PENDIPA Journal of Science Education
PENDIPA Journal of Science Education is a peer-reviewed, open-access journal covered all aspect of science and science education. PENDIPA journal welcomes the submission of scientific articles related to mathematics, physics, chemistry, biology, and its educational implementation in a school, higher education and other educational institution. We encourage scientist, lecturer, teacher and student to submit their original paper to the journal. PENDIPA journal is published by Graduate School of Science Education - University of Bengkulu, three times a year on February, June and October
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<![CDATA[Identifikasi Senyawa Hasil Pirolisis Sampah Plastik Polietilen (PET) dan Polietilen berlapis logam (Metallized PET foil) ]]>
<![CDATA[Fannyda, Raidatul]]>;
<![CDATA[Nursaadah, Euis]]>;
<![CDATA[Ruyani, Aceng]]>
<![CDATA[ PendIPA Journal of Science Education Vol 8 No 2 (2024): June ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/pendipa.8.2.261-267
<![CDATA[Indonesia is the second largest contributor of plastic waste in the world with an unmanageable capacity of 3.2 million tonnes each year and 1.29 million tonnes of plastic waste ending up in the ocean. Plastic waste accounted for 16% of the world's marine plastic pollution, which directly contributed greenhouse gas emissions and climate change. Pyrolysis was an effective solution to overcome the processing of plastic waste which produces energy conversion. Pyrolysis is the process of breaking down long chain polymer molecules into smaller molecules through thermal cracking in the absence of oxygen at temperatures above 400°C. Pyrolysis does not release pollutants in the form of particles and CO2 into the atmosphere so it practically does not disturb the environment. This research method was a pyrolysis experiment on Polyethylene terephthalate (PET) plastic waste from mineral water packaging and metal-coated PET (metallized PET foil) from milk and snack packaging. The pyrolysis product was liquid oil with two different types of colors whose compounds were identified using gas chromatography – mass spectrometry (GC-MS). The number of compound components from PET plastic waste pyrolysis products was 58 components with the largest compound component areas being 5-methyl-1-heptene and 1-tridecanol. Meanwhile, the number of compound components from the pyrolysis product of metal-coated PET plastic waste (metallized PET foil) was 56 compound components with the largest compound component areas being 3-methyl-5-undecene and 1-tridecanol.]]>
<![CDATA[DESKRIPSI ANALISIS KEBUTUHAN MEDIA PEMBELAJARAN IPA KELAS VII MTsN 1 SELUMA ]]>
<![CDATA[Junaini, Junaini]]>;
<![CDATA[Nursaadah, Euis]]>;
<![CDATA[Firdaus, M. Lutfi]]>
<![CDATA[ PendIPA Journal of Science Education Vol 8 No 2 (2024): June ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/pendipa.8.2.121-125
<![CDATA[The aim of this research was to analyze the needs of students in science learning at MTsN 1 Seluma, Bengkulu. The method used was a survey via questionnaire with 9 questions given to 30 class VII students. The survey results show that 100% of students have textbooks/handbooks, 100% have smartphones, 93% have difficulty studying material that only comes from books, so 100% of students look for other materials besides books from school to help understand the material. science via the internet, therefore 100% of students need interesting alternative learning media. In science learning, students agree that there is Android-based learning media for science material, especially environmental pollution material. Students want learning to be adapted to current developments and technology, interesting, interactive, and can be accessed anytime and anywhere via smartphone. Implementation of media in the form of Android-based applications can be an alternative to empower students' use of technology and to improve the quality of science learning.]]>
<![CDATA[Penguasaan Konsep dan Kemampuan Pemecahan Masalah Fisika Melalui Model Creative Problem Solving (CPS) Berbantuan Mimind ]]>
<![CDATA[Dua Riong, Maria Bernadetha]]>;
<![CDATA[Haryono, Haryono]]>;
<![CDATA[Supriyadi, Supriyadi]]>;
<![CDATA[Ahmadi, Farid]]>
<![CDATA[ PendIPA Journal of Science Education Vol 8 No 2 (2024): June ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/pendipa.8.2.131-138
