Analysis of Early Childhood Pre-Service Teacher's Science Concepts Comprehension Based On Their Science Process Skill

Authors

Ni Luh Putu Nina Sriwarthini , Baik Nilawati Astini , Gunawan Gunawan

DOI:

10.29303/jppipa.v9i2.3241

Published:

2023-02-28

Issue:

Vol. 9 No. 2 (2023): February

Keywords:

Comprehension, Early Childhood, Science Concepts

Research Articles

Downloads

How to Cite

Sriwarthini, N. L. P. N., Astini, B. N. ., & Gunawan, G. (2023). Analysis of Early Childhood Pre-Service Teacher’s Science Concepts Comprehension Based On Their Science Process Skill. Jurnal Penelitian Pendidikan IPA, 9(2), 906–910. https://doi.org/10.29303/jppipa.v9i2.3241
Crossref
Scopus
Google Scholar
Europe PMC

Downloads

Metrics

PDF views
195
Feb 28 '23Mar 01 '23Mar 04 '23Mar 07 '23Mar 10 '23Mar 13 '23Mar 16 '23Mar 19 '23Mar 22 '23Mar 25 '23Mar 28 '234.0
|

Abstract

Science concepts comprehension is a foundation that allows students to create thinking constructions to another related concept or more complex concepts, facts, laws, principles, and theories in science. Understanding the concept of science is one of the important things required by early childhood education pre-service teachers as professional and competent educators in their fields. This research is an ex-post-facto research, with the aim of analyzing science concepts comprehension based on science process skills of the early childhood education pre-service teachers, especially on the subjects of the diversity of living things and environmental pollution. The subjects in this study were early childhood education students in semester VI of the 2021/2022 academic year. Analysis of science concept comprehension was carried out using the

Certainty of Response Index

(CRI) method. The results showed: 1) The Comprehension of Science concepts of early childhood education pre-service teachers with the criteria of understanding the concept (PK) is at 81.75%, not understanding the concept (TPK) at 4,90%, and misconceptions (M) at 13.34%; 2) The comprehension of science concept of early childhood education pre-service teachers based on high category science process skills are better than the science concept comprehension of early childhood education pre-service teachers with low category science process skills. The data obtained confirm that the comprehension of science concepts in early childhood education pre-service teachers is high. The comprehension of science concepts that owned by early childhood education pre-service teachers is directly proportional to their science process skills, the higher the science process skills of early childhood education pre-service teachers, the higher their science concepts comprehension.

References

Azrai, E. P., Sigit, D. V., & Puji, M. (2017). The Correlation Between Environmental Awareness and Students Participation In Go Green School Activity At Adiwiyata SchooL. Biosfer: Jurnal Pendidikan Biologi, 10(2), 7-11. https://doi.org/10.21009/biosferjpb.10-2.2

Chabalengula, V. M., Mumba, F., & Mbewe, S. (2012). How pre-service teachers’ understand and perform science process skills. Eurasia Journal of Mathematics, Science and Technology Education, 8(3), 167–176. https://doi.org/10.12973/eurasia.2012.832a

Fatimah, S. (2017). Keterampilan Proses Sains, Kemampuan Multirepresentasi, Jenis Kelamin, Dan Latar Belakang Sekolah Mahasiswa Calon Guru Sd. 1(1). Retrieved from http://ejournal.unp.ac.id/index.php/jippsd/issue/archive

Gazali, A., Hidayat, A., Yuliati, L., Smpn, ), Utara, B., & Tengah, L. (2015). Efektivitas Model Siklus Belajar 5E Terhadap Keterampilan Proses Sains dan Kemampuan Berpikir Kritis Siswa. In Jurnal Pendidikan Sains 3(1). Retrieved from http://journal.um.ac.id/index.php/jps/

Gultepe, N. (2016). High school science teachers’ views on science process skills. International Journal of Environmental and Science Education, 11(5), 779–800. https://doi.org/10.12973/ijese.2016.348a

Handayani, G., Adisyahputra, A., & Indrayanti, R. (2018). Correlation between integrated science process skills, and ability to read comprehension to scientific literacy in biology teachers’ students. Biosfer, 11(1), 22–32. https://doi.org/10.21009/biosferjpb.11-1.3

Hasan, S., Bagayoko, D., & Kelley, L. E. (1999). Misconceptions and the Certainty of Response Index (CRI). Physics Education, 34. 34(5), 294. https://doi.org/10.1088/0031-9120/34/5/304

Hasnawati, H., Syazali, M., & Widodo, A. (2022). Analysis of Understanding Science Concepts for Prospective Elementary School Teacher Candidates. Jurnal Penelitian Pendidikan IPA, 8(6), 2954–2960. https://doi.org/10.29303/jppipa.v8i6.2438

Juhji, J. (2016). Peningkatan Keterampilan Proses Sains Siswa Melalui Pendekatan Inkuiri Terbimbing. Jurnal Penelitian Dan Pembelajaran IPA, 2(1), 58-70. http://dx.doi.org/10.30870/jppi.v2i1.419

Kholifah, N. A., Rinanto, Y., & Ramli, M. (2015). Kajian Penerapan Model Guided Discovery Learning Disertai Concept Map Terhadap Pemahaman Konsep Siswa Sma Kelas Xi Pada Materi Sistem Imun. Bio-Pedagogi: Jurnal Pembelajaran Biologi. 4(1). 12–18. https://doi.org/10.20961/bio-pedagogi.v4i1.5352

