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Jurnal Penelitian Pendidikan IPA (JPPIPA)
Published by Universitas Mataram
ISSN : 24602582     EISSN : 2407795X     DOI : -
Core Subject : Science, Education, Agriculture, Engineering,
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics
Science Educational Research Journal is international open access, published by Science Master Program of Science Education Graduate Program University of Mataram, contains scientific articles both in the form of research results and literature review that includes science, technology and teaching in the field of science. The Science Educational Research Journal is published twice in a year in January and July editions. The editors receive writing in Indonesian or English, either from the university or from outside the university.
Arjuna Subject : -
Articles 5,869 Documents
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The Role of Problem-Based Learning Model in Optimizing Senior High School Students' Critical Thinking Skills in Biodiversity Material: A Literature Review Tumober, Renny Threesje; Lumbu, Albert; Jeujanan, Semuel; Abrauw, Rudolf Doni
Jurnal Penelitian Pendidikan IPA Vol 11 No 9 (2025): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i9.12348

Abstract

Through PBL, students do not only memorize facts, but are invited to analyze real problems related to biodiversity, such as species extinction or ecosystem damage. This approach encourages students to find solutions, gather information from various sources, and develop logical arguments, which are the core of critical thinking. Thus, PBL effectively transforms passive learning into active learning, equipping students with essential skills to understand and contribute to global environmental issues. This research aims to analyze and explain the concept and characteristics of the Problem-Based Learning (PBL) Model; the relationship between PBL and critical thinking skills; identify the benefits and challenges of implementing PBL; and explain the implementation of PBL in biodiversity material. The objectives are to identify what is known, find research gaps, and provide a basis for further research. The results of this study are Problem-Based Learning (PBL) is an educational model that makes authentic problems the main foundation in the student learning process; PBL is student-centered, utilizing real problems to trigger independent investigation and group collaboration. This model aims to develop problem-solving and self-reflection skills. General stages of PBL include: Problem orientation: Introducing the problem to students; Student organization: Forming study groups; Guiding inquiry: Facilitating the search for solutions; Development and presentation of results: Presenting findings. • Process analysis and evaluation: Reflecting on learning; PBL is highly effective in improving students' critical thinking skills.
The Effect of the Problem Based Learning Model Using Wordwall on the Motivation and Learning Outcomes of Sciences in Grade V Elementary School Agustin, Sinta Medya; Muhammadi; Amsal, Mutiara Felicita; Syofian, Salmaini
Jurnal Penelitian Pendidikan IPA Vol 11 No 9 (2025): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i9.12351

Abstract

This study aims to analyze the effect of the Problem-Based Learning (PBL) model assisted by Wordwall on the motivation and learning outcomes of fifth-grade science students in elementary schools. The focus of the study is to determine the extent to which the problem-based learning model assisted by the Wordwall application affects students' motivation and learning outcomes. This study aims to provide practical recommendations for educators in designing more effective learning strategies, especially in the elementary school context. This study uses a quantitative method with a quasi-experimental method in the form of a pre-experimental with a one-group pretest-posttest design. The research sample consisted of only one class as the experimental class, namely class Va. Learning outcome test in the form of multiple-choice questions based on cognitive indicators. The results of the study showed that there was a significant increase in student motivation and learning outcomes after the application of the problem-based learning model assisted by the Wordwall application. The statistical test used a t-test in the form of a paired sample t-test. This proves that there is a significant difference between the motivation scores and student learning outcomes before and after the application of the Problem-Based Learning (PBL) model assisted by Wordwall. Thus, it can be concluded that the application of the Problem Based Learning (PBL) learning model assisted by the Wordwall application has a positive effect on increasing the motivation and learning outcomes of class Va students.
Literature Science Analysis on the Validity and Practicality Criteria of GeoGebra-Supported Mathematics Learning Modules Yunita, Nelvy; Suherman; Musdi, Edwin; Jamaan, Zusti
Jurnal Penelitian Pendidikan IPA Vol 11 No 9 (2025): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i9.12355

Abstract

This study presents a systematic literature review analyzing the validity and practicality of GeoGebra-supported mathematics learning modules. The purpose is to evaluate the scientific quality and classroom feasibility of these modules based on empirical evidence from published research between 2013 and 2023. A total of 27 studies were synthesized using PRISMA guidelines to assess content, construct, and instructional design validity, as well as ease of use, time efficiency, and user response. Findings indicate that most modules demonstrate high content validity through expert validation and curriculum alignment, and are perceived as practical and engaging by teachers and students. However, gaps exist in empirical validation of learning constructs and in the integration of cognitive load principles within instructional design. Challenges such as extended implementation time, technical barriers, and insufficient teacher training affect practicality in real classroom settings. The study concludes that while GeoGebra-supported modules hold strong potential for enhancing mathematics learning, their effectiveness depends on pedagogical soundness, systematic development, and contextual support. Standardized evaluation frameworks and improved teacher readiness are recommended for sustainable implementation.
Implementing Classroom Management for Grade 4 in IPAS Lessons at Elementary School Ramadhani, Aulia Dita; Ratnaningrum, Ika
Jurnal Penelitian Pendidikan IPA Vol 11 No 9 (2025): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i9.12360

