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All Journal Biocaster : Jurnal Kajian Biologi Educatoria : Jurnal Ilmiah Ilmu Pendidikan Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan
Yusran Khery
Program Studi Doktor Pendidikan IPA, Pascasarjana, Universitas Mataram, Jalan Pendidikan Nomor 37, Mataram, Nusa Tenggara Barat 83125, Indonesia
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemistry Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Etnosains Tanaman Nyamplung (Chalophyllum inophillum L.) dalam Tradisi Masyarakat Sasak Yusran Khery; Muhammad Sarjan; Baiq Asma Nufida; Ismail Efendi
Biocaster : Jurnal Kajian Biologi Vol. 2 No. 4 (2022): October
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian (LP3) Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (348.406 KB) | DOI: 10.36312/bjkb.v2i4.120

Abstract

Nyamplung tree (Chalophyllum inophillum L.) in the tradition of Sasak people known as raq amterial for making Dile Jojor and medicines. Behind the traditions, learning about Nyamplung ethnosciece can provide more meaningful science learning experience. Through literature study, this article describes ethnoscience of Nyamplung and aspects of science related to it. Nyamplung was potential row materials for renewable fuels, medicines and cosmetics, pest and pollution control, and ecosystem conservation. Learning about the proper use of Nyamplung may cause good impact either to leraning quality, community welfare, and environmental conservation.
Konseptualisasi Literasi Sains Mengacu pada Kerangka Sains Pisa Sejak Tahun 2000 Yusran Khery; Muhammad Sarjan; Sukainil Ahzan; Ismail Efendi
Educatoria : Jurnal Ilmiah Ilmu Pendidikan Vol. 2 No. 4 (2022): October
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (844.816 KB) | DOI: 10.36312/ejiip.v2i4.117

Abstract

During the 7 rounds of PISA, Indonesian students consistently ranked low in scientific literacy assessments. In the last decade, many studies have been carried out by science education researchers in Indonesia in an effort to improve students' scientific literacy. However, this fact is contradictory to the results of the scientific literacy assessment of Indonesian students which still remains low. This can be caused by not many Indonesian science educators who understand the characteristics of scientific literacy. What are the characteristics of scientific literacy in PISA is important to understand so that teachers can apply learning oriented towards the development of scientific literacy in schools and universities. This article aims to describe the characteristics of scientific literacy referring to the PISA science framework in the period 2000-2021. This article was compiled through a literature review. Scientific literacy is defined as the ability of individuals to devote attention to science-related topics and science ideas as a form of individual reflection. A person who is scientifically literate will always devote attention to logical debates regarding science and technology that require competence: 1) explaining phenomena scientifically; 2) evaluate and design scientific investigations; and 3) interpret data and evidence scientifically. Scientific knowledge consist of content, procedural, and epistemic knowledge. The scientific literacy context consist of health and disease, natural resources, environmental quality, hazards and contamination, and the limitations of science and technology. The PISA science attitude aspect consists of a critical attitude of science in decision making and a creative attitude characterized by the ability to propose scientific ideas. In PISA 2021, scientific literacy assessment is not only present as a core domain, but also integrated with mathematical literacy, reading, and creative thinking.
Kompetensi Guru IPA yang Diperlukan untuk Membelajarkan Sains di Indonesia Yusran Khery; Muhammad Sarjan; Baiq Asma Nufida; Sukainil Ahzan
Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan Vol. 2 No. 4 (2022): October
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian (LP3) Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (239.109 KB) | DOI: 10.36312/pjipst.v2i4.121

Abstract

Teacher competencies consist of pedagogical, personality, social, and professional competencies. Science educators must be able to encourage students to become lifelong students who are competent, have character, and behave in accordance with the values of Pancasila, have the competence to become democratic citizens and become superior and productive human beings, and be able to participate in sustainable and resilient global development in facing various challenges. So that to be able to integrate these values into science learning, the conception of these four competencies for science educators must be reformulated by considering the competencies needed for Education for Sustainable Development (ESD), Science Literacy, and strengthening the pupil profile of Pancasila. The results of this study show that pedagogical, personality, social, and professional competencies can be reformulated so that they are relevant to Education for Sustainable Development (ESD), Science Literacy, and strengthening the pupil profile of Pancasila learning. With the presence of this competency, the science teachers will have the ability to facilitate learning for Education for Sustainable Development (ESD), Scientific Literacy, and strengthening the profile of Pancasila learning. simultaneously through the science learning process.
Co-Authors Baiq Asma Nufida Ismail Efendi Muhammad Sarjan Sukainil Ahzan