Online engagement during COVID‐19: Role of agency on collaborative learning orientation and learning expectations

Abstract During the COVID‐19 outbreak, students had to cope with succeeding in video‐conferencing classes susceptible to technical problems like choppy audio, frozen screens and poor Internet connection, leading to interrupted delivery of facial expressions and eye‐contact. For these reasons, agentic engagement during video‐conferencing became critical for successful learning outcomes. This study explores the mediating effect agentic engagement has on collaborative language learning orientations (CLLO) within an EFL video‐conferencing course to understand better how interactions influence academic learning expectations. A total of 329 (Male = 132, Female = 197) students were recruited from four South Korean universities to participate in this questionnaire study. Data analysis was carried out using the statistical software packages SPSS, and a series of data screening procedures were carried out. Findings revealed that collaborative language learning orientations were a statistically significant predictor of academic learning expectations, but this relationship was fully mediated when agentic engagement was added to the model. Students with a propensity for social language learning strategies believe they will succeed; however, this relationship is explained by their propensity to interact with the instructor when video‐conferencing. An assortment of learning activities should be provided to support both collaborative and individual learning orientations for academic success. Students with collaborative learning tendencies and a propensity to actively engage the instructor during video conference classes are active participants in the eLearning context, possibly leading to positive course expectations.

used to support education programs across the world when face-to-face classes were cancelled due to the COVID-19 crisis. Due to early virus outbreaks, South Korea was one of the first nations to transfer courses online, with many universities requiring professors to supplement brickand-mortar classrooms with video-conferencing platforms. Students with a broad spectrum of social language learning strategies do well in face-to-face classes because learning strategies create more opportunities to use the target language (Oxford, 1999), but less is known about how such extravert learners (i.e., good social learning strategies) perform in SCMC video-conference courses. For second language (L2) communication courses, SCMC with video-conferencing was chosen in favour of one-way lecture videos because live communication with SCMC provided an opportunity for authentic language practice. However, popular video-conferencing software (e.g., Zoom, Skype and WebEx) only allows for one host at a time and prevents the instructor from observing more than one group of students. This restriction of simultaneous speakers emphasizes the importance of engaging the instructor and classmates.
Collaborative learning in the EFL context entails students working collectively in pairs or groups to achieve learning goals and help one other in the language learning process (Dillenbourg, 1999). Students with a collaborative language learning orientation (CLLO) prefer collaborative learning and do best when collaborating with one or more students in a learning situation (DeCapua & Wintergerst, 2005). Further, instructors are encouraged to design learning tasks conducive to collaborative learning, especially corrective feedback and communication (Zou et al., 2016).
Online collaborative learning plays a massive role in higher education practice worldwide (Kim & Ketenci, 2019). Research has reported that online collaborative learning facilitates a sense of community commitment and satisfaction (Chatterjee & Correia, 2020;Zhu, 2012). Further benefits associated with collaborative learning include multimodal accessibility (Ching & Hsu, 2013), interactive communication (Ishtaiwa & Aburezeq, 2015), and improvement in the learning process (Baker & Moyer, 2018). Several researchers have explored various assessment methods to measure learning outcomes through video-conference English courses in online collaborative learning environments. Gikandi (2020) believes that online formative assessment, using a more holistic, multifaceted instructional strategy, can measure various students' authentic artefacts reflected in real-life contexts. Kreijns et al. (2007) argue that learners' sense of sociability in a computer-supported collaborative learning environment can be measured through the facilitation of a meaningful social interplanetary with qualities as reliance and belonging of peers discussion. On the other hand, Delaney et al. (2019) argue that students need to be evaluated through synchronous and asynchronous online multimodal interactive discussion tools using text, audio and video posting to increase the quality of interaction.
Academic learning expectations (ALE) refer to the self-efficacy beliefs that a learner can successfully learn to accomplish a given learning task (Bong & Skaalvik, 2003) and can be described as confidence in a student's ability to achieve intended results in an academic situation (Bandura, 1997). Academic learning expectations are a strong predictor of academic achievement (Reeve & Tseng, 2011), yet the relationship between CLLO and ALE in the SCMC videoconferencing context is still unclear. This research suggests that the relationship between CLLO and ALE can be better understood by adding agentic engagement as a third mediating variable. Agentic engagement (AE) refers to proactive involvement in classroom settings that contribute to a beneficial learning environment (Reeve, 2013) and is defined as a 'students' constructive contribution into the flow of the instruction they receive' (Reeve & Tseng, 2011, p. 258). AE revealed a positive correlation with student characteristics, including autonomous motivation, cognitive engagement and academic achievement (Reeve, 2013).
Furthermore, Reeve and Tseng (2011) found that AE mediated the relationship between motivation and academic attainment (i.e., end of semester scores). Success in an SCMC video-conferencing classroom may depend on one's ability to ask clarifying questions, regardless of whether the learner has a propensity for social language learning strategies or individual self-study strategies. With the addition of agentic engagement as a mediating variable, we can attain a better understanding of how CLLO affects ALE by breaking up the total influence (Path c') into direct (Path c) and indirect effects (Paths a and b). Figure 1 illustrates the mediation model.

| THE LITERATURE REVIEW
Collaborative language learning orientation is defined here as a student's propensity to study with others. The relationship between learning orientation and performance is well established in marketing (Baker & Sinkula, 1999) but much less so in second language acquisition (SLA) research, which has been overshadowed by language learning styles (Reid, 1995) and language learning strategy (Oxford, 1990) research.
Parallels have been drawn among language learning strategies, styles and orientations (Oxford et al., 1991). Learning strategies refer to how students learn and remember information and are the techniques students use when solving problems, approaching an assignment, and preparing for a test (DeCapua & Wintergerst, 2005). Language learning strategies can be learned, taught, and consciously applied to learning situations. For example, learning strategies are actions students utilize to learn, and learning styles refer to the wide-ranging tactics students use in acquiring a new language. Learning styles are a learner's preferred ways of learning, typically articulated as adjectives (e.g., auditory, visual) and part of their personality. There have been several studies investigating language learning styles (Hsu, 2017;Islam, 2020;Sahragard et al., 2016) and collaborative e-learning activity preferences (e.g., Afacan-Adanır et al., 2020;Trespalacios & Uribe-Fl orez, 2020).
This previous research can only be considered the first step towards a more profound understanding of the relationship between collaborative language learning orientations and academic learning expectations in video-conference English courses.
Learning orientations encompass students' attitudes and aims within a course of study and represent the relationship between the learner and the learning atmosphere (Beaty et al., 1997). Learning orientation contrasts with strategies and styles because orientation considers learning factors beyond the learner, including channels of communication learners navigate. In language learning strategy theory (Oxford, 2013), learners play an agentive role in initiating their learning process by utilizing interactive tools that enable them to improve communicative competence. Specifically, language learning strategies have critical significance for second language learners because they advocate for self-exportation and self-assessment; both develop communicative competencies (Skehan, 1991). A large number of existing studies in the extant literature have examined factors influencing students' choice of learning strategies. Most of these influences are related to students' language proficiency (Green & Oxford, 1995), engagement (Oxford & Nyikos, 1989), and active practices in the educational setting (Gass & Mackey, 2000).
A similar pattern of reviewed studies (Jeong, 2019;McDonough et al., 2019) showed that the social networking platform in online collaborative English learning plays a substantial role in shaping participants' positive attitudes and performances. EFL online collaborative activities also have affirmative effects on raising learners' affective and metacognitive skills, such as self-awareness and self-regulation (Jeong, 2019), learner motivation, learner agentive engagement (Montenegro, 2019;Reeve, 2013;Reeve & Tseng, 2011) and classroom engagement (McDonough et al., 2019;Swain & Lapkin, 2001).
Recommendations from these studies suggest a deliberate involvement of effective instructional designs for encouraging learner motivation and classroom collaboration in EFL education.
Agentic engagement represents a reciprocal communication initiated by the student with the course instructor and classmates (Moore & Kearsley, 1996). This form of interaction is considered valuable by both the learners and the instructors, as it directs SCMC and includes asking clarification questions during the lecture. An essential result of agentic engagement is immediate feedback. Instructor feedback during class enables the students and the instructors to ensure students' intellectual capacity of course materials and receives information on their presentation in delivering course content.
A key area to improve learning expectations includes increasing communication frequency between the students and the instructors (Dennen et al., 2007). Immediate feedback from instructors is vital to students' attainment in online courses (Anderson, 2003). EFL learners unwilling to collaborate are less likely to receive instant feedback during SCMC because they are less likely to engage the instructor (Murphy et al., 2017). Lack of engagement in classroom settings produces feelings of isolation and dissatisfaction (Yukselturk & Yildirim, 2008). A study by Yuen et al. (2009) found that learners in technology-enhanced learning environments reported more course gratification when support from instructors matched their expectations of instructor-student interactions. Agentic engagement increases the instructor's presence, which produces a cognitive presence that leads to higher-level learning (Yuen et al., 2009).
Many studies on collaborative language learning have relied on implementing video-conferencing technology in higher education, which has significantly increased in recent years (Michel & Cappellini, 2019;Rassaei, 2017). Students' perceptions and attitudes towards video-conferencing courses are wide-ranging but mostly optimistic. In Altıner's (2015) study, undergraduate students' perceptions of video-conference-based English courses in Turkey were explored. The results revealed that the majority of the participants reported negative attitudes towards English-conducted courses via video-conferencing. On the contrary, a study by Lee previous recent studies (e.g., Ding, 2020;Robertson & Piotrowski, 2019) in which video-conference courses have been confirmed to be beneficial. One practical implication of videoconference incorporation is through project-based learning using video-conferencing in EFL courses. In such a setting, learners are allowed to be fully engaged in collaborative learning strategies where learners are authoritative in selecting materials, evaluating and creating productive projects.
The propulsion of synchronous computer-mediated communication in the era of COVID-19 places pressures on educational researchers to identify successful student characteristics in videoconferencing classes. Agentic engagement stimulates interest and motivation and helps students apply their learning (Madland & Richards, 2016). There is a dearth of literature explaining how agentic engagement on the part of the learner similarly enhances learning outcomes. Student-teacher interaction in SCMC video-conferencing classes are costly, and the investment of time upsurges with rises in the number of students (Anderson, 2003).

