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PENDIPA Journal of Science Education
Published by Universitas Bengkulu
ISSN : 20869363     EISSN : 26229307     DOI : -
Core Subject : Science, Education,
Chemistry Education Mathematics
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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Articles 566 Documents
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Profil Kemampuan Argumentasi Lisan Berbasis Socioscientific Issues Mahasiswa Pendidikan IPA pada Mata Kuliah Mikrobiologi Annisa Novianti Taufik; Liska Berlian; Atep Iman; Risa Tarisa
PendIPA Journal of Science Education Vol 6 No 3 (2022): July - October
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.6.3.832-838

Abstract

This study aims to determine the profile of students' oral argumentation skills based on Socioscientific Issues in the Microbiology course. This type of research is a descriptive study in order to obtain an overview of the quality of oral arguments of sixth semester students. The sampling technique used was purposive sampling, totaling 37 students of science class 2017. The instruments used were audio recordings and anecdotal notes. The assessment of the quality of students' oral arguments is based on the Toulmin's Argumentation Pattern (TAP) pattern which consists of claim, data, warrant, backing, and rebuttal elements. The results showed that science students had the quality of oral argumentation which was still at level 1 where student arguments only consist of simple claims with opposing claims obtaining a percentage of 12%,, level 2 had a percentage rate of 88% while level 3%, level 4% and level 5% of 0% means scientific argumentation ability science students are still relatively low. This finding will be the basis for researchers to evaluate the learning program that has been applied in the Microbiology course and become the basis for further research related to learning strategies in improving the oral argumentation skills of prospective science teachers.
PENGEMBANGAN VIDEO ANIMASI BERBASIS POWTOON MATERI GAYA DALAM MENINGKATKAN HASIL BELAJAR IPA SISWA SD Putri Rahadian Dyah Kusumawati; Anggi Aprilliantika
PendIPA Journal of Science Education Vol 6 No 3 (2022): July - October
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.6.3.853-858

Abstract

The goal of this study was to develop a Powtoon animated video on Force material. The subjects of this study were fourth-grade students at elementary school SDN Kendaga Larangan Brebes. This research used the ADDIE (Analyze, Design, Development, Implementation, and Evaluation) development model. The methods of data collection used were tests for the students. Data were analyzed with a quantitative descriptive approach. Animated video meets validation by material experts in the proper category and media experts in the feasible category. Animated videos are also effective in improving students' science learning outcomes.
Conceptual Validation of Project Based Learning in Buffer Solution Peri Oktiarmi; Muhammad Rusdi; Rayandra Asyhar
PendIPA Journal of Science Education Vol 7 No 1 (2023): February
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.7.1.6-13

Abstract

This research was applied to the project learning model of supporting learning materials at high school SMAN 3 Jambi City. The learning model in the 2013 curriculum must fulfill the five steps scientific approach namely Observing, Asking, Experimenting, Collecting data, and Communicating, which is the goal of a learning model like this to make students understand learning well, educational design-based research that adopts the substance of the formative evaluation type with the characteristics of substance experts in procedural assessment, one-on-one evaluation, small group evaluation and field presentation. The concept of formative evaluation can be integrated with research and development method. The Project Based Learning (PjBL) model in Buffer Solution was using a development process type with a hybrid theory-based approach and directing eight-step practice. The theoretical steps are identifying data sources, collecting data and analyzing data, while the practical steps are generating model ideas, describing models, validating concepts and practitioners and formulating recommendations for testing models. The product was validated by a team of experts which includes practitioner validation to see the practicality of using the product being developed. A small group test was carried out to see the application of the product being developed. The results showed that learning chemistry using the PjBL model could increase the activity and results of students' chemistry learning on the concept of buffer solutions. The increase in student chemistry learning outcomes in the buffer solution concept can also be observed based on the value in general of the learning outcomes obtained by students in cycle I of 68.09 increased to 74.81 in cycle II and % completion in the classical way from 39.39 percent increased to 87.88 percent and this fulfills the marker of success is classical completeness reaching 85 percent with Minimum Completeness Criteria of 70.
Dampak Multidimensi: Degradasi Lingkungan di Nigeria Remir Joseph Eklou; I Dewa Ketut Kerta Widana; Suwito
PendIPA Journal of Science Education Vol 7 No 1 (2023): February
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.7.1.1-5

