Pemahaman Nos Peserta Didik Sekolah Dasar
DOI:
https://doi.org/10.59897/jsi.v1i1.3Keywords:
NoS Learning, NoS Understanding, Elementary SchoolAbstract
This study aims to determine differences understanding of Nature of science (NoS) elementary school students before and after using the Nature of science (NoS) learning model. The method used is a pre-experiment with one group pretest postest design. The instrument used was the NoS understanding questionnaire and observation sheet. The collected data was analyzed by quantitative descriptive. The results of this study indicate students' initial understanding of NoS with a percentage of 84% in the good category and after learning with the NoS model with a percentage of 89% in the very good category. Seen from the lowest aspect of Nos is students' understanding of law and theory. After t-test, it can be concluded that there are differences in students' understanding of NoS before and after using NoS learning.
References
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Fraenkel & Wallen. (1993). How to Design and Evaluate research in education. New York: Mc Grow Hill.
Good, R. (2012). Advances in Nature of Science Research, (Id), 97–106. https://doi.org/10.1007/978-94-007-2457-0
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Hacieminoglu, E. (2014). In-Service Teachers’ Perceptions Regarding Their Practices Related to Integrating Nature of Science: Case Study. Procedia - Social and Behavioral Sciences 116(1988): 1268–73.
Jumanto, & Widodo, A. (2018). Pemahaman Hakikat Sains Oleh peserta didik Dan Guru SD di Kota Surakarta. Jurnal Komunikasi Pendidikan, 2, 20–31.
Khalick, Abd-El, Fouad, Dogan, Nihal. 2008. Turkish Grade 10 Students’ and Science Teachers’ Conceptions of Nature of Science: A National Study. Journal of Research in Science Teaching.
Kampourakis, K. (2016). The ‘General Aspects’ Conceptualization as a Pragmatic and Effective Means to Introducing Students to Nature of Science. Journal of Research in Science Teaching 53(5): 667–82.
Lederman, N. G., Abd-el-khalick, F., Bell, R. L., Hall, R., & Street, E. (2002). Views of Nature of Science Questionnaire : Toward Valid and Meaningful Assessment of Learners ’ Conceptions of Nature of Science, 39(6), 497–521. https://doi.org/10.1002/tea.10034
Lawson, A. E. (1982). The nature of advanced reasoning and science instruction. Journal of Research in Science Teaching, 19, 743-760.
Meichtry, Y. J. (1992). Influencing student understanding of the nature of science: Data from a case of curriculum development. Journal of research in Science Teaching, 29, 389-407.
Moutinho, Sara, Joana, T., Isabe, F., & Clara, V. (2015). Problem-Based Learning And Nature of Science: A Study With Science Teachers. Procedia - Social and Behavioral Sciences 191: 1871–75.
Matthews, M.R. (2017). Reconceptualizing the Nature of Science for Science Education. Studies in Science Education 53(1): 105–7.
McComas, W. F., & Nouri, N. (2016). The nature of science and the next generation science standards: Analysis and critique. Journal of Science Teacher Education, 27 (5), 555-576. http://dx.doi.org/10.1007/s10972-016-9474-3
McComas, W.F. (2008). Proposals for core nature of science content in popular books on the history and philosophy of science: lessons for science education. In Y.J. Lee & A.L. Tan (Eds.), Science Education at the Nexus of Theory and Practice. Rotterdam, The Netherlands: Sense
McComas, W. F. (2015). The Nature of Science & the Next Generation of Biology Education. The American Biology Teacher, 77(7), 485–491. https://doi.org/10.1525/abt.2015.77.7.2
Meichtry, Yvonne.J. (1993). The Impact of Science Curricula on Student Views About the Nature of Science. Journal of Research in Science Teaching, 30 (5): 429-443.
Mercado, C. T., Macayana, F. B., & Urbiztondo, L. G. (2015). Examining Education Students „ Nature of Science ( NoS ) Views. Asia Pacific Journal of Multidisciplinary Research, 3(5), 101–110.
Olson, J. K. (2018). The nature of science in international science education standards documents. Science and Education, (1998), 41–52. https://doi.org/http://doi.org/10.10007/s11191-018-9993-8.
Rahayu, A, H. & Widodo, A. (2019) Understanding of Nature of science Pre-service Student and Elementary School Teachers in the Digital Age. Jurnal Ilmiah Pendidikan MIPA, 9(2), 161-172.
Rowe, M. B. (1974). A humanistic intent: The program of preservice elementary education at the University of Florida. Science Education, 58, 369-376.
Spears, J., & Zollman, D. (1977). The influence of structured versus unstructured laboratory on students’ understanding the process of science. Journal of Research in Science Teaching, 14(1), 33-38.
Tursinawati. 2016. Penguasaan Konsep Hakikat Sains dalam Pelaksanaan Percobaan pada Pembelajaran IPA di SDN Kota Banda Aceh. Jurnal Pesona Dasar Vol. 2, No. 4. Aceh: Universitas Syiah Kuala
Tursinawati & Widodo, A. (2019). Pemahaman Nature of Science di Era Digital: Perspektif dari Mahasisiwa PGSD. Jurnal IPA dan Pembelajaran IPA. Vol 3, No.1, 1-9.
