the four levels of cognitive engagement: Interactive, Constructive, Active, and Passive (ICAP) Theory. The findings indicate active questioning was the most dominant, while interactive, constructive, and passive questioning remained limited. The duration of interactive questioning was also relatively low, averaging only 6–8 minutes. In conclusion, pre-service teachers must still enhance their ques-tioning skills, particularly in developing constructive and interactive questions, to maximize students’ cognitive engagement in science learning.
THE IMPACT OF PEER-FEEDBACK ON WRITING SKILLS ENHANCEMENT THROUGH ONLINE PEER-ASSESSMENT IN ORGAN SYSTEMS MATERIAL
The purpose of this study is to examine the efficacy of feedback delivered via online peer-assessment (OPA) in promoting the development of students’ writing skills related to organ system content. Thirty-three eleventh-grade science students participated in a pre-experimental design. The study assessed the enhancement of students' writing abilities by evaluating three articles on organ system disorders, using a writing skills rubric. OPA was conducted to assess students' article outcomes on each organ system topic. Three rounds of OPA were carried out, followed by feedback sessions. Students participated anonymously in groups of 3-4. Teacher assessments were used as a benchmark against student OPA results. While OPA scores were consistently high, no significant improvement in writing skills was observed (p = 0.928). Teacher and OPA assessments exhibited low agreement (6.1%, 39.4%, and 39.4%), potentially due to factors like rubric interpretation and absence of anonymity. Future research should explore strategies to improve OPA's effectiveness in fostering writing development.
Enhancing senior secondary school students’ content knowledge and reflective thinking in genetics concepts using socioscientific issue-based strategy
Rapid developments in genetics studies, which often include ethical dilemmas and societal implications, make students' understanding of genetics-related concepts and making informed decisions on genetics-related issues reflexively vital. The socioscientific issue-based strategy (SSI) is a learning strategy that places the learning of science content within a social context, which also involves moral reasoning or ethical considerations in deciding how to resolve those issues. After learning genetics with the SSI, 140 secondary students' understanding and reflective thinking of genetics concepts were evaluated. The results were promising, showing a significant main effect on students' knowledge and reflective thinking. This significant improvement is a hopeful sign for the future of science education, as it emphasizes the importance of the SSI strategy in preparing students for real-world genetic issues.
HOW DO E-WORKSHEET USING WIZER.ME BASED GOOGLE SITE IMPROVE HIGHER ORDER THINKING SKILLS AND COMMUNICATION SKILLS?
Higher Order Thinking Skills (HOTS) and Communication Skills (CS) must be taught to pre-service physics teacher in the twenty-first century if they are to become future professional physics teacher. Based on the results of the preliminary study it is known that the HOTS and CV categories of physics education students are still lacking with an average score of 25 and 3. In addition, learning time in class is limited to solving problems so lecturers want to take advantage of technology in making teaching materials that facilitate independent practice outside the classroom, easily accessible to pre-service physics teacher (paperless), easy to provide feedback and correction results from worksheets so that learning evaluation is more effective and efficient. One treatment that can be applied to train HOTS and CS is to use teaching materials in the form of electronic-worksheets (e-worksheets) using Wizer.me based Google Site. E-worksheets will be more optimal if applied in learning, namely the Contextual Teaching and Learning (CTL) model and the Blended Problem-Based Learning (B-PBL) model. The purpose of this study was to determine the effectiveness of e-worksheets in CTL and B-PBL using Wizer.me based Google Site, changes to HOTS and CS and to determine student perceptions of using e-worksheets. The research method is quasi-experimental with a two-treatment counterbalanced design. The population of this study was all statistical physics classes for the 2022/2023 academic year, consisting of 2 classes with a total of 66 students. The sampling technique was purposive sampling, with 33 students in each class. Data collection techniques used the HOTS test, communication skills observation sheets and perception questionnaires about the use of CTL and B-PBL-based e-worksheets. The HOTS test is in the form of a description with a total of 3 questions including analyzing (C4), evaluating (C5) and creating (C4). Communication skills observation sheets include systematics/format, use of language, completeness and sequence of contents. The perception questionnaire consists of 9 questions using the Guttman scale. Based on the results of data analysis, it is known that CTL and B-PBL-based e-worksheets are effective in training HOTS and CS with large categories, namely 0.88 and 0.91. The increase in HOTS and CS was in the high category in both classes but the increase in the BPBL-CTL class was better with N-Gain, namely 0.87 and 0.92. The results of the questionnaire analysis stated that physics education students gave a good response with almost all students stating that the use of e-worksheets using Wizer.me based Google Site could increase HOTS and CS and physics education students were more independent in finding solutions to problems. Based on the results of data analysis, it can be concluded that e-worksheets in CTL and B-PBL using Wizer.me based Google Site can increase HOTS and CS.
