Int
ern
at
i
onal
Journ
al of E
valua
tio
n
an
d
Rese
arch
in
Educati
on (I
JE
RE)
Vo
l.
8
, No
.
3
,
Septem
ber
201
9
, p
p.
4
55
~
4
60
IS
S
N: 22
52
-
8822
,
DOI: 10
.11
591/
ije
re
.
v8
i
3
.
16395
455
Journ
al h
om
e
page
:
http:
//
ia
es
core
.c
om/
journa
ls
/i
ndex.
ph
p/IJE
R
E
S
tud
en
ts
’ a
t
titud
e
t
owards n
atural
sc
i
ences
Dwi
Agus Ku
rniawan
,
Asta
li
ni
Astalini
,
Da
r
ma
ji
D
ar
maj
i
,
R
ir
in
M
el
sa
yan
ti
Ph
y
sics
Edu
cati
on
Stud
y
Progra
m
,
Univer
sit
as
Jam
bi
,
Indon
esia
Art
ic
le
In
f
o
ABSTR
A
CT
Art
ic
le
history:
Re
cei
ved
N
ov
8
, 2
018
Re
vised Ju
n 2
7, 20
19
Accepte
d Aug
1
1,
2019
The
purpose
of
r
ese
arc
h
w
as
to
i
nvesti
gate
stude
nts
’
at
titudes
to
wards
nat
ura
l
scie
nc
e
in
Muar
o
Jam
bi
,
Indone
sia
.
Th
e
attit
ud
e
of
the
student
s
studie
d
was
rep
rese
nt
ed
b
y
t
hre
e
ind
icator
s,
namel
y
the
attit
u
de
towar
ds
th
e
i
nvesti
gatio
n
in
the
Natur
a
l
Scie
nc
es,
th
e
ad
opti
on
of
a
sci
e
nti
fic
attit
ud
e,
a
nd
a
c
areer
int
er
est
in
the
scie
nc
e
fi
el
d
.
T
he
rese
arc
h
wa
s
a
surve
y
res
ea
rch
.
T
h
e
instruments
in
t
his
stud
y
were
at
titude
qu
esti
on
nai
res
and
in
te
r
vie
w
shee
ts
.
Data
anal
y
s
is
te
c
hnique
s
for
at
tit
ude
questi
onna
ir
es
used
desc
ript
i
ve
stat
isti
cs
while
for
an
aly
z
i
ng
int
erv
i
ew
data
usin
g
the
Mil
e
s
and
Huberm
an
m
odel
.
T
he
stud
y
foun
d
stud
ent
s’ good
attit
u
des
towar
ds n
at
u
ral
sc
ie
n
ce
subj
e
ct
s
.
Ke
yw
or
d
s
:
Atti
tud
e
In
te
re
st i
n
a
ca
reer
Investi
gatio
n
Scie
nce
Stud
e
nts
Copyright
©
201
9
Instit
ut
e
o
f Ad
vanc
ed
Engi
n
ee
r
ing
and
S
cienc
e
.
Al
l
rights re
serv
ed
.
Corres
pond
in
g
Aut
h
or
:
Dw
i
A
gu
s
Ku
r
niawa
n,
Ph
ysi
cs E
ducat
ion
Stu
dy P
rog
ram
,
Un
i
ver
sit
as Ja
m
bi,
Jam
bi
-
Muara
Buli
an
Stre
et
Km
. 1
5, Me
nd
al
o
Da
rat,
Jam
bi, 363
61
, In
do
nesia
Em
a
il
:
dw
ia
gus.k@u
nja.ac.i
d
1.
INTROD
U
CTION
Ed
ucati
on
is
a
n
act
ivit
y
that
has
the
pur
po
s
e
of
pr
e
par
i
ng
stud
e
nts
to
be
people
w
ho
ha
ve
a
posit
iv
e
con
t
rib
ution
to
the
c
omm
un
ity
.
I
ndonesi
a
ha
s
seve
ral
le
ve
ls
of
e
du
cat
io
n,
nam
el
y
el
e
m
entary
sc
hool,
j
unio
r
high
sch
ool,
hi
gh
sc
hool,
a
nd
colle
ge.
E
very
le
vel
of
ed
uc
at
ion
has
dif
f
eren
t
le
vels
of
diff
ic
ulty
[1]
.
At
the
j
unio
r
high
sch
oo
l
le
vel,
st
ude
nts
are
e
xp
ect
e
d
to
be
a
ble
to
us
e
t
hinkin
g
s
ki
ll
s
to
so
l
ve
prob
le
m
s
in
e
very
day
li
fe,
on
e
of
th
e
m
is
in
Scie
nce
/Sci
ence
.
Ju
ni
or
High
Sc
hool
Curri
cul
um
fo
cuses
on
stud
e
nts
in
stu
dyin
g
even
ts
in
e
ve
r
yday
li
fe
so
a
s
to
pro
vid
e
s
tud
e
nts
with
di
rect
ex
per
ie
nc
e
.
T
hroug
h
s
ci
ence
ha
s
act
ually
pro
vid
e
d
pr
ov
i
sion
s
f
or
so
l
vin
g
the
pro
blem
s
of
ever
y
da
y
li
fe,
giv
e
n
t
hat
sci
ence
is
a
sci
ence
that
seek
s
answers
t
o
que
sti
on
s
of
w
hat,
wh
y,
an
d
ho
w
sy
m
pto
m
s
of
natu
re
relat
in
g
to
the
c
om
po
sit
ion
of
str
uct
ure
an
d
natu
re,
c
ha
ng
e
s
an
d
dynam
ics
of
natu
re
.
A
ct
ivit
ie
s
dev
el
op
e
d
i
n
te
ac
hin
g
sci
ence
m
us
t
aim
to
enc
oura
ge
stud
e
nts to
b
e
m
or
e sens
it
ive
to the liv
es a
round
t
hem
[
2].
