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Journal of Natural Science and Integration
Published by Universitas Islam Negeri Sultan Syarif Kasim Riau
ISSN : 26204967     EISSN : 26205092     DOI : -
Core Subject : Science, Education, Engineering,
Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Education
Journal of Natural Science and Integration (JNSI) contains publications of research and review literature in the field of science learning such as chemistry learning, physics learning, biology learning, natural science learning and science integration as a form of intellectual property. It is affiliated with Asosiasi Dosen Tadris IPA Indonesia (ADRISPA).
Arjuna Subject : Umum - Umum
Articles 7 Documents
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Search results for , issue "Vol 6, No 1 (2023): Journal of Natural Science and Integration" : 7 Documents clear
Integrated Science E-Module assisted by the Flip PDF Professional Application to Integrate Character Education Values in Science Learning for Junior High Schools Prima Aswirna; Media Roza; Mela Zainia
Journal of Natural Science and Integration Vol 6, No 1 (2023): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v6i1.16262

Abstract

The current impact of globalization has made Indonesian people forget about character education. The National Education System declared that national education has the function of developing abilities and forming dignified national character and civilization in the framework of educating the nation. In this regard, rapid technological changes have brought the popularity of computer-based learning as an effort to develop specific knowledge and skills in the educational environment. In order to establish the cited functions, education provides teaching materials that can be accessed independently by students. This study aims to develop an Integrated Science E-Module to integrate the values of character education at Junior High Schools. In this study, the Integrated Science E-Module prototype was designed using the Plomp model. Moreover, a validated functional prototype was also carried out. Based on results of the analysis, the data demonstrated that the Integrated Science E-Module is successful in integrating the values of character education in student learning and the results of the product developed have assisted them to have character values such as religious, responsible, curious, have mutual cooperation, communicative, and care for the environment.Keywords: integrated science e-module, flip pdf professional, values of character education
Digital Technology Approach In Chemistry Education: A Systematic Literature Review Sariah Binti Ali; Corrienna Abdul Talib; Abubakr Muhammed Jamal
Journal of Natural Science and Integration Vol 6, No 1 (2023): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v6i1.21777

Abstract

This study systematically reviews empirical studies on digital learning technologies and related instructional techniques for chemistry education from 2020 to 2022. Using the PRISMA criteria, the relevant article's history was followed using the Web of Science, Scopus, and ERIC databases. In this digital era, studies on pedagogical innovations mixed with new technologies are proliferating as a result of technological progress and the emergence of Artificial Intelligence (AI) technology. A growing corpus of empirical research indicates the potential for incorporating digital technology in diverse educational settings. Various new technologies, including robotics, learning analytics, virtual reality (VR), and augmented reality (AR), have found extensive use and have bright futures in the field of chemistry education. According to the current study, VR and digital learning apps were the most completely examined among the recognized technologies employed in chemistry education. The main areas of interest in the classroom were visualization, engagement with chemical structures, and hands-on activities. The findings of this study, which examined impact, advantages, disadvantages, and challenges of online technology in the process of chemistry education, lends insight on the rapidly evolving disciplines of chemistry education research and technologically enhanced instruction.Keywords: digital, chemistry, education, technology, virtual.
Integration of Argumentation Activities in Virtual-Inquiry to Improve Argumentation Skills of Prospective Science Teacher in Basic Physics Courses Siswanto Siswanto; Bambang Subali; Ellianawati Ellianawati
Journal of Natural Science and Integration Vol 6, No 1 (2023): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v6i1.22007

Abstract

Argumentation skills are a prominent domain that must be trained for prospective science teacher students. This study aims to determine the effectiveness of science learning which is implemented using virtual inquiry learning in improving the argumentation skills of prospective science teachers. We used a quasi-experimental method with a non-equivalent control class design where researchers divided students into two classes: the experimental class (N = 38) and the control class (N = 38). The learning process in the experiment class was carried out by the virtual-inquiry model which was inserted with scientific argumentation activities, while in the control class, the learning process was carried out using the virtual-inquiry model without inserting scientific argumentation activities. All students involved in the research were given a test to measure argumentation skills between before and after the learning process. Argumentation skills are analyzed in two aspects, namely the completeness of organs and the scientific aspect. Data were analyzed by categorizing each student's answer into each aspect of argumentation skills, both before and after the learning process. After that, the mean difference significance test was carried out. Then, n-gain was used to analyze the increase of argumentation skill. The results indicate that the virtual-inquiry model which was inserted by argumentation activities was better at improving the argumentation skills of prospective science teachers compared to the virtual inquiry model without being inserted by argumentation activities. In the experimental class, the increase in argumentation skills showed high criteria. These results were obtained both on the aspect of organ completeness and the scientific aspect. Meanwhile, in the control class, it is in the low category for the aspect of organ completeness and is in the moderate category for the scientific aspect. These findings indicate that in scientific argumentation training, it is very important to involve students to practice argumentation directly.Keywords: virtual-inquiry, argumentation skill, scientific aspect of argumentation, organ completeness aspect of argumentation
Misconceptions of Prospective Biology Teachers on Fructus Material Using the Certainty of Response Index Technique Mar'atul Afidah; Sri Wahyuni
Journal of Natural Science and Integration Vol 6, No 1 (2023): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v6i1.16600

