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All Journal Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) JIPI (Jurnal IPA dan Pembelajaran IPA)
Dewi Diana Paramata
Universitas Negeri Gorontalo, Indonesia

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The Use of Smart Apps Creator-Based Learning Media on Junior High School Students’ Learning Outcomes and Motivation Egri Izhar Nurfauzan; Nova Elysia Ntobuo; Dewi Diana Paramata; Mursalin Mursalin; Tirtawaty Abdjul; Ratha Doung; Lanto Mohamad Kamil Amali
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.v14i3.1917

Abstract

Science instruction on the topics of global warming and environmental health still faces challenges because the learning process tends to be dominated by conventional methods that are less effective at boosting learning motivation and helping students understand abstract concepts. Therefore, this study aims to analyze the effectiveness of implementing android-based learning media developed using Smart Apps Creator (SAC) on the learning motivation and academic achievement of junior high school students. This study employed a quasi-experimental method with a pretest-posttest design involving an experimental class and a replication class. The study was conducted at SMP Negeri 3 Satap Tabongo with 15 students in the experimental class and at SMP Negeri 3 Kwandang with 23 students in the replication class. Data were collected using pretest and posttest achievement tests, as well as a learning motivation questionnaire using a Likert scale. The results showed that students’ learning motivation was in the “very good” category, with an average percentage of 88.2% in the experimental class and 87.8% in the replication class. Students’ learning outcomes also improved, as indicated by the average pretest and posttest scores. In the experimental class, the average pretest score of 45.73 increased to 84.00 with an N-gain of 0.713 (high category), while in the replication class, the average pretest score of 43.65 increased to 83.13 with an N-gain of 0.706 (high category). The results of the study indicate that android-based learning media developed using SAC is effective in enhancing students’ learning motivation and learning outcomes on the topics of global warming and environmental health. Thus, this medium can serve as an innovative and interactive learning alternative to support science education at the junior high school level
Cognitive Fragility in Newtonian Problem Solving: A Critical Examination of Metacognitive Monitoring and Evaluation Processes Dewi Diana Paramata; Mursalin Mursalin; Astin Lukum; Masra Latjompoh; Frida Maryati Yusuf; Elya Nusantari; Masri Umar; Yosie Andriani
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.v10i2.1814

Abstract

Solving problems related to Newton’s laws of motion requires strong executive control over operational thinking processes. Empirical evidence, however, indicates that many students experience systemic fragility within their cognitive structures as a result of dysfunction in metacognitive regulation. This study aimed to identify and critically examine the extent of students’ cognitive fragility in solving Newtonian mechanics problems, with particular emphasis on the metacognitive functions of monitoring and evaluation. The study employed a qualitative approach using a descriptive-exploratory design with a critical diagnostic orientation. Data were collected from students in the Science Education Program at Universitas Negeri Gorontalo through the Newtonian problem solving ability test  and retrospective task-based clinical interviews. The data were analyzed interactively through the stages of data condensation, data display, and conclusion drawing. The findings revealed severe metacognitive dysfunction across both regulatory phases. During the monitoring stage, cognitive fragility appeared in the form of loss of visual anchoring to free-body diagrams, anomalies in assigning vector-coordinate signs, and a strong tendency to engage in jumping steps, which emerged as the most dominant type of error. At the evaluation stage, students’ reasoning was largely characterized by evaluation neglect and a superficial focus on outcome verification, where attention was limited to obtaining a final numerical answer. As a result, students frequently accepted physically unreasonable and anomalous solutions without engaging in self-correction or critical reflection. Overall, the study concludes that the collapse of students’ algebraic and physical reasoning stems directly from the breakdown of the feedback relationship between real-time monitoring and retrospective evaluation processes
Co-Authors Astin Lukum Egri Izhar Nurfauzan Elya Nusantari Frida Maryati Yusuf Lanto Mohamad Kamil Amali Masra Latjompoh Masri Umar Mursalin Mursalin Nova Elysia Ntobuo Ratha Doung Tirtawaty Abdjul Yosie Andriani