Pemahaman hakikat sains (NOS) oleh siswa dan guru sekolah dasar

Ari Widodo, Universitas Pendidikan Indonesia, Indonesia
Jumanto Jumanto, Universitas Pendidikan Indonesia, Indonesia
Yogi Kuncoro Adi, Universitas Pendidikan Indonesia, Indonesia
Muh Erwinto Imran, Universitas Pendidikan Indonesia, Indonesia

Abstract


Tujuan dari penelitian ini adalah untuk mengidentifikasi tingkat pemahaman siswa dan guru SD tentang Nature of Science (NOS). Jenis penelitian ini adalah penelitian deskriptif dengan metode survei. Purposive sampling digunakan sebagai teknik pengambilan sampel. Sampel dalam penelitian ini adalah siswa dan guru SD dari Kabupaten Kuningan dan Kabupaten Purwakarta di Jawa Barat, serta dari Kabupaten Kendal dan Kota Surakarta di Jawa Tengah. Kuesioner yang berisi 30 item pernyataan yang dikembangkan oleh peneliti dalam konsultasi dengan dosen, guru, dan kepala sekolah yang didasarkan pada literatur yang relevan digunakan sebagai instrumen dalam penelitian ini. Hasil penelitian menunjukkan bahwa siswa memahami tingkat NOS pada kriteria Cukup dengan skor 65 sedangkan guru pada kriteria Baik dengan skor 72. Temuan dari penelitian ini menunjukkan bahwa pemahaman NOS siswa memiliki kriteria yang berbeda dengan NOS guru. Akhirnya, penelitian ini merekomendasikan bahwa guru harus memahami NOS dan pembelajaran reflektif eksplisit, serta bagaimana mengajarkan NOS dengan pembelajaran reflektif eksplisit.

 

Understanding the Nature of Science (NOS) by elementary school students and teachers

 

Abstract

The purpose of this study was to identify the understanding level of elementary students and teachers of the nature of science (NOS). This type of research was a descriptive study with a survey method. Purposive sampling was used as a sampling technique. Sample in this study were students and teachers from Kuningan Regency and Purwakarta Regency in West Java, and from Kendal Regency and Surakarta City in Central Java. A questionnaire containing 30 items of statements developed by researchers in consultation with lecturers, teachers, and principals which based on the relevant literature was used as an instrument in this research. The results showed that the students understanding levels of NOS at the Immediate criteria with a score of 65 while the teacher on the Good criteria with a score of 72. Findings from this study indicate that the student's understanding of NOS has different criteria than the teacher's NOS. Finally, this study recommends that teachers have to understand with NOS and explicit-reflective learning, and how to teach NOS with explicit-reflective learning.


Keywords


pemahaman; hakikat sains (NOS); siswa dan guru SD; understanding; nature of science (NOS); elementary school students and teachers

Full Text:

Fulltext PDF

References


Abd-El-Khalick, F., Bell, R. L., & Lederman, N. G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82(4), 417–436. https://doi.org/10.1002/(SICI)1098-237X(199807)82:4<417::AID-SCE1>3.0.CO;2-E

Adibelli-Sahin, E., & Deniz, H. (2017). Elementary teachers’ perceptions about the effective features of explicit-reflective nature of science instruction. International Journal of Science Education, 39(6), 761–790. https://doi.org/10.1080/09500693.2017.1308035

Alshamrani, S. M. (2008). Context, accuracy and level of inclusion of nature of science concepts incurrent high school physics textbooks. University of Arkansas.

Bell, R. L. (2008). Best Practices in Science Education Teaching the Nature of Science : Three Critical Questions. Cengage.

Chen, S. (2006). Development of an instrument to assess views on nature of science and attitudes toward teaching science. Science Education, 90(5), 803–819. https://doi.org/10.1002/sce.20147

Cofré, H., Cuevas, E., & Becerra, B. (2017). The relationship between biology teachers’ understanding of the nature of science and the understanding and acceptance of the theory of evolution. International Journal of Science Education, 39(16), 2243–2260. https://doi.org/10.1080/09500693.2017.1373410

Dogan, N., & Abd-El-Khalick, F. (2008). Turkish grade 10 students’ and science teachers’ conceptions of nature of science: A national study. Journal of Research in Science Teaching, 45(10), 1083–1112. https://doi.org/10.1002/tea.20243

Giancoli, D. C. (2014). Physics: principles with applications seventh edition. Pearson Education Inc.

