Journal of Environmental and Science Education
Journal of Environmental and Science Education publishes original articles on the latest issues and trends occurring internationally in environmental science, environmental education, science curriculum, instruction, learning, policy, and preparation of science teachers with the aim to advance our knowledge of science education theory and practice.
Articles
33 Documents
<![CDATA[The Effectiveness of Blended Learning Using Moodle on Student Independence and Learning Outcomes ]]>
<![CDATA[Sari, Ressa Novinta]]>;
<![CDATA[Amalia, Andin Vita]]>
<![CDATA[ Journal of Environmental and Science Education Vol 1 No 1 (2021): Journal of Environmental and Science Education : April 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jese.v1i1.45077
<![CDATA[This study aimed to determine the blended learning model's effectiveness using Moodle on the human respiratory system learning material's independence and student learning outcomes. This research type is a quasi-experimental type nonequivalent control group design with the sampling technique using purposive sampling. The observation results showed that the experimental class learning independence average was better than the control class. This is in line with the results of the student learning independence questionnaire. The average value of cognitive learning outcomes through the t-test shows a significant difference between the experimental and control classes. The analysis of the improvement in students' cognitive learning outcomes showed that the experimental class was more significant than the control class in the moderate category. Based on this, it can be concluded that blended learning using Moodle is useful for student independence and learning outcomes.]]>
<![CDATA[The Effect of The Use of Guided Inquiry-Based E-LKPD on Cognitive Learning Results and Students' Learning Motivation in Vibration and Wave Materials ]]>
<![CDATA[Novalino, Alif Ajibuana]]>;
<![CDATA[Savitri, Erna Noor]]>
<![CDATA[ Journal of Environmental and Science Education Vol 1 No 1 (2021): Journal of Environmental and Science Education : April 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jese.v1i1.45078
<![CDATA[The learning method using inquiry-based e-LKPD is expected to affect students' cognitive learning outcomes and the learning motivation. The research method used was a nonequivalent control group design. The research sample was taken by using the cluster random sampling technique. The results of the analysis of significant improvement in cognitive learning outcomes using N-gain showed that the experimental class was 0.40. The control class was 0.32 with the same moderate criteria. Learning outcomes related to students' motivation have also increased, which is known from the table analysis of learning outcomes for each indicator between the control and experimental classes. It can be seen that the control and experimental classes at the beginning of learning have equally low learning motivation, as evidenced by the results of the average proportion of motivation learners learning indicator by 43% in the control class and 45% in the experimental class. While the results of the final learning motivation questionnaire in the control and experimental classes both experienced an increase, but for the control class, it was still in the low category by 48% and for the experimental class experienced a significant increase of 78% with the high category.]]>
<![CDATA[The Effectiveness of Inquiry Worksheet with Pair Checks Approach to Improve Learning Outcomes and Scientific Attitudes ]]>
<![CDATA[Ni'mah, Nailin]]>;
<![CDATA[Wardani, Sri]]>
<![CDATA[ Journal of Environmental and Science Education Vol 1 No 1 (2021): Journal of Environmental and Science Education : April 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jese.v1i1.45093
<![CDATA[Learning outcomes are important to form intelligent and skilled humans. This study aims to determine the effectiveness of inquiry worksheet with pair checks approach to improve learning outcomes in the cognitive domains and scientific attitudes. The research design used was an experimental control group with pretest-posttest. The research population was eighth grade in SMP N 1 Semarang. The research sample was taken using a simple random sampling technique. This research applies an inquiry worksheet with a pair checks approach for experimental classes and regular worksheet for control classes. The significance test of learning outcomes in the cognitive domain shows differences in learning outcomes for the two samples. The N-Gain value measured the increase in learning outcomes in the cognitive domain. The N-Gain value for the experimental class was 0.39, which was in the moderate category. The N-Gain value for the control class is 0.27 which was in the low category. The result of the observation shows that the inquiry worksheet with the pair checks approach is not effective in improving scientific attitudes. Students' scientific attitude has decreased for every meeting because of constraints for online learning as a result of the pandemic Covid-19. The student response to the application of the inquiry worksheet with the pair checks approach was 82.21% which was in the very good category.]]>
<![CDATA[The Development of Green Science Board Game (Greecebome) Media on Environmental Pollution toward Student Interest in Learning ]]>
<![CDATA[Putri, Devita Roesikusuma]]>;
<![CDATA[Ngabekti, Sri]]>
<![CDATA[ Journal of Environmental and Science Education Vol 1 No 1 (2021): Journal of Environmental and Science Education : April 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jese.v1i1.45094
