Mengungkap Perbedaan Identitas Sains Siswa di Indonesia Berdasarkan Gender

Toni Hidayat

Abstract

Identitas sains siswa Indonesia sepertinya belum banyak diungkap. Sementara itu, identitas sains merupakan salah satu faktor yang mempengaruhi karir siswa di masa depan dalam bidang sains. Penelitian ini bertujuan untuk mengetahui level identitas sains siswa di Indonesia. Penelitian ini dilakukan pada siswa sekolah menengah di Tangerang Selatan dengan menggunakan metode survey dan convenience sampling. Angket identitas sains diisi oleh siswa sekolah menengah tersebut. Skor angket dikonversi ke dalam persentase yang kemudian dianalisis secara deskriptif dan inferensial. Hasil penelitian ini menunjukkan bahwa level identitas sains siswa laki-laki lebih tinggi dari pada perempuan. Lebih lanjut, identitas sains siswa pada komponen perasaan senang pada sains dan efikasi diri berbeda secara signifikan antara siswa laki-laki dan perempuan. Pengembangan identitas sains perlu dilakukan, terutama bagi siswa perempuan.

Keywords

Identitas sains; perbedaan gender; persepsi siswa

Full Text:

PDF

References

Al-Hammoud, R., & Jonahs, A. (2021). Building science identity in first-year engineering students. 2021 IEEE International Symposium on Technology and Society (ISTAS), 1. https://doi.org/10.1109/ISTAS52410.2021.9629215

Alhadabi, A. (2021). Individual and contextual effects on science identity among American ninth-grade students (HSLS:09): hierarchical linear modeling. Research in Science & Technological Education, 1–20. https://doi.org/10.1080/02635143.2021.1972959

Antara. (2022). Wapres Ma’ruf Sayangkan Jumlah Peneliti Indonesia Masih Sangat Rendah. https://www.medcom.id/pendidikan/news-pendidikan/wkBXDxaN-wapres-ma-ruf-sayangkan-jumlah-peneliti-indonesia-masih-sangat-rendah

Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187–1218. https://doi.org/10.1002/tea.20237

Chapman, A., & Feldman, A. (2017). Cultivation of science identity through authentic science in an urban high school classroom. Cultural Studies of Science Education, 12(2), 469–491. https://doi.org/10.1007/s11422-015-9723-3

Chappell, M. J., & Varelas, M. (2019). Ethnodance and identity: Black students representing science identities in the making. Science Education, n/a(n/a). https://doi.org/10.1002/sce.21558

Chen, C., Sonnert, G., & Sadler, P. M. (2020). The effect of first high school science teacher’s gender and gender matching on students’ science identity in college. Science Education, 104(1), 75–99. https://doi.org/10.1002/sce.21551

Chen, S., Binning, K. R., Manke, K. J., Brady, S. T., McGreevy, E. M., Betancur, L., Limeri, L. B., & Kaufmann, N. (2020). Am I a Science Person? A Strong Science Identity Bolsters Minority Students’ Sense of Belonging and Performance in College. Personality and Social Psychology Bulletin, 47(4), 593–606. https://doi.org/10.1177/0146167220936480

Childers, G., & Jones, M. G. (2017). Learning from a distance: high school students’ perceptions of virtual presence, motivation, and science identity during a remote microscopy investigation. International Journal of Science Education, 39(3), 257–273. https://doi.org/10.1080/09500693.2016.1278483

Diamond, K. K., & Stebleton, M. J. (2019). The Science Identity Experiences of Undergraduate, Foreign-Born Immigrant Women in STEM at U.S. Institutions. Journal of Women and Gender in Higher Education, 12(2), 143–165. https://doi.org/10.1080/19407882.2019.1568265

Flowers III, A. M., & Banda, R. (2016). Cultivating science identity through sources of self-efficacy. Journal for Multicultural Education.

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to Design and Evaluate Research in Education. McGraw-Hill.

