The Profile of Students' Science Process Skill in Learning Human Muscle Tissue Experiment at Secondary School

It is important for people absorbs and understand the information of how world their live in works, as human basic form of learning process, science process skills serve as the tools it is not used only by the scientist in the process of their discovery, but also by the people as tools to understand information about the world. The aim of this study was to profile students' basic science process skills, to profile students' integrated science process skills, and the profile of students' science process based on gender. In gaining the data this study uses observation method in students' laboratory activity. The results of the study indicated that students' basic science process skills used in the study categorized in a high category with index value above 60%, and integrated science process skills indicators science process used in this study categorized into two categories with; low (23%) and very high (90.7%). There are no differences more than 24% in the profile students science process skills based on gender other than male students did outperform female students

Primary School Teachers' Understanding of Essential Science Concepts

Teacher's understanding of science is a prerequisite for teaching science. Due to the lack of science background during their studies, some primary school teachers have limited understanding of science. This study aims at identifying primary school teacher's understanding of essential science concepts. Data were collected from 293 participants of workshops of professional certification program at university. Teacher's understanding was measured using a multiple choice test whose answers are in the form of degree of certainty. The study finds that many teachers do not have good understanding of science. Misconceptions are also identified in a number of areas. Student textbooks, myths spread over in the communities, and narrow interpretation of religious teaching are some sources of teacher's misconceptions. These findings suggest that future professional development program for primary school teachers should be designed in the areas of subject matters and subject matter pedagogy

The Impact of Problem-Solving Model on Students' Concept Mastery and Motivation in Learning Heat Based on Gender

This study investigated the impact of the problem-solving model on students' concept mastery and motivation in learning heat based on gender. The method which was used in this research was quasi-experiment with pretest-posttest design in girls and boys class. Data are collected from girl class (N=16) and boys class (N=16) of a 7th grade in one of a Bilingual Boarding School in Bandung. The quantitative data of this research was obtained through the objective test, while the qualitative data was gained through a questionnaire. Students' motivation is measured by Attention, Relevance, Confidence, and Satisfaction (ARCS) Model. On the other hand, students' concept mastery is measured based on Bloom's taxonomy cognitive level through the objective test and being analyzed by using statistical software Statistical Package for Social Science (SPSS) version 20.0 for Windows 8. The results show that overall concept mastery of girls and boys students have improved. However, girls students are higher achiever than boys. Overall, the problem-solving model makes an improvement in students' concept mastery in both girls and boys. Thus, it indicates that the implementation of the problem-solving model in learning heat can improve students' motivation and students' conceptual understanding in secondary level

The Effect of Brainstorming on Students' Creative Thinking Skill in Learning Nutrition

This research investigated the effect of brainstorming on students' creative thinking skills in learning nutrition. The method that was used in this research is quasi-experimental with a pretest-posttest design. The sample was taken by purposive sampling technique where one group was assigned to the experimental group (n=25 students) and the other one group was assigned to the control group (n=25 students). The population was 7th-grade students in Islamic International School in Bandung. The quantitative data in this research was obtained from objective test and verbal TTCT (Torrance Test of Creative Thinking), while the qualitative data was obtained from observation sheet. The findings of the study showed that there are statistically significant differences between experimental and control group in creative thinking skills test with the score of 0.000. The result is in the favor of the experimental group, indicating the effectiveness of brainstorming in developing students' creative thinking skills in learning nutrition

The Effect of Multiple Intelligence-Based Learning Towards Students' Concept Mastery and Interest in Matter

This research was focused on investigating the effect of multiple intelligence -based learning as a learning approach towards students' concept mastery and interest in learning matter. The one-group pretest-posttest design was used in this research towards a sample which was according to the suitable situation of the research sample, n = 13 students of the 7th grade in Nusa Laila Puteri School in Bandar Seri Begawan. The students' concept mastery was measured using achievement test and given at the pretest and posttest, meanwhile the students' interest level was measured using a Likert Scale for interest. Based on the analysis of the data, the result shows that the normalized gain was .61, which was considered as a medium improvement. in other words, students' concept mastery in matter increased after being taught using multiple intelligence-based learning. The Likert scale of interest shows that most students have a high interest in learning matter after being taught by multiple intelligence-based learning. Therefore, it is concluded that multiple intelligence – based learning helped in improving students' concept mastery and gain students' interest in learning matter

Development of Students\u27 Informal Reasoning Across School Level

Informal reasoning is the basic reasoning frequently used by most people to solve complex daily life problems. Unlike scientific reasoning, informal reasoning includes cognitive and affective processes that the types of reasoning can be intuitive, emotive and rational. This cross sectional study describes the development of students\u27 informal reasoning at elementary school, junior high school, and senior high school. Moreover, the study also identifies differences between boys and girls reasoning. Participants are 20 elementary school students, 30 junior high school students, and 30 high school students who attend schools managed by the same foundation. Data were collected using five items test on issues found in everyday life. Students\u27 responses were grouped into intuitive, emotive, or rational reasoning. The results suggest that students\u27 informal reasoning tend to develop parallel to the school grade. Related to gender, the study finds that girls tend to use rational reasoning while boys tend to use intuitive reasoning