Articles
<![CDATA[Using Inquiry-based Laboratory Activities in Lights and Optics Topic to Improve Students’ Understanding about Nature of Science (NOS) ]]>
<![CDATA[Wardani, Tiara Budi]]>;
<![CDATA[Winarno, Nanang]]>
<![CDATA[ Journal of Science Learning Vol 1, No 1 (2017): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v1i1.8537
<![CDATA[ABSTRACTThe aim of this study was to determine the effect of inquiry-based laboratory activities on the students’ understanding of the nature of science (NOS) in learning lights and optics topic. The method used in this research is quasi experiment. Sampling technique using cluster random sampling and the samples were taken from grade 8 in one of junior high school in Bandung. The sample was 45 students, consisting of the experimental class (n = 24 students) and the control class (n=21 students). The experimental class is taught by inquiry-based laboratory activities, while the control class is taught by non-inquiry laboratory activities. The result of this research shows that the experimental class got N-Gain of 0.60, while the control class got N-Gain of 0.44, and both classes proven to have statistically significant different improvement.]]>
<![CDATA[The Effect of Predict-Observe-Explain (POE) Strategy on Students’ Conceptual Mastery and Critical Thinking in Learning Vibration and Wave ]]>
<![CDATA[Furqani, Dandy]]>;
<![CDATA[Feranie, Selly]]>;
<![CDATA[Winarno, Nanang]]>
<![CDATA[ Journal of Science Learning Vol 2, No 1 (2018): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v2i1.12879
<![CDATA[Scientific learning in schools requires not only students’ ability to understand concept, but also critical thinking abilities of the students. However, the current scientific learning process is still focused on only cognitive aspects. Therefore, a teaching model or strategy that is able to support students to understand concept as well as develop students’ critical thinking abilities is needed. One of the existing needed strategies is Predict-Observe-Explain (POE). The aim of this research is to identify the effects of Predict-Observe-Explain (POE) strategy on students’ conceptual mastery and critical thinking in learning vibration and wave. The method that was used in this research was weak experiment and the design was one-group pretest-posttest. The population of this research was 8th grader students in a junior high school in Bandung. The sample of the research was 18 students. The technique that was used was purposive sampling. The results of the research were: There was enhancement in students’ conceptual mastery, indicated by average normalized gain of 0,29; There was enhancement in students’ critical thinking abilities from level 1,30 (challenged thinker) to 2,07 (beginning thinker). Students can easily predict, observe and explain waves concept have difficulties on transversal waves and longitudinal waves concepts. For the next research it is recommended that Predict-Observe-Explain (POE) is to be tried on motion, electricity and ecosystem.]]>
<![CDATA[Enhancing Students’ Creativity through STEM Project-Based Learning ]]>
<![CDATA[Hanif, Sofi]]>;
<![CDATA[Wijaya, Agus Fany Chandra]]>;
<![CDATA[Winarno, Nanang]]>
<![CDATA[ Journal of Science Learning Vol 2, No 2 (2019): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v2i2.13271
<![CDATA[In some school, teacher-centered is commonly found in the learning process. The learning process itself is still in the form of direct transfer of knowledge from teacher to students. Actually, students will learn better if they are engaged in meaningful learning activity.  STEM project-based learning is one of alternative teaching strategies that engaged students in meaningful learning. The aim of this study is to investigate the impact of STEM project-based learning on students' creativity in the topics of light and optics. The study used qualitative research with narrative design. Data collection technique that used is observation. The population is eight grade students in one of Junior Secondary School that is located in Bandung, Indonesia. The sample consist of 25 students that chosen based on purposive sampling technique. The data is obtained through Creativity Product Analysis Matrix (CPAM). There are three creativity dimension that used in this study which are resolution, elaboration and novelty dimension. Students’ creativity is obtained as much 76% which categorized as good. Based on the result, STEM project-based learning give the good impact on students' creativity. STEM project-based learning can be used as alternative teaching strategies in Junior Secondary School.]]>
<![CDATA[Improving Students’ Sustainability Awareness through Argument-driven Inquiry ]]>
<![CDATA[Salsabila, Erning Rahmadini]]>;
<![CDATA[Wijaya, Agus Fany Chandra]]>;
<![CDATA[Winarno, Nanang]]>
<![CDATA[ Journal of Science Learning Vol 2, No 2 (2019): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v2i2.13104
