Research has been conducted to investigate the influence of the Science Technology Society (STS) learning model which is assisted by social media Facebook (FB) in science learning. This research was conducted in a group of junior high school students in Tondano, North Sulawesi, Indonesia. The research method is a Quasi-Experiment Posttest-Only Control Group Design. The experimental group was treated with the STS learning model assisted by FB, and the control group with lectures, discussions, question, and answer. The number of samples in the experimental group consisted of 25 students and the number of samples in the control group was 25 students. The results of the statistical analysis concluded that there was an influence of the STS learning model with the help of Facebook social media on improving student learning outcomes in science learning in junior high school students. The research data showed that the average post-test score of student learning outcomes in the experimental group was 88.5 higher than in the control group score was only 68.9. The implication of the research results is that the use of Facebook social media in the learning process will make teachers and students interact not only in the classroom. In addition, the STS learning model arouses students’ interest in science learning, especially related to strengthening scientific literacy
The general development of knowledge in physics particulary, requires the ability to understand the right and obey the principles. This study purposed to carried out the use of learning models to ensure a quality learning process with the right concepts and avoid misconceptions. The learning model is also adaptive to the 4.0 era demands and the special situation of the pandemic era. The learning model is PIMCA (presentation-idea mapping-conceptualization-assessment formative). The PIMCA learning model is based on the main theories of educational psychology, such as behavioristic, cognitive, constructivist, and humanistic. It was conducted to students in the physics education department at Manado State University, used experimental study in various fields of physics studies such as waves, optics, electricity, and magnetism, it was found that the average achievement of learning progress from the pre-test and post-test was 73.14%. Likewise, in terms of conceptual understanding of physics, namely from idea maps and concept maps, an average increase of up to 84% is obtained. The major findings of this study indicate that the PIMCA learning model can be effectively used as an alternative in learning physics. Study using PIMCA learning models needs to be continued to be applied to the learning of physics in the field of mechanics and modern physics, as well as in the learning of mathematics, science, including biology-chemistry-geology and astronomy, and engineering.
This research was conducted to determine the effects of high scientific literacy, self-efficacy, and achievement motivation on teachers ability to compose effective tests. It was conducted among junior high school science teachers in Manado, North Sulawesi Province, Indonesia, from April to September 2011, using a cross-sectional survey design. The instruments used in this research consist of questions to measure scientific literacy and teachers ability to make tests, and questionnaires to investigate the self-efficacy and achievement motivation of teachers. A path analysis was used to test the hypothesis that there are direct positive effect of high scientific literacy and self-efficacy, as well as indirect effects through achievement motivation, on teachers ability to compose effective tests. The results show positive influences of (1) high scientific literacy on achievement motivation; (2) self-efficacy on achievement motivation; (3) high scientific literacy on teachers ability to make tests; and (4) achievement motivation toward teachers ability to make tests. However, self-efficacy does not directly affect ability to make tests. The implications of this research are important for inservice/onservice programs (in which inservice refers to academic upgrading and onservice, to on-the-job training) for teachers, especially for those with teaching certificates (as opposed to teachers hired under the common practice of using honorary teachers, paid by stipend not salary, or volunteers).
Research has been carried out using the PIMCA learning model introduced by Cosmas Poluakan. The aims of this study is to describe the learning difficulties of the third semester students of Physics Education study program, in understanding the Lorentz force concept through learning using PIMCA learning model based on MR-SR (multiple representations - semiotic source). The research method is a descriptive analysis method, with the procedure beginning with giving a pre-test, then following the 4 stages of PIMCA learning. The results showed that the average of pre-test results was 7% and the average of post-test results was 37%. These results indicate that even though there is an increase in the average of mastery the Lorentz force concept, generally students still have difficulty in writing down the complete vector magnitude, determining the relationship of force, electric current and magnetic field in a three-dimensional coordinate system and also need to be given more time so that students more freely explore the concept of Lorentz force. The results of this study recommend that in order to understand the Lorentz force concept, the use of the PIMCA model needs to be accompanied by giving more practice questions, and doing virtual practicum.
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