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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 6,940 Documents
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Quizalize-Based Digital Assessment for Learning Motivation and Critical Thinking in SDG 4-Oriented IPAS Learning Tri Mei Suci Setyaningsih; Ngatmini Ngatmini; Joko Sulianto
Jurnal Penelitian Pendidikan IPA Vol 12 No 9 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i9.15823

Abstract

Developing a valid and effective digital assessment instrument is essential for supporting SDG 4-oriented elementary education. This study aimed to develop and evaluate a Quizalize-based digital assessment instrument for measuring students' learning motivation and critical thinking skills in IPAS learning. A Research and Development (R&D) approach using the ADDIE model was employed, comprising the analysis, design, development, implementation, and evaluation stages. Data were collected through observations, interviews, expert validation sheets, student response questionnaires, the ARCS learning motivation questionnaire, and a Higher-Order Thinking Skills (HOTS)-based critical thinking test. Expert validation yielded a feasibility score of 91.11%, while the practicality test involving 30 fourth-grade students produced a score of 90.21%, indicating that the instrument was highly feasible and highly practical. Effectiveness testing involved 60 fourth-grade students, consisting of 30 students in the experimental group and 30 students in the control group. Critical thinking scores increased from 54.53 to 83.13, while the experimental group demonstrated significantly higher learning motivation than the control group (M = 76.77 vs. 66.57). Findings indicate that the Quizalize-based assessment instrument is feasible, practical, and effective for supporting digital assessment of learning motivation and critical thinking in elementary IPAS learning.
Development of Comic-Assisted Interactive Media to Improve Learning Outcomes on Lithosphere Material in Grade X Geography: A Contribution to Quality Education (SDG 4) Maria Magdalena; Zelhendri Zen; Abna Hidayati; Ulfia Rahmi
Jurnal Penelitian Pendidikan IPA Vol 12 No 10 (2026): In Press
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i10.15853

Abstract

Lithosphere processes are difficult to observe directly, while teacher-centered instruction and static media limit students' conceptual understanding. This study developed comic-assisted interactive media for Grade X geography and evaluated its validity, practicality, and effectiveness. Research and development followed the ADDIE model. The product was created with Lumi Education as an H5P Interactive Book that integrated sequential comics, interactive videos, image hotspots, and quizzes with immediate feedback. Three experts assessed validity; one geography teacher and students evaluated practicality in small-group and whole-class trials; and 36 students participated in a one-group pretest-posttest evaluation. The media was highly valid for material (95.00%), media design (100.00%), and language (98.00%). Practicality was also high for the teacher (98.00%) and students in both the small-group and whole-class trials (97.00%). The mean score increased from 60.67 to 89.63; the Wilcoxon signed-rank test indicated a significant paired difference (p < .001), and the mean normalized gain was 0.73 (high). These findings indicate that the media is valid, practical, and potentially effective for supporting visualization, self-assessment, and teacher-facilitated discussion of lithosphere concepts
Needs Analysis for the Development of Phyphox-Based Mobile Learning in Physics Education at Vocational High Schools Ari Prananda; Ismet Ismet; Leni Marlina
Jurnal Penelitian Pendidikan IPA Vol 12 No 9 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i9.15859

