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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 6,093 Documents
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Science Learning Based on the Guided Inquiry Model: An Effort to Improve the Science Concept Understanding of Students Larasati, Armi; Waluyo, Lud; Suwandayani, Beti Istanti
Jurnal Penelitian Pendidikan IPA Vol 11 No 12 (2025): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i12.12804

Abstract

This study aims to analyse the effect of the guided inquiry learning model on the understanding of science concepts among seventh-grade students regarding motion and force material according to the Merdeka Curriculum. The research used a quasi-experimental method with a non-equivalent control group pretest-posttest design. The sample consisted of 56 seventh-grade students from SMPN 2 Narmada, selected using cluster random sampling technique, with class VII A serving as the control group and VII B as the experimental group. The research results show that the average post-test score of the experimental class (70.54) is higher than that of the control class (51.43), and there is a significant difference based on the independent t-test (p < 0.05) using the IBM SPSS 23 application. The improvement in students' conceptual understanding is indicated by an N-Gain value of 0.5078, which falls into the moderate category. This confirms that the guided inquiry learning model has a positive effect on students' understanding of science concepts
Pengembangan Instrumen Tes Kimia Framework PISA untuk Mengukur Kemampuan Literasi Sains Siswa Madrasah Aliyah Ariani, Winda; Nahadi; Munawaroh, Heli Siti Halimatul
Jurnal Penelitian Pendidikan IPA Vol 11 No 11 (2025): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i11.12808

Abstract

This study aims to produce a valid and reliable PISA-based chemistry test instrument on the acid–base concept to measure Madrasah Aliyah students’ scientific literacy. The test instrument was developed using the ADDIE model (analyze, design, develop, implement, and evaluate). A total of 25 multiple-choice questions were tested on 60 Grade XII students majoring in natural sciences at Madrasah Aliyah in Subang. From the Rasch analysis, a Cronbach's alpha value of 0.71 indicates that the reliability of the test instrument is acceptable. In addition, the person reliability value of 0.67 indicates that the respondents' answers were quite consistent, and the item reliability value of 0.83 indicates that the reliability of the questions was good. All questions were declared valid because they met the outfit MNSQ, outfit ZSTD, and Pt-Measure Correlation criteria. The level of difficulty of the items was distributed into five very easy items, seven easy items, nine difficult items, and four very difficult items. The discriminating power of the items was classified into 24 items in the good category and one item in the sufficient category. In addition, 21 items had well-functioning distractors, while four items had distractors that did not function well.
Problem-based Learning (PBL), Kemampuan Pemecahan Masalah, dan Self-Efficacy: A Systematic Literature Review Utama, I Made Sudarman; Redhana, I Wayan; Tika, I Nyoman; Arnyana, Ida Bagus Putu; Rapi, Ni Ketut
Jurnal Penelitian Pendidikan IPA Vol 11 No 12 (2025): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i12.12817

Abstract

Problem-solving skills and self-efficacy are essential competencies that enable students to face academic and real-life challenges, particularly in science learning. One instructional approach frequently associated with the development of these competencies is the Problem-Based Learning (PBL) model. However, research findings on the effectiveness of PBL in enhancing problem-solving skills and self-efficacy show varied results and have not been systematically synthesized, especially in the context of science education. Therefore, this study aims to identify and describe trends in research subjects, research designs, and types, as well as key findings related to the application of the PBL model to problem-solving skills and self-efficacy through a Systematic Literature Review (SLR). This study analyzed 20 research articles published over the last ten years (2016–2025) and indexed in the Directory of Open Access Journals (DOAJ). The selected articles were examined using a content analysis observation sheet to identify research subjects, methodological approaches, and key findings. The results show that research on PBL is dominated by studies conducted at the senior high school level, while research at the elementary and junior high school levels remains limited. Quantitative research designs, particularly quasi-experimental studies, predominate, with relatively few qualitative, mixed-methods, and research and development (R&D) studies. The key findings reveal variations in the achievement of problem-solving skill indicators and self-efficacy dimensions across studies. These findings indicate that although the PBL model has the potential to enhance problem-solving skills and self-efficacy, its effectiveness is influenced by student characteristics, learning contexts, and instructional design. This study highlights the need for further research, particularly at the elementary and junior high school levels, and encourages methodological diversification as well as the integration of PBL with other learning models and instructional strategies. Overall, this SLR provides a comprehensive overview that can serve as a reference for researchers and educators in developing more effective and context-sensitive PBL implementations in science education.
Integrating STEM-Qur’an Approach into Digital Flipbook-Based Teaching Materials: A Validation Study Handayani, Yusri; Rahmawati, Rahmawati; Rufaida, Salwa; Fahrunnisa, Fahrunnisa; Widiasih, Widiasih
Jurnal Penelitian Pendidikan IPA Vol 11 No 12 (2025): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i12.12819

