A Comparison of Science Education between Germany, China and Indonesia

The development of a science-based society is strongly influenced by science education. The comparison of science education between Germany, China and Indonesia is an interesting topic because they have different traditions and approaches to developing their science education systems. This research aims to study the differences in science education in Germany, China and Indonesia. This research will compare science education between the three countries through several aspects, such as curriculum, teaching methods, teacher training, educational infrastructure, challenges and opportunities, and philosophical basis. The secondary data used in this research is obtained from reliable sources. The results show that the science education system in Germany is highly organised and focuses on an in-depth understanding of concepts. In contrast, science education in China is highly competitive, and academic achievement is prioritised. Science education in Indonesia tries to combine concept understanding and practical skills. However, implementation and assessment still need to be improved. Thus, a comparison of science education in Germany, China and Indonesia shows differences in curriculum, teaching methods, teacher training, educational infrastructure, opportunity challenges and philosophical basis. Each country has advantages and disadvantages. By thoroughly understanding science education in these countries, we can find many lessons that can be used to improve the science education system. Collaborative efforts and exchange of experiences between these countries will help improve science education.The development of a science-based society is strongly influenced by science education. The comparison of science education between Germany, China and Indonesia is an interesting topic because they have different traditions and approaches to developing their science education systems. This research aims to study the differences in science education in Germany, China and Indonesia. This research will compare science education between the three countries through several aspects, such as curriculum, teaching methods, teacher training, educational infrastructure, challenges and opportunities, and philosophical basis. The secondary data used in this research is obtained from reliable sources. The results show that the science education system in Germany is highly organised and focuses on an in-depth understanding of concepts. In contrast, science education in China is highly competitive, and academic achievement is prioritised. Science education in Indonesia tries to combine concept understanding and practical skills. However, implementation and assessment still need to be improved. Thus, a comparison of science education in Germany, China and Indonesia shows differences in curriculum, teaching methods, teacher training, educational infrastructure, opportunity challenges and philosophical basis. Each country has advantages and disadvantages. By thoroughly understanding science education in these countries, we can find many lessons that can be used to improve the science education system. Collaborative efforts and exchange of experiences between these countries will help improve science education

Pengembangan Mersics.com sebagai E-diagnostic Assessment with Rasch Model pada Materi Prasyarat Bab Kinematika

E-diagnostic Assessment is a diagnostic test instrument based on the Merscs.com website, which is used to determine students' initial level of understanding before carrying out physics learning. This research aims to determine the validity and reliability of the development of Mersics.com as an e-diagnostic assessment of the prerequisite material for the kinematics chapter. The limited trial subjects in this research were 75 class XI MIA students. Validity analysis uses the Item Response Theory (IRT) approach with one Logistic Parameter (PL), the difficulty level parameter, better known as the Rasch Model. The research results showed that 56 questions were declared valid by experts using Content Validity Ratio (CVR > 0) analysis. Meanwhile, the results of the analysis based on the Rasch Model showed 20 valid questions in the Understanding of Motion sub-chapter, nine valid questions and one invalid question item in the GLB and GLBB sub-chapters, ten valid questions in the Parabolic Motion sub-chapter, nine valid questions and one the question item is invalid and in the Circular Motion sub-chapter. The reliability of the questions as a whole is declared reliable. It can be concluded that this E-diagnostic Assessment is suitable for use in physics learning.E-diagnostic Assessment merupakan sebuah instrumen tes diagnostik berbasis website Merscs.com yang digunakan untuk mengetahui tingkat pemahaman awal peserta didik sebelum melaksanakan pembelajaran fisika. Tujuan penelitian ini adalah untuk mengetahui tingkat validitas dan reliabilitas dari pengembangan Mersics.com sebagai e-diagnostic assessment pada materi prasyarat bab kinematika. Subjek uji coba terbatas dalam penelitian ini adalah siswa kelas XI MIA berjumlah 75 orang. Analisis validitas menggunakan pendekatan Item Response Theory (IRT) dengan satu Parameter Logistik (PL) yakni parameter tingkat kesukaran atau lebih dikenal dengan Rasch Model. Hasil penelitian menunjukkan bahwa terdapat 56 butir soal dinyatakan valid oleh para ahli dengan analisis Content Validity Ratio (CVR > 0). Sedangkan hasil analisis berdasarkan Rasch Model menunjukkan 20 butir soal valid pada sub bab Pengertian Gerak, 9 butir soal valid dan 1 butir soal tidak valid pada sub bab GLB dan GLBB, 10 butir soal valid pada sub bab Gerak Parabola, 9 butir soal valid dan 1 butir soal tidak valid dan pada sub bab Gerak Melingkar. Reliabilitas soal secara keseluruhan dinyatakan reliabel. Dapat disimpulkan bahwa E-diagnostic Assessment ini layak digunakan pada pembelajaran fisika

