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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 6,882 Documents
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Systematic Literature Review: Analysis the Implementation of the 5E Learning Cycle in Learning Chemistry Siska Juita Berlian Putri Gea; Wiji Wiji; Tuszie Widhiyanti
Jurnal Penelitian Pendidikan IPA Vol 12 No 6 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i6.13303

Abstract

This study aims to analyze the implementation of the 5E (Engage, Explore, Explain, Elaborate, and Evaluate) learning cycle in chemistry learning, to analyze multiple representations (macroscopic, submicroscopic, and symbolic) as characteristics of chemistry, and to identify learning outcomes. This study was conducted using a Systematic Literature Review (SLR) in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). A total of 38 articles from Google Scholar from 2020 to 2026 were analyzed based on the determined inclusion criteria.  The results show that the implementation of the 5E learning cycle in chemistry learning has been widely applied across various topics in chemistry. Although various levels of representation have been used, the relationship between macroscopic, submicroscopic, and symbolic representations is still limited in these articles. Findings also indicate that cognitive learning outcomes are the most frequently reported, particularly conceptual understanding and academic achievement. Several studies also explored affective outcomes and other skills, which indicate a more diverse range of learning outcomes. Overall, the evidence suggests that the 5E learning cycle contributes positively to chemistry learning
Model Matematika SEICR Stres Akademik pada Mahasiswa Kimia di Provinsi Aceh Jelita Jelita; Budi Irwansyah; Lilla Puji Lestari; Faidliyah Nilna Minah; Nuraida Nuraida
Jurnal Penelitian Pendidikan IPA Vol 12 No 5 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i5.13709

Abstract

Academic stress among higher education students is a common concern that requires thorough investigation. This study develops and analyzes a SEICR (Susceptible–Exposed–Infected–Confirmed–Recovered) mathematical model to describe academic stress dynamics among chemistry students, treating stress as a contagious phenomenon transmitted through social interactions and peer influence. The model captures the progression of students from susceptibility to stress exposure, active stress, coping intervention, and recovery while incorporating behavioral and institutional factors. A system of nonlinear ordinary differential equations is formulated and analyzed through equilibrium and stability analyses. The basic reproduction number, R₀, is derived using the Next Generation Matrix method and serves as a threshold parameter governing system dynamics. Results indicate that academic stress diminishes and approaches a stress-free equilibrium when R₀ < 1, whereas stress persists and becomes endemic when R₀ > 1. Sensitivity analysis based on the Partial Rank Correlation Coefficient (PRCC) identifies the coping transition rate (δ) as the most influential parameter in reducing stress prevalence, while the transmission rate (β) has a moderate effect. These findings suggest that intervention accessibility plays a greater role than transmission intensity in shaping stress dynamics. Therefore, mitigation strategies should emphasize early detection, timely intervention, and accessible coping support.
Acid-Catalyzed Synthesis of Biodiesel from Calabash (Crescentia cujete) Seed Oil Nelson Gaspersz; Matheis F. J. D. P. Tanasale; Chalvin Marco Paula; Mimi Salamawati; Priska Marisa Pattiasina
Jurnal Penelitian Pendidikan IPA Vol 12 No 6 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i6.13763

Abstract

This study evaluated the acid-catalyzed production of biodiesel from Calabash (Crescentia cujete) seed oil using sulfuric and nitric acids as transesterification catalysts. Oil extracted by Soxhlet extraction yielded 35.20% and was converted into biodiesel under various reaction conditions to determine the optimum catalyst loading, reaction time, temperature, and oil-to-methanol molar ratio. Sulfuric acid exhibited superior catalytic performance, achieving the highest biodiesel yield of 91.20% at 4% catalyst loading, 65 °C, 4 h, and an oil-to-methanol molar ratio of 1:12. Under optimum conditions, nitric acid produced a lower yield of 65.85% at 3% catalyst loading, 65 °C, 6 h, and a molar ratio of 1:9. GC-MS analysis identified seven methyl esters in the sulfuric acid-derived biodiesel, predominantly methyl hexadecanoate (16.93%), methyl stearate (15.07%), and methyl 9-octadecenoate (43.64%). Biodiesel synthesized using nitric acid contained eight methyl esters, with methyl hexadecanoate (16.55%), methyl stearate (26.90%), and methyl 9-hexadecenoate (21.51%) as the major components. The corresponding burning rates were 1.96 × 10⁻³ and 2.71 × 10⁻³ cm²/s for sulfuric and nitric acid catalysts, respectively. Overall, sulfuric acid proved more effective, producing higher biodiesel yield in a shorter reaction time and demonstrating the potential of C. cujete seed oil as a non-edible biodiesel feedstock.
Ethnobiological Study of Postpartum Ritual Plants and Animals of the Malay Tribe in Semalah Village, Kapuas Hulu Regency Desi Ratnasari; Surya Aspita; Hilda Aqua Kusuma Wardhani; Agus Muliadi
Jurnal Penelitian Pendidikan IPA Vol 12 No 6 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i6.13788

