cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
jppipa.unram@gmail.com
Editorial Address
Jalan Pendidikan No. 37 Mataram, 3 Floor
Location
Kota mataram,
Nusa tenggara barat
INDONESIA
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
 672   673   674   675   676 
The Impact of the Expository Method on Biology Learning Activities and Outcomes in Class XI Risnawati; Firdaus Daud; Halimah Husain; Muhiddin Palennari; Muhammad Arsyad
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.v12i6.15019

Abstract

This study aims to examine the effect of a structured expository teaching method on students’ learning activities and biology learning outcomes. A quasi-experimental design was employed involving two grade XI classes at SMA Negeri 1 Monta in the 2025/2026 academic year (N = 60 students). The experimental class received a systematically organized expository approach emphasizing clear explanation, guided practice, and feedback, while the control class was taught using routine teacher-centered instruction without structured stages. Data were collected through observation, pretest–posttest assessments, questionnaires, and documentation, and analyzed using descriptive statistics, MANOVA, and N-Gain analysis. The results showed that the experimental class achieved higher mean scores in learning activities (77.59) and learning outcomes (posttest = 88.63) compared to the control class. The N-Gain score of the experimental class (g = 0.67) indicated moderate effectiveness, higher than the control class (g = 0.47). MANOVA results confirmed a significant simultaneous effect on both dependent variables (p < 0.05). These findings suggest that the structured expository method contributes positively and moderately to improving student engagement and academic achievement when implemented systematically.
Meninjau Kembali Pembelajaran Mendalam Berbasis STEM dalam Pendidikan Ketahanan Pangan: Suatu Tinjauan Sistematis terhadap Dampaknya pada Literasi Sains dan Efikasi Diri Eiftien Yuliar Rasyidin; Asri Widowati; Winarto
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.v12i6.15022

Abstract

This study aims to synthesize research on STEM-based deep or meaningful learning in food security and sustainability education, with a particular focus on its relationship with scientific literacy and self-efficacy. A systematic literature review was conducted using the PRISMA 2020 framework across Scopus, ERIC, Google Scholar, and SINTA-indexed sources. The screening process resulted in nine core studies that met the predefined inclusion criteria. The findings reveal that existing research is structurally fragmented across three domains: contextual STEM learning, pedagogical processes, and cognitive–affective outcomes. While STEM-based learning is widely applied in sustainability contexts, food security is predominantly treated as a thematic background rather than an epistemic learning domain. Furthermore, scientific literacy and self-efficacy are typically examined as separate constructs, limiting the understanding of how cognitive and affective dimensions interact in learning processes. In response to these gaps, this study proposes an integrative framework that connects food security as an epistemic context, STEM as an interdisciplinary structure, deep learning as a cognitive mechanism, and scientific literacy and self-efficacy as interconnected outcomes. In conclusion, this study highlights the need for integrative, context-driven STEM learning models to support meaningful and transferable learning in sustainability education.
Development of a Flipbook-Based E-Module with Project-Based Learning (PjBL) Model in the Subject of Ship Outfit Construction (3D Modelling) at SMKN 5 Batam Opi Tananda; Wawan Purwanto; Hasan Maksum; M Giatman; Abdul Habib Arrasyidi Desky
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.v12i5.15035

Abstract

This research was motivated by the gap between vocational education graduates' The mismatch between vocational education outcomes and industry demands remains a significant challenge, as reflected in the high unemployment rate among vocational high school graduates. In the Ship Outfit Construction subject at SMKN 5 Batam, learning is still predominantly teacher-centered, resulting in low student engagement, critical thinking, problem-solving skills, and limited availability of interactive digital learning resources. Despite the growing adoption of Project-Based Learning (PjBL), studies integrating PjBL with flipbook-based digital modules in vocational maritime education remain limited. Therefore, this study aimed to develop and evaluate the validity, practicality, and effectiveness of a Flipbook-based E-Module integrated with the PjBL model. This Research and Development (R&D) study employed the ADDIE model and a mixed-method approach with a quasi-experimental nonequivalent control group design. The sample consisted of 40 students, divided equally into experimental and control groups. Research instruments included expert validation sheets, practicality questionnaires, learning achievement tests, and 4C skills assessment instruments. Data were analyzed using descriptive statistics, effect size analysis, and MANOVA. The results showed that the developed E-Module was valid and highly practical based on teacher and student evaluations. Furthermore, the experimental group demonstrated significantly higher learning outcomes and 4C skills than the control group, with a large effect size (Cohen’s d = 2.87) and significant multivariate differences (F = 97.203, p < 0.001). These findings indicate that the Flipbook-based PjBL E-Module is an effective learning resource for enhancing vocational students’ competencies and 21st-century skills
The Effect of Learning Attitudes and Study Habits on Students' Biology Learning Outcomes in Public Senior High Schools Nabila Nur Syahirah; Muhiddin Palennari; Muhammad Arsyad; Firdaus Daud; Halimah Husain
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.v12i6.15037

