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Unnes Science Education Journal
Published by Universitas Negeri Semarang
ISSN : 22526617     EISSN : 25026232     DOI : -
Core Subject : Education,
Education
This journal publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy, and preparation of science teachers with the aim to advance our knowledge of science education theory and practice.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
 1 
Development of a Minimum Competency Assessment (AKM ) Based on a Computer Based Test ( CBT ) to Measure Scientific Literacy and Numeracy Abilities Anggun Wulandari; Sudarmin Sudarmin; Bambang Subali; Sigit Saptono
Unnes Science Education Journal Vol. 13 No. 1 (2024): April 2024
Publisher : Unnes Science Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v13i1.350

Abstract

The Minimum Competency Assessment (AKM) is a measure of literacy and numeracy achievements, which is used to map the quality of education in Indonesia against international standards. To achieve the demands of the 21st century, one important aspect is assessment. Computer Based Testing (CBT) can be used as a solution for conducting digital assessments. This research aims to determine the quality and feasibility of the AKM instrument for scientific literacy and numeracy. This research method is R&D with the ADDIE type. This research sample used a purposive sampling technique with a sample of 100 students. Expert Validation is carried out by 5 validators. The results of the research show that the development of CBT-based A K M to measure scientific literacy and numeracy skills has very good quality with the average result obtained for scientific literacy being 4.66 and numeration obtaining an average validation score of 4.77. with the "very good" category. The results of the analysis of scientific literacy question types for the average multiple choice question type were 4.8, complex multiple choice 4.7, matching 4.7, description 4.9, and short essay 4.8 with statements of very good/valid quality. Meanwhile, the results of the analysis of numeracy question types for multiple choice question types averaged 4.6, complex multiple choice 4.4, matching 4.6, description 4.7, and short essay 4.7 with a statement that the quality of the five question types was very good/ valid. The feasibility of the AKM Scientific Literacy and Numeracy Instrument was obtained from the validity analysis of the 25 items. The results of the analysis using SPSS show that the number of valid questions is 21 questions in the Eligible category.
Development of Augmented Reality on Molecule Geometry to Improve Mental Models of High School Students Riski Amalia; Woro Sumarni; Arif Widiyatmoko
Unnes Science Education Journal Vol. 13 No. 1 (2024): April 2024
Publisher : Unnes Science Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v13i1.359

Abstract

This research aims to produce augmented reality learning media for molecular form materials and improve the mental model of high school students. This research is a type of research and development using a 4D model (define, design, develop and, disseminate). The media that has been developed is validated by five validators consisting of 2 media experts and 3 material experts. In addition, feasibility tests and effectiveness tests are carried out through trials. The results of the research that have been carried out were obtained: 1) In the validity criteria obtained an average score of 94.8 in the very valid category for the material aspect and a score of 95.8 with the very valid category for the media aspect. 2) The results of the teacher's response obtained an average score of 95.3 with the very good category, while in the students' response obtained 80.1 with the good category. 3) Most students experience improved synthetic mental models. Thus, it can be concluded that augmented reality learning media molecular form material is feasible to be used to improve students' mental models. The mental model of the student increases to the synthetic category in most students who were originally in the initials category.  
Exploring the Correlation between Motivation and Self-Regulation in Science Learning among Junior High School Students: A Case Study Nabila Putri Sholahudin; Shofa Nabilah; Nimas Ayu Lestari; Adi Rahmat; Nanang Winarno; Yanti Hamdiyati
Unnes Science Education Journal Vol. 13 No. 1 (2024): April 2024
Publisher : Unnes Science Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v13i1.593

Abstract

A student's motivation influences students' self-regulatory abilities, and significantly impacts their attitude towards scientific concepts, contributing to a more enriched and successful learning experience. This research explores the correlation between motivation and self-regulation in science learning among junior high school students. The research methodology employed in this study adopts a quantitative approach with a survey research design. This research found that the average learning goal orientation is 4.12, task value is 3.97, and self-efficacy is 3.75. The total average for the dimensions of motivation and self-regulation is 3.95 and 3.89 respectively. These scores indicate that the motivation and self-regulation in science learning among junior high school students are categorized at a high level. Furthermore, there is a significant correlation between motivation dimensions (learning goal orientation, task value, and self-efficacy) and self-regulation in science learning. Based on the students’ answers to open-ended questions, they are motivated to learn science because learning science is interesting and fun. Meanwhile, students who feel unmotivated to learn science find it challenging, especially when dealing with formulas and calculations. However, despite the lessons' difficulty, students still try to study because most of them desire to achieve good grades in science lessons.
Computer Assisted Instruction Media: Impact to Students Digital Literacy and Learning Outcomes Arvidhea Safira Gunawan; Pramesti Dewi; Dewi Mustikaningtyas
Unnes Science Education Journal Vol. 13 No. 1 (2024): April 2024
Publisher : Unnes Science Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v13i1.1530

