Studies in Philosophy of Science and Education

Journal Information
ISSN / EISSN : 2722-3523 / 2721-9267
Current Publisher: SI - Scientific Online Journal (10.46627)
Total articles ≅ 16
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Latest articles in this journal

Husni Mubarok, Nur Shabrina Safitri, Alif Syaiful Adam
Studies in Philosophy of Science and Education, Volume 1, pp 97-103; doi:10.46627/sipose.v1i3.51

Abstract:
One of the meaningful learning implications is the formation of Long-Term Memory (LTM). Through the development of concepts related to the problems of everyday life that bridge LTM and the implementation of Science, Technology, Engineering and Mathematics (STEM) as an educational approach, it enables students to realize the importance of knowledge for society. However, some aspects of society are excluded from STEM, in that way a transformation needs to be carried out. Art and Religion need to be developed in STEM to nurture students, environment, and society to the full. Several examples are presented to represent the relationship between STEM with art and religion, not only in terms of learning outcomes in schools, but also the expectations to create resilient people in facing the future challenges. With Science, Technology, Religion, Engineering, Art, and Mathematics (STREAM) education approach.
Fitria Mercyta Celina, Nadi Suprapto
Studies in Philosophy of Science and Education, Volume 1, pp 118-126; doi:10.46627/sipose.v1i3.48

Abstract:
Al Qur’an is the greatest miracle that used as a guide for Muslims in the world. In it contains several verses that are relevant to physics. The study aims to examine Einstein’s Theory of Relativity in the story of Ashabul Kahf and Isra’ Mi’raj of Prophet Muhammad SAW. A qualitative approach is used with the library research method by analyzing related books and journals. The result show that the relativity time of angles and humans can be explained by Einstein’s Theory of Relativity. Einstein’s Theory of Relativity has nothing to do with the Ashabul Kahf event. However, for the events of Isra’ Mi’raj of prophet Muhammad SAW, Einstein’s Theory of Relativity is not sufficient to prove it.
Eka Desiriah, Nurul Afifah, Jelita Puspita Ningrum Choirunnisa
Studies in Philosophy of Science and Education, Volume 1, pp 113-117; doi:10.46627/sipose.v1i3.27

Abstract:
We, as budding researchers, try to present science in the form of comics. We present the theory of optics by Christiaan Huygens and Sir Isaac Newton in a short comic strip. As we know, the Huygens principle explains that each wavefront can be considered to produce new wavelets or waves with the same wavelength as the previous one. A wavelet can be likened to a wave generated by a rock dropped into the water. The Huygens principle can be used to explain the diffraction of light in small slits. When passing through a small gap, the wavefront will create an infinite number of new wavelets so that the waves do not just flow straight, but spread out. By doing so, Huygens discovered his telescope. In this paper, we then illustrate his telescope through a simple comic.
Kamila Amalia, Suliyanah Suliyanah
Studies in Philosophy of Science and Education, Volume 1, pp 127-136; doi:10.46627/sipose.v1i3.54

Abstract:
Gravity is known as a discovery made by Sir Isaac Newton. Long before this theory was put forward, the Qur'an came down first, and some verses indicated the existence of gravity, but not everyone understood these signs. There are still many Islamic schools in Indonesia that have not yet studied science by relating the Qur'an. This study aims to determine the extent of Muslim students' understanding and to find out what Muslim students think about gravitational interconnection in science and the Qur'an. This research used descriptive qualitative research methods. The research data were obtained from interviews and questionnaires. Participants in this study were fifty participants, namely students from the Al-Amin Islamic Boarding School, Mojokerto, East Java. The results of this study indicate that the majority of students have a good understanding of Newton's gravitational interconnection in Science and the Qur'an. Most of the respondents argue that Newton's idea of ​​gravity is related to the verses of the Qur'an, especially QS Al-Hajj 22:65, QS Al-Mursalat 77:25, QS Maryam 16:25, and QS Al-Qori'ah verses 1-5. This research can make Muslim students improve their understanding of gravity in science and the Qur'an and also increase their piety to God.
Titik Setyowati, Rahyu Setiani, Dwi Sambada, Wuwuh A. Surasmi, Dwikoranto
Studies in Philosophy of Science and Education, Volume 1, pp 104-112; doi:10.46627/sipose.v1i3.31

Abstract:
Open University is needed to meet the needs of studying without being limited by space, time, amount, cost, age, and distance with a quality tutor. This study aims to describe the ideal form of tutor recruitment, the role of tutors and get quality tutors. This survey research was conducted at the Distance Learning Program Unit (DLPU) Surabaya with data collection methods through observation, interviews, questionnaires and documentation. Sources of data were obtained from Study groups, Tutors, Department of Education, Regional Responsibility in the tutorial period 2019.1 and 2019.2. Data were analyzed descriptively. The results showed that: (1) The ideal form of tutor recruitment is through tutor selection, through the tutor candidate test, through agency recommendations and special offers. (2) The role of tutors in the professional learning process is that tutors are still needed for certain subjects, as innovators and motivators, to play a role in reducing dropout. (3) To get quality tutors and not only as a part-time job so that tutors in working remain professional is to build a sound system. The obligations and rewards that are received appropriately. Between taxes and a decent income. Also, between expertise or rank need to be adjusted to the level of compensation which is given.
Muhammad Farid Ilhamuddin, Issac Briyan Alisyahbana
Studies in Philosophy of Science and Education, Volume 1, pp 137-148; doi:10.46627/sipose.v1i3.55

