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SCIENCE AND ENGINEERING PRACTICES (SEPs): STUDENT'S PROFILE OF PLANNING AND CARRYING OUT INVESTIGATIONS (PCOI)
Corresponding Author(s) : Yushinta Amalia
Humanities & Social Sciences Reviews,
Vol. 8 No. 4 (2020): July
Abstract
Purpose of the study: The purpose of this study is to analyze the students' profiles of planning and carrying out investigations (PCOI).
Methodology: This research is used as a descriptive method involving 40 students of 10th grade from two senior high schools in Boyolali regency, Central Java, Indonesia. The instrument is five questions based on the indicators of science and engineering practices by California Science Test Practices.
Main Findings: The average student's correct answer is 42%. The result of the study represented that planning and carrying out investigations ability students categorized into a low level.
Applications of this study: The involvement of this research is to improve students' science and engineering practices, especially in the aspects of planning and carrying out investigations, that can facilitate students in learning physics.
The Originality of this study: This research has an innovation that aims to determine student's profiles of planning and carrying out investigations in work and energy materials using a two-level test adapted from the California science test practice.
Keywords
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- Abrahams, I., & Millar, R. (2008). Does practical work really work? A study o the eectiveness of practical work as a teaching and learning method in school science. International Journal of Science Education, 30(140, 1945-1969. https://doi.org/10.1080/09500690701749305 DOI: https://doi.org/10.1080/09500690701749305
- Adodo, S.O. (2013). Effects of Two-Tier Multiple Choice Diagnostic Assessment item on Students' Learning Outcome in Basic Science Technology. Academic Journal of Science Education, 2(2), 201- 210. https://doi.org/10.5901/ajis.2013.v2n2p201 DOI: https://doi.org/10.5901/ajis.2013.v2n2p201
- Alonzo, A, C. (2013). What can be learned from current large-scale asessment programs to inform assesment of the next generation science standards?.Invitational Research Symposium on Science Assessment.
- Arantika, J., Saputro, S., &Mulyani, S. (2019). Effectiveness of guided inquiry-based module to improve science process skills. Journal of physics: conference series. https://doi.org/10.1088/1742-6596/1157/4/042019 DOI: https://doi.org/10.1088/1742-6596/1157/4/042019
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- Astuti, A. A. D., Putra, I. Y., & Bhakti, Y. B. (2018). Developing Practicum Module of Particle Dynamics Based on Scientific Methods to Improve Students' Science Process Skills. Scientiae Educatia: JurnalPendidikanSains, 7(2), 183-196. https://doi.org/10.24235/sc.educatia.v7i2.2513 DOI: https://doi.org/10.24235/sc.educatia.v7i2.2513
- Atwood- Blaine, D. (2017). Applying The Next Generation Science Standards. Journal of STEM Arts, rafts, and Constructions, 2(1), 1-7.
- Barakos, L., Lujan, V., &Strang, C. Science, technology, Engineering, Mathematics (STEM): Catalyzing change amid the confusion. Portsmouth: RMC Research Corporation.
- Bradley, D. (2005). Practical in science education: A study of theoretical bases, rationale and implementation of practicals in junior secondary science eduacation (Doctoral disertation). Retrieved from http://escape.library.curtin.edu.au
- Brand, B R. (2020). Integrating science and engineering practices: outcomes from collaborative professional development. International journal of STEM education, 7-13. https://doi.org/10.1186/s40594-020-00210-x DOI: https://doi.org/10.1186/s40594-020-00210-x
- Bybee, R. W. (2014). The Next Generation Sciece Standards and Life Sciences. Journal of Science Teacher Education, 25, 211-221. https://doi.org/10.1007/s10972-014-9381-4 DOI: https://doi.org/10.1007/s10972-014-9381-4
- Califoria assesment of student performance and progress . (2019). California Science Test Practice Items Scoring Guide High School. Educational Testing Service.
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- De Ayala, R.J. (1993). An Introduction to Polytomous Item Response Theory Models. Measurement and Evaluation in Counceling and Development, 25, 127-189.
- Depdiknas. (2006). Kurikulum, Tingkat SatuanPendidikan (KTSP). Jakarta: Depdiknas.
