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Enhancing students’ nature of science understanding through project-based learning and mind mapping

International Journal of Evaluation and Research in Education (IJERE) · Vol. 11 No. 4 (2022) · pp. 1704–1713

DOI
10.11591/ijere.v11i4.22282
ISSN
2620-5440, 2252-8822
Published
2022-12-01
Publisher
Institute of Advanced Engineering and Science
Language
eng
License
creativecommons.org/licenses/by-nc/4.0

Abstract

This study aimed to investigate students' understanding of the nature of science (NOS) in project-based learning combined with mind mapping (PjBL-MM), students' NOS understanding across gender, and PjBL-MM and gender interaction's effect on students' NOS understanding of conservation education. It employed a pretest-post-test non-equivalent group design. The research population consisted of first-year students at the Biology Department, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang, Central Java, Indonesia. Thus, the study consisted of 98 students (40 males and 58 females) selected randomly from three different classes. The students' NOS understanding was assessed using the views of NOS type B questionnaire. The learning models' effectiveness was tested using ANCOVA. The results showed a significant difference in students' NOS understanding, PjBL-MM group reported the highest NOS score among all treatment groups in the Conservation education course. There is a significant difference NOS understanding between male and female students. Females outperformed males in NOS understanding. However, PjBL-MM and gender interaction did not affect students' NOS understanding. This study is expected to encourage the implementation of PjBL-MM to improve the students' NOS understanding. The educators are also expected to empower NOS understanding through students' active participation in science by implementing project-based learning combined with mind mapping techniques.

Keywords

Collaboration network of the authors

40 authors · 115 co-authorship links · 17 across different organisations · showing the 40 most connected

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

  • State University of Semarang
  • State University of Malang
  • University of Mataram
  • National Yang Ming Chiao Tung University
  • Universitas Islam Negeri Maulana Malik Ibrahim
  • Fiji National University
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Hendra SusantoNational Yang Ming Chiao Tung University9
Aloysius Duran CorebimaState University of Malang4
Aditya MariantiAffiliation unknown3
Retno Sri IswariState University of Semarang3
Fatchur RohmanState University of Malang3
Dian Ratri WulandariAffiliation unknown3
Ibrohim IbrohimState University of Malang3
Sitoresmi PrabaningtyasAffiliation unknown3
Krispinus Kedati PukanState University of Semarang2
Bambang Eko SusiloState University of Semarang2
Trida Ridho FarizState University of Semarang2
Siti WahyuniAffiliation unknown2
Virgania SariAffiliation unknown2
Nuni WidiartiAffiliation unknown2
Saiful RidloState University of Semarang2
Novi Ratna DewiState University of Semarang2
Lutfia Nur HadiyantiState University of Semarang2
Dyah Rini IndriyantiAffiliation unknown2
Ning SetiatiAffiliation unknown2
Siti Harnina BintariAffiliation unknown2
Dwi Puji HayatiAffiliation unknown2
Suharti SuhartiAffiliation unknown2
Elhah Nailul KhasnaAffiliation unknown2
I Kade Karisma Gita ArdanaAffiliation unknown2
Herdiyana FitrianiUniversity of Mataram2
Muhammad Asy’ariUniversity of Mataram2
Agus Mukti WibowoState University of Malang1
Sugeng UtayaState University of Malang1
W. WahjoediState University of Malang1
Saiful AminUniversitas Islam Negeri Maulana Malik Ibrahim1
Ravinesh Rohit PrasadFiji National University1
Muhammad DanilState University of Malang1
Sigit SaptonoState University of Semarang1
Wiwi IsnaeniState University of Semarang1
Nugroho Edi KartijonoState University of Semarang1
Ahmad FauziAffiliation unknown1

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) http://ijere.iaescore.com/index.php/IJERE/oai, first harvested 8 Nov 2026, last seen 8 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">Enhancing students’ nature of science understanding through project-based learning and mind mapping</dc:title>
	<dc:creator>Sukaesih, Sri</dc:creator>
	<dc:creator>Zubaidah, Siti</dc:creator>
	<dc:creator>Mahanal, Susriyati</dc:creator>
	<dc:creator>Listyorini, Dwi</dc:creator>
	<dc:subject xml:lang="en-US">Conservation education; Mind mapping; Nature of science; Project-based learning</dc:subject>
	<dc:description xml:lang="en-US">This study aimed to investigate students' understanding of the nature of science (NOS) in project-based learning combined with mind mapping (PjBL-MM), students' NOS understanding across gender, and PjBL-MM and gender interaction's effect on students' NOS understanding of conservation education. It employed a pretest-post-test non-equivalent group design. The research population consisted of first-year students at the Biology Department, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang, Central Java, Indonesia. Thus, the study consisted of 98 students (40 males and 58 females) selected randomly from three different classes. The students' NOS understanding was assessed using the views of NOS type B questionnaire. The learning models' effectiveness was tested using ANCOVA. The results showed a significant difference in students' NOS understanding, PjBL-MM group reported the highest NOS score among all treatment groups in the Conservation education course. There is a significant difference NOS understanding between male and female students. Females outperformed males in NOS understanding. However, PjBL-MM and gender interaction did not affect students' NOS understanding. This study is expected to encourage the implementation of PjBL-MM to improve the students' NOS understanding. The educators are also expected to empower NOS understanding through students' active participation in science by implementing project-based learning combined with mind mapping techniques.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2022-12-01</dc:date>
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	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/22282</dc:identifier>
	<dc:identifier>10.11591/ijere.v11i4.22282</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 11, No 4: December 2022; 1704-1713</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v11i4</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/22282/13437</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2022 Institute of Advanced Engineering and Science</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
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