<span>This paper aims to analyze the scientific trend of research on Technological Pedagogical Content Knowledge (TPACK) through bibliometric study and explore how the contribution of Indonesian researchers in the Scopus database from 2015 to 2019. The sample was composed of 2075 documents in total. The results revealed that scientific publication on TPACK has been increasing. United States contributed the most documents on TPACK as well as Singapore’s institutions dominated in this area. Meanwhile, Indonesia put its two representative’s institutions: Universitas Sebelas Maret and Universitas Pendidikan Indonesia, among the big ten institutions in the world. All Indonesian documents produced by teacher-producing universities and public universities. United States and Taiwan have also contributed to the most productive authors of TPACK. Then, the visualization of research trend on TPACK resulted in four major clusters: i) TPACK as a system; ii) TPACK in relating to its scale; iii) TPACK in connecting with quantitative parameters; and iv) TPACK under beliefs, intention, and technology acceptance. The research findings could aid related researchers to recognize the trend of TPACK research and recommend directions for further research.</span>
Abstract. Many educational researches have been done in the Multiple Intelligence (MI) perspective, both in quantitative and qualitative, and even action research. All of them offered a positive contribution to educational view. However, many researches have also found weaknesses that still need improvement both in terms of accuracy of the basic theory based on Gardner's theory, methodologies, instruments, as well as an understanding of MI theory itself. This study is part of the literature study with resources from some relevant references, authors' knowledge, observation results, and authors' experiences. Therefore, this paper describes how MI theory was used in the previous study, analyzed, and even criticized, as well as the perception of the authors. In bare, this paper analyzes some empirical studies in Multiple Intelligence, the interpretive perspective, MI in critical view, and the own-personal view about MI theory. In addition, the authors depict the lesson from implementation of the theory in school (Taiwan) in terms of compliance with the criteria of intelligence. The implementation MI theory in science domain is also exemplified.
This research aimed to explore the correlation between Indonesian University students’ conception of learning physics and their physics’ self-efficacy. A total of 279 students who were majoring in physics education participated in this research and were invited to complete two instruments: the conception of learning physics (CLP) and the physics learning’ self-efficacy (PLSE). Both of the questionnaires, which were modified from [Lin, Liang, & Tsai (2015a) and Lin, Liang, & Tsai (2015b)]’ instruments, had been translated into Indonesian language and validated through an exploratory factor analysis of participants’ responses. The differences between student levels were explored for their significance using an ANOVA test in order to portray a clear line among different conceptions of learning physics and physics learning self-efficacy. The results indicated that, first, the instruments used in the research had satisfactory validity and reliability. Second, students in sophomore level were significantly lower on the conceptions of testing than those in other levels. Meanwhile, the conceptions of calculating-practicing and understanding were not significantly different. Third, university students in senior level performed more confident in four dimensions: science content, higher-order thinking, everyday application, and science communication than others. The research also depicted a moderate correlation among dimensions of CLP and PLSE. Key words: conception of learning, physics education, self-efficacy, survey study, university student.
A scientist has to master the concept of science itself and be able to communicate it. Therefore, the role of a scientist and science communicator is like two sides of a coin. It has created science communication which is a new branch of science and undoubtedly different from communication science in social sciences. The term "science communication" refers both to an interdisciplinary field of study and related fields of professional practices (Priest, 2010). Science communication as a multidisciplinary field encompasses communication studies, education, philosophy, sociology, political science, history, ethics, and science. The general understanding of the practice areas has evolved into including public understanding of science, scientific literacy, public outreach, public relations activities,
<p class="apa">The purpose of this study was to investigate Indonesian university students’ preferences to science communication skills. Data collected from 251 students who were majoring in science education program. The Learning Preferences to Science Communication (LPSC) questionnaire was developed with Indonesian language and validated through an exploratory factor analysis (EFA) of participants’ responses. The differences between student levels were also explored for their significance using ANOVA test in order to draw a clear line among different learning preferences. The results indicated that, <em>first</em>, the instrument used in this study had satisfactory in validity and reliability. The construct validities of the LPSC were vary from .48 and .83 and explained 64.54% of the variance. Overall, the Cronbach alpha coefficient of the instrument was .91. <em>Second</em>, university students as prospective teacher in junior and freshman level performed higher preference in visual (V) and aural (A) than others. Moreover, senior student depicted higher confident in read or write (R/W) than junior and sophomore level. However, university student in sophomore level performed less confident in both visual and aural. <em>Third</em>, the results also showed the significant intra-relationships among dimensions of learning preferences. The implications delineated contribute to the improvement of science teacher education program in Indonesia.</p>
This small piece of the paper introduces the Studies in Philosophy of Science and Education (SiPoSE). As an international peer-reviewed journal, SiPoSE aware of the quality of the content. The rational, the purpose, and the scope are illustrated as the opening speech of the journal. Since the number of philosophy journals is still lacking in accommodating the ideas of philosophers in the world especially in the domain of science education and education in general, therefore, the existence of SiPoSE will fill the void of scientific discussion, especially in terms of Nature of Science (NOS), History of Science (HOS), Philosophy of Science (POS), and Philosophy of Education (POE).
Currently, interest in STEM education is growing in the world. In Indonesia, STEM practice is gradually developing. Through the partially “KS-STEM Project”, this study was addressed. The project is a longitudinal cross-country project between Taiwan and Indonesia. In regards to the three philosophical foundations (epistemology-ontology-axiology), this study addresses three research questions, as follows: 1) To what extent does the Fuel Cell Car Science Kit facilitate junior high school students’ understanding of the essence of STEM education; 2) To what extent do the students’ outcomes deal with fuel Cell Car Science Kit; 3) What topics can students learn from the Fuel Cell Car Science Kit. The research used a descriptive qualitative approach by using instruments: “Fuel Cell Car Science Kit” as a STEM kit. Participants of the study included 32 junior high school students in East Java, Indonesia. The results of the study included: (1) the description of how STEM Kit facilitates the students’ understanding of the essence of STEM education; (2) the students’ outcomes dealing with the STEM Kit; and (3) several topics that students learn from the STEM Kit. The implication of the current study is to introduce and to involve Indonesian students, especially junior high school students to STEM education.
The purpose of this study was to investigate the reality of physics curriculum/learning in the universities of technology in Taiwan. It should be noticed, university of technology (UT) in Taiwan is categorized to vocational education system. Therefore, in physics learning, the performance of UT students should be something different from general university (GU) students. This study involved a survey, comprised of four sets of questionnaires concerning attitude toward physics, learning motivation, self-efficacy and learning states were investigated. Four instruments (Motivation toward learning test, Attitude toward physics test, Self-efficacy about learning test, Learning states test) were adopted in this study. The participants in this study were 3031 freshmen, and were sampled randomly from 12 UT in Taiwan. Participants were categorized as three groups by their majors-electricity and machines group (EMG), information engineering group (IEG), and other engineering group (OEG). Furthermore, in order to explore the differences between GU students and UT students in physics learning, another 249 engineering college students from a mid-level general university were selected randomly as the contrast group (CG). After data analysis, some interesting research findings were discussed and will be suggested to the practice of physics curriculum design in university of technology.
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