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SEAQIS Journal of Science Education
Published by SEAMEO REGIONAL CENTRE FOR QITEP IN SCIENCE
ISSN : 29878101     EISSN : 29647533     DOI : https://doi.org/10.58249/sjse
Core Subject : Science, Education, Social,
Chemistry Education Environmental Science Physics
SEAQIS Journal of Science Education is a scientific publication issued by SEAMEO Regional Centre for QITEP in Science. It is published twice a year, June and December. It publishes articles in the area of science education, including research articles and review articles. This journal is the authoritative voice in the science education field, covering the science curriculum, instruction, learning, policy, and preparation of science teachers to advance knowledge of science education theory and practice. The journal focuses on the teaching and learning of science in a school setting ranging from primary school to secondary education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
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Search results for , issue "Vol. 3 No. 01 (2023): SEAQIS Journal of Science Education" : 5 Documents clear
Investigating Students’ Logical Thinking Abilities on Chemistry Learning Yeni Ronalisa Saselah
SEAQIS Journal of Science Education Vol. 3 No. 01 (2023): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v3i01.50

Abstract

The purpose of this study is to map students’ logical thinking abilities for learning chemistry. A total of 39 eleventh grade students of SMK-SPP Negeri Samarinda in Agribusiness and Horticulture Program participated in the study. Test of Logical Thinking (TOLT) was administered to determine students’ reasoning abilities. Quantitative descriptive method was used to analyse the data. The result shows that 84,62 % students were found in the concrete level. It consists of 58,97 % male students and 25,64 % female students. Further, 7,69 % male students were found in the transition level and 7,69 % students were found in the formal level, each 2,56 % male and 5,13 % female. From the data, it can be concluded that the majority of students have the concrete level of logical thinking.
Making Natural Acid-Base Indicators with a Science, Technology, Engineering, Mathematics (STEM) Approach to Chemistry Subjects During the Covid-19 Pandemic Meta Indah Agnestia
SEAQIS Journal of Science Education Vol. 3 No. 01 (2023): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v3i01.54

Abstract

This study focuses on the implementation of the STEM approach in chemistry subjects to develop naturalacid-base indicators through contextual learning materials. The learning was conducted remotely using variousdigital services. To accomplish this, the experiment used the STEM approach with a Project-Based Learningmodel (STEM-PjBL), which was developed by Laboy-Rush and promoted by West Java Province EducationOffice in collaboration with SEAMEO QITEP in Science to develop natural acid-base indicators. The researchfindings were evaluated using qualitative descriptive methods to address the concerns that arose during thestudy. Data were collected through observations and student questionnaires regarding the implementation ofthe STEM approach in the acid-base indicator material. It was discovered that the STEM approach can beeffectively employed in online learning during the Covid-19 pandemic. This study utilised plant parts obtainedfrom the students’ surrounding environment. However, before this experiment, students’ knowledge about thenature of acid-base reactions in school snacks remain unknown.
Home Environmental Factors and Science Anxiety Affecting Academic Performance of Pre-Service Science Teachers Mercy Joy Mendez; Anjanette Nacional; Danica Jade Quilos; Loren Hazel Mae Salva
SEAQIS Journal of Science Education Vol. 3 No. 01 (2023): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v3i01.70

Abstract

This study aims to identify the significant relationship between the home environmental factors and science anxiety affecting the academic performance of all pre-service science education students at the University of Mindanao. The total data from this study came from 124 respondents who participated in completing the survey and was collected using a descriptive correlation design. The researchers used a random sampling technique to select the respondents. Using mean and Pearson r analysis revealed a significant relationship between home environmental factors and science anxiety affecting the academic performance of pre-service science teachers. The study found that parents' socioeconomic status and student attitude resulted in a high mean and reached a high level. In contrast, parental involvement reached a moderate level. Science Anxiety with an indicator of science content showed low anxiety levels. The result revealed no significant relationship between the variables affecting the academic performance of pre-service science teachers. This study advocates the learners' various effects of dealing with anxiety about the factors from the home environment and academic performance. It may consider giving guidance and support such as that will provide interest and motivation to students.
Development and Validation of Most Essential Learning Competency-Based Workbook in General Physics 1 for Senior High School Fatima Araza; Louiesito Jr. Magnaye
SEAQIS Journal of Science Education Vol. 3 No. 01 (2023): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v3i01.72

Abstract

One of the best things a teacher can do to help students achieve a quality learning process is to create and validate learning resources or instructional materials, such as a workbook. With this, a descriptive-developmental research design was utilized in development and validation of most essential learning competency-based workbook in General Physics 1 for Senior High School. The development of the MELC-based workbook in General Physics 1 was based on the 85 most essential learning competencies for the whole semester using the six components namely topics, specific objectives, key concepts, directions, activities and reflection. The developed workbook was fielded to the three groups of respondents such as group of experts, teachers handling General Physics 1 and grade 12 STEM students. The study disclosed that these groups of respondents evaluated the workbook to be both content and face valid as evidenced in their assessment labeled as “agree” in the indicators. Moreover, the results showed that the MELC-based workbook has met the standard and can be used as a learning material in teaching General Physics 1 for Senior High School. As such, it was recommended by the researchers that the said workbook be used as learning material in teaching General Physics 1 for Senior High School. Further study on the effectiveness of the said workbook must be warranted with consideration to some factors.
Master Teachers and Department Heads as Science Instructional Leaders: A Case Study on Their Role as Instructional Programme Managers Louiesito Jr. Magnaye
SEAQIS Journal of Science Education Vol. 3 No. 01 (2023): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v3i01.91

Abstract

As instructional leaders, master teachers and department heads are equally important in harnessing commendable scholastic performance for both teachers and students. This paper explored the case on how science master teachers and department heads practice on science instructional leadership, thereby creating an in-depth description and analysis of their ideals and realities. An electronic open-ended survey questionnaire and semi-structured individual interviews with six participants were used to collect data. Findings revealed that the practices of master teachers and department heads on coordinating the science curriculum dimension include fostering professional development among science teachers, providing technical assistance to science teachers, and organizing programs, projects and activities related to science. Meanwhile, ensuring instructional competence of science teachers and performing classroom observation as prescribed by Department of Education are their practices under supervising and evaluating science instructions. For monitoring student’s progress, participants’ practices include focusing diverse assessment strategies towards science process skills. This study also unveiled that the participants faced dilemma in their role as instructional leaders because of additional tasks aside from the prescribed duties and responsibilities of science master teachers and department heads expected from them. Moreover, documentary analysis disclosed that the instructional leadership of science master teachers and department heads significantly influence the school performance. Further study on the relationship between instructional competence of school leaders to its performance indicators is warranted.

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