Abstract

This study aims to demonstrate the importance of classroom management skills in creating and maintaining a classroom atmosphere for effective learning. The study used a descriptive qualitative method with eight research subjects consisting of 1 principal, 1 class teacher, and 6 students. Data were collected through observation, interviews, and documentation. The results showed that the implementation of classroom management in 4th grade science learning at SDN Tegalsari 02 Semarang City was carried out in accordance with the teaching module design and predetermined learning outcomes, starting from the introductory, core, and closing activities. Supporting factors for the effectiveness of classroom management implementation consisted of 1) principal support, 2) teacher training, 3) teacher performance evaluation, and 4) collaboration between schools, teachers, and parents. Meanwhile, inhibiting factors consisted of 1) low teacher motivation, 2) teachers having difficulty adapting to the curriculum, 3) limited learning media, 4) conventional learning methods, 5) disruptive student behavior, and 6) classroom conditions. The solutions found to overcome these obstacles are 1) the application of rewards and punishments, 2) the application of a variety of learning methods, 3) outing classes, 4) evaluation of school learning communities, and 5) In-House Training.
The Effect of the Teams Game Tournament Learning Mode Assisted by Quizz Paper Mode on High Order Thinking Skills and Learning Outcomes in the Subject of Science in Grade V Elementary School Kurnia, Suci; Montessori, Maria; Muhammadi; Rahmi, Ulfia
Jurnal Penelitian Pendidikan IPA Vol 11 No 9 (2025): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i9.12361

Abstract

This research is motivated by the low HOTS and learning outcomes of students in science learning. The purpose of this study is to determine the effect of the Teams Game Tournament (TGT) learning model on HOTS and Learning Outcomes of fifth grade elementary school. This study uses a quantitative approach with a quasi-experimental method (quasi-experimental design) and a pre-action and post-action design. The results of the study show that: the t test is known to be tcount 1857> ttable 3160 and the sig. value. (2-tailed) <0.05. on significant differences between students who learn using the Teams Game Tournament (TGT) learning model and students who learn with conventional models on HOTS in science learning in fifth grade elementary school; the t test is known to be tcount 4.838> ttable 3.160 and the sig. value. (2-tailed) <0.05. there is a significant difference between students who learn using the Teams Game Tournament (TGT) learning model and students who learn with conventional models on student learning outcomes in science learning in grade V of elementary school; Manova test shows a sig. (2-tailed) value <0.05. there is a significant difference simultaneously or simultaneously between students who learn using the Teams Game Tournament learning model and students who learn with conventional models on HOTS and science learning outcomes in grade V of elementary school. Thus, it can be concluded that the Teams Game Tournament (TGT) learning model has a significant and effective effect in improving HOTS and learning outcomes.
Development of Interactive E-Modules Using Canva and Heyzine Flipbook to Improve the Learning of Grade VII Junior High School Students Mesra, Eva Roza; Hakim, Ramalis; Darmansyah; Zuwirna
Jurnal Penelitian Pendidikan IPA Vol 11 No 9 (2025): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i9.12364

Abstract

The education system needs to integrate technology as a means to improve the quality of learning and prepare students to face the challenges of the 21st century. Technology-based learning is now a solution for creating a more interactive, flexible, and accessible learning experience anytime and anywhere. This research focuses on the development and evaluation of an E-Module based on Canva and Heyzine Flipbook for enhancing the learning process in Materi for 7th-grade students at SMPN 1 Lubuk Alung. The study utilized the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) to guide the development of the E-Module. The results of the validation process indicated that the E-Module is "very feasible" with a validation score of 88%. During the implementation phase, the E-Module was tested on 32 students, with practical use evaluations from both teachers and students yielding scores of 96%, indicating its high practicality. The effectiveness of the E-Module was assessed through pre- and post-tests, with the average score improving from 63 to 84, resulting in a significant Ngain value of 0.55, indicating high effectiveness. This research concludes that the Canva-based E-Module using Heyzine Flipbook is an effective, practical, and feasible tool for improving cognitive learning outcomes in Materi education.
Study of the Characteristics and Oxidative Stability of a Mixture of Avocado Oil and Coconut Oil Saraswati, Lucia; Aisman; Syukri, Daimon
Jurnal Penelitian Pendidikan IPA Vol 11 No 9 (2025): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i9.12367

Abstract

This study aimed to evaluate the effect of blending avocado oil and coconut oil on the resulting physicochemical characteristics. Oil blends were prepared in six ratios of avocado oil to coconut oil (100:0; 80:20; 60:40; 40:60; 20:80; 0:100 v/v). The analyzed parameters included peroxide value, free fatty acids (FFA), iodine value, saponification value, fatty acid profile (GC-FID), and color test. The results showed that the blend in treatment C, with a ratio of avocado oil to coconut oil (60:40 v/v), yielded a peroxide value of 9.23 ± 0.32 meqO₂/kg, FFA of 0.73 ± 0.17%, iodine value of 47.33 ± 0.71 g I₂/100 g, and saponification value of 202.33 ± 0.54 mg KOH/g. The fatty acid profile was dominated by oleic acid, lauric acid, and palmitic acid. This blend produced a more diverse fatty acid profile and exhibited better oxidative stability compared to pure avocado oil. Therefore, blending avocado oil and coconut oil at a ratio of 60:40 v/v resulted in an oil product with a more varied fatty acid composition and improved oxidative stability compared to pure avocado oil.
Towards Meaningful Physics Learning: Needs Analysis of an Inquiry-Based E-Module in Secondary Schools for Developing 21st-Century Students' Critical and Creative Thinking Skills Sihombing, Fitri Sun Anjelika; Yohandri
Jurnal Penelitian Pendidikan IPA Vol 11 No 9 (2025): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i9.12371