Tren dan Peluang Penelitian Pembelajaran Berbasis Argumentasi Untuk Pemecahan Masalah dalam Pembelajaran Fisika: Analisis Bibliometrik

Research on argumentation has been widely conducted and continues to develop. Research trends and opportunities need to be known by researchers to conduct research. To find out this, a bibliometric analysis needs to be conducted. This analysis is conducted to determine the development of publications, trends, and research opportunities on the topic of argumentation in Physics learning. Article data was obtained from Scopus and analyzed using the VOSviewer application. The results obtained are that research in this topic tends to increase every year. Keywords that are trending in this topic include high school, physics and science education, e-learning and dialogic argumentation, and argumentation skills. Meanwhile, keywords that are opportunities are higher education, other fields that study Physics, the use of teaching materials and inquiry, assessment in argumentation-based learning, and understanding concepts. In addition, a relationship between argumentation and problem-solving skills was also obtained. There are still few articles that connected argumentation and problem-solving so that this topic can be an opportunity to conduct research, especially at the university level. We suggest exploring various methods in implementing argumentation in Physics learning. Argumentation can not only improve argumentation skills but also improve various 21st century skills such as problem-solving skillsPenelitian tentang argumentasi telah banyak dilakukan dan terus mengalami perkembangan dari tahun ke tahun. Peneliti perlu mengetahui tren penelitian dan peluang untuk melakukan penelitian. Untuk mengetahui hal ini, perlu dilakukan analisis bibliometrik. Analisis ini dilakukan untuk mengetahui perkembangan publikasi, tren, dan peluang penelitian pada topik argumentasi pada pembelajaran Fisika. Data artikel diperoleh dari Scopus dan dianalisis menggunakan aplikasi VOSviewer. Hasil yang diperoleh yaitu penelitian pada topik argumentasi pada pembelajaran Fisika cenderung mengalami peningkatan setiap tahunnya. Kata kunci yang menjadi tren dalam topik ini diantaranya adalah sekolah menengah, pendidikan fisika dan sains, e-learning dan argumentasi dialogis, serta keterampilan argumentasi. Sementara itu, kata kunci yang menjadi peluang adalah pendidikan tinggi, bidang-bidang lain yang mempelajari Fisika, penggunaan bahan ajar dan inquiry, asesmen dalam pembelajaran berbasis argumentasi, dan pemahaman konsep. Selain itu, juga diperoleh hubungan antara argumentasi dengan keterampilan pemecahan masalah. Jumlah artikel yang menghubungkan antara argumentasi dan keterampilan pemecahan masalah masih sedikit sehingga topik ini dapat menjadi peluang dalam melaksanakan penelitian, terutama pada tingkat perguruan tinggi