Abstract

Over the years, the Nigerian government has not given the necessary attention to environmental problems. As a result, environmental resources have suffered the consequences for decades and this remains one of the most complex problems in Nigeria. This study aims to describe the multidimensional impact of environmental degradation in Nigeria. This research was conducted qualitatively using a descriptive research design. The data analysed in this study were obtained from secondary sources in the form of books and scientific journals that were published and were relevant to the topic discussed. This study shows that environmental degradation is a major problem that must be addressed by all levels of Nigerian society. This study presents several recommendations that can be implemented to improve environmental management in Nigeria.
Description of Comprehension, Perceptions, and Challenges of Science Teachers' Formative Assessment Practice in Wonosobo Ismun Nisa Nadhifah; Agista Sintia Dewi Adila; Ayu Lestari
PendIPA Journal of Science Education Vol 7 No 1 (2023): February
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.7.1.14-23

Abstract

Many studies have demonstrated the effectiveness of formative science assessments, which were utilized in education in many industrialized nations as recently as two decades ago. The adoption of formative assessment procedures in Indonesia has, however, fallen short of expectations due to a number of factors, including the teachers' lack of understanding, preconceptions, and various challenges. Using an exploratory descriptive qualitative methodology, this study aimed to establish how teachers understand and perceive formative assessment, as well as the various implementation issues they experience in the classroom. Chi-square analysis was utilized to determine the correlations between the ordinal variables. The data were gathered through an online survey followed by interviews with five teachers possessing various profiles. It was determined that teachers' conceptual understanding and perceptions of formative assessment fell into the "fairly good" category, demonstrating that they had a clear understanding of the concept and favorable perceptions of it. There was significant evidence of the relationship between training and comprehension and between comprehension and the frequency of applying formative assessments in science learning. However, the teachers admitted that they had not regularly used formative assessments in the classroom. The biggest challenges, according to teachers, were too many students, a lack of time, a lack of practical knowledge, and insufficient or inappropriate training.
Pengembangan Media Pembelajaran Mobile Learning Berbasis Android Pada Pembelajaran IPA di Kelas VIII SMP/MTs Tema Makananku Kesehatanku Desma Laelasari; Lukman Nulhakim; Adi Nestiadi
PendIPA Journal of Science Education Vol 7 No 1 (2023): February
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.7.1.24-32

Abstract

This research was conducted because of the difficulties experienced by students in learning, especially in the use of learning resources, teaching materials, or learning tools in the classroom. The conclusion of the interview with the resource person, namely the eighth grade science teacher, was that the learning resources available at school, especially for natural science learning, are still very minimal. Student books, student worksheets, and power points are still often used by teachers to deliver learning materials. WhatsApp is one of the technological intermediaries that students must use to learn independently during pandemic conditions, so students do not understand the material presented, especially science. This affects the process, objectives, and learning outcomes of students. In addition, the delivery of learning materials has not been integrated, so it takes a long time to develop one basic competency. The purpose of this study is to determine the validity of android-based mobile learning media for science learning in grade 8 (grade eight) junior high school or MTs with the theme of "my food, my health." The Borg and Gall R&D model was adapted by Sugiyono and modified by the author into five stages, including potential and problems, collecting data, designing products, validating product designs, and improving final product designs. Based on the results of data analysis, the expert validation score is included in the "very valid" category and can be used in science learning, with a percentage of findings of 84% from the results of material validation, 84.8 percent from media validation, and 86.6 percent from teacher assessment.
Technological Pedagogical Content Knowledge (TPACK): Survey Persepsi pada Mahasiswa Calon Guru IPA Ayu Lestari; Dea Santika Rahayu
PendIPA Journal of Science Education Vol 7 No 1 (2023): February
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.7.1.33-42

