The Determinant Factors Analysis of Indonesian Students’ Environmental Awareness in PISA 2015

Susongko, Purwo; Afrizal, Teuku

doi:10.15294/jpii.v7i4.10684

Cited by 10 publications

(12 citation statements)

References 18 publications

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“…learning models can also be influenced by student characteristics, one of which is self-efficacy (Aharony & Gazit, 2020;Hasyim & Eldiana, 2020;Wong et al, 2020). The term "self-efficacy" is used to describe students' beliefs that their actions can produce something desired such as solving problem difficulties, confidence in the chosen answer or achieving goals (Susongko & Afrizal, 2018;Latifah et al, 2019;Mayasari et al, 2019). Self-efficacy plays an important role in stimulating students to increase their sense of enthusiasm in learning (Sökmen, 2021;Zysberg & Schwabsky, 2020;Gundel et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Attitudes and Self-Efficacy: Perspectives on Science Subjects for Junior High School Students

Ernawati

Asrial

Kurniawan

et al. 2021

JPP

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This study aims to analyze the differences and also the relationship between attitudes and self-efficacy of students in science lessons. This research is important because in science lessons the teacher must know the attitudes and self-efficacy of students because they affect the learning process. This type of research is quantitative with comparative type. The number of respondents used as a sample is 74 students. The data collection technique used simple random sampling. The results of the study using the T test were that there were significant differences in the attitudes and self-efficacy of students in science lessons, both female students and male students. The results of the correlation test between students' attitudes and self-efficacy towards science subjects in grade 8A showed that the two variables (attitude and self-efficacy) were related. And the results of the correlation test in class 8B showed that the two variables (attitude and self-efficacy) were related. The urgency of this research is that teachers can find out the differences in attitudes and self-efficacy between male and female students. The novelty of this research compared to previous research is that it uses Attitude and self-efficacy variables, with different indicators from previous research.

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Section: Introductionmentioning

confidence: 99%

Attitudes and Self-Efficacy: Perspectives on Science Subjects for Junior High School Students

Ernawati

Asrial

Kurniawan

et al. 2021

JPP

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“…In Oztürk (2018) study based on the PISA 2015 data, it was determined that for different socioeconomic levels there were significant relationships between scientific literacy and environmental awareness, and between scientific literacy and environmental optimism. In a study by Susongko and Afrizal (2018) using the PISA 2015 data for Indonesian students, it was concluded that environmental awareness was related to the students' enjoyment of learning science, their self-efficacy in science, their instrumental motivation, inquiry-based instruction in science learning, and their science proficiency and epistemic beliefs. In Lau and Lam (2017) study, according to the PISA 2015 data, adaptive instruction, teacher-directed instruction and interactive application were positively correlated with science performance in all regions.…”

Section: Discussionmentioning

confidence: 99%

Which Country is More Effective in Science Teaching? Evidence from PISA 2015 as a Secondary School Assessment Tool

Ilgaz¹,

Eskici²,

Vural³

2019

Asian Journal of Education and Training

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The aim of this study is to determine how effectively different countries use educational inputs in the process of science education. The study is in the descriptive model and the data is derived from the PISA 2015 data set, which provides information to countries on secondary education programs. Data from 70 countries, including Turkey, were used in the study. The effectiveness of Turkey in the process of science teaching in secondary education has been compared with other countries and suggestions have been made to increase the effectiveness of secondary education science teaching. The data for this study are grouped into training inputs and training outputs.-Student behaviour hindering learning", "teacher behaviour hindering learning", "shortage of educational material", "shortage of educational staff", "professional development", "teachers participation", "curricular development", "total number of science teachers at school", "index science-specific resources (sum)" were defined as the educational inputs. The science achievements of students have been taken into account in determining which countries have more effective management of educational inputs accepted in this study. Secondary scholl level education inputs while nearby countries respectively to use effectively Slovakia (97.30%), Slovenia (91.16%), Brazil (90.50%), Turkey (89.75%), Finland (84.65%), Greece (83.31%), Denmark (83.25%), and Czech Republic (80.61%). education outcomes in Turkey is ranked as 20 th in science teaching secrets to use it effectively.

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“…The education system must be developed according to the needs and developments. One of the factors that support development is education (Sujatmiko et al, 2019;Susongko & Afrizal, 2018;Syarifudin, 2020). Education is inseparable from learning activities in schools.…”

Section: Introductionmentioning

confidence: 99%

Android Based Animation Video Using Millealab Virtual Reality Application for Elementary School

Zulherman

Aji

Supriansyah

2021

j. pendidik. indonesia.

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Innovation in education is necessary for teachers and students to follow the learning process because of the limited laboratory facilities in elementary schools; science learning is done. This study aims to analyze student acceptance and understanding concept in using android-based animated videos on Millealab virtual reality in grade V elementary school. The research method process is carried out in several stages, starting from expert testing conducted on three media experts, three subject matter experts, and three teachers from 3 different schools. Test the use of virtual reality video with a sample size of 65 students. Collecting data using a Likert scale questionnaire 1 to 5, and treatment in descriptive analysis. Testing the acceptance of virtual reality videos to students showed that students received virtual reality video media during the learning process. The application of virtual reality (VR) technology in science learning in elementary schools can improve conceptual understanding so that student acceptance of VR is excellent and teachers also feel helped by using VR media to support the learning process. VR technology is better than AR because it is more comprehensive and easier to use by teachers and students.

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The Determinant Factors Analysis of Indonesian Students’ Environmental Awareness in PISA 2015

Abstract: This research intended to reveal

Cited by 10 publications

References 18 publications

Attitudes and Self-Efficacy: Perspectives on Science Subjects for Junior High School Students

Attitudes and Self-Efficacy: Perspectives on Science Subjects for Junior High School Students

Which Country is More Effective in Science Teaching? Evidence from PISA 2015 as a Secondary School Assessment Tool

Android Based Animation Video Using Millealab Virtual Reality Application for Elementary School

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