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All Journal Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) JIPI (Jurnal IPA dan Pembelajaran IPA)
Nenden Permas Hikmatunisa
Universitas Pendidikan Indonesia, Bandung, Indonesia

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A Comparative Analysis of Elementary School Students' Attitudes Toward Science Practicum Activities Yuhaniz Aqila; Hisny Fajrussalam; Nenden Permas Hikmatunisa; Mariano Dos Santos
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.v10i2.2089

Abstract

Science practicum activities are an important component of science learning because they help students understand concepts through direct experience. This study aimed to conduct a comparative analysis of third-grade and fifth-grade elementary school students' attitudes toward science practicum activities, identify students' positive attitudes toward practicum activities, and examine the consistency of elementary school students' scientific attitudes. The study employed a descriptive qualitative approach involving 180 elementary school students, consisting of 90 third-grade students and 90 fifth-grade students. Data were collected through questionnaires on students' attitudes toward science practicum activities and scientific attitudes, and were analyzed descriptively using percentages. The findings revealed differences in attitudes toward science practicum activities between third-grade and fifth-grade students, with fifth-grade students demonstrating more positive attitudes than third-grade students. In general, elementary school students showed positive responses to science practicum activities because these activities provided engaging, enjoyable, and meaningful learning experiences that facilitated direct understanding of scientific concepts. However, fifth-grade students exhibited higher levels of interest, participation, and enthusiasm than third-grade students. The results also indicated that fifth-grade students demonstrated greater consistency in scientific attitudes during practicum activities. Science practicum activities contribute to the development of students' curiosity, cooperation, honesty, and thinking skills. Therefore, science practicum activities play an important role in supporting the development of students' attitudes and enhancing the quality of science learning in elementary schools
Coding Without Computers: Sixth-Grade Students' Responses to Unplugged Coding-Based Science Worksheets in Elementary Schools Nurhayati Nurhayati; Hisny Fajrussalam; Nenden Permas Hikmatunisa; Mariano Dos Santos
Jurnal IPA & Pembelajaran IPA Vol. 10 No. 3: SEPTEMBER 2026
Publisher : Universitas Syiah Kuala, in collaboration with the Perkumpulan Pendidik IPA Indonesia (PPII), (MoU)

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Abstract

Computational thinking is an increasingly essential 21st-century skill that helps students think and solve problems logically, and its integration into science education is growing in importance. Many elementary schools, however, face limited digital infrastructure that constrains computational thinking implementation, making unplugged coding, programming instruction without digital devices, a practical alternative for developing this skill. Previous studies on unplugged coding have mostly examined its cognitive and skill-based outcomes, while research on students' affective responses to unplugged coding-based materials in science learning remains limited. This study aimed to analyse sixth-grade students' responses to a science student worksheet based on unplugged coding, focusing on four indicators: format, relevance, confidence, and interest. The study employed a quantitative descriptive design involving 98 sixth-grade students from an elementary school in Purwakarta Regency, selected through purposive sampling. Data were collected using a validated four point likert-scale questionnaire adapted from the ARCS (attention, relevance, confidence, satisfaction) motivation model and analysed descriptively to determine mean values, percentages, and standard deviations. The findings showed that students responded very positively to the worksheet, with an overall average score of 88.79%, categorised as excellent. The format indicator recorded the highest score (90.56%), followed by confidence (88.62%), interest (88.01%), and relevance (87.96%), indicating that students found the worksheet engaging and supportive of their confidence and understanding of science material. These results suggest that unplugged coding-based worksheets can transform abstract concepts into concrete, interactive, and enjoyable learning activities, offering a practical solution for science instruction in schools with limited technological resources
Integrating Team Games Tournament and Physics Education Technology Simulation to Improve Cognitive Ability in Elementary Students Learning Energy Transformation Laras Ayu Syahrani; Afridha Laily Alindra; Nenden Permas Hikmatunisa; Mariano Dos Santos
Jurnal IPA & Pembelajaran IPA Vol. 10 No. 3: SEPTEMBER 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.v10i3.3623

Abstract

The use of innovative learning approaches, supported by interactive learning tools, is crucial for facilitating students’ understanding of energy conversion concepts, which are often difficult to visualize. This study examined the impact of the “team game tournament” cooperative learning strategy, combined with PhET simulations, on the cognitive performance of fourth-grade students in science class. This study employed a quasi-experimental design with non-equivalent control groups. It involved 48 participants who were randomly assigned to either the experimental group (TGT combined with PhET) or the comparison group (problem-based learning). Students’ cognitive performance was measured using a test based on the revised Bloom’s taxonomy (levels C1 through C6). Statistical analysis using the Mann-Whitney U test yielded a p-value of 0.012, below the predetermined significance threshold of 0.05, indicating a significant difference between the two groups. Students in the experimental group achieved a normalized average performance increase of 57.03% and an effect size of 0.363. The greatest improvements were observed in the cognitive domains of application (C3) and planning/design (C6). These findings suggest that the combination of team game tournament and PhET Simulations can effectively enhance students' cognitive development while promoting collaborative, engaging, and enjoyable learning experiences
Exploring Science Literacy Among Elementary School Students Through the Tatanén di Balé Atikan Program in Purwakarta Regency Dania Widia Cahyani; Afridha Laily Alindra; Nenden Permas Hikmatunisa; Mariano Dos Santos
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 4: OCTOBER 2026 (In Progress)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i4.3328

Abstract

Indonesian students’ low scientific literacy, as reported in PISA 2022, underscores the need for contextual and meaningful learning innovations. The Tatanén di Balé Atikan (TdBA) program in Purwakarta Regency is an environment- and local wisdom-based educational initiative with potential to foster scientific literacy among elementary school students. This study explored students’ scientific literacy through the TdBA program using the PISA 2022 framework, namely explaining phenomena scientifically, evaluating and designing scientific investigations, and interpreting data and scientific evidence. A descriptive qualitative approach with a case study design was employed. Participants were the TdBA coordinator teacher and students actively involved in the program. Data were collected through participatory observation, in-depth interviews, documentation, and questionnaires, then analyzed through data reduction, data display, conclusion drawing, and triangulation. Four themes emerged: (1) scientific literacy developed through direct observation-based practices that enabled contextual observation, investigation, and problem-solving; (2) students’ scientific literacy was categorized as good, with a mean score of 61.7%, the highest being in designing scientific investigations; (3) scientific concepts were internalized in daily life through environmental management and plant cultivation; and (4) the program fostered a scientific culture ecosystem through sustainable academic and ecological routines. These findings indicate that the TdBA program contributes positively to students’ scientific literacy by providing authentic learning experiences that holistically integrate environmental contexts, local wisdom, and scientific processes
Co-Authors Afridha Laily Alindra Dania Widia Cahyani Hisny Fajrussalam Laras Ayu Syahrani Mariano Dos Santos Mariano Dos Santos Mariano Dos Santos Mariano Dos Santos Nurhayati Nurhayati Yuhaniz Aqila