Scientific Attitudes in Scientific Online Learning Management for Student Successful Characters




Scientific Attitudes, Online Learning, Scientific Skills, Learning Outcomes


The development is carried out through various studies on the perspective and interpretation of online learning. Successful education will create appropriate and decent human beings in society and will not trouble others. The learning process will be successful when students have the motivation in learning. The scientific attitude becomes a very important aspect of attitude in carrying out experiments (simple scientific activities) and becomes a benchmark when undergoing scientific activities. A scientific attitude is an attitude that is indicated by the existence of logical thinking based on facts and considered according to the basic scientific theory. This includes critical attitude, logical attitude, curious attitude, systematic, procedural, and consistency. The analysis of each indicator is the impact of learning that occurs during online learning from the recording system. The analysis was addressed to each individual of the 100 respondents. The instrument used is an observation table with a Likert scale (1 to 5). Results were shown that in various types of learning, it is necessary to optimize the delivery of material to proportionally balance each component of learning outcomes. This also requires a special assessment that is identical to several indicators of assessment from all aspects. Especially in online learning, indicator logic needs special attention and treatment to be used as a counterweight to the assessment of students' scientific attitudes. Students need to master the material logically to be able to become the basis for thinking and making decisions in acting and addressing the problems that occur.


F.-T. Leow, “Using LMS Analytics to Optimise Learning Design from the Activity Theory Perspective,” Int. J. Creat. Multimed., 2020, doi: 10.33093/ijcm.2020.1.x1.11.

H. Aisah, “HOTS LEARNING IN PANDEMIC OF COVID-19 PERIOD THROUGH DEEP LEARNING MODEL,” IJGIE (International J. Grad. Islam. Educ., 2020, doi: 10.37567/ijgie.v1i2.112.

A. Anugrah, N. Ibrahim, and M. Sukardjo, “How Flipped Classroom Helps the Learning in the Times of Covid-19 Era?,” JTP - J. Teknol. Pendidik., 2021, doi: 10.21009/jtp.v22i3.17555.

E. T. Stringer, “Theory & Principles of Action Research,” in Action Research, 2007.

D. Salirawati, “Authentic Assessment in The Pandemic Period,” J. Indones. Soc. Integr. Chem. (On Progress), vol. 13, no. 1, pp. 21–31, 2021.

L. Asha, “Online Learning Problems and the Principal’s Efforts to Overcome the Problems,” AL-ISHLAH J. Pendidik., 2021, doi: 10.35445/alishlah.v13i2.932.

S. H. Daulay, N. K. Daulay, A. H. Daulay, R. Reflina, S. Maysarah, and D. Khairunnisa, “Online Learning Problems in the Covid-19 Pandemic for English Education Students,” AL-ISHLAH J. Pendidik., 2021, doi: 10.35445/alishlah.v13i3.779.

M. A. Khoiruman, “Online Learning Problems; Students’ English Learning Barriers,” Darussalam English J., 2021, doi: 10.30739/dej.v1i1.1037.

R. Sa’Diyah, Su’Ad, and G. Setiadi, “The Use of Technology in Online Learning to Improve Discipline,” 2021, doi: 10.1088/1742-6596/1823/1/012084.

H. Cai and I. King, “Education technology for online learning in times of crisis,” 2020, doi: 10.1109/TALE48869.2020.9368387.

R. Huang, N. Helgevold, and J. Lang, “Digital technologies, online learning and lesson study,” Int. J. Lesson Learn. Stud., 2021, doi: 10.1108/IJLLS-03-2021-0018.

V. Unnisa, “Impact of Technology and Online Learning on Physical Health of Students,” Res. Rev. Int. J. Multidiscip., 2021, doi: 10.31305/rrijm.2021.v06.i07.015.

E. B. Cloude, D. A. Dever, M. D. Wiedbusch, and R. Azevedo, “Quantifying Scientific Thinking Using Multichannel Data With Crystal Island: Implications for Individualized Game-Learning Analytics,” Front. Educ., 2020, doi: 10.3389/feduc.2020.572546.

J. J. Jirout, “Supporting Early Scientific Thinking Through Curiosity,” Front. Psychol., 2020, doi: 10.3389/fpsyg.2020.01717.

S. P. Asmoro, Suciati, and B. A. Prayitno, “Empowering Scientific Thinking Skills of Students with Different Scientific Activity Types through Guided Inquiry,” Int. J. Instr., 2020, doi: 10.29333/IJI.2021.14156A.


A. Fitriani, S. Zubaidah, H. Susilo, and M. H. I. Al Muhdhar, “PBLPOE: A learning model to enhance students’ critical thinking skills and scientific attitudes,” Int. J. Instr., 2020, doi: 10.29333/iji.2020.1327a.

W. Wildan, A. Hakim, J. Siahaan, and Y. A. S. Anwar, “A stepwise inquiry approach to improving communication skills and scientific attitudes on a biochemistry course,” Int. J. Instr., 2019, doi: 10.29333/iji.2019.12427a.

E. Rohaeti, A. K. Prodjosantoso, and Irwanto, “Research-oriented collaborative inquiry learning model: Improving students’ scientific attitudes in general chemistry,” J. Balt. Sci. Educ., 2020, doi: 10.33225/jbse/20.19.108.

Zulirfan, Z. H. Iksan, K. Osman, and S. N. M. Salehudin, “Take-home-experiment: Enhancing students’ scientific attitude,” J. Balt. Sci. Educ., 2018, doi: 10.33225/jbse/18.17.828.

Sumarmi, S. Bachri, L. Y. Irawan, and M. Aliman, “E-module in blended learning: Its impact on students’ disaster preparedness and innovation in developing learning media,” Int. J. Instr., 2021, doi: 10.29333/iji.2021.14412a.

R. A. Liliana, W. Raharjo, I. Jauhari, and D. Sulisworo, “Effects of the online interactive learning media on student’s achievement and interest in physics,” Univers. J. Educ. Res., 2020, doi: 10.13189/ujer.2020.081507.

N. Ratnawati, N. Wahyuningtyas, I. N. Ruja, M. M. Habibi, R. Anggraini, and H. Y. The, “Developing Multimedia-Based Learning Media for Basic Skill of Teaching Material in Order to Equip Professional Teachers,” Int. J. Emerg. Technol. Learn., 2021, doi: 10.3991/ijet.v16i07.21203.

R. Rahmatika, M. Yusuf, and L. Agung, “The Effectiveness of Youtube as an Online Learning Media,” J. Educ. Technol., 2021, doi: 10.23887/jet.v5i1.33628.

E. Wenger, “Communities of practice: Learning as a social system,” Syst. Thinker, 1998.

C. Carrillo and M. A. Flores, “COVID-19 and teacher education: a literature review of online teaching and learning practices,” Eur. J. Teach. Educ., 2020, doi: 10.1080/02619768.2020.1821184.

E. Y. W. Yeung, A. Newman, and B. Burke, “Navigating relationships in practice learning: voices from practice educators,” Soc. Work Educ., 2021, doi: 10.1080/02615479.2019.1693533.

C. Murray, M. J. Grant, M. L. Howarth, and J. Leigh, “The use of simulation as a teaching and learning approach to support practice learning,” Nurse Education in Practice. 2008, doi: 10.1016/j.nepr.2007.08.001.




How to Cite

Mihardi, S., Derlina, Shiddiq, H. . S., & Sinuraya, J. (2022). Scientific Attitudes in Scientific Online Learning Management for Student Successful Characters. Advances in Social Sciences Research Journal, 9(7), 691–697.

Most read articles by the same author(s)