Connecting Science with Story Tale: How Sainsmatika Story Tale Book Decrease Science Anxiety of 4th Graders Student Menghubungkan Sains dengan Dongeng: Bagaimana Buku Dongeng Sainsmatika Menurunkan Kecemasan Sains Siswa Kelas 4
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Published:
Nov 30, 2019
Keywords:
Sainsmatika, Science Anxiety, Storytale
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Abstract
This study investigating the effectiveness of using Sainsmatika story tale book towards student science anxiety. The study were an experimental research with pretest-posttest control-group design, involving 122 fourth-grade students in one of the district in Indonesia. Characteristically, this research employs quantitative data which were collected from the questionnaire results regarding science anxiety. The data were analyzed using statistical methods to calculate the values and determine the frequency as well as the mean of pretest and posttest scores in control and experimental classes. To determine the effectiveness of using fairytale books to reduce students’ science anxiety, the one-way analysis of ANOVA was used with a significant difference at the level of Sig < 0.05. The results of this study reveal that the use of sainsmatika-based fairytale books is effective to reduce science anxiety of the fourth-grade students with significancy 0.00 (<0.05).
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Copyright (c) 2019 Agnestasia Ramadhani Putri, Ali Mustadi
This work is licensed under a Creative Commons Attribution 4.0 International License.
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References
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Sagir, S. U. (2012). The Primary School Students Attitude and Anxiety Towards Science. Journal of Baltic Science Education 11, 127–140.
Singer, R. N. (1980). Motor learning and human performance (New York: Macmil- lan).
Sullivan, P. (1993). Short flexible mathematics games. In The Mathematical Association of Victoria, ed. J. M. M. Rice. 211–217.
Udo, M. K., Ramsey, G. P., Mallow, J. V., et al. (2004). Science Anxiety and Gender in Students Taking General Education Science Courses. Journal of Science Education and Technology 13, 435–446. doi: 10.1007/s10956-004-1465-z.
Yildirim, I. et al. (2008). Academic achievement, perfectionism and social support as predictors of test anxiety. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 34, 287–296.
Bandu, P. (2006). Penilaian Keterampilan Proses dan Sikap Ilmiah dalam Pembela- jaran Sains Sekolah Dasar.
Bellack and Hersen, M. (1988). Behavioral Modification: An Introductory, and others (ed.) (Text Book Oxford University).
Connolly, C., Murphy, E., Moore, S., et al. (2009). Programming Anxiety Amongst Computing Students—A Key in the Retention Debate? IEEE Transactions on Education 52, 52–56. doi: 10.1109/te.2008.917193.
Daniels, J. (1983). Science anxiety. Personnel & Guidance Journal 62, 248–248.
Gallenstein, N. L. (2005). Engaging young children in science and mathematics. Journal of Elementary Science Education 17, 27–41. doi: 10.1007/bf03174679.
Griffiths, R. and Clyne, M. (1995). Games: A context and a medium for learning. Melbourne: The Mathematical Association of Victoria, 191–195.
Howe, A., Davies, D., Mcmahon, K., et al. (2009). Science: A Guide for Teachers (New York: Routledge).
Kelly, J. (2000). Rethinking the elementary science methods course: A case for content, pedagogy, and informal science education. International journal of science education 22, 755–777.
Kready, L. (1916). A Study of Fairy Tales. http://www.sacred-texts.com. (Accessed on 04-2004).
Mallow, J. V. (1981). New Cures for Science Anxiety. Curriculum Review 20, 389–91.
Marpaung, M. (2012). Sekarang aku tahu: Sains dalam dongeng, fabel, legenda, dan cerita rakyat (Galang Press).
Mclelland, C. V. (2006). The nature of science and the scientific method. http://www.geosociety.org/educate/NatureOfScience.html.
Sagir, S. U. (2012). The Primary School Students Attitude and Anxiety Towards Science. Journal of Baltic Science Education 11, 127–140.
Singer, R. N. (1980). Motor learning and human performance (New York: Macmil- lan).
Sullivan, P. (1993). Short flexible mathematics games. In The Mathematical Association of Victoria, ed. J. M. M. Rice. 211–217.
Udo, M. K., Ramsey, G. P., Mallow, J. V., et al. (2004). Science Anxiety and Gender in Students Taking General Education Science Courses. Journal of Science Education and Technology 13, 435–446. doi: 10.1007/s10956-004-1465-z.
Yildirim, I. et al. (2008). Academic achievement, perfectionism and social support as predictors of test anxiety. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 34, 287–296.