Comparison of Studentsâ€™ Attitudes in Science Subjects In Urban And Rural Areas

Astalini, Astalini; Kurniawan, Dwi Agus; Anggraini, Lika

doi:10.26858/est.v6i2.12057

Cited by 8 publications

(8 citation statements)

References 9 publications

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“…The difference in the former scale may be due to increased exposure of urban students to ‘real-life’ scientists, resulting in their slightly increased perception of scientists as ‘normal’ people. The reason for the difference in the latter scale remains unclear, although Astalini et al ( 2020 ) also found slightly higher attitudes toward science amongst students from rural areas compared to those from urban areas. The authors suggested that students who live in rural areas could be involved in more hands-on experimental-type activities in their daily lives, leading to increased adoption of scientific attitudes and concepts such as inquiry-driven investigations.…”

Section: Resultsmentioning

confidence: 97%

“…This was most notable for scale N (normality of scientists), where the items were spread across three different factors. Normality of scientists can be described as the manifestation of favourable attitudes toward scientists (Fraser, 1981 ), or perceiving scientists as people who look ordinary but can think scientifically and solve science-related problems (Astalini et al, 2020 ). Overall, these results concurred with Schibeci and McGaw ( 1981 ), who demonstrated that the factor structure of the TOSRA instrument was not evident in students’ response patterns, but it was supported by the conceptual framework of teachers.…”

Section: Resultsmentioning

confidence: 99%

“…Often students from rural regions have poorer access to high quality education resources; hence could be expected to have poorer attitudes toward academic subjects such as science. However, Astalini et al ( 2020 ) demonstrated that amongst Indonesian students, those from rural areas displayed slightly more positive attitudes toward science compared to those from urban areas. This difference was tentatively attributed to greater support from their family to pursue science-related subjects, in addition to their involvement in more hands-on experimental-type activities in their daily lives, compared to urban students.…”

Section: Introductionmentioning

confidence: 99%

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The Attitudes of Tongan Senior Secondary Students Toward Science

et al. 2021

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As with other Pacific Island nations, the scientific efforts of the Kingdom of Tonga have been hampered through a lack of local scientists and science graduates. As observed globally, the region appears to face a steady decline in student interest and achievement in science, resulting in reduced uptake of science subjects in schools and universities. This study aims to provide insight into the attitudes of Tongan senior secondary students toward science, using the validated Test of Scientific Related Attitudes (TOSRA) instrument. The sample population comprised 2636 students of approximately 15–18 years of age, from 26 schools across Tonga. Overall, the mean attitudes of Tongan senior secondary students toward science were lower than that previously observed for Australian secondary students (Grades 7–10) and Fijian senior secondary students. A significant reduction in attitude was found between forms 5 and 6 for female students from rural areas, but not those from urban areas. No significant changes across different form levels were found for male students. The greatest difference between students’ perspectives was found for the normality of scientists, which may be indicative of cultural views toward this topic. Combined with the similar results of previous research in Fijian students, this may point toward broader differences in the attitudes toward science between students in Pacific Island countries more generally.

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Section: Resultsmentioning

confidence: 97%

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Attitudes of Tongan Senior Secondary Students Toward Science

et al. 2021

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“…Lastly, it can be concluded that the research that has been done, the young gifted students both in rural and urban elementary schools have varied learning styles, although there are differences between urban and rural schools. This can be caused by the environment in urban areas which is more comprehensive than the environment in rural areas (Astalini, Kurniawan, Darmaji & Anggraini, 2020). In addition, the results of motivation from both urban and rural areas also found differences.…”

Section: Discussionmentioning

confidence: 95%

Learning style and motivation: gifted young students in meaningful learning

Zubaedi¹,

Amin²,

Asiyah³

et al. 2021

Journal for the Education of Gifted Young Scientists

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This study aims to look at how the learning styles of young gifted students in Islamic education which is meaningful learning, then also see how the learning motivation, and how the influence of learning styles of learning motivation of the young gifted students. This research is a mixed study using a sequential explanatory approach. The sample of this study is the children of the young gifted students at Elementary education level, which focuses on Islamic learning. This research was conducted in two different places, namely in urban areas and in rural school areas. Researchers used a purposive sampling technique to get a number of samples, based on the technique were used, obtained by 108 students participating, with 57 students from urban school areas and 51 students from rural school areas based on the grades given by the teacher. Two types of instruments have been used in this study, namely questionnaires relating to learning styles and student motivation, as well as in-depth interview guides. The questionnaire uses a Likert scale of 5 with a Cronbach alpha value of 0.81 for the learning style questionnaire and 0.79 for the student learning motivation questionnaire. Data analysis in the form of descriptive statistics such as mean, frequency, percentage, standard deviation, min and max, and inferential statistics such as simple regression and independent sample t-test was used to answer the question of the study. The results show that the learning styles of the young gifted students in Islamic learning are very varied and good, both urban and rural school areas. Motivational results also show very good results where students feel motivated by meaningful learning both in urban school areas and rural school areas. Furthermore, further analysis shows the significant influence of student learning styles on student motivation. Independent sample t-test also shows that there are differences in the mean of students' learning styles and motivation among students who study in urban areas and students who study in rural areas, which have higher motivation and learning styles in urban students compared to students who study in rural areas. Lastly, researchers hope that further research will examine the Indonesian young gifted students, especially research, such as learning styles with student learning outcomes, or motivation towards learning outcomes, which focus on Islamic learning with the implementation of meaningful learning.

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“…But in reality, what makes it interesting is the regional disparity because it is possible to have unique findings. Schools in rural areas tend to have different facilities, teachers, and environments from urban areas (Sun et al, 2019;Astalini et al, 2020). Differences in conditions and environment can affect learning activities (Barrett, et al 2019).…”

Section: Introductionmentioning

confidence: 99%

Science Process Skills and Critical Thinking in Science: Urban and Rural Disparity

Tanti¹,

Kurniawan

Kuswanto

et al. 2020

JPII

Self Cite

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The study focuses on the relationship between process skills and critical thinking in junior high school students in learning science. Besides, an interrelation between process skill and critical thinking skills was also investigated. The study used a mixed-method. A sample of this study is 689 students of total sampling technique. Quantitative data were analyzed by SPSS 21 to find descriptive statistics in terms of mean, min, max while qualitative were analyzed in-depth interviews. The finding shows that the science process skill of students in learning science whether urban and rural areas are good categories. The independent sample t-test shows that studentsâ€™ science process skills in learning science in urban tend to be higher than in rural schools (p<0.01). Studentsâ€™ critical thinking in learning science for urban areas is high but for rural areas is a fair category, with significance p<0.001. The regression showed the level of contribution of studentsâ€™ science process skill influence as much as 51.5% for critical thinking. The other research result was found that studentsâ€™ science process skill affects critical thinking in learning science. Moreover, a comparison between studentsâ€™ science process skills and critical thinking based on their school location showed that urban is higher than rural.

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Comparison of Studentsâ€™ Attitudes in Science Subjects In Urban And Rural Areas

Cited by 8 publications

References 9 publications

The Attitudes of Tongan Senior Secondary Students Toward Science

The Attitudes of Tongan Senior Secondary Students Toward Science

Learning style and motivation: gifted young students in meaningful learning

Science Process Skills and Critical Thinking in Science: Urban and Rural Disparity

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