Authors : Yuli Rahmawati, Setia Budi and Rahma Esi Andina
Abstract: The aim of this study was to analyze pre-service chemistry teacher’s self-concept through an 8E learning cycle. The research was conducted with thirty-two pre-service chemistry teachers in a nanoscience and nanotechnology course run by the chemistry education department over one semester. Data collection was carried out using a Chemistry Self-Concept Inventory (CSCI), classroom observation, in-depth interviews and reflective journals that explored the pre-service chemistry teacher’s self-concept in mathematics, chemistry, academic, academic enjoyment and creativity. The stages of the 8E learning cycle consists of engage, explore, e-Search, elaborate, exchange, extend, evaluate and explain. The results show that the pre-service chemistry teacher’s self-concept was good and the use of the 8E learning cycle engaged pre-service chemistry teachers to understand their self-concept through collaboration, discussion and reflection. In each stage of the 8E learning cycle, the pre-service chemistry teachers reflected on their self-concept based on the principles of individual and social learning. The results show that the 8E learning cycle can be used to help pre-service chemistry teachers understand their self-concept.
Yuli Rahmawati, Setia Budi and Rahma Esi Andina, 2019. Exploring Pre-Service Chemistry Teacher’s Self-Concept in Nanoscience and Nanotechnology using an 8E Learning Cycle. Journal of Engineering and Applied Sciences, 14: 8538-8547.