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INDONESIA
Jurnal Pendidikan Informatika dan Sains
Published by IKIP PGRI Pontianak
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Core Subject : Science, Engineering,
Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Physics
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Articles 518 Documents
 48   49   50   51   52 
Analisis kemampuan berpikir komputasional siswa pada mata pelajaran informatika di SMP Kota Pontianak Fadlurrohman Salim; Klaria Ika; Tira Tira; Arrahman Fadly Karnaen; Deti Rupina Sari; Yulia Rahmadita
Jurnal Pendidikan Informatika dan Sains Vol. 13 No. 2 (2024): Jurnal Pendidikan Informatika dan Sains
Publisher : Universitas PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/saintek.v13i2.10610

Abstract

Penelitian ini bertujuan untuk menganalisis kemampuan berpikir komputasional siswa pada mata pelajaran Informatika di SMP Kota Pontianak. Penelitian menggunakan pendekatan kuantitatif dengan metode deskriptif. Subjek penelitian adalah siswa kelas VIII SMP yang mengikuti pembelajaran Informatika. Data dikumpulkan melalui tes kemampuan berpikir komputasional yang mencakup indikator dekomposisi, pengenalan pola, abstraksi, dan perancangan algoritma, kemudian dianalisis secara deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa kemampuan berpikir komputasional siswa secara umum berada pada kategori sedang. Indikator dekomposisi dan pengenalan pola memiliki capaian yang lebih tinggi, sedangkan indikator abstraksi dan perancangan algoritma menunjukkan capaian yang lebih rendah. Temuan ini mengindikasikan bahwa siswa telah mampu memahami dan memecah permasalahan, namun masih mengalami kesulitan dalam menyaring informasi penting dan menyusun langkah penyelesaian masalah secara sistematis. Simpulan penelitian menegaskan bahwa penguatan kemampuan berpikir komputasional siswa SMP perlu difokuskan pada pengembangan abstraksi dan perancangan algoritma melalui pembelajaran Informatika yang terintegrasi dan berorientasi pada pemecahan masalah.
Emerging EdTech media impact: Enhancing science learning engagement in junior high school Dessy Setyowati; Muhammad Aqmal Nurcahyo; Novaria Nusantara; Arie Susanty; Hendra Wijaya
Jurnal Pendidikan Informatika dan Sains Vol. 15 No. 1 (2026): Jurnal Pendidikan Informatika dan Sains
Publisher : Universitas PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/saintek.v15i1.10614

Abstract

This study aims to analyze the impact of Emerging Educational Technology (Emerging EdTech) media on student engagement in science learning at junior secondary schools located in the rural–urban transitional area of Kubu Raya Regency. The study employed a quantitative approach using a quasi-experimental design with a nonequivalent control group design. The sample consisted of 205 seventh-grade students divided into an experimental group (utilizing Emerging EdTech media) and a control group (utilizing H5P interactive video). Student engagement data were collected through a questionnaire based on Keller’s ARCS motivational model and behavioral observation sheets. The results indicated that the mean engagement score of students in the experimental group reached 3.26, which was higher than that of the control group at 2.98. The Independent Samples T-Test yielded a significance value of 0.000 (ρ < 0.05), indicating a statistically significant difference between the two groups. These findings suggest that the integration of Emerging EdTech media can influence student engagement in science learning. The study recommends the provision of immersive technology-based digital hands-on experiences as a strategic approach to transforming science education in secondary schools.
Comparative study of context-based science curriculum in Indonesia and Malaysia Ira Nofita Sari; Lia Angraeni; Kamalawati binti Dolhan; Chua Sim Huat
Jurnal Pendidikan Informatika dan Sains Vol. 13 No. 2 (2024): Jurnal Pendidikan Informatika dan Sains
Publisher : Universitas PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/saintek.v13i2.10645

