Refleksi Pengalaman:
Publikasi Internasional
Bidang Pendidikan
Yuli Rahmawati, M.Sc., Ph.D.
Manuscript Clinics, UNESA
Sabtu, 31 Juli 2021
Lesson Learnt
Penutup
Publikasi
Internasional
Pendahuluan
Pendahuluan
Penelitian
dan Publikasi
Kualitas, Karakteristik
Bidang, Kompetensi,
dan Pengalaman
Jurnal
Bereputasi
Perspektif
Tujuan
Hibah Penelitian,
Kenaikan Pangkat,
Kelulusan, Rekognisi,
Insentif
Pendahuluan
Karakteristik
Bidang
Pendidikan
Paradigma
dan
Metodologi
Isu-isu Bidang
Kajian
Publikasi
Internasional
01
predator, topik, indexing,
impact factor, frekuensi
penerbitan, publisher, sitasi, biaya, komunitas keilmuan
Pemilihan Jurnal
Submission
Co-author, language editing,
plagiarism, submission platform, aturan penulisan, aturan
submission, ethical issues
Review dan Revisi
cek platform/email, batas waktu revisi, penolakan, peranan chief editor, reviewer, rekomendasi reviewer
Penerbitan
open-access, pembayaran, online-hard copy, colour, copyright
Personal
Waktu, ide, semangat, biaya, dan motivasi
02
03
04
05
Perbandingan:
Scopus-Web of Science
Nama Jurnal
IF
Quartile
SJR
H Index
Quartile
Studies in Science
Education
3.7
Q1
2.32
42
Q1
Journal of Teacher
Education
3.6
Q1
3.14
84
Q1
Science Education
3.5
Q1
2.1
108
Q1
Irish Educational Studies
0.554
Q4
0.33
19
Q4
International Journal of
Cognitive Therapy
Jurnal Bereputasi Bidang Pendidikan
No Nama Jurnal Informasi Publisher Isu/Metodologi
1 Review of Educational Research • H Index: 140 • Q1 • SJR: 7,47 SAGE Publication
• Kuantitatif, Kualitatif, Systematic Review, Metaanalysis, critical review
• Literacy, Critical pedagogy, identity assessment,technology, metodologi, dll 2 Educational Researcher • H Index: 118
• Q1
• SJR: 3,68
SAGE Publication
• Kuantitatif, Kualitatif, Systematic Review, Metaanalysis, critical review
• Identity, pandemic, well being, technology, STEM, dll
3 Teaching and Teacher Education
• H Index: 114
• Q1
• SJR: 1,8
Elsevier • Kuantitatif, Kualitatif, Systematic Review, Metaanalysis, critical review
• Teacher competency, technology, teacher professional development, collaboration
Jurnal Bereputasi Bidang Pendidikan
No
Nama Jurnal
Informasi
Publishe
r
Isu/Metodologi
4
International Journal of
Educational Research
•
H Index: 58
•
Q1
•
SJR: 0.74
Elsevier
•
Kuantitatif, Kualitatif, literature review,
systematic review
•
Critical pedagogy,technology, identity,
citizenship, emotions, dll
5
Educational Research
Review
•
H Index: 57
•
Q1
•
SJR: 3,22
Elsevier
•
Kuantitatif, Kualitatif, Systematic Review,
Metaanalysis, critical review
•
Methodology, instrument development,
research policy,teacher leadership,
identity, dll
6
Educational Research
•
H Index: 49
•
Q2
•
SJR: 0.55
Routledge
•
Kuantitatif, Kualitatif, Systematic Review,
Metaanalysis, critical review
•
Mental health, identity, bullying (critical
issues), teacher beliefs, students’
competences
Substansi
Publikasi
Peranan Teori
Metodologi, updated,
key reference, hasil
dan diskusi
Kualitas Publikasi
Publisher, Proses
Review
Komponen Karya Ilmiah
Judul hingga daftar
pustaka
Metodologi
Desain yang tepat
dan sesuai, pemilihan
jurnal
Keterbaruan dan
Keunikan Penelitian
Isu terkini,
novelty-research gap, unik
Daftar Pustaka
Aturan penulisan,
keterbaruan,
ketelitian, DOI, sitasi
Komponen Karya Ilmiah:
Judul
Chemistry Education Research and Practice, Q1, University of Ioannina-RSC 1. Student-generated video in chemistry education
2. Developing
technological pedagogical science knowledgethrough
educational computational chemistry: a case study of
pre-service chemistry teachers’ perceptions3. Development of
a measurement instrument to assess students' proficiency levelsregarding galvanic cells
4. Evaluating students’
learning gains, strategies,and errors using
OrgChem101's module: organic mechanisms—mastering the arrows
1. Moments of critical realization and appreciation:
A transformativechemistry teacher reflects.