Abstract

This study aims to analyze the learning needs of 10th-grade students at SMKN 1 Prabumulih regarding physics measurement topics and to assess their readiness and acceptance of Phyphox-based mobile learning for developing Science Process Skills (SPS). A quantitative descriptive approach was employed, with data collected through a 15-item needs analysis questionnaire distributed online via Google Forms to 109 students from four vocational programs. The questionnaire covered smartphone ownership, perceptions of physics learning, learning barriers, laboratory frequency, technology acceptance, and SPS-based mobile learning feature needs. Results indicate that 99.10% of students own a personal smartphone and 90.80% are permitted to use it for learning. Although 98.20% of students (71.60% rarely and 26.60% never) did not receive adequate laboratory experience, 61.50% believed hands-on experiments were the most effective learning method. Technology acceptance reached 92.70% despite 94.50% having never used Phyphox. Additionally, 75.2% strongly needed SPS-based self-directed learning materials, and 52.30% desired comprehensive features integrating step-by-step guides, real-time data displays, and interactive interfaces. These findings confirm that Phyphox-based mobile learning is technically feasible, pedagogically necessary given documented deficits in students' SPS, and socially acceptable, providing a strong empirical foundation for the development of PhysicsLab mobile learning in vocational physics education
The Effectiveness of Canva-Based Interactive Learning Media Integrated with the ARCS Instructional Design Model on Elementary Students' Learning Interest and Learning Outcomes Lichia Rachmat; Darmansyah Darmansyah; Zelhendri Zen; Rayendra Rayendra
Jurnal Penelitian Pendidikan IPA Vol 12 No 10 (2026): In Press
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i10.15870

Abstract

This study examined the effectiveness of Canva-based interactive learning media integrated with the ARCS (Attention, Relevance, Confidence, and Satisfaction) instructional design model in improving learning interest and learning outcomes in Natural and Social Sciences (IPAS) among elementary school students. A quantitative approach using a quasi-experimental pretest–posttest control group design was employed. The participants consisted of 34 third-grade students, including 17 students in the experimental group and 17 students in the control group. The experimental group learned using Canva-based interactive media integrated with the ARCS model, whereas the control group received instruction using conventional PowerPoint media. Data were collected using learning achievement tests and learning-interest questionnaires and analyzed using appropriate inferential statistical tests. The results showed that the experimental group achieved significantly higher learning outcomes (M = 86.17) than the control group (M = 77.79), t(32) = 5.021, p < .001. Learning interest was also significantly higher in the experimental group (M = 117.59) than in the control group (M = 101.12), t(32) = 2.884, p < .05. These findings indicate that Canva-based interactive learning media integrated with the ARCS instructional design model is effective in improving elementary students' learning interest and learning outcomes.
Surface Carbon Stock Estimation Using Geospatial-Based Stock Difference Method in Sungai Kakap District, Kubu Raya Regency Agus Sudiro; Paiman Paiman; Rosanti Rosanti; Muhammad Haikal Parabi; Muhammad Aprizal
Jurnal Penelitian Pendidikan IPA Vol 12 No 10 (2026): In Press
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i10.15912

Abstract

Carbon stock assessment is a critical component of climate change mitigation, particularly in coastal areas experiencing rapid land-use change. This study aims to estimate aboveground carbon stocks, potential CO₂ emissions, and the economic value of carbon across various land use and land cover (LULC) types in Sungai Kakap District, Kubu Raya Regency, West Kalimantan, Indonesia. A geospatial stock-difference approach was used by integrating land use/land cover maps with carbon emission factors for each LULC category. Carbon stocks were calculated by multiplying the area of each land use class by its respective carbon density, while potential CO₂ emissions were estimated using the IPCC conversion factor (44/12). The economic value of carbon was determined using a carbon price of USD 5 per ton of CO₂. The study results show that the total aboveground carbon stock reached 3.197.198,96 tons of carbon, with an estimated potential emission of 11.723.062,86 tons of CO₂ and a total carbon economic value of USD 15.985.994,81. Mangrove ecosystems contributed the largest carbon stock (1.141.154,51 tons of C), followed by agricultural land (828.861,07 tons of C) and forest formations (620.751,79 tons of C). Consequently, mangroves also exhibit the highest CO₂ emission potential and carbon economic value among all land use classes. These findings highlight the strategic importance of mangrove and forest conservation while promoting sustainable land management to maintain carbon storage, reduce greenhouse gas emissions, and enhance the economic benefits of ecosystem services. Integrating geospatial analysis with carbon valuation provides a practical framework to support low-carbon development and evidence-based land-use planning in coastal landscapes
The Role of Augmented Reality (AR) and Virtual Reality (VR) in Enhancing Conceptual Understanding and Student Engagement in Chemistry Education: A Literature Review Azmir Djauhari; Ucia Mahya Dewi; Arlin Maya Sari; Nurul Afni Sinaga
Jurnal Penelitian Pendidikan IPA Vol 12 No 10 (2026): In Press
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i10.15948