<![CDATA[The orientation of physics learning is to hone reasoning skills, solve mathematical problems from simple to complex problems. The aim of this research was to explain the differences in students' mastery of concepts and problem solving abilities through the Creative Problem Solving (CPS) model assisted by mimind and direct instruction. The research method used was true experiment with a pretest posttest control group design. The total sample of 100 people was selected using cluster random sampling technique. Data were analyzed using the Manova test (Multivariate Analysis of Variance) with a significance level of 0.05. The research results show that the values of Pillai's Trace, Wilks' Lambda, Hotelling's Trace, and Roy's largest Root all obtained a value of F = 3.394 with a significance of 0.038 < 0.05. Therefore, it is concluded that there are differences in concept mastery and problem solving abilities between students who use the CPS model assisted by Mimind application and students who use the direct instruction model. The results of this research contribute to the novelty of the CPS model using the mind mapping method through the mimind to the mastery of physics concepts and problem solving abilities.]]>
<![CDATA[Implementasi PBLTerintegrasi TaRL dan CASEL untuk Meningkatkan Peran Aktif dan Hasil Belajar Siswa pada Pembelajaran IPA ]]>
<![CDATA[Mahardika, Nur Istiqlaliyah]]>;
<![CDATA[Muslimah, Mar’atul]]>;
<![CDATA[Nurita, Tutut]]>
<![CDATA[ PendIPA Journal of Science Education Vol 8 No 2 (2024): June ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/pendipa.8.2.114-120
<![CDATA[This classroom action research aimed to improve students' activities and learning outcomes in science learning by using a problem-based learning model that includes TaRL (Teaching at the Right Level) and CASEL competencies. The subject of the research was 34 students from class VIII junior high school at SMP Negeri 1 Gresik. The results of Classroom Action research, which includes classroom observations and learning activity questionnaires, assess student learning outcomes in science learning. Research shows that students' active role increased from 55.52% to 87.61% in cycles one and two, and there was a positive correlation between active role and student learning outcomes, which increased from 23.53% to 82.34%. According to positive student feedback collected through questionnaires, this increase shows that students' active roles and learning outcomes in science learning are supported by learning activities in the problem-based learning model that integrates TaRL and CASEL. This strengthens that this approach is effective in increasing student engagement and learning outcomes in science learning.]]>
<![CDATA[Implementasi Pendekatan CRT untuk Meningkatkan Motivasi Dan Hasil Belajar Peserta Didik Kelas VIII SMPN 13 Madiun ]]>
<![CDATA[Mardiyanti, Nur Eka Agusti]]>;
<![CDATA[Kurdaningsih, Kurdaningsih]]>;
<![CDATA[Sanjaya, I Gusti Made]]>
<![CDATA[ PendIPA Journal of Science Education Vol 8 No 2 (2024): June ]]>
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DOI: 10.33369/pendipa.8.2.126-130
<![CDATA[This research aimed to increase student motivation and learning outcomes. This type of research is Classroom Action Research over 2 learning cycles, which lasts for two meetings, where in one cycle there is one meeting which includes planning, implementation, observation and reflection activities. The research subjects were 31 students from class VIII B at SMPN 13 Madiun. Data collection was carried out using questionnaires, observations and evaluations. The data from this research were processed and analyzed, which showed that the highest student motivation was in the process indicators that were interesting, the learning activity process ran interestingly, and increased students' learning motivation. The learning outcomes of students in cycle 1 obtained an average score of 88.57 and a completeness level of 75%, cycle 2 obtained an average score of 96.07 with a completeness level of 89.29%. The results obtained from cycles 1 and 2 using the CRT approach can be used as input for teachers to increase students' motivation and learning outcomes in learning activities.]]>
