Preparing prospective physics teachers to teach integrated science in junior high school

Wiyanto,; Hartono, Hartono; Nugroho, Sunyoto Eko

doi:10.1088/1742-6596/983/1/012053

Cited by 6 publications

(7 citation statements)

References 6 publications

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“…Because this will not only create an artificial way to teach science, but it will not reflect the truth. Therefore, the complexity of the natural system or the corresponding scientific problems require interdisciplinary understanding informed by multiple disciplinary backgrounds (Wiyanto et al, 2018). Integrated learning begins by identifying overlapping concepts, skills, and attitudes in various domains.…”

Section: Discussionmentioning

confidence: 99%

Comparison of Turkey and Canada (Ontario) Science Curriculum in the Context of Physics Learning Area

ÇOBAN

Yilmazlar

2023

International Journal of Educational Research Review

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In this study, it is aimed to determine the similarities and differences of both programs by analyzing physics subjects, vision, purpose, learning areas according to grade levels, units, course hours and number of learning outcomes in the context of physics learning area of secondary school science curriculums in Turkey and Canada (Ontario). In this research, the document analysis method, one of the qualitative research methods, was used. It has been seen that Turkey secondary school science curriculum aims to be expressed longer and more intensely than Canada (Ontario) secondary school science and technology curriculum, while spiral approach is used in Turkey science curriculum, modular approach is used in Canada (Ontario) science and technology curriculum. Both countries are similar to the vision of raising scientifically literate individuals. The Turkish science curriculum includes physics-containing Units, course hours and the number of learning outcomes numerically compared to the Canadian (Ontario) physics curriculum. Canada (Ontario) physics curriculum is completely associated with daily life in terms of learning outcomes compared to the Turkish physics curriculum.

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Section: Discussionmentioning

confidence: 99%

Comparison of Turkey and Canada (Ontario) Science Curriculum in the Context of Physics Learning Area

ÇOBAN

Yilmazlar

2023

International Journal of Educational Research Review

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“…Students are expected to acquire several skills that they learn through physics learning in terms of scientific literacy (refers to keywords "scientific_literacy", "knowledge", "scientific"), higher order thinking skills (HOTS) (refers to "thinking_skill" and "higher_order") [197][198][199], and another form of "thinking" processes [200][201][202][203][204][205][206]. Research movements on scientific literacy in this topic can be driven by the international announcements of Programme for International Student Assessment (PISA) assessment for Indonesian secondary students [207][208][209][210][211][212][213][214][215][216][217]. PER members are one of discipline-based education research (DBER) on STEM education (refers to keywords "science", "education", "school") that is responsible for this duty call in improving students' performance on PISA results.…”

Section: Topic 3: Interdisciplinary Aspect Of Physics Educationmentioning

confidence: 99%

Thematic Analysis of Indonesian Physics Education Research Literature Using Machine Learning

Santoso

Istiyono

Haryanto

et al. 2022

Data

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Abundant physics education research (PER) literature has been disseminated through academic publications. Over the years, the growing body of literature challenges Indonesian PER scholars to understand how the research community has progressed and possible future work that should be encouraged. Nevertheless, the previous traditional method of thematic analysis possesses limitations when the amount of PER literature exponentially increases. In order to deal with this plethora of publications, one of the machine learning (ML) algorithms from natural language processing (NLP) studies was employed in this paper to automate a thematic analysis of Indonesian PER literature that still needs to be explored within the community. One of the well-known NLP algorithms, latent Dirichlet allocation (LDA), was used in this study to extract Indonesian PER topics and their evolution between 2014 and 2021. A total of 852 papers (~4 to 8 pages each) were collectively downloaded from five international conference proceedings organized, peer reviewed, and published by Indonesian PER researchers. Before their topics were modeled through the LDA algorithm, our data corpus was preprocessed through several common procedures of established NLP studies. The findings revealed that LDA had thematically quantified Indonesian PER topics and described their distinct development over a certain period. The identified topics from this study recommended that the Indonesian PER community establish robust development in eight distinct topics to the present. Here, we commenced with an initial interest focusing on research on physics laboratories and followed the research-based instruction in late 2015. For the past few years, the Indonesian PER scholars have mostly studied 21st century skills which have given way to a focus on developing relevant educational technologies and promoting the interdisciplinary aspects of physics education. We suggest an open room for Indonesian PER scholars to address the qualitative aspects of physics teaching and learning that is still scant within the literature.

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“…Hal ini didasarkan pada karakteristik pembelajaran terpa du. Ada empat karakteristik pembelajaran terpadu, yaitu: aktif, autentik, holistik, bermakna [3,4,5]. Keempat karakteristik ini menjadi landasan yang kuat untuk membuat pembelajaran relevan dengan tuntutan keterampilan abad ke-21.…”

Section: Pendahuluanunclassified

Study of Assistance Development of Thematic Learning Material by Integrating New Literacy and Disaster Literacy on Science Teachers

Wang

2020

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The 4.0 industrial revolution requires humans to possess 21st century skills. Education should be able to prepare students to have 21st century skills to be successful in their life. In addition, the geographical condition of Indonesia is a disaster-prone region. For this reason, teaching should be able to develop student literacy to face the challenges of the industrial revolution 4.0 and the geographical condition of the Indonesian region. The thematic science teaching is relevant to 21st century skills, essential principles of 21st century learning, and the geographical condition of Indonesia. But the real conditions show that the integration of literacy in science teaching is still lacking and limited. A solution to solve this problem is the assistance program the development of thematic learning material by integrating new literacy and disaster literacy for science teachers in junior high school. The objective of the research is to investigate the results of the assistance program the development of thematic learning material. Participants of program assistance were 30 science teachers who were members of the Science MGMP in East Agam district. The instrument for collecting data consisted of pretest and posttest and questionnaire sheet. The data were analyzed by descriptive statistics analysis and wilcoxon signed rank test. Based on the results of data analysis can be stated that: 1). in the assistance program activities for the development of thematic science teaching material can be produced 26 teaching materials in the form of student worksheet by integrating new literacy and disaster literacy, 2). the average value of the practicality of using thematic science worksheet according to students in two junior high schools is 86.41 so that this average value can be classified into very good category, 3). the average value of participant responses to the implementation of the assistance program is 85.65 and this average value can be entered into very good category, and 4). the assistance program for developing learning material by integrating new literacy and disaster literacy is effective to improve knowledge of science teachers about data literacy, technological literacy, human literacy, and disaster literacy.

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Preparing prospective physics teachers to teach integrated science in junior high school

Cited by 6 publications

References 6 publications

Comparison of Turkey and Canada (Ontario) Science Curriculum in the Context of Physics Learning Area

Comparison of Turkey and Canada (Ontario) Science Curriculum in the Context of Physics Learning Area

Thematic Analysis of Indonesian Physics Education Research Literature Using Machine Learning

Study of Assistance Development of Thematic Learning Material by Integrating New Literacy and Disaster Literacy on Science Teachers

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