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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 6,652 Documents
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Integrating Global Epistemology and Local Action: The OONAR "Local Climate Detectives" Learning Model in Realizing Community Ecological Justice in Elementary Schools Meirza Nanda Faradita; Ganes Gunansyah; Neni Mariana
Jurnal Penelitian Pendidikan IPA Vol 12 No 5 (2026): In Progress
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i5.13824

Abstract

This study proposes a pedagogical model, “Local Climate Detectives,” to integrate global epistemology with students’ local experiences in primary science education. The study addresses the gap between universal scientific knowledge and contextual learning in responding to climate change challenges (SDG 13). A qualitative conceptual approach was employed through a systematic literature review, guided by Robertson’s Glocalization framework. The analysis focused on the mechanisms of interpenetration and mutual shaping between global and local knowledge systems. The result of this study is a theoretical construction of the OONAR learning model (Orientation–Observation–Negotiation–Action–Reflection) as an operational framework for glocal learning. Within this model, the Correlation Reasoning stage is positioned as a key epistemic process that connects locally generated data (e.g., environmental observations) with global scientific references. This integration is designed to foster resilient ecological reasoning and support collective decision-making grounded in local socio-cultural values. The study concludes that the proposed model provides a coherent framework for developing students’ climate literacy and glocal identity, positioning them as active contributors to community-based ecological justice.
Pengembangan Green Skills dalam Model Pembelajaran Teaching Factory Tiara Maulida Yanti; Tuti Suartini; Dimas Aulia Saputra; Mustika Nuramalia Handayani
Jurnal Penelitian Pendidikan IPA Vol 12 No 5 (2026): In Progress
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i5.13832

Abstract

Vocational education in Indonesia faces challenges in preparing graduates who are aligned with the needs of industries transitioning toward a green economy. This study aims to examine the effectiveness of integrating green skills into the Teaching Factory (TeFa) learning model in the Agricultural Product Processing Program at SMKN PP Lembang. The study employed a quasi-experimental approach using a one-group pretest-posttest design involving 31 students. The intervention was implemented through the modification of TeFa work instructions by embedding five green skill dimensions: environmental awareness, innovation, communication, adaptability, and waste management. Data were collected through pretest and posttest assessments and student perception questionnaires, and were enriched by input from industry assessors as contextual validation of competency applicability in the workplace. The results showed that the students’ mean score increased from 63.23 to 84.62, with an N-Gain score of 0.57, indicating moderate effectiveness. The most notable improvements were found in environmental awareness and innovation. These findings indicate that integrating green skills into TeFa work instructions is effective in improving student competencies and strengthening the relevance of vocational learning to sustainability-oriented industrial demands.
Analisis Kemampuan Pemecahan Masalah Pada Materi Ekosistem Melalui Uji Instrumen Soal Uraian Terbuka Feni Rianti; Yulianti Fitiyani; Atep Sujana; Encep Supriatna
Jurnal Penelitian Pendidikan IPA Vol 12 No 5 (2026): In Progress
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i5.14004

Abstract

This study was conducted to analyze the problem-solving abilities of fifth-grade elementary school students through instrument testing. By using Polya's problem-solving indicators through open-ended Urian test instruments, students were guided to be able to explore their abilities in understanding, planning, implementing, and evaluating the results of their thinking in solving factual problems that occur in rice field and garden ecosystems. The method used in this study was quantitative descriptive with 27 fifth-grade students as subjects in an elementary school. The results of the analysis showed that the average problem-solving abilities of students were in the fairly good category, with an average overall score of 6.47 out of a maximum score of 10. The indicator with the highest achievement was the evaluation of results, while the indicator with the lowest achievement was the implementation of strategies. These results indicate that students' problem-solving abilities were still in the sufficient category, with a stronger tendency in the ability to evaluate results and understand problems than in planning problem-solving strategies.  
The Research Mapping the Effects of Project Based Learning on Students’ Digital Literacy: A Bibliometric Analysis Farisi Engrini; Asrizal; Fatni Mufit; Fuja Novitra
Jurnal Penelitian Pendidikan IPA Vol 12 No 5 (2026): In Progress
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i5.14058

