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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Abdimas Universal
Euis Nursa'adah
University of Bengkulu
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Physics Social Sciences

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Development of Social and Culture Aspects Pre-service Science Teachers on Learning for Nature of Science Euis Nursa'adah; Bhakti Karyadi; Ratu Eva Febriani; Ahmad Mudzakir
Jurnal Penelitian Pendidikan IPA Vol. 8 No. 1 (2022): January
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v8i1.927

Abstract

Understanding aspects of the Nature of Science (NOS) for preservice science teachers is one of the essential components to be able to understand Science and its processes. There are seven aspects of NOS: empirical, inference, creative, latent theory, tentative, scientific procedural myths, theories and laws of science, social and cultural dimensions, and their embedding in science. There are 48 preservice science teachers involved in this study. Researchers explored their views about NOS and Indigenous Knowledge (IK) through a validated questionnaire. Results showed that the students' opinions on NOS consisted of empirical, tentative, inference, law, scientific theory, and creativity. Meanwhile, aspects of laden theory, myths of scientific procedures, and social and cultural dimensions embedded with science have not been described by students. Fortunately, the students presented IK as an authentic context based on the culture in science learning.  Students express IK ideas: 1) biomedicine (40 students), Biopesticide (2 students), beauty ingredients (2 students), additives (1 student), and supernatural medicine (1 student). Integrating Science and IK as an authentic context in science learning leads IK toward high technology and strengthens NOS aspects. In addition, the assumption that IK has no future is declining.
Providing Authentic Assessments for SMPN 03 Lebong and MAN Rejang Lebong Teachers in Support of the Merdeka Curriculum Implementation Euis Nursa'adah; Aceng Ruyani; Bhakti Karyadi; Elsi Adelia Fitri
Abdimas Universal Vol. 6 No. 2 (2024): Oktober (In Press)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Balikpapan (LPPM UNIBA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36277/abdimasuniversal.v6i2.494

Abstract

All schools, both middle and high school levels, are preparing to implement the Merdeka Curriculum in the following year. Learning innovations in the Merdeka Curriculum must be accompanied by the ability to assess learning outcomes and processes appropriately. Assessments are no longer based on paper and pencil tests but must authentically assess student skills. Through authentic assessment as an alternative assessment, students are accustomed to carrying out work according to job demands, where tasks are designed to follow real-world replication. Authentic assessment has the potential to improve learning for students ready to work in the real world. The ability to design authentic assessments is provided in this activity through the I-CARE design at SMPN 03 Lebong and MAN Rejang Lebong. This activity was attended by 30 teachers from both schools. The results show that the majority of teachers can distinguish between diagnostic, formative, and summative assessment functions, besides being able to understand the types of authentic assessment and being able to design authentic assessments to support student-centered learning by the character of the Merdeka Curriculum.
Co-Authors ACENG RUYANI Ahmad Mudzakir BHAKTI KARYADI Bhakti Karyadi Elsi Adelia Fitri Ratu Eva Febriani