Kurnia, S. D. (2019). Urgensi Pembelajaran Sains Dalam Meningkatkan Motivasi Belajar Pada Anak Usia Dini. Ya Bunayya. 1(1). 46-57

Maradona. (2013). Analisis Ketrampilan Proses Sains Siswa Kelas Xi Ipa Sma Islam Samarinda Pada Pokok Bahasan Hidrolisis Melalui Metode Eksperimen. Prosiding Seminar Nasional Kimia, 62–70. Retrieved from http://jurnal.kimia.fmipa.unmul.ac.id/index.php/prosiding/article/view/88

Mursalin, E., & Setiaji, A. B. (2021). Pelatihan Pembuatan Alat Permainan Edukatif (APE) Sains Sederhana bagi Guru PAUD. BAKTIMAS Jurnal Pengabdian Pada Masyarakat, 3(4). https://doi.org/10.32672/btm.v3i4.3561

Nofiana, M. (2017). Profil Kemampuan Literasi Sains Siswa SMP di Kota Purwokerto Ditinjau dari Aspek Konten, Proses, dan Konteks Sains. JSSH (Jurnal Sains Sosial dan Humaniora), 1(2), 77-84. doi:http://dx.doi.org/10.30595/jssh.v1i2.1682

Nurwulandari, N. N. (2018). N Pembelajaran Fisika Berbasis Literasi Sains terhadap Penguasaan Konsep Mahasiswa pada Pokok Bahasan Energi. Jurnal Pendidikan: Riset Dan Konseptual, 2(2), 205. https://doi.org/10.28926/riset_konseptual.v2i2.51

Osman, K. (2012). Primary science: Knowing about the world through science process skills. Asian Social Science, 8(16), 1–7. https://doi.org/10.5539/ass.v8n16p1

Özgelen, S. (2012). Students’ science process skills within a cognitive domain framework. Eurasia Journal of Mathematics, Science and Technology Education, 8(4), 283–292. https://doi.org/10.12973/eurasia.2012.846a

Putra, A.R. Abdurrahman, A., & Suana, W. (2015). Pengaruh Keterampilan Proses Sains Dan Sikap Ilmiah Terhadap Pemahaman Konsep Ipa. 20/01/2023. Retrieved from http://jurnal.fkip.unila.ac.id/index.php/JPF/article/view/8861/5560

Rahayu, S., Refirman, R., & Sari, D. R. (2018). Hubungan Pengetahuan Tentang Zat Aditif Dengan Sikap Pemilihan Makanan Jajanan Siswa Smpn 74 Jakarta. Biosfer: Jurnal Pendidikan Biologi, 9(2), 45-53. https://doi.org/10.21009/biosferjpb.9-2.7.

Raihana, A. B. H. I. S. W. J. (2020). Peningkatan Pemahaman Program Bermain Anak Indoor Dan Outdoor Di Desa Koto Tuo Kecamatan Batang Peranap. Jurnal Pengabdian Untukmu Negeri. 4(1). https://doi.org/10.37859/jpumri.v4i1.1871

Sadiqin, I. K., Santoso, U. T., & Sholahuddin, A. (2017). Pemahaman konsep IPA siswa SMP melalui pembelajaran problem solving pada topik perubahan benda-benda di sekitar kita. Jurnal Inovasi Pendidikan IPA, 3(1), 52. https://doi.org/10.21831/jipi.v3i1.12554

Septriani, N. (2014). Pengaruh Penerapan Pendekatan Scaffolding Terhadap Kemampuan Pemahaman Konsep Matematika Siswa Kelas Viii Smp Pertiwi 2 Padang. In Jurnal Pendidikan Matematika, 3(3).

Sigiro, O. N., Sigit, D. V., & Komala, R. (2017). Hubungan Efikasi Diri Dan Penalaran Ilmiah Dengan Hasil Belajar Biologi Siswa Sma. Biosfer: Jurnal Pendidikan Biologi, 10(2), 30-34. https://doi.org/10.21009/biosferjpb.10-2.4.

Susanto, A. (2013). Teori Belajar dan Pembelajaran Di Sekolah Dasar (1st ed., Vol. 1). Kencana Prenadamedia Grup.

Syuhendri, Andriani, N., & Saparini. (2019). Pemahaman Konsep Dan Miskonsepsi Mahasiswa Calon Guru Pada Hukum Kepler. Jurnal Kependidikan, 3(1), 263–275. http://dx.doi.org/10.21831/jk.v3i2.13613

Trihono, T. (2022). Hubungan antara Keterampilan Proses Sains dan Kemampuan Matematika dengan Pemahaman Konsep Sains dalam Pembelajaran Penemuan Terbimbing. JURNAL PENDIDIKAN MIPA, 12(3), 747–753. https://doi.org/10.37630/jpm.v12i3.675

Wisudawati, A. W., & Sulistyowati, E. (2015). Metodologi Pembelajaran IPA. Bumi Aksara

Author Biographies

Ni Luh Putu Nina Sriwarthini, University of Mataram

Baik Nilawati Astini, University of Mataram

Gunawan Gunawan, University of Mataram

License

Copyright (c) 2023 Nina Sriwarthini

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).