The Effect of Nature of Science (NoS) Explicit Learning Design on Students’ NoS Comprehension at Elementary School
(1) Universitas Pendidikan Indonesia
(2) Universitas Pendidikan Indonesia
(*) Corresponding Author
Abstract
Abstract
This research aims to investigate the effect of Nature of Science (NoS) learning design implementation on students’ NoS comprehension. The research employed the pre-experimental method with one group of pretest and post-test design. The samples, selected by purposive sampling technique, were 34 fifth grade students at one public school in Bandung city. A Likert-scale questionnaire was used as the instrument for collecting the data. The data analysis employed a descriptive quantitative technique by independent sample t-tests with the assistance of SPSS and Microsoft Excel tools. The findings show that there was a significant increase from the scores in pretest and post-test as the significance score is 0.000 < α = 0.05. The average score in the post-test was higher than the score in the pretest, indicating that student’s NoS understanding improved. In terms of percentage, NoS comprehension aspects increased from 13% to 78%, then 91%. The aspect with the highest increase was creativity (100%), whereas the aspect with the lowest increase was the socio and cultural embeddedness, with 87% increase. This research suggests that the implementation of the Nature of Science (NoS) explicit learning design has a significant effect on the students’ NoS comprehension.
Keywords: learning design, nature of science, students’ NoS comprehension.
Abstrak
Penelitian ini bertujuan untuk mengetahui pengaruh implementasi desain pembelajaran Nature of Science (NoS) terhadap pemahaman NoS siswa. Metode yang digunakan dalam penelitian ini adalah metode pra-eksperimen dengan one group pretest and posttest only design. Sampel diambil dengan teknik purposive sampling, yaitu sebanyak 34 siswa kelas V di salah satu sekolah negeri di kota Bandung. Kuesioner skala likert digunakan sebagai instrumen untuk mengumpulkan data. Analisis data menggunakan teknik deskriptif kuantitatif dengan uji independent sample t-tests berbantuan SPSS dan Microsoft Excel. Hasil penelitian menunjukkan bahwa terdapat peningkatan yang signifikan dari nilai pretest dan post-test, di mana nilai signifikansinya sebesar 0,000 <α = 0,05. Nilai rata-rata post-test lebih tinggi dari pada nilai pretest, yang menunjukkan bahwa pemahaman NoS siswa meningkat. Dari segi persentase, aspek pemahaman NoS meningkat dari 13% menjadi 78%, kemudian 91%. Aspek yang mengalami peningkatan tertinggi adalah kreativitas (100%), sedangkan aspek yang mengalami peningkatan terendah adalah keterikatan sosial dan budaya, yaitu sebesar 87%. Penelitian ini menunjukkan bahwa penerapan desain pembelajaran eksplisit Nature of Science (NoS) memiliki pengaruh yang signifikan terhadap pemahaman NoS siswa.
Kata kunci: desain pembelajaran, nature of science, pemahaman NoS siswa.
Full Text:
PDFReferences
Abd-El-Khalick, F., & Akerson, V. L. (2004). Learning as conceptual change: Factors mediating the development of preservice elementary teachers’ views of nature of science. Science Education, 88(5), 785–810. https://doi.org/10.1002/sce.10143
Aflalo, E. (2018). Changes in the perceptions of the nature of science and religious belief. Issues in Educational Research, 28(2), 237–253.
Ağlarcı, O., Sarıçayır, H., & Şahin, M. (2016). Nature of science instruction to Turkish prospective chemistry teachers: The effect of explicit-reflective approach. Cogent Education, 3(1). https://doi.org/10.1080/2331186X.2016.1213350
Akerson, V. L., Hanson, D. L., & Cullen, T. A. (2007). The Influence of Guided Inquiry and Explicit Instruction on K-6 Teachers’ Views of Nature of Science. Journal of Science Teacher Education, 18(5), 751–772.
Cil, E. (2014). Teaching nature of science through conceptual change approach. Journal of Baltic Science Education, 13(3), 339–350.
Cite, S., & Hanuscin, D. L. (2014). Professional journals as a source of information about teaching nature of science: an examination of articles published in the science & children, 1996-2010. Electronic Journal of Science Education, 17(3), 396–416.
Creswell, J. W. (2010). Research Design: Pendekatan Kualitatif, Kuantitatif, dan Mixed. Pustaka Pelajar.
Duschl, R. A., & Grandy, R. (2013). Two views about explicitly teaching nature of science. Science and Education, 22(9), 2109–2139. https://doi.org/10.1007/s11191-012-9539-4
Eymur, G. (2019). The influence of the explicit nature of science instruction embedded in the argument-driven inquiry method in chemistry laboratories on high school students’ conceptions about the nature of science. Chemistry Education Research and Practice, 20(1), 17–29. https://doi.org/10.1039/c8rp00135a
Gall, M. D., Gall, J. P., & Borg, W. R. (2010). Applying Educational Research. Boston: Pearson Education.
Jumanto, & Widodo, A. (2018). Pemahaman hakikat sains oleh siswa dan guru sd di Kota Surakarta. Jurnal Komunikasi Pendidikan, 2, 20–31.
Khalick, F. A.-E., Lederman, N. G., & Bell, R. L. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82(4), 417–436. Retrieved from http://scholar.google.com/scholar?hl=en&btnG=Search&q=intitle:The+Nature+of+Science+and+Instructional+Practice:+Making+the+Unnatural+Natural#0
Khishfe. et al. (2017). Students’ understandings of nature of science and their arguments in the context of four socio-scientific issues. International Journal of Science Education, 39(3), 299–334. https://doi.org/10.1080/09500693.2017.1280741
Khishfe, R. (2008). The Development of Seventh Graders’ Views of Nature of Science. Journal of Research in Science Teaching, 45(4), 470496.
