In-service Teachers’ Perceptions Regarding their Practices Related to Integrating Nature of Science: Case Study

Hacıeminoğlu, Esme

doi:10.1016/j.sbspro.2014.01.381

Cited by 14 publications

(13 citation statements)

References 13 publications

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“…Pengalaman seorang guru ternyata tidak didasarkan menurut umurnya, seperti yang disampaikan oleh (Hacieminoglu, 2014) bahwa "Teachers explained that their experience, undergraduate education and especially experiences in undergraduate method course (peer teaching) were the factors effecting the teachers' methodology".…”

Section: Teknik Analisis Datamentioning

confidence: 99%

“…Sehingga hal yang wajar jika persentase siswa berada pada kategori yang kurang lebih sama. Hal tersebut sejalan dengan hasil penelitian (Hacieminoglu, 2014) "In these courses they learned about NOS and how to teach it effectively. However, they could not directly relate their views for all dimensions NOS to their practice in science class.…”

Section: Teknik Analisis Datamentioning

confidence: 99%

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Pemahaman Hakikat Sains Pada Guru Dan Siswa Sekolah Dasar

Adi

Widodo

2018

edukasi

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The nature of science has not been taught as a teaching material at school in Indonesia. This study aims to reveal the understanding of teachers and primary students about the nature of science. This study was a survey research with descriptive approach. Data were collected through closed questionnaires for teachers and students. Teachers and primary students as research subjects were located in Kuningan District. Purposive sampling was used as a sample. The results showed that both teachers and students have an understanding of the nature of science in the range of Intermediate categories. Because of the importance of understanding about the nature of science in science subjects, it is expected that further research to develop materials and learning models based on the nature of science in primary school.

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Section: Teknik Analisis Datamentioning

confidence: 99%

Section: Teknik Analisis Datamentioning

confidence: 99%

Pemahaman Hakikat Sains Pada Guru Dan Siswa Sekolah Dasar

Adi

Widodo

2018

edukasi

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“…Selain McComas banyak ahli lain yang membagi NOS menjadi beberapa aspek antara lain: (Abd-El-Khalick et al, 1998;Alshamrani, 2008;Bell, 2008;Chen, 2006;Giancoli, 2014;Hacieminoglu, 2014;Jiang & McComas, 2014;Lederman et al, 2002;Mccomas, 2008;NGSS Lead States, 2013;Settlage & Southerland, 2007;Southerland et al, 2006;Sumranwanich & Yuenyong, 2014;Temel et al, 2018). Namun pendapat McComas yang digunakan untuk menyaring pendapat para ahli lain dalam membentuk konstruksi pengertian dari NOS.…”

