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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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Digital Extension Strategies for Empowering Rice Farmers in West Bangka Regency Admid The Agricultural of Era 4.0 Transformation Yulia; Robika; Fika Dewi Pratiwi
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.v12i6.15543

Abstract

Agricultural extension plays a strategic role in empowering farmers through non-formal education, particularly in the era of the Agricultural 4.0 transformation, characterized by rapid developments in information technology and digital innovation. This study aims to analyze digital extension strategies in empowering rice farmers in West Bangka Regency, especially in Tebing Village, Kelapa Sub-district. The research employed a qualitative descriptive method using questionnaires distributed to 30 rice farmers selected purposively. The study focuses on farmer characteristics and the role of agricultural extension workers in strengthening farmer empowerment through digital-based communication and information systems. The findings reveal that the characteristics of farmers, including age, formal education, non-formal education, farming experience, and land ownership status, are generally categorized as moderate (40%) in influencing empowerment levels. Meanwhile, the role of extension workers was considered highly significant (80%) in supporting farmer empowerment. In the context of the digital era, extension workers increasingly function not only as facilitators and motivators but also as digital mediators who introduce farmers to information technology, online agricultural marketing, weather and price information systems, and social media-based communication platforms. The integration of digital tools enables farmers to access agricultural knowledge more efficiently, improve decision-making processes, and strengthen market connectivity. This study concludes that digital extension strategies are essential in enhancing the capacity and independence of rice farmers amid the Agricultural 4.0 transformation. The utilization of information technology and digital communication can strengthen agricultural productivity, expand farmers’ access to information, and support sustainable rural agricultural development in West Bangka Regency.
Global Research Trends on Augmented Reality in Science Education: A Bibliometric Analysis (2020–2025) Rahmia Tulljanah Rahmi; Wahyuni Mulia Helmi; Rahmatia Wulan Dari; Riri Marfilinda; Meria Ultra Gusteti
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.v12i5.15560

Abstract

This study uses a bibliometric approach to analyze global research trends regarding the use of Augmented Reality (AR) in science education in the period 2020–2025. Data was obtained from the Scopus database as of July 16, 2025 using the keywords "augmented reality" and "science" searched for titles, abstracts, and author keywords, resulting in 223 initial documents. After going through a systematic screening process based on inclusion and exclusion criteria, including publication type, peer-review status, language, and time span, 102 articles were obtained that were worthy of further analysis. The analysis was carried out using VOSviewer through the stages of data extraction, cleaning, network construction, and visualization. The results of the study show that the study of AR in science education has increased significantly, especially in the 2020–2024 period with a peak in 2024. The largest contributions of publications come from Turkey, Indonesia, the United States, Malaysia, Taiwan, and China, reflecting the global spread of the field. The main journals that are the publication sites include Computers & Education, Education and Information Technologies, and Interactive Learning Environments. The co-word analysis revealed three dominant themes, namely: (1) the effectiveness of AR in improving student learning outcomes, (2) the challenges and development of AR implementation in education, and (3) the role of teachers, student involvement, and evaluation practices in AR-based learning. Meanwhile, the analysis of the co-authorship network showed that there were several clusters of cross-institutional and cross-country collaboration with a number of key authors acting as liaison. In conclusion, AR is not only seen as a technological innovation, but also as a pedagogical strategy that is able to increase motivation, understanding of concepts, and learning interactions in science education.
Augmented Reality in Child Education: A Bibliometric and Trend Analysis of Global Research (2015–2025) Yelva Nofriyanti; Andika Bayu Putra; Desmawati Roza; Evi Desmariani; Meria Ultra Gusteti
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.v12i6.15569

Abstract

This study aims to bibliometrically analyze publication trends, collaboration patterns, and research development directions regarding Augmented Reality (AR) in children's education. Data was obtained from the Scopus database on July 16, 2025 with the keywords "augmented reality, education, learning, teaching", which resulted in 178 initial documents and, after going through the exclusion inclusion screening process, were selected into 71 articles. All data were verified and analyzed using VOSviewer through citation map construction, keyword visualization, author collaboration, and publication distribution by journal, institution, and country. The results show that publications on AR in children's education increased significantly in the period 2015–2025, with a peak in 2024, as well as emerging research hotspots in interactive learning activities, language learning, early childhood education, and support for children with special needs such as Autism Spectrum Disorder (ASD). The collaborative analysis confirms the major contributions of Asian countries, particularly Indonesia, Turkey, Malaysia, and Taiwan, in the development of this literature. Overall, the findings confirm that AR plays an important role in increasing children's motivation, engagement, concept understanding, and social-emotional interaction, although they still face obstacles in the form of limited infrastructure, digital literacy of educators, and lack of longitudinal research. Therefore, further research with a more rigorous design, more diverse participants, and a focus on sustainability and curriculum integration is needed to optimize the implementation of AR as a pedagogical innovation in children's education.
The Effect of Arabica Coffee Extract (Coffea arabica L.) on the Expression of Inflammatory Biomarkers and Histopathological Features of the Liver-Pancreas in Alloxan-Induced Diabetic Mice Suyarta Efrida Pakpahan; Putri Miftahur Rizki; Putri Najwa Az-Zahra; Rendi Ramdhani
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.v12i6.15586