Abstract

This study addresses the limited availability of instructional media that integrate scientific content with spiritual values in physics education. It aims to develop and validate digital flipbook-based teaching materials for Basic Physics using the STEM-Qur’an (STEMQ) approach. The objective is to produce educational content that combines scientific accuracy, interactive digital design, and the integration of Qur’anic principles to foster ethical and holistic learning. A descriptive validation method was applied involving expert judgment to evaluate two main dimensions: content validity and media quality. Content evaluation focused on curriculum alignment, conceptual accuracy, language clarity, instructional structure, and STEMQ integration. Media validation assessed digital layout, implementation practicality, and technological functionality. Data were analyzed using the Gregory Index, resulting in a coefficient of 0.90 for content and 0.83 for media, indicating high validity. The findings confirm that the flipbook is pedagogically sound, technologically usable, and culturally relevant for Islamic science education. This validated model supports the integration of empirical inquiry with Qur’anic values and offers a framework for future development and classroom application
Enhancing Market Reach through Branding and Digital Marketing: The Case of Organic Rice in Kediri Regency Putra, Demmy Filsafa Ratna; Priambodo, Novi Dwi; Nurani, Nuansa Bening Cahaya
Jurnal Penelitian Pendidikan IPA Vol 11 No 11 (2025): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i11.12841

Abstract

This study aims to analyze how brand identity and digital marketing capabilities expand market reach and increase the competitiveness of organic rice in Kediri Regency through brand awareness and image. The study uses a mixed-method explanatory sequential design: a survey of 100 consumers was analyzed using SEM-PLS to test the relationships between constructs, followed by in-depth interviews with business actors that were processed in a SWOT analysis. The measurement model meets the criteria of validity and reliability, while the structural model shows that brand identity significantly increases brand awareness, which in turn strengthens image and competitiveness. Digital marketing capabilities have a direct effect on competitiveness as well as an indirect effect through increased brand awareness and image, particularly through the use of social media, marketplaces, and direct-to-consumer channels. The SWOT results emphasize the importance of strengthening the narrative of identity and product origin, standardizing packaging and digital content, ensuring quality and certification, and managing advertising costs and price-packaging structures. It is concluded that the integration of branding and digital marketing strategies is key to expanding the market reach and sustaining the competitiveness of Kediri organic rice
VALIDITY ANALYSIS OF THE SCIENCE PROCESS SKILLS ASSESSMENT INSTRUMENT FOR HIGH SCHOOL STUDENTS ON CHEMISTRY MATERIALS Komisia, Faderina; Tukan, Maria Benedikta; Fallo, Diana Yanni Ariswati; Hale, Gradiana Jenisa Perlita; Meta, Geosefina Besi; Lanmai, Petronela Onika; Eflani, Fransiska; Leba, Maria Aloisia Uron
Jurnal Penelitian Pendidikan IPA Vol 11 No 12 (2025): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i12.12860

Abstract

The assessment of students' science process skills in several senior high schools in Kupang City is still limited to the final learning outcomes, such as written test scores, and does not optimally measure the scientific thinking process that takes place. The assessment instruments used by teachers still tend to measure only cognitive aspects, so that aspects of science process skills are neglected. The assessment instruments used to measure these skills must have content validity so that the assessment results are accurate and reliable. This study aims to analyze the content validity of assessment instruments for science process skills of senior high school students in grades X, XI, and XII. The research method used is content validity through expert judgment. The science process skills assessment instruments were assessed by six expert validators, namely two learning experts, two chemistry experts, and two evaluation experts. The expert assessment data were analysed using Aiken's V. The results showed that the assessment instruments for science process skills of high school students in grades X, XI, and XII were classified as valid with an average V score of 0.74, which means that the assessment instruments are ready and suitable for use by teachers and schools. The assessment instrument meets the content validity criteria and can be used to assess students' skills in the chemistry learning process at school, but it still needs improvement in several aspects and indicators to enhance the overall quality of the instrument.
Fragmentation and Integration in Educational Research: A Systematic Review of Self-Efficacy, Character, and Green Education Rezkita, Shanta; Mustopa, Ahmad Umam; Raihan, Primus Devra
Jurnal Penelitian Pendidikan IPA Vol 11 No 11 (2025): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i11.12879