IMPROVING STUDENTS' PROBLEM-SOLVING SKILLS THROUGH THE IMPLEMENTATION OF LEARNING REPORT ASSISTED LEARNING
One of the electronic learning applications that has been widely used in learning is Google Classroom. This study reports the implementation of an application used to report learning outcomes from Google Classroom, namely Learning Report. The application was used to monitor the progress of student learning activities. To determine the impact of using student learning activity monitoring applications on student learning outcomes, the learning outcomes of two groups of students (control class and experimental class) were compared. Learning improvements were found in both classes, but higher improvements were found in students monitoring their learning with the Learning Reports Application.
PERFORMANCE ASSESSMENT MODEL IN EXPERIMENTAL ELECTROLYSIS FOR HIGH SCHOOL STUDENTS
Penelitian ini bertujuan untuk menghasilkan model penilaian kinerja berupa tugas dan rubrik percobaan elektrolisis untuk siswa SMA yang valid, reliabel, dan praktis. Metode yang digunakan dalam penelitian ini adalah metode pengembangan dan validasi dengan partisipan sebanyak 12 siswa kelas XI MIPA di salah satu SMA Negeri di Kota Bandung. Instrumen yang digunakan adalah lembar wawancara studi pendahuluan, lembar grid, lembar validasi, lembar kerja siswa, lembar observasi yang mengacu pada 6 indikator keterampilan, 29 tugas (aspek kinerja), dan rubrik percobaan elektrolisis menggunakan Google Form, dan angket uji praktikalitas. Hasil penelitian menunjukkan bahwa model penilaian kinerja pada eksperimen elektrolisis mempunyai empat tahap, yaitu tahap perencanaan, pengembangan, validasi, dan uji coba terbatas. Validitas isi tugas dan rubrik dilihat dari nilai CVR menunjukkan bahwa 29 tugas dinyatakan valid berdasarkan kesesuaian dengan indikator hands on dan mind on skill, sedangkan 28 tugas dinyatakan valid berdasarkan kesesuaian dengan rubrik. Untuk reliabilitas diperoleh 15 tugas dengan kategori sangat baik, 13 tugas dengan kategori baik, dan 1 tugas dapat diterima, serta mempunyai nilai kepraktisan sebesar 3,8, dan dapat digolongkan dalam model penilaian kinerja sangat praktis. Berdasarkan hasil nilai validitas, reliabilitas, dan praktikalitas, tugas dan rubrik yang dikembangkan dapat digunakan sebagai model penilaian kinerja pada eksperimen elektrolisis untuk siswa SMA.
CORRELATIONAL ANALYSIS OF PRESERVICE ELEMENTARY TEACHERS’ LEARNING STYLES AND SELF EFFICACY ON THEIR CRITICAL THINKING SKILLS
As education systems are tasked with nurturing students' critical thinking skills to navigate an ever-evolving world, teacher education programs also grapple with the challenge of fostering critical thinking in preservice teachers. This article uncovers how the learning styles and self-efficacy of preservice elementary teachers shape their critical thinking skills. The results indicate that 86% of preservice elementary teachers have diverse learning styles and that these styles significantly influence their critical thinking skills. In conclusion, the alignment of appropriate learning styles can enhance the critical thinking skills of preservice elementary teachers, potentially shaping the critical thinking skills of their future students.
