Analysis of students’ science motivation and nature of science comprehension in middle school
DOI:
https://doi.org/10.22219/jpbi.v4i1.5354Keywords:
Comprehension, motivation, nature of scienceAbstract
The purpose of this study was to explore the pattern of science motivation and nature of science (NoS) and the relationship between science motivation and nature of science in middle school students located in Semarang, Central Java, Indonesia. The design of this study was survey followed by the correlation study to discover the relationship between science motivation level and nature of science comprehension. This research included 113 students as sample. The instrument used for data collection was SMQ and seven essay test from NoS indicator. This study revealed that the students had a median score of science motivation and the low score in nature of science comprehension. There were students’ science motivation and nature of science comprehension urgently need to be improved. It can be done by developing learning process and any support from school or family.
Downloads
References
Antika, L. T. (2017). Hubungan antara minat baca, keterampilan metakognitif, dan keterampilan berpikir kritis dengan hasil belajar biologi siswa yang diajar dengan model reading-concept map-think pair share (TPS). Jurnal Pemikiran Penelitian Pendidikan Dan Sains, 5(1), 28–35. Retrieved from http://jurnal.uim.ac.id/index.php/fkip%0D
Arifin, Z. (2009). Evaluasi pembelajaran. Bandung: Remaja Rosdakarya.
Bryan, R. R., Glynn, S. M., & Kittleson, J. M. (2011). Motivation, achievement, and advanced placement intent of high school students learning science. Science Education, 95(6), 1049–1065. https://doi.org/10.1002/sce.20462
Cahyani, R., Rustaman, N. Y., Arifin, M., & Hendriani, Y. (2014). Kemampuan kognisi, kerja ilmiah dan sikap mahasiswa non IPA melalui pembelajaran inkuiri berbantuan multimedia. Jurnal Pendidikan IPA Indonesia, 3(1), 1–4. Retrieved from https://journal.unnes.ac. id/nju/index.php/jpii/article/view/2894/0
Deta, U. A., Suparmi, S., & Widha, S. (2013). Pengaruh metode inkuiri terbimbing dan proyek, terhadap prestasi belajar siswa. Jurnal Pendidikan Fisika Indonesia, 9, 28–34. Retrieved from https://journal. unnes.ac.id/nju/index.php/JPFI/article/view/2577/2630
Dunlap, R. E., Liere, K. D. Van, Mertig, A. G., & Jones, R. E. (2002). New trends in measuring environmental attitudes: measuring endorsement of the new ecological paradigm: a revised NEP scale. Journal of Social Issues, 56(3), 425–442. https://doi.org/10.1111/0022-4537.00176
Gay, L. R., Mills, G. L., & Airasian, P. (2012). Educational research: competencies for analysis and application. Boston: Pearson.
Glynn, S. M., Brickman, P., Armstrong, N., & Taasoobshirazi, G. (2011). Science motivation questionnaire II: Validation with science majors and nonscience majors. Journal of Research in Science Teaching, 48(10), 1159–1176. https://doi. org/10.1002/tea.20442
Halim, A. (2012). Pengaruh strategi pembelajaran dan gaya belajar terhadap hasil belajar fisika siswa SMPN 2 Secanggang Kabupaten Langkat. Jurnal Tabularasa PPS UNIMED, 9(2), 141–158.
Hamdu, G., & Agustina, L. (2011). Pengaruh motivasi belajar siswa terhadap pestasi belajar IPA di sekolah dasar. Jurnal Penelitian Pendidikan, 12(1), 90–96. Retrieved from http://jurnal.upi.edu/file/8-Ghullam_Hamdu.pdf
Hardianty, N. (2015). Nature of science : Bagian penting dari literasi sains. In Prosiding Simposium Nasional Inovasi dan Pembelajaran Sains (Vol. 2015, pp. 441–444). Bandung.
Hermansyah, H., Gunawan, G., & Herayanti, L. (2015). Pengaruh penggunaan labora-torium virtual terhadap penguasaan konsep dan kemampuan berpikir kreatif siswa pada materi getaran dan gelombang. Jurnal Pendidikan Fisika Dan Teknologi, I(2), 97–102.
Khalick, F. A., Bell, R. L. & Lederman, N. G. (1998). The nature of science and instructional practice: Making the unnatural nature. Science Education, 82(4), 417–437.