Abstract

This study aims to analyze the effect of learning attitudes and study habits on students’ biology learning outcomes in Public Senior High Schools across Kendari City. This research employed a quantitative approach with an ex post facto design involving 185 eleventh-grade students selected through proportional random sampling. Data were collected using Likert-scale questionnaires and documentation, and analyzed using descriptive and inferential statistics. The results showed that learning attitudes, study habits, and biology learning outcomes were generally in the moderate category, with mean scores of 91.86, 89.29, and 70.28, respectively. The results of the inferential analysis showed that learning attitudes had a positive and significant effect on biology learning outcomes with a contribution of (20.9%); study habits had a positive and significant effect on biology learning outcomes with a contribution of (17.9%); and learning attitudes and study habits simultaneously had a significant effect on students’ biology learning outcomes with a contribution of (21.1%), with learning attitudes as the more dominant variable.
The Influence of Emotional Intelligence, Learning Independence, and Learning Motivation on Science Learning Outcomes of Junior High School Students in State Schools Alifya Suci Poetry Naf'an; Muhiddin Palennari; Muhammad Arsyad; Firdaus Daud; Halimah Husain
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.v12i6.15038

Abstract

This study examined the direct and indirect effects of emotional intelligence and independent learning on science learning outcomes through learning motivation among public junior high school students in Kendari. The study employed a quantitative ex post facto design. The population consisted of all public junior high school students in Kendari City during the 2025/2026 academic year. A sample of 194 eighth-grade students from six public junior high schools was selected using proportional random sampling. Data were collected through Likert-scale questionnaires measuring emotional intelligence, independent learning, and learning motivation, while science learning outcomes were obtained from end-of-semester summative assessment scores. Data were analyzed using descriptive statistics and path analysis. The descriptive findings showed that students’ emotional intelligence, independent learning, and learning motivation were generally at a moderate level, whereas science learning outcomes were categorized as high. Path analysis revealed that emotional intelligence did not significantly affect learning motivation (p = 0.113). In contrast, independent learning had a significant positive effect on learning motivation (β = 0.766). Regarding science learning outcomes, neither emotional intelligence (β = −0.027) nor independent learning (β = 0.129) showed significant direct effects. However, learning motivation significantly influenced science learning outcomes (β = 0.352). The indirect effect of emotional intelligence on learning outcomes through motivation was 0.040, while the indirect effect of independent learning through motivation was 0.270. These results indicate that learning motivation plays a key mediating role in enhancing science achievement. Overall, independent learning and learning motivation contribute more substantially to students’ science learning outcomes than emotional intelligence among public junior high school students in Kendari.
The Relationship between Parental Involvement and Learning Motivation with Science Learning Achievement of Public Junior High School Students in Kendari City Adinda Maharani; Muhiddin Palennari; Muhammad Arsyad; Firdaus Daud; Halimah Husain
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.v12i6.15039

Abstract

This study aims to analyze the relationship between parental involvement and learning motivation with students’ science (IPA) achievement in public junior high schools in Kendari City. This research employed an ex post facto design with a survey approach and correlational design. The sample consisted of 178 eighth-grade students selected using multistage proportional sampling. Data were collected through questionnaires and report card documentation, and analyzed using descriptive statistics and simple as well as multiple linear regression. The results showed that parental involvement, learning motivation, and science achievement were generally in the moderate category. There was a positive and significant relationship between parental involvement and science achievement (53.70%), as well as between learning motivation and science achievement (72.40%). Simultaneously, both variables showed a positive and significant relationship with a contribution of 72.50%, with learning motivation being the more dominant variable.
Virtual Reality Media in IPAS: A Problem-Based Learning Development Study for Grade 5 Students’ Critical Thinking Lailatuz Zahra; Desyandri; Ardipal; Yeni Erita
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.v12i6.15047

