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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Formatif : Jurnal Ilmiah Pendidikan MIPA
Bambang Hariyadi
Jambi University
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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Perceptions of Students and Lecturers on Project-Based Learning in Higher Education Minarni Minarni; Rayandra Asyhar; Haryanto Haryanto; Bambang Hariyadi
Jurnal Penelitian Pendidikan IPA Vol 11 No 8 (2025): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i8.11329

Abstract

This study examines the perceptions of students and lecturers on Project-Based Learning (PjBL) in environmental chemistry courses at Jambi University, Indonesia, to evaluate its effectiveness and challenges. A mixed-method survey was conducted with 30 students and 30 lecturers using Likert-scale questionnaires and open-ended questions. Data were analyzed descriptively and thematically. All lecturers (100%) adopted PjBL, but only 46.67% published student outcomes. Meanwhile, 78% of students reported improved problem-solving skills, though 40% struggled with theory-practice linkages. While PjBL enhances engagement and skills, gaps in guidance (only 63.33% of lecturers provided written guidelines) and institutional support hinder optimal implementation. PjBL is effective but requires structured frameworks and resource allocation to address time constraints and material complexity in Indonesian higher education
Science Process Skills Profile of Pre-Service Physics Teachers in an Inquiry-Based Laboratory Integrated with Local Context Tri Ariani; Maison; Sri Purwaningsih; Bambang Hariyadi
Formatif : Jurnal Ilmiah Pendidikan MIPA Vol. 16 No. 1 (2026): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v16i1.2174

Abstract

Science process skills are essential competencies that need to be cultivated  by pre-service physics teachers to support inquiry-oriented science learning. However, in higher education, physics laboratory work is still predominantly conducted from a confirmation-oriented perspective and provides limited opportunities for students to engage in authentic scientific thinking. The study has the purpose to analyze the profile of science process skills on pre-service physics teacher through inquiry based laboratory for local context integrated. In this quantitative descriptive study, 27 undergraduate students enrolled in Universitas PGRI Silampari's Physics Education Program studying Basic Physics I participated. Structured observation sheets on six indicators observing, classifying, forecasting, measuring, concluding, and communicating as well as a science process competency test were used to gather data. Data were analyzed descriptively through percentage analysis and categorical interpretation. The findings show the enhancement of students’ science process skills which can be observed from the average score, increasing from 40.19 in the pretest to 80.93 in posttest. The paired-sample t-test showed a statistically significant difference between the pretest and posttest scores (Sig. = 0.000, p < 0.05) with a large effect size (Cohen’s d = 2.731), indicating a substantial improvement in students’ science process skills. The findings indicate that inquiry-based laboratory instruction integrated with local contextual elements facilitates the progressive development of pre-service teachers’ science process skills across multiple instructional sessions. The current study makes a significant contribution to the development of context-based and inquiry-oriented laboratory instruction aimed at enhancing students’ competencies in science teacher education programs.
Co-Authors -, Maison Haryanto Haryanto Rayandra Asyhar Sri Purwaningsih Tri Ariani