Abstract

Technological Pedagogical Content Knowledge (TPACK) refers to a combination of three crucial elements: pedagogical knowledge, content knowledge, and the integration of technology used by teachers in the learning. TPACK knowledge is needed to improve the quality of pre-service science teachers. This study aims to describe the perceptions of pre-service science teachers regarding TPACK knowledge. This research was survey research using a quantitative descriptive method involving 60 students at Universitas Tidar. Data were collected using a self-assessment questionnaire containing 31 items that include 7 (seven) TPACK indicators, namely Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPACK). Data were analyzed within 3 (three) stages, i.e. data reduction, data display, and drawing conclusions. Furthermore, the data were converted into qualitative assessment criteria to describe the perceptions of pre-service science teachers. The results showed that the TPACK knowledge of pre-service science teachers was categorized as good. The findings are expected to be a reference in improving the education program.
PERSEPSI PESERTA DIDIK TERHADAP GAMIFIKASI DALAM PEMBELAJARAN: STUDI KASUS DI SMA SANTO PAULUS PONTIANAK Suliono Suliono; Indri Astuti; Afandi
PendIPA Journal of Science Education Vol 7 No 1 (2023): February
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.7.1.58-63

Abstract

This study aims to determine the students' perceptions of SMA Santo Paulus Pontianak regarding the application of gamification in chemistry learning. The research is a case study with a survey method conducted at SMA Santo Paulus Pontianak. The study was conducted on 302 students in class X. Students' perceptions of gamification were surveyed using the Q-method Analysis instrument. A guided free interview technic used to confirm the questionnaire results and obtain additional information or clarify gaps in the questionnaire results. The results of this research as a whole get an average survey result (approval of positive statements and disagreement of negative) of 78.2%, which indicates that students have positive perceptions with good categories on the application of gamification in chemistry learning. The conclusion from the results of this study is that the application of gamification makes teaching and learning activities fun. Aspects of gamification provide a variety of learning activities. Students are motivated to achieve the best possible learning outcomes because of the competitive and collaborative nature fostered by numerous positive feedbacks and reinforcements.
Analys of student contraints in completing integral topics Nia Maharani
PendIPA Journal of Science Education Vol 7 No 1 (2023): February
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.7.1.53-57

Abstract

Mathematics is one of the compulsory subjects in semester 1 of the Computer Systems major. In this course there is an integral topic. Based on interviews conducted by researchers with semester 1 students from class of 2022 at the beginning of the study, the questions on integrals were difficult to solve. This study aims to analyze qualitatively with the help of quantitative data in the form of tests given to 40 students to review what obstacles students have experienced so far in solving integral problems. This study gave the results of student constraints, including the lack of understanding of students in understanding the basic concept of the integral itself. Integral is anti-derivative so this is the initial basis for understanding integrals. The next obstacle is the lack of students' mathematical skills, namely the operation to equalize the denominator for fractions and the lack of accuracy in calculations. The cause of the constraints mentioned above is the lack of independent problem exercises carried out by students outside of mathematics lecture hours so that students' mastery of concepts is lacking. The development of learning methods later is expected to minimize the above constraints.
PENGEMBANGAN MEDIA PEMBELAJARAN ARTICULATE STORYLINE BERBASIS INQUIRY LEARNING PADA MATERI PENCEMARAN AIR DALAM MENUMBUHKAN KEMAMPUAN BERPIKIR KREATIF SISWA SMP Tri Utami Setianingrum -; Lulu Tunjung Biru; Adi Nestadi
PendIPA Journal of Science Education Vol 7 No 1 (2023): February
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.7.1.43-52

Abstract

Based on the results of interviews conducted with several schools in Serang City, the use of instructional media commonly used by teachers tends to be less attractive and less varied. Learning media that are less attractive can be overcome by developing articulate storyline learning media and can foster the creative thinking skills of junior high school students. This development research aims to determine the efficiency level of inquiry learning-based articulate storyline learning media on water pollution in cultivating creative thinking skills for seventh grade junior high school students. The research method used in this research is Research and Development, in accordance with the needs of researchers by being limited to the dissemination stage until limited trials of the product being developed. This study used instruments in the form of validation questionnaire sheets and also student response questionnaires to determine the efficiency level of articulate storyline learning media. Data analysis used is qualitative data and quantitative data. The results of this study indicate that the level of efficiency in developing inquiry learning-based articulate storyline learning media on water pollution material is assessed by validating material experts to get a percentage of 84% and is included in the very valid category, media expert validation gets a percentage value of 79% and is included in the valid category, and practitioner expert validation gets a percentage of 83% and is included in the very valid category. As well as the results of student responses also show a percentage value of 91.75% and are included in the very good category, so the use of articulate storyline learning media based on inquiry learning on water pollution material is very efficient and practical for use by students in the learning process.

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