Abstract

The integration of technology with project-based learning (PjBL) has become a key approach to fostering 21st-century skills, particularly digital literacy. However, research exploring the relationship between PjBL and digital literacy remains fragmented and lacks comprehensive mapping. This study aims to analyze research trends and thematic evolution related to PjBL and students’ digital literacy using a bibliometric approach. A total of 184 articles indexed in Scopus from 2015 to 2025 were analyzed using VOSviewer, including performance analysis, thematic mapping, and keyword co-occurrence. The results show a steady increase in publications, with a significant rise after 2020. The analysis identifies major research clusters focusing on digital literacy, immersive learning, instructional innovation, and interdisciplinary approaches. Furthermore, the findings suggest that PjBL is widely associated with enhancing student engagement, problem-solving skills, and broader 21st-century competencies. This study highlights emerging research directions, including the need for more robust pedagogical frameworks and increased cross-disciplinary collaboration. In conclusion, the integration of PjBL and digital literacy demonstrates strong potential to support more interactive and meaningful science learning aligned with digital era demands. Future research should focus on developing more adaptive and technology-integrated PjBL strategies.
Strategy for Developing Sustainable Dryland Farming Systems in the Buffer Zone of the Mandalika Special Economic Zone, Indonesia Candra Ayu; Sukardi; Tajidan; Hayati
Jurnal Penelitian Pendidikan IPA Vol 12 No 3 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i3.14088

Abstract

The Mandalika Special Economic Zone (KEK) buffer zone in West Nusa Tenggara Province, Indonesia, has a dryland farming system that supports tourism activities. This study aims to examine the existing conditions of the role of dryland farming systems in the area around the Mandalika SEZ as a buffer zone and develop strategies for developing dryland farming systems in the buffer zone to ensure sustainability. The analytical tools used in the study include descriptive analysis, SWOT analysis, and AHP analysis. The results show that the existing conditions of the Mandalika SEZ buffer zone related to sustainable dryland farming systems play a significant social and economic role. Meanwhile, the AHP results prioritize the SWOT groups as follows: strengths (54.3%), opportunities (26.2%), weaknesses (12.7%), and threats (6.8%); with the most important factor being farmer resilience in dryland farming. The recommended Grand Strategy is to optimize farmer potential through agricultural land expansion, diversification, and mixed farming, support from Village Cooperatives, and increasing the role of agricultural extension.
Guided Inquiry Assisted by Scaffolding in Biology Learning: A Solution to Improve Students Critical Thinking and Metacognitive Supporting SDG 4 (Quality Education) Alfito Deanoval; Yuni Gayatri; Lina Listiana
Jurnal Penelitian Pendidikan IPA Vol 12 No 5 (2026): In Progress
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i5.14200

Abstract

This study purposed to determine the effect of guided inquiry learning assisted with scaffolding on students’ critical thinking and metacognitive skills. This quasi-experimental study employed a pretest-posttest control group design. The study was conducted at SMA Negeri 1 Gondang Mojokerto with the research subject being 11th-grade science students, involving a control group using conventional instruction and an experimental group using guided inquiry learning supported by scaffolding. Data were collected through tests, using research instruments in the form of critical thinking and metacognitive essay test. Data were analayzed using the Mann-Whitney test and the N-Gain test. After being implemented with the guided inquiry learning model supported with scaffolding, critical thinking skills increased to 67.45 in the medium category. The results of the Mann-Whitney test showed a significant difference (p = 0.05). furthermore, in the N-Gain test analysis, the experimental group scored 57.59 in the moderately effective category, while the control group scored 7.39 in the ineffective category. The analysis of metacognitive skills revealed that the experimental group’s metacognitive skills were at 56.30 in the moderately effective category. It means that guided inquiry supported with scaffolding is affective in improving critical thinking and metacognitive skills.
Flood Disaster Mitigation Strategy in Kuala Lumpur Puti Tiara Dewi; Iswandi Umar; Dedi Hermon; Febriandi
Jurnal Penelitian Pendidikan IPA Vol 12 No 4 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i4.14202

Abstract

In Malaysia, flash floods or major floods often occur in the capital city of Kuala Lumpur, flooding is a natural phenomenon that occurs when the volume of water flowing in rivers, lakes, or other bodies of water overflows onto land. The purpose of this study is to determine the level of flood vulnerability and determine flood mitigation strategies. This research is descriptive quantitative, which describes the phenomenon of flood disasters through mapping results. To produce a map of flood-prone areas, mapping was carried out using ArcGIS with a scoring method to see flood hazard vulnerability. The results of the flood vulnerability mapping study in Kuala Lumpur show critical conditions with almost 90% of the total area of 27.195.47 hectares categorized as vulnerable to very vulnerable to flooding. Analysis using the Analytic Hierarchy Process (AHP) method identified three priority mitigation strategies, namely Regulation (57.7%) as the highest priority which includes policy enforcement and implementation of MSMA, followed by Education (25.8%) to increase public awareness and preparedness, and Conservation (16.5%) through ecological rehabilitation and green infrastructure. The integration of these three strategies is necessary to create a comprehensive and sustainable flood mitigation framework, taking into account the high urbanization and climate change that continue to increase flood risks in the Kuala Lumpur metropolitan area.
Hambatan Non-Tarif dan Dinamika Daya Saing Ekspor Kopi: Studi Komparatif Indonesia dan Vietnam Nazla Atikah Hikmatias Nasution; Sahara; Novindra
Jurnal Penelitian Pendidikan IPA Vol 12 No 5 (2026): In Progress
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i5.14216