Essentia
ll
y
scien
ce
le
ssons
are
pro
du
ct
s,
processes
,
at
ti
tud
es
and
te
ch
no
l
og
y.
Atti
tud
e
is
a
reacti
on
to
a
sit
uation
or
obj
ect
that
is
po
sit
ive
or
ne
gative.
A
tt
it
ud
es
are
def
ine
d
as
ind
i
vidual
belie
fs
an
d
fe
el
ing
s
towa
rd
s
a
n
ob
je
ct
[3]
.
Wh
ere
as
accor
ding
to
Kind
in
[
4]
At
ti
tud
e
can
be
de
fine
d
as
the
f
eel
ing
s
that
a
pe
rs
on
has
ab
ou
t
an
obj
ect
, b
ase
d
on
his
or
he
r
knowle
d
ge
an
d
bel
ie
f
about
that
ob
j
ect
.
T
he
ab
ove
opinio
n
sta
te
s
that
at
ti
tud
e
is
an
i
m
po
rtant
com
po
ne
nt
that
m
us
t
be
possesse
d
by
stu
den
ts
i
n
natu
ral
sci
ence
subj
ect
s.
This
is
in
li
ne
with
the
op
i
nion
of
Ge
orge
i
n
[5
]
t
ha
t
one
of
the
m
ai
n
facto
rs
i
n
le
ar
ning
sci
ence
is
t
he
at
t
it
ud
e
of
stud
e
nts them
sel
ves.
Si
m
ps
on
[6]
s
ai
d
that
a
tt
it
ud
es
towards
sci
ence
are
de
fin
ed
as
determ
iner
of
s
pecial
em
ot
ion
s
as
“l
iking
or
disli
king
sci
e
nce
”.
Atti
tud
es
to
wa
r
d
sci
ence
a
re
consi
der
e
d
im
portant
beca
use
they
can
aff
e
ct
the
perform
ance
of
stu
de
nts
a
nd
can
im
pr
ove
st
ud
e
nt
le
ar
ning
achievem
ent
[
7]
.
T
he
im
po
rt
ance
of
at
ti
tude
s
in
natu
ral
sci
ence
le
arn
i
ng
ca
n
be
see
n
in
t
he
act
ion
s
of
stu
den
ts
w
ho
s
ho
w
posit
ive
at
ti
tud
es
an
d
ne
ga
ti
ve
at
ti
tud
es.
A
po
sit
ive
at
ti
tud
e
is
ind
ic
at
ed
by
stu
den
ts
te
nd
to
be
m
or
e
di
li
gen
t
in
le
ar
nin
g
s
o
that
the
y
get
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2252
-
8822
In
t.
J
.
Eval
.
&
Re
s
.
E
du
c
.
Vo
l
.
8
, No
.
3
,
Sept
e
m
ber
2019
:
4
5
5
-
4
6
0
456
sat
isfyi
ng
res
ul
ts,
w
her
eas
a
neg
at
ive
at
ti
tud
e
is
c
ha
racter
iz
ed
by
stu
de
nt
s
bein
g
le
ss
di
li
gen
t
in
le
a
rni
ng
so
that
they
get
un
sat
isfact
ory
r
esults
.
The
at
ti
tud
es
of
stu
dent
s
towards
Nat
ur
al
Scie
nces
m
easur
ed
in
th
is
stud
y
are
re
presente
d
by
th
ree
in
di
cat
or
s
a
dop
te
d
from
TOS
RA
[
8]
,
nam
el
y:
1)
at
ti
tud
es
t
ow
ard
s
in
vestigat
ion
s
in
sci
ence, 2)
ado
ption o
f
sci
e
ntific
att
it
ud
es,
and
3) interest
s i
n
a ca
reer
in
sc
ie
nce
.
The
nat
ur
e
of
s
ci
ence
le
arn
i
ng
is
to
te
ach
stud
ents
to
be
in
volve
d
in
the
in
vestigat
io
n.
I
nvest
igati
on
s
in
sci
ence
ca
n
help
im
pr
ove
the
at
ti
tud
es
and
sk
il
ls
of
s
tud
e
nts.
I
nvest
igati
on
s
i
n
the
sci
ence
are
not
only
lim
it
ed
to
sci
e
ntific
act
ivit
ie
s
bu
t
al
so
de
velop
w
he
n
co
nduc
ti
ng
ex
per
im
e
nts.
Pr
act
ic
um
is
a
le
arn
ing
strat
e
gy
that
can
de
velo
p
stu
den
ts'
t
hinki
ng
sk
il
ls
an
d
abili
ti
es
.
Pr
act
ic
um
of
sci
enc
e
at
j
un
i
or
high
sch
ool
inv
est
igate
s
m
easur
em
ents
su
c
h
as
cal
i
pers,
m
ic
ro
m
et
ers
scre
ws
a
nd
s
o
on.
I
nv
est
ig
at
ion
s
are
car
ried
ou
t
by
discu
ssin
g
su
c
h
disc
us
sio
ns
as
relat
ed
to
act
ivit
ie
s
and
direct
ob
se
rv
at
io
ns
des
ig
ned
t
o
trig
ge
r
stud
e
nts'
cur
i
os
it
y,
inv
est
igati
ve
s
ci
ence
s
kill
s,
obser
vatio
n,
dat
a
rec
ordin
g,
da
ta
analy
sis,
a
nd
c
on
cl
us
io
n
drawi
ng
[
9]
.
F
r
om
the
resu
lt
s
of
thes
e
inv
est
igati
on
s,
there
will
be
a
le
arn
in
g
des
ire
of
st
ud
e
nts
so
that
they
can
im
pr
ov
e
stu
de
nts'
crit
ic
al
think
in
g
sk
il
ls
towa
r
ds
sci
ence
s
ub
j
ect
s.