| METHOD
This study aims to examine the relationship between collaborative language learning orientation and academic learning expectations within the context of EFL video-conference classes. The agentic engagement was added as a mediating variable to understand better how learners' willingness to speak up during class explains learning expectations.

| Participants
A total of 329 (Male = 132, Female = 197) students were recruited from four South Korean universities (5 instructors and 12 classes) to participate in this questionnaire study. Participants came from various academic majors, such as computer science, construction machinery and equipment engineering, nursing, public administration, English language, global business, business economics and law. All participating students attended four or more video-conference courses using Zoom due to the COVID-19 outbreak of 2020. Specifically, 206 students attended one online English video-conference course, 79 attended two online English video-conference courses, and 52 students attended three or more online English video-conference courses.
Second language (L2) proficiency was measured from three sources: Standardized scores from the Test of English for International Communication (TOEIC; M = 470 out of 990, SD = 183), self-reported speaking skills ranging from 1 (poor) to 10 (high) (M = 4.23, SD = 2.00) and selfreported English writing skills ranging from 1 (poor) to 10 (high) (M = 4.22, SD = 2.07). A self-reported evaluation of second language proficiency has shown high validity in previous EFL/ESL research (Kao & Reynolds, 2017;Wharton, 2000) and was considered an appropriate measure to triangulate L2 proficiency in the current study.

| Instrumentation
The survey was administered 6 weeks after online classes became mandatory throughout South Korean universities. Three scales from an online questionnaire were used to explore the study hypotheses.
The CLLO items (items 1 to 7) were taken from DeCapua and Wintergerst's (2005) Learning Styles Indicator (LSI) and consisted of statements pertaining to group activity and individual activity learning orientations. Group activity orientation items included I enjoy working on English assignments with two or three classmates, I learn English best when I work in a group, I prefer to study English with others, and when studying English, I learn more when I study with a group. The three items from the individual activity orientation scale were reverse scored and included When I study English alone (R), I remember things better, When studying English (R), I prefer to work by myself, and When I study English,

| Procedures: EFL video-conference class
Video-conferencing implies using a telephone with a video display for online group or organizational meetings rather than offline meetings.
Synchronous computer-mediated communication with videoconferencing differs from asynchronous blended, fully online, or flipped classes because SCMC video-conference communication is live, and students should interact with other students the instructor.
With video-conferencing, eye contact plays a significant role in perceived attention, conversational turn-taking, and other features of group communication (Vertegaal & Ding, 2002).
Zoom was used as the video-conferencing platform for students in the current study.

| Data screening and analysis
Data analysis was carried out using the statistical software packages SPSS (version 25.0). A series of data screening procedures were carried out. Initially, six incomplete surveys were removed. Next, three linear regressions of items for each scale were used to generate Cook's distance and Mahalanobis distance values to look for outliers in which 11 existed and were consequently removed, leaving 329 total respondents. Normal distributions were detected for the indicators of the latent factors concerning kurtosis and skewness. No kurtosis value was outside the range of À2 to +2, indicating acceptable levels of normal univariate distribution (George & Mallery, 2010). To test for multicollinearity, the study next examined variable inflation factors on the study variables and observed no VIF greater than two, which is far less than the threshold of 10. Once outliers were removed, mean scores and Pearson correlations of the study variables were measured.
Finally, values were standardized, and a series of regression analyses were run according to the guidelines of Baron and Kenny (1986) to test for mediation and the various relationships among collaborative language learning orientation, agentic engagement and academic learning expectations in EFL video-conferencing classes.

| RESULTS
The current study investigated the mediating effect agentic engagement has on the relationship between collaborative language learning orientation and academic learning expectations in video-conference classrooms. Initially, a three-factor correlated model was used to validate the three variables of interest (i.e., collaborative language learning orientation, agentic engagement and academic learning expectations) with L2 proficiency added to the model as a confounding variable. Table 1 provides detailed results and Pearson correlation findings for the variables of interest. While all correlations for L2 proficiency, CLLO, AE and ALE were statistically significant (p < 0.001**), no r value greater than 0.85 was observed, indicating discriminant validity among the variables of interest. Students prone to collaborative language learning orientation shared a positive relationship with academic learning expectations and L2 proficiency, which is also in line with previous literature (Green & Oxford, 1995;Oxford, 1990). While AE showed a moderate correlation with CLLO and L2 proficiency, the highest correlation among the study variables was between AE and ALE (r = 0.634, p < 0.001), indicating students' willingness to ask questions to the instructorexpect to do well in the course. Mean scores for the study variables fell close to the median value of three for CLLO, AE and ALE. A mean score of 4.32 (SD = 1.76) was observed for L2 proficiency, slightly below the median value of five.
Gender has shown mixed results in past studies that investigated language learning strategies (Green & Oxford, 1995); no difference was observed here between gender and collaborative language learning orientations. Students with higher L2 proficiency expected to do well within the video-conferencing classes (r = 0.506, p < 0.001**), supporting past literature that has found a strong positive correlation F I G U R E 2 Example zoom class [Colour figure can be viewed at wileyonlinelibrary.com] between L2 proficiency and academic EFL performance (Lee & Schallert, 1997;Taguchi, 2011).
Before testing the mediation models, the study needed to substantiate the measurement model of latent constructs for unidimensionality, validity and reliability. Exploratory factor analysis (EFA) was one of the statistical methods used in this study. Factors for the components were extracted through the maximum-likelihood method with varimax rotation. Unidimensionality was achieved as the factor loading for all items was above 0.60. The Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy was 0.901, above the recommended value of 0.6, and Bartlett's test of sphericity was significant [c 2 (136) = 4044.67, p < 0.001].
No commonality was observed below 0.50, and the Cronbach's alpha values reached the minimum value of 0.7 (Fornell & Larcker, 1981). The study proceeded to measure the model validity using CFA. Composite reliability (CR), average variance extracted (AVE) and Cronbach's alpha values were calculated to address the convergent validity measures (Table 2). All AVE values were at or above the recommended value of 0.50. Convergent validity was achieved as the value of AVE met the minimum value of 0.5 (Fornell & Larcker, 1981). All CR values were above the recommended 0.70 value.
The initial data computation also revealed that the data demonstrated homogeneity of variance and met the assumptions of linearity, indicating requirements for CFA were satisfied.  The first model represents equation one and shows that higher levels of CLLO are associated positively with ALE scores, and this result supports the idea that increasing the opportunity for students to work together when learning a second language will have a positive influence on learning outcomes when participating in an EFL videoconference class. The relationship between variables in model one was statistically significant (p < 0.01), and therefore satisfied Baron and Kenny's (1986) first criterion for mediation.
The second model represents equation two and shows that students' agentic engagement correlated with levels of CLLO. This suggests that increasing the opportunity to study a second language in groups will increase the frequency in which students take the initiative to interact with their language instructor. The path is significant and therefore satisfies the second criterion for mediation. The first two models provide strong evidence for the importance of CLLO in learning outcomes.
Two main findings of interest are apparent in the model. First, students' level of CLLO is positively correlated with their levels of agentic engagement (p < 0.01), which is shown in path b (Figure 3).
The greater the students' agentic engagement, the higher their academic learning expectations. In this case, the third indicator for mediation was satisfied. The second finding of interest is that, when controlling for agentic engagement, the relationship between CLLO and ALE vanishes (p > 0.05). This is called complete mediation and satisfies the final criterion for mediation. When a model is completely mediated, the addition of the mediation variable (path c) completely removes the relationship between the independent and dependent variables. These three models and four paths give strong evidence of a mediation effect (path c'), indicating that the path between CLLO and ALE is non-existent. Instead, the relationship between collaborative language learning orientation, and to an extent, social learning strategies is best understood by the learners' willingness to express themselves outwardly even with figures of authority (i.e., language instructor). Esteve-Gonz alez, 2020; Eslami & Kung, 2016;Jeong, 2019;Kim, 2014;Lenkaitis, 2020;McDonough et al., 2019).