Abstract:
Sociodrama technique is a method of role-playing learning to solve problems related to social phenomena. The use of sociodrama techniques in this study is to improve the polite behavior of students through group guidance services. This study uses action research, with two cycles, namely cycle 1 and 2, each of which has two meetings and at each meeting allocates 40 minutes. Data collection methods used are observation, interviews, and documentation to determine the level of politeness of students in the implementation of group guidance services in school. The subjects of the study were ten students from grade 8th, Unesa Middle School who had problems in their polite behavior. Based on the observations of students in both cycles, there is an increase in the politeness of students, including good criteria in the implementation of group guidance services using Sociodrama techniques. After the implementation of the first cycle, it can be seen that there is a 63% change in students' behavior which means it shows the politeness behavior of students in the Good Criteria. At the meeting, after the second cycle, there is an increase to 76% in the Good criteria. Thus, from the results of the analysis, it can be concluded that the action research hypothesis that reads "The use of sociodrama techniques can improve polite behavior of students through the implementation of group guidance services in School " can be accepted so that it can be implied as an alternative and reference in providing guidance services to students or children.
Beni Setiawan
Studies in Philosophy of Science and Education, Volume 1, pp 87-96; doi:10.46627/sipose.v1i2.30

Abstract:
Reform and innovation are important issues in the educational field. Education is dynamic and changing depends on globalization demands. To counterbalance for these changes, there are two strategies to make education change. Top down and bottom up strategies. Top down and bottom up have advantages and disadvantages to the reform and innovation of educational. For instance, the advantage of top-down is the government have the power to make policy, do research about national curriculum and implement that policy in the education area, especially at school but for making policy, regulation, research and implement government have spent more money without significant result. In another hand, the benefit of bottom-up is the innovation of education easily to find and grow up because they have involved directly in the change in school, also understand what they need in education because the teachers and the principle have strong connection with the students and indirectly evaluate the national curriculum which is appropriate or not. Nevertheless, school community as the representative of bottom-up did not have the power to bring that innovation in the top level because there is no connecting purpose between government and school. In addition, the big effect is the top-down, bottom-up has the different points of view to look into education. Furthermore, to solve that problem, there are some approaches could be bond to both strategies such as the collaborative, negotiate, conceptual, and strategic clarification, school-based management and strong site councils. Based on several previous researchers that approach is the best option for bridging the educational purpose between top down and bottom up.
Studies in Philosophy of Science and Education; doi:10.46627/sipose

Abstract:
SiPoSE : Studies in Philosophy of Science and Education is an international peer-reviewed journal that focuses on Philosophy of Science (POS) and Philosophy of Education (POE). The journal concerns in philosophical, theoretical, practical, psychological, and conceptual issues in science education and education in general. The SiPoSE is published three times a year in April, August, and December. The SiPoSE welcomes any research papers on Nature of Science (NOS), History of Science (HOS), Philosophy of Science (POS), and Philosophy of Education (POE) in any technical knowledge domain: original theoretical works, literature reviews, research reports, position papers, book review, and review articles. The articles should be original, unpublished and not in consideration for publication elsewhere at the time of submission to the SiPoSE.
Fenny Rizky Amelia
Studies in Philosophy of Science and Education, Volume 1, pp 74-86; doi:10.46627/sipose.v1i2.28

Abstract:
The purpose of this study was to seek depth information how international students maintain their relationship to stay feeling close with their romantic partners although separated by distance or live in a different country, the difficulties and the reasons they choose to remain in the long-distance relationship. Semi-structured interviewed were conducted to four international students. Five themes emerged, they are “keep in touch”, “this is my look”, “trustworthiness as foundation”, “family’s support”, and “relationship’s goal is get married”. The participants utilize many ways of communication to keep in touch well because it also becomes a difficulty for the relationship if it is not done seriously. Since many of the participants have got support from their family, it makes them more believed that this relationship would be no matter even in a long-distance relationship. Admittedly, the distance has both beneficial and negative aspects, but how the couples handle it through the communication, always trust each other and share the relationship’s goal, determined the maintenance and help to feel close in the long-distance relationship.
Nadi Suprapto
Studies in Philosophy of Science and Education, Volume 1, pp 50-55; doi:10.46627/sipose.v1i2.24

Abstract:
A misconception is a misunderstanding in connecting a concept with other concepts, between new concepts and old concepts that are already in the minds of students, so that the wrong concepts are formed. Students' conceptions are different or contrary to the conceptions of the scientists. There are five kinds of misconceptions, namely: (a) preconceived notions; (b) non-scientific beliefs; (c) conceptual misunderstandings; (d) misconceptions of local languages (vernacular misconceptions); and (e) factual misconceptions. The causes of misconceptions are four parts: students, teachers, teaching materials or literature, context and teaching methods. It is expected that by knowing the types and causes of students' misconceptions in understanding science, it will be easier for teachers to find solutions in teaching science concepts. Examples of data related to misconceptions in physics are illustrated to reinforce explanations.
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