The Effectiveness of Science E-Magazine of Socioscientific Issues-Based Inquiry Model to Improve Critical Thinking Skill of Junior High School Students

This study aimed to improve the students’ critical thinking ability through learning activities using a science e-magazine of socioscientific issues-based inquiry model on additive and addictive material. This study used a one-group pretest-posttest design. This study also investigated the validity, practicality, and effectiveness of the science e-magazine of socioscientific issues-based inquiry model on the students’ critical thinking abilities. Data collection techniques used validation, observation, and test. The average students’ critical thinking ability was seen from the overall n-gain score of 0.34 in moderate criteria. The data analysis technique was intended to find out the improvement of critical thinking using paired sample t-test with sig result that was 0.000, so that if H0 is rejected, it means there was an increase in the ability of critical thinking students on VIII A class at Junior High School 1 Pamekasan after the learning activities. Students’ responses and implementation were analyzed using descriptive analysis. E-magazine development was accompanied by the compiling of other learning tools such as syllabus, lesson plan, student worksheet, and critical thinking tests. E-magazine was saved in pdf format, making it easier for students to read them on smartphones or laptops. The average response of students to the learning activities was 80% and to the e-magazine was 80%.

Socioscientific-Issues Based Classroom Intervention on Grade 10 Students’ Learning Achievement and Scientific Reasoning

Socioscientific-issues based instruction can promote science to students as a tool for necessary learning in the disruptive world. This instruction helps students critique and response as its nature of science, gaining higher-ordered thinking, and discussing with scientific reasoning. The objectives of this study were to compare learning achievement and scientific reasoning of grade 10 students. The topic “DNA technology” was employed with 90 grade 10 students from 2 classrooms. The quasi-experimental research was designed by comparing learning achievement and scientific reasoning between 2 learning organizations. The research tools were socioscientific-issues based and inquiry-based lesson plans, the achievement test consist of 30 items of 4 choices multiple test and scientific reasoning test. The statistic used to test the hypothesis was independent t-test. The results indicated that students had no difference score of learning achievement between learning organizations. While socioscientific-issues based learning had score of scientific reasoning higher than inquiry-based learning at the .05 level of statistically significance. The study can summarize that socioscientific-issues based learning can promote scientific reasoning to science classroom.

Efektivitas Learning Cycle 3E Berkonteks Socioscientific Issues terhadap Pemahaman Konsep dan Penjelasan Ilmiah Siswa Sekolah Dasar

<p><strong>Abstract:</strong> This study aims to determine the effectiveness of the 3E learning cycle model in the context of socioscientific issues on conceptual understanding and scientific explanations of grade V students on science content. This study used a quasy experimental approach with posttest only control group design. The subjects of this study were fifth grade students in two public schools in Kalipare sub-district, namely SDN A and SDN B. The research instruments consisted a conceptual test of 20 multiple choice questions (α Cronbach’s = 0,842) and 5 scientific explanation test with essay questions (α Cronbach’s = 0,882). The answers of scientific explanations are categorized using SOLO Taxonomy and tested by Cohen Kappa. Data analysis using ANOVA, Post Hoc further test and effect size. Product moment correlation test is used to see the correlation between understanding concepts and scientific explanations. The results of the study show that the 3E learning cycle model has socioscientific issues contexts that are effective in improving students' understanding of concepts and scientific explanations. Correlation analysis between understanding concepts and scientific explanations has a positive correlation.</p><strong>Abstrak: </strong>Penelitian ini bertujuan untuk mengetahui efektivitas model <em>learning cycle</em> 3E berkonteks <em>socioscientific issues</em> terhadap pemahaman konsep dan penjelasan ilmiah siswa kelas V pada muatan IPA. Penelitian ini menggunakan pendekatan <em>quasy eksperimental </em>dengan <em>posttest only control group design</em>. Subjek penelitian adalah siswa kelas V di dua sekolah negeri kecamatan Kalipare, yaitu SDN A dan SDN B. Instrumen penelitian terdiri dari tes pemahaman konsep 20 soal pilihan ganda dan 5 soal <em>essay</em> tes penjelasan ilmiah. Jawaban penjelasan ilmiah dikategorikan menggunakan Taksonomi SOLO dan diuji <em>Cohen Kappa</em>. Analisis data menggunakan uji ANOVA, uji lanjut <em>Post Hoc,</em> dan <em>effect size</em>. Uji <em>korelasi product moment</em> digunakan untuk melihat hubungan antara pemahaman konsep dan penjelasan ilmiah. Hasil penelitian menunjukkan bahwa model <em>learning cycle</em> 3E berkonteks <em>socioscientific issues</em> efektif untuk meningkatkan pemahaman konsep dan penjelasan ilmiah siswa. Analisis korelasi antara pemahaman konsep dan penjelasan ilmiah memiliki hubungan positif.

