Pemahaman Mahasiswa tentang Hakikat Sains dalam Pembelajaran menggunakan Model Pembelajaran Mobile-NOS

Authors

  • Yusran Khery Program Studi Pendidikan Kimia, FSTT, Universitas Pendidikan Mandalika (UNDIKMA) Mataram, Jl. Pemuda No. 59A, Mataram 83125
  • Baiq Asma Nufida Program Studi Pendidikan Kimia, FSTT, Universitas Pendidikan Mandalika (UNDIKMA) Mataram, Jl. Pemuda No. 59A, Mataram 83125
  • S. Suryati Program Studi Pendidikan Kimia, FSTT, Universitas Pendidikan Mandalika (UNDIKMA) Mataram, Jl. Pemuda No. 59A, Mataram 83125
  • Sri Rahayu Program Studi Pendidikan Kimia, FMIPA Universitas Negeri Malang, Jalan Semarang 5 Malang 65145
  • Miftahul Aini Program Studi Pendidikan Kimia, FSTT, Universitas Pendidikan Mandalika (UNDIKMA) Mataram, Jl. Pemuda No. 59A, Mataram 83125

DOI:

https://doi.org/10.33394/j-ps.v7i2.1771

Keywords:

Learning model, Mobile-NOS, Nature of science

Abstract

[Title: Students' Understanding of the Nature of Science in Learning using the Mobile-NOS Learning Model]. This research aimed to evaluate the influence of the Mobile-NOS model of learning application towards Students' Understanding of the Nature of Science. In the form of pre-experimental research, this study has been carried out by pretest-posttest non-control group design. The research subjects consisted of 27 students participating in the Basic Chemistry II course in the chemical education program of IKIP Mataram Academic Year 2018/2019 collected by saturated sampling. The Nature of Science data was obtained using the Understanding of Nature of Science questionnaire that consists of 39 valid items with very high reliability (r = 0.802) proved by test result to 84 subjects. A paired sample t-test used to analyze the data obtained. The results showed significant enhancement on students' understanding of the nature of science after the Mobile-NOS model of the learning implementation. The value of t count (5.353) is higher than the t table (1.706) in the one-way hypothesis. Based on the results of the study, it can be concluded that the Mobile-NOS learning model influences students' understanding of the nature of science.

References

Arikunto, S. (2009). Dasar-dasar Evaluasi Pendidikan (edisi revisi). Jakarta: Bumi Aksara.

Buckner, E., & Kim, P. (2014). Integrating technology and pedagogy for inquiry-based learning: The Stanford Mobile Inquiry-based Learning Environment (SMILE). Prospects, 44(1), 99–118. Retrieved from https://link.springer.com/article/10.1007/s11125-013-9269-7

Cabanban, C. L. G. (2013). Development of Mobile Learning Using Android Platform. International Journal of Information Technology & Computer Science, 9(1), 98 – 106.

Cailmag, J. N. V., Miguel, P. A. G., Conde, R. S., & Aquino, L. B. (2014). Ubiquitous learning environment using android mobile application. International Journal of Research in Engineering & Technology, 2(2), 119-128. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.681.508&rep=rep1&type=pdf

Dewi, Made Puspa; Putra, Andyana; Negara, O. I. G. A. (2013). Pengaruh Model Pembelajaran PDEODE Terhadap Hasil Belajar Ipa Siswa Kelas IV SD Di Gugus V Kecamatan Seririt. E-Journal PGSD Universitas Pendidikan Ganesha Mimbar PGSD, 5(: 2), 1–10. Retrieved from https://ejournal.undiksha.ac.id/index.php/JJPGSD/article/view/712

Gormally, C., Brickman, P., Hallar, B., & Armstrong, N. (2009). Effects of inquiry-based learning on students’ science literacy skills and confidence. International Journal for the Scholarship of Teaching and Learning, 3(2), 16. Retrieved from https://digitalcommons.georgiasouthern.edu/ij-sotl/vol3/iss2/16/

Hanafi, H. F., & Samsudin, K. (2012). Mobile learning environment system (MLES): the case of Android-based learning application on undergraduates’ learning. International Journal of Advanced Computer Science and Applications(IJACSA), 3(3). Retrieved from https://arxiv.org/abs/1204.1839

Hudson, D. (2014). Nature of science in the sience curriculum: origin, development, implications and shifting emphasis. In International Handbook of Research in History, Phylosophy and Science Teaching (pp. 911–970). Retrieved from https://link.springer.com/chapter/10.1007/978-94-007-7654-8_28

Joyce, B., Calhoun, E., & Hopkins, D. (2008). Models of learning, tools for teaching. McGraw-Hill Education (UK).

Khery, Y., Nufida, B. A., Rahayu, S., & Budiasih, E. (2019). Mobile Technology On Learning Through Mobile- NOS Model To Enhance Students Awareness Of Epistemology Of Science. 8(12), 1129–1133. Retrieved from http://www.ijstr.org/final-print/dec2019/Mobile-Technology-On-Learning-Through-Mobile-nos-Model-To-Enhance-Students-Awareness-Of-Epistemology-Of-Science.pdf

Khery, Y., & Khaeruman. (2016). Pengaruh Context-Rich Problems Berbentuk Multimedia Interaktif terhadap Keterampilan Proses Sains, Sikap Ilmiah, dan Pemahaman Konsep. Prisma Sains: Jurnal Pengkajian Ilmu Dan Pembelajaran Matematika Dan IPA IKIP Mataram, 4(2), 83–93. Retrieved from http://ojs.ikipmataram.ac.id/index.php/prismasains/article/view/1151