Abstract

This study reviews the effectiveness of Augmented Reality (AR) and Virtual Reality (VR) in chemistry education, with a focus on conceptual understanding and student engagement. The study used a literature review approach. Data were collected by reviewing articles on Augmented Reality (AR) and Virtual reality (VR). The literatures used in this study is based on secondary data, specifically research articles from scientific journals and conference proceedings. The selected articles were limited to those published between 2025 and 2026. A total of 12 national and international journal articles were analyzed, gathered using the Publish or Perish 8 application and sourced through Google Scholar. The analysis indicates that Augmented Reality (AR) and Virtual Reality (VR) offer strong potential to improve both understanding and engagement in chemistry learning. The findings reveal that AR and VR significantly enhance students’ understanding of abstract chemistry concepts by providing interactive three-dimensional visualizations of atomic structures, molecular geometry, and chemical processes. These technologies enable students to explore complex phenomena more effectively than conventional methods, resulting in improved learning outcomes and a reduction in misconceptions.
Analysis of the Characteristics of AC-BC Mixtures Incorporating Extracted Asbuton Modified with Waste Engine Oil and Low-Density Polyethylene (LDPE) Using the Marshall Method Dhea Anggreny Dewatary; I Dewa Made Alit Karyawan; Ratna Yuniarti; Hasyim Hasyim
Jurnal Penelitian Pendidikan IPA Vol 12 No 9 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i9.15961

Abstract

Asbuton is an abundant indigenous resource in Indonesia. However, its application in road construction remains limited due to its non-uniform physical properties. Variations in bitumen content, hardness, and mineral composition resulting from natural formation processes reduce its effectiveness as an asphalt binder. This study aimed to evaluate the mechanical and volumetric properties of Asphalt Concrete–Binder Course (AC-BC) mixtures incorporating extracted Asbuton modified with waste engine oil and Low-Density Polyethylene (LDPE) using the Marshall method. The test results showed that the extracted Asbuton did not satisfy the technical specifications and was therefore modified with 7% waste engine oil and LDPE contents of 0%, 0.5%, 1.0%, 1.5%, and 2.0%. The combination of 7% waste engine oil and 0.5% LDPE exhibited the best binder performance. Subsequently, the Optimum Asphalt Content (OAC) was determined through Marshall testing of AC-BC mixtures incorporating of 50% Modified Asbuton (MA) using 15 specimens. The determined OAC was then used to evaluate the properties of AC-BC mixtures with varying MA contents of 0%, 25%, 50%, 75%, and 100%, with 15 specimens prepared for each binder ratio. The results indicated that the mixture containing 50% MA exhibited the best overall mechanical and volumetric performance, achieving the highest stability and Marshall Quotient (MQ).
Development of Think Pair Share Learning Model Assessment in English Subjects on the Oral Communication Ability of Students to Support Sustainable Development Goal (SDG) 4: Quality Education Meria Fitriwati; Alwen Bentri; Abna Hidayati; Nofri Hendri; Rayendra Rayendra
Jurnal Penelitian Pendidikan IPA Vol 12 No 10 (2026): In Press
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i10.15990