english

To develop a further sustainable world and address the sustainability-related challenges outlined in the SDGs, every individual should be an agent of sustainability. Individuals need understanding, skills, and attitudes that can contribute to the achievement of SDGs and teachers are the key to the development and implementation of SDGs through education. This study aims to measure the knowledge, perception, and attitude of pre-service physics teachers toward the implementation of SDGs. Our research involved 188 students taken from physics education of two different universities in Indonesia. A modified version of a prior study's questionnaire was used to assess students' knowledge, perception, and attitude. The result shows the entire sample had moderate overall knowledge of the SDGs; there were notable variations in the scores gained for the SDGs' personal and professional implications; and there were differences between the perception of the goals, with the different level of SDGs involvement with the climate change courses. Means that pre-service physics teacher still lacks of information and professional education on pedagogies also the instructing abilities essential for teaching them, obstructing the implementation of the SDGs. Pre-service physics teachers must acquire the knowledge and competencies necessary for teaching and promoting the SDGs to stimulate students’ interest, curiosity and capability for learning science as well as increasing students’ enrolment in science related courses towards the achievement of SDGs.Untuk menciptakan dunia yang lebih berkelanjutan dan mengatasi tantangan terkait keberlanjutan yang diuraikan dalam SDGs, setiap individu harus menjadi agen perubahan keberlanjutan. Individu membutuhkan pengetahuan, keterampilan, nilai-nilai dan sikap yang dapat berkontribusi terhadap pembangunan berkelanjutan. Komunitas internasional telah mengadopsi Tujuan Pembangunan Berkelanjutan (SDGs) sebagai agenda kerja. Bagi calon guru fisika, mengembangkan kompetensi yang terkait dengan SDGs dapat menimbulkan kesulitan jika pengetahuan calon guru fisika tentang SDGs dan pengajaran di universitas belum terbentuk, meskipun banyak penelitian telah membahas masalah ini. Versi modifikasi dari kuesioner penelitian sebelumnya digunakan untuk menilai pengetahuan, sikap, dan persepsi calon guru fisika terhadap SDGs. Baik menggunakan analisis deskriptif atau inferensial, Hasilnya menunjukkan bahwa calon guru fisika masih memiliki pengetahuan yang rendah tentang SDGs; terdapat variasi yang mencolok dalam skor yang diperoleh mengenai implikasi profesional dan pribadi SDGs; dan terdapat perbedaan persepsi terhadap tingkat keterlibatan SDGs pada materi perubahan iklim di SMA. Calon guru fisika harus memperoleh pengetahuan dan kompetensi yang diperlukan untuk mengajar dan mempromosikan SDGs. Guru dan sekolah di masa depan harus memainkan peran penting dalam menyelesaikan permasalahan global ini, yang hanya dapat diatasi jika semua generasi saat ini berkolaborasi

Bahasa Inggris

Problem-solving ability is crucial for students to face 21st-century challenges, especially in physics education, where many concepts are abstract. Despite its importance, students' problem-solving skills in elasticity are often low due to teacher-centered approaches and insufficient use of problem-solving models. This study aims to evaluate the impact of the IDEAL Problem-Solving model on students' problem-solving abilities concerning elasticity material. The research method and design were quasi-experiments with a nonequivalent posttest-only control group design. Analysis revealed outstanding implementation of the IDEAL model, with normality and homogeneity tests supporting the sample's suitability. The t-test (α = 0.05) confirmed that the IDEAL model significantly enhanced problem-solving skills in elasticity. The findings suggest that adopting student-centered models like IDEAL can improve learning outcomes and problem-solving abilities and provide a basis for further research on similar models in other educational contexts

Pengembangan Video Motivasi pada Materi Ikatan Kimia

This ethnoscience motivational video was created utilizing the Microsoft Office PowerPoint 2021 application. This research uses the flow or steps of the design model from Borg & Gall as modified according to its needs. In this research, there are 5 main steps, such as preliminary studies, product design, validation, product trials, and final product results dissemination. The questionnaire was approved by instrument experts and declared feasible for validation and product trials. Product validation was carried out by three material experts and media experts each. The calculation results of each overall ideal percentage were 98% for learning material experts and 96.47% for media experts. The calculation results show that the motivational video is suitable for testing with an excellent category. Once the product was confirmed, class X students at various high schools in East Kupang conducted product trials in small and large groups. The evaluation of this product through a small group test involving eight students from a single high school yielded excellent results with an impressive 90% score, while the large group test with 32 students from three high schools achieved outstanding results with an impressive 96.25% score. Based on the results of product validation assessments and product trials of ethnoscience motivational videos on chemical bonding material, it is feasible to use them as media in early learning activitiesVideo motivasi etnosains ini dibuat dengan menggunakan aplikasi Microsoft Office PowerPoint 2021. Penelitian ini menggunakan alur atau langkah-langkah model pengembangan dari Borg & Gall yang dimodifikasi sesuai dengan kebutuhan. Dalam penelitian ini terdapat 5 langkah utama yaitu studi pendahuluan, desain produk, validasi desain, uji coba produk, dan hasil produk akhir. Kuesioner telah disetujui oleh ahli instrumen dan dinyatakan layak untuk dilakukan validasi dan uji coba produk. Validasi produk dilakukan oleh masing-masing tiga orang ahli materi dan ahli media. Hasil perhitungan masing-masing persentase keidealan secara keseluruhan adalah 98% untuk ahli materi dan 96,47% untuk ahli media. Hasil perhitungan tersebut menunjukkan bahwa video motivasi layak untuk diujicobakan dengan kategori sangat baik. Setelah melakukan validasi produk, dilanjutkan dengan uji coba produk pada kelompok kecil dan kelompok besar oleh siswa kelas X di SMAN 3 Kupang Timur. Penilaian uji coba kelompok kecil pada delapan orang siswa pada produk ini adalah sangat baik dengan persentase keidealan 90%, sedangkan uji coba kelompok besar pada 32 orang siswa adalah sangat baik dengan persentase keidealan 96,25%. Berdasarkan hasil penilaian validasi produk dan uji coba produk video motivasi etnosains pada materi ikatan kimia layak digunakan sebagai media dalam kegiatan pembelajaran di kelas X SMAN 3 Kupang Timur