<![CDATA[Sustainability awareness is one of the things that the student should have to help in a caring environment. Sustainability awareness of the student can be built by knowledge and awareness of what should be done or not. The student will be more aware of the students involved and explore more in building a concept about the environmental issue itself. The aim of this study is to investigate the impact of Argument-Driven Inquiry toward students' sustainability awareness in learning global warming. The method used in this research was experimental research. This study used two different groups of student. The first group learned using Argument-Driven Inquiry and the second group learned using Inquiry-based Learning. The population was seventh-grade students in one of Junior Secondary School in Bandung, Indonesia. The purposive sampling technique was used to choose the sample. The participants consist of 52 students from both groups. Each group consists of 26 students. The data were collected by giving the questionnaire of sustainability awareness. The questionnaire consists of 15 items. The result of this study shows the different percentage in the level of students' sustainability awareness between the two groups. The most different percentage is on the sustainability practice awareness aspect. The group that used Argument-Driven Inquiry has percentage 40.7% which means as medium and the group that used Inquiry-based Learning has percentage 37.6% which means as low. Based on the result, Argument-Driven Inquiry gives a better impact on students’ sustainability awareness. Argument-Driven Inquiry can be considered as one of the alternative teaching models that can give a better understanding in building the awareness of Junior Secondary School student.]]>
<![CDATA[Using Brain-Based Learning to Promote Students’ Concept Mastery in Learning Electric Circuit ]]>
<![CDATA[Sani, Aulianuriy]]>;
<![CDATA[Rochintaniawati, Diana]]>;
<![CDATA[Winarno, Nanang]]>
<![CDATA[ Journal of Science Learning Vol 2, No 2 (2019): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v2i2.13262
<![CDATA[Teaching approaches in some school are still concentrating on memorizing. Teachers have to make the learning is meaningful for the students. One of the alternative tool is by using Brain-Based Learning. The purpose of this study is to investigate the effect of Brain-Based Learning on students’ concept mastery in learning electric circuit for 8th-grade students. The method used in this research was experimental research. The research design that used is pretest and posttest design. The sample was taken by cluster random sampling technique. Participants were 49 students at one of International Secondary School in Bandung, West Java, Indonesia. Experiment group learn with Brain-Based Learning (N=26) while control group learn with lectured based learning (N=23). The results of students’ concept mastery that learned using Brain-Based Learning is better than students’ concept mastery that learned using lectured-based learning. The improvement of students’ concept mastery can be noticed by independent t-test with significant 0.003. Based on the analysis of students’ concept mastery results, the N-Gain score in experiment group is 0.43 which categorized as medium improvement while in control group is 0.25 which categorized as low improvement. Based on this results showed that Brain-Based Learning can be an alternative tool to improve students’ concept mastery significantly.]]>
<![CDATA[Discovery Learning with the Solar System Scope Application to Enhance Learning in Middle School Students ]]>
<![CDATA[Zahara, Atika]]>;
<![CDATA[Feranie, Selly]]>;
<![CDATA[Winarno, Nanang]]>;
<![CDATA[Siswontoro, Nurhadi]]>
<![CDATA[ Journal of Science Learning Vol 3, No 3 (2020): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v3i3.23503
<![CDATA[In education, “Industrial Revolution 4.0†refers to utilizing technology to present students with complex situations that will develop their critical thinking and problem-solving skills. The use of technology in the science curriculum should be designed according to established learning models. This study aimed to investigate the effect of implementing a discovery learning model, supported by the Solar System Scope computer application, on the ability of students to master essential concepts. This research used a One-Group Pre-test-Post-test design. Participants were 31 7th-grade students at one school in Bandung, Indonesia. The results showed a medium enhancement of concept mastery in students from pre-test to post-test (N-Gain=0.48). No gender difference in outcomes after the implementation of discovery learning with the Solar System Scope application was found. Based on these results, discovery learning supported by the Solar System Scope application could be an alternative teaching approach to enhance students' skills in mastering concepts.]]>
<![CDATA[Enhancing Students’ Scientific Literacy using Virtual Lab Activity with Inquiry-Based Learning ]]>
<![CDATA[Putri, Liandha Arieska]]>;
<![CDATA[Permanasari, Anna]]>;
<![CDATA[Winarno, Nanang]]>;
<![CDATA[Ahmad, Nur Jahan]]>
<![CDATA[ Journal of Science Learning Vol 4, No 2 (2021): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v4i2.27561