At
pr
ese
nt
stud
e
nts
ar
e
exp
ect
e
d
to
be
in
div
id
uals
who
qu
e
sti
on,
w
on
der
reas
on
s
,
an
d
resea
rc
h,
rec
ognize
co
nfl
ic
ts
and
c
ontra
dicti
on
s,
m
ake
good
ob
se
r
vatio
ns
an
d
m
ake co
rr
ect
c
on
cl
us
io
ns
from
these o
b
ser
va
ti
on
s,
thi
nk
sc
ie
ntific
al
ly
, cr
i
ti
ci
ze, p
rodu
ce
,
b
e awar
e of way
s to
achieve
kn
owle
dg
e,
be
cre
at
ive,
m
ake
de
ci
sion
s,
be
r
esp
on
si
ble,
e
xpress
them
selv
es,
not
m
e
m
or
iz
e
inf
or
m
at
ion
,
but
reali
ze
ways
to
reach,
us
e,
sh
are
,
an
d
pro
du
ce
knowle
dg
e,
and
hav
e
s
ci
entifi
c
process
es
and
crit
ic
al
think
in
g
s
kill
s [10
]
.
The
i
nv
e
sti
gation
is
a
sci
entif
ic
m
et
ho
d
that
is
car
ried
out
syst
e
m
wh
ic
h
aim
s
to
create
a
sci
entifi
c
at
ti
tud
e
of
st
udents
.
Scie
ntifi
c
at
ti
tud
e
is
an
at
ti
tud
e
that
m
us
t
be
po
sse
ssed
by
stud
e
nt
s
in
car
ryi
ng
ou
t
the
researc
h
proce
ss
.
Scie
ntific
at
ti
tud
es
and
sc
ie
nce
are
two
el
e
m
ents
that
cannot
be
se
pa
rated.
Scie
nce
sh
a
pes
stud
e
nts'
sci
entifi
c
at
titud
es
s
uch
as
cu
riosit
y,
crit
ic
al
think
in
g,
ope
n
think
i
ng,
the
desi
re
to
so
lve
pr
oble
m
s
,
can
res
pond
to
act
i
on
s
a
nd
bu
il
d
a
se
ns
it
ive
at
ti
tud
e
to
wards
the
e
nviro
nm
ent.
The
sci
entifi
c
at
ti
t
ud
e
of
stud
e
nts
m
us
t
be
de
velo
ped
so
t
hat
stu
de
nts
ha
ve
t
he
a
bili
ty
to
und
e
rsta
nd
a
bout
sci
e
nc
e
in
li
fe
.
Scie
ntific
at
ti
tud
e p
la
ys a
m
ajo
r
r
ole i
n
s
ci
ence e
du
cat
i
on and live
s
o
f
stu
den
ts
purs
ui
ng
sci
ence e
ducat
ion
[
11]
.
Stud
e
nts'
interest
in
a
career
in
the
sci
ence
fiel
d
is
m
ark
ed
by
stu
den
ts
quic
kly
com
pleti
ng
al
l
ta
sk
s
relat
ed
to
sci
ence.
This
is
in
li
ne
with
the
sta
tem
ent
[12]
that
su
ccess
can
be
inter
pr
et
e
d
as
how
m
uch
good
the
stud
e
nts
ar
e
in
com
pletin
g
al
l
t
heir
ta
sk
s
without
wasti
ng
ti
m
e
.
In
te
rest
in
a
career
i
n
the
sci
ence
fi
el
d
"i
n
the
w
or
l
d
of
e
du
cat
io
n
as
t
he
base
of
a
ca
re
er
w
her
e
one
m
us
t
pr
epar
e
a
nd
play
a
r
ole
in
his
e
ducat
ion
to
su
it
the
caree
r
t
hat
a
stu
den
t
wa
n
t
s
to
ac
hieve
.
T
he
a
ver
a
ge
a
ge
of
re
ntal
of
ju
nior
high
sc
hool
stu
de
nts
is
i
n
th
e
age
range
of
12
-
14
ye
ars.
S
tud
e
nts
in
adol
escence
ha
ve
dev
el
op
m
ental
ta
sk
s
to
reach
m
a
turity
in
caree
r
sel
ect
ion
.
F
urt
her
m
or
e,
i
nter
est
in
a
caree
r
in
the
fiel
d
of
Natu
ral
Sci
enc
es
is
a
desire
t
hat
sho
uld
be
i
nv
e
ste
d
in
stu
den
ts.
Just
as
a
te
acher
chooses
t
o
m
a
ke
a
caree
r
as
an
ed
ucat
or
,
he
thin
ks
he
can
m
ake
a
dif
fere
nce
i
n
the li
ves of f
ut
ur
e
g
e
ner
at
i
on
s
.
2.
RESEA
R
CH MET
HO
D
2.1.
Rese
arch desi
gn
This
stu
dy
wa
s
a
sur
vey
res
earch
.
S
urvey
researc
h
desig
n
is
a
ste
p
in
qu
a
ntit
at
ive
re
search
w
here
researc
hers
s
urvey
the
s
am
ple
or
the
e
ntire
popula
ti
on
of
pe
op
le
t
o
descr
i
be
the
at
ti
tud
es
,
opinio
ns,
be
ha
vior,
and
c
ha
racteri
s
ti
cs
of
a
po
pu
l
at
ion
[
13]
.
The
researc
h
ob
j
ec
ti
ve
is
to
fin
d
out
the
cha
racte
risti
cs
of
the
sa
m
ple
or
popula
ti
on
ta
ken
an
d
to
f
ind
out
the
ch
aracte
risti
cs
of
the
at
ti
tud
es
of
stu
de
nts
to
wards
nat
ur
al
sci
ence
su
bject
s i
n
M
ua
ro Jam
bi.
The
resea
rc
h
sa
m
ple
us
ed
tw
o
sam
pling
te
chn
i
qu
e
s
nam
ely
total
sa
m
plin
g
an
d
pur
posiv
e
sa
m
plin
g
te
chn
iq
ue.