Abstract

This study aimed to develop Virtual Reality (VR)-based learning media integrated with the Problem-Based Learning (PBL) model for fifth-grade IPAS learning. VR was used to present contextual problems at the problem orientation stage, allowing students to explore phenomena immersively before engaging in inquiry and problem-solving activities. This study employed a Research and Development (R&D) approach using the ADDIE model and involved 56 teachers and students from four elementary schools in Padang Ganting and Atar. Data were collected through expert validation, practicality questionnaires, and effectiveness tests. Validation by three experts resulted in an average score of 91%, consisting of content validity (85%), media validity (97%), and language validity (92%), all categorized as highly valid. Practicality tests yielded teacher scores of 93–94% and student scores of 97%, indicating a highly practical category. Furthermore, the effectiveness analysis produced an average N-Gain score of 0.8 (high category). These findings indicate that integrating immersive VR visualization with the PBL model provides meaningful learning experiences and supports the development of students’ critical thinking skills. Therefore, the developed media is feasible, practical, and effective for elementary IPAS learning.
Development of a Multimedia-Oriented Problem-Based Learning Model to Support SDG 4: Quality Education for Grade IV Elementary School Students Endang Saputra; Alwen Bentri; Jasrial; Ulfia Rahmi; Rayendra
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.v12i6.15059

Abstract

This research is motivated by the low involvement of students in learning Pancasila Education in elementary schools, the limited use of innovative interactive learning media, and the need for a learning model that is able to develop critical, collaborative, and problem-solving skills. This research aims to develop a Canva-based interactive multimedia oriented to the Problem Based Learning (PBL) model that is valid, practical, and effective in improving the learning outcomes of grade IV elementary school students in the subject of Pancasila Education. This type of research is research and development using the ADDIE model which includes five stages, namely analysis, design, development, implementation, and evaluation. The validity of the product is assessed by subject matter experts, media experts, and linguists. Practicality was measured through the responses of teachers and students using questionnaires, while effectiveness was tested through a comparison of pretest and posttest results analyzed using the N-Gain formula. The results of the study showed that the interactive multimedia developed obtained a very valid category with an average score of 89.56%. In addition, this media is stated to be very practical based on positive responses from teachers and students, especially in the aspects of ease of use, attractive visual appearance, and clarity of navigation. In terms of effectiveness, interactive multimedia has been proven to be able to improve students' learning outcomes with an N-Gain value of 77.67 which is included in the high category. Thus, Canva-based interactive multimedia oriented to the PBL model can be an innovative learning media alternative that is valid, practical, and effective to improve the quality of learning.
The Impact of BPJS Health Post-Claim Refunds on Hospital Administrative Services Baiq Dian Septina; Sastrawan Sastrawan; Sabar Setiawan
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.v12i5.15067

Abstract

A high rate of post-claim refunds indicates challenges in the claims administration process, including incomplete documentation, administrative errors, and inconsistencies with BPJS Kesehatan verification standards. These issues may delay claim payments and affect hospital financial and operational performance. This study aimed to analyze the impact of post-claim refunds on hospital administrative services. This study employed a qualitative descriptive approach. Data were collected through in-depth interviews, observations, focus group discussions, and document reviews. Data were analyzed using the interactive model of Miles and Huberman, which consists of data reduction, data display, and conclusion drawing and verification. The results showed that post-claim refunds from BPJS Kesehatan have significant implications for hospital administrative services. Delays in claim reimbursement disrupt cash flow, reduce financial liquidity, and complicate budget planning. Furthermore, the refund process increases administrative workload, requires intensive coordination among hospital units, and may delay the procurement of facilities, payment of service incentives, and other operational activities. These conditions can affect administrative efficiency and the continuity of healthcare services. In conclusion, post-claim refunds have substantial impacts on hospital administrative and financial management. Strengthening claim verification procedures, improving documentation quality, and enhancing coordination among related units are necessary to minimize refund occurrences and support the sustainability of hospital services
Integrating Green Chemistry Principles into Chemistry Education for Achieving Sustainable Development Goals (SDGs): A Systematic Literature Tri Diana Alfiyanti Puspita; Muntholib; Ridwan Joharmawan
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.v12i6.15074

