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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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Supporting Sustainable Development Goal 4 Through Scientific Argumentation: A Mixed-Methods Study of High School Students' Argumentation Skills on Acid–Base Concepts Shella Befi Wahyuning; Muhammad Haris Effendi; Wilda Syahri; Kriswantoro
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.v12i7.16032

Abstract

Scientific argumentation is an essential competency in 21st-century science education because it enables students to construct claims supported by evidence and scientific reasoning. This study aimed to analyze the scientific argumentation skills of senior high school students on acid–base concepts and identify the factors influencing these skills. A mixed-methods approach with a sequential explanatory design was employed involving 216 Grade XI students from SMA Negeri 1 and SMA Negeri 5 Jambi City, Indonesia. Quantitative data were collected using an essay test based on Toulmin's Argumentation Pattern (TAP), while qualitative data were obtained through classroom observations, questionnaires, and interviews with teachers and students. Quantitative data were analyzed using descriptive statistics, one-way ANOVA, and Tukey HSD tests, whereas qualitative data were analyzed using the Miles and Huberman interactive model. The findings revealed significant differences in students' argumentation skills among the six classes (F = 21.63, p < 0.001). Students from SMA Negeri 1 generally demonstrated higher levels of argumentation, predominantly at Levels 4 and 5 of the Toulmin framework, whereas students from SMA Negeri 5 were distributed across Levels 1 to 5, indicating greater variation in argumentation quality. The qualitative findings showed that conceptual understanding, active participation in classroom discussions, critical thinking skills, and a learning environment that encourages scientific dialogue were the primary factors influencing students' argumentation skills. These findings highlight the importance of integrating learning activities that explicitly foster claim–evidence–reasoning construction to strengthen students' scientific argumentation and support quality science education.
A Review: Improving Conceptual Understanding of Prospective Teacher Students Through an Interactive Web-Based STEM-PjBL Physics Material Model Aris Doyan; Susilawati; Ahmad Harjono; Holis Angga Saputra
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.v12i7.16053

Abstract

This literature review examines the development of an interactive, web-based instructional model integrating Science, Technology, Engineering, and Mathematics with Project-Based Learning (STEM-PjBL) for physics material, aimed at improving the conceptual understanding of prospective (pre-service) teacher students. Following the PRISMA 2020 protocol, 336 records were identified from Scopus- and SINTA-indexed databases and other sources; after removing duplicates and screening for relevance, 20 primary studies published between 2018 and 2025 were included in the qualitative synthesis. The review finds that web-based STEM-PjBL models consistently improve conceptual understanding, critical thinking, and problem-solving skills, with reported effect sizes ranging from moderate to high (Cohen's d = 0.72–1.85; N-gain 0.30–0.59). Interactivity, authentic project design, and technology-enhanced pedagogical content knowledge (TPACK) emerge as the strongest predictors of learning gains among prospective teachers. Gaps remain in longitudinal evaluation, adaptive/AI-supported personalization, and standardized instruments for measuring conceptual change. The review proposes a conceptual web-based STEM-PjBL physics model and recommends directions for future research and development.

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