- Depdiknas.(2016). Peraturan Menteri Pendidikan Nasional Nomor 22 Tahin 2016 Tentang Standar Isi untuk Satuan Pendidikan Dasar dan Menengah. Jakarta: Depdiknas.
- Duschl, R.A., &Bybee, R.W. (2014). Planning and Carrying Out investigations: An entry to learning and to teacher proffesional development around NGSS science and engineering practice. International Journal of STEM Education, 1-12. https://doi.org/10.1186/s40594-014-0012-6 DOI: https://doi.org/10.1186/s40594-014-0012-6
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- Lazzaro, C. (2015). On the Consideration of Adoption the Next Generation Science Standars in a Local Control Context: Supporting the Epistemology of Science Through Education Policy. United States : Columbia. University.
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References
Abrahams, I., & Millar, R. (2008). Does practical work really work? A study o the eectiveness of practical work as a teaching and learning method in school science. International Journal of Science Education, 30(140, 1945-1969. https://doi.org/10.1080/09500690701749305 DOI: https://doi.org/10.1080/09500690701749305
Adodo, S.O. (2013). Effects of Two-Tier Multiple Choice Diagnostic Assessment item on Students' Learning Outcome in Basic Science Technology. Academic Journal of Science Education, 2(2), 201- 210. https://doi.org/10.5901/ajis.2013.v2n2p201 DOI: https://doi.org/10.5901/ajis.2013.v2n2p201
Alonzo, A, C. (2013). What can be learned from current large-scale asessment programs to inform assesment of the next generation science standards?.Invitational Research Symposium on Science Assessment.
Arantika, J., Saputro, S., &Mulyani, S. (2019). Effectiveness of guided inquiry-based module to improve science process skills. Journal of physics: conference series. https://doi.org/10.1088/1742-6596/1157/4/042019 DOI: https://doi.org/10.1088/1742-6596/1157/4/042019
Astalini., Kurniawan, D.A., Darmaji., Perdana, R., &Kurniasari, D. (2018). Identification of students attitudes toward physics learning at Batanghari district high school. The Educational Review, USA, 2(9), 475-484. https://doi.org/10.26855/er.2018.09.003 DOI: https://doi.org/10.26855/er.2018.09.003
Astuti, A. A. D., Putra, I. Y., & Bhakti, Y. B. (2018). Developing Practicum Module of Particle Dynamics Based on Scientific Methods to Improve Students' Science Process Skills. Scientiae Educatia: JurnalPendidikanSains, 7(2), 183-196. https://doi.org/10.24235/sc.educatia.v7i2.2513 DOI: https://doi.org/10.24235/sc.educatia.v7i2.2513
Atwood- Blaine, D. (2017). Applying The Next Generation Science Standards. Journal of STEM Arts, rafts, and Constructions, 2(1), 1-7.
Barakos, L., Lujan, V., &Strang, C. Science, technology, Engineering, Mathematics (STEM): Catalyzing change amid the confusion. Portsmouth: RMC Research Corporation.
Bradley, D. (2005). Practical in science education: A study of theoretical bases, rationale and implementation of practicals in junior secondary science eduacation (Doctoral disertation). Retrieved from http://escape.library.curtin.edu.au
Brand, B R. (2020). Integrating science and engineering practices: outcomes from collaborative professional development. International journal of STEM education, 7-13. https://doi.org/10.1186/s40594-020-00210-x DOI: https://doi.org/10.1186/s40594-020-00210-x
Bybee, R. W. (2014). The Next Generation Sciece Standards and Life Sciences. Journal of Science Teacher Education, 25, 211-221. https://doi.org/10.1007/s10972-014-9381-4 DOI: https://doi.org/10.1007/s10972-014-9381-4
Califoria assesment of student performance and progress . (2019). California Science Test Practice Items Scoring Guide High School. Educational Testing Service.
Darmaji., et al. (2019). Practicum Guide: Basic Physics Based learning of Science Process Skill. Humanities & Social Science reviews, 7(4), 151-160. https://doi.org/10.18510/hssr.2019.7271 DOI: https://doi.org/10.18510/hssr.2019.7271
De Ayala, R.J. (1993). An Introduction to Polytomous Item Response Theory Models. Measurement and Evaluation in Counceling and Development, 25, 127-189.
