Investigating University Students’ Preferences to Science Communication Skills: A Case of Prospective Science Teacher in Indonesia

Abstract

<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>

Sex and Grade Issues in Influencing Misconceptions about Force and Laws of Motion: An Application of Cognitively Diagnostic Assessment

“…For other five attributes, the percentages of having misconceptions was similar. These findings were in accordance with previous studies that examined students' misconceptions about force and laws of motion, e.g., Azman et al (2013), Bouzid et al (2022), andSuprapto et al (2016). That is, students around the world show an analogous pattern of these misconceptions.…”

“…The impetus idea stipulates that a resultant force is required to keep an object moving at a constant velocity. In fact, the object has a zero resultant force acting on it (Suprapto et al, 2016). Participants possessing misconceptions about Newton's first law of motion more than other attributes could be attributed to their real-life experience of seeing most of the objects moving with an applied force acting on them or with fuel as they move.…”

“…Other studies, on the other hand, indicated that there were no differences between male and female university students when it comes to students of different sexes having misconceptions (Al-Rsa'i et al, 2020;Azman et al, 2013). As for grade, some studies showed that university students of higher years had fewer misconceptions about force and laws of motion than those of lower years (Suprapto et al, 2016). In other words, the number of misconceptions decreased as students move up their educational levels (Mufit, 2018).…”

Conception of Learning Physics and Self-Efficacy Among Indonesian University Students

“…For conducting exploratory factor analysis, there are two essential points (Suprapto & Chang, 2015;Suprapto & Ku, 2016), including stability data and factor structure. First, for survey study, the most item parameter can be estimated by relative stability for samples of 200 participants, and so that it might consider the minimum number desired (Crocker & Algina, 1986).…”

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“…Moreover, the program allows students to love reading, cultural literacy, and science communication skills for school supply. Therefore, the role of teachers for applying communication skills is important for transferring the skills (Suprapto & Ku, 2016).…”