2. Teacher-Student Dialogue: Transforming Teacher Interpersonal Behaviour
and Pedagogical Praxis through
Co-Teaching and Co-GenerativeDialogue.
3. Fieldwork, co-teaching and co-generative dialogue in lower secondary
school
environmental science4. Students Perceptions For
The Chemistry Laboratory Environment Improvement5. “The Fish Becomes Aware of The Water In Which It Swims”: Revealing
The Power Of Culture In Shaping Teaching Identity
Yuli Rahmawati Publications
Pernyataan singkat
tentang isi artikel
Fokus/Variabel-spesifik
Karakteristik
(Paradigma/
Kuantitatif-Kualitatif)
Menarik- wording
Isu-isu Terkini
Komponen Karya Ilmiah:
Abstrak
The purpose of this descriptive case study was to develop pre-service chemistry teachers’ Technological Pedagogical Science Knowledge (TPASK) through novel computational chemistry modules. The study consisted of two phases starting with designing a computational chemistry based learning environment followed by a case study where students’ perceptions towards educational computational chemistry were explored. First, we designed an authentic research-based chemistry learning module that supported problem-based learning through the utilisation of computational chemistry methods suitable for pre-service chemistry education. The objective of the learning module was to promote learning of specific chemistry knowledge and development of scientific skills. Systematic design decisions were made through the TPASK framework. The learning module was designed for a third-year physical chemistry course taken by pre-service chemistry teachers in Chile. After the design phase, the learning module was implemented in a course, and students’ perceptions were gathered using semi-structured group interviews. The sample consisted of 22 pre-service chemistry teachers. Data were analysed through qualitative content analysis using the same TPASK framework employed in the learning module design.
Developing technological pedagogical science knowledge
through educational computational chemistry: a case study of
pre-service chemistry teachers’ perceptions
Based on our findings, pre-service chemistry teachers firstacquired Technological Scientific Knowledge (TSK) and thendeveloped some elements of their TPASK. Besides, they highly appreciated the combination of student-centred problem-based learning and the use of computational chemistry tools. Students felt the educational computational learning environment supported their own knowledge acquisition and expressed an interest in applying similar learning environments in their future teaching careers. This case study demonstrates that learning through authentic real-world problems using educational computational methods offers great potential in supporting pre-service teachers’ instruction in the science of chemistry and pedagogy. For further research in the TPASK framework, we propose there would be significant benefit from developing new learning environments of this nature and evaluating their utility in pre-service and in-pre-service chemistry teacher’s education.
Rodríguez-Becerra, J., Cáceres, L. J., Diaz, T., Druker, S., Bahamonde Padilla, V., Pernaa, J., & Aksela, M. K. (2020). Developing technological pedagogical science knowledge through educational computational chemistry: A case study of pre-service chemistry teachers’ perceptions. Chemistry Education
Komponen Karya Ilmiah:
Pendahuluan
Kaitkan dengan
permasalah/fokus dan
alasan penelitian
Informasi terkait (pustaka,
penelitian sebelumnya)
Solusi yang ditawarkan
(research gap)
Gambaran yang dilakukan
Kuantitas ??
Rodríguez-Becerra, J., Cáceres, L. J., Diaz, T., Druker, S., Bahamonde Padilla, V., Pernaa, J., & Aksela, M. K. (2020). Developing technological pedagogical science knowledge
through educational computational chemistry: A case study of pre-service chemistry teachers’ perceptions. Chemistry Education Research and Practice.
doi:10.1039/c9rp00273a
Introduction
It is difficult to imagine the progress of science without the use of instruments and computers. Specialised software has facilitated the processing and analysis of data and contributed significantly to the understanding of scientific phenomena through visual representations
Viewed as the intersection of applied mathematics, computer science, and applied sciences, Computational Science (CSc) is essential for chemistry research (Yasar, et al., 2000; Yasar and Landau, 2003). In chemistry, this intersection is called Computational Chemistry (CC).
In chemistry education research, the most studied applications of CC are 3D Molecular Visualization (3DMV) tools and data processing tools. Dozens of research publications show examples of how 3DMV and data processing tools have been integrated into chemistry curriculums worldwide. The possibilities and challenges that they offer for science education have also been studied extensively (Pfennig and Frock, 1999; Mahaffy, 2004; Jones et al., 2005; Ramos and Fernandes, 2005; Xie and Tinker, 2006; Geldenhuys et al., 2007; Burkholder et al., 2008; ……)
The Research Context
This case study was designed to provide new
knowledge for filling the gap regarding perceptions of pre-service teachers. The aims of the study allowed the formulation of two research questions that guided the research:……….