Fraser, J., Shane-Simpson, C., & Asbell-Clarke, J. (2014). Youth science identity, science learning, and gaming experiences. Computers in Human Behavior, 41, 523–532. https://doi.org/https://doi.org/10.1016/j.chb.2014.09.048

Hernandez-Matias, L., Pérez-Donato, L., Román, P. L., Laureano-Torres, F., Calzada-Jorge, N., Mendoza, S., Washington, A. V., & Borrero, M. (2019). An exploratory study comparing students’ science identity perceptions derived from a hands-on research and nonresearch-based summer learning experience. Biochemistry and Molecular Biology Education, n/a(n/a). https://doi.org/10.1002/bmb.21314

Hill, P. W., McQuillan, J., Spiegel, A. N., & Diamond, J. (2017). Discovery Orientation, Cognitive Schemas, and Disparities in Science Identity in Early Adolescence. Sociological Perspectives, 61(1), 99–125. https://doi.org/10.1177/0731121417724774

Jochman, J. C., Swendener, A., McQuillan, J., & Novack, L. (2018). Are Biological Science Knowledge, Interests, and Science Identity Framed by Religious and Political Perspectives in the United States? The Sociological Quarterly, 59(4), 584–602. https://doi.org/10.1080/00380253.2018.1481726

Kim, A. Y., & Sinatra, G. M. (2018). Science identity development: an interactionist approach. International Journal of STEM Education, 5(1), 51. https://doi.org/10.1186/s40594-018-0149-9

Madison, E. (2021). Cultivating a science identity in underrepresented students through near-peer mentoring. Tenth SELF International Conference.

Robinson, K. A., Perez, T., Carmel, J. H., & Linnenbrink-Garcia, L. (2019). Science identity development trajectories in a gateway college chemistry course: Predictors and relations to achievement and STEM pursuit. Contemporary Educational Psychology, 56, 180–192. https://doi.org/https://doi.org/10.1016/j.cedpsych.2019.01.004

Rodriguez, S. L., Cunningham, K., & Jordan, A. (2017). What a Scientist Looks Like: How Community Colleges Can Utilize and Enhance Science Identity Development as a Means to Improve Success for Women of Color. Community College Journal of Research and Practice, 41(4–5), 232–238. https://doi.org/10.1080/10668926.2016.1251354

Shaby, N., & Vedder-Weiss, D. (2019). Science identity trajectories throughout school visits to a science museum. Journal of Research in Science Teaching, n/a(n/a). https://doi.org/10.1002/tea.21608

Shein, P. P., Falk, J. H., & Li, Y.-Y. (2019). The role of science identity in science center visits and effects. Science Education, 103(6), 1478–1492. https://doi.org/10.1002/sce.21535

Stets, J. E., Brenner, P. S., Burke, P. J., & Serpe, R. T. (2017). The science identity and entering a science occupation. Social Science Research, 64, 1–14. https://doi.org/https://doi.org/10.1016/j.ssresearch.2016.10.016

Sugiyono. (2010). Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan R&D. Penerbit Alfabeta.

Vincent-Ruz, P., & Schunn, C. D. (2018). The nature of science identity and its role as the driver of student choices. International Journal of STEM Education, 5(1), 48. https://doi.org/10.1186/s40594-018-0140-5

White, A. M., DeCuir-Gunby, J. T., & Kim, S. (2019). A mixed methods exploration of the relationships between the racial identity, science identity, science self-efficacy, and science achievement of African American students at HBCUs. Contemporary Educational Psychology, 57, 54–71. https://doi.org/https://doi.org/10.1016/j.cedpsych.2018.11.006

Williams, M. M., & George-Jackson, C. (2014). Using and doing science: Gender, self-efficacy, and science identity of undergraduate students in STEM. Journal of Women and Minorities in Science and Engineering, 20(2).

DOI: https://doi.org/10.20961/paedagogia.v25i2.61394

Refbacks

  • There are currently no refbacks.