Abstract

This study aims to determine the impact of utilization Computer Assisted Instruction (CAI) based learning media in improving digital literacy skills and student learning outcomes. In this study, data collection used observation sheets to improve students' digital literacy skills through observations of experimental and control groupes. It is known that the score of students' digital literacy skills is 81% in the experimental group, while the control group is 67%, meaning that the criteria for students' digital literacy skills in the experimental group are classified as better.  In collecting data to determine the effect of media on student learning outcomes, the Pretest Posttest control group design method is used with a pretest, treatment, and posttest pattern. In practice, 2 groupes are needed as experimental groupes with treatment and control groupes without treatment, and observations are made of students' digital literacy skills during learning activities. From the results of the analysis of student pretests and posttests, it is known that there is an increase in scores in the experimental group as indicated by the average N-Gain value of 57.54%, thus the use of CAI-based learning media is interpreted in the category quite effective in improving student learning outcomes. Then based on the results of the one-way anova analysis for the relationship between the improvement of learning outcomes with digital literacy skills in experimental and control groupes, it is known that the significance value is 0.00 <0.05, as well as the results of the post-hoc test with the Turkey method which shows the significance value between digital literacy and learning outcomes is less than 0.05, which means that the use of CAI-based learning media has an influence on digital literacy as well as student learning outcomes. So it can be concluded that the use of CAI-based media has an impact in improving digital literacy skills and student learning outcomes.
Development of STEAM-Based Belawa Tortoise Conservation E-Supplement to Improve Higher Order Thinking Skills in High School Ecosystem Material Ajeng Mudaningrat; Aditya Marianti; Ellianawati Ellianawati; Parmin Parmin; Arif Widiyatmoko
Unnes Science Education Journal Vol. 13 No. 1 (2024): April 2024
Publisher : Unnes Science Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v13i1.5024

Abstract

Using local potential as teaching materials is an effort to meet the learning outcomes of class X biology subjects. This research aims to develop a STEAM-based Belawa Tortoise conservation e-supplement to improve higher-order thinking skills in high school ecosystem materials. This research is a Research and Development research using the ADDIE model The ADDIE development model is composed of the analyze, design, development, implementation and evaluation stages, but is limited to the implementation stage, namely small-scale tests. The small-scale test was conducted on 10 students of grade XI MAN 3 Buntet Pesantren Cirebon. The results showed that STEAM-based Belawa Tortoise conservation e-supplements have characteristics that there are local wisdom offerings with conservation content, virtual tours equipped with representative pictures and videos, STEAM-based student activities. E-supplements are valid and feasible to use based on the assessment of material experts and media experts with small-scale test results having an average of 94.6 with excellent criteria and unrevised qualifications. Based on the research, it can be concluded that the STEAM-based Belawa Tortoise conservation e-supplement is declared feasible, potentially to improve the higher-order thinking skills of high school learners.
The Development of I-SETS based Learning Tools to Improve Learning Outcomes and Problem Solving Skills on Ecosystem Material in MTs Lilis Erfianti; Sri Ngabekti; Sigit Saptono
Unnes Science Education Journal Vol. 13 No. 2 (2024): August 2024 Article-in-Press
Publisher : Unnes Science Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v13i2.8251

Abstract

The research aims to identify the characteristics, validity, readability, and effectiveness of I-SETS teaching devices as well as improve learning outcomes and skills in solving ecosystem material problems. The method of this research is R&D with the ADDIE type. The results of the research showed that the teaching device based on I-SETS has the characteristics of ecosystem material content that is integrated with Islamic values in the Quran and hadith and applies SETS learning measures. (Science, Environment, Technology, and Society). The media expert's validation score of 4.38 on the criteria is very good. The student's reading score on the I-SETS-based teaching device after testing achieved a 4.70 ratio with a 94% percentage and was included in the criterion very good, and the readability by 2 teachers or practitioners obtained an average of 4.5 with a very good category anyway. The results of the data analysis showed that in the experimental and control classes, the percentage of N-gain test results was in the range of 0.3-0.7 for MTsN Semarang and MTsN Salatiga with moderate criteria. There was an improvement in environmental problem-solving skills in the experimental class compared to the control class with medium criteria, as well as an elevation of attitudes toward the environment. Students showed excellent criteria. Based on research results, I-SETS-based teaching devices are valid and usable and can improve learning outcomes and skills to solve ecosystem material problems

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