<![CDATA[Efektivitas Model Pembelajaran T Efektivitas Model Pembelajaran Teams games Tournament secara Berdiferensiasi dengan Teaching at The Right Level terhadap pengaruh Hasil Belajar Siswa Kelas VIII Materi Unsur Senyawa Campuran: Model Pembelajaran Teams games Tournament secara Berdiferensiasi dengan Teaching at The Right Level ]]>
<![CDATA[Aflah, Naufal Syafa]]>;
<![CDATA[Supardi, Zainul Arifin Imam]]>;
<![CDATA[Alima, Suci]]>
<![CDATA[ PendIPA Journal of Science Education Vol 8 No 2 (2024): June ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/pendipa.8.2.151-154
<![CDATA[This research aimed to determine the effectiveness of the Teams games Tournament (TGT) learning model with a differentiated approach with the TGT Teaching at The Right Level (TaRl) approach to student learning outcomes of Elements, Compounds and Mixtures. This type of research is Classroom Action Research. Research subjects using 1 class VIII SMP were 34 students at SMP Negeri 26 Surabaya. Classroom Action Research by conducting observations and giving Pre-Test and Post-Test questions to students in science learning. In this study, 4 cycles were used, each cycle was carried out in 1 meeting. Cycle 1 and cycle 2 were carried out using a differentiated approach, while cycle 3 and cycle 4 were carried out using TaRl. In the first and third cycles, cognitive diagnostic assessments were carried out by giving pre-tests to students. Based on the results of this research, it was concluded that the TGT learning model activities with the TaRl approach had an influence on increasing student learning outcomes with a level of effectiveness dominated by the Quite Effective criterion of 61%. In fact, the difference in achievement of TGT effectiveness values with a differentiated approach is very significant at 48%. This can be used as a reference for the importance of providing facilities such as learning approaches for students to obtain optimal learning results. ]]>
<![CDATA[Korelasi antara Kemampuan Matematika dan Kemampuan Fisika Dasar pada Mahasiswa Program Studi Pendidikan Ilmu Pengetahuan Alam ]]>
<![CDATA[Aulia Rahmadhani]]>;
<![CDATA[Meili Yanti]]>
<![CDATA[ PendIPA Journal of Science Education Vol 8 No 2 (2024): June ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/pendipa.8.2.146-150
<![CDATA[This study aimed to find out the correlation between mathematics and basic physics ability of Natural Science Education Program students. This study was a correlational study that describes the extent to which two or more quantitative variables are interrelated. The study involved 38 students of the Natural Science Education Program, the Faculty of Science and Education, University of West Sulawesi, who programmed compulsory courses in basic physics and mathematics for the odd semester of the academic year 2023/2024. The results of the study were obtained from the physics ability test and the mathematics ability test, which was then, analyzed using the Spearman correlation test. Before the correlations test, the results were tested for normality first using the Shapiro Wilk test. As for the results of the study, the correlation between the mathematics abilities and the basic physics abilities of the students was rs = 0.7675 which is in the category of strong correlations and positive direction. This suggests that when students' mathematics abilities are high then students' basic physics abilities will be high anyway, just as when students’ mathematics abilities are low then students’ basic physics abilities will be low too.]]>
<![CDATA[Sebuah Pendekatan TaRL terintegrasi Social Emotional Learning (SEL) dengan model PBL untuk meningkatkan minat dan hasil belajar siswa: - ]]>
<![CDATA[Fajri, Nur Lailatul]]>;
<![CDATA[Nurita, Tutut]]>;
<![CDATA[Muslimah, Mar’atul]]>
<![CDATA[ PendIPA Journal of Science Education Vol 8 No 2 (2024): June ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/pendipa.8.2.139-145