Tot
al
sa
m
pling
is
the
entire
po
pula
ti
on
w
hich
in
cl
ud
es
as
a
re
s
earch
sam
ple.
Total
sam
pling
was
us
e
d
when
qu
e
sti
onnaire
data
colle
ct
ion
with
a
sam
ple
of
2815
stu
den
ts
in
Muar
o
Jam
bi
with
detai
ls
of
1255
m
al
e
stud
ents
and
1560
fem
al
e
stud
ents
.
Wh
ereas
i
n
pur
posive
sam
pling,
the
resea
rch
e
r
sel
ect
s
the
cases
that
will
b
e incl
ude
d
in
the
sam
ple
b
ase
d o
n
their
assessm
ent o
f
t
heir
ty
pical
it
y
[14]
.
2.2.
Inst
ru
ment
s
and pr
oced
ures
This
rese
arc
h
instr
um
ent
is
in
the
f
or
m
of
quest
ionna
ires
a
nd
inter
view
s.
T
his
quest
io
nnai
re
is
in
th
e
form
of
at
ti
tud
es
of
jun
i
or
high
sc
hool
st
ud
e
nts
to
ward
s
sci
ence
s
ubje
ct
s
with
3
i
ndic
at
or
s
co
ntainin
g
24
it
e
m
s
of
at
ti
tud
e
sta
te
m
ents.
Table
1
prese
nts
a
quest
io
nnai
re
in
dicat
or
of
st
udent
at
ti
tud
es
to
wa
rd
natu
ral
sci
ence s
ubj
ect
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
In
t J
E
val & R
es Educ
.
IS
S
N:
22
52
-
8822
Students
’ att
it
ud
e tow
ards
natura
l
sciences
(
Dwi Ag
us K
urniaw
an
)
457
Table
1.
Q
uestionnai
re
in
dicat
or
s
m
easur
em
e
nt of att
it
ud
e
s
Variable
Ind
icato
r
State
m
en
t
Total
Po
sitiv
e
(+)
Neg
ativ
e
(
-
)
Attitu
d
es
to
wards s
cien
ce
su
b
jects
Attitu
d
e towards
s
cien
ce inv
estig
atio
n
3
,
1
7
,
3
6
,
4
6
1
0
,
2
4
,
3
1
,
4
1
,
5
0
9
Ad
o
p
tio
n
o
f
a
scien
tif
ic attitud
e
4
,
1
1
,
2
5
,
3
7
1
8
,
3
2
,
4
2
7
Career
interest in
s
cien
ce
1
4
,
2
8
,
4
0
,
4
9
,
5
4
7
,
2
1
,
3
5
,
4
5
,
5
2
10
This
at
ti
tud
e
quest
io
nn
ai
re
use
s
a
Likert
sca
le
m
easur
em
en
t.
Likert
scal
e
assessm
ents
are
Strong
ly
Agree
(SS)
,
A
gr
ee
(S
)
,
Disa
gr
ee
(TS),
Ne
utral
(
N)
,
a
nd
Stron
gly
Disagr
ee
(S
TS
).
F
or
sta
te
m
ents
t
hat
ar
e
po
sit
ive
(+),
th
e
m
easur
em
ent
sta
rts
from
the
values
1,
2,
3,
4,
a
nd
5
on
th
e
Ver
y
Agree
(
SS)
scal
e.
Whi
le
fo
r
sta
tem
ents
that
are
neg
at
ive
(
-
)
the
m
easurem
en
t
sta
rts
from
the
value
of
5,4,3,
2,1
on
the
Ve
ry
Di
sagr
ee
(S
TS
)
scal
e.
I
nt
erv
ie
ws
us
e
d
in
this
stu
dy
ar
e
ty
pes
of
i
nter
views
that
a
re
no
t
sta
nda
rd
or
un
st
ru
ct
ur
e
d.
Non
-
sta
nd
a
rd
or
unstr
uctu
red
int
erv
ie
ws
are
open
sit
uatio
ns
that
con
trast
with
cl
os
e
d
or
sta
nd
ar
d
str
uc
ture
d
intervie
ws
[15]
. So it i
s c
on
cl
ud
e
d
t
hat unstr
uctu
red
inter
vi
ews
a
re m
or
e
open
and
flexi
ble.
2.3.
Data
anal
ys
is
This
stu
dy
em
plo
ye
d
tw
o
ty
pes
of
data
a
naly
zes.
Q
uest
ionnaire
data
analy
sis
us
in
g
desc
riptiv
e
sta
ti
sti
cs
that
i
s
cal
culat
ing
the
m
ean,
m
od
e,
m
edian
an
d
sta
nd
ar
d
de
vi
at
ion
.
Wh
e
rea
s
for
the
anal
ysi
s
of
in
te
rv
ie
w data
stud
e
nts
us
e t
he
Mi
le
s an
d H
uberm
an
m
od
el
.
3.
RESU
LT
S
A
ND
DI
C
US
SI
ON
Hilgar
d
,
Atkinson
&
Atki
ns
on
in
[
16
]
ar
gue
d
that
a
n
at
ti
t
ud
e
is
an
em
otion
al
reacti
on
towards
a
per
s
on
or
thi
ng.
It
is
a
pe
rsonal
res
ponse
to
a
n
ob
j
ec
t,
de
velo
pe
d
t
hro
ugh
e
xperi
ence
w
hich
c
an
be
char
act
e
rized
a
s
favoura
ble
or
un
fa
vo
ur
a
ble
.
S
o
it
can
be
in
te
rp
rete
d
that
at
ti
tud
e
is
an
assessm
ent
or
reacti
on
to
an
ob
j
ect
,
pe
rson
or
ot
her
aspects
that
in
cl
ud
e
a
sen
se
of
li
king
an
d
di
sli
ke
and
plea
sant
or
unpleas
ant
.
