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All Journal Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) JIPI (Jurnal IPA dan Pembelajaran IPA)
Sariwulan Diana
Universitas Pendidikan Indonesia, Bandung, Indonesia

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Game-Based Learning through Board Games in Immunology: An Analysis of Conceptual Mastery and Cognitive Anxiety Regina Anindya Putri; Adi Rahmat; Dewi Susanti; Sariwulan Diana; Muhamad Wafda Jamil
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 3: JULY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i3.1484

Abstract

Game-based learning has been widely developed as an instructional approach to enhance student engagement. One of its implementations takes the form of board games, which offer interactive and hands-on learning experiences. However, studies specifically examining their application to complex biology topics, such as the immune system, remain limited. Furthermore, few studies have simultaneously examined the effects on conceptual understanding and cognitive anxiety. Therefore, this study aims to analyze the impact of using board games on students’ mastery of immune system concepts and cognitive anxiety. This study employed a quasi-experimental design involving an experimental group (n = 30) and a control group (n = 32). Research instruments included a conceptual mastery test and the cognitive test anxiety scale (CTAS) questionnaire to measure students’ cognitive anxiety. The data were analyzed using inferential statistical tests and correlation tests to examine the relationships among the variables. The results of the study show that there were no significant differences in conceptual understanding or cognitive anxiety between the two groups, nor was a significant relationship found between the two. These findings suggest that the use of board games with complex subject matter does not always have a significant impact on cognitive or affective outcomes, although they hold the potential to promote a more positive learning experience
Teachers’ Perceptions and Experiences of Using ChatGPT to Assess Students’ Scientific Epistemic Abilities Foniman Saragi; Ana Ratna Wulan; Sariwulan Diana; Shintia Putri Riski
JIPI (Jurnal IPA & Pembelajaran IPA) Vol. 10 No. 2: JUNE 2026
Publisher : Universitas Syiah Kuala, in collaboration with the Perkumpulan Pendidik IPA Indonesia (PPII), (MoU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v10i2.1425

Abstract

Recent advances in generative artificial intelligence (AI) have introduced new opportunities for supporting teaching and assessment in science education. This study aims to examine teachers’ perceptions of the use of ChatGPT in supporting science epistemic assessment. A quantitative survey was conducted with 119 junior high school science teachers in Cimahi, Indonesia, using a structured questionnaire analyzed through descriptive statistics. The findings indicate that teachers generally perceive ChatGPT as a useful tool for instructional preparation, particularly in developing teaching materials and organizing lesson content. However, its integration into classroom interaction and epistemic assessment practices remains limited, especially for more complex and high-stakes tasks such as evaluating students’ reasoning and assisting with grading. While teachers demonstrate a strong understanding of the epistemic nature of science, this understanding is not yet fully reflected in the use of structured assessment practices supported by AI. These findings reveal a gap between the perceived potential of generative AI and its practical implementation in epistemic assessment, highlighting the need for pedagogical frameworks and validated AI-supported assessment tools to support students’ scientific reasoning and epistemic engagement
Co-Authors Ana Ratna Wulan Dewi Susanti Foniman Saragi Muhamad Wafda Jamil Regina Anindya Putri Shintia Putri Riski Topik Hidayat