| DISCUSSION
The mediating effect agentic engagement has on collaborative language learning orientation and academic learning expectations highlights a central argument in which instructors' involvement in planning an effective synchronous computer-mediated communication instructional design is essential for supporting learner engagement in the collaborative EFL classroom (Aelterman et al., 2019). To this end, students who preferred to collaborate when learning a language were more likely to engage with the instructor during class, and this was apparent from the increasing levels of CLLO positively correlating with agentic engagement.
This positive correlation between CLLO and AE accords with findings reported in extant literature in which heightened student engagement in SCMC video-conferencing courses leads to an increase in autonomous learning skills (Edwards et al., 2019;Iamudom & Tangkiengsirisin, 2020;Ueki & Takeuchi, 2013), where learners can self-assess their input, seek out corrective feedback, and create authentic and meaningful tasks (Revere & Kovach, 2011).
The current study also showed that benefits for supporting collaborative language learning orientations extend beyond raising learners' Poirier & Ally, 2020; Revere & Kovach, 2011). For example, instructors can implement online collaborative tools such as videoconference English courses that incorporate Google Docs, conceptboards, Wikis, and discussion boards to empower multigenre collaboration among peers. However, students' preparation and attitudes, both positive and negative, towards using emerging and existing technological tools should be taken into consideration (Edmunds et al., 2012;Yeh & Chen, 2019). Farid (2014) claims that 'e-learning readiness is a multidimensional construct that generally refers to computer Internet self-efficacy, self-direction, motivation, interaction and attitude' (p. 380). Thus, students need to be oriented to learn how to be autonomous learners in seeking information, assessing the content, relating it, and generating meaningful outcomes.

| CONCLUSION
Through survey analysis of students who contributed to formal SCMC video-conferencing EFL courses in Korea, this study identified relationships among collaborative language learning orientation, agentic engagement and academic learning expectations, as well as the mediation effect agentic engagement has on collaborative language learning orientation and academic learning expectations. The relationships were all positively correlated, and agentic engagement was found to be a mediating variable between collaborative language learning orientation and academic learning expectations. The results show the importance of engaging others in the classes, especially the instructor, to obtain the best learning outcome in video-conferencing classes.
The goal of an EFL communication course is to foster an opportunity for learners to practice authentic English, and student-instructor interactions appear to be a key factor for positive learning beliefs in the online video-conferencing context.
Although relationships were found that can be helpful in the plan and implementation of EFL video-conferencing classes, there are some limitations. Future research should explore the exact types of student-instructor engagement common in video-conferencing courses. Agentic engagement is a predictor of academic performance in other academic disciplines, so future research may also wish to explore the mediating effect of agentic engagement in non-EFL settings. Lastly, future research should carry out interviews and observation when reporting student perceptions and behaviours towards the variables of interest. This study's replication should focus on how other student characteristics relate to academic outcomes in the video-conference context and how these variables relate to engagement and learning expectations. 2021/2). In addition, this article was supported by Konkuk University in 2021.

CONFLICT OF INTEREST
The authors declare no conflicts of interest.

DATA AVAILABILITY STATEMENT
The data described in this article is openly available upon request.


The correlation between scientific argumentation with viruses learning outcomes of senior high school student

Article history Received: 22 April 2019 Revised: 27 July 2020 Accepted: 1 October 2020 This study aims to determine the correlation between scientific argumentation with learning outcomes of Senior High School students. This research was quantitative descriptive correlation analysis. The population of two classes from X science class of senior high school were used as research sample with Saturated Technique. The number of students were 47. The learning achievement data collection instrument was twenty multiple-choice questions with four answer choices. The instrument of scientific argumentation ability was a test item in the form of a three questions description. Data was analyzed for Pearson Correlation test or Product Moment correlation (SPSS 23). The results showed that the learning outcomes of students based on a test item has good category while writing scientific arguments of students has fair category. The average results of students' scientific arguments based on Toulmin's Argument Pattern (TAP) have a level 2 argumentation quality category namely 0.033 shows that there was low correlation between the two variables with a correlation coefficient of 0.311. The positive coefficient indicates the direction of a positive relationship, that is, two variables are directly proportional.

INTRODUCTION
the students was not yet known. In fact, the ability of scientific argumentation is related to learning outcomes.
The ability of scientific argumentation is not only seen verbally, but it can also be seen from how someone writes their argument (Handayani & Sardianto, 2015). The teacher can see whether students who are able to argue verbally or in writing have good learning outcomes or vice versa, students are able to argue but the learning outcomes are not good. Therefore, scientific argumentation in writing can be a benchmark of the extent to which the ability of scientific documentation and student learning outcomes in learning biology, especially virus can be achieved.
In this material, not only discussing concepts but also related isososiosaintik. In the development of diseases caused by viruses as well as products such as MR vaccines, a lot of controversy occur in the community. Material that is a isososiosaintik is material that can explore students' argumentative abilities (Osborne, 2005;Chang & Chiu, 2008;Dawson & Venville, 2009). The ability to argue on isososiosaintik can be explored because students argue from various points of view, not only from a scientific, but also social, economic, political, and ethical (Osborne, 2005).
Scientific argumentation provides way to increase students' conceptual understanding and the ability to express opinions on scientific grounds. Students' low mastery of concepts means that they also show low argumentation skills and vice versa (Noviyani, et al, 2017). In their research, it was found that students get higher scores because of the discussion and argumentation activities (Mercer et al. 2004). The results of previous research using the ABSI model show a very weak correlation between argumentation skills and learning outcomes (Visensia, 2018). In addition, research conducted using the TAP pattern can improve students' understanding of concepts (Eliana & Admoko, 2020). In line with the statement that the model can be used as a tool to analyze an argument.
Based on the information obtained, is there any correlation between scientific argumentation (which includes writing argumentation and the quality of argumentatioin based on TAP) with learning outcomes of senior high school student ?. Based on the formulation of the problems presented previously, the purpose of this study is to determine The Correlation between Scientific Argumentasion with Learning Outcomes of Senior High School Student.

Research Design
This research was descriptive quantitative with correlational analysis. The purpose of correlational analysis was to see the relationship between two or more variables, namely the relationship between variations in one variable and variations in other variables. When the study was conducted in September-December 2018 The research design used in this correlation study was as follows:

Population and Samples
In this study, the population of two classes from the X science class of senior high school wereused as a research sample with saturated sampling technique. The number of student were 47.

Instrument
The instrument for collecting data on learning outcomes was a multiple choice test item with four answer choices in 20 questions. The instrument of scientific argumentation ability was a test item in the form of a description in 3 questions with answers referring to Toulmin's Argument Pattern (TAP), namely claim, data, warrant, backing, rebuttal and qualifer. This test instrument was tested for validity and reliability using ANATES 4.09.