Abstract

This study addresses the fragmentation of research on self-efficacy, character building, and green education, which are often examined separately despite their potential interconnection in shaping holistic learners. The objective of this study is to synthesize how self-efficacy and character education are positioned within the framework of green education and to identify their integrative potential. A systematic literature review was conducted using the PRISMA 2020 protocol with Scopus as the primary database. Two keyword strategies were applied, yielding 174 records, of which 33 peer-reviewed Q1–Q3 articles met the inclusion criteria. Data were analyzed using thematic synthesis based on research focus, methodology, educational level, and main findings. The results reveal three dominant but fragmented clusters: self-efficacy as a psychological construct for academic confidence, character education as moral and social development, and green education as curricular and institutional innovation. The synthesis further shows that green education provides a promising context for integrating self-efficacy and character through sustainability-based learning experiences. In conclusion, this study proposes an integrative framework in which psychological confidence, moral formation, and ecological awareness interact to support transformative education in primary and secondary schools.
Validation of Instruments for Systems Thinking and Complex Problem-Solving Skills on Environmental Pollution Using the Rasch Model Approach Supriatno, Ade; Kaniawati, Ida; Suwarma, Irma Rahma
Jurnal Penelitian Pendidikan IPA Vol 11 No 11 (2025): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i11.12903

Abstract

This study aims to test the validity and reliability of the System Thinking (ST) and Complex Problem Solving (CPS) instruments developed for vocational high school students. A quantitative approach was used using the Rasch model with the Winsteps tool. The ST instrument consisted of 8 multiple-choice items analyzed with a dichotomous model, while the CPS instrument consisted of 9 essay items with a polytomous model, and was tested on 11th-grade vocational high school students who had already learned about environmental pollution, with a total of 36 respondents. The analysis included unidimensionality, item fit, item–total correlation, reliability, and Wright Map mapping. The results showed a Raw Variance Explained by Measures of 41.3% (ST) and 44.3% (CPS), indicating that unidimensionality was fulfilled. The MNSQ Infit–Outfit values were within the ideal range of 0.5–1.5, with Point Measure Correlations of 0.37–0.85 (ST) and 0.46–0.75 (CPS). Person reliability was 0.87 (ST) and 0.75 (CPS), respectively, while item reliability was 0.92 (ST) and 0.86 (CPS), indicating high measurement consistency. The logit range on the Wright Map showed a balance between student ability and item difficulty. Thus, the ST and CPS instruments are proven to be valid and reliable for comprehensively measuring System Thinking and complex problem-solving abilities.
Penalaran Abduktif melalui Literasi Informasi Ilmiah: Pemahaman Siswa tentang Perubahan Iklim di Media Sosial Rahmah, Nur; Supriyatman; Agni, Raya; Rahmita; Pahriadi
Jurnal Penelitian Pendidikan IPA Vol 11 No 12 (2025): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i12.12918

Abstract

Students frequently encounter complex and sometimes misleading climate change information on social media, yet their ability to reason scientifically and evaluate sources remains limited. This study investigates how junior high school students engage in abductive reasoning to interpret such information through the lens of scientific information literacy. A qualitative case study involving eighth-grade students in Central Sulawesi, Indonesia, was conducted using think-aloud interviews, where students analyzed climate change–related social media posts. Thematic analysis mapped reasoning patterns across the exploration, examination, selection, and explanation stages. Findings show that students identified explicit scientific information, but their abductive reasoning was dominated by intuitive, experience-based responses rather than evidence-based reasoning. Their scientific information literacy was limited to basic access and personal verification, while skills in evaluating credibility and disseminating valid information were underdeveloped. The study proposes a conceptual model integrating five dimensions of information literacy with four stages of abductive reasoning to explain how students construct their understanding of climate change. Strengthening literacy can guide reasoning from intuitive to evidence-based explanations. Practically, the findings offer insights for educators and policymakers to design science learning strategies that integrate reasoning and literacy development in digital contexts.
Vector Learning in Vocational and Engineering Education: A Systematic Review, Narrative Synthesis, and Limited Meta-Analysis Using JASP Mulia, Denal; Fadhilah; Irfan, Dedy
Jurnal Penelitian Pendidikan IPA Vol 11 No 12 (2025): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i12.12929

Abstract

Vector learning is a fundamental component of physics and engineering but is often perceived as difficult due to its abstract concepts. This study aims to map publication trends, instructional models, and the effectiveness of vector learning from 2016 to 2025 through a systematic literature review and limited meta-analysis. Twenty-one articles from Scopus, Sinta 1–2, and DOAJ were analyzed using the PRISMA protocol. Seven quantitative studies were synthesized through meta-analysis using JASP, while fourteen were reviewed narratively. The findings show a steady increase in publications, with notable peaks in 2018 and 2020. Problem-based learning and augmented reality emerged as the most widely implemented instructional approaches. The pooled effect size indicates a large impact (d = 1.01), with augmented reality (d = 0.74) and blended learning (d = 0.62) showing high effectiveness. Narrative synthesis highlights conceptual difficulties, ongoing media innovation, and the development of supporting teaching materials. The study concludes that vector learning research remains active but requires further exploration in AI integration, web-based gamification, and long-term retention assessment.

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