Khishfe, R., & Abd-El-Khalick, F. (2002). Influence of explicit and reflective versus implicit inquiry-oriented instruction on sixth graders’ views of nature of science. Journal of Research in Science Teaching, 39(7), 551–578. https://doi.org/10.1002/tea.10036
Köksal, M. S. (2009). An instructional design model to teach nature of science. Asia-Pacific Forum on Science Learning and Teaching, 10(2), 1–18.
Lederman. et al. (2002). Views of nature of science questionnaire: toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497–521. https://doi.org/10.1002/tea.10034
Lederman, N. G. (2006). Research on nature of science: reflections on the past, anticipations of the future. Asia-Pacific Forum on Science Learning and Teaching, 7(1), 1–11. Retrieved from https://www.ied.edu.hk/apfslt/download/v7_issue1_files/foreword.pdf
Lederman, N. G., Lederman, J. S., & Antink, A. (2013). Nature of science and scientific inquiry as contexts for the learning of science and achievement of scientific literacy. International Journal of Education in Mathematics, Science and Technology, 1(3). https://doi.org/10.18404/ijemst.19784
Listiani, & Kusuma, A. E. (2017). View of Nature of Science (VNOS) Form B: Sebuah Instrumen untuk Mengetahui Pemahaman Konsep Hakikat Sains Calon Guru di Universitas Borneo Tarakan. Jurnal Pendidikan Biologi Indoneisa, 3(1), 45–54.
McComas, W. F., & Nouri, N. (2016). The nature of science standards: analysis and critique. Journal of Science Teacher Education, 27(5), 555–576. https://doi.org/10.1007/s10972-016-9474-3
McDonald, C. V. (2010). The influence of explicit nature of science and argumentation instruction on preservice primary teachers’ views of nature of science. Journal of Research in Science Teaching, 47(9), 1137–1164. https://doi.org/10.1002/tea.20377
Melville, M. (2011). Explicit Teaching of the Nature of Science: A Study of the Impact of Two Variations of Explicit Instruction on Student Learning. Arizona State.
Michel, H., & Neumann, I. (2014). Nature of Science and Science Content Learning: Can NOS Instruction Help Students Develop a Better Understanding of the Energy Concept? National Association of Research in Science Teaching (NARST), Pittsburgh, Pennsylvania. Retrieved from http://www.ipn.uni-kiel.de/de/das-ipn/abteilungen/didaktik-der-physik/narst14/michelNARST14paper.pdf%0Ahttp://www.ipn.uni-kiel.de/abt_physik/narst14/michelNARST14paper.pdf
Miller. et al. (2010). Comparison of views of the nature of science between natural science and nonscience majors. CBE—Life Sciences Education, 9, 45–54.
Nur, E. M., & Fitnat, K. (2015). Explicit-reflective teaching nature of science as embedded within the science topic: interactive historical vignettes technique. Journal of Education and Training Studies, 3(6), 40–49. https://doi.org/10.11114/jets.v3i6.965
Olson, J. K. (2018). The inclusion of the nature of science in nine recent international science education standards documents. Science and Education, 27(7–8), 637–660. https://doi.org/10.1007/s11191-018-9993-8
Rahayu, A. H., & Widodo, A. (2019). Understanding of nature of science pre-service students and elementary school teachers in the digital age. Formatif: Jurnal Ilmiah Pendidikan MIPA, 9(2), 161–172. https://doi.org/10.30998/formatif.v9i2.3251
Tursinawati, T., & Widodo, A. (2019). Pemahaman nature of science (NoS) di era digital: perspektif dari mahasiswa PGSD. Jurnal IPA & Pembelajaran IPA, 3(1), 1–9. https://doi.org/10.24815/jipi.v3i1.13294
Wicaksono, A. G. C., Minarti, I. B., & Roshayanti, F. (2018). Analysis of students’ science motivation and nature of science comprehension in middle school. Jurnal Pendidikan Biologi Indonesia, 4(1), 35. https://doi.org/10.22219/jpbi.v4i1.5354
DOI: 10.24235/al.ibtida.snj.v7i2.7167
Article Metrics
Abstract view : 0 timesPDF - 0 times
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Al Ibtida: Jurnal Pendidikan Guru MI
This work is licensed under a Creative Commons Attribution 4.0 International License.
AL IBTIDA Journal Indexed By:
2.png)
This work is licensed under a Creative Commons Attribution 4.0 International License.
Al Ibtida: Jurnal Pendidikan Guru MI Published by Department of Madrasah Ibtidaiyah Teacher Education, Faculty of Tarbiyah and Teacher Training, IAIN Syekh Nurjati Cirebon In Collaboration with Perkumpulan Dosen Pendidikan Guru Madrasah Ibtidaiyah (PD PGMI) Indonesia.
Editorial Office:
FITK Building, 5th Floor, Department of Madrasah Ibtidaiyah Teacher Education, Faculty of Tarbiyah and Teacher Training, IAIN Syekh Nurjati Cirebon. Perjuangan Street of Sunyaragi, Cirebon City, West Java, Indonesia 45132 Phone. 0231-481264, Fax. 0231-489926, Email: alibtida@syekhnurjati.ac.id/ alibtida2@gmail.com