Trent, J. (1965). The attainment of the concept “understanding science” using contrasting physics courses. Journal of Research in Science Teaching, 3, 224-229.
Adi, K. Y., & Widodo, A. (2018). Pemahaman Hakikat Sains Pada Guru dan peserta didik Sekolah Dasar. EDUKASI: Jurnal Pendidikan, 10(1), 55–72.
Bell, R. L. (2008). Best Practices in Science Education Teaching the Nature of Science : Three Critical Questions. Cengage.
Fraenkel & Wallen. (1993). How to Design and Evaluate research in education. New York: Mc Grow Hill.
Good, R. (2012). Advances in Nature of Science Research, (Id), 97–106. https://doi.org/10.1007/978-94-007-2457-0
Holbrook, J & Rannikmae, M. (2017). The Nature of science education for enhancing scientific literacy.international journal of science education. DOI: 10.1080/09500690601007549
Hacieminoglu, E. (2014). In-Service Teachers’ Perceptions Regarding Their Practices Related to Integrating Nature of Science: Case Study. Procedia - Social and Behavioral Sciences 116(1988): 1268–73.
Jumanto, & Widodo, A. (2018). Pemahaman Hakikat Sains Oleh peserta didik Dan Guru SD di Kota Surakarta. Jurnal Komunikasi Pendidikan, 2, 20–31.
Khalick, Abd-El, Fouad, Dogan, Nihal. 2008. Turkish Grade 10 Students’ and Science Teachers’ Conceptions of Nature of Science: A National Study. Journal of Research in Science Teaching.
Kampourakis, K. (2016). The ‘General Aspects’ Conceptualization as a Pragmatic and Effective Means to Introducing Students to Nature of Science. Journal of Research in Science Teaching 53(5): 667–82.
Lederman, N. G., Abd-el-khalick, F., Bell, R. L., Hall, R., & Street, E. (2002). Views of Nature of Science Questionnaire : Toward Valid and Meaningful Assessment of Learners ’ Conceptions of Nature of Science, 39(6), 497–521. https://doi.org/10.1002/tea.10034
Lawson, A. E. (1982). The nature of advanced reasoning and science instruction. Journal of Research in Science Teaching, 19, 743-760.
Meichtry, Y. J. (1992). Influencing student understanding of the nature of science: Data from a case of curriculum development. Journal of research in Science Teaching, 29, 389-407.
Moutinho, Sara, Joana, T., Isabe, F., & Clara, V. (2015). Problem-Based Learning And Nature of Science: A Study With Science Teachers. Procedia - Social and Behavioral Sciences 191: 1871–75.
Matthews, M.R. (2017). Reconceptualizing the Nature of Science for Science Education. Studies in Science Education 53(1): 105–7.
McComas, W. F., & Nouri, N. (2016). The nature of science and the next generation science standards: Analysis and critique. Journal of Science Teacher Education, 27 (5), 555-576. http://dx.doi.org/10.1007/s10972-016-9474-3
McComas, W.F. (2008). Proposals for core nature of science content in popular books on the history and philosophy of science: lessons for science education. In Y.J. Lee & A.L. Tan (Eds.), Science Education at the Nexus of Theory and Practice. Rotterdam, The Netherlands: Sense
McComas, W. F. (2015). The Nature of Science & the Next Generation of Biology Education. The American Biology Teacher, 77(7), 485–491. https://doi.org/10.1525/abt.2015.77.7.2
Meichtry, Yvonne.J. (1993). The Impact of Science Curricula on Student Views About the Nature of Science. Journal of Research in Science Teaching, 30 (5): 429-443.
Mercado, C. T., Macayana, F. B., & Urbiztondo, L. G. (2015). Examining Education Students „ Nature of Science ( NoS ) Views. Asia Pacific Journal of Multidisciplinary Research, 3(5), 101–110.
Olson, J. K. (2018). The nature of science in international science education standards documents. Science and Education, (1998), 41–52. https://doi.org/http://doi.org/10.10007/s11191-018-9993-8.
Rahayu, A, H. & Widodo, A. (2019) Understanding of Nature of science Pre-service Student and Elementary School Teachers in the Digital Age. Jurnal Ilmiah Pendidikan MIPA, 9(2), 161-172.
Rowe, M. B. (1974). A humanistic intent: The program of preservice elementary education at the University of Florida. Science Education, 58, 369-376.
Spears, J., & Zollman, D. (1977). The influence of structured versus unstructured laboratory on students’ understanding the process of science. Journal of Research in Science Teaching, 14(1), 33-38.
Tursinawati. 2016. Penguasaan Konsep Hakikat Sains dalam Pelaksanaan Percobaan pada Pembelajaran IPA di SDN Kota Banda Aceh. Jurnal Pesona Dasar Vol. 2, No. 4. Aceh: Universitas Syiah Kuala
Tursinawati & Widodo, A. (2019). Pemahaman Nature of Science di Era Digital: Perspektif dari Mahasisiwa PGSD. Jurnal IPA dan Pembelajaran IPA. Vol 3, No.1, 1-9.
Trent, J. (1965). The attainment of the concept “understanding science” using contrasting physics courses. Journal of Research in Science Teaching, 3, 224-229.
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2020-03-31
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