Public education COVID-19: Membekalkan nature of science konteks COVID-19 sebagai bahan pembelajaran bagi guru SMPN 08 Rejang Lebong

Keywords: public education, conceptual integrated, COVID-19 context

Abstract

Integrating science concepts with real contexts, including the COVID-19 context, is essential in the learning process to become meaningful. As one of the public education, schools are expected to provide students with generic skills on dealing with a pandemic using the concepts learned at school. Training on integrating science concepts with real contexts in learning was carried out to teachers and students at Junior High School 08 Rejang Lebong, Bengkulu Province, Indonesia. Training was conducted through ICARE (Introduction, Connection, Application, Reflection, and Extend). The results show that teachers can integrate science concepts with the COVID-19 context. These concepts are respiratory organs, blood cells, antibodies, vaccines, and healthy life. After the activity, the teacher designed science lessons plan to integrate concepts with the previously discussed context. It is hoped that the science learning carried out will be meaningful so that students no longer feel bored participating in learning, especially online learning.

Downloads

Download data is not yet available.

References

Abd-El-Khalick, F. (2012) Examining the Sources for our Understandings about Science: Enduring conflations and critical issues in research on nature of science in science education. International Journal of Science Education, 34(3), 353-374. https://doi.org/10.1080/09500693.2011.629013

Bayir, E., Cakici, Y., & Ertas, O. (2014). Exploring Natural and Social Scientists’ Views of Nature of Science. International Journal of Science Education, 36(8), 1286-1312. https://doi.org/10.1080/09500693.2013.860496

Bell, R. L., & Lederman, N. G. (2003). Understandings of the Nature of Science and Decision Making on Science and Technology Based Issues. Science Education, 87(3), 352–377. https://doi.org/10.1002/sce.10063

Burgess, S., & Sievertsen, H. H. (2020, April 1). School, Skills, and Learning: The Impact of COVID-19 on Education. CEPR. https://cepr.org/voxeu/columns/schools-skills-and-learning-impact-covid-19-education

Chang, T. Y., Hsu, M. L., Kwon, J. S., Kusdhany, M. L. S., & Hong, G. (2021). Effect of online learning for dental education in asia during the pandemic of COVID-19. Journal of Dental Sciences, 16(4), 1095–1101. https://doi.org/10.1016/j.jds.2021.06.006

Ernes, Y. (2020, April 13). 213 Siswa Ngadu ke KPAI Selama Belajar di Rumah. Detik News. https://news.detik.com/berita/d-4975072/213-siswa-ngadu-ke-kpai-selama-belajar-di-rumah-ada-soal-tugas-maha-berat

Dogan, N., & Abd-El-Khalick, F. (2008). Turkish grade 10 students’ and science teachers’ conceptions of nature of science: A national study. Journal of Research in Science Teaching, 45(10), 1083–1112. https://doi.org/10.1002/tea.20243

Hanley, M. (2018, February 7). Discovering Instructional Design 13: ICARE Model – Middlesex University’s experience. Elearning Feeds. https://elearningfeeds.com/discovering-instructional-design-13-icare-model-middlesex-universitys-experience/

Herwin, H., Hastomo, A., Saptono, B., Ardiansyah, A. R., & Wibowo, S. E. (2021). How elementary school teachers organized online learning during the COVID-19 pandemic?. World Journal on Educational Technology: Current Issues, 13(3), 437–449. https://doi.org/10.18844/wjet.v13i3.5952

Kampourakis, K. (2016). The “general aspects” conceptualization as a pragmatic and effective means to introducing students to nature of science. Journal of Research in Science Teaching, 53(5), 667–682. https://doi.org/10.1002/tea.21305

Kaya, E., & Erduran, S. (2016). From FRA to RFN: How the Family Resemblance Approach Can Be Transformed for Science Curriculum Analysis on Nature of Science. Science & Education, 25(9-10), 1115–1133. https://doi.org/10.1007/s11191-016-9861-3

Kaya, S., Erduran, S., Birdthistle, N., & McCormack, O. (2018). Looking at the Social Aspects of Nature of Science in Science Education Through a New Lens: The Role of Economics and Entrepreneurship. Science & Education, 27(5–6), 457–478. https://doi.org/10.1007/s11191-018-9990-y

Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. S. (2002). Views of Nature of Science Questionnaire: Toward Valid and Meaningful Assessment of Learners’ Conceptions of Nature of Science. Journal of Research in Science Teaching, 39(6), 497-521. https://doi.org/10.1002/tea.10034

Madaus, G.F., Scriven, M.S., & Stufflebeam, D.L. (1993). Evaluation Models, Viewpoints on Educational and Human Services Evaluation. Boston: Kluwer-Nijhoff Publishing.

Onyema, E. M. (2020). Impact of Coronavirus Pandemic on Education. Journal of Education and Practice, 11(13), 108-121. https://doi.org/10.7176/jep/11-13-12

Purwanto, H., Hamka, D., Ramadhani, W., Mulya, D., Suri, F., & Novaliza, M. (2020). Problematics study of natural sciences (IPA) online at junior high school in the time of the pandemic COVID-19. International Journal of Progressive Sciences and Technologies, 21(2), 188-195. https://ijpsat.org/index.php/ijpsat/article/view/1901

Temel, S., Şen, Ş., & Özcan, Ö. (2018). The development of the nature of science view scale (NOSvs) at university level. Research in Science & Technological Education, 36(1), 55-68. https://doi.org/10.1080/02635143.2017.1338251

Published
2022-08-31
How to Cite
Nursaadah, E., Ruyani, A., & Johan, H. (2022). Public education COVID-19: Membekalkan nature of science konteks COVID-19 sebagai bahan pembelajaran bagi guru SMPN 08 Rejang Lebong. Riau Journal of Empowerment, 5(2), 69-79. https://doi.org/10.31258/raje.5.2.69-79
Section
Articles