THE ROLE OF A TECHNOLOGY-ENRICHED “TEACHING MEDIA” COURSE IN IMPROVING INDONESIAN SCIENCE STUDENT TEACHERS’ TECHNOLOGY INTEGRATION
Technological pedagogical content knowledge (TPACK) has been widely used as a framework to assess teachers’ ability to integrate technology into their lessons. This study investigated the role of a technology-enriched “Teaching Media” course on science student teachers’ TPACK and the subscales contributing to the TPACK improvement. The participants were 21 science student teachers enrolled in a “Teaching Media” course. The science student teachers’ TPACK was assessed using a set of multiple-choice tests consisting of 34 questions. Normalized-gain (N-Gain) value was used to measure science student teachers’ TPACK improvement after completing the course. The contribution of each subscale to TPACK was analyzed using partial least squares (PLS). The finding of the study reveals that there is a moderate improvement of science student teachers’ TPACK after completing the technology-enriched “Teaching Media” course. Analysis of the contribution amongst TPACK subscales showed that technological knowledge and other technology-related knowledge significantly contribute to the improvement of science student teachers’ TPACK.
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SUPPORTING THE NUMERACY LITERACY SKILLS OF ELEMENTARY SCHOOL STUDENTS
Numeracy literacy is an essential part of literacy because in it there is a competency that make student to do reasoning so that it can be used in daily life. The research aims to describe the implementation of classroom-based numeracy literacy, school culture, and community in elementary schools. The research uses a qualitative approach with descriptive methods. The research was conducted on 76 students from 1st grade and 6th students, homeroom teachers of 1st grade and 6th from public elementary schools. Data collection techniques using observation, document analysis, and interviews. The data is analyzed with thematic analysis. The results showed that at least teachers had participated in numeracy literacy training, students' math skills above the minimum criteria, implementation of problem-based learning and projects, but there were limited resources. Numeracy literacy based on school culture shows the lack of variation of numeration literacy books so that the library as the center of literacy activities has not been maximized. The numeracy literacy of the community base shows that there is no public space used for numeracy literacy and sharing sessions that start running. One of the efforts to optimize numeracy literacy by providing training to teachers. ABSTRAK Literasi numerasi merupakan bagian literasi yang sangat penting, karena di dalamnya terdapat kompetensi yang mengasah individu untuk melakukan penalaran sehingga dapat digunakan dalam kehidupan sehari-hari. Penelitian bertujuan untuk mendeskripsikan implementasi literasi numerasi berbasis kelas, budaya sekolah, dan masyarakat di sekolah dasar. Pendekatan penelitian menggunakan kualitatif dengan metode deskriptif. Penelitian dilaksanakan terhadap 76 siswa kelas 1 dan 6 serta guru kelas 1 dan 6 sekolah dasar negeri. Teknik pengumpulan data menggunakan observasi, analisis dokumen, dan wawancara. Data dianalisis dengan analisis tematik. Hasil penelitian menunjukkan pada literasi numerasi basis kelas setidaknya guru pernah mengikuti pelatihan literasi numerasi, kemampuan matematika siswa di atas kriteria minimum, terlaksananya pembelajaran berbasis masalah dan proyek, namun terdapat keterbatasan sumber daya. Literasi numerasi basis budaya sekolah menunjukkan kurangnya variasi buku literasi numerasi sehingga perpustakaan sebagai pusat kegiatan literasi keberadaannya belum maksimal. Adapun literasi numerasi basis masyarakat menunjukkan belum adanya ruang publik yang digunakan untuk literasi numerasi dan sharing session yang mulai berjalan. Salah satu upaya optimalisasi literasi numerasi dengan memberikan pelatihan kepada guru.
