BIOPHYSICS IN SCIENCE EDUCATION: DEVELOPMENT OF AN INTEGRATED SCIENCE MODULE FOR PRE-SERVICE TEACHER



DOI: https://doi.org/10.29100/.v6i3.4734

Abstract


The challenge to teach science education in at the junior high school level is to ensure that all branches of science is integrated and coherent for students. This due to the science module taught in pre-service teacher education are given separately. This study aims develop a module for integrated science course. The module was designed to deliver a coherent integrated science by introducing and using Robin Fogarty’s connected model to pre-service teacher in the integrated science course in Lambung Mangkurat University. This study was carried out using 4D (Define, Design, Develop, Disseminate) development model. In the develop stage, validity test, practicality test, and effectiveness test was carried out. For the validity and practicality test, the data is analyzed descriptively, while the effectiveness test was analyzed using paired sample t-test. This study found that using Robin Fogarty’s connected model to create an integrated science module could result in a valid, practical, and effective module. The module also provide and a comprehensive example on how to use the connected model to different scientific concepts. Further study to explore other ways to integrate scientific concept should be made to provide students with more reference on how to integrate different concepts from different scientific branch. 


Keywords


integrated science; connected model; robin fogarty; module development; pre-service teacher

Full Text:

PDF

Article Metrics :

References


Begoray, D. L., & Stinner, A. (2005). Representing science through historical drama. Science & Education, 14(3), 457–471.

Bennett, J., & Lubben, F. (2006). Context‐based Chemistry: The Salters approach. International Journal of Science Education, 28(9), 999–1015. https://doi.org/10.1080/09500690600702496

Biggs, J. B., & Collis, K. F. (1982). Evaluating the Quality of Learning: The SOLO Taxonomy. Academic Press.

Cameron, J. R., Skofronick, J. G., & Grant, R. M. (2006). Fisika Tubuh Manusia. Penerbit Buku Kedokteran EGC.

Dewi, C. C. A., Erna, M., Haris, I., & Kundera, I. N. (2021). The effect of contextual collaborative learning based ethnoscience to increase student’s scientific literacy ability. Journal of Turkish Science Education, 18(3), 525–541.

Fogarty, R. J. (2009). How to integrate the curricula. Corwin Press. Corwin Press.

Giancoli, D. C. (2005). Physics: principles with applications (Vol. 1). Pearson Educación.

Hall, A., Reiss, M. J., Rowell, C., & Scott, A. (2003). Designing and implementing a new advanced level biology course. Journal of Biological Education, 37(4), 162–167.

Ibrahim, M. (2005). Seri Pembelajaran Inovatif: Asessmen Berkelanjutan; Tahap Pengembangan dan Contoh. UNESA.

Kadir. (2017). Statistika Terapan: Konsep, COntoh dan Analisis Data dengan program SPSS/Lisrel dalam Penelitian. Rajawali Press.

Kalat, J. W. (2015). Biological psychology. Cengage Learning.

Kemdikbud. (2018). Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 37 Tahun 2018 tentang Perubahan Atas Peraturan Menteri Pendidikan Dan Kebudayaan Nomor 24 Tahun 2016 Tentang Kompetensi Inti dan Kompetensi Dasar Pelajaran Pada Kurikulum Kurikulum 2013.

Linda, R., Mas’ud, Zulfarina, & Putra, T. P. (2021). Interactive E-Module of Integrated Science with Connected Type as Learning Supplement on Energy Topic. Journal of Physics: Conference Series, 2049(1), 12022. https://doi.org/10.1088/1742-6596/2049/1/012022

OECD. (2019a). PISA 2018 Assessment and Analytical Framework. In OECD Publishing. OECD Publisher.

OECD. (2019b). PISA 2018 Results (Volume I) What Students Know and Can Do. https://doi.org/https://doi.org/10.1787/5f07c754-en

Plomp, T. (2013). Educational design research: An introduction. Educational Design Research, 11–50.

Price-Baugh, R. (1997). Correlation of textbook alignment with student achievement scores. Baylor University.

Purwantini, N., Dalyano, T., & Dyah, R. (2017). Panduan Penyusunan Rencana Pelaksanaan Pembelajaran Sekolah Menengah Pertama. Kementerian Pendidikan dan Kebudayaan.

Schlotterbeck, D., Araya, R., Caballero, D., Jimenez, A., Lehesvuori, S., & Viiri, J. (2020). Assessing teacher’s discourse effect on students’ learning: A keyword centrality approach. European Conference on Technology Enhanced Learning, 102–116.

Scott, P., Mortimer, E., & Ametller, J. (2011). Pedagogical link‐making: a fundamental aspect of teaching and learning scientific conceptual knowledge. Studies in Science Education, 47(1), 3–36.

Sunarno, W., Sukarmin, S., Supurwoko, S., & Wikara, B. (2016). Development of integrated science module be based on scientific approach in the connected integration to improve of the students critical thinking skill. Proceeding of the International Conference on Teacher Training and Education, 2(1), 186–193.

Swinbank, E. (1997). Salters’ Advanced Physics: a new A-level course in the early stages of development. Physics Education, 32(2), 111. https://doi.org/10.1088/0031-9120/32/2/020

Thiagarajan, S. (1974). Instructional development for training teachers of exceptional children: A sourcebook