Abstract

The Semalah Malay community in Kapuas Hulu Regency has a rich cultural heritage, including postpartum rituals that involve traditional healing practices using plants and animals. This knowledge is mainly preserved by village shamans, many of whom are elderly and have no successors, making it vulnerable to loss due to limited intergenerational transmission. In addition, scientific documentation of postpartum ritual biodiversity among this community remains limited. Ethnobiological studies are therefore important for recording local knowledge from the emic perspective and interpreting it through etic analysis. This study aimed to document the plant and animal species used in postpartum rituals by the Semalah Malay community in Semalah Village and to determine their relative cultural importance. A descriptive qualitative approach was employed, with data collected through in-depth interviews, participatory observation, and documentation. Descriptive statistics were used to calculate the Species Use Value (SUV). The results showed that the Semalah Malay community used 31 plant species and 4 animal species in 8 types of postpartum rituals. Turmeric (Curcuma longa) had the highest SUV among plant species, with a value of 1.78, indicating its central role in several ritual practices. Meanwhile, toman fish (Channa micropeltes) had the highest SUV among animal species, with a value of 1.00, reflecting its importance in postpartum recovery practices. These findings provide baseline ethnobiological data for preserving indigenous postpartum knowledge and supporting biocultural conservation in the Semalah Malay community.
The Effectiveness of Project-Based Learning in Developing Sustainability Awareness and Critical Skills in High School Ni Gusti Ayu Putu Eka Sri Wahyuni; Emy Nuriyani; Ebi Rahmat Indar Maya; Nurasyah Dewi Napitupulu; I Komang Werdhiana
Jurnal Penelitian Pendidikan IPA Vol 12 No 6 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i6.13861

Abstract

The integration of sustainability principles and critical thinking into science learning remains limited, particularly in vocational high schools, despite their importance for achieving Education for Sustainable Development (ESD). This study aimed to examine the effectiveness of Project-Based Learning (PJBL) in improving students' sustainability awareness and critical thinking skills. A quasi-experimental method with a pretest–posttest control group design was employed involving 64 eleventh-grade students at SMK Negeri 1 Parigi, consisting of 32 students in the experimental group and 32 students in the control group. The experimental group received Project-Based Learning, whereas the control group was taught using conventional instruction. Data were collected using a sustainability awareness questionnaire and a critical thinking skills test. The data were analyzed through normality and homogeneity tests, independent samples t-test, and N-Gain analysis. The results revealed significant differences between the experimental and control groups (p < 0.05). Students taught using Project-Based Learning achieved higher learning gains in sustainability awareness (N-Gain = 0.68, medium category) and critical thinking skills (N-Gain = 0.73, high category) compared with those receiving conventional learning. The findings indicate that authentic environmental projects, collaborative learning, and reflective activities effectively enhance students' sustainability awareness while simultaneously fostering higher-order thinking skills. Therefore, Project-Based Learning is recommended as an effective instructional approach for integrating sustainability values and developing twenty-first-century competencies in vocational science education.
Nested-local Wisdom Model for Sustainable Science Education: Enhancing Students’ Conceptual Knowledge and Communication Skills Andi Asmar; I Gusti Putu Suryadarma; Yuliyanti; Lakilo Laruli
Jurnal Penelitian Pendidikan IPA Vol 12 No 6 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i6.13865

Abstract

When science is perceived as disconnected from learners’ social dan cultural contexts, students’ engagement and identity in learning science decline. This study evaluates a nested-local wisdom approach integrating the cultural context of Pinisi boats to enhance students’ conceptual knowledge, communication skills, and concept maps, supporting more meaningful and sustainable science education. This study employed a quasi-experimental design with a non-equivalent control group pretest-posttest involving students from SMPN 32 Bulukumba. Two intact classes (n = 31 each) were selected, and their equivalence was verified using pretest scores and academic records. Data were analyzed using MANOVA dan ANOVA. The results revealed a significant multivariate effect the learning model on all dependent variables (Wilks’ Lambda = 0.212, p < 0.001, ηp² = 0.788), indicating a large effect size. Furthermore, ANOVA results revealed the largest effect size in concept maps (ηp² = 0.682), followed by communication skills (ηp² = 0.642) and conceptual knowledge (ηp² = 0.449). These findings suggest that integrating local wisdom within a nested learning structure supports the development of key science competencies, particularly conceptual knowledge and communication skills, through culturally meaningful learning. Therefore, the nested-local wisdom approach offers a contextually relevant and pedagogically grounded strategy for advancing sustainable science education.
Implementation of an EDP-Based STEM Project to Develop Students’ Problem-Solving Skills in Light and Heat Energy Concepts Rifqah Humairah Amir; Tunjungsari Sekaringtyas; Mahmud Yunus
Jurnal Penelitian Pendidikan IPA Vol 12 No 7 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i7.13870