Procedure
This research procedure consists of three stages, namely the preparation, the implementation, and the completion stage. The preparation stage the researcher interviews the teacher to determine the sample. Next, compile instrument that will be used in research such as questions. The implementation stage is observation of learning and giving test questions. The completion stage is done to analyze the data that has been obtained so that it can draw conclusions.

Data Analysis Techniques
The data analysis technique used in this research was descriptive statistics using SPSS 23. The analysis was conducted to describe the relationship between the ability of scientific argumentation and learning outcomes. The final test scores were obtained to see the learning outcomes and the quality of students' scientific arguments, which were then categorized according to the standard values (Sudijono, 2013;Arikunto, 2013). After that, the two variables were tested for their correlation with product moment.

Teacher interview
Determination of the sample

RESULTS AND DISCUSSION
The findings obtained from this study were basedon several research questions that have been prepared previously. Data from this study were the scores of students' argumentation skills and student learning outcomes.

Student Learning Outcomes on Virus Topic
Student learning outcomes obtained from the final test through an objective test. The percentage of the final test of student learning outcomes was categorized as good (Table 1). Average overall learning outcomes obtained by 73.72 with good criteria. The process of learning data is influenced by students and the readiness of teachers in teaching. This is in line with research conducted by Saleh, et al. (2017) that the teacher's teaching style will affect student learning outcomes. This means that both students and teachers will influence the learning process.

Scientific Argumentation
The average ability of scientific argumentation which includes writing argumentation and Toulmin Argument's Pattern (TAP) is 52.02 with sufficient criteria.

Write Arguments
The assessment of writing arguments based on 5 aspects, namely cohesion and coherence, the effectiveness of the sentence, the truth of the concept, the criticality of analyzing problems and solving problems with a rating scale of 1-4. The results of writing scientific arguments for students can be seen in Table 2. The value obtained from writing scientific arguments is used to determine the extent to which students' abilities in recording, reporting, convincing, describing, and even influencing others. Based on the percentage acquisition, the aspects of cohesion and coherence as good as the effectiveness of the sentence are in the criteria very less is lower than the aspect of the truth of the concept, critical analysis of problems and problem solving. Table 2 shows that students were still low in writing scientific arguments. Previous research also stated that students were not yet skilled in writing scientific arguments (Muslim and Suhardi, 2012). This is because the learning process has not emphasized the way to write arguments. In addition, students who do not understand the concepts that have been explained and are not accustomed to provide relevant examples in analyzing problems, were unable to develop their opinions and connect opinions with problems. The average writing of scientific arguments can be seen in Table 3. Based on Tabel 3 students' ability to write scientific argumentation obtained 9% excellent category, 11% good category, 21% fair category, 26% poor category, and 33% very poor category. The average ability to write scientific arguments for students is 55,02. It shows that the ability to write scientific arguments student in SMA class X is in enough category.

Quality of Scientific Arguments Based on Toulmin's Argument Pattern (TAP)
The ability of scientific argumentation is obtained from the final test scores of 3 descriptive questions with 47 students. Assessment of the ability of scientific argumentation refers to Toulmin's Argument Pattern (TAP) which includes 6 aspects of claim, data,warrant, backing, rebuttal and qualifer. The percentage of the ability of scientific argumentation based on TAP can be seen in Figures 2 and 3. The assessment of the ability of scientific argumentation refers to Toulmin's Argument Pattern (TAP) covering 6 aspects, namely claim, data, warrant, backing, rebuttal and qualifer. In Figures 2 and 3 it can be seen that the claims and warrant aspects are higher than the data, backing, rebbutal and qualifer aspects. This means that students are only able to convey statements and reasons, but some students have not been able to submit data, guarantors, supporters, rebuttal and conclusions in delivering arguments. Then it also determined that most students are at Level 2, students are only able to submit claims on the grounds without backing or refutation. This research is support by previousstudy, that students' explanations generally only use warrant to support the claim, not by backing. Some students also use data to support their claims (Bell and Linn, 2000). In addition, that the ability of students' argumentation is only at level 1 and level 2 with claims or claims which accompanied by data (Devi, et al., 2018). The quality of students' scientific argumentation abilities is at level 1, 2 and 3, there is no level 4 and 5. Whereas the material and problems discussed are related to issues in daily life. Socio-scientific issues related to learning and problems if integrated can improve the quality of scientific argumentation of students, but the success of the discussion on sociocultural issues depends on the readiness of students and teachers (Maknun, 2014;Dani, 2011). In addition, the quality of scientific argumentation is at level 1, 2 and 3 because students use arguments based on limited data. Learners do not understand how to solve the questions given, so they choose to use data that is limited to the questions or knowledge they have. The ability of scientific argumentation of students is very important in the learning process both verbally and in writing, with the increased ability of scientific argumentation also increases the cognitive abilities of students. In this study there were alsoimprovement on student learning outcomes, but the ability of scientific argumentation was low. This contradicts the previous statement. The difference is caused by several factors, one of which is some students do not participate in group discussions. In addition, students tend to memorize the theory without understanding the concept so that it impacts the ability of scientific argumentation. It is clarified, that students did not develop the knowledge they had while at school. Nevertheless, there is a relationship between the two variables (Anwar, et al., 2019).

Correlation of Scientific Argument Ability with Learning Outcomes
Correlation test results of the ability of scientific argumentation with learning outcomes can be seen in Table 4 Based on the results of the correlation test in Table 4, it is known that the data has a significance lower than 0.05 (Sig <0.05), namely 0.033, indicating that there is a correlation between the ability of scientific argumentation and learning outcomes. Furthermore, the correlation coefficient on the ability of scientific argumentation with learning outcomes is 0.311. This means that the relationship between the two variables is in the low category, then the positive coefficient indicates the direction of the positive relationship, namely the two variables are directly proportional. In this study, the higher the score of the scientific argumentation ability test, the higher the learning result or the lower the scientific argumentation ability test score, the lower the learning outcome test score .One of the factors that causes the low correlation between the two variables is the learning process that is not in accordance with the learning plan. During learning, students are given problems and they are required to solved them through discussion activities, but the discussion only takes place in one direction so it does not emphasize the ability of scientific argumentation. In addition, the low correlation indicates that so far the learning process has not measured the ability of scientific argumentation with the TAP . As a result, the ability of argumentation with cognitive abilities has a low relationship.The low argumentation skills of these students can be improved by applying the TAP pattern in learning, so it is hoped that this application can also improve the relationship between scientific argumentation skills and learning outcomes. It is made clear that the Toulmin's Arguments Pattern (TAP) based learning can improve the ability of scientific argumentation and understanding of concepts (Eliana and Admoko, 2020).
Science learning includes biology learning has 3 domains, they are cognitive, psychomotor and affective that use concepts and abstract presentation (Kristiani, Ristanto, & Lisanti, 2020;Rustaman et al., 2005;Cimer, 2012). In the cognitive aspect, students can understand or interpret the concepts that have been discussed, while learning outcomes in the psychomotor aspect are skills in communicating both orally and in writing. The ability to argue scientifically is part of skills in communication. Students who are able to understand or interpret concepts or theories well have good scientific argumentation skills, because argumentation is an activity that facilitates the understanding of cognitive activities in building scientific knowledge, so that the empowerment of scientific argumentation skills as a whole in the learning process will have an impact on the cognitive abilities of participants students (Viyanti, et al., 2016). In line with research which states that the ability of scientific argumentation can also develop well if students are able to interpret concepts well (Anwar & Susanti, 2019) . So, the ability of scientific argumentation has a relationship with the learning outcomes of cognitive abilities . If the ability of scientific argumentation increases, cognitive abilities also increase and vice versa.

CONCLUSION
Based on the results of research that has been done shows that there is a correlation between the ability of scientific argumentation with student learning outcomes with low category (0.311). The average learning outcomes of students in SMA class X on the viruses topic is 73.72 with good criteria. The results of the average scientific argumentation ability that is 52.02 are in sufficient criteria with the quality of scientific argumentation of students in general are at level 2. One factor of the low ability of students to communicate is the pattern of interaction between teachers and students or between students who have not optimal during the learning process. In addition, it is hoped that the learning process can apply a two-way interaction pattern and the Toulmin's Arguments Pattern (TAP) so that it can improve the ability of scientific argumentation and learning outcomes of students.