THE CHANGES OF STUDENTS’ MATHEMATICAL HABIT OF MIND IN ONLINE LEARNING
The Covid-19 pandemic has forced changes in learning from preliminary education to higher education. The preferences of blended learning strategies at the beginning of the pandemic period and online learning for one semester had an impact on various aspects of student competences. For this reason, quantitative research was conducted which aims to describe changes in mathematical habit of mind as one of the competencies in students' thinking abilities. The population of this research was all students of mathematics education Lampung University in academic year 2020/2021. 73 students had been chosen randomly as the research sample. The research instruments were the questionnaire of mathematical habit of mind, questionnaire response of online learning implementation and interview guidelines. Based on data analysis, it can be concluded that there was no significant improvement on students’ mathematical habit of mind, after one semester of implementation fully online learning. To provide positive changes to MHoM students in online learning settings, complete and complete learning resources and synchronous communication patterns with adaptive and spontaneous feedback are needed.
INDONESIAN SCIENCE EDUCATOR’S RESPONSE TO THE ONLINE LEARNING CAUSED BY COVID-19: DRAWBACKS AND ADVANTAGES
This paper is aimed to analyse of Indonesian science teachers’ perspective regarding the implementation of online learning as an impact of the COVID-19 pandemic. In this study, three science teachers were asked their perspectives about the challenges and benefits of online teaching. The participants perceived obstacles in online learning are insufficient facilities, lack of parents’ engagement, challenges in adapting with new policies at school, impossibility to conduct the hands-on practicum, and a decrease in student enthusiasm to learn. The challenges are mainly caused due to the nature of online learning that requires new skills that are different from face-to-face classroom setting. However, online learning has caused the participants to grow their digital skills aside from having more flexibility in managing their time. This study suggests the importance to provide training for teachers to allow them to teach effectively in online setting.
ANALYSIS ON THINKING SKILL: COGNITIVE LOAD MANAGEMENT IN CONNECTED INTEGRATED LEARNING
Connecting related concepts can enable learners to obtain holistic knowledge but designing integrated learning must consider high element interactivity between concepts, so that learning would not result in excessive cognitive load, which will instead hinder learning. The promising benefit of learning plant anatomy and physiology in connected integrated learning was analyzed by assessing preservice biology teachers’ identification and information analysis skills. The influence of learning approach on their cognitive load was also analyzed. Results suggested the advantage of learning in an integrated way, in which cognitive load can be managed by considering the correlation between cognitive load elements.
THE ANALYSIS OF ELEMENTARY UNIVERSITY-STUDENTS‘ MISCONCEPTIONS IN BASIC SCIENCE CONCEPT UTILIZING THE CERTAINTY OF RESPONSE INDEX (CRI)
This study aims to determine the level of miscoCRInception of PGSD students in the Basic Conceptual Science course using the Certainty of Response Index (CRI). This research was conducted at UST using a population of class II H PGSD. The method used was descriptive analysis with data collection techniques through tests with CRI. The results showed the level of achievement of student conceptions in the basic science course subjects, 37.03% misconceptions, 28.91% knew the concepts, and 34.06% did not know the concepts. The highest misconception occurs in the structure and function of living things with a percentage of 31.5%. Abstrak Penelitian ini bertujuan untuk mengetahui tingkat miskonsepsi mahasisa PGSD pada mata kuliah Konsep Dasar IPA dengan menggunakan CRI Certainty of Response Index (CRI). Penelitian ini dilakukan d UST dengan menggunakan populasi mahasiswa PGSD kelas II H. Metode yang digunakan adalah analisis deskriptif analisis dengan teknik pengumpulan data melalui tes dengan disertai CRI. Hasil penelitian menunjukkan tingkat pencapaian konsepsi mahasiswa pada mata kuliah konsep dasar IPA yaitu sebanyak 37,03% miskonsepsi, 28,91% tahu konsep, dan 34,06% tidak tahu konsep. Miskonsepsi tertinggi terjadi pada materi Struktur dan Fungsi Makhluk Hidup dengan persentase 31,5%.