The Effect of the Somatic, Auditory, Visual, Intellectual (SAVI) Approach to Improve Students' Critical Thinking Skills on the Material of Work and Energy

This study is motivated by students' low critical thinking skills in the material of work and energy and the lack of innovation in using approaches in learning Physics. Based on the initial test, it is known that the average percentage of students' Critical Thinking Skills (CTS) in physics is 30%, with a very low category. The effort made by the researcher to overcome this problem was to apply the Somatic, Auditory, Visual, and Intellectual (SAVI) learning approach. The purpose of this study was to determine the effect of the SAVI learning approach on students' critical thinking skills and to determine the improvement of students' critical thinking skills after implementing the SAVI approach in class X MIPA SMA Negeri 2 Singaparna Academic Year 2022/2023. The research method used is a quasi-experiment with a non-equivalent control group design. The population of this study was the entire X MIPA class of SMA Negeri 2 Singaparna. The research sample was taken using a purposive sampling technique. Data analysis techniques used include normality test, homogeneity test, hypothesis test, and N-Gain test. Based on the results of hypothesis testing at the level of significance (α = 0.05), it found >  (1.97> 1.67) so that  is accepted. The experimental class N-Gain test results obtained data 0.54 in the medium category. It means that the SAVI approach affects students' CTS, and SAVI facilitates students to increase their CTS.This study is motivated by students' low critical thinking skills in the material of work and energy and the lack of innovation in using approaches in learning Physics. Based on the initial test, it is known that the average percentage of students' Critical Thinking Skills (CTS) in physics is 30%, with a very low category. The effort made by the researcher to overcome this problem was to apply the Somatic, Auditory, Visual, and Intellectual (SAVI) learning approach. The purpose of this study was to determine the effect of the SAVI learning approach on students' critical thinking skills and to determine the improvement of students' critical thinking skills after implementing the SAVI approach in class X MIPA SMA Negeri 2 Singaparna Academic Year 2022/2023. The research method used is a quasi-experiment with a non-equivalent control group design. The population of this study was the entire X MIPA class of SMA Negeri 2 Singaparna. The research sample was taken using a purposive sampling technique. Data analysis techniques used include normality test, homogeneity test, hypothesis test, and N-Gain test. Based on the results of hypothesis testing at the level of significance (α = 0.05), it found >  (1.97> 1.67) so that  is accepted. The experimental class N-Gain test results obtained data 0.54 in the medium category. It means that the SAVI approach affects students' CTS, and SAVI facilitates students to increase their CTS

Research Trends in The Development of Biology Learning Media in Indonesia: A Bibliometric Analysis