ACKNOWLEDGMENT
This research is supported by Sriwijaya University's Teacher Training and Education Biology Education Program (FKIP) which has facilitated the various facilities needed during the research. So we send our deepest gratitude to the coordinator of the study program and the lecturers of biology education. We also thank the biology subject teachers and all participants of SMA, so that we can do this research well.


Backliners: Roles of Science Educators in the Post-COVID Milieu

Backliners: Roles of Science in the Post-COVID COVID-19 pandemic has disrupted the global environment. It has affected almost all aspects of society from cultural, economic, educational, to social factors. This narrative inquiry explored science educators’ perspectives on the vital roles they would play in the post-COVID setting. Sixteen teachers from different educational institutions were purposively selected to take part in this qualitative investigation. The participants wrote their short narratives on their significant role as science teachers after the COVID-19 pandemic. Six themes emerged as roles of the science teachers in the post-COVID era; these include (1) science communicator; (2) critical thinker; (3) knowledge creator; (4) disruptive innovator; (5) advocate against misinformation; and (6) future-ready educator. A conceptual paradigm is designed to describe the vital roles of science teachers in the post-pandemic era in the context of the VUCAD 2 (volatile, uncertain, complex, ambiguous, diverse, and disruptive) world. Implications of the findings to science education in the post-pandemic setting are discussed in the

The occurrence of COVID-19, a newly-discovered infectious viral disease, has led to a global health emergency, which was later declared a pandemic by WHO on February 11, 2020. Madhav et al. (2017) mentioned that pandemics could cause significant, widespread increases in morbidity and mortality and have disproportionately higher mortality impacts. Once a pandemic has started, a coordinated response should be implemented to maintain social awareness, public health communication, reducing transmission, and responding to the infected. Now, the COVID-19 outbreak has put our world to a standstill with unparalleled and unforeseen impacts in our lives (United Nations World Tourism Organization, 2020).
In light of these concerns, science education's role is very critical in navigating the post-COVID era. The science-based and research-based concepts are essential inputs to policy formulation and government guidelines concerning the COVID-19 pandemic. Science educators have played crucial roles in providing quality science learning among the students. For the post-pandemic setting, science educators play more significant roles in navigating a new normal post-COVID era. The medical and health professionals are considered 'frontliners,' as they battle in the forefront of the virus. However, teachers are regarded as 'backliners.' The concepts and ideas imparted by teachers among the learners from the basic definition of a virus to its mode of transmission, are essential for better preparedness, prevention, and response in health emergencies and pandemics. Science education cuts across the persistent divide of natural sciences and social science, potentially uniquely positioned to support new generations' understanding and engagement and address the social, economic, and environmental dimensions of these global challenges (Adams et al., 2018). Reiss (2020) stated that the history and philosophy of science (HPS) regarding COVID-19 contributes to science education and vice versa. It provides opportunities to introduce the students to sociological thinking, examine data, and question human practices (Reiss, 2020). Jermolajeva et al. (2019) described that teachers are at the center of many socially significant interactions between people, such as the interaction of generations, people of diverse backgrounds and different education levels, and various professions. Relative to this, Unicef Australia (2020) encourages teachers that sharing accurate information and science-based facts about COVID-19 could help diminish student's fears and anxieties around the disease and support their ability to cope with any secondary impacts in their lives. Teachers also transform lives by leaving a positive mark in students' lives. Also, educators broaden the horizons by curing students' ignorance (Rogayan, 2018.) Undoubtedly, science teachers have significant niche in a socio-ecological system. Bourn (2016) emphasized that teachers are critical actors of societal change and great facilitators of global learning. He averred that teachers are bringers of positive change to people's lives and natural leaders in the community who can be a resource of information on civic affairs. Scholarly literature also enumerated the social roles of teachers specifically Science teachers. Teachers are seen as agents of societal change (Butera et al., 2021;Cappy, 2016;Ilisko, 2007;Kass & Miller, 2011;Mendenhall et al., 2021;So & Park, 2020), agents of inclusion and social justice (Pantic & Carr, 2017;Pantic & Florian, 2015), agents of sustainable peace, social cohesion and development (Novelli & Sayed, 2016;Rubagiza et al., 2016), and communicators of information (Esteve, 2000). More than being facilitators of learning and disseminators of knowledge, teachers play a pivotal role in the community development, societal improvement, national progress and global sustainability. This paper focused its inquiry on exploring the significant roles that science educators could play in the post-COVID milieu, revealing their involvement and contributions to society and the academic community. This study hopes to fill the gap on the dearth of studies concerning science educators' role in the post-COVID era and in the VUCAD 2 world.

Research Design
To achieve the objective of this study, a qualitative narrative inquiry research design was employed. The purpose of narrative inquiry is that "stories are collected as a means of understanding experience as lived and told, through both research and literature" (Savin-Baden, & Niekerk, 2007, p. 459). In this paper, the researchers explored the roles of science educators as vital players on the post-COVID 19 era.
The participants were asked the key question: What are the crucial roles of science educators in the post-COVID milieu? The researchers enriched the discussion of the narratives with supporting literature.

Participants
The study purposely selected 16 educators teaching sciences in different institutions in the Philippines (n=9), Brazil (n=1), Canada (1), Nigeria (2), Oman (n=1), Pakistan (n=1), and Venezuela (n=1). The participants are teachers in primary and higher institutions handling science-related courses. The researchers reached the data saturation at the 16 th narrative which signaled the researchers to stop the data collection. Data saturation refers to the point in the research process when no new information is discovered in data analysis, and this redundancy signals to researchers that data collection may cease (Faulkner & Trotter, 2017, p. 1).

Data Collection and Tool
For data collection, the researchers posted the key question in the ResearchGate question bulletin on March 30, 2020. Responses were accepted until July 15, 2020. Other narratives came from the researchers' interview to science teachers in the Philippines through Facebook messenger and Google Meet. The participants' narratives were encoded verbatim, and no translation was done as the participants answered the questions in the English language. The researchers asked an informant feedback to ensure the accuracy of the responses.

Data Analysis
To analyze the qualitative data, the researchers did manual coding and employed the strategy used by Miles et al. (2014). Such a strategy involves three concurrent processes: 1) data condensation, 2) data display, and 3) drawing and verifying conclusions. In data condensation, the researchers selected, focused, simplified, abstracted and transformed the narratives of the participants. The collected narratives were typed, read and summarized. Then, in the data display, they organized and compressed assembly of information that permits conclusion drawing through creating analysis matrices with the emerging themes and sample significant statements. Lastly, the researchers proceeded with the step of drawing and verifying conclusions. Conclusion drawing involves stepping back to consider what the analyzed data mean and to assess their implications for the questions at hand while verification entails revisiting the data as many times as necessary to crosscheck or verify these emergent conclusions (Miles et al., 2014). An iterative procedure was made in this study since qualitative data analysis is nonlinear in nature (Lochmiller & Lester, 2017). To further ensure the accuracy and reliability of the data, an inter-rater reliability in theme identification and member-checking were employed.

FINDINGS AND DISCUSSION
The present COVID-19 pandemic has indeed disrupted various dimensions of society, including science education. The role of science teachers during and after a pandemic is vital to ensure the continuity of education, contribute to minimizing the viral transmission through science teaching and information dissemination, and be proactive members of the community by assuming different roles identified in the present study.
To have a glimpse of the themes culled from the 16 science educators' narratives, a text table is presented (Table 1) with a narrative discussion.

