Reflective Thinking Profile of Physics Teacher Prospective Students through Nuclear Physics Learning using Virtual Laboratory

Arini Rosa Sinensis; Thoha Firdaus

doi:10.30762/ijise.v2i2.1282

Authors

Arini Rosa Sinensis Universitas Nurul Huda, Indonesia
Thoha Firdaus Universitas Nurul Huda, Indonesia

DOI:

https://doi.org/10.30762/ijise.v2i2.1282

Keywords:

Virtual Laboratory, Reflective Thinking and Nuclear Physics Learning

Abstract

Virtual Laboratory is a platform that helps students carry out practicum-based learning both independently and in groups. Nuclear physics is an abstract concept that discusses atomic nuclei, atomic nuclei decay, radioactivity which allows in practice to use virtual. The purpose of this study was to determine the level of students' reflective thinking skills after using the virtual lab in the nuclear physics course. The method used is descriptive quantitative. The data collection technique used a modified Kember reflective questionnaire with 24 statement items consisting of aspects of habitual action, understanding, reflection, and critical reflection. The research subjects were 15 prospective physics teacher students. The results showed that the level of reflective ability: habitual action (72.7%), understanding (89.3%), reflection 76.9% and critical reflection (67.87%) means that all levels are in the high category. These results explain that the profile of students' reflective thinking abilities is in the high category after learning nuclear physics using a virtual laboratory.

Downloads

Download data is not yet available.

References

Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining Twenty-First Century Skills. Dalam P.Griffin, B. Mc Gaw, & E. Care (Penyunting). Assesment and Teaching of 21st Century Skills (hlm. 17-66). Spinger.

Elisa, E., Wiratmaja, I. G., Nugraha, I. N. P., & Dantes, K. R. (2021). Pengembangan Laboratorium Virtual Kimia Teknik untuk Meningkatkan Keterampilan Berpikir Kritis dan Proses Sains Mahasiswa. Journal of The Indonesian Society of Integrated Chemistry, 12(2), 55–61. https://doi.org/10.22437/jisic.v12i2.11243

Ellianawati, Rusdiana, D., Sabandar, J., & Rusli, A. (2014). Students’S Achievement in Reflective Thinking Level of Cognitive Apprenticeship-Based Instruction of Mathematical Physics 1 Remedial Program. Jurnal Pendidikan Fisika Indonesia, 10(2), 150–157. https://doi.org/10.15294/jpfi.v10i2.3351

Ghanizadeh, A. (2017). The interplay between reflective thinking, critical thinking, self-monitoring, and academic achievement in higher education. Higher Education, 74(1), 101–114. https://doi.org/10.1007/s10734-016-0031-y

Hidajat, F. A. (2020). Kemampuan Berpikir Reflektif Dalam Praktik Pembelajaran Matematika Berbasis Project Lesson Study. 8(1), 71–80.

Hidayat, D. R. S. (2020). Dampak Pembinaan Reflektif Terhadap Pengembangan Profesionalisme Dan Keterampilan Mengajar Guru. Jurnal Kelola: Jurnal Ilmu Sosial, 3(1), 1–7. https://doi.org/10.54783/jk.v3i1.396

Hsieh, P. H., & Chen, N. S. (2012). Effects of reflective thinking in the process of designing software on students’ learning performances. Turkish Online Journal of Educational Technology, 11(2), 88–99.

Julianti, B., Haryadi, R., & Oktarisa, Y. (2023). Development of Virtual Laboratory Electronic Student Worksheet Using PjBL to Improve Critical Thinking Ability. Islamic Journal of Integrated Science Education (IJISE), 2(1), 1–15. https://doi.org/https://doi.org/10.30762/ijise.v2i1.885

Kapugu, E. R., Adnyano, A. A. I. A., Prastowo, R., Zamroni, A., Kaur, M., & Brahme, N. (2022). The Effectiveness of Sump Dimension Design: A Case Study in Nickel Mining. International Journal of Hydrological and Enviromental for Sustainability, 1(1), 41–53. https://doi.org/https://doi.org/10.58524/ijhes.v1i1.69

Kember, D., Mckay, J., Sinclair, K., & Kam Yuet Wong, F. (2008). A four-category scheme for coding and assessing the level of reflection in written work. Assessment and Evaluation in Higher Education, 33(4), 369–379. https://doi.org/10.1080/02602930701293355

Manurung, S. Y., & Listiani, T. (2020). Menjadi Guru Yang Reflektif Melalui Proses Berpikir Reflektif Dalam Pembelajaran Matematika [Becoming a Reflective Teacher Through the Reflective Thinking Process in Mathematics Learning]. Polyglot: Jurnal Ilmiah, 16(1), 58. https://doi.org/10.19166/pji.v16i1.2262

Miller, R. J., & Maellaro, R. (2016). Getting to the Root of the Problem in Experiential Learning: Using Problem Solving and Collective Reflection to Improve Learning Outcomes. Journal of Management Education, 40(2), 170–193. https://doi.org/10.1177/1052562915623822

Muhajarah, K., & Sulthon, M. (2020). Pengembangan Laboratorium Virtual sebagai Media Pembelajaran: Peluang dan Tantangan. Justek : Jurnal Sains Dan Teknologi, 3(2), 77. https://doi.org/10.31764/justek.v3i2.3553

Ramadhani, R., Umam, R., Abdurrahman, A., & Syazali, M. (2019). The Effect of Flipped-Problem Based Learning Model Integrated with LMS-Google Classroom for Senior High School Students. Journal for the Education of Gifted Young Scientists, 7(2), 137–158.

Ranjan, A. (2017). Effect of Virtual Laboratory on Development of Concepts and Skills in Physics. International Journal of Technical Research and Science, 2(1), 15–21.

Riduwan. (2012). Metode & Teknik Menyusun Proposal Penelitian. Alfabeta.

Saputra, H., Al Auwal, T. M. R., & Mustika, D. (2018). Inquiry learning based on virtual laboratory to improve scientific literacy skills of prospective physics education teacher students at Samudra University. Jurnal IPA & Pembelajaran IPA, 1(2), 143–148.

Sinensis, A. R., Firman, H., Hamidah, I., & Muslim. (2020). Reflective thinking on thermodynamic learning based collaborative problem solving. Journal of Physics: Conference Series, 1521(2). https://doi.org/10.1088/1742-6596/1521/2/022046

Sinensis, A. R., Firman, H., Hamidah, I., & Muslim, M. (2019). Pengembangan Instrumen Skala Berpikir Reflektif untuk Mengukur Level Kemampuan Berpikir Reflektif Mahasiswa Calon Guru Fisika. JIPFRI (Jurnal Inovasi Pendidikan Fisika Dan Riset Ilmiah), 3(2), 98–102. https://doi.org/10.30599/jipfri.v3i2.584

Theobald, J., Gardner, F., & Long, N. (2017). Teaching Critical Reflection in Social Work Field Education. Journal of Social Work Education, 53(2), 300–311. https://doi.org/https://doi.org/10.1080/10437797.2016.1266978

Yasin, M., Fakhri, J., Siswadi, Faelasofi, R., Safi’i, A., Supriadi, N., Syazali, M., & Wekke, I. S. (2020). The effect of SSCS learning model on reflective thinking skills and problem solving ability. European Journal of Educational Research, 9(2), 743–752. https://doi.org/10.12973/eu-jer.9.2.743