Depdiknas. (2006). Kurikulum, Tingkat SatuanPendidikan (KTSP). Jakarta: Depdiknas.
Depdiknas.(2016). Peraturan Menteri Pendidikan Nasional Nomor 22 Tahin 2016 Tentang Standar Isi untuk Satuan Pendidikan Dasar dan Menengah. Jakarta: Depdiknas.
Duschl, R.A., &Bybee, R.W. (2014). Planning and Carrying Out investigations: An entry to learning and to teacher proffesional development around NGSS science and engineering practice. International Journal of STEM Education, 1-12. https://doi.org/10.1186/s40594-014-0012-6 DOI: https://doi.org/10.1186/s40594-014-0012-6
Ernawati, M, D, W., Damris, M.,&Asrial, M. (2019). Development of Creative Thinking Skill Instruments forChemistry Student Teachers in Indonesia.15 (14), 21-30. https://doi.org/10.3991/ijoe.v15i14.11354 DOI: https://doi.org/10.3991/ijoe.v15i14.11354
FeyzioÄŸlu, B., DemirdaÄŸ, B., Akyildiz,M., & Altun, E.(2012). Developing a Science Process Skills Test for Secondary Students: Validity and Reliability Study. Educational Sciences: Theory & Practice ,12(3) ,1899-1906. https://doi.org/10.1037/t69196-000 DOI: https://doi.org/10.1037/t69196-000
Gane,B, d., Zaidi, S, Z., & Pellegrino, J, W. (2018). Measuring what matters: Using technology to assess multidimensional learning. European Journal of education research, development and policy, https://doi.org/10.1111/ejed.12269 DOI: https://doi.org/10.1111/ejed.12269
Hynes-Berry, M, & Berry, G. (2014). "Reading an Object": Developing effective scientific inquiry using student questions. European Journal of Science and Mathematics Education, 2 (2), 87-97. DOI: https://doi.org/10.30935/scimath/9402
Hodson, D. (2009). Teaching and learning about cience: Language, theories, methods, history, traditions and values. The Netherlands: Sense. https://doi.org/10.1163/9789460910531 DOI: https://doi.org/10.1163/9789460910531
Homburger, S, A., et, al. (2019). Development and pilot testing of a three-dimensional, phenomenon-based unit that integrates evolution and heredity. Evolution: Education and outreach, 12(13), 2-17. https://doi.org/10.1186/s12052-019-0106-1 DOI: https://doi.org/10.1186/s12052-019-0106-1
Johnson, W, R. (2016). Why engaging in the practices of science is not enough to achieve scientific literacy.The American Biology Teacher, 78(5), 370-375. https://doi.org/10.1525/abt.2016.78.5.370 DOI: https://doi.org/10.1525/abt.2016.78.5.370
Kabil, O. (2015). Philosophy in Physics Education. Social and Behavioral Sciences, 675- 679. https://doi.org/10.1016/j.sbspro.2015.07.057 DOI: https://doi.org/10.1016/j.sbspro.2015.07.057
Karadan, M., & Hameed,A. (2016). Curricular Representation of Science Process Skills in Chemistry. IOSR Journal Of Humanities And Social Science, 21(8), 01-05. https://doi.org/10.9790/0837-2108120105 DOI: https://doi.org/10.9790/0837-2108120105
KaramustafaoÄŸlu, S. (2016).Improving the Science Process Skills Ability of Science Student Teachers Using I Diagrams. Eurasian J. Phys. Chem. Educ. 3(1), 26-3.
Krajcik, J., Codere, S., Dahsah, C., Bayer, R., & Mun, K. (2014). Planning instruction to meet the intent of the next generation science standards. Journal science teacher education, 25, 157-175. https://doi.org/10.1007/s10972-014-9383-2 DOI: https://doi.org/10.1007/s10972-014-9383-2
Lazzaro, C. (2015). On the Consideration of Adoption the Next Generation Science Standars in a Local Control Context: Supporting the Epistemology of Science Through Education Policy. United States : Columbia. University.
