The Impact of Learning Basic Science Concepts Using the Ethno-Setsar Approach to Improve Communication Skills of Prospective Teachers

Authors

M Jhoni , M. Hasbi , Winarto

DOI:

10.29303/jppipa.v9i11.5281

Published:

2023-11-25

Issue:

Vol. 9 No. 11 (2023): November

Keywords:

Communication skills, ESETSaR, Prospective teachers, Science Teaching

Research Articles

Downloads

How to Cite

Jhoni, M., Hasbi, M., & Winarto, W. (2023). The Impact of Learning Basic Science Concepts Using the Ethno-Setsar Approach to Improve Communication Skills of Prospective Teachers. Jurnal Penelitian Pendidikan IPA, 9(11), 10409–10417. https://doi.org/10.29303/jppipa.v9i11.5281
Crossref
Scopus
Google Scholar
Europe PMC

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

Communication skills really need to be provided to prospective teachers. Success This research aims to analyze the impact of Ethno-SETSaR science learning on prospective teacher communication. The research method used was an experiment with a non-equivalent group design. The sample of this research is 120 prospective teacher students. The data collection technique used is observation. The data analysis technique used is ANOVA. Hypothesis testing is that there are differences in communication skills between the experimental group and the control group. The research results obtained by the science learning program using the E-SETSAR approach can improve communication skills. Eight student communication indicators with scores greater than ≥ 65 for the experimental class. Conduct investigations, prepare investigation reports, discussions and presentations which are learning activities. Learning basic science concepts involves scientific investigation activities to find community problems related to the culture of the surrounding community to be studied from the SETSaR aspect to train communication skills. Therefore, learning is designed to facilitate students to think and convey their ideas.

References

Aflalo, E. (2018). Changes in the perceptions of the nature of science and religious belief. Issues in Educational Research, 28(2), 237-253. http://www.iier.org.au/iier28/aflalo.pdf

Ahmed, G. S. (2018). Electronic copy available at: https://ssrn.com/abstract=3355721. 1988.

Ahmetoglu, E., & Acar, I. H. (2016). The Correlates of Turkish Preschool Preservice Teachers ’ Social Competence , Empathy and Communication Skills. https://doi.org/10.13187/ejced.2016.16.188

Aidoo, B., & Ofori, I. (2016). Effect of Problem-Based Learning on Students ’ Achievement in Chemistry. Journal of Education and Practice. 7(33), 103–108. Retrieved from https://eric.ed.gov/?id=EJ1122651

Arends, R. (2012). Learning to Teach. Tenth Edition. McGraw-Hill Education.

Asnawi, S. ., Nuroso, H., & Patonah, S. (2017). Pengaruh Model Pembelajaran TTW Berbantuan Bahan Ajar Berbasis Etnosains terhadap Penguasaan Konsep dan Komunikasi Ilmiah. Prosiding Lontar Physics Forum IV 2017, 193–198. Retrieved from http://prosiding.upgris.ac.id/index.php/LPF2017/lpf17/paper/viewFile/1714/1625

Awang, H., & Daud, Z. (2015). Improving a Communication Skill Through the Learning Approach Towards the Environment of Engineering Classroom. Procedia - Social and Behavioral Sciences, 195, 480–486. https://doi.org/10.1016/j.sbspro.2015.06.241

Bee, S. B. (2012). The impact of teachers’ communication skills on teaching: Reflections of pre-service teachers on their communication strengths and weaknesses. Humanising language teaching, 14. Retrieved from http://old.hltmag.co.uk/feb12/mart.htm

de Beer, J., Petersen, N., & Ogunniyi, M. (2022). Indigenous Knowledge in Science Education from: Handbook of Research on Science Teacher Education. Routledge. https://doi.org/10.4324/9781003098478-30

Binadja, A. (1999). Wawasan SETS (Science, Environmenr, Tecnology, and Society) Dalam Pengembangan Kurikulum Sains. Penang, Malaysia: SEAMEO RECSAM

Binadja A. (2002). Pendidikan bervisi SETS (Science, Environment, Technology and Society) Implikasi Kurikulum Berbasis Kompetensi pada Pendidikan Dasar dan Menengah Makalah disajikan dalam Seminar Nasional Berorientasi Keterampilan Hidup dengan Kurikulum Berbasis Kompetensi. PPS Unnes. Semarang 27 Pebruari 2002.