Section: Pendahuluanunclassified

Pemahaman hakikat sains (NOS) oleh siswa dan guru sekolah dasar

Widodo

Jumanto

Adi

et al. 2019

jipi

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AbstrakTujuan dari penelitian ini adalah untuk mengidentifikasi tingkat pemahaman siswa dan guru SD tentang hakikat sains (NOS). Jenis penelitian ini adalah penelitian deskriptif dengan metode survei. Purposive sampling digunakan sebagai teknik pengambilan sampel. Sampel dalam penelitian ini adalah siswa dan guru SD dari Kabupaten Kuningan dan Kabupaten Purwakarta di Jawa Barat, serta dari Kabupaten Kendal dan Kota Surakarta di Jawa Tengah. Kuesioner yang berisi 30 item pernyataan yang dikembangkan oleh peneliti dalam konsultasi dengan dosen, guru, dan kepala sekolah yang didasarkan pada literatur yang relevan digunakan sebagai instrumen dalam penelitian ini. Hasil penelitian menunjukkan bahwa siswa memahami tingkat NOS pada kriteria Cukup dengan skor 65 sedangkan guru pada kriteria Baik dengan skor 72. Temuan dari penelitian ini menunjukkan bahwa rentang skor pemahaman NOS guru tidak selalu memiliki efek positif pada pemahaman NOS siswa. Akhirnya, penelitian ini merekomendasikan bahwa guru harus memahami NOS dan pembelajaran reflektif eksplisit, dan bagaimana mengajarkan NOS dengan pembelajaran reflektif eksplisit. Understanding of the nature of science (NOS) by elementary school students and teachers AbstractThe purpose of this study was to identify the understanding level of elementary students and teachers of the nature of science (NOS). This type of research was a descriptive study with a survey method. Purposive sampling was used as a sampling technique. Sample in this study were students and teachers from Kuningan Regency and Purwakarta Regency in West Java, and from Kendal Regency and Surakarta City in Central Java. A questionnaire containing 30 items of statements developed by researchers in consultation with lecturers, teachers, and principals which based on the relevant literature was used as an instrument in this research. The results showed that the students understanding levels of NOS at the Immediate criteria with a score of 65 while the teacher on the Good criteria with a score of 72. Findings from this study indicate that the range of teachers NOS understanding scores did not always have a positive effect on students NOS understanding. Finally, this study recommends that teachers have to understand with NOS and explicit-reflective learning, and how to teach NOS with explicit-reflective learning.

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“…Khalick, Randy.L, Bell, 1998). The NoS learning model makes students understand that scientific knowledge is created from a creative process, scientific knowledge is built and developed based on empirical data (evidence) obtained from experiments with scientific methods, scientific knowledge is tentative can change with the existence of new evidence, scientific knowledge is influenced by personal subjectivity, scientific knowledge can be in the form of law or in the form of theories that are influenced by the social and cultural community (Hacieminoglu, 2014(Hacieminoglu, , 2016McComas & Nouri, 2016;Mccomas & Olson, 2002).…”

Section: Introductionmentioning

confidence: 99%

Science Literacy Ability of Elementary Students Through Nature of Science-based Learning with the Utilization of the Ministry of Education and Culture's "Learning House"

Lestari¹,

Setiawan

Siskandar

2020

jppipa, pendidikan ipa, fisika, biologi, kimia

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Students' scientific literacy skills can be developed and enhanced with appropriate learning models and supported by adequate technology. This study aims to determine the improvement of the science literacy skills of elementary students through the Nature of Science learning model by utilizing the "Learning house" feature of the Ministry of Education and Culture. The research method used was a pre-experiment with one group pretest-posttest design. The instrument used was in the form of a science literacy ability test and an observation sheet of learning implementation with the research subjects of 38 students of Cibatok I Elementary School, Bogor, West Java, VA, and VB classes in 2018/2019 school year. The data obtained were analyzed by the Wilcoxon test using SPSS 22 at α (0.05). The results showed that (1) there was an increase in students' scientific literacy skills through the Nature of Science learning model by utilizing the "Learning house" feature of the Ministry of Education and Culture, this was indicated by sig (0,000) <α (0.05); (2) The average scientific literacy ability of students after being given the Nature of Science learning model by utilizing the "Learning house" feature of the Ministry of Education and Culture (3.75) is higher than the average scientific literacy ability of students before being given the Nature of Science learning model by utilizing the Ministry of Education and Culture's "Learning house" feature (2.57). It can be concluded that the Nature of Science learning model by utilizing the " Learning house" feature of the Ministry of Education and Culture can significantly increase the level of students' scientific literacy abilities.

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In-service Teachers’ Perceptions Regarding their Practices Related to Integrating Nature of Science: Case Study

Cited by 14 publications

References 13 publications

Pemahaman Hakikat Sains Pada Guru Dan Siswa Sekolah Dasar

Pemahaman Hakikat Sains Pada Guru Dan Siswa Sekolah Dasar

Pemahaman hakikat sains (NOS) oleh siswa dan guru sekolah dasar

Science Literacy Ability of Elementary Students Through Nature of Science-based Learning with the Utilization of the Ministry of Education and Culture's "Learning House"

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