Abstract

Elementary science learning requires contextual activities that enable students to apply scientific concepts when addressing real-life problems. However, in-depth qualitative evidence explaining how each Engineering Design Process-based STEM (EDP-STEM) stage supports elementary students’ problem-solving skills remains limited, particularly in light and heat energy learning. This study aimed to describe EDP-STEM implementation through a solar oven project and analyze how its stages supported fifth-grade students’ problem-solving processes. Its novelty lies in mapping five EDP-STEM stages to four problem-solving indicators using multiple qualitative data sources. A qualitative case study was conducted with 26 students in four groups during eight learning sessions. Data were collected through observations, interviews, student worksheets, reflective journals, field notes, rubrics, photographs, and videos. The data were organized, coded, categorized, compared, and interpreted, while credibility was supported through source and method triangulation. Students identified insufficient heat, unstable reflectors, thick plastic covers, and uneven sunlight distribution, then proposed corresponding design modifications. Project scores ranged from 88 to 96; three groups received an A grade and one received a B grade. The clearest evidence concerned problem identification and consideration of possible solutions. Overall, the four indicators emerged through interconnected cycles of designing, testing, evaluating, reflecting, and revising.
Berpikir Kritis dalam Pembelajaran Fluida Dinamis: Tinjauan Sistematis Model Pembelajaran Cindy Tyas Harvina; Parno; Ahmad Taufiq; Marlina Ali
Jurnal Penelitian Pendidikan IPA Vol 12 No 6 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i6.13935

Abstract

This study aims to identify learning models implemented to promote student’s critical thinking skills in fluid dynamics learning and synthesize evidence regarding their reported effectiveness. Using the PRISMA framework, seven empirical studies published between 2021 and 2025 and focusing on senior high school students were selected according to predefined inclusion criteria. The review examined student’s initial critical thinking conditions, instructional approaches, and reported learning outcomes. The findings indicate that student’s initial critical thinking skills in fluid dynamics were generally low to moderate, suggesting persistent difficulties in higher-order thinking processes. The reviewed studies implemented five instructional approaches, namely Problem-Based Learning, Guided Inquiry, RADEC, Metacognition Based Discovery Learning, and Think Pair Share, all of which were reported to support student’s critical thinking development. Several studies employing pretest–posttest measures reported moderate to high learning gains, while posttest-based studies showed higher critical thinking performance among students receiving innovative instruction. The reviewed evidence also suggests that students often experience difficulties in relating relationships among pressure, velocity, and flow rate to mathematical representations and scientific reasoning. Overall, student-centered instructional approaches contribute positively to critical thinking development in fluid dynamics learning, although their effectiveness varies across learning contexts and assessment indicators.
sebuah Pengaruh Pendekatan STEM Terhadap Kemampuan Berpikir Kritis Siswa : Meta Analisis Betty Mizarwan; Yohandri; Usmeldi
Jurnal Penelitian Pendidikan IPA Vol 12 No 6 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i6.13972

Abstract

Indonesia's. STEM education is one method that may help students succeed in the modern world. This study set out to assess the quality of prior work that looked at how STEM education affected students' capacity for critical thinking. Level of education and learning model were the moderators taken into account in this research. In order to get quantitative data, the researchers used meta-analysis to determine the impact size of each study that was relevant. Journals acknowledged with an ISSN between 2020 and 2025 were the criterion used to look for national and international journals that have been researched by previous researchers. According to the impact size study of STEM education on students' critical thinking abilities, which was conducted across all educational levels and models, the findings were in the high category. This suggests that students' critical thinking abilities may be enhanced across all educational levels via the use of the STEM method in the classroom.
Family-Based Health Education as an Effort to Improve Self-Care Management among Elderly with Type 2 Diabetes Mellitus Toward Sustainable Development Goal 3 Hasifah; Wa Mina La Isa; Apriani Susmita Sari; Erna Kadrianti; Darwis; Muzakkir
Jurnal Penelitian Pendidikan IPA Vol 12 No 6 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i6.14011

Abstract

Type 2 Diabetes Mellitus (T2DM) among elderly individuals remains a major global health challenge and contributes to Sustainable Development Goal 3 (Good Health and Well-Being). Elderly patients often experience limitations in self-care management due to cognitive decline, multimorbidity, and reduced physical function. This study aimed to analyze the effectiveness of family-based health education interventions in improving self-care management among elderly patients with T2DM. A systematic literature review was conducted following the PRISMA guideline. Articles were obtained from PubMed, CINAHL, ScienceDirect, and Garuda databases published between 2019–2024. The review included quantitative studies using randomized controlled trials and quasi-experimental designs. Study quality was assessed using the Joanna Briggs Institute (JBI) Critical Appraisal Tool. A total of 13 studies met the inclusion criteria. The findings showed that family-based health education significantly improved dietary adherence, medication compliance, self-monitoring of blood glucose, self-efficacy, and glycemic control, including reductions in HbA1c levels (p < 0.05). Family involvement also enhanced emotional support and continuity of care at home. In conclusion, family-based health education is effective in improving self-care management among elderly patients with T2DM.

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