Hacieminoglu, E. (2014). In-service teachers’ perceptions regarding their practices related to integrating nature of science: case study. Procedia - Social and Behavioral Sciences, 116(1988), 1268–1273. https://doi.org/10.1016/j.sbspro.2014.01.381

Jiang, F., & McComas, W. F. (2014). Analysis of nature of science included in recent popular writing using text mining techniques. Science and Education, 23(9), 1785–1809. https://doi.org/10.1007/s11191-014-9703-0

Khishfe, R. (2017). Consistency of nature of science views across scientific and socio-scientific contexts. International Journal of Science Education, 39(4), 403–432. https://doi.org/10.1080/09500693.2017.1287976

Lederman, N. G. (1999). Teachers’ understanding of the nature of science and classroom practice: Factors that facilitate or impede the relationship. Journal of Research in Science Teaching, 36(8), 916–929. https://doi.org/10.1002/(SICI)1098-2736(199910)36:8<916::AID-TEA2>3.0.CO;2-A

Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. S. (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., & Lederman, J. S. (2004). Revising instruction to teach nature of science. Science Teacher, 71(9), 36–39.

Mccomas, W. F. (2008). Proposals for core nature of science content in popular books on the history and philosophy of science: Lessons for science education. In Science education at the nexus of theory and practice. Sense Publishers.

Mccomas, W. F. (2017). Understanding how science work : The nature of science as they foundation for science teaching and learning. School Science Review, 98(365), 71–76.

McComas, W. F. (2015). The nature of science & the next generation of biology education. The American Biology Teacher, 77(7), 485–491. https://doi.org/10.1525/abt.2015.77.7.2

Mıhladız, G., & Doğan, A. (2014). Science teachers’ views about NOS and the place of NOS in science teaching. Procedia - Social and Behavioral Sciences, 116, 3476–3483. https://doi.org/10.1016/j.sbspro.2014.01.787

Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2016). TIMSS 2015 International Results in Mathematics. Boston College, TIMSS & PIRLS International Study Center.

NGSS Lead States. (2013). Next generation science standards: For states, by states. The National Academies Press.

Settlage, J., & Southerland, S. A. (2007). Teaching science to every child: using culture as a starting point. Taylor & Francis Group.

Southerland, S. A., Johnston, A., & Sowell, S. (2006). Describing teachers’ conceptual ecologies for the nature of science. Science Education, 90(5), 874–906. https://doi.org/10.1002/sce.20153

Sumranwanich, W., & Yuenyong, C. (2014). Graduate students’ concepts of nature of science (NOS) and attitudes toward teaching NOS. Procedia - Social and Behavioral Sciences, 116, 2443–2452. https://doi.org/10.1016/j.sbspro.2014.01.589

Temel, S., Şen, Ş., & Özcan, Ö. (2018). The development of the nature of science view scale (NOSvs) at university level. Research in Science and Technological Education, 36(1), 55–68. https://doi.org/10.1080/02635143.2017.1338251

Tursinawati, T. (2016). Penguasaan konsep hakikat sains dalam pelaksanaan percobaan pada pembelajaran IPA di SDN Kota Banda Aceh. Pesona Dasar: Jurnal Pendidikan Dasar Dan Humaniora, 2(4), 72–84.

Wahbeh, N., & Abd-El-Khalick, F. (2014). Revisiting the translation of nature of science understandings into instructional practice: Teachers’ nature of science pedagogical content knowledge. International Journal of Science Education, 36(3), 425–466. https://doi.org/10.1080/09500693.2013.786852




DOI: https://doi.org/10.21831/jipi.v5i2.27294

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Jurnal Inovasi Pendidikan IPA

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

Jurnal Inovasi Pendidikan IPA indexed by:
 


Creative Commons License
Jurnal Inovasi Pendidikan IPA by http://journal.uny.ac.id/index.php/jipi/index is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

All rights reserved. p-ISSN: 2406-9205 | e-ISSN: 2477-4820

View My Stats