Abstract

This study aimed to develop a Think Pair Share-Based Speaking Assessment Model (TPS-SAM) to improve the oral communication skills of Grade X Madrasah Aliyah students while supporting the implementation of Sustainable Development Goal (SDG) 4 on Quality Education. The study employed a Research and Development (R&D) approach using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation. The product comprised a teacher guide, speaking assessment rubric, observation sheet, student task sheet, scoring template, and student reflection sheet, all integrated into the Think Pair Share learning syntax. Product validity was evaluated using Aiken’s V, while reliability was examined using Cronbach’s Alpha and Intraclass Correlation Coefficient (ICC). Practicality was assessed through teacher and student response questionnaires, whereas effectiveness was determined using a one-group pretest–posttest design, normalized gain (N-Gain), paired sample t-test, and Cohen’s d. The results indicated that the developed model was highly valid (Aiken’s V = 0.92), highly reliable (Cronbach’s Alpha = 0.93; ICC = 0.91), and highly practical based on teacher (95.5%) and student (95.0%) responses. Students’ oral communication skills improved significantly, with the mean score increasing from 61.43 to 84.67, an N-Gain of 0.60 (moderate), a significant paired sample t-test (p < 0.001), and a large effect size (Cohen’s d = 1.82). These findings indicate that TPS-SAM is a valid, practical, and effective assessment model for enhancing students’ oral communication skills and supporting authentic assessment practices in English language learning.
Supporting SDG 4 through Teaching Factory Readiness: A CIPP Evaluation with POAC Analysis at Vocational High School Windi Fauzia Gusmita; M. Giatman; Titi Sriwahyuni; Jonni Mardizal
Jurnal Penelitian Pendidikan IPA Vol 12 No 9 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i9.15991

Abstract

Teaching Factory (TEFA) connects school-based vocational learning with authentic industrial practices. However, variations in its implementation indicate the need for a comprehensive evaluation of institutional readiness. This study evaluated TEFA implementation readiness at State Vocational High School (SMK) 2 Padang using the Context, Input, Process, and Product (CIPP) model as the principal quantitative evaluation framework. The Planning, Organizing, Actuating, and Controlling (POAC) framework was applied as a qualitative analytical lens for interpreting managerial practices rather than as a separate quantitative measurement. A convergent mixed-methods design was employed. Quantitative data were collected through questionnaires administered to Grade XI students in the TKJ, BDR, and MPLB programmes, while qualitative data were obtained through interviews with three TEFA coordinators, observations, and institutional documents. Overall institutional readiness reached 76.5% and was categorized as Ready. Input achieved the highest score (79%), followed by Product (78%), Context (76%), and Process (73%). Qualitative POAC analysis indicated that planning, organizational arrangements, and programme implementation had been established, whereas controlling remained comparatively weak, particularly in monitoring, documentation, evaluation, and follow-up. Therefore, strengthening managerial control, continuous quality assurance, and industry collaboration is essential for ensuring sustainable TEFA implementation
Effectiveness of Mobile Devices-Based Problem Based Learning on Students' Computational Thinking Skills in Informatics Learning Athriza Diana; Yeka Hendriyani; Thamrin Thamrin; Fadhilah Fadhilah; Rezi Elsya Putra
Jurnal Penelitian Pendidikan IPA Vol 12 No 9 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i9.16015

Abstract

This study aims to develop and examine the effectiveness of a Mobile Devices-based learning medium integrated with Problem Based Learning (PBL) to improve students' Computational Thinking Skills (CTS) in Informatics learning at SMP Negeri 21 Padang. The development followed the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). This research used a quantitative approach with a Quasi-Experimental Pretest-Posttest Control Group Design, involving 60 grade IX students (30 in the experimental class and 30 in the control class) selected through cluster random sampling. Data were collected using media and material validation sheets, teacher and student practicality questionnaires, and a Computational Thinking Skills test. The results showed that media expert validation obtained an Aiken's V of 0.886 (88.61%) and material expert validation obtained 0.882 (88.20%), both in the Very Valid category. The practicality test showed 90.00% (teacher) and 93.80% (student) responses, both in the Very Practical category. The Independent Sample t-Test on posttest scores showed tcount = 10.864 > ttable = 2.002 (p < 0.05), indicating a significant difference between the experimental and control classes. The N-Gain score of the experimental class (0.680, moderate category) was higher than that of the control class (0.265, low category). Thus, the Mobile Devices-based learning medium integrated with PBL is valid, practical, and effective in improving students' Computational Thinking Skills in Informatics learning.

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