Abstract

This study examines the characteristics and approaches of context-based science curricula in Indonesia and Malaysia through a qualitative descriptive-comparative design. The study aims to identify curriculum orientations, forms of contextual integration, and differences in structural implementation between the two education systems. Data were collected through document analysis of official national science curriculum frameworks and supported by relevant scholarly literature. The findings indicate that both countries adopt a context-based orientation in science education, emphasizing the connection between scientific concepts and real-life situations. However, differences are found in the depth and structure of contextual integration. The Indonesian curriculum demonstrates greater flexibility, positioning context primarily as a conceptual linkage adaptable to local conditions. In contrast, the Malaysian curriculum integrates context more systematically within instructional design to strengthen conceptual understanding and application. These findings highlight the importance of balancing contextual relevance and structural coherence in curriculum development. The study contributes to comparative curriculum discourse and provides insights for strengthening context-based science education in diverse educational settings.
Students’ perceptions of local wisdom integration in science learning in West Kalimantan and Sarawak Lia Angraeni; Ira Nofita Sari; Kamalawati binti Dolhan; Chua Sim Huat
Jurnal Pendidikan Informatika dan Sains Vol. 14 No. 2 (2025): Jurnal Pendidikan Informatika dan Sains
Publisher : Universitas PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/saintek.v14i2.10646

Abstract

This study investigates secondary school students’ perceptions of local wisdom integration in science learning in two border regions, West Kalimantan, Indonesia, and Sarawak, Malaysia. The study is grounded in culturally responsive teaching theory and constructivist learning principles, which emphasize the importance of contextual relevance in meaningful knowledge construction. A comparative quantitative research design was employed using a cross-sectional survey approach. A total of 100 students participated in the study, equally distributed between the two regions. Data were collected using a validated Likert-scale questionnaire measuring three perception dimensions: perceived relevance, perceived engagement, and perceived conceptual support. Descriptive analysis indicates that students in both regions demonstrate positive perceptions toward the integration of local wisdom in science learning. The highest mean scores were observed in perceived conceptual support, suggesting that students believe contextualized cultural content enhances their understanding of scientific concepts. An independent samples t-test reveals a statistically significant difference between the two regions; however, the effect size is small, indicating similar perception patterns overall. The findings suggest that integrating local wisdom into science instruction strengthens students’ engagement and conceptual clarity while maintaining scientific rigor. The study contributes empirical evidence to culturally responsive science education in Southeast Asian cross-border contexts and highlights the importance of contextual curriculum design. Implications for curriculum development, teacher training, and sustainability-oriented science education are discussed.
Design and experimental performance analysis of a DC motor–axial flux permanent magnet generator (M-G) system Wiwit Indah Rahayu; Muhammad Ridhwan Sufandi; Hasan Hasan
Jurnal Pendidikan Informatika dan Sains Vol. 15 No. 1 (2026): Jurnal Pendidikan Informatika dan Sains
Publisher : Universitas PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/saintek.v15i1.10647

Abstract

Renewable energy systems require reliable electrical generators to convert mechanical energy into electrical energy through the principle of electromagnetic induction. Among various generator technologies, the axial flux permanent magnet generator (AFPMG) has attracted considerable attention because of its compact structure, high efficiency, high power density, and excellent performance at low rotational speeds, making it suitable for small- and medium-scale renewable energy applications. However, the electrical performance of AFPMGs is strongly influenced by their design parameters and operating conditions, requiring experimental evaluation under controlled conditions. This study aims to design, fabricate, and experimentally evaluate a DC motor-driven axial flux permanent magnet generator (AFPMG) system for electromechanical DC–AC energy conversion. A DC motor was employed as the prime mover to drive the AFPMG, while the effects of stator winding turns, winding wire diameter, and permanent magnet dimensions on generator performance were investigated experimentally. Performance evaluation was conducted by measuring the output voltage, current, rotational speed, generated power, and overall electromechanical conversion efficiency of the integrated motor–generator system. The developed motor–generator system successfully generated stable alternating current (AC) output under various operating conditions. The experimental results demonstrate that the generator performance is significantly affected by the stator winding configuration and magnetic field strength, with improvements in these parameters leading to higher output voltage and power generation capability. The findings provide valuable insights into the design and optimization of compact axial flux permanent magnet generators for renewable energy applications.
Educational data mining for informatics grade prediction using a hybrid K-means framework Roselilie Simbulan; Arief Hermawan; Donny Avianto
Jurnal Pendidikan Informatika dan Sains Vol. 15 No. 1 (2026): Jurnal Pendidikan Informatika dan Sains
Publisher : Universitas PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/saintek.v15i1.10728