Abstract

Indonesia is one of the world’s major coffee producers, however its export competitiveness remains relatively weaker and less stable than that of key competitors such as Vietnam. Previous studies on Indonesian coffee exports have largely focused on production and price dynamics, while the role of non-tariff barriers in shaping export competitiveness has received limited attention. This study therefore analyze the impact of non-tariff barriers on the competitiveness of Indonesian and Vietnamese coffee exports in major destination markets. The analysis employs the inventory approach, Revealed Comparative Advantage (RCA), Revealed Symmetric Comparative Advantage (RSCA), Export Product Dynamics (EPD), and the Gravity Model using panel data of key importing countries during 2005-2024 period. The results indicate that Sanitary and Phytosanitary (SPS) measures are the most dominant non-tariff barriers, as reflected by the Frequency Ratio (FR) and Coverage Ratio (CR) indicators, with 17 incident codes regulating a significant share of coffee trade. The results show that Indonesian coffee maintains a comparative advantage, as reflected by RCA values above one and positive RSCA values; however, this advantage is lower and less stable than that of Vietnam. EPD analysis further confirms that Indonesia’s coffee exports are predominantly positioned in the lost opportunity, retreat, and falling star quadrants. Moreover, the estimation results indicate that both SPS and TBT significantly reduce the export competitiveness of Indonesian and Vietnamese coffee. These findings suggest that improving compliance with international standards, strengthening certification systems, and enhancing traceability and quality control are essential policy priorities for improving the global competitiveness of Indonesian coffee exports.
Pengembangan Desain Pembelajaran STEM–Multirepresentasi (STEM-MR) untuk Meningkatkan Keterampilan Pemecahan Masalah Mahasiswa pada Materi Mekanika ismet; Ketang Wiyono; Taufiq; Maghfira Aulia
Jurnal Penelitian Pendidikan IPA Vol 12 No 4 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i4.14236

Abstract

This study aims to develop a STEM–Multirepresentation (STEM-MR) learning design for Mechanics and examine its validity, practicality, and effectiveness in improving undergraduate students’ problem-solving skills. The study employed a research and development approach using the ADDIE model. The participants were 37 undergraduate students in the Physics Education Study Program at Universitas Sriwijaya. Data were collected through expert validation sheets, observation sheets, student response questionnaires, interviews, documentation, and pretest–posttest assessments. The STEM-MR design was developed as a seven-phase learning model that integrates STEM inquiry with multirepresentational scaffolding to support problem-solving in Mechanics. The results showed that the design was highly valid, with an average expert validation score of 3.87 on a 4-point scale. It was also very practical, with with a practicality score of 91%. In terms of effectiveness, students’ average scores increased from 52.25% on the pretest to 78.50% on the posttest. The normalized gain was 0.55, which falls into the medium category, and the effect size was 2.53, indicating a very large effect. These findings show that the STEM-MR learning design is valid, practical, and effective for enhancing undergraduate students’ problem-solving skills in Mechanics.
Mapping Performance Assessment Tools of Practical Skills in Chemistry Education: Evidence from a Systematic Review Faradhilla Bonita; Nahadi; Heli Siti Halimatul Munawaroh
Jurnal Penelitian Pendidikan IPA Vol 12 No 5 (2026): In Progress
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i5.14258

Abstract

Performance assessment has emerged as an important approach in chemistry education to address the limitations of conventional testing. This study aims to systematically review the implementation of performance-based assessments in chemistry, focusing on instrument typology, educational context, and targeted competencies. Guided by the PRISMA protocol, a comprehensive search was conducted in the Scopus database for peer-reviewed research articles published between 2015 and 2025. Due to the very strict inclusion criteria that focused exclusively on validated chemistry-specific instruments, nine selected articles were synthesized. Results indicate that analytical rubrics remain the most dominant format (67% of reviewed tools), with digital video-based assessments emerging as a recent trend, while 88% of implementations are skewed towards higher education. These authentic tools consistently report positive impacts on students' practical competence and procedural engagement. However, pedagogical challenges remain: current instruments often fail to capture deep conceptual reasoning due to the high cognitive load experienced by students during active tasks. This review concludes that while performance assessments effectively measure technical compliance, global standardization of the Evidence-Centered Design (ECD) framework is urgently needed to address the current fragmentation of instruments and systematically align laboratory evidence with measurable conceptual milestones.

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