Khery, Y., Nufida, B. A., Rahayu, S., & Budiasih, E. (2019). Mobile Technology On Learning Through Mobile- NOS Model To Enhance Students Awareness Of Epistemology Of Science. 8(12), 1129–1133. Retrieved from http://www.ijstr.org/final-print/dec2019/Mobile-Technology-On-Learning-Through-Mobile-nos-Model-To-Enhance-Students-Awareness-Of-Epistemology-Of-Science.pdf

Khery, Y., Nufida, B. A., Suryati, Rahayu, S., & Budiasih, E. (2018). Gagasan Model Pembelajaran Mobile–NOS Untuk Peningkatan Literasi Sains Siswa. Hydrogen. Hydrogen: Jurnal Kependidikan Kimia, 6(1), 49–64. Retrieved from http://jurnal.ikipmataram.ac.id/index.php/hydrogen/article/view/1600

Khery, Y., Nufida, B. A., Suryati, S., Rahayu, S., & Budiasih, E. (2019). Mobile Learning with Oriented Nature of Science (NOS): Does undergraduate school need it? Advances in Social Science, Education and Humanities Research, 253(Aes 2018), 227–232. https://doi.org/10.2991/aes-18.2019.54

Khery, Y., Pahriah, Jailani, A. K., Rizqiana, A., & Iswari, N. A. (2019). Korelasi Keterampilan Proses Sains dengan Hasil Belajar Mahasiswa Pada Praktikum Kimia Dasar II (Kinetika Reaksi). Hydrogen: Jurnal Kependidikan Kimia, 7(1), 46–53. Retrieved from http://ojs.ikipmataram.ac.id/index.php/hydrogen/article/view/1686

Khishfe, R., & Lederman, N. (2007). Relationship between instructional context and views of nature of science. International Journal of Science Education, 29(8), 939-961.

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). Retrieved from https://dergipark.org.tr/en/download/article-file/89645

Lin, T., Deng, F., Chai, C., & Tsai, C. (2013). High school students’ scientific epistemological beliefs, motivation in learning science, and their relationships: A comparative study within the Chinese culture. International Journal of Educational Development, 33(1), 37–47. Retrieved from https://www.sciencedirect.com/science/article/pii/S0738059312000168

Mark, Hofstein, A., Eilks, I., & Bybee, R. (2011). Societal issues and their importance for contemporary science education. Contemporary Science Education, (September 2010), 5–22. Retrieved from https://www.researchgate.net/profile/Ingo_Eilks/publication/255703475_Societal_Issues_and_Their_Importance_for_Contemporary_Science_Education/links/00b4952054430b4d95000000.pdf

Mason, L., Boscolo, P., Tornatora, M., & Ronconi, L. (2013). Besides knowledge: a cross-sectional study on the relations between epistemic beliefs, achievement goals, self-beliefs, and achievement in science. Instructional Science, 41(1), 49–79. Retrieved from https://link.springer.com/article/10.1007/s11251-012-9210-0

Muna, I., Rahayu, S., & Marfu’ah, S. (2018). Pemahaman Hakikat Sains dan Inkuiri Ilmiah Calon Guru Kimia. J-PEK (Jurnal Pembelajaran Kimia), 2(2), 15-22. Retrieved from http://journal2.um.ac.id/index.php/j-pek/article/view/2537

Najmah, Khaeruman, & Khery, Y. (2014). Korelasi Antara Keterampilan Proses Sains Dengan Hasil Belajar Mahasiswa Pada Praktikum Sifat Koligatif Larutan. Hydrogen: Jurnal Kependidikan Kimia, 2(2), 171–178. Retrieved from http://jurnal.ikipmataram.ac.id/index.php/hydrogen/article/view/647

Nuangchalerm, P. (2009). Preservice Teacher’S Perception. The Social Sciences, Vol. 4, pp. 463–467. Retrieved from http://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=2114&context=etd

Sudirgayasa, I. G., Suastra, I. W., & Ristiati, N. P. (2014). Pengaruh Model Pembelajaran Berbasis Nature of Science (Nos) Terhadap Kemampuan Aplikasi Konsep Biologi Dan Pemahaman Nos Siswa Dalam Pembelajaran Biologi di SMA Negeri 1 Marga. Jurnal Pendidikan Dan Pembelajaran IPA Indonesia, 4(1). Retrieved from https://oldpasca.undiksha.ac.id/e-journal/index.php/jurnal_ipa/article/viewFile/1294/996

Sugiyono. (2010). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: CV Alfabeta.

Topcu, M. S. (2009). Elementary Students’ Metacognition and Epistemological Beliefs Considering Science Achievement, Gender and Socioeconomic Status. Elementary Education Online, 8(3). https://doi.org/10.17051/io.30791

UÄžRAÄ¡, M., & Ã‡Ä L, E. (2018). Effect of Nature of Science Activities on Nature of Science and Scientific Epistemological Beliefs of Pre-Service Preschool Teachers. The Eurasia Proceedings of Educational & Social Sciences (EPESS), 4(August), 352–356. Retrieved from https://dergipark.org.tr/en/download/article-file/334166

Downloads

Published

2019-12-31

How to Cite

Khery, Y., Nufida, B. A., Suryati, S., Rahayu, S., & Aini, M. (2019). Pemahaman Mahasiswa tentang Hakikat Sains dalam Pembelajaran menggunakan Model Pembelajaran Mobile-NOS. Prisma Sains : Jurnal Pengkajian Ilmu Dan Pembelajaran Matematika Dan IPA IKIP Mataram, 7(2), 169–179. https://doi.org/10.33394/j-ps.v7i2.1771

Issue

Vol. 7 No. 2: December 2019

Section

Research Articles

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).

 Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.