<![CDATA[This study developed and analyzed Greecebome's feasibility as a learning media and to know also analyze the influence toward interest in learning of students. The type of this research is Sugiyono's research and development. The subject of this research is eleven students from junior high school. The data collection methods are observation and questionnaires. The results showed an average percentage of media feasibility by a media expert is 91%. A very decent category and average media feasibility percentage by a material expert is 88.75%, with very decent categories. Greecebome media is stated to be very well worth use in research after revisions according to the validator's suggestion. The interest in learning assessment from eleven students shows 94% with the category of interest in learning is very high. The assessment results from three science teachers show 96,88% with a very good category. From the assessment results, it can be concluded that Greecebome media is learning media that is very decent to support learning activities in class on environmental pollution material and encourage student interest in learning.]]>
<![CDATA[Implementation of E-Module Integrated Science Based on Joyful Learning with Breathing System Theme on Students’ Critical Thinking Skills and Learning Independency ]]>
<![CDATA[Rahmawati, Ayu Ariana]]>;
<![CDATA[Parmin, Parmin]]>
<![CDATA[ Journal of Environmental and Science Education Vol 1 No 1 (2021): Journal of Environmental and Science Education : April 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jese.v1i1.45095
<![CDATA[This research aims to determine the effect of e-module on students' critical thinking and learning independence development. The design of this research was quasi-experimental with a nonequivalent control group design. The sample was drawn using a random sampling technique with VIII D class as the experiment group and VIII C class as the control group. The data were collected through taking documentation data, tests, observation, and questionnaires. Using e-module was measured and analyzed by using t-test then descriptive analysis of observation and questionnaire. The research shows that t-test analysis to students' critical thinking skills is 10,77741 > 2,0003, meaning that there is a significant difference because tvalue > ttable. Meanwhile, for students' learning independency, it shows that r=0,9319 and the coefficient of determination of 86,84% mean that e-module has a positive effect on learning independency. Students also gave a good response of 83,87% so it can be concluded that e-module Integrated Science based on joyful learning was successfully affected' critical thinking skills and learning independency.]]>
<![CDATA[Analysis of Students Metacognition Ability through Problem Based Learning Assisted by Worksheets on Environmental Pollution Material ]]>
<![CDATA[Ummayah, Fivi Fari Dhotul]]>;
<![CDATA[Dewi, Novi Ratna]]>
<![CDATA[ Journal of Environmental and Science Education Vol 1 No 2 (2021): Journal of Environmental and Science Education : September 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jese.v1i2.45773
<![CDATA[Metacognition ability is important for students to be able to organize and examine their thinking processes. In fact, the seventh-grade students of SMP Negeri 13 Semarang do not yet know their metacognitive abilities and teachers have not deliberately built students' metacognitive abilities in various lessons with certain strategies. Problem-based learning (PBL) has the potential to build students' metacognitive abilities. This study aims to analyze the profile of students' metacognitive abilities through PBL assisted by environmental pollution worksheets. This research is a mixed-method approach which refers to Sugiono with a sequential explanatory strategy. Quantitative data were obtained through tests, while qualitative data were obtained through a metacognition ability questionnaire. The sample used was class VIIB and was selected by purposive sampling. The results based on the test analysis showed that the VIIB students had the most level 3 metacognition ability with a percentage of 54% and based on a questionnaire reach 76%. Students with the level 3 metacognition ability are able to develop their thinking processes and have poor analytical power. Students with level 1 and level 2 metacognition abilities have not been able to develop their thinking processes and have poor analytical power. Students with level 4 and level 5 metacognition abilities are able to develop their thinking processes and have good analytical power. Student's responses analysis about PBL assisted by worksheets are in a good category. Learning with the right method is needed in building and developing students' metacognitive abilities for the better.]]>
<![CDATA[Development of Learning Tools Experiential Model Exploring the Surrounding Nature to Improve Generic Science Skills of Junior High School Students ]]>
<![CDATA[Dania, Siti Evita Rhama]]>;
<![CDATA[Taufiq, Muhamad]]>
<![CDATA[ Journal of Environmental and Science Education Vol 1 No 2 (2021): Journal of Environmental and Science Education : September 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jese.v1i2.46705
