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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 662 Documents
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Pengembangan Game Edukasi Sebagai Alat Evaluasi untuk Mendukung Pembelajaran IPA Berbasos Education for Sustainable Development (ESD) Dita Nurul Asyifa; Suroso Mukti Leksono; Septi Kurniasih
PendIPA Journal of Science Education Vol 10 No 3 (2026): July - September
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.10.3.759-766

Abstract

Education for Sustainable Development (ESD) plays a crucial role in supporting the implementation of Sustainable Development Goals (SDGs) within learning environments. However, preliminary research indicates that the integration of ESD ini junior high school science curricula remains suboptimal. Given this context, this study aims to evaluate the validity of, and student responses to, educational games used as assessment tools in ESD-based science learning. The study employs a Research and Development (R&D) methodology utilizing the ADDIE model, limited to the development stage. Expert validation yielded a score of 89.92% (highly valid), while student responses demonstrated an 84.57% positive feedback rate (highly positive). These findings indicate that educational games serve as a valid and effective evaluation tool in science learning.
Pengembangan E – Modul Berbasis Socio Scientific Issues (SSI) Pada Materi Struktur Bumi dan Perkembangannya Untuk Mendukung Kemampuan Literasi Sains Peserta Didik SMP Intan Alia Kusuma; Sjaifuddin Sjaifuddin; Lulu Tunjung Biru
PendIPA Journal of Science Education Vol 10 No 3 (2026): July - September
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.10.3.751-758

Abstract

This research is motivated by observational findings indicating low scientific literacy skills among junior high school students, as well as a lack of teaching materials and pedagogical approaches that have yet to achieve optimal effectiveness. Based on the analysis of these issues, this study aims to evaluate the product's validity and analyze student responses regarding the implementation of an e-module based on Socio-Scientific Issues (SSI) and its development, designed to stimulate scientific literacy. The research follows the Research and Development (R&D) method, utilizing the ADDIE development model, limited to the Analysis, Design, and Development stages. Instrument validity was tested using validation sheets from material experts, media experts, and practitioners. Subsequently, the implementation phase in a small-scale limited trial was conducted by employing questionnaire instruments to gather student responses. The validation results from material experts, media experts, and practitioners reached 90.4%, categorized as 'highly valid.' The student response validation result was 92%, falling into the 'excellent' category. Based on these findings, this SSI-based e-module is declared to have a very high level of feasibility for implementation as an instructional tool to optimize students' scientific literacy skills.
Tingkat Integrasi Pengetahuan Lingkungan dalam Pembelajaran Kimia Oleh Guru Kimia di Kabupaten Aceh Besar Lusiana Dongoran; Adean Mayasri
PendIPA Journal of Science Education Vol 10 No 2 (2026): April - June
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.10.2.605-614

Abstract

This study aimed to determine the level of environmental knowledge integration in chemistry learning conducted by chemistry teachers in Aceh Besar Regency. The study employed a qualitative descriptive approach involving five chemistry teachers from five senior high Schools in Aceh Besar Regency who had completed the Teacher Professional Education Program (PPG) and were selected through purposive sampling. Data were collected through questionnaires, document analysis, and structured interviews. The data were analyzed using the Miles and Huberman interactive model consisting of data reduction, data display, and conclusion drawing. The findings revealed that the integration of environmental knowledge in chemistry learning was categorized as good to very good. The learning implementation aspect obtained the highest percentage (91%) and was classified as very good, followed by teacher attitude (89%), learning planning (86,67%), and learning resources and media (82,67%). Meanwhile, the assessment aspect obtained the lowest percentage (78,67%) and was categorized as good. Document analysis indicated that environmental issues had been integrated into learning objectives, materials, learning activities, learning resources and media, as well as assessment instruments. Interview results further demonstrated that teachers possessed positive awareness the importance of integrating environmental knowledge into chemistry learning. However, the integration tended to remain contextual and had not yet fully developed into learning activities that emphasize in-depth environmental problem-solving.
Pengaruh Penggunaan Media Pop-Up Book Berbantuan Magic Card Pada Materi Sistem Tata Surya Terhadap Kemampuan Kognitif Siswa Annisa Rahmawati; Sjaifuddin; Liska Berlian
PendIPA Journal of Science Education Vol 10 No 2 (2026): April - June
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.10.2.586-595