Abstract

Diabetes mellitus is a chronic metabolic disorder characterized by persistent hyperglycemia, oxidative stress, inflammation, and organ damage, particularly in the liver and pancreas. This study aimed to evaluate the antidiabetic and hepatoprotective effects of Arabica coffee extract (Coffea arabica L.) in alloxan-induced diabetic mice. Thirty male mice were divided into five groups consisting of a negative control, a positive control treated with glibenclamide, and three treatment groups receiving Arabica coffee extract at concentrations of 50%, 75%, and 100% for 21 days. Chlorogenic acid content was analyzed using High-Performance Liquid Chromatography (HPLC), while blood glucose levels and liver histopathology were assessed after treatment. The results showed that chlorogenic acid content reached 20.8% in the tubruk extract and 16.9% in the macerated extract. Administration of Arabica coffee extract significantly reduced blood glucose levels, with the highest reduction observed in the 100% extract group (65% on day 14 and 62% on day 21). Histopathological examination revealed improvement in liver tissue architecture, characterized by reduced parenchymatous degeneration, hydropic degeneration, and necrosis compared with the negative control group. These findings suggest that Arabica coffee extract possesses antihyperglycemic and hepatoprotective activities and may serve as a promising natural therapeutic agent for diabetes mellitus management
Integrating the Engineering Design Process into STEM-Based Physics Education: A Systematic Literature Review of Research Trends, Implementation, and Effectiveness Putri Flamonia; Lilik Hasanah; Winny Liliawati; Irma Rahma Suwarma
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.v12i7.15601

Abstract

Research on integrating the Engineering Design Process (EDP) into STEM-based physics education has expanded, but prior reviews have generally examined STEM or EDP broadly, while a recent physics-focused review primarily synthesized learning impacts. An integrated map linking publication trends, implementation contexts, student-designed products, outcome measures, and evidence of effectiveness remains limited. This systematic literature review addresses that gap by analyzing peer-reviewed studies published from 2021 to 2026. Following PRISMA 2020, searches of Scopus and SpringerLink identified 1,442 records; 27 studies met the eligibility criteria. Study characteristics were extracted using a structured form and synthesized through descriptive frequency analysis and qualitative thematic synthesis. Effectiveness was determined from the direction and consistency of statistically supported quantitative findings and analytically supported qualitative findings rather than from the frequency of outcome variables alone. The evidence shows that quantitative designs were most common (40.74%), studies were concentrated in Turkey, China, and Indonesia, and 92.59% were conducted at elementary or secondary levels. Regular classrooms accounted for 62.96% of implementation contexts. Student products were dominated by engineering structures, robotics and automated systems, and energy-related devices. Cognitive outcomes, especially higher-order thinking skills, were assessed most frequently, while affective and performance outcomes received less attention. Across heterogeneous designs, STEM-EDP produced predominantly positive findings for problem-solving, critical and creative thinking, engagement, self-efficacy, engineering design, collaboration, and product performance. However, short-term classroom interventions and limited higher-education and cocurricular evidence constrain generalization. These results provide a context-process-product-outcome map for designing and evaluating STEM-EDP physics learning.
Integrating STEM and Deep Learning in Renewable Energy Learning to Foster Elementary Students’ Scientific Literacy Najla Delfina Andarawan; Wati Sukmawati
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.v12i6.15602

Abstract

This study examined the implementation of STEM-based Deep Learning in fostering elementary school students’ scientific literacy on the topic of renewable energy. A quantitative approach with a one-group pretest-posttest design was employed. The participants were 29 sixth-grade students from an elementary school in East Jakarta. Data were collected using a 20-item scientific literacy test covering conceptual and contextual understanding of renewable energy and were analyzed using the Rasch Model with the stacking technique in Winsteps. The results showed an overall increase in students’ scientific literacy after the learning intervention, as indicated by higher posttest measures compared to pretest measures for most students. STEM-based Deep Learning was implemented through contextual and project-based activities that engaged students in exploring renewable energy concepts, collaborating in groups, assembling simple renewable energy models, and presenting their work. These learning experiences encouraged students to connect scientific concepts with real-life situations and actively participate in the learning process. The findings suggest that STEM-based Deep Learning can support the development of scientific literacy in elementary science learning, particularly on renewable energy topics. Further studies involving larger samples and comparison groups are recommended to strengthen the evidence regarding its effectiveness.
Bridging Science and Vocational Skills: An Analysis of Kurikulum Merdeka Implementation in Islamic High Schools Roy Ekanala
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.v12i7.15628