Abstract

Physics learning at the secondary school level is still largely dominated by theoretical approaches and lacks connection between physics concepts and real-life contexts. This condition hampers the development of students’ critical and creative thinking skills, which are essential competencies in the 21st century. Inquiry-Based Lesson is a student-centered approach that has proven effective in fostering these skills through scientific investigation processes. However, the use of digital learning materials based on Inquiry-Based Lesson, particularly in the form of physics e-modules tailored to the characteristics and needs of secondary school students is still very limited. This study aims to analyze the need for the development of Inquiry-Based Lessons physics e-modules from the perspectives of both students and teachers. The research adopts a qualitative descriptive approach, with data collected through questionnaires, interviews, and documentation studies in several secondary schools. The analysis results indicate that most teachers and students require digital learning materials that are interactive, contextual, and capable of systematically facilitating scientific inquiry activities. These findings provide a strong empirical foundation for the development of Inquiry-Based Lesson physics e-modules designed to enhance students’ critical and creative thinking skills and to promote more meaningful physics learning.
The Effectiveness of Group Counseling Using the Solution Focused Brief Counseling (SFBC) Approach to Improve Flow in Learning for Islamic Boarding School Students Hafizah, Mutia; S, Neviyarni
Jurnal Penelitian Pendidikan IPA Vol 11 No 9 (2025): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i9.12394

Abstract

Flow in learning is an optimal state when students are fully engaged with focus, motivation, and high levels of satisfaction. However, not all students in Islamic boarding schools are able to achieve this due to academic pressure, environmental adaptation, and concentration difficulties. This study aims to analyze the effectiveness of group counseling using the Solution-Focused Brief Counseling (SFBC) approach in improving student flow in learning. The method used was quantitative research with a quasi-experimental design in the form of a pretest–posttest control group design. The sample consisted of 20 students selected by simple random sampling from a population of 114, then divided into an experimental group (10 students) and a control group (10 students). The experimental group participated in group counseling with the SFBC approach, while the control group received no special treatment. The research instrument used a Likert scale. Data analysis was performed using the Wilcoxon Signed Ranks test to measure changes in each group and the Mann–Whitney U test to compare differences between groups, because the data were not normally distributed. The results showed a significant increase in learning flow in the experimental group after participating in SFBC group counseling, while the control group did not experience significant improvement. Furthermore, there was a significant difference in flow levels between the experimental and control groups. Thus, the SFBC group counseling approach is effective in improving learning flow in Islamic boarding school students.
A Needs Analysis of Problem-Based Learning Media Using the Design Thinking Framework to Improve Critical Thinking Rahayu, Sri; Nugroho, Aryo Andri; Nizaruddin
Jurnal Penelitian Pendidikan IPA Vol 11 No 9 (2025): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i9.12415

Abstract

Low mathematics achievement in Indonesian secondary schools persists despite ongoing curriculum reforms. This study employed a Design Thinking–guided mixed-method inquiry to analyse instructional needs and co-create a multimedia Problem-Based Learning (PBL) model that fosters critical thinking. Three purposively selected schools in Batam contributed three mathematics teachers and forty-two students. Data were gathered through two rounds of semi-structured interviews, classroom observations, and Google-Form questionnaires. Qualitative coding during the Empathise and Define stages revealed four central issues: limited transfer of concepts to problem contexts, weak foundational mastery, mismatch between learning media and student preferences, and scarce collaborative support. Only 7.2 % of students felt competent, whereas 83.3 % acknowledged frequent computational errors and 80 % were unable to apply formulas. Students preferred group discussion (67.7 %), peer tutoring (51.6 %), and audio-visual media (45.2 %). In the Ideate stage, a PBL sequence aligned with the TPACK framework was prototyped and pilot-taught in each school. Observation indicated that 67.7 % of learners participated actively in group problem-solving, while post-lesson feedback showed 74.4 % experienced clearer conceptual understanding when multimedia and peer support were combined. Teachers reported improved lesson flow and greater responsiveness to heterogeneous ability levels. The study concludes that Design Thinking, coupled with media-rich PBL, can realign pedagogy with stakeholder needs, strengthen critical-thinking dispositions, and serve as a replicable model for mathematics instruction in similar contexts. Future work should examine long-term learning gains, scalability across diverse regions, and professional development structures required to sustain technology-enhanced PBL adoption. Such evidence will clarify policy guidelines and funding priorities for equitable implementation nationwide.

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