Science Communicator
One indispensable role of science teachers is a science communicator. Several teachers have echoed this role to be more evident in the post-COVID milieu. Science teachers could bridge the gap between the science and the public by disseminating and explaining fundamental and understandable science concepts. This could be done through classroom instruction, policy brief formulation and dissemination, research presentations, and even public forums. A notable response mentioned that science educators 'must freely share their learnings and thoughts regarding COVID 19 to help the community be equipped with important knowledge (P16).' One participant (P01) stated,

Science teachers must be encouraged to explain their epistemic cognitive processes, including how they inform themselves. Students are still learning to decide what makes something scientifically correct and it is getting harder and harder to make these distinctions; it's not only about credible sources but also about making sound decisions about how data is interpreted.
The way teachers communicate science should be clear and precise for the students and the community people to understand specifically concerning pandemic and healthrelated issues affecting society. The teachers' way of imparting research-based and scientifically-verified information could lead to sound decisions and help the community respond well about a particular situation. A related statement was uttered by one participant (P10), teachers must 'raise awareness by explaining the cause, impacts, risks of diseases that lead to a pandemic.' In consonance, another participant (P14) believes that a science teacher has a 'fundamental role in promoting scientific literacy.' Since many countries in the world believe that the COVID-19 pandemic is a hoax, people tend not to practice physical distancing and wear face masks as they 'believe in populist leaders who deny science.' Teachers of science have important roles to play to enhance students' scientific literacy, specifically epidemics and pandemics. Reiss (2020) reiterated the position of interdisciplinarity in science lessons when discussing socio-scientific topics and issues intended to increase scientific literacy.
Using 'clear and systematic yet approachable informative materials or literature regarding COVID-19 must be shared to the general public' as articulated by participant 17. As a science communicator, teachers may design materials that use layman's language to understand scientific jargon and technical terms better. Moreover, another participant shared, 'science educator must find resources to provide information to his/her classes regarding safety precautions from the viruses that can cause diseases' (P11). Relatedly, Participant 6 mentioned integrating concepts of 'prevention as a mechanism for becoming healthy.' He added that science teachers could communicate to students by teaching the different types and mechanisms of disease prevention and the importance of handwashing, personal hygiene, and isolation in preventing infectious diseases. Sharing health and safety protocol to the students and the community is significant, specifically in the post-pandemic setting, to prevent future occurrence of epidemics and pandemics. Burns et al. (2003) explained that science communication aims to improve public scientific awareness, understanding, literacy, and culture. Science teachers have important roles to play in disseminating fact-based data, in enriching and expanding public knowledge on socio-scientific issues, and in promoting cultural transformation. This theme deals with the teachers' role in analyzing factual evidence and information to form an unbiased judgment and evaluation.
Knowledge Creator This is a great opportunity to show how we can inform ourselves and others with scientifically appropriate sources. (P01).
This pertains to science teachers' role in creating new knowledge through research and employing the scientific method. Disruptive Innovator Enlighten the general public on the negative effects of the virus on the process of teaching and learning, and also restructure the curriculum statement (P04).
This describes how science educators bring about change and innovation into the system, which goes outside the conventional ways and then improve over time.

Advocate against Misinformation
By being equipped with scientific knowledge, the people will avoid inappropriate information, that somehow leads to catastrophic public panic and mistakes (P16).
This focuses on the educators' role in voicing out against false news and inaccurate information.

Future-Ready Educator
Improve the science education by making it more practical not theoretical for the students. Use COVID experience as inspiration on its drastic change (P15).
This deals with how science teachers morph into the complexity of the present and future educational landscape.

Critical Thinker
A critical thinker is another role identified by science teachers that they intensively assume in the post-COVID crisis. Teachers' role in analyzing factual evidence and information to form an unbiased judgment and evaluation has been emphasized to be strengthened after the pandemic. As critical thinkers, teachers must go beyond content knowledge. A salient response from one participant stated, 'teachers may go beyond learning about the virus itself into other related learning opportunities like understanding how the economy is connected with pandemics and how such relationships work, with real examples happening around us to compare' (P06).
Participant 6 also mentioned the role of social media in the perception of people. Teachers must make sure that the social media post is research-based and factual. Another participant pointed out to be critical of the impact of politics in science regarding the current pandemic. The COVID-19 pandemic enables students to perceive how science, economics, and politics inter-relate (Reiss, 2020). Asking difficult and essential questions to school administrators and even local and national leaders is vital as part of science teachers' social engagement. Korkmaz et al. (2017) emphasized that teachers must develop students' computational thinking skills, including creativity, algorithmic thinking, collaboration, critical thinking, problem-solving, and communication.
One of the participants mentioned, 'reflect on what happened, why it happened, how it happened. Reflect on the importance of social distancing and quarantine measures and how it helped slow the virus' (P10). To enhance students' critical thinking, teachers may use high-order thinking questions regarding social issues such as pandemic emergence. Additionally, Participant 12 shared, 'ask the learners of the values they have reflected on while on government-mandated quarantine measure. Teachers must promote reflective, rational, and critical thinking in teaching the concepts of science. Developing holistic learners who are inquisitive about science; who are problem solvers, and creative, self-perpetuating individuals has become one of the most important science education goals .
Critical thinking is one of the core goals of education to produce dependent and rational thinkers and efficient citizens in this contemporary society (Haghparast et al., 2014). Teachers need to be critical thinkers in this society, a society which relentlessly confronts significant emerging issues. On the other hand, teachers should replicate this role to their students and to the public in general. Cultivating critical thinking requires the help of teachers in the context of education. Teachers can help students develop their critical thinking skills, enhance their assessment of evidences, improve how they evaluate facts from hoaxes, and assist them in formulating conclusions.

Knowledge Creator
Another role identified in this study is knowledge creator. This role of science teachers is about creating new knowledge by conducting investigation and research using scientific method rudiments. Participant reiterated that "this is a great opportunity to show how we can inform ourselves and others with scientifically-appropriate sources. This mirrors teachers' role in providing scientific and reliable data and information to the community based on research conducted. The study will yield factual results that can influence policies and compel the government leaders to act accordingly regarding the current and future COVID-19 situation. Teachers need to involve and reinforce the research, assessment, and strategic planning efforts to document best practices, increase evidence-based processes, and advance student learning amid the pandemic and in the post-pandemic era (Toquero, 2020a).
Participant 8 shared that science teachers must be 'more active in teaching the relationships of science, technology, and society (STS) and must find good information sources.' This suggests that science teachers must use research-based teaching as an instructional technique in teaching special topics concerning science and society. The use of reliable and credible sources can come from scientific research articles, newspaper articles of general circulation, scientific papers read in conferences, and published monographs and policy briefs. A number of valuable researches have been published amid COVID-19. The research work has been done during the lockdown using electronic resources, available databases, and online meetings using several video conferencing applications (Ray & Srivastava, 2020).
Interestingly, one participant (P8) stressed the need to observe ethics in science to achieve public welfare. The observance of ethical considerations in the conduct of research is very important. Science teachers also need to follow ethical protocols in the knowledge creation process, specifically topics which are very sensitive. Bulfin and Mathews (2003) stressed that teachers as knowledge producers are individuals who are able to construct valuable knowledge with and for others in communal environment. Hence, science teachers must continue to improve themselves through professional development activities in order to be legitimate knowledge creators, idea incubators, and innovation generators.

Disruptive Innovator
Science educators can also bring about change and innovation into the system, which goes outside the conventional ways and then improves over time. This role is called disruptive behavior. Participant 4 stressed that teachers have important roles to play in 'enlightening the general public on the negative effects of the virus' by bringing innovative ways of disseminating information through the teaching-learning process. Likewise, teachers can restructure the present curriculum and can infuse innovations to make the curriculum disruptive-free and future-ready. Such curriculum will be the kind of curriculum to be offered in future pandemics. Schools greatly need to fortify the curriculum practices and make them more relevant to the learners' educational needs even beyond the traditional classrooms (Toquero, 2020a).
Participant 8 emphasized the use of 'health information systems, big data and geo-localization to prevent and follow trajectories of the studied phenomenon.' Teachers may integrate teaching these skills to students as part of the science curriculum. Moreover, participant 5 shared that in the postpandemic setting, the use of robotics can have a bigger role in science teaching. He mentioned, 'mobile computing technology and augmented reality technologies are essential tools for education. He further mentioned about 'e-learning education, distance education, smart learning, blended learning and digital libraries as tools adapted to provide access to education that will help students connect with the world and understand issues that our world faces.' This implies the different innovations that science teachers can employ to develop digitally-literate, scientifically-literate, and techresponsible students.
Virtual learning and online teaching are emerging as novel platforms for science and engineering education, and it has fast-tracked the spread of educational resources worldwide (Hunter, 2015). The current situation has also shown an unavoidable dependence on out-of-date thinking and an unwillingness to view what digital technologies and the internet could bring to the student education and support advanced pedagogy and existing teaching strategies (Evans et al., 2020).
The unforeseen change brought about by COVID-19 pandemic requires major shifts in assessment culture and adds another dimension in educators' assessment practices in science education (Sarmiento et al., 2020). Sarmiento and colleagues (2020) recommended that educational institutions capitalize in technologies and infrastructures that could provide learning and the conduct of assessment, even when face-to-face setups are not conceivable, and ensure quality education delivery in different settings.

