The Effect of Nature of Science (NoS) Explicit Learning Design on Students’ NoS Comprehension at Elementary School

Abstract

Abstract This research aims to investigate the effect of Nature of Science (NoS) learning design implementation on students’ NoS comprehension. The research employed the pre-experimental method with one group of pretest and post-test design. The samples, selected by purposive sampling technique, were 34 fifth grade students at one public school in Bandung city. A Likert-scale questionnaire was used as the instrument for collecting the data. The data analysis employed a descriptive quantitative technique by independent sample t-tests with the assistance of SPSS and Microsoft Excel tools. The findings show that there was a significant increase from the scores in pretest and post-test as the significance score is 0.000 < α = 0.05. The average score in the post-test was higher than the score in the pretest, indicating that student’s NoS understanding improved. In terms of percentage, NoS comprehension aspects increased from 13% to 78%, then 91%. The aspect with the highest increase was creativity (100%), whereas the aspect with the lowest increase was the socio and cultural embeddedness, with 87% increase. This research suggests that the implementation of the Nature of Science (NoS) explicit learning design has a significant effect on the students’ NoS comprehension.

Keywords

• learning design
• nature of science
• students’ nos comprehension.