<![CDATA[Laboratory activity is closely related and yet is essential in the process of science teaching-learning. The hands-on laboratory experiment is the one normally used in school. Particularly with the state of online schooling, it is quite challenging to perform a hands-on laboratory activity. The combination of inquiry-based learning with virtual lab activity can be an alternative to developing a more alluring yet meaningful learning process within online learning. This research aims to analyze virtual lab activity with inquiry-based learning on students’ scientific literacy in light and optics topics. Participants were taken from junior high school students in the 8th-grade in Bandung, Indonesia. It includes 40 students with 14 males and 26 females with ages range 13-14 years old who have not yet studied light and optics. A pre-experimental research method with a one-group pre- the post-test design was used. The finding indicates that students’ scientific literacy was significantly increased with a medium category (N-Gain score 0.441). Based on this research, virtual-lab activity with inquiry-based learning could be considered an alternative to conducting a meaningful online learning activity, especially in science education.]]>
<![CDATA[Promoting Student's Problem-Solving Skills through STEM Project-Based Learning in Earth Layer and Disasters Topic ]]>
<![CDATA[Kartini, Firdha Sarah]]>;
<![CDATA[Widodo, Ari]]>;
<![CDATA[Winarno, Nanang]]>;
<![CDATA[Astuti, Lia]]>
<![CDATA[ Journal of Science Learning Vol 4, No 3 (2021): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v4i3.27555
<![CDATA[Located in the Pacific Ring of Fire, Indonesia is endangered by natural disasters. Through the changing of learning activity in a proper way by the application of STEM Project-Based Learning, future generations are expected to develop the knowledge and thinking skill to solve the problem. Therefore, this study aimed to investigate implementing STEM Project-Based Learning on student's Problem-Solving Skills. This research used a Pre-Experiment method with a One-Group Pretest-Posttest design and essay questions as data collection tools. In this research, 30 7th-grade students at one school in Bandung, Indonesia, were chosen as the participants. The data analysis showed significant improvement between student's Problem-Solving skills pretest and post-test (N-Gain=0.73). In addition, Idea-Finding is the most significant improvement during the Fact-Finding on the lowest. Based on the result, STEM Project-Based Learning is recommended to improve students' Problem-Solving Skills since they can use their integrated knowledge to solve a real-world problem.]]>
<![CDATA[Geothermal: From Education to a New Solution for Renewable Energy ]]>
<![CDATA[Fauziah, Naila Raima]]>;
<![CDATA[Maoludin, Surya Alfin]]>;
<![CDATA[Ramadhan, Wildan Septi]]>;
<![CDATA[Wafi, Wulanda]]>;
<![CDATA[Khoerunnisa, Fitri]]>;
<![CDATA[Winarno, Nanang]]>
<![CDATA[ Indonesian Journal of Multidiciplinary Research Vol 1, No 1 (2021): IJOMR: VOLUME 1, ISSUE 1, 2021 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (UPI) ]]>
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DOI: 10.17509/ijomr.v1i1.33785
<![CDATA[Fossil energy is still the main contributor in Indonesia. In fact, based on a study it is stated that fossil fuels will only last 50-70 years. For this reason, it is necessary to increase the role of geothermal energy as renewable energy. Geothermal energy is very good if it is developed into a new and renewable energy source because it has a good impact on the environment. Geothermal energy also does not damage the local conditions such as mining activities so that biodiversity is preserved. Then, the operation period of the Geothermal Power Generation (known as PLTP) can be more than 30 years and does not require fuel. Geothermal energy is environmentally friendly, and its potential impact on pollution is minimal. Thus, geothermal energy is the right solution to overcome dependence on fossil energy that is not renewable and is expected to run out in the near future.]]>
<![CDATA[Eco Cooler for Cooler House without Electricity for Educational Purposes ]]>
<![CDATA[Antonio, Alvito]]>;
<![CDATA[Hasanah, Maulidah]]>;
<![CDATA[Damayanti, Novita]]>;
<![CDATA[Devina, Oryza Aprilia]]>;
<![CDATA[Khoerunnisa, Fitri]]>;
<![CDATA[Winarno, Nanang]]>
<![CDATA[ Indonesian Journal of Multidiciplinary Research Vol 1, No 1 (2021): IJOMR: VOLUME 1, ISSUE 1, 2021 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (UPI) ]]>
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DOI: 10.17509/ijomr.v1i1.33775
<![CDATA[The earth's temperature from 1981 to February 2021 has relatively increased. The increase in temperature on earth has made many people choose to use air conditioning so that the temperature in their homes is not too cold. The energy demand from air conditioning worldwide will be three times as much by 2050. Bangladesh has created a system called the Eco-Cooler as an alternative to lowering room temperature without using large electrical energy so as to save energy and costs. The eco-cooler can reduce temperatures from 1-3˚C in a room with a size of 4.2 × 4.2 × 3.3 m3 using an Eco-cooler with a bottle diameter of 6 cm and a board area of 48 × 48 cm2. This can be a good educational point for being applied in Indonesia. The advantage of using the Eco-Cooler is that it is easy to maintain, easy to use, the air is more humid, and it saves energy.]]>