Advocate against Misinformation
In this digital age, educators also have a role to play in voicing out against false news and inaccurate information. One participant shared, "by being equipped with scientific knowledge, the people will avoid inappropriate information, that somehow leads to catastrophic public panic and mistakes' (P16). This shows the significant role of the information verification process and source assessment.
As a science teacher, he or she should advocate using valid, credible, verified, and bias-free information in reporting. In consonance with this, participant 3 reiterated that science educators must 'inculcate how to discern facts from bluffs, investigate the information, and prove its validity. If that can be done, then unnecessary mistakes might be avoided.' Misinformation can cause great havoc in public discourse, especially when shared online. Many people abruptly believe the things that they see online without even re-reading and cross-checking this information.
In the same vein, participant 8 mentioned that science teachers should be more active in teaching the students how to 'judge press reports, perspectives on fake news and how to detect and combat them, and critical reasoning about what people are saying.' In this way, students will be able to discern whether the information is evidence-based or otherwise. Another participant (P14) shared that teachers should make students reflect about the 'value of science and education' especially when sharing information to the general public. The COVID-19 pandemic gives a myriad of prospects to introduce students to sociological ways of thinking, scrutinizing data, and inquiring about human practices (Reiss, 2020).
The rising acceptance of digital technology globally has been complemented by the growing bane of false news (Lim & Tan, 2020). With this, teachers are considered as stewards against misinformation and fake news. They need to inform students on the basic tenets of identifying the facts from the fakes. And thus, educators need to develop students as advocates of media literacy, ambassadors against fake information, and exponents of digital citizenship.

Future-Ready Educator
Being a future-ready educator is another role identified based on the narratives of the participants. This deals with how science teachers morph into the complexity of the present and future educational landscape. Salient responses along this theme include the following: These statements reflect how science education can be reframed based on the COVID-19 experience. Future-ready teachers suggested that the science curriculum be enhanced from merely theoretical to be more pragmatic in its context. Another notable response said that it is important to 'integrate COVID-19 proper health practices and sanitation in science and health lessons' (P12). Health has become a prevailing concern that takes precedence over all other issues making health in policies become a reality, albeit in a way it was intended. Participant 8 also emphasized the importance of teaching personal hygiene and sanitation concepts in the science curriculum. This statement was seconded by Participant 9, who mentioned that students' awareness of personal hygiene and maintaining healthy lifestyle is of utmost importance.
Relatedly, participant 12 shared that teachers need to ensure that the science curriculum remains relevant in the post-pandemic setting. Science teachers need to continuously reframe the science curriculum with the current and emerging needs. Reiss (2020) averred that science curriculum, teaching strategies, and assessment tools should not be changed in a "knee-jerk reaction whenever some new science-related issue arises" (p. 1090).
Usak and colleagues (2020) articulated that "fear of the future arises from the past and the present and is a reflection of what is accumulated to the present" (p. 180). Hence it is important to develop preparedness in crises such as the current health emergency due to . With what we experienced in this global contagion, schools need to craft more pandemic-resilient and future-ready curriculum to avoid learning losses with the help of the government and the stakeholders.
The conceptual framework was developed to describe the roles of science educators in the post-COVID milieu ( Figure  1).
The conceptual framework developed can inform educational institutions with the roles of science teachers in the post-pandemic setting. It can also help teacher training institutions to integrate the model in preservice teacher education as this can help them be aware of their essential roles in preventing future pandemics. The framework is shaped like an atom since atom is a building block for all matter in the universe. In consonance, science teachers also serve as important building blocks of society who assume varied roles to contribute towards societal transformation and social action.
More than the roles of science teachers identified in this research, it is also important to recognize the other roles of science educators in the society in the post-pandemic setting. Teachers are seen as catalysts of social change (Bourn, 2016;Iskandar & Zulela, 2021;Madondo, 2020), advocates of inclusion and social justice (Pantic & Carr, 2017), stewards of sustainable peace, social cohesion and development (Rubagiza et al., 2016), communicators of information (Esteve, 2000;Negrete & Lartigue, 2004), exponents of socio-scientific issues (Nuangchalerm, 2009), and digital networkers (Kim, 2002). It is therefore imperative for science educators to be versatile in assuming varied roles from learning advocates, to change enablers, and to contributors to knowledge-based economy. Science educators' roles will be redefined and reframed in the post-pandemic setting in the context of the VUCAD 2 world.

CONCLUSION AND IMPLICATIONS
The study explored the roles of science educators as vital players in the post-COVID milieu. This qualitative inquiry found out that science educators play varied significant roles as science communicators, critical thinkers, knowledge creators, disruptive innovators, advocates against misinformation, and future-ready educators in the postpandemic setting. The conceptual paradigm crafted as an output of the study could inform the educational institutions on the vital roles of science educators in the post-pandemic era in the perspective of the VUCAD 2 world.
The study has several implications for pedagogy and policies. For pedagogical implications, the conceptual paradigm may be part of the special topics in teaching the Science Technology and Society (STS) and History and Philosophy of Science (HPS) courses. This can also be integrated into professional education courses for science education students. Science education curriculum should also emphasize environmental education with a focus on health and sanitation to develop more aware and environmentallyresponsible citizens. For practice, the administration should support science teachers for their continuing professional development activities to help prevent and respond to future pandemics as a learning facilitator. Teachers should also be supported in terms of research grants and funding for them to be able to contribute to research-based and evidence-based practices in their areas of expertise.

LIMITATIONS AND FUTURE RESEARCH
The results of this qualitative inquiry reflect the different roles that science educators may assume in the post-COVID educational setting. Furthermore, the study offers policy and pedagogical implications in science teachers' vital roles in the post-pandemic environment. However, due to the qualitative nature of the study, some limitations must be pondered. First, the roles identified were based mainly on the participants' qualitative responses and not based on a survey questionnaire. Second, the participants were limited only to 16 teachers, which may not fully represent the majority of science educators' perceived roles.
Lastly, no statistical analysis was employed in the present study. Hence, the investigators suggest that further studies should be done to confirm the present findings quantitatively. Additionally, profiling of teachers may be considered to enrich the results further. Likewise, future research may also consider looking at all teachers' roles regardless of specialization to give a clearer picture of the teachers' roles in the post-COVID milieu and how they can help prevent and respond to future pandemics as a learning facilitator.
Author contributions: All co-authors have involved in all stages of this study while preparing the final version. They all agree with the results and conclusions.

Funding:
No external funding is received for this article.

Acknowledgements:
The authors would like to express their most profound gratitude to the support of the President Ramon Magsaysay State University -San Marcelino Campus, and to the science teachers, despite the challenging times, have willingly and actively participated in the online data collection. To the editors and peer reviewers for the constructive feedback which enhanced this research article.

Declaration of interest:
The authors declare that they have no competing interests.


Junior high school students’ risk perception of earthquakes in Bandung City

This study aims to determine students’ risk perceptions of earthquakes of junior high school students in Bandung City and whether factors such as gender, school location and school status affect their risk perceptions of earthquakes. A questionnaire on risk perceptions was given to 128 junior high school students in six schools in Bandung City. Based on data analysis using the independent t-test, there is a significant difference in risk perception between male and female students where female students (73.48) have a higher average risk perception score than male students (70.50). However, school location and school status do not affect risk perceptions since the results of the independent t-test showed no significant difference. This is because both are external factors, while the perception of risk is influenced by internal factors. In addition, among the risk perception components, the perception component towards disaster risk reduction has the highest value and the perception component toward risk potential has the lowest value. This indicates that the perception component towards disaster risk reduction gave the greatest contribution to the risk perception and junior high school students in Bandung City need to increase their risk perception of potential earthquakes.

