Contribution Analisis of Scientific Attitudes Towards Student Achievements Department of Physics Education in Universitas Papua

Authors

  • Rafy Iklashi Universitas Papua
  • Mujasam Mujasam Universitas Papua
  • Irfan Yusuf Universitas Papua
  • Sri Wahyu Widyaningsih Universitas Papua

DOI:

https://doi.org/10.37891/kpej.v2i2.104

Keywords:

Scientific Attitude, GPA, and Correlation

Abstract

Research has been conducted to determine the effect of scientific attitudes on student achievement in the Department of Physics Education at the University of Papua. This research is an associative descriptive research that describes the results of measurement of scientific attitudes and student achievement. The sample in this study were 21 students who filled out a scientific attitude questionnaire distributed via Google Form. Data collection techniques used are non-test techniques and documentation. Non-test technique in the form of giving a scientific attitude questionnaire to students. The questionnaire is filled in online through a Google form that is designed so that students can fill out whenever and wherever they are. The documentation technique is in the form of tracking student achievement indexes through Papua University's integrated sistem page. The results of the assessment of student responses were analyzed using Rusch modeling using the Winstep application. Spearman's rho analisis technique is used through the SPSS application to determine the effect of scientific attitudes on learning achievement. The measurement results of the influence of scientific attitudes on the Grade Point Average (GPA) obtained significance value of 0,539 is greater than the significance value of 0,05 which indicates that there is no significant effect between scientific attitudes on student GPA. The scientific attitude of students also obtained relatively low results. The low measurement results indicate that students of the Department of Education at the University of Papua need to be trained to develop their scientific attitude.

References

Gauld, C. F., & Hukins, A. A. (1980). Scientific Attitudes: a Review. Studies in Science Education, 7(1), 129–161.

Harlen, W. (1997). Primary Teachers’ Understanding in Science and its Impact in the Classroom. Research in Science Education, 27(3), 323.

Istikomah, H., Hendratto, S., & Bambang, S. (2010). Penggunaan Model Pembelajaran Group Investigation Untuk Menumbuhkan Sikap Ilmiah Siswa. Jurnal Pendidikan Fisika Indonesia, 6(2010) 40-43 Jp, 6(2010), 40–43.

Karyadi, Sinon, I. L. S., Yusuf, I., & Widyaningsih, S. W. (2018). Correlation Analisis between External Factors and Students Physics Learning Achievement. Scientiae Educatia: Jurnal Pendidikan Sains, 7(1), 42–54.

Kurniawan, D. T., Ma, N., & Kharimah, N. I. (2017). Pembelajaran Konsep Mekanika Fluida Statis Berbantuan Praktikum Virtual dalam Mengembangkan Keterampilan Berpikir Kritis Mahasiswa Calon Guru Matematika, Phenomenon, 7(2), 110–118.

Moore, R. W., & Foy, R. L. H. (1997). The Scientific Attitude Inventory: A Revision (SAI II). Journal of Research in Science Teaching, 34(4), 327–336.

Nasrudin, H., & Azizah, U. (2010). Improvement Thingking Skills and Scientific Attitude Using the Implementation of “ Group-Investigation Cooperative Learning †Contextual Oriented At Acid , Base and Salt Topic in Junior High School ., (November), 8–10.

Riduwan. (2011). Skala Pengukuran Variabel-Variabel Penelitian. Bandung: Alfabeta.

Tim Penyusun. (2018). Buku Panduan Akdemik Uiversitas Papua. Manokwari: Unipa

Vebrianto, R., & Osman, K. (2011). The Effect of Multiple Media Instruction in Improving Students’ Science Process Skill and Achievement. Procedia-Social and Behavioral Sciences, 15, 346–350.

Waddington. (1968). The Scientific Attitude. London: Routledge. Retrieved from https://doi.org/10.4324/9781315665382

Wahyudi. 2011. Analisis Kontribusi Sikap Ilmiah, Motivasi Belajar dan Kemandirian Belajar Terhadap Prestasi Belajar Mahasiswa Prodi Pendidikan Fisika STKIP PGRI Pontianak. Jurnal Edukasi Matematika dan Sains. 1(2): 20-31.

Winkel, W. Te, Rikers, R., Loyens, S., & Schmidt, H. (2006). Influence of Learning Resources on Study Time and Achievement Scores in a Problem-based Curriculum. Advances in Health Sciences Education, 11(4), 381–389.

Yusuf, I, & Widyaningsih, S. W. (2018). Profil Kemampuan Mahasiswa dalam Menyelesaikan Soal HOTS di Jurusan Pendidikan Fisika Universitas Papua. Jurnal Komunikasi Pendidikan, 2(14), 42–49.

Yusuf, I, & Subaer. (2013). Pengembangan Perangkat Pembelajaran Fisika berbasis Media Laboratorium Virtual pada Materi Dualisme Gelombang Partikel di SMA Tut Wuri Handayani Makassar. Jurnal Pendidikan IPA Indonesia, 2(2) (2013) 189-194.

Yusuf, I, & Widyaningsih, S. W. (2017). Implementation of Virtual Laboratory in Physics Experiment Course on Critical Thinking Skills of Physics Education Students of University of Papua. Jurnal Sainsmat, VI(1), 75–81.

Downloads

Published

18-12-2019

How to Cite

Iklashi, R., Mujasam, M., Yusuf, I., & Widyaningsih, S. W. (2019). Contribution Analisis of Scientific Attitudes Towards Student Achievements Department of Physics Education in Universitas Papua. Kasuari: Physics Education Journal (KPEJ), 2(2), 95–109. https://doi.org/10.37891/kpej.v2i2.104

Issue

Vol. 2 No. 2 (2019): December 2019

Section

Articles

License

License and Copyright Agreement

In submitting the manuscript to the journal, the authors certify that:

  • They are authorized by their co-authors to enter into these arrangements.
  • The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal. Please also carefully read Kasuari: Physics Education Journal Posting Your Article Policy at http://journalfkipunipa.org/index.php/kpef/about
  • That it is not under consideration for publication elsewhere,
  • That its publication has been approved by all the author(s) and by the responsible authorities tacitly or explicitly of the institutes where the work has been carried out.
  • They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  • They agree to the following license and copyright agreement.

Copyright

Authors who publish with Kasuari: Physics Education Journal 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 License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  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 this journal.
  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.