Kim, S. K., & Yoo, M. H. (2012). Comparison on the vocational values and the science career orientation between middle school scientifically gifted students and non-gifted students. Journal of the Korean Association for Research in Science Education, 32(7), 1222–1240. https://doi. org/10.14697/jkase.2012.32.7.1222
Kusmana, C., & Hikmat, A. (2015). The biodiversity of flora in Indonesia. Journal of Natural Resources and Environmental Management, 5(2), 187–198. https://doi. org/10.19081/jpsl.5.2.187
Lederman, N. G., Khalick, F. A., 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., & Antink, A. (2013). Nature of science and scientific inquiry as contexts for the learning of science and achievement of scientific literacy. International Journal of Education in Mathematics Science and Technology (IJEMST), 1(3), 138–147. https://doi.org/10.18404/ijemst.19784
Leksana, D. M., Wibowo, M. E., & Tadjri, I. (2014). Pengembangan modul bimbingan karir berbasis multimedia interaktif untuk meningkatkan kematangan karir siswa. Jurnal Bimbingan Konseling, 3(2), 6.
Lestari, N. N. S. (2011). Pengaruh model pembelajaran berbasis masalah (problem-based learning) dan motivasi belajar terhadap prestasi belajar fisika bagi siswa kelas VII SMP. Journal Teknologi Pembelajaran Indonesia, 1(1), 1–21.
Lynd, R. S. (2015). Knowledge for what: The place of social science in American culture. N.Jersey: Pricenton Univ. Press.
Marini, C. K., & Hamidah, S. (2014). Pengaruh self-efficacy, lingkungan keluarga dan lingkungan sekolah terhadap minat berwirausaha siswa SMK jasa boga. Jurnal Pendidikan Vokasi, 4(2), 195–207.
Marôco, J., & Gonçalves, C. (2015). Pisa 2015, 16.https://doi.org/http://dx.doi.org/10.1787/9789264266490-en
Metheny, J., & McWhirter, E. H. (2013). Contributions of social status and family support to college students’ career decision self-efficacy and outcome expectations. Journal of Career Assesment, 21(3), 378–394.
Odera, F. Y. (2011). Motivation : the most ignored factor in classroom instruction in Kenyan Secondary Schools. Int. J. of Science and Technology, 1(6), 283–288.
Sadler, T. D., Burgin, S., McKinney, L., & Ponjuan, L. (2010). Learning science through research apprenticeships: A critical review of the literature. Journal of Research in Science Teaching, 47(3), 235–256.https://doi.org/10.1002/tea.20326
Schunk, D. H., & Zimmerman, B. J. (2008). Motivation and self-regulated learning: theory, research, and applications. New York: Lawrence Erlbaum Associate.
Siswati, B. H. (2014). Hubungan antara keterampilan metakognitif dengan hasil belajar siswa berkemampuan akademik berbeda pada pembelajaran biologi yang menerapkan beberapa model pembelajaran. Univ. Negeri Malang. Retrieved from http://karya-ilmiah.um. ac.id/index.php/disertasi/article/view/3147
Sudirgayasa, I. G., Suastra, I. W., & Ristiati, N. P. (2014). Pengaruh model pembelajaran berbasis Nature of Science (NoS) terhadap kemampuan aplikasi konsep biologi dan pemahaman NoS siswa dalam pembelajaran biologi di SMA Negeri 1 Marga. Jurnal Pendidikan IPA Indonesia, 4(1), 1–12.
Whitehead, A. N. (2011). Science and the modern world. Cambridge: Cambridge University Press.
Wicaksono, A. G. C. (2016). Perbandingan kemampuan kognitif dan metakognitif mahasiswa dengan gaya belajar yang berbeda. Jurnal Media Penelitian Pendidikan, 10(2), 142–153. https://doi. org/10.26877/mpp.v10i2.1516
Wong, S. L., Hodson, D., Kwan, J., & Yung, B. H. W. (2008). Turning Crisis into Opportunity: Enhancing student‐teachers’ understanding of nature of science and scientific inquiry through a case study of the scientific research in severe acute respiratory syndrome. International Journal of Science Education, 30(11), 1417–1439. https://doi.org/10.1080/09500 690701528808
Wulandari, B., & Surjono, H. D. (2013). Pengaruh problem-based learning terhadap hasil belajar ditinjau dari motivasi belajar PLC di SMK. Jurnal Pendidikan Vokasi, 3(2), 178–191. https://doi.org/10.21831/jpv.v3i2.1600
Yance, R. D., Ramli, E., & Mufit, F. (2013). Pengaruh penerapan model project-based learning (PBL) terhadap hasil belajar fisika siswa kelas XI IPA SMA Negeri 1 Batipuh Kabupaten Tanah Datar. Jurnal Pillar of Physics Education, 1(1), 48–54.
Downloads
Published
Issue
Section
License
Authors who publish with JPBI (Jurnal Pendidikan Biologi Indonesia) agree to the following terms:
- For all articles published in JPBI, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to automatic transfer of the publishing right to the publisher.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