S
o
far
,
pe
ople
ha
ve
assum
ed
that
at
titud
es
towa
rd
sci
ence
are
reacti
on
s
to
ac
cepti
ng
or
re
j
e
ct
ing
an
d
pleas
ant
or
unpleasa
nt
rea
ct
ion
s
to
t
he
sc
ie
nce.
T
his
is
in
li
ne
acco
r
ding
to
Yar
a
i
n
[
17
]
Atti
tud
e
to
wards
sci
e
nce
denotes
interest
or
fee
li
ng
to
wards
s
tud
yi
ng
sci
enc
e.
It
is
the
st
ud
e
nts‟
dispos
it
ion
towa
r
ds
li
kin
g
or
disli
king
sci
ence”.
T
hough
at
ti
tude
can
no
t
on
ly
be
se
en
f
ro
m
li
kes
or
disli
kes,
but
can
be
m
easu
red
t
hroug
h
at
ti
tud
e
assessm
ent indi
cat
or
s. I
n
this
stud
y,
att
it
ud
es
w
e
re m
easur
e
d usin
g 3
i
nd
ic
at
or
s
d
e
velo
pe
d by [
18]
.
3.1.
Attitude
t
owa
rds inve
sti
gation
in
n
at
ur
al
sci
ences
Indicat
ors
of
a
tt
it
ud
es
to
ward
s
inv
e
sti
gations
in
the
Nat
ur
a
l
Scie
nces
a
re
gu
i
delines
for
stud
e
nts
t
o
us
e
e
xp
e
rim
ental
too
ls,
analy
ze
experim
ent
al
data
w
hen
e
xp
e
rim
enting.
By
exp
erim
ent
ing
st
ud
e
nts
ar
e
able
to
i
m
pr
ove
th
e
abili
ty
to
think
crit
ic
al
ly
in
le
arn
in
g
an
d
to
crit
ic
iz
e
the
resu
lt
s
of
data
analy
sis.
The
i
m
po
rtance
of
the
at
ti
tud
e
in
di
cat
or
of
the
sc
ie
nce
inve
sti
ga
ti
on
is
that
it
can
im
pr
ov
e
t
he
at
ti
tud
e
of
st
udents
in
co
nductin
g
var
i
ou
s
ex
per
i
m
ents
in
the
sc
ie
nce
an
d
bu
il
ding
sci
entifi
c
knowle
dge.
T
he
refor
e
,
tw
o
diff
e
rent
m
od
es
of
sci
en
ti
fic
inquiry
-
exp
e
rim
ental
a
nd
hist
or
ic
al
-
can
be
disti
nguish
e
d
a
nd
nee
d
to
be
c
on
si
de
red
in
te
aching
a
bout
how
sci
entifi
c
knowle
dge
is
buil
t
[1
9].
In
a
ddit
ion
,
t
he
knowle
dge
of
a
sci
entist
is
al
so
need
e
d
to im
pr
ov
e
stu
den
ts'
criti
cal
thin
king s
kill
s, bu
t c
ogniti
ve
s
ci
entist
s h
a
ve
s
ever
al
c
ontrib
ut
ion
s t
o
m
ake.
They
ha
ve
devel
op
e
d
s
om
e
ver
y
ge
ner
al
ins
igh
ts
int
o
ho
w
we
thin
k
a
nd
how
we
le
ar
n,
a
nd
t
his
ca
n
be
bro
ught into
criti
cal
think
in
g
[
20
]
. T
his is r
el
at
ed
to stat
em
ents [
21
]
wh
en
stu
den
ts rea
d
ab
ou
t i
deas
r
el
at
ed
to
sci
ence,
pro
gr
ess
,
pr
ob
le
m
s
or
pro
blem
s
t
he
y
m
us
t
be
able
to
bu
il
d
a
rel
at
ion
s
hip
betw
een
their
know
le
dg
e
of
sci
e
nce
an
d
the
co
ntent
of
rea
ding
s
o
that
they
can
unde
rstan
d
the
te
xt
and
a
naly
se
it
crit
ic
al
l
y
wh
il
e
le
arn
in
g
ab
out
sci
ence.
And
wh
e
n
com
bin
ing
aspects
of
HO
S
in
sci
ence
te
achin
g
can
i
m
pr
ove
crit
ic
al
think
i
ng
s
kill
s
su
c
h
a
s
sta
te
m
ents
[
22
]
"
In
this
c
onte
xt,
we
a
rgue
that
com
bin
ing
H
O
S
as
pects
in
s
ci
ence
te
aching
can
i
m
pr
ov
e
c
riti
cal
think
i
ng
s
kill
s
if
m
ediat
ed
ped
a
gogical
ly
.
Treat
neg
le
ct
ed
as
pects.
S
uc
h
a
n
appr
oach
will
chall
enge
le
ar
ne
rs
to
in
vestig
at
e
the
nat
ur
e
of
knowle
dge:
(i)
by
sti
m
ulati
ng
crit
ic
al
ref
l
ect
ion
on
kn
ow
le
dge
an
d
e
xperie
nc
e
acq
uire
d
i
nsi
de
a
nd
outsi
de
t
he
cl
ass
room
,
(ii)
by
pr
om
oting
a
war
e
ness
of
su
bject
ive
a
nd
ideologic
al
bi
as
and
(iii
)
by
de
velo
ping
the
abili
ty
t
o
ana
ly
se
evi
den
ce
sta
te
d
in
the
rati
on
al
a
r
gu
m
ent".
The
res
ults
of
descr
i
ptive
sta
ti
sti
cal
analy
sis
of
at
ti
tud
e
in
dicat
or
s
on
in
vestigat
io
ns
in
the
Natur
al
Scie
nces
in
T
a
ble
2.
Ba
se
d
on
the
ta
ble
,
as
m
any
as
11
s
tud
e
nts
cat
eg
ori
zed
as
no
t
ve
ry
good
of
0%
,
236
stud
e
nts
cat
eg
or
iz
e
d
as
no
t
good
of
8%,
1409
st
ud
e
nt
s
cat
ego
rize
d
qu
it
e
good
of
50
%
,
998
st
ud
e
nts
cat
egorized
as
good
of
35%,
and
161
stu
de
nts
are
cat
eg
ori
zed
ver
y
well
of
6%.