Introduction
Earthquakes are an unpredictable natural threat. One source of earthquake threat in Bandung is Lembang Fault. Lembang fault can produce an earthquake with a strength of Mw 6.5 -7.00 which occurs every 170 -670 years, where the last earthquake was felt in the 15th century AD [1]. This means that no one in Bandung alive today has experienced this earthquake. Earthquakes need to be anticipated because they occur without warning and can cause major damage in a short time [2]. This natural threat can become a disaster if it hits a vulnerable community because humans are one of the things affected by the earthquake, apart from infrastructure, buildings, equipment, and so on [3]. Because earthquakes are natural disasters beyond human control, one way to reduce their impact is to increase people's capacities in dealing with disasters which consists of awareness and preparedness [2]. Not only the government, but every individual in society must take action to reduce the impact of disasters and prepare themselves for disasters [4]. One of the ways is to increase public perceptions of risks to earthquakes. A person who has a low risk perception will think that they do not need to be prepared. Meanwhile, someone who has a high risk perception will prepare himself, for example looking for the possibility of an earthquake that will occur in his residence, preparing first aid kits, repairing items that can endanger safety, and measuring the resistance of residential buildings to earthquakes [2]. If many people have a high risk perception, the number of deaths and property damage will be less [5]. If there is someone who has a low risk perception, then this low perception can be carried on in society [6].
Risk perception is a psychological state regarding a person's view of the threat that is likely to occur [6]. The risk perception of earthquakes relates to a person's concern about earthquakes when compared to other threats [4]. People who have a fear of earthquakes will prepare themselves well [7]. In addition, someone who has a good risk perception will think that the location where he lives is more prone to earthquakes than other places or closer to the earthquake source [6]. They will also think that their family members will suffer if they are hit by an earthquake [4]. People would think that the building where they live is needed to be tested for durability [5] especially regarding whether the building where they lives will survive if an earthquake occurs [7]. People who have a good risk perception will have the view that not only the government, but every individual in the community must take action to reduce the impact of disasters and prepare themselves for disaster caused by earthquakes [4]. Junior high school students in Bandung spend an average of 7-8 hours at school (30% per day). This makes schools one of the places that can be used as a shelter or even a source of disaster when they are in the school environment when an earthquake occurs. Therefore, junior high school students need to have a good risk perception of earthquakes in order to avoid the impact of disasters. Moreover, they are children who will become members of society in the future who will have a role in decision making [5]. With the existence of an earthquake that can be generated by the Lembang Fault, it is necessary to know the risk perceptions of junior high school students in Bandung. In addition, this study also wanted to analyse whether factors such as gender, school location and school status influenced students' risk perceptions of earthquakes. This needs to be done because the risk perceptions of the people in an area can be taken into consideration in making policies in dealing with disasters [8], especially which groups need to increase their risk perception.

Method
Data on risk perceptions were collected through a questionnaire. This questionnaire consists of 34 statements about risk perception consisting of 5 components. These components can be seen in table 1. The statements consist of positive and negative statements for each component of risk perception. Each respondent was asked to provide one response which was limited to the response to strongly agree, agree, neutral, disagree and strongly disagree. For positive statements, each response is given a value of 5 -1 sequentially. For negative statements, each response is assigned a value of 1 -5 in sequence. All values from each statement are then added up and converted into a scale of 1-100. Before being given to respondents, this questionnaire was tested first so that each statement was valid, and the reliability value of this questionnaire is 0.751. Respondents in this study were 128 junior high school students in six different schools in Bandung City. They are students in grades 7 and 8 who have studied earthquakes at school and range in age from 11 to 15 years old. All respondents were divided into 3 categories as shown in Table 2. For the gender category, there were 51 male students and 77 female students. For the category of school location, respondents were divided into students whose schools are close to Lembang (69 students) and students whose schools are far from Lembang (59 students). Schools close to Lembang are schools located on the border between Bandung City and West Bandung Regency with a distance of ± 5 km from Lembang, while schools that are far from Lembang are schools located on the border between Bandung City and Cimahi City as well as Bandung City and Bandung Regency with a distance of ± 12 km from Lembang. Respondents were also divided into 2 groups based on their school status, so that there are 79 students who attend public schools and 49 students who attend private schools. The risk perception scores for each group were then compared using an independent t test to determine whether there were significant differences in risk perception between groups in each category.

Results and discussion
The results of the independent t-test conducted on the six groups can be seen in Table 2. Based on the table, the p-value in gender characteristics (0.006) has a value lower than 0.05. Thus, there is a significant difference in risk perception between male and female students. The mean score of female students (73.48) was higher than that of male students (70.50). This indicates that female students perceive risk of earthquakes better than male students. For the other two characteristics, namely school location and school status, the two p-values (0.210 and 0.684) were greater than 0.05. Thus, school location and school status did not provide a significant difference in risk perceptions. This is consistent with research conducted by Takeli-Yesil et al which showed that women have a better risk perception apart from gender. A person's experience of experiencing earthquakes in the past can also affect risk perceptions [6], [9]. In addition, emotional and socio-cultural conditions as well as how often earthquakes occur also affect a person's risk perception [5], [7]. Some of these factors are conditions that exist within a person or are called internal factors. This means that internal factors have a very strong influence on a person's risk perception of earthquakes than external factors which in this study are school location and school status.    The value of the risk perception of each characteristic can be seen in Figs. 1, 2 and 3. Based on the mean value of risk perception for all components in Fig. 1, female students have a higher risk perception (73.48) than other groups of students. Female students also had a higher risk perception for each component of risk perception than male students. Of all components of risk perception, the perception component for disaster risk reduction has the highest average value and the perception component of the potential risk of an earthquake has the lowest average value compared to the other components. Students who attend school near Lembang have the highest perception of disaster risk reduction compared to other groups of students. This means that students who study near Lembang already understand how to prepare for an earthquake and the efforts made by the government and society to reduce the impact of an earthquake disaster on human life. Meanwhile, the value of perception of potential risk in each group of students has the smallest value compared to the other components. Students still do not know whether the school is safe or prone to earthquakes. For this perception component to increase, students need to be exposed to information about the threat of earthquakes that occur around their school location, where the closest potential earthquake is the potential earthquake that can be generated by the Lembang Fault.
The low perception of potential risk can be influenced by various factors. One factor is that ordinary people and scholars have different understandings regarding risk or other terms in earthquakes [6]. People living near the source of the disaster must learn about the disaster so that they understand the characteristics of the source of the disaster. Another factor that can lead to a lower risk perception is the assumption that the threat is something new, unknown and unobserved [8]. This is because they have only felt an earthquake a few times or have never experienced an earthquake so they do not feel the impact directly. Moreover, the last earthquake caused by the Lembang Fault was recorded to have occurred in the 15th century [1]. People who have not experienced a disaster generally feel no need to be prepared. For example, people whose areas are frequently flooded will be more vigilant when the rainy season arrives and will do whatever it takes to prevent flooding from reoccurring their homes. This is done because they do not want to feel the difficulty of saving themselves or losing their belongings. so that junior high school students living in the present have never felt the impact of the Lembang Fault earthquake. Furthermore, earthquakes are not a popular threat [5] and a person's risk perception is also influenced by the characteristics of the source of the threat [6]. For example, people tend to have a highrisk perception of a terrorist threat because it is widely reported in the media. In addition, the order of priority of threats also affects the perception of risk [4]. Therefore, people need to get exposed more to any information related to earthquakes, the potential sources of earthquakes in their neighbourhood and how bad the impact this earthquake can have on their lives.
Although earthquakes can also describe how members of the community deal with earthquakes [4], it is necessary to increase the perception of risk. This can be done through education, because education is a fundamental thing to improve skills in recognizing dangerous situations and introducing them in an acceptable way [5]. Earthquake learning for students around the earthquake source can be done in various ways including visiting geology museums, using interactive learning media, watching films about how devastating an earthquake is to someone's life, presenting an earthquake expert, doing field study to observe real evidence of faults as one of source of earthquake and carrying out simulations in preparing and saving themselves when an earthquake occurs. There are several limitations in this study, including the number of schools that are used as respondents, the location of the schools and some other information that needs to be extracted from the respondents. For the category of schools that are far from Lembang, it should be added with schools on the border of Bandung City with Sumedang Regency and another Bandung Regency area. The number of schools must also be greater with more diverse school conditions. Therefore, further research on the risk perceptions of junior high school students against earthquakes needs to be carried out by considering the number, location and condition of schools.

Conclusion
Gender affects junior high school students' perceptions of risk to earthquakes in Bandung City, while school location and school status do not. This is because the risk perception of an earthquake is influenced by internal factors of a person, one of which is gender. Female students have a higher risk perception than male students. This means that male students are the group that needs to pay more attention in earthquake preparation. In addition, perceptions of disaster risk reduction have the highest score and students' perceptions of potential risks have the lowest score among risk perception components. This indicates that students already know what the government and society should do to prepare for an earthquake so that the impact of the damage it causes can be reduced. Other than that, students need to increase their risk perception of the threat of earthquakes lurking in their homes, especially one that can be generated by the Lembang Fault.