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The Effectiveness of Introduction to Astronomy Teaching Materials to Improve Problem-Solving and Generic Science Skills

Jurnal Pendidikan IPA Indonesia · Vol. 11 No. 2 (2022) · pp. 333–340

DOI
10.15294/jpii.v11i2.34801
ISSN
2089-4392, 2339-1286
Published
2022-06-30
Publisher
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Language
eng

Abstract

This study aims to analyze the effectiveness of introductory astronomy teaching materials with inquiry settings on students' problem-solving and generic science skills. This study used a quasi-experimental design with the one-group pretest-posttest design. The research subjects were one class of 23 fourth-semester science education students. Data on problem-solving skills were collected using a test method with ten essay questions, and generic science skills data were collected using 30 multiple-choice questions. Data analysis was carried out descriptively, and a t-test with a significance level of 0.05. The analysis results showed that the use of inquiry-based introductory astronomy teaching materials in astronomy learning was effective in improving the problem-solving skills (p0.05, g = 0.67 medium categories) and generic science skills (p0.05, g = 0.53 moderate type). So, it can be concluded that introductory astronomy teaching materials with inquiry settings effectively improve students' problem-solving and generic science skills.

Keywords

Collaboration network of the authors

10 authors · 21 co-authorship links · 7 across different organisations

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

  • Universitas Pendidikan Ganesha
  • KTH Royal Institute of Technology
  • Indonesia University of Education
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Wayan SadiaUniversitas Pendidikan Ganesha2
Agus Fany Chandra WijayaIndonesia University of Education2
I Wayan SuastraUniversitas Pendidikan Ganesha1
Hikmawati HikmawatiAffiliation unknown1
A. A. Istri Agung Rai SudiatmikaAffiliation 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) https://journal.unnes.ac.id/nju/index.php/jpii/oai, first harvested 29 Oct 2026, last seen 1 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">The Effectiveness of Introduction to Astronomy Teaching Materials to Improve Problem-Solving and Generic Science Skills</dc:title>
	<dc:creator>Pujani, N. M.</dc:creator>
	<dc:creator>Arsana, K. G. Y.</dc:creator>
	<dc:creator>Suma, K.</dc:creator>
	<dc:creator>Selamet, K.</dc:creator>
	<dc:creator>Erlina, N.</dc:creator>
	<dc:subject xml:lang="en-US">generic science skills; introduction to astronomy; problem-solving; teaching materials</dc:subject>
	<dc:description xml:lang="en-US">This study aims to analyze the effectiveness of introductory astronomy teaching materials with inquiry settings on students' problem-solving and generic science skills. This study used a quasi-experimental design with the one-group pretest-posttest design. The research subjects were one class of 23 fourth-semester science education students. Data on problem-solving skills were collected using a test method with ten essay questions, and generic science skills data were collected using 30 multiple-choice questions. Data analysis was carried out descriptively, and a t-test with a significance level of 0.05. The analysis results showed that the use of inquiry-based introductory astronomy teaching materials in astronomy learning was effective in improving the problem-solving skills (p0.05, g = 0.67 medium categories) and generic science skills (p0 .05, g = 0.53 moderate type). So, it can be concluded that introductory astronomy teaching materials with inquiry settings effectively improve students' problem-solving and generic science skills.</dc:description>
	<dc:publisher xml:lang="en-US">Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)</dc:publisher>
	<dc:contributor xml:lang="en-US">Universitas Pendidikan Ganesha</dc:contributor>
	<dc:date>2022-06-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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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/34801</dc:identifier>
	<dc:identifier>10.15294/jpii.v11i2.34801</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 11, No 2 (2022): June 2022; 333-340</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v11i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/view/34801/13193</dc:relation>
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	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/downloadSuppFile/34801/9686</dc:relation>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/downloadSuppFile/34801/9687</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2022 Jurnal Pendidikan IPA Indonesia</dc:rights>
</oai_dc:dc>