S
o
it
can
be
c
on
cl
ud
e
d
that
stud
e
nts
te
nd
to
hav
e
a
fairly
good
at
ti
tud
e
on
in
d
ic
at
ors
of
at
ti
tud
e
to
ward
s
in
vestigat
io
ns
in
sci
e
nce.
T
his
is
because
stu
de
nts
li
ke
to
fin
d
out
w
hy
s
om
et
hin
g
happe
ned
by
ex
pe
rim
enting
rat
her
than
bein
g
to
ld,
but
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2252
-
8822
In
t.
J
.
Eval
.
&
Re
s
.
E
du
c
.
Vo
l
.
8
, No
.
3
,
Sept
e
m
ber
2019
:
4
5
5
-
4
6
0
458
stud
e
nts
al
so
a
ssu
m
e
that
con
duct
in
g
ex
perim
ents
is
no
t
as
good
as
get
ti
ng
inf
orm
ati
on
from
the
teach
er
.
Fu
rt
her
m
or
e
i
n
the
le
a
rn
i
ng
process
stu
de
nts
are
quit
e
enth
us
ia
sti
c
ab
out
co
nductin
g
exp
e
rim
ents,
and
the
te
acher n
ot onl
y gu
i
des
al
s
o f
aci
li
ta
te
s the learn
i
ng pro
ce
ss
of scie
nce i
n
t
he
classr
oo
m
.
Table
2.
Desc
riptive att
it
ud
e
s
ta
ti
sti
cs o
n
in
ve
sti
gations
i
n n
at
ur
al
scie
nces
No
Flo
w
Clas
sif
icatio
n
of
A
ttitu
d
es
Total
Percent
Stan
d
ard Deviatio
n
Mean
Mod
u
s
Median
Min
Max
1
12
-
1
8
.2
Ver
y
bad
11
0%
4
.15
2
9
.73
30
30
12
43
2
1
8
.3
-
2
4
.4
Bad
236
8%
3
2
4
.5
-
3
0
.6
Pretty g
o
o
d
1409
50%
4
3
0
.7
-
3
6
.8
Go
o
d
998
35%
5
3
6
.9
-
43
Ver
y
go
o
d
161
6%
The
a
bove
d
at
a
is sup
ported
by
the r
es
ults
of the inte
rv
ie
w:
Qu
est
i
on
:
D
o yo
u
li
ke t
o
ex
perime
nt?
Explai
n?
Answer
1
:
Yes,
I
li
ke
to
experime
nt
be
cause
by
ex
pe
rimentin
g
I
wi
ll
increase
m
y
kno
wl
e
dg
e
an
d
curiosity,
and
on
e
can i
mpro
ve my
sci
entif
ic
a
tt
it
ud
e
in
le
ar
ni
ng science
.
Qu
est
i
on 2
:
Ca
n
ex
peri
m
ent provi
de
k
nowl
ed
ge and s
ki
ll
s in
yo
ur
le
ar
ni
ng?
Answer
2
:
dep
e
ndin
g
on
c
onditi
on
s
,
so
meti
mes
it
can
provi
de
kno
wl
ed
ge
and
ab
il
it
ie
s.
But
so
meti
mes
it
does
n'
t.
3.2.
Adopt
i
on
of s
ci
entific atti
tudes
Ado
ption
in
di
cat
or
s
of
sci
e
ntific
at
ti
tud
es
are
stud
e
nts
will
ing
to
acc
ept
new
t
houg
hts
or
not
in
accor
da
nce
with
th
ei
r
pr
e
viou
s
th
oughts.
T
hi
s
in
dicat
or
can
al
so
be
inter
pret
ed
a
s
st
ud
e
nt
s
li
ke
to
u
se
a
ne
w
m
et
ho
d
in
c
on
du
ct
in
g
in
vesti
gations
in
the
fiel
d
of
sci
en
ce.
The
im
po
r
ta
nce
of
i
nd
ic
at
or
s
of
a
doption
of
sci
entifi
c
at
ti
tud
es
is
t
hat
st
udents w
il
l
acce
pt
new
th
oughts
or n
ot
i
n
acc
ordan
ce
wit
h
thei
r
pr
e
vious
t
houghts
.
Me
anwhil
e,
ac
cordin
g
t
o
[23]
the
ad
op
ti
on
of
sci
entifi
c
at
ti
tud
es
is
us
ed
to
see
s
ome
on
e'
s
will
in
gness
t
o
assess a
nd r
e
vi
se opini
on
s
b
a
s
ed on ex
pe
rim
ents a
nd em
pirical
d
at
a.
The
resu
lt
s
of
descr
i
ptive
sta
t
ist
ic
al
analy
sis
of
a
doptio
n
i
ndic
at
or
s
of
sci
e
nt
ific
at
ti
tud
es
can
be
see
n
in
T
able
3.
Ba
sed
on
the
Tab
le
3
,
56
stu
de
nt
s
are
cat
ego
riz
ed
as
no
t
ve
ry
good
with
a
pe
rcen
ta
ge
of
2%
,
359
stud
e
nts
are
ca
te
gorized
as
not
good
wit
h
a
per
ce
ntage
of
13%,
14
28
st
udents
a
re
cat
eg
or
iz
e
d
as
quit
e
good
with
a
per
ce
ntage
of
51
%
,
811
stu
de
nts
cat
eg
ori
zed
as
go
od
with
a
per
c
entage
of
29%,
and
161
stu
de
nts
are
cat
egorized
ve
ry
well
with
a
per
ce
ntage
of
6%.
In
this
in
dicat
or,
the
at
t
it
ud
e
is
quit
e
good.