Abstract

This study is aimed to identify misconceptions about fructus that occur in biology teacher candidates. To achieve this goal, this study used a descriptive research method with a survey method to describe a condition of misconceptions of prospective biology teacher students based on the CRI technique. This research was carried out at the fkip of lancang kuning university in the 2020/2021 academic year. The population in the study were biology education students who contracted the plant morphology course with the research sample selected by saturated sampling or total sampling, amounting to 35 people. The data collection technique is by giving a fructus concept ability test in the form of multiple choice equipped with a cri scale with a total of 15 question numbers. Data analysis techniques were used using the cri (certainty of response index) technique and the levels of conception and constructive misconceptions were presented descriptively. The findings of the study were obtained from 525 conceptions that there were three categories of conceptions that occurred among prospective biology teacher students about fructus, namely understanding the concept of fructus 27.75% and not understanding the concept of fructus 37.35% and misconceptions 34.90%. Biology teacher candidate students were found to have misconceptions with moderate levels of misconceptions. The concept of misconception occurs in students about fructus, namely the concept of true fruit groups and pseudo fruit groups in fruits. It is hoped that the findings of misconceptions in prospective teachers can become the basis for parties to develop appropriate models or media to reduce the level of misconceptions.Keywords: misconceptions, fructus, CRI
Development of Science E-Modules Based on Socio-scientific Issues Integrated with The Quran Verses to Establish Pancasila Student Profiles Zarkasih Zarkasih; Diniya Diniya; Niki Dian Permana; Indria Kirana
Journal of Natural Science and Integration Vol 6, No 1 (2023): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v6i1.21855

Abstract

Science learning uses more teaching materials in the form of textbooks, student worksheet and animated videos and still rarely use module or electronic module teaching materials. The role of teaching materials is very important for the continuity of the process science learning in class Technological advances and developments over time, teaching materials used in the learning process have also experienced developments expressed in the form of technology and digital formats. Teaching materials must be based on efforts to instill moral values in schools and integrate Al-Quran verses and social life into learning materials. This research aims to develop a science e-module based on Socio-scientific Issues (SSI) integrated with Islamic values to establish the Pancasila student profile. The research uses research and development methods according to Borg and Gall. Based on validation of the instrument contents by 3 experts, the instrument is suitable for use. Based on the results of the e-module content validation carried out by 3 experts, the e-module is suitable for use in science learning. Based on practicality results by 6 teachers in 6 junior high schools, it was found that the practicality value was 91.82%, which means that e-modules are very practical to try out in science learning. Based on 130 student responses, the e-module was in value 93% which means the student response was very good towards the development of the e-module.Keywords: electronic module, socio-scientific issue (ssi), integration of quranic verses
An In-Depth Comparative Analysis of Science Curricula in Türkiye and Indonesia Muhammad Ilham Syarif; R. Hariyani Susanti; Şule Erden Özcan; Winda Trimelia Utami
Journal of Natural Science and Integration Vol 6, No 1 (2023): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v6i1.16745

Abstract

Government policies, including curriculum development, significantly impact education quality. Indonesia's frequent curriculum changes contrast with Türkiye's 2017 curriculum overhaul. Türkiye outperforms Indonesia in science literacy based on PISA 2018 results. The Merdeka Belajar policy aims to enhance Indonesia's global competitiveness, particularly in STEM education. Curriculum approaches differ, with Türkiye emphasizing practical learning and early physics concepts, while Indonesia relies more on rote memorization. Frequent curriculum changes in Indonesia stem from political and regional factors. This study highlights disparities in PISA scores and curriculum structures, underscoring areas for Indonesia's improvement. Adapting to international standards while considering local contexts is crucial for enhanced science literacy. The research employs a case study methodology, utilizing curriculum documents, interviews, and research articles for analysis, providing insights and recommendations for both countries. Research results indicate that Türkiye's structured curriculum and emphasis on practical learning contribute to its higher science literacy scores compared to Indonesia. In conclusion, this study underscores the need for Indonesia to align its curriculum policies with international standards, while also focusing on fostering critical thinking and practical learning approaches to enhance science literacy outcomes and remain globally competitive in education.Keywords: Curriculum Development; Education Policies; Science Literacy; Comparative Study
An Experimental Comparison of a Problem-Based Learning and a POE-Assisted Project-Based Learning Model of Teaching Scientific Literacy Ayi Jaja Jamaludin; Syakti Perdana Sriyansyah
Journal of Natural Science and Integration Vol 6, No 1 (2023): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v6i1.13279

Abstract

Although many previous studies are published to be some evidence of the effectiveness of inductive learning models, an experimental comparison of two inductive learning models of teaching scientific literacy remains unavailable. The purpose of this study, therefore, was to investigate 46 secondary students' scientific literacy through a comparison of problem-based learning and project-based learning that is assisted by using a predict-observe-explain strategy on thematic learning. A quasi-experimental method with alternative treatment (pretest and posttest) with nonequivalent groups design was used to assign students into the experimental and the comparison groups, respectively 25 students who had the POE-assisted project-based learning and 21 students who had the problem-based learning. The normalized change and an analysis of covariance with students' pretest scores as covariates were adopted for data analysis. The results revealed that the average normalized change score of both groups was 69±7 and 39±8, respectively high category for the experimental group and medium category for the comparison group. There were significant differences between both groups' improvement (F=8.356;  p<0,006; and Cohens' ES d = 0,83). Thus, the implementation of POE-assisted project-based learning could further improve secondary students' scientific literacy than problem-based learning on thematic learning.Keywords: inductive model, POE strategy, scientific literacy

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