Bloju, C. L., & Stan, R. V. (2013). Didactic Communication – Key Element for Any Successful Teaching Activity. Procedia - Social and Behavioral Sciences, 76, 105–109. https://doi.org/10.1016/j.sbspro.2013.04.082

Bee France & John K. Gilbert (2012) Identifying the Essential Elements of Effective Science Communication: What do the experts say?, International Journal of Science Education, Part B, 2:1, 23-41, https://doi.org/10.1080/21548455.2011.611627

Brownell, S. E., Price, J. V., & Steinman, L. (2013). Science Communication to the General Public: Why We Need to Teach Undergraduate and Graduate Students this Skill as Part of Their Formal Scientific Training. Journal of undergraduate neuroscience education : JUNE: a publication of FUN, Faculty for Undergraduate Neuroscience, 12(1), E6–E10.

Chowdhury, M. A. (2018). Gifted education in science and chemistry : Perspectives and insights into teaching , pedagogies , assessments , and psychosocial skills development Gifted Education in Science and Chemistry : Perspectives and Insights into Teaching , Pedagogies , Assessm. June 2016. https://doi.org/10.17478/JEGYS.2018116581

Devito, J. A. (2013). The Interpersonal Communication Book Ed.13th. Pearson.

Doménech-betoret, F., Gómez-artiga, A., & Lloret-segura, S. (2014). Personal variables , motivation and avoidance learning strategies in undergraduate students. Learning and Individual Differences, 35, 122–129. https://doi.org/10.1016/j.lindif.2014.06.007

Duta, N., Panisoara, G., & Panisoara, I. (2015). The Effective Communication in Teaching . Diagnostic study regarding the academic learning motivation to students. Procedia - Social and Behavioral Sciences, 186, 1007–1012. https://doi.org/10.1016/j.sbspro.2015.04.064

Ekici, G. (2010). Factors affecting biology lesseon motivation of high school students. Procedia Social and Behavioral Sciences, 2(2), 2137–2142. https://doi.org/10.1016/j.sbspro.2010.03.295

Erİgüç, G., Tolga, S., & Huseyin, E. (2013). Evaluation of communication skills: a vocational high school students sample. Hacettepe Health Management Journal, 16(1), 46–65.

Fuad, Z., Misbah, Hartini, S., & Zainuddin. (2018). Identifikasi kearifan lokal Kalimantan Selatan sebagai sumber belajar fisika kelas X. In Seminar Nasional PendidikanBanjarmasin(pp. 158–169).Banjarmasin.

Gamal,A.N.Z&Mahalle,S. (2012). Innovation and Creativity in Teaching Islamic Religious Knowlege (IRK) at Secondary Schools in Brunei Darussalam. International Journal of Arts & Sciences: 5(5):239–252

Ghozali, I. (2009). Aplikasi Analisis Multivariat dengan Program SPSS. Semarang: Badan Penerbit Universitas Diponegoro.

Joseph, M. . (2010). Etnhoscience and problem of method in the social scientific study of religion. Oxfordjournal, 39(3), 241–249.

Jurik, V., Gröschner, A., & Seidel, T. (2014). Predicting students ’ cognitive learning activity and intrinsic learning motivation : How powerful are teacher statements , student pro fi les , and gender ? Learning and Individual Differences, 1–8.

Kaburise, P. (2016). Improving soft skills and communication in response to youth unemployment. International Journal of African Renaissance Studies Multi-, Inter and Transdisciplinary, 11(2), 87–101. https://doi.org/10.1080/18186874.2016.1248061

Khalik. (2014). Filsafat Komunikasi. Makassar: Alaudin University Press.

Khan, A., Zia-ul-islam, S., Khan, M., & Education, P. (2017). Communication Skills of a Teacher and Its Role in the Development of the Students ’ Academic Success. Journal of Education and Practice, 8(1), 18–21.

Khasanah, N. (2018). Memberdayakan Hight Order Thinking Skills (Hots) Melaui Model Discovery Based Unity Of Sciences (DBUS). Jurnal Phenomenon, 8(2), 215–224.

Mansour, N. (2008). Science Teachers’ Beliefs and Practices: Issues, Implications and Research Agenda. International Journal of Environmental & Science Education, 4(1), 25–48.

Mansour, N. (2008). Science Teachers’ Beliefs and Practices: Issues, Implications and Research Agenda. International Journal of Environmental & Science Education, 4(1), 25–48.