T
his
is
because
stud
e
nts
will
acce
pt
ne
w
t
houghts
t
hat
are
not
in
acc
orda
nc
e
with
t
heir
previ
ou
s
th
o
ug
ht
s
and
stu
den
ts
li
ke
to
us
e n
ew
m
et
ho
ds
to
in
vestigat
e
sci
ence.
I
n
li
ne
with
the
sta
t
e
m
ent
[24]
sta
te
s
a
m
or
e
posit
ive
at
ti
tud
e
to
wards
sci
ence is
relat
ed
to
a
posit
ive att
it
ud
e a
bout
the usef
uln
ess
of scie
nce.
Table
3.
Desc
riptive stat
ist
ic
s o
f
ado
pt
ion o
f sci
entifi
c att
it
ud
es
No
Flo
w
Clas
sif
icatio
n
of
A
ttitu
d
es
Total
Percent
Stan
d
ard Deviatio
n
Mean
Mod
u
s
Median
Min
Max
1
13
-
1
7
.4
Ver
y
bad
56
2%
3
.49
2
5
.11
26
25
13
35
2
1
7
.5
-
2
1
.8
Bad
359
13%
3
2
1
.9
-
2
6
.2
Pretty g
o
o
d
1428
51%
4
2
6
.3
-
3
0
.6
Go
o
d
811
29%
5
3
0
.7
-
35
Ver
y
go
o
d
161
6%
The
a
bove
d
at
a
is sup
ported
by
the r
es
ults
of the inte
rv
ie
w:
Qu
est
i
on:
D
o
you
w
an
t
to
ac
cept
thou
gh
ts
tha
t
ar
e
new
or
not
in
ac
cor
dance
wi
th
you
r
pr
evi
ou
s
thoughts
?
Answer
:
yes
I w
an
t t
o accept
new
th
oughts
be
cause it
make
s m
y i
ns
ig
ht
broader
.
3.3.
Ca
reer
interes
t
in n
atur
al sc
ie
nces
Indicat
ors
of
interest
i
n
a
ca
r
eer
in
the
fiel
d
of
sci
e
nce
ar
e
de
fine
d
as
stu
den
ts
wa
ntin
g
to
bec
om
e
a
sci
ence
sci
entist
after
grad
ua
ti
ng
f
ro
m
school
an
d
co
ns
ide
rin
g
w
ork
as
a
sci
ence
sci
ent
ist
is
so
m
et
hin
g
f
un
and
intere
sti
ng.
The
i
m
po
rta
nc
e
of
an
ind
ic
a
t
or
of
interest
in
a
career
in
the
sci
ence
fiel
d
is
the
first
st
ep
to
achievin
g
em
plo
ym
ent
that
m
at
ches
the
kn
ow
le
dg
e
a
nd
a
bili
ti
es
of
stu
de
nts
in
the
sci
ence
fiel
d.
T
hat
is
wh
y
it
is
i
m
po
rtant
that
stud
e
nts
are
expect
ed
to
hav
e
a
caree
r
interest
in
the
sci
ence
fiel
d
to
su
pp
or
t
the
li
ve
s
of
stud
e
nts
in
the
fu
t
ur
e
a
fter
co
m
ple
ti
ng
their
edu
cat
io
n.
T
his
is
in
li
ne
with
the
sta
te
m
ent
[
25
]
th
at
the
a
tt
it
ud
e
Evaluation Warning : The document was created with Spire.PDF for Python.
In
t J
E
val & R
es Educ
.
IS
S
N:
22
52
-
8822
Students
’ att
it
ud
e tow
ards
natura
l
sciences
(
Dwi Ag
us K
urniaw
an
)
459
of
stu
de
nts
to
wards
sci
ence
aff
ect
s
the
f
uture
of
le
arners
an
d
stu
de
nts'
careers.
T
her
e
fore,
on
e'
s
career
dev
el
op
m
ent vari
es from
p
ers
on to pe
rson
a
nd
betwee
n on
e
per
i
od a
nd a
no
ther peri
od in
hi
s li
fe
.
The
re
su
lt
s
of
descr
i
ptive
sta
ti
sti
cal
analy
sis
of
i
nd
ic
at
ors
of
ca
reer
i
nter
est
in
the
sci
en
ce
fiel
d
c
a
n
be
see
n
in
T
ab
le
4.
Ba
se
d
on
the
ta
ble
,
as
m
any
as
15
stud
e
nts
cat
eg
or
iz
ed
as
ver
y
ba
d
of
1%,
205
stud
e
nts
cat
egorized
as
no
t
go
od
of
7%
,
1115
stu
de
nts
cat
egorized
as
good
e
noug
h
of
40%,
1162
stu
den
ts
cat
e
gorized
as
good
of
41
%,
an
d
31
8
stu
den
ts
a
re
cat
eg
or
iz
e
d
ve
ry
we
ll
of
11%.
S
o
it
can
be
c
on
cl
uded
t
hat
st
ud
e
nt
s
te
nd
to
hav
e
a
good
at
ti
tud
e
on
ind
ic
at
ors
of
in
te
rest
in
a
career
in
sci
ence.
This
is
becaus
e
stud
e
nts
co
nsi
der
a
career a
s a scie
nce teac
her
is
s
om
et
hin
g
f
un.
Table
4.
Desc
riptive stat
ist
ic
s o
f
caree
r
inte
re
st i
n natur
al
sciences
No
Flo
w
Clas
sif
icatio
n
of
A
ttitu
d
es
Total
Percent
Stan
d
ard Deviatio
n
Mean
Mod
u
s
Median
Min
Max
1
12
-
1
9
.6
Ver
y
bad
15
1%
5
.78
3
5
.08
36
35
12
50
2
1
9
.7
-
2
7
.2
Bad
205
7%
3
2
7
.3
-
3
4
.8
Pretty g
o
o
d
1115
40%
4
3
4
.9
-
4
2
.4
Go
o
d
1162
41%
5
4
2
.5
-
50
Ver
y
go
o
d
318
11%
T
he
a
bove
d
at
a
is sup
ported
by
the r
es
ults
of the inte
rv
ie
w belo
w:
Qu
est
i
on 1
:
Are
you i
nterest
ed
in
a care
er in t
he
fi
el
d o
f sci
ence? Ex
pla
in
?