<![CDATA[This study aims to analyze the feasibility and readability of the Experiential Model Exploring the Surrounding Nature (E-JAS) learning instrument. This type of research is development research which refers to the ADDIE development model. However, this research is limited to only using 4 stages of development, namely: Analysis, Design, Development, and Evaluation. This was due to the conditions and circumstances of the Covid-19 pandemic. Data collection techniques using the method of observation, documentation, and questionnaires. The data collection instruments used validation sheets, student and teacher readability questionnaires. The results of the research that have been done are: Validation of the syllabus obtained a score of 0.85. The validation of the learning implementation plan obtained a score of 0.78. Validation of student worksheets obtained a score of 0.85. The validation of the evaluation questions obtained a score of 0.86. The readability of students towards learning instruments is 80% in the good category and the readability of the teacher for learning devices is 83.4% in the very good category. It is concluded that the E-JAS learning instrument developed is declared very feasible with an average validation percentage of 0.83 and an average readability of 81.7% so it is very feasible to be used to support learning activities.]]>
<![CDATA[Development of Problem-based Motion Graphic Video on the Global Warming Theme to practice High-Level Thinking Skills and Collaborative Ability for Junior High School Students ]]>
<![CDATA[Rani, Widiyastuti Jaya]]>;
<![CDATA[Wusqo, Indah Urwatin]]>
<![CDATA[ Journal of Environmental and Science Education Vol 1 No 2 (2021): Journal of Environmental and Science Education : September 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jese.v1i2.47113
<![CDATA[Higher order thinking skills are an important part of the 21st century because it demands that a teacher be able to foster students' thinking abilities. In addition, the demands for special skills that need to be empowered in learning activities that must be possessed are collaboration skills. The results of the observations show that SMP N 38 Semarang still needs to be developed to deliver students to have higher-order thinking skills and collaboration abilities. Problem-based motion graphic video media is one of the media developed to train higher-order thinking skills and collaboration skills of students. The results of the feasibility analysis of the media before being tested were very feasible with an average percentage of 95.8% of the results of the media experts and 92.6% of the results of the validation of the material experts. The characteristics of video motion graphics are (1) a two-dimensional animation media, (2) the motion graphics developed based on the characteristics of problem-based learning, (3) contain question exercises combined with motion graphics that can train students' high-order thinking skills, (4) there are discussion activities that can train collaboration skills, (5) it can be used anytime and anywhere. The results of the analysis of high-order thinking skills of students got a percentage of 68% in the good category. The results of the discussion analysis on collaboration ability get a percentage of above 62.5% in the very good category and the good category.]]>
<![CDATA[Comparative Study of Critical Thinking Skills on PBL Model Learning with Animated Videos between the Students Using Moodle and Google Classroom ]]>
<![CDATA[Samihah, Ismalida Maftuhatus]]>;
<![CDATA[Savitri, Erna Noor]]>
<![CDATA[ Journal of Environmental and Science Education Vol 1 No 2 (2021): Journal of Environmental and Science Education : September 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jese.v1i2.49548
<![CDATA[This study aims to compare the students’ critical thinking skills who use moodle and google classroom on learning PBL models with animated videos. This is comparative research with a nonequivalent pretest-posttest group design and sampling technique cluster random sampling. Based on the results of the study, it shows that the first experimental class that used moodle is better than the second experimental class that used google classroom. This is obtained from the test results N-gain where the first experimental class obtained a gain score of 0.51 in the fair category, and the second experimental class obtained a gain score of 0.43 in the fair category. The result of t test is t count = 2,8038 > t table = 1,9917 shows that Ha is accepted so that the critical thinking skills of students who use moodle are better than google classroom.]]>
<![CDATA[The Effectiveness of Student Facilitator and Explaining Learning Model Assisted by Edmodo to Enhanced Students' Problem Solving Ability ]]>
<![CDATA[Aulia, Hanis]]>;
<![CDATA[Savitri, Erna Noor]]>
<![CDATA[ Journal of Environmental and Science Education Vol 1 No 2 (2021): Journal of Environmental and Science Education : September 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jese.v1i2.49558
<![CDATA[This study aims to determine the effect and effectiveness of the Student Facilitator and Explaining (SFAE) learning model assisted by Edmodo to enhanced students’ problem solving abilities. This study uses a quasi-experimental research method. The sample in this study was taken by cluster random sampling technique. Data collection techniques in this study used interviews, tests, and questionnaires. Analysis of the influence and effectiveness of the Student Facilitator and Explaining (SFAE) learning model assisted by Edmodo using N-gain analysis and comparative t-test related analysis. The results of the N-gain analysis showed that there was an increase in problem solving ability in the experimental class by 0,45 and in the control class by 0,20. The results of the comparative t-test related showed that there was a significant difference between the problem solving abilities of the control class and the experimental class with t count (3.97) > t tabel (2,0003). The results of the student response questionnaire after carrying out learning with the Student Facilitator and Explaining (SFAE) learning model assisted by Edmodo showed a very good response of 88.4%. The results showed that the Student Facilitator and Explaining (SFAE) learning model assisted by Edmodo was effective in enhanced students' problem solving abilities.]]>