Abstract

This study proposes a two-phase hybrid Educational Data Mining (EDM) framework that integrates K-Means clustering with supervised classification to predict students' final grade categories in Informatics within the Kurikulum Merdeka competency-based assessment system. The dataset consists of 281 Grade X students, all of whom achieved scores above the Minimum Achievement Criterion (KKTP = 75), with prediction focused on three grade categories: A (≥86), B (80–85), and C (75–79). Four summative assessment scores (S1, S7, S8, and S9) were used as input features. In the first phase, K-Means generated three clusters (Silhouette Score = 0.3198), and the resulting cluster labels were added as an additional feature. In the second phase, Random Forest and Logistic Regression were optimized using Grid Search with 5-Fold Stratified Cross-Validation, while SMOTE was employed to address class imbalance. The results show that Logistic Regression outperformed Random Forest, achieving a test accuracy of 59.65% and a Macro F1-Score of 0.5899, whereas Random Forest achieved 49.12% accuracy and a Macro F1-Score of 0.4799 and exhibited signs of overfitting. Feature importance analysis identified S7, S8, and S9 as the most influential predictors, while the cluster-derived feature contributed more strongly to Random Forest than to Logistic Regression. These findings suggest that well-regularized linear models may generalize better than ensemble methods on small datasets with narrow score distributions. The proposed framework is best positioned as a screening-support tool for early formative intervention in competency-based educational settings.
Ethnoscience in vernacular architecture of Dayak traditional houses: A study of local knowledge as contextual science learning resources. Nurussaniah Nurussaniah
Jurnal Pendidikan Informatika dan Sains Vol. 14 No. 2 (2025): Jurnal Pendidikan Informatika dan Sains
Publisher : Universitas PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/saintek.v14i2.10909

Abstract

Science learning in Indonesia is frequently delivered in an abstract manner that is detached from the cultural environment of learners, a condition that contributes to weak scientific literacy and limited appreciation of local wisdom. This study aims to identify the indigenous science embedded in the vernacular architecture of Dayak traditional houses and to reconstruct it into scientific concepts that can serve as contextual science learning resources. The study applied a qualitative descriptive design using an ethnoscience reconstruction approach. Data were gathered through literature study and documentation analysis of architectural features of the Dayak longhouse, namely the rumah betang and rumah radakng of Kalimantan, and were analysed through the stages of identifying indigenous knowledge, reconstructing it into scientific knowledge, and mapping it to the science curriculum. The findings reveal that core architectural elements carry rich scientific content. The elevated stilt structure encodes concepts of pressure, fluid statics, flood hydrology, and structural equilibrium. The use of ironwood relates to material density, mechanical strength, and biological decay resistance. The steep gable roof, the wooden peg joinery, the cross-ventilated and slatted floor, and the natural pigments respectively embody concepts of inclined-plane forces, elasticity and energy dissipation, convective heat transfer and the stack effect, and the chemistry of pigments. These reconstructed concepts align with topics in physics, chemistry, biology, and earth science across the secondary curriculum, and they fit project-based and inquiry learning that strengthens scientific literacy, cultural literacy, and the values of the Pancasila Student Profile. The study concludes that Dayak vernacular architecture is a strong and underused contextual learning resource that connects scientific reasoning with cultural identity and conservation values.
The effect of ethnoscience-based physics learning on students' analytical skills in cultural contexts Nurussaniah Nurussaniah; Hendra Sulistiawan
Jurnal Pendidikan Informatika dan Sains Vol. 13 No. 2 (2024): Jurnal Pendidikan Informatika dan Sains
Publisher : Universitas PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/saintek.v13i2.10910

