KnE Social Sciences

ISSN: 2518-668X

The latest conference proceedings on humanities, arts and social sciences.

Enhancing Students' Interpretation and Self-regulation Skills Through Socio-scientific Issues (SSI) Approach Related to Environmental Change Topic

Published date: Apr 26 2024

Journal Title: KnE Social Sciences

Issue title: International Conference on Mathematics and Science Education (ICMScE 2022): Learning Models and Teaching Approaches

Pages: 962–972

DOI: 10.18502/kss.v9i13.16022

Authors:

Muhammad Minan Chusni - minan.chusni@uinsgd.ac.id - https://orcid.org/0000-0003-1785-2261

Adam Malik - https://orcid.org/0000-0003-4121-3259

Winda Setya - https://orcid.org/0000-0003-2878-1497

Rena Denya Agustina - https://orcid.org/0000-0001-8071-7981

Rizki Zakwandi - https://orcid.org/0000-0003-0493-9261

Abstract:

This study aimed to determine the effect of SSI learning on environmental change topics on students’ interpretation (SIS) and self-regulated skills (SRS). The method used was pre-experiment with one group pre-test and post-test design. The participants in this study were 57 students in 7th grade (32 boys and 25 girls) chosen using a random sampling technique. The instrument was a test with 6 essay questions for interpretation and self-regulation. Research data were analyzed through prerequisite tests, paired sample t-tests, n-gain scores, multivariate analysis of variance (MANOVA) test, and Pearson correlation test. The results prove that SSI learning for these topics had no significant effect on students’ interpretation skills and self-regulation. The n-gain score analysis also proves that only 0.34 for interpretation skills and 0.36 for self-regulated skills are in the moderate category. However, the cluster analysis shows differences in student SIS and SRS for low levels but not middle and high ones. Finally, the Pearson correlation test shows a positive relationship between students’ interpretation and self-regulated skills.

Keywords: self-regulation skills, Socio-scientific Issues (SSI), environmental change

References:

[1] Alismail HA, McGuire P. 21st century standards and curriculum: current research and practice. J Educ Pract. 2015;6(6):150–4.

[2] Barcelona K. 21st century curriculum change initiative: A focus on STEM education as an integrated approach to teaching and learning. Am J Educ Res. 2014;2(10):862–75.

[3] Bybee RW. “Advancing STEM education: A 2020 vision.,” Technology and engineering teacher. vol. 70, no. 1, p. 30, 2010.

[4] Fadzil HM, Saat RM. Enhancing STEM education during school transition: bridging the gap in science manipulative skills. Eurasia J Math Sci Technol Educ. 2014;10(3):209–18.

[5] Kivunja C. Teaching students to learn and to work well with 21st century skills: unpacking the career and life skills domain of the new learning paradigm. Int J High Educ. 2015;4(1):1–11.

[6] Silva E. “Measuring Skills for the 21st Century. Education Sector Reports.,” Education Sector. p. 2008.

[7] Cahyo AN. “Panduan aplikasi teori-teori belajar mengajar teraktual dan terpopuler.,” p. 2019.

[8] Zaim A, Djamarah SB. “Strategi belajar mengajar.,” p. 2019.

[9] Hamalik O. “Proses belajar mengajar.,” p. 2006.

[10] Sudjana N. Dasar dasar proses belajar mengajar. Sinar Baru Algensindo; 2021.

[11] Al-Tabany TI. “Mendesain pembelajaran inovatif, progresif, dan kontekstual: konsep, landasan, dan implementasinya pada kurikulum 2013 (Kurikulum Tematik Integratif/KTI).,” Jakarta: Prenadamedia Group. p. 2015.

[12] M. FARISI. Developing the 21st-century social studies skills through technology integration. Turk Online J Distance Educ. 2016;17(1):16–30.

[13] Gardner HE. Intelligence reframed: Multiple intelligences for the 21st century. Hachette Uk; 2000.

[14] Van Tuijl C, van der Molen JH. Study choice and career development in STEM fields: an overview and integration of the research. Int J Technol Des Educ. 2016;26(2):159– 83.

[15] Mishra P, Koehler MJ, Henriksen D. The seven trans-disciplinary habits of mind: extending the TPACK framework towards 21st century learning. Educ Technol. 2011;:22–8.

[16] Rose C, Nicholl MJ. “Accelerated learning for the 21st century: cara belajar cepat abad XXI.,” Bandung: Nuansa. p. 2002.

[17] Rotherham ID. “Eco-fusion of alien and native as a new conceptual framework for historical ecology.,” Environmental History in the Making. Volume I. Explaining; 2017. pp. 73–90.

[18] Trilling B, Fadel C. 21st century skills: Learning for life in our times. John Wiley & Sons; 2009.

[19] Chusni MM, Zakwandi R, Aulia MR, Nurfauzan MF, Alawiyah TA, Ariandini S. Pelatihan rancang bangun media pembelajaran mobile learning berbasis android untuk meningkatkan kompetensi pedagogik guru madrasah. Jurnal Tarbiyatuna. 2017;8(2):94–103.

[20] Suryawati E, Osman K. Contextual learning: innovative approach towards the development of students’ scientific attitude and natural science performance. Eurasia J Math Sci Technol Educ. 2017;14(1):61–76.

[21] Ng W, Nguyen VT. Investigating the integration of everyday phenomena and practical work in physics teaching in Vietnamese high schools. Int Educ J. 2006;7(1):36–50.

