The Effect of Science Kit and Supervision Models on The Implementation and Implications on The Evaluation of Science Practicum Distance Learning

Authors

A.A. Ketut Budiastra , Iwan Wicaksono , Nia Erlina

DOI:

10.29303/jppipa.v8i5.1610

Published:

2022-11-30

Issue:

Vol. 8 No. 5 (2022): November

Keywords:

Science Kit, Supervision model, Implementing practicum, Practicum evaluation, Distance learning

Research Articles

Downloads

How to Cite

Budiastra, A. K., Wicaksono, I., & Erlina, N. (2022). The Effect of Science Kit and Supervision Models on The Implementation and Implications on The Evaluation of Science Practicum Distance Learning. Jurnal Penelitian Pendidikan IPA, 8(5), 2443–2450. https://doi.org/10.29303/jppipa.v8i5.1610
Crossref
Scopus
Google Scholar
Europe PMC

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

The implementation of science practicum is one of the challenges in the open distance education system. The purpose of this research is to examine the effect of the Kit IPA variable and the pattern of guidance on the implementation and evaluation of Science Practicum activities in Distance Learning. The type of research in this study is an explanatory research with a quantitative approach involving a number of 306 students who have taken the Science Practicum course in the Elementary School Teacher Education program. Respondents' responses were analyzed using a Likert scale and data analysis using the Structural Equation Model (SEM). The results of the data have met the Model Suitability Test (Goodness of Fit Test) which includes: Science Kit and Guidance Patterns have a significant effect on Practicum Implementation. Guidance pattern has a significant effect on practicum evaluation, but Kit IPA and practicum implementation have no significant effect on practicum evaluation. The implication of this research is that it provides the potential for improvement in the implementation of science practicum in distance education due to the needs of the educational community.

References

Akbari, O., & Sahibzada, J. (2020). Students’ Self-Confidence and Its Impacts on Their Learning Process. American International Journal of Social Science Research, 5(1), 1-15. https://doi.org/10.46281/aijssr.v5i1.462

Antonio, R. P., & Prudente, M. S. (2022). Effectiveness of Metacognitive Instruction on Students’ Science Learning Achievement: A Meta-Analysis. International Journal on Studies in Education, 4(1), 43-54. https://doi.org/10.46328/ijonse.50

Appolloni, A., Colasanti, N., Fantauzzi, C., Fiorani, G., & Frondizi, R. (2021). Distance Learning as a Resilience Strategy During Covid-19: An analysis of the Italian context. Sustainability, 13(3), 1388. https://doi.org/10.3390/su13031388

Arhin, V., Ampofo, S. Y., Segbenya, M., Somauh, B. A., Minadzi, V. M., Dankyi, L. A., & Brown, P. (2021). Effect of Face-to-Face Tutoring on Academic Performance of Distance Learners: Implications for Educational Practice. Universal Journal of Educational Research, 9(3), 593-605. DOI: 10.13189/ujer.2021.090319

Budiastra, A. A. K, Erlina, N., & Wicaksono, I. (2019). Video-based Interaction Through Teacher Working Group Forum to Increase Elementary School Teachers’ Professionalism. The New Educational Review, 57(3), 187-199. DOI: 10.15804/tner.19.57.3.15

Budiastra, A. A. K., Wicaksono, I., & Erlina, N. (2020). The Effectiveness of Video-Based Interaction on Professional Science Teachers to Improve Elementary School Students Achievements. Journal for the Education of Gifted Young Scientists, 8(3), 1291-1304. https://doi.org/10.17478/jegys.715139

Budiastra, A. A. K., Wicaksono, I., & Sanjaya, I. (2020). The New Generation Self-Directed Teaching Materials of Natural Science in Elementary Schools Validity Tests. International Journal of Instruction, 13(4), 763-780. Retrieved from https://files.eric.ed.gov/fulltext/EJ1270696.pdf

Budiastra, A. K., Ichwan, I., Kadarisman, K., Casmat, M., & Erlina, N. (2022). The Potential of Interactive Teaching Materials of Natural Science Practicum Courses in Elementary School by Distance Learning. Jurnal Basicedu, 6(3), 5338-5350. https://doi.org/10.31004/basicedu.v6i3.2760