Abstract

Advances in science and technology increase chemical use, raising environmental and health concerns. Consequently, green chemistry has emerged to promote sustainable learning practices. This Systematic Literature Review (SLR) aims to analyze the implementation of green chemistry principles in chemistry education using the PRISMA framework. Data were retrieved from Scopus (via Publish or Perish), ACS Publications, and ERIC for the period from January 2016 up to January 2026. Of the 12,737 total articles retrieved, 57 met the inclusion criteria for final analysis. The results indicate that the most frequently implemented green chemistry principle is prevention, followed by safer solvents and auxiliaries and renewable feedstocks, while others remain rarely implemented, highlighting a critical gap for future research and curriculum development. Implementation occurs through diverse learning activities, particularly laboratory experiments, supported by varied pedagogical models and media. Furthermore, integrating green chemistry positively impacts critical thinking, higher-order thinking, systems thinking, and sustainability awareness. Thus, green chemistry strongly supports more contextual, safer, and sustainability-oriented chemistry learning.

Page 674 of 689 | Total Record : 6882

 672   673   674   675   676 

Filter by Year

2015 2026


Reset
Filter By Issues
All Issue Vol 12 No 7 (2026) Vol 12 No 6 (2026) Vol 12 No 5 (2026) Vol 12 No 4 (2026) Vol 12 No 3 (2026) Vol 12 No 2 (2026) Vol 12 No 1 (2026) Vol 11 No 12 (2025): December Vol 11 No 11 (2025): November Vol 11 No 10 (2025): October Vol 11 No 9 (2025): September Vol 11 No 8 (2025): August Vol 11 No 7 (2025): July Vol 11 No 6 (2025): June Vol 11 No 5 (2025): May Vol 11 No 4 (2025): April Vol 11 No 3 (2025): March Vol 11 No 2 (2025): February Vol 11 No 1 (2025): January Vol 10 No 12 (2024): December Vol 10 No 11 (2024): November Vol 10 No 10 (2024): October Vol 10 No 9 (2024): September Vol 10 No 8 (2024): August Vol 10 No 7 (2024): July Vol 10 No 6 (2024): June Vol 10 No 5 (2024): May Vol 10 No 4 (2024): April Vol 10 No 3 (2024): March Vol. 10 No. 2 (2024): February Vol 10 No 2 (2024): February Vol 10 No 1 (2024): January Vol 10 No SpecialIssue (2024): Science Education, Ecotourism, Health Science Vol. 9 No. 12 (2023): December Vol 9 No 12 (2023): December Vol. 9 No. 11 (2023): November Vol 9 No 11 (2023): November Vol 9 No 10 (2023): October Vol. 9 No. 10 (2023): October Vol 9 No 9 (2023): September Vol. 9 No. 9 (2023): September Vol 9 No 8 (2023): August Vol. 9 No. 8 (2023): August Vol 9 No 7 (2023): July Vol. 9 No. 6 (2023): June Vol 9 No 6 (2023): June Vol 9 No 5 (2023): May Vol. 9 No. 5 (2023): May Vol. 9 No. 4 (2023): April Vol 9 No 4 (2023): April Vol 9 No 3 (2023): March Vol 9 No 2 (2023): February Vol. 9 No. 2 (2023): February Vol 9 No 1 (2023): January Vol. 9 No. 1 (2023): January Vol. 9 No. SpecialIssue (2023): UNRAM journals and research based on science education, science appl Vol 9 No SpecialIssue (2023): UNRAM journals and research based on science education, science applic Vol 8 No 6 (2022): December Vol 8 No 5 (2022): November Vol 8 No 4 (2022): October Vol 8 No 3 (2022): July Vol 8 No 2 (2022): April Vol 8 No 1 (2022): January Vol. 8 No. SpecialIssue (2022): December Vol 8 No SpecialIssue (2022): December Vol 7 No 4 (2021): October Vol 7 No 3 (2021): July Vol. 7 No. 2 (2021): April Vol. 7 No. 1 (2021): January Vol 7 No SpecialIssue (2021): December Vol. 6 No. 2 (2020): July Vol. 6 No. 1 (2020): January Vol. 5 No. 2 (2019): July Vol. 5 No. 1 (2019): January Vol. 4 No. 2 (2018): July Vol. 4 No. 1 (2018): January Vol. 3 No. 2 (2017): July Vol. 3 No. 1 (2017): January Vol. 2 No. 2 (2016): July Vol. 2 No. 1 (2016): January Vol. 1 No. 2 (2015): July Vol. 1 No. 1 (2015): January More Issue