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The Role of Self-Concept in Modulating the Effectiveness of Nature-Based Science Instruction

Jurnal Pendidikan IPA Indonesia · Vol. 12 No. 4 (2023) · pp. 552–563

DOI
10.15294/jpii.v12i4.48287
ISSN
2089-4392, 2339-1286
Published
2023-12-29
Publisher
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Language
eng

Abstract

This study investigates the intersection between academic self-concept and the efficacy of Nature-Based Science Instruction (NBSI) in shaping the educational experiences of future science teachers. A mixed-methods design, encompassing the Academic Self-Concept Questionnaire and Nature-Based Science Instruction Assessment, enabled a comprehensive exploration of this dynamic. The research found that self-efficacy and self-competence, key components of self-concept, significantly determine the success of NBSI. These elements shape and are shaped by the learning environment, with reflective practices within NBSI notably enhancing academic self-concept and learning outcomes. The study's conclusions provide new insights into educational psychology, emphasizing the necessity of incorporating psychological factors into science curriculum development for more effective pedagogical strategies.

Keywords

Collaboration network of the authors

19 authors · 42 co-authorship links · 26 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Universitas Islam Negeri Raden Intan Lampung
  • University of Szeged
  • Yogyakarta State University
  • Universitas Muhammadiyah Jakarta
  • Pakuan University
  • Universitas Kuningan
  • Tanjungpura University
  • Other organisations
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Diah Andika SariUniversitas Muhammadiyah Jakarta1
Waziri Mohamed MapundaAffiliation unknown1
Rocelia Pasco BayanAffiliation unknown1
B. CsapóUniversity of Szeged1
Eri SarimanahPakuan University1
Figiati Indra DewiUniversitas Kuningan1
Tahmid SabriTanjungpura University1
Agus PahrudinUniversitas Islam Negeri Raden Intan Lampung1
Erva TriyanaUniversitas Islam Negeri Raden Intan Lampung1
Yuvita OktarisaUniversity of Copenhagen1
Chairul AnwarUniversitas Islam Negeri Raden Intan Lampung1
Jumadi JumadiYogyakarta State University1
Moh. Irma SukarelawanUniversitas Ahmad Dahlan1
Heru KuswantoYogyakarta State University1
Fitri Nur HikmahUniversitas Islam Negeri Antasari Banjarmasin1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/nju/index.php/jpii/oai, first harvested 29 Okt 2026, last seen 29 Okt 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">The Role of Self-Concept in Modulating the Effectiveness of Nature-Based Science Instruction</dc:title>
	<dc:creator>Jatmiko, A.</dc:creator>
	<dc:creator>Asyhari, A.</dc:creator>
	<dc:creator>Irwandani, I.</dc:creator>
	<dc:creator>Soeharto, S.</dc:creator>
	<dc:subject xml:lang="en-US">academic self-concept; nature-based science instruction; self-efficacy</dc:subject>
	<dc:description xml:lang="en-US">This study investigates the intersection between academic self-concept and the efficacy of Nature-Based Science Instruction (NBSI) in shaping the educational experiences of future science teachers. A mixed-methods design, encompassing the Academic Self-Concept Questionnaire and Nature-Based Science Instruction Assessment, enabled a comprehensive exploration of this dynamic. The research found that self-efficacy and self-competence, key components of self-concept, significantly determine the success of NBSI. These elements shape and are shaped by the learning environment, with reflective practices within NBSI notably enhancing academic self-concept and learning outcomes. The study's conclusions provide new insights into educational psychology, emphasizing the necessity of incorporating psychological factors into science curriculum development for more effective pedagogical strategies.</dc:description>
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	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2023-12-29</dc:date>
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	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
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	<dc:identifier>https://journal.unnes.ac.id/nju/jpii/article/view/48287</dc:identifier>
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	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 12, No 4 (2023): December 2023; 552-563</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v12i4</dc:source>
	<dc:language>eng</dc:language>
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	<dc:rights xml:lang="en-US">Copyright (c) 2023 Jurnal Pendidikan IPA Indonesia</dc:rights>
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