Defersha, A. M. (2017). Effective Utilization of Science Kit in Science Instructional Activities by Primary Schools Science Teachers. Academy of Social Science Journal, 2(11), 1946-1954. Retrieved from https://assj.info/index.php/assj/article/view/1946

Dendler, L., & Böl, G. F. (2021). Increasing Engagement in Regulatory Science: Reflections from The Field of Risk Assessment. Science, Technology, & Human Values, 46(4), 719-754. https://doi.org/10.1177/0162243920944499

Dewi, W. S., Mairizwan, M., Afrizon, R., & Hidayati, H. (2021). The Improvement of The Competency of Science Teachers Using Science KIT: Optimizing Scientific Learning. Indonesian Journal of Science and Mathematics Education, 4(1), 89-98. Retrieved from http://ejournal.radenintan.ac.id/index.php/IJSME/article/view/7956/4326

Erlina, N., Warpala, I. W. S., & Juniartina, P. P. (2022). Pengembangan Alat Peraga 3D berbasis Eco-Friendly melalui Project Based Online Learning untuk Meningkatkan Kreativitas Ilmiah Calon Guru IPA. Jurnal Pendidikan dan Pembelajaran Sains Indonesia (JPPSI), 5(2), 177-186. https://doi.org/10.23887/jppsi.v5i2.52785

Foo, C. C., Cheung, B., & Chu, K. M. (2021). A comparative Study Regarding Distance Learning and The Conventional Face-To-Face Approach Conducted Problem-Based Learning Tutorial During The COVID-19 Pandemic. BMC Medical Education, 21(1), 1-6. https://doi.org/10.1186/s12909-021-02575-1

Gibert, K., Izquierdo, J., Sà nchez-Marrè, M., Hamilton, S. H., Rodríguez-Roda, I., & Holmes, G. (2018). Which Method to Use? An Assessment of Data Mining Methods in Environmental Data Science. Environmental Modelling & Software, 110(1), 3-27. DOI: 10.1016/j.envsoft.2018.09.021

Hofstein, A., & Mamlok-Naaman, R. (2007). The Laboratory in Science Education: The State of The Art. Chemistry Education Research and Practice, 8(2), 105-107. https://doi.org/10.1039/B7RP90003A

Jadhav, M. R., Kakade, A. B., Jagtap, S. R., & Patil, M. S. (2020). Impact Assessment of Outcome Based Approach in Engineering Education in India. Procedia Computer Science, 172(1), 791-796. Retrieved from https://www.ritindia.edu/ETCE/images/pdf/RP/1-Impact-of-OBE.pdf

Kiray, S. A., & Simsek, S. (2021). Determination and Evaluation of The Science Teacher Candidates’ Misconceptions about Density By Using Four-Tier Diagnostic Test. International Journal of Science and Mathematics Education, 19(5), 935-955. DOI: 10.1007/s10763-020-10087-5

Lam, T., & Ching, L. (2007). An exploratory study of an internship program: The case of Hong Kong students. International Journal of Hospitality Management, 26(2), 336-351. https://doi.org/10.1016/j.ijhm.2006.01.001

Leden, L., Hansson, L., & Ideland, M. (2020). The Mangle of School Science Practice: Teachers’ Negotiations of Two Nature of Science Activities At Different Levels of Contextualization. Science Education, 104(1), 5-26. https://doi.org/10.1002/sce.21553

Malik, A., & Ubaidillah, M. (2021). The Use of Smartphone Applications in Laboratory Activities in Developing Scientific Communication Skills of Students. Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 9(1), 76-84. DOI: 10.24815/jpsi.v9i1.18628

Maulidia, S., Kuswanti, E., Arisanty, M., Wiradharma, G., & Widiyanto, W. (2021). Peningkatan Kualitas dan Kemampuan Belajar Jarak Jauh Mahasiswa Universitas Terbuka. Lembaran Ilmu Kependidikan, 50(1), 99-107. https://doi.org/10.15294/lik.v50i1.19703

Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). E-Learning, Online Learning, and Distance Learning Environments: Are They The Same?. The Internet And Higher Education, 14(2), 129-135. https://doi.org/10.1016/j.iheduc.2010.10.001

Maydeu-Olivares, A., & Garcia-Forero, C. (2010). Goodness-of-Fit Testing. International Encyclopedia of Education, 7(1), 190-196. DOI: 10.1016/B978-0-08-044894-7.01333-6

Nirmala, W., & Darmawati, S. (2021). The Effectiveness of Discovery-Based Virtual Laboratory Learning to Improve Student Science Process Skills. Journal of Education Technology, 5(1), 103-112. https://doi.org/10.23887/jet.v5i1.33368

Nugraheni, E., & Pangaribuan, N. (2006). Gaya belajar dan strategi belajar mahasiswa jarak jauh: Kasus di Universitas Terbuka. Jurnal Pendidikan Terbuka dan Jarak Jauh, 7(1), 68-82.

Richardson, J. T. (2016). Face-to-Face Versus Online Tutorial Support in Distance Education: Preference, Performance, and Pass Rates In Students With Disabilities. Journal of Postsecondary Education and Disability, 29(1), 83-90. Retrieved from https://files.eric.ed.gov/fulltext/EJ1107475.pdf

Setiawan, M. P., Linuwih, S., & Haryani, S. (2019). Project-Based Learning by using Science KIT to Enhance Confidence and Problem-Solving Skills in Fifth Grade Students. Journal of Primary Education, 8(6), 314-320. Retrieved from https://journal.unnes.ac.id/sju/index.php/jpe/article/view/33225

Solimun (2002), Structural Equation Modeling LISREL dan Amos, Fakultas MIPA Universitas Brawijaya, Malang.

Suswanto, B., Sulaiman, A. I., Sugito, T., Weningsih, S., Sabiq, A., & Kuncoro, B. (2021). Designing Online Learning Evaluation in Times of Covid-19 Pandemic. International Educational Research, 4(1), 18-25. https://doi.org/10.30560/ier.v4n1p18

Rider, E. A., & Keefer, C. H. (2006). Communication Skills Competencies: Definitions and A Teaching Toolbox. Medical Education, 40(7), 624-629. DOI: 10.1111/j.1365-2929.2006.02500.x

Samsudin, A., Cahyani, P. B., Purwanto, P., Rusdiana, D., Efendi, R., Aminudin, A. H., & CoÅŸtu, B. (2021). Development of A Multitier Open-Ended Work and Energy Instrument (MOWEI) Using Rasch Analysis to Identify Students' Misconceptions. Cypriot Journal of Educational Sciences, 16(1), 16-31. https://doi.org/10.18844/cjes.v16i1.5504

Tritama, H. B., & Tarigan, R. E. (2016). The Effect of Social Media to The Brand Awareness of A Product of A Company. CommIT (Communication and Information Technology) Journal, 10(1), 9-14. Retrieved from https://media.neliti.com/media/publications/166771-EN-the-effect-of-social-media-to-the-brand.pdf

Wan, Z. H. (2021). Exploring The Effects of Intrinsic Motive, Utilitarian Motive, and Self-Efficacy on Students’ Science Learning In The Classroom Using The Expectancy-Value Theory. Research in Science Education, 51(3), 647-659. DOI: 10.1007/s11165-018-9811-y

Walid, A., & Hadiwinarto, H. (2021). Assessment Instruments of Learning Motivation and Science Learning Outcomes of Class V Elementary School Students. ISEJ: Indonesian Science Education Journal, 2(1), 17-26. Retrieved from https://www.siducat.org/index.php/isej/article/view/156

Wallen, N. E., & Fraenkel, J. R. (2013). Educational Research: A Guide to The Process. New York: Routledge.

Author Biographies

A.A. Ketut Budiastra, Universitas Terbuka

Iwan Wicaksono, Universitas Jember

Nia Erlina, Universitas Pendidikan Ganesha

License

Copyright (c) 2022 Budiastra Ketut, Iwan Wicaksono, Nia Erlina

Creative Commons License

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

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. 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 Jurnal Penelitian Pendidikan IPA.
  3. 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).