Abstract

Ethnoscience-based learning integrates local cultural knowledge into science education, providing students with contextually meaningful learning experiences. This study investigates the effect of ethnoscience-based physics learning on students' analytical skills in cultural contexts. A quasi-experimental design with a non-equivalent control group was employed, involving 72 high school students in West Kalimantan, Indonesia. The experimental group received ethnoscience-based physics instruction incorporating Malay cultural practices and traditional knowledge systems, while the control group received conventional physics instruction. Analytical skills were measured using a validated instrument comprising 25 items aligned with Bloom's taxonomy (analysis level). Results revealed that students in the experimental group demonstrated significantly higher analytical skills compared to the control group (t = 4.87, p < 0.001, d = 1.12). Qualitative analysis of student reflections indicated that cultural contexts enhanced students' motivation to analyze physical phenomena. These findings suggest that ethnoscience-based physics learning is a promising pedagogical approach for developing analytical skills while preserving cultural heritage. Implications for curriculum development and teacher training are discussed.
Performance comparison of Naive Bayes, PSO-Naive Bayes, and PCA-PSO-Naive Bayes for the classification of elementary school students' interests Endah Herminarimawati; Kusrini Kusrini
Jurnal Pendidikan Informatika dan Sains Vol. 15 No. 1 (2026): Jurnal Pendidikan Informatika dan Sains
Publisher : Universitas PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/saintek.v15i1.10914

Abstract

Identifying students’ interests at an early stage is a crucial process in education because it enables schools to direct students’ potential in a structured and objective manner. However, report card data typically contain many attributes, some of which are redundant or irrelevant, and this condition can degrade the performance of classification algorithms such as Naive Bayes. This study compared the classification performance of three models, namely pure Naive Bayes, a hybrid PSO-Naive Bayes model, and a hybrid PCA-PSO-Naive Bayes model, in classifying the interests of elementary school students into four categories: Academic, Arts, Sports, and ICT. The dataset combined cognitive data in the form of report card scores in nine subjects with affective data obtained from an interest questionnaire. Particle Swarm Optimization (PSO) was applied as a feature selection technique, while Principal Component Analysis (PCA) was applied as a dimensionality reduction technique before feature optimization. Model performance was evaluated using stratified 5-fold cross validation. The results showed that the PCA-PSO-Naive Bayes model achieved the highest mean accuracy of 98.92%, compared with 97.84% for pure Naive Bayes and 97.30% for PSO-Naive Bayes. The hybrid PCA-PSO-Naive Bayes model also produced the most stable accuracy across folds, with a range of 97.3% to 100%. These findings indicate that combining PCA-based dimensionality reduction with PSO-based component selection improves both the accuracy and the stability of Naive Bayes in classifying student interests based on academic and questionnaire data.
The effect of interactive learning videos on informatics learning outcomes: A quasi-experimental study with junior high school students Dochi Ramadhani; Dewi Sulistiyarini; Febrianto Sabirin; Yolanda; Nunik Esti Utami
Jurnal Pendidikan Informatika dan Sains Vol. 15 No. 1 (2026): Jurnal Pendidikan Informatika dan Sains
Publisher : Universitas PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/saintek.v15i1.10934

Abstract

This study was conducted to determine the effectiveness of interactive learning videos on junior high school students’ Informatics learning outcomes in computational thinking material in terms of gender. The research employed an experimental method with a nonequivalent control group design. The results showed that prior to the treatment, the initial abilities of both groups were relatively similar, with the mean pretest scores of the experimental group at 45.17 and the control group at 45.71. After the treatment, both groups showed an increase in learning outcomes; however, the experimental group achieved a higher mean score of 83.61 compared to 73.05 in the control group. The ANCOVA results indicated a significant difference between the two groups after controlling for prior knowledge (p < 0.001), while gender did not have a significant effect on learning outcomes (p > 0.05), and no interaction was found between instructional model and gender. Based on these findings, it can be concluded that interactive learning videos are effective in improving students’ Informatics learning outcomes in computational thinking and can be applied consistently regardless of students’ gender.

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