Answer
1
:
No,
I
am
no
t
intere
ste
d
in
a
career
in
the
s
ci
ence
fi
el
d
beca
use
I
am
not
intere
ste
d
in
a
career i
n
sci
e
nc
e.
Qu
est
i
on 2
:
If
yo
u
ar
e
growi
ng
up,
do
you
w
an
t
to
be
com
e
a
te
ac
he
r
or
bec
ome
a
sci
entist
in
the
sci
ence fi
el
d?
Explai
n?
Answer
2
:
yes
I
wan
t
to
be
a
te
ac
her
or
become
a
sci
entist
in
the
scien
ce
fi
el
d
because
the
sci
enc
e
and
s
ci
enc
e te
ach
e
r teac
hes st
ud
e
nts to
lea
rn
about
na
t
ure
and the e
nvir
onme
nt.
3.4.
Obstacle
s
Ba
sed
on
the
r
esults
data
fro
m
each
of
thes
e
ind
ic
at
ors
th
ere
are
seve
ral
ob
sta
cl
es
that
exist
in
each
ind
ic
at
or
with
a
total
sam
pl
e
of
2815
juni
or
high
sc
hool
stu
den
ts
i
n
Mua
r
o
Jam
bi.
The
co
ns
trai
nts
ar
e
highli
gh
te
d
i
n
T
able
5.
Table
5.
O
bs
ta
cl
es to indic
at
ors'
att
it
ud
es to
wards scie
nce
su
bject
s
No
Ind
icato
r
Total
Percent
1
Attitu
d
e towards
S
CIENCE
inv
estig
atio
n
247
8%
2
Ad
o
p
tio
n
o
f
a
scien
tif
ic attitud
e
415
15%
3
Career
in
terest in s
cien
ce
220
8%
In
this
st
ud
y
f
ound
co
ns
trai
nt
s
on
the
at
ti
tud
e
i
nd
ic
at
ors
of
st
ud
e
nts,
nam
el
y:
at
titude
ind
ic
at
ors
towa
rd
s
in
vestigat
ion
s
i
n
sci
ence
with
the
nu
m
ber
of
stu
den
ts
247
an
d
the
pe
rce
ntage
of
8%
,
in
dica
tors
of
adoptio
n
of
sci
entif
ic
at
ti
tud
es
with
the
nu
m
ber
of
stud
e
nts
415
a
nd
a
per
ce
ntage
of
15%,
an
d
in
dicat
or
s
of
career i
nterest
in the sc
ie
nce
f
ie
ld w
it
h
t
he n
um
ber
of st
ud
e
nts
220
a
nd the
p
e
rcen
ta
ge of
8%.
4.
CONCL
US
I
O
N
Ba
sed
on
the
r
esults
of
resea
rch
c
onduct
ed
on
t
he
at
ti
tud
e
s
of
st
ud
e
nts
towa
r
ds
sci
enc
e
su
bject
s
in
j
unio
r
hi
gh
sc
hools
in
Mua
r
o
Jam
bi,
rep
rese
nted
by
th
ree
ind
ic
at
ors,
it
can
be
co
nclu
de
d
that
the
at
ti
t
ud
e
of
stud
e
nts
to
wards n
at
ural
sci
ence
s
ubj
ect
s
is goo
d.
T
he
deta
il
s
of
the
sta
ti
sti
cal
data
show
that
the
in
dic
at
or
s of
at
ti
tud
es
to
wards
i
nv
est
i
gatio
ns
i
n
Natu
ral
Scie
nces
ha
ve
good
res
ults,
ind
ic
at
ors
of
a
doptio
n
of
sci
entifi
c
at
ti
tud
es h
a
ve goo
d resu
lt
s,
a
nd on i
nd
ic
at
ors of inte
rest in
a career
in
the
fiel
d of
sci
ence
h
a
ve goo
d res
ults.
In
this
stu
dy
al
so
fou
nd
se
ver
al
obsta
cl
es
in
each
in
dicat
or
,
nam
ely:
at
ti
tud
e
ind
ic
a
tors
to
wards
inv
est
igati
ons i
n
sci
en
ce wit
h 247 s
t
ud
e
nts a
nd 8
%
as
per
ce
ntage, i
ndic
at
ors
of
a
doptio
n of
sci
entifi
c att
it
ud
e
s
with the
num
ber
of st
ud
e
nts
415 an
d
a
pe
rce
ntage of
15%
, a
nd in
dicat
o
rs
of
ca
ree
r
intere
st i
n
the scie
nc
e fiel
d
with
t
he
nu
m
ber
of
stu
den
ts
220
a
nd
t
he
pe
rcen
ta
ge
of
8%
.
T
his
is
bec
ause
st
udents
sti
ll
hav
e
a
ne
gativ
e
at
ti
tud
e
toward
s
sci
ence.
To
change
the
at
ti
tud
es
of
stu
de
nts,
the
te
ache
r
shou
l
d
desi
gn
le
arn
i
ng
c
re
at
ively
and
a
da
pt
to
t
he
co
ndit
ion
s
of
st
ud
e
nts
s
o
as
to
create
a
n
at
ti
tud
e
of
a
ccepta
nce
by
stud
e
nts
to
wards
the
sci
ence s
ubj
ect
s.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2252
-
8822
In
t.
J
.
Eval
.
&
Re
s
.
E
du
c
.
Vo
l
.
8
, No
.
3
,
Sept
e
m
ber
2019
:
4
5
5
-
4
6
0
460
REFERE
NCE
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iona
l
Edu
ca
t
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S
y
s
te
m
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nce
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y
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n
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ad
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