Lindsey, B.A., Heron, P.R.L., & Shaffer, P.S. (2009). Student ability to apply the concepts of work and energy to extended systems. American Journal Physics, 77(11), 99-1009. https://doi.org/10.1119/1.3183889 DOI: https://doi.org/10.1119/1.3183889
Lunetta, V, N., Hofstein, A., & Clough, M, P. (2007). Learning and teaching in the school science laboratory: An analysis of research, theory, and Practice, In S. K. Abell & N. G.Lederman (Eds), A handbook of research n science education (pp. 395-441). New Jersey: Lawrence Erlbaum.
Maison., Budiarti, R.S., Christine Samosir, S., &Nasih, N.R. (2020). Differences of science process skills pre- service teacher on physics education and biology education. Humanities & social Science Reviews.8(2), 555-563. https://doi.org/10.18510/hssr.2020.8263 DOI: https://doi.org/10.18510/hssr.2020.8263
Malkawi, A R., & Rababah, E. Q. (2018). Jordanian twelfh-grade science teachers' self-reported usage of scieneceand engineering practices in the next generation science standards. International Journal of Science education, 40, 1-16. https://doi.org/10.1080/09500693.2018.1460695 DOI: https://doi.org/10.1080/09500693.2018.1460695
Manz, E., Lehrer, R., & Schauble, l. (2020). Rethinking the classroom science investigation. Journal of research in science teaching, 57(7). https://doi.org/10.1002/tea.21625 DOI: https://doi.org/10.1002/tea.21625
Meacham, B. (2019). Teaching and Evaluating Science Practices- Planning and Carrying Out Investigation. https://www.chemedx.org/blog/teaching-and-evaluating-science-practice--planning-and-carrying-out-investigations
Michaels, S., Shouse, A, W., & Schweingruber, H, A. (2008). Ready, set science: Putting research to work in K-8 science classrooms. Washington, DC: National Academies Press.
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National Research Council. (1996). National Science Education Standards. Washington, DC: The National Academies Press.
National Research council. (2011). A framework for K-12 science education: practices, constructting concepts, and core ideas. Washington, DC: National Academies Press.
National Research Council (NRC). (2012). A framework for K-12 science education: Practices, constructing conceps, and core ideas (Appendix I). Washington, DC: The National Academies Press.
NGSS Lead States. (2013). Next Generation Science Standards: For States, By States. Washington DC: The National Academic Press.
Nollmeyer, G. E., & Bangert, A.W. (2017). Measuring elementary teachers' understanding of the NGSS framework: An instruent for planning and assessing professional development. Electronic Journal of Science Education, 21(8), 20-40.
Putri, F. S., Istiyono, E. & Nurcahyanto, E. (2016). Pengembangan Instrumen Tes Keterampilan Berpikir Kritis dalam Bentuk Pilihan Ganda Beralasan (Politomus) di DIY.Unnes Physics Education Journal ,5(2), 76 – 84
Ratnasari, D., Sukarmin., Suparmi., & Aminah, N. S. (2017). Students' Conception on Heat and temperature toward Science Process Skill. Journal of Physics : Conference Series. https://doi.org/10.1088/1742-6596/895/1/012044 DOI: https://doi.org/10.1088/1742-6596/895/1/012044
Rezba, R J., Mcdonnough, J T., Matkins, J J., & Sprague, C. (2007).Learning and assesing science process skills. Kndall: Hunt Publishing Company, 1-376.
Rusdin, N.M. (2018). Teachers' Readiness in Implementing 21st Century Learning. International Journal of Academic Research Bussines & Social Sciences, 8(4), 1293-1306. https://doi.org/10.6007/IJARBSS/v8-i4/4270 DOI: https://doi.org/10.6007/IJARBSS/v8-i4/4270
Stephenson, N S., et al. (2020). Development and validation of scientific practices assesment tasks for the general chemistry laboratory. Journal of chemical education. https://doi.org/10.1021/acs.jchemed.9b00897 DOI: https://doi.org/10.1021/acs.jchemed.9b00897
Sugiyono.(2010). Metode Penelitian Pendidikan (Pendekatan Kualitatif, Kuantitatif dan R&D). Bandung: Alfabeta.
Tomovic, C., McKinney, S., & Berube, C. (2017). Scientific literacy matters: using literature to meet next generation science standards and 21st century skills. K-12 STEM Education, 3(2), 179-191.
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