Abstract

This study analyzes the implementation of Kurikulum Merdeka in bridging science education and vocational skill development at an Indonesian Islamic high school. Utilizing a qualitative case study approach, the research examines how project-based learning integrates theoretical scientific concepts with practical vocational applications. The principal results reveal that interdisciplinary projects, such as transforming used cooking oil into aromatic candles and producing natural-dye batik, successfully translate chemical principles into market-oriented entrepreneurial competencies. This integration significantly enhances student creativity, cultural appreciation, and collaborative problem-solving. However, the implementation faces notable challenges, including limited teacher readiness for interdisciplinary pedagogical design, project time management issues, and resource constraints. The study concludes that while the curriculum effectively dismantles the traditional academic-vocational dichotomy, its sustained success depends on targeted professional development for teachers, robust institutional scaffolding for project governance, and strategic resource allocation. These findings provide actionable insights for optimizing competency-based education in faith-based institutions.
The Effect of Finger Mathematics and Audiovisual Materials on the Understanding of Multiplication Concepts Among Students with Mild Dyscalculia in Elementary School Martin Restuningsih; Eges Triwahyuni; Eric Dwi Putra
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.v12i7.15641

Abstract

Mathematics is a crucial intellectual tool in daily life and serves as the foundation for various academic disciplines. This issue is also faced by students at SDN Patemon 01 Jember, including those with mild dyscalculia. Based on the author’s observations, data revealed that 10% of students experience difficulties with numerical learning. The objective of this study is to examine the influence of Jarimatika and audiovisual media on the concept of multiplication among students with mild dyscalculia. This study was designed as an experimental study aimed at tracing the impact of applying the Jarimatika method and using audiovisual media on students’ cognitive abilities. Based on the results of data analysis and discussion in this study, it can be concluded that the application of the Jarimatika method (X1) and audiovisual media (X2) has a positive and significant effect, both partially and simultaneously, on students’ understanding of the concept of multiplication (Y). The synergy of this integrative approach has proven effective as an instructional remediation strategy, contributing 61.2% of the total effect (R² = 0.612), while the remainder is influenced by factors outside the research model. This combination involves sensory coordination through tactile-kinesthetic finger movement activities and visual-auditory stimulation from digital displays.
The Effectiveness of Mind Mapping on Students' Memory and Critical Thinking in the Concept of the Life Cycle Concept in Elementary School Akhmad Jali; Eges Triwahyuni; Eric Dwi Putra
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.v12i7.15643

Abstract

The ideal goal of IPAS instruction is to create a meaningful learning environment. The IPAS curriculum is designed to foster a deep understanding of the natural phenomena occurring in students’ surroundings. Reality in the field often reveals a gap; for example, at SDN Tanggul Kulon 01, the researcher found evidence of low student memory, characterized by their difficulty in correctly sequencing the stages of a life cycle. The objective of this study is to test the effectiveness of Mind Mapping on students’ memory and critical thinking. This study was designed as an experimental study aimed at investigating the effectiveness of applying the Mind Mapping method on students’ memory and critical thinking. This was evidenced by the results of the t-test, which showed a significant difference in the mean posttest scores between the experimental class and the control class for both dependent variables (p < 0.05). Furthermore, testing the effect size using Cohen’s d coefficient yielded a value of 0.98 for the memory variable and 0.89 for the critical thinking variable, where both results fall within the criteria for a large effect. The integration of spatial visualization, color usage, and keywords in mind maps proved capable of optimizing students’ dual brain functions in encoding and constructing science material in a meaningful way.
The Relationship Between Science Literacy and Critical Thinking Skills Among Students at Public Senior High Schools in Bone Regency Andi Nurhidayah; Eda Lolo Allo; 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.v12i6.15648

Abstract

This study aims to analyze the relationship between students’ science literacy and critical thinking skills regarding buffer solutions. This study employs a quantitative approach using a correlational method analyzed through simple linear regression. The study population consists of all students at State Senior High Schools in Bone Regency, with samples randomly selected from one class at each school. The instruments used include a science literacy test based on PISA indicators and a critical thinking skills assessment based on Ennis’s indicators. Data were analyzed using classical assumption tests, followed by Spearman’s rank correlation and regression analysis.  The results of the data analysis using the Spearman rank test showed a correlation coefficient of 0.882 with a significance value of 0.000 < α = 0.05. Meanwhile, the results of the linear regression test yielded a correlation coefficient of 0.901 with a significance value of 0.000 < α = 0.05. These results indicate that there is a significant relationship between students’ science literacy and their critical thinking skills. Science literacy makes a positive contribution to the improvement of critical thinking skills; thus, the higher the students’ science literacy, the better their critical thinking skills.

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