[22] Riskowski JL, Todd CD, Wee B, Dark M, Harbor J. Exploring the effectiveness of an interdisciplinary water resources engineering module in an eighth grade science course. Int J Eng Educ. 2009;25(1):181.

[23] Nurohman S, Wibowo WS. “Model Integrated Science Berbasis Socio Scientific Issues untuk Mengembangkan Thinking Skills dalam Mewujudkan 21st Century Skills.,” Jurnal Pendidikan Matematika dan Sains. vol. 1, no. 2, pp. 158–164, 2013.

[24] Østergaard E, Dahlin B, Hugo A. Doing phenomenology in science education: A research review. Stud Sci Educ. 2008;44(2):93–121.

[25] Indrawati L, Murti SH, Rachmawati R, Kurniawan A. “Urban expansion analysis through Remote Sensing and GIS in Semarang-Indonesia.,” In: IOP Conference Series: Earth and Environmental Science. pp. 012113. IOP Publishing (2020).

[26] Zakwandi R, Rochman C, Nasrudin D, Yuningsih EK, Putra S. Profil literasi fisika siswa madrasah terhadap mitigasi bencana erosi Batang Sinamar. Belajea: Jurnal Pendidikan Islam. 2018;3(1):47–58.

[27] Maimunah M, Purwanto P, Sa’dijah C, Sisworo S. Penerapan model pembelajaran matematika melalui pemecahan masalah untuk meningkatkan penalaran matematis siswa kelas XA SMA Al-Muslimun [ Jurnal Review Pembelajaran Matematika]. JRPM. 2016;1(1):17–30.

[28] Rahman AA, Kharisudin I. An analysis of problem solving ability using mathematical modeling strategies in brain-based learning. Unnes Journal of Mathematics Education. 2019;8(3):173–80.

[29] Egok AS. Kemampuan berpikir kritis dan kemandirian belajar dengan hasil belajar matematika. Jurnal Pendidikan Dasar UNJ. 2016;7(2):186–99.

[30] Carey SS. A beginner’s guide to scientific method. Cengage Learning; 2011.

[31] Faize FA, Husain W, Nisar F. A critical review of scientific argumentation in science education. Eurasia J Math Sci Technol Educ. 2017;14(1):475–83.

[32] Mason M. Critical thinking and learning. Educ Philos Theory. 2007;39(4):339–49.

[33] Nuangchalerm P, Kwuanthong B. “Teaching” global warming” through socioscientific issues-based instruction. Asian Soc Sci. 2010;6(8):42.

[34] Zeidler DL, Nichols BH. Socioscientific issues: theory and practice. J Elementary Sci Educ. 2009;21(2):49–58.

[35] Fraenkel JR, Wallen NE, Hyun HH. How to design and evaluate research in education. McGraw-hill New York; 2012.

[36] Budiyono C. “Upaya meningkatkan hasil belajar servis atas permainan bolavoli melalui modifikasi media pembelajaran pada siswa kelas IV SD Negeri 2 Bendosari Kabupaten Kendal.,” p. 2014.

[37] Huck SW, Cormier WH, Bounds WG. “Reading statistics and research.,” p. 1974.

[38] Hake RR. Interactive-engagement versus traditional methods: A six-thousandstudent survey of mechanics test data for introductory physics courses. Am J Phys. 1998;66(1):64–74.

[39] S. Marko and M. Erik, “A concise guide to market research the process, data, and methods using IBM SPSS statistics,” (2019).

[40] Hake RR. “Assessment of student learning in introductory science courses.,” PKAL Roundtable on the future: Assessment in the service of student learning, Duke University, March. pp. 1–3, 2002.

[41] Lomax RG. “An introduction to statistical concepts for education and behavioral sciences.,” (No Title). p. 2001.

[42] Valentine JC, Pigott TD, Rothstein HR. How many studies do you need? A primer on statistical power for meta-analysis. J Educ Behav Stat. 2010;35(2):215–47.

[43] Cronk BC. How to use SPSS®: A step-by-step guide to analysis and interpretation. Routledge, 2017.

[44] Ponidi P, Waziana W, Kristina M, Gumanti M. Model of utilizing discovery learning to improve mathematical learning achievements. Attractive: Innovative Education Journal. 2020;2(1):41–8.

[45] Putri A, Roza Y, Maimunah M. Development of learning tools with the discovery learning model to improve the critical thinking ability of mathematics. Journal of Educational Sciences. 2020;4(1):83–92.

[46] Nurcahyo E, Djono D. The implementation of discovery learning model with scientific learning approach to improve students’ critical thinking in learning history. International Journal of Multicultural and Multireligious Understanding. 2018;5(3):106–12.

[47] Wang HH, Chen HT, Lin H, Huang YN, Hong ZR. Longitudinal study of a cooperationdriven, socio-scientific issue intervention on promoting students’ critical thinking and self-regulation in learning science. Int J Sci Educ. 2017;39(15):2002–26.

[48] A. Rahmawati, S. Haryani, S. Ngebakti, and S. Wardhani, “The crirical thinking skills profil of pre-service chemistry teacher on global environmental problems in the socio-scientific issues (SSI) Context.,” International Journal of Education and Research. vol. 10, no. 1, p. 2022.

[49] Ryan RM, Deci EL. Self-regulation and the problem of human autonomy: does psychology need choice, self-determination, and will? J Pers. 2006 Dec;74(6):1557– 85.

Download
HTML
Cite
Share
statistics

170 Abstract Views

89 PDF Downloads