Several bibliometric studies have been conducted to see the progress of Biology Learning Media (BLM), but these researches still provide a broad scope in evaluating the development of BLM. This study aims to provide a holistic overview of the trends in the use of BLM in Indonesia during 2018-2023 on the Scopus database. The method used is bibliometric analysis by identifying and analyzing the growth patterns of literature, authors, institutions, and keywords related to BLM development. The research procedure consisted of investigation, reduction, compilation, and interpretation. A total of 43 articles were analyzed using VOSviewer software to visualize bibliometric mapping. For the last five years, BLM-related publications peaked in 2019 with 13 articles. Universitas Negeri Malang is a foremost institution in BLM development. The most widely used BLM are android-based media, interactive multimedia, and website-based media. Ecology is the most widely taught learning topic, while cognitive (knowledge) is the most frequently measured learning outcome. We highlighted a paradigm change in the use of more massive Technology-based learning media. In the future, we suggest exploring various research topics in biology learning such as protists, genetics, or microbiology that can empower literacy as a primary topic in more innovative and dynamic learning.Several bibliometric studies have been conducted to see the progress of Biology Learning Media (BLM), but these researches still provide a broad scope in evaluating the development of BLM. This study aims to provide a holistic overview of the trends in the use of BLM in Indonesia during 2018-2023 on the Scopus database. The method used is bibliometric analysis by identifying and analyzing the growth patterns of literature, authors, institutions, and keywords related to BLM development. The research procedure consisted of investigation, reduction, compilation, and interpretation. A total of 43 articles were analyzed using VOSviewer software to visualize bibliometric mapping. For the last five years, BLM-related publications peaked in 2019 with 13 articles. Universitas Negeri Malang is a foremost institution in BLM development. The most widely used BLM are android-based media, interactive multimedia, and website-based media. Ecology is the most widely taught learning topic, while cognitive (knowledge) is the most frequently measured learning outcome. We highlighted a paradigm change in the use of more massive Technology-based learning media. In the future, we suggest exploring various research topics in biology learning such as protists, genetics, or microbiology that can empower literacy as a primary topic in more innovative and dynamic learning

Mathematics Literacy of Middle School Students with Socio-Cultural Context Viewed from Learning Style

The capacity to comprehend, reason, create, recognize, and compute to solve any mathematical problem about day-to-day living is known as mathematical literacy. Learning style is each individual's method of receiving and understanding all the information they get. One aspect that influences students' mathematical literacy is the learning style aspect. This research goal is to find out how junior high school students' mathematical literacy relates to the socio-cultural context in terms of learning styles. This research uses a qualitative method with a descriptive approach. This research involved three students in class eight at SMP Negeri 1 Perak with different learning styles with equal abilities as subjects. The results of this research indicate that student’s learning styles influence students' mathematical literacy processes. The mathematical literacy of students who have an auditory learning style is better than the mathematical literacy of students who have a visual and kinesthetic learning style. Students' mathematical literacy has not been achieved using existing indicators.The capacity to comprehend, reason, create, recognize, and compute to solve any mathematical problem about day-to-day living is known as mathematical literacy. Learning style is each individual's method of receiving and understanding all the information they get. One aspect that influences students' mathematical literacy is the learning style aspect. This research goal is to find out how junior high school students' mathematical literacy relates to the socio-cultural context in terms of learning styles. This research uses a qualitative method with a descriptive approach. This research involved three students in class eight at SMP Negeri 1 Perak with different learning styles with equal abilities as subjects. The results of this research indicate that student’s learning styles influence students' mathematical literacy processes. The mathematical literacy of students who have an auditory learning style is better than the mathematical literacy of students who have a visual and kinesthetic learning style. Students' mathematical literacy has not been achieved using existing indicators

Integrating Lectora Inspire into Physics Learning: A Pathway to Enhance Critical and Creative Thinking Abilities through Interactive Learning Media

As a means for conveying knowledge to pupils, learning media is required in the learning process. However, teachers are not highly involved in the development of learning media. Some learning media generated by instructors in high schools in Padang do not match the criteria for good learning media. As a result, more study is required to create interactive learning media that meets quality media criteria. This study contains ADDIE model development research. Lectora Inspire was used to create the media. The media validity score was 0.76. This Picture shows that the developed media is appropriate. The media's practicability was 0.89. This number demonstrates that the media may be utilised in schools.Sebagai sarana untuk menyampaikan pengetahuan kepada peserta didik, media pembelajaran diperlukan dalam proses pembelajaran. Namun, guru masih kurang terlibat dalam pengembangan media pembelajaran. Beberapa media pembelajaran yang dihasilkan oleh pengajar di SMA di Padang belum sesuai dengan kriteria media pembelajaran yang baik. Akibatnya, diperlukan kajian lebih lanjut untuk membuat media pembelajaran interaktif yang memenuhi kriteria media berkualitas. Penelitian ini berisi penelitian pengembangan model ADDIE. Pengembangan media pembelajaran interaktif ini menggunakan aplikasi Lectora Inspire. Skor validitas media adalah 0,76. Gambar ini menunjukkan bahwa media yang dikembangkan sudah sesuai. Kepraktisan media sebesar 0,89. Angka ini menunjukkan bahwa media dapat dimanfaatkan di sekolah