Komponen Karya Ilmiah:
Literature Review
Key references
Fokus
Updated
Integrasi dengan Pendahuluan
Technological Pedagogical Science Knowledge (TPASK)
The original TPACK model represents Pedagogical Content
Knowledge (PCK) through a Venn diagram that represents PCK as
the intersection of content knowledge and pedagogical knowledge
(see Fig. 1) (Mishra and Koehler, 2006).
Arguments behind the development of TPASK are that science
teachers develop a knowledge that ‘‘is different from knowledge of a
disciplinary expert (a physicist, chemist, or biologist), or a technology
expert, and from the general pedagogical knowledge shared by
teachers across disciplines. TPASK represents what science teachers
need to know about ICT in science education’’ (Jimoyiannis, 2010).
Pedagogical Possibilities Behind Educational Computational
Chemistry
•
Computational chemistry – a technological science knowledge
•
Problem-based learning: learning environments in chemistry
Education
•
Educational computational chemistry in supporting TPASK
Description Of The Educational
Computational Chemistry Module
•
Chemistry topic: intermolecular forces
•
Computational chemistry tools: selection
of RGCCS and web Tools
•
Teaching method: problem-based
learning
Komponen Karya Ilmiah:
Desain Penelitian/Metodologi
Paradigma Penelitian dan
Metodologi
Informasi (Partisipan, waktu,
metodologi, metode, analisa data,
quality standards/keabsahan data)
Desain penelitian yang tepat dan
benar
Focus group procedure and participants
Twentytwo students gave their informed consent and participated voluntarily. These 22 students were divided into three focus groups: 6/16 students from group 1, 7/16 from group 2 and 9/16 from group 3.
All participants were undergraduate level pre-service chemistry teachers in the fifth semester of an 8-semester bachelor’s degree in Chemical
Education at a Chilean university. The average age of participants was 22 years. Participants had no experience with the problem-based learning methodology or with the use of RGCCS. This was verified via an initial background interview.
Case study – pre-service chemistry teachers’ perceptions
Course context
The designed ECC module was implemented in Physical chemistry I course. This advanced-level course includes many academic prerequisite requirements such as pedagogical studies (e.g. knowledge of pedagogy, learning, education policies and curriculum), chemistry studies (e.g. basics of general, inorganic chemistry, organic chemistry and analytical chemistry), teaching and learning of sciences, and pedagogical practice training (e.g. Practices I–III).
Data gathering
Data was gathered using semi-structured interviews conducted in focus groups (Cohen et al., 2007). Interviews were carried out at the end of the semester, just after students had finished the ECC module. Interviews was recorded in video and later transcribed to preserve the fidelity and totality of the participants’ discourse. The focus groups were conducted by a moderator, who had not participated in the implementation of the module.
Data analysis
The data collected were analysed using qualitative content analysis (Hsieh and Shannon, 2005). A first segmentation of the textual corpus was carried out based on the interview questions used in the focus group.
Komponen Karya Ilmiah:
Hasil dan Diskusi
Kuantitatif vs Kualitatif (Angka
dan Deskripsi)
Penyajian Data (Tabel/grafik/hasil
interview/foto, dll)
Analisa Data (fokus, justifikasi)
Perbandingan (references,
penelitian sebelumnya)
Komponen Karya Ilmiah:
Kesimpulan
Research
questions/perumusan masalah
Tujuan
Justifikasi data
Tepat dan jelas
Claim (pasti/tidak)
Komponen Karya Ilmiah:
Acknowledgement/Others
Tergantung aturan jurnal
Sumber dana penelitian dan
kontribusi berbagai pihak
03
Lesson
Learnt
Fokus
-Road Map Penelitian
SOCIO CRITICAL & EMOTIONAL
LEARNING •Dilemmas Stories •SEL
•Socio Critical Problem Oriented
SUSTAINABILITY •Green Chemistry •Small Scale
Laboratory
•Life Cycle Analysis
CULTURAL IDENTITY •Culturally Responsive Transformative Teaching •Ethnochemistry •Ethnopedagogy STEAM •STEAM-Dilemmas Stories •STEAM-TPACK CONCEPTUAL UNDERSTANDING •Mental Model -Mental State •Brain-Based Learning •Chemical Thinking Identity •Learning Cycle (8E)
