First person – Masashi Nambu

ABSTRACT First Person is a series of interviews with the first authors of a selection of papers published in Journal of Cell Science, helping early-career researchers promote themselves alongside their papers. Masashi Nambu is first author on ‘ Direct evaluation of cohesin-mediated sister kinetochore associations at meiosis I in fission yeast’, published in JCS. Masashi works in the lab of Ayumu Yamamoto at Faculty of Science, and Graduate School of Integrated Science and Technology, Shizuoka University, Japan, investigating the development of ‘direct’ evaluation of kinetochore association and the contribution of cohesion and its regulators.

Analysis of Turkish Science Education Curricula's Learning Outcomes According to Science Process Skills

This study aims at analyzing the learning outcomes of the 2018 science education curricula in Turkey according to science process skills. Learning outcomes are statements that describe what a learner will know, understand, and/or be able to do after completing a learning process. Learning outcomes were evaluated using document analysis which is a qualitative research method. There were 269 learning outcomes analyzed from the curricula . The science learning outcomes in the curricula which are prepared by the Turkey Ministry of National Education, were examined, starting from fourth-grade to eighth-grade levels. The results show that the least common science process skills are “measuring” and “hypothesizing” dimensions, while the most common are “data interpreting” and “inferring” dimensions. The highest science learning outcomes are at the seventh-grade level, and the least science learning outcomes are at the fifth-grade level. As the grade level increases, it is seen that more learning outcomes represent higher-level skills. The number of basic science process skills of the fourth-grade level learning outcomes is higher than the number of integrated science process skills, and the number of integrated science process skills is high in learning outcomes at all other grade levels.

Science Learning Model in the Bilingual Class System (BCS) in Tahfidz Science Program of Man 2 Kudus

This study aimed to analyze science learning in the Bilingual Class System (BCS) in the Tahfidz Science Program of MAN 2 Kudus. The methodology in this study uses qualitative methods. Observation, interviews, and documentation collected data. The results showed that the science learning process was carried out in accordance with the learning steps, namely planning, carrying out learning activities, and evaluating. The BCS Program uses the Islamization model of science, scientific science, and integral Islamic Science in integrating learning between religion and science. The science learning model at BCS Science Tahfidz of MAN 2 Kudus is based on integrated science learning in Madrasah Education units and Tahfidz al-Qur'an Islamic boarding schools with the vision of creating students whose Islamic character, excel in achievement and are skilled in technology by using the Guidance, Research, Intensive, Science, Integration, Religion, Islamization, Scientification, Laboratory, Acculturation, Mentoring, Excellence, Intellectual, Complete and Evaluative model which is abbreviated as BRISIA ISLAM KITE.

Enhancing Science Process Skills Acquisition in Chemistry among Secondary School Students through Context-Based Learning

The study examined the effect of Context Based Learning (CBL) and gender influence on chemistry students’ acquisition of Integrated Science Process Skills (ISPS). Two research questions guided the study. This study used a quasi-experimental research design with a sample of 192 participants who had an average age of 15. Three instruments were used in data collection. Data were analyzed using mean and standard deviation. The results showed that Context Based Learning (CBL) had more effect on students’ Integrated Science Process Skills (ISPS) in chemistry. Students exposed to CBL pedagogy acquired more Experimental Skill (EXPS) than Analyzing and Interpreting Data Skill (ANIDS) with Identifying and Controlling Variables Skill (ICVS) the least. Also, students exposed to Conventional Strategy (COS) excelled in ANIDS, more so than Identifying and Controlling Variables Skill (ICVS) with Experimental Skill (EXPS) the least acquired. The influence of gender on ISPS was observed in favour of females. The study concluded that gender imbalance exists in all spheres of life, therefore, chemistry teachers should help students in acquiring integrated science skills using the two approaches to enhance male and female students’ knowledge, values, and skills creatively in secondary school chemistry. The study recommends the teaching of students on everyday activities that foster gender balance in Lagos State secondary schools.

THE EFECTIVENESS OF UTILIZATION OF THE SCIENCE LABORATORY IN INTEGRATED SCIENCE LEARNING AT MTS UNGGULAN AL QODIRI 1 JEMBER

The purpose of this study was to determine the effectiveness of usingscience laboratories and the factors that affected the effectiveness of using science laboratories in supporting learning at Mts Unggulan Al-Qodiri 1 Jember. This research was a qualitative research. Data collection techniques in this study used observation guidelines and interview guidelines. The data obtained were from the results of interviews with one of the science teachers as well as the head of the laboratory at MTs Unggulan 1 Alqodiri Jember. The results showed that the use of the science laboratory at MTs Unggulan Al-Qodiri 1 Jember can be said to be effective in supporting learning in schools. This can be seen from the effectiveness of the use of science laboratories facilitated with complete equipment, it can be said to be 90%. The tools contained in MTs Unggulan Al-Qodiri 1 Jember are very effective in utilizing the Science Laboratory in Integrated Science Learning. Based on this explanation, the function of the laboratory as a means of strengthening students' understanding, increasing learning motivation and learning outcomes through science experiment at MTs Unggulan Al-Qodiri 1 Jember has beeneffective.

Blended Learning in Integrated Science Learning by a WISE Approach in Homeschooling

The lack of variety of learning is carried out by Homeschooling, while Homeschooling is required to be more creative, independent, and innovative. Blended learning will be an innovative learning option and according to the character of Homeschooling. This study aims to develop blended learning in science subjects with the WISE approach in Homeschooling. The research is entitled development research (R&D). The development method uses a flipped learning model with a web-based design model with data collection using data triangulation. The instrument used to collect data is a questionnaire. The product will go through an evaluation process from experts and evaluate its feasibility and effectiveness. Expert reviews consist of reviews of media experts and learning design experts and reviews of material and language experts. The feasibility stage is carried out by one-to-one test, small group test, and field test. In comparison, the effectiveness test is carried out to summative evaluation by calculating the N-Gain score. The final result states that blended learning is feasible with an average of 3.5 on expert reviews, which is very good and effective with the calculation results of the average N-Gain 0.61 in the excellent category. So with Blended Learning, learning in Homeschooling becomes creative, innovative, and independent. The research implication is that the application of blended learning in Homeschooling will increase a pleasant learning atmosphere.