Morreale, S., Staley, C., & Stavrositu, C. (2015). First-Year College Students ’ Attitudes toward Communication Technologies and Their Perceptions of Communication Competence in the 21st Century. March, 37–41. https://doi.org/10.1080/03634523.2014.978799

Naim, N. (2011). Dasar-Dasar Komunikasi Pendidikan. Yogjakarta: ArRuzz Media.

Ngasike, J. T. (2011). Turkana Children ’ s Rights to Education and Indigenous Knowledge in Science Teaching in Kenya JOHN TERIA NG ’ ASIKE. New Zealand Journal of Teachers’ Work, 8(1), 55–67.

Noviyanti, M. (2011). Manfaat Keterampilan Berkomunikasi Mahasiswa. Jurnal Pendidikan, 12(2), 80–88.

Pedretti, E., & Nazir, J. (2011). Currents in STSE Education: Mapping a Complex Field, 40 Years on. Science Education, 95, 601–626.

Perera, S., & Stocklmayer, S. (2013). Communication and Engagement with Science and Technology: Issues and Dilemmas. NewYork: Routledge.

Perin, D. (2011). Facilitating Student Learning Through Contextualization. 29.

Priatna, N., & Sukamto, T. (2013). Pengembangan Profesi Guru. Bandung: PT. Remaja Rosdakarya Offset.

Rahmah, S.Z., Mulyani, S., & Masyikuri, M. (2017). Pengembangan Modul Berbasis SETS (Science, Environment, Technology, Society) Terintegrasi Nilai Islam di SMAI Surabaya pada Materi Ikatan Kimia. Jurnal Pendidikan, 2(1), 57-62. https://doi.org/10.26740/jp.v2n1.p70-7.

Rahmaniati, R., & Supramono, D. A. N. (2015). Anterior Jurnal,. 14, 194–200.

Ramaraju, S. (2012). Psychological Perspectives On Interpersonal Communication. Journal of Arts, Science & Commerce, 4(2), 68–74.

Rosario, B.I. (2009). Science, Technology, Society and Environment (STSE) Approach in Environmental Science for Nonscience Students in a Local Culture. Liceo Journal of Higher Education Research Science and Technology Section, 6(1), 2094-1064

Sardjiyo, & Panen. (2005). Pembelajaran Berbasis Budaya Model Inovasi Pembelajaran Dan Implementasi Kurikulum Berbasis Kompetensi. Jurnal Pendidikan, 6(2), 83–98.

Savendra, A., & Opfer, V. (2012). Teaching and Learning 21st Century Skills: Lesson from the Learning Science. A Global Cities Education Network Report. New York , Asia Society.

Sharifirad, G., Marjani, A., Abdolrahman, C., Mostafa, Q., & Hossein, S. (2012). Stress among Isfahan medical sciences students. Journal of Research in Medical Sciences, 17(4), 402–406.

Sumarni, W. (2018). Pembelajaran Kimia Dalam Kehidupan Berbasis Proyek Terintegrasi Etnosains Bagi Mahasiswa Calon Guru. Disertasi.

Tutkun, O. F. (2015). Prospective teacher’s communication skills level: Intellectual, emotional and behavioral competencies. Anthropologist, 19(3), 665–672. https://doi.org/10.1080/09720073.2015.11891701

Wahyuni, A. I., Astuti, B., & Yulianti, D. (2017). Bahan Ajar Fisika Berbasis I-SETS (Islamic, Science, Environment, Technology, Society) Terintegrasi Karakter. UPEJ Unnes Physics Education Journal, 6(3), 17–25. https://doi.org/10.15294/upej.v6i3.19309

Wilkins, K. G., Bernstein, B. L., & Bekki, J. M. (2015). Measuring Communication Skills: The STEM Interpersonal Communication Skills Assessment Battery. Journal of Engineering Education, 104(4), 433–453. https://doi.org/10.1002/jee.20100

Yoon, H., Woo, A. J., Treagust, D., & Chandrasegaran, A. L. (2014). The Efficacy of Problem-based Learning in an Analytical Laboratory Course for Pre-service Chemistry Teachers. International Journal of Science Education, 36(1), 79–102. https://doi.org/10.1080/09500693.2012.727041

Zoller, U. (2000). Interdisciplinary Systemic Hocs Development The Key for Meaningful STES Oriented Chemical Educa-tion, Chemistry Education: Research and Practice in Europe. 1(2), 189–200

Author Biographies

M Jhoni, UIN Raden Fatah Palembang

M. Hasbi, UIN Raden Fatah Palembang

Winarto, Yogyakarta State University

License

Copyright (c) 2023 M Jhoni, M. Hasbi, Winarto

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).