WORKSHEET BASED ON SOCIOSCIENTIFIC ISSUES TO IMPROVE ANALYTICAL SKILL

The research was intended to develop the worksheet based on socioscientific issues that test expedibility, practical and effective in development the ability to think analytically of learners. The research site was conducted at SMPN 4 Ponorogo. The research method used research and development, with implementing research model of brog and gall. The research tools used were expert validation analysis sheets, assessments response and so on are used to test analytical thinking. And then the data treated was analyzed quantitatively as well as descriptive. Research results suggested that the product was worthy of using in the learning process. The product was also practical and effective in using to improve the ability of student analytical thought

The Effectiveness of Science E-Modules for Class VII Junior High Schools Based on Socioscientific Issues to Improve Students' Critical Thinking Skills

This study aims to analyze the effectiveness of science e-modules for class VII junior high schools based on socioscientific issues to improve students' critical thinking skills. The type of research used is Pre-Experimental with one group pretest-posttest design. This research was conducted at SMP Negeri 2 Seririt in class VII A with a total of 30 students. Data were collected with 12 items of critical thinking skills test on global warming material through pretest and posttest. Data were analyzed using Paired Sample T-Test and gain score test. The Paired Sample T-Test was used to calculate the significance of increasing students' critical thinking skills, but the gain scores were used to calculate the increase in students' critical thinking skills. The results of this research showed that there was a significant difference in students’ critical thinking skills before and after used science e-module in learning (sig. < 0.05). The normalized N-gain test also showed an increase in students' critical thinking skills with a value of 0.55 in the medium category. Based on the results of the Paired Sample T-test and the normalized gain score, it can be concluded that the e-module based on socioscientific issues is effectively used to improve students' critical thinking skills.

The Relationship between the Attitude Towards Socioscientific Issues and Views on COVID-19 and Vaccine

With the pandemic, conspiracy theories about the COVID-19 began to spread rapidly in the virtual environment. It is not difficult for these conspiracy theories to replace scientific knowledge, particularly those with low scientific literacy. This study aimed to examine whether there is a relationship between university students' attitudes towards socioscientific issues (viz. their views on conspiracy theories) and their views on the COVID-19 process and vaccination. 1275 university students from different universities studying at various departments participated in the study. “The Attitude Scale towards Socioscientific Issues" developed by Topcu (2010) and the "COVID-19 process and Vaccination Questionnaire" developed by the researchers consisting of 20 questions were used as data collection tools in the study. In analysing the data obtained from the application, the continuous variables with two categories were analysed using the independent groups' t-test since the research data showed normal distribution and provided the preconditions. A one-way ANOVA test was used in the analysis of continuous variables with more than two categories. The chi-square test was used in the analysis of categorical variables, and a multinominal logistic regression was performed when examining the relationship between main variables and categorical variables. As a result of the analysis, it was observed that students with a high attitude towards socioscientific issues were more scientifically oriented to conspiracy theories, the existence of the COVID-19 and its origin, and their ideas about vaccination were more positive. In the post-pandemic period, a restructuring of science education in which socioscientific issues are concentrated upon to increase health literacy and scientific literacy arguably appears urgent.

Improving Undergraduate Science Education Students’ Argumentation Skills through Debates on Socioscientific Issues

This research aims to examine undergraduate students’ argumentation skills during and after the learning process in the classroom setting and their responses toward the implementation of socioscientific issues (SSI) through debate in the learning process. This research involved 32 undergraduate students and implemented design-based research with pretest and posttest in a natural classroom setting using three topics of SSI debate that widely discussed in Indonesia: Nuclear Powerplant (Topic 1), Food Preservation (Topic 2), and Genetically Modified Organism (Topic 3). Data was collected using observation sheets, tests, and questionnaires. Observation is to measure argumentation ability when applying the debate method in class settings, the test measures the improvement of argumentation skills, and questionnaires measure students’ responses to the application of the debate method. In this study, argumentation scores were obtained from six indicators and divided by a maximum score of 24 times 100. Normalized gain (N-gain) was calculated to determine the effectiveness of the intervention in the classroom. T-test was also conducted to test the significance of the differences in the pretest and posttest results on argumentation skills. The results obtained in this study are: the argumentation skills score during the learning process for six groups were 95, 80.6, 90.3, 95, 83.3, and 77.5; the mean score of pretest and posttest were 52.22 ± 6.62 and 85.78 ± 4.72. The consistency of opinions shows the change from “agree” to “disagree” for Topics 1 and 3. The undergraduate students agree and consistently agree toward Topic 2. The paired t-test result also shows that the intervention statistically has a significant difference between the two means, indicating that the undergraduate students’ argumentation skills are better than before the intervention. Otherwise, most of the undergraduate students respond positively toward the implementation of the debate related to SSI. Despite some limitations, the debate on SSI can improve argumentation skills in classroom settings, especially in science education majors.

The Improvement of Student’s Critical Thinking Skills Through the Development of Science Learning Material Based Socioscientific Issues with Interactive Multimedia-Assisted on Gadget

This research aims at understanding the effect of Socioscientific Issues (SSI)-based interactive multimedia (MMI) on the gadget (MMI-SSI-GADGET) toward the junior high school student’s critical thinking skills. The research was conducted in two stages. The first stage was the preparation, which was done to design the learning tools. The next stage was the teaching and learning process in the classroom using pre-test post-test design. The subjects of the research were 28 students of class VII A3 at MTsN 3 Trenggalek. The results of this research showed that the validity score for the learning tools was 3.84 with a percentage of 98.04%, which was categorized as very valid. The practicality percentage was 88.5% which was categorized as very practical, and the N-gain effectiveness was 0,77, which was categorized as very good. Based on the data analysis, it can be concluded that SSI-based MMI on gadgets was categorized as 'very suitable' to improve the junior high school students' critical thinking