<![CDATA[This research was motivated by students low interest and learning outcomes in science learning. The science learning process cannot fully meet students' needs and interests, causing low student learning outcomes. Teaching using the Teaching at The Right Level (TaRL) approach integrated with Social Emotional Learning (SEL) with the Problem Based Learning (PBL) model can facilitate various student learning characteristics and interests. The research aimed to determine the increase in learning interest and learning outcomes in science lessons on Elements, Compounds and Mixtures. This research used Classroom Action Research which was carried out in two cycles with each cycle containing four stages, namely planning, implementation, observation, then ending with reflection. Learning interest data was obtained through a learning interest questionnaire, while learning outcome data was obtained from written tests which were then analyzed quantitatively and qualitatively. The results showed that the average percentage of students' interest in learning before the action was 73.85% (fair) then increased to 79.97% (very high) after the action was given. In learning outcomes, an increase was obtained with an average score of 71.87 with learning completeness of 77.42% in cycle I and 82.19 in cycle II with learning completeness of 90.32%. Therefore, the SEL integrated TaRL approach with the PBL model can increase student interest and learning outcomes.]]>
<![CDATA[Komunikasi Bencana Sebagai Sistem Mitigasi Bencana Hidrometeorologi Akibat Perubahan Iklim di Jakarta ]]>
<![CDATA[Tresnanti, Desratri Timur]]>;
<![CDATA[Kurniadi, Anwar]]>;
<![CDATA[Puspito, Deffi Ayu]]>;
<![CDATA[Widodo, Pujo]]>;
<![CDATA[Kusuma, Kusuma]]>
<![CDATA[ PendIPA Journal of Science Education Vol 8 No 2 (2024): June ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/pendipa.8.2.155-163
<![CDATA[This study highlights the crucial role of communication in managing hydrometeorological disasters in Jakarta, especially in addressing the impacts of climate change such as floods and heat waves. Effective communication, before, during, and after a disaster, has proven vital in reducing disaster risks and impacts. Data from BMKG and BPBD DKI Jakarta indicate that the increase in extreme rainfall and the poor city drainage system exacerbate flood events, while heat waves require specific communication strategies to protect the public from health risks. This study employs a literature review method, collecting data from various scientific literature to develop a comprehensive disaster management concept. The results show that mitigation, preparedness, response, and recovery approaches supported by targeted and inclusive communication can enhance community resilience. Initiatives such as socialization, preparedness simulations, and the use of social media are effective in disseminating information and improving community preparedness. BPBD DKI Jakarta's commitment to collaborating with various parties and utilizing the latest information technology underscores the importance of communication in modern disaster management. These efforts aim not only for short-term mitigation but also to build a more resilient community in facing future climate change challenges.]]>
<![CDATA[Pembelajaran Aktif: Implementasi Pendekatan Experiential Learning Pada Pembelajaran IPA untuk Meningkatkan Hasil Belajar: Implementasi Pendekatan Experiential Learning Pada Pembelajaran IPA untuk Meningkatkan Hasil Belajar Siswa Materi Unsur Senyawa Campuran ]]>
<![CDATA[Nurdiah, Renita Fuji]]>;
<![CDATA[Budiyanto, Mohammad]]>;
<![CDATA[Alima, Siti Aisyah]]>
<![CDATA[ PendIPA Journal of Science Education Vol 8 No 2 (2024): June ]]>
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DOI: 10.33369/pendipa.8.2.164-170
<![CDATA[This study aims to describe active learning through the implementation of experiential learning in improving student learning outcomes. The type of research is Classroom Action Research conducted over 3 learning cycles. Each learning cycle includes the stages of planning, implementation, observation, and reflection. The research subjects were students of class VIII D SMP Negeri 5 Pamekasan as many as 28 students. The research instruments used were test instruments in the form of concept understanding questions and field notes. The data analysis technique used descriptive analysis by calculating the average and percentage of classical completeness on the test of improving student learning outcomes in the three cycles. Student learning outcomes based on the percentage of student completeness increased in cycle 1 by 61% with an average of 66, cycle 2 by 75% with an average of 75 and cycle 3 by 93% with an average of 81. The results obtained from cycle 1, cycle, 2, and cycle 3 of active learning through experiential learning approach in science learning can be a reference for teachers or prospective teachers to improve student learning outcomes.]]>