Abstract

Kemampuan kognitif siswa merupakan tujuan utama dari upaya adanya pendidikan yang sangat penting sekali untuk dimiliki. Salah satu faktor rendahnya hasil kemampuan kognitif siswa yang terjadi di lapangan disebabkan oleh kurangnya penggunaan media pembelajaran yang tepat. Tujuan penelitian ini yaitu untuk mengetahui pengaruh penggunaan media Pop-Up Book berbantuan Magic Card terhadap kemampuan kognitif siswa pada materi Sistem Tata Surya. Penelitian ini dilakukan di MTs Al-Khairiyah Pontang menggunakan 2 kelas yaitu kelas kontrol dan kelas eksperimen dengan masing-masing 30 siswa. Penelitian ini menggunakan jenis penelitian kuantitatif dengan desain yang dipakai Quasy Experimental dengan menggunakan rancangan Nonequivalent Control Group Design. Hasil Uji Independent Sample T-Test yang telah dilakukan untuk menguji hipotesis, mendapatkan hasil Sig. (2-tailed) bernilai 0,000 (<0,05), yang menunjukkan penolakan terhadap H₀ dan penerimaan H₁ dengan interpretasi adanya pengaruh signifikan. Hal ini menunjukan bahwa terdapat pengaruh penggunaan media Pop-Up Book Berbantuan Magic Card terhadap kemampuan kognitif siswa. Nilai rata-rata pretest kelas eksperimen 31 dan nilai rata-rata posttest 83. Nilai rata-rata pretest kelas kontrol 27 dan nilai rata-rata posttest 73. Nilai N-Gain sebesar 75,02% dengan kriteria cukup efektif. Hasil angket respon siswa sebesar 82%.
Pengaruh Penerapan Model Problem Based Learning Berbasis Socio-Scientific Issue Pada Materi Sistem Pernapasan Terhadap Kemampuan Berpikir Kritis Siswa SMA Yunita Cahya Rani; Afreni Hamidah; Husmayani Muny Putri
PendIPA Journal of Science Education Vol 10 No 2 (2026): April - June
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.10.2.596-604

Abstract

This study aims to determine the effect of implementing a Problem-Based Learning (PBL) model based on Socio-Scientific Issues (SSI) on respiratory system material on students’ critical thinking skills. The method used is a quantitative approach with a quasi-experimental design and a non-randomized control-group pre-test post-test design. The research subjects were 11th-grade students in Class F at SMAN 6 in Jambi City, with an essay test used as the instrument to measure critical thinking skills. Data analysis was conducted using a One-Way ANCOVA test to determine the significant effect of the treatment. The results showed that the implementation of SSI-based PBL had a significant effect on improving students’ critical thinking skills compared to the PBL model alone, with an effect size of 0.76, which falls into the large category. Thus, the SSI-based PBL model can serve as an effective learning alternative to enhance high school students’ critical thinking skills.
Pengembangan Bahan Ajar Kimia Interaktif Berbasis Proyek dan Etnosains untuk Meningkatkan Kemampuan Berpikir Kreatif Mahasiswa pada Pengajaran Laju Reaksi Eva Pratiwi Pane; Ady Frenly Simanullang; Ivan Samuel; Sunggul Pasaribu; Bernard Simanjuntak; Dian Arisetya
PendIPA Journal of Science Education Vol 10 No 2 (2026): April - June
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.10.2.615-622

Abstract

Project-based learning is a learning strategy where students must build their own content knowledge and demonstrate new understanding gained through various forms of representation. Learning containing ethnoscience based on local wisdom, invites students to be close to their surrounding environment and be able to understand the phenomena that occur around them so that they can create a generation of products that are responsive and sensitive to the social and cultural environment of the nation. Chemistry learning can be integrated into ethnoscience because it involves contextual experiences in everyday life about local wisdom as learning materials and phenomena that exist in society. This study aims to develop interactive teaching materials based on projects and ethnoscience on the material of reaction rates that can improve students' creative thinking skills. This study uses the type of Research and Development (R&D) development research, with the ADDIE model. Data collection techniques are observation techniques, written tests, questionnaires and documentation. The results of the study obtained: (1) The proportion of students' creative thinking skills completion in the experimental class and control class is more than 75%; (2) The average creative thinking skills of students using interactive teaching materials based on projects and ethnoscience on the material of reaction rates is greater than the completion value.; (3) Analysis of two-way tests proves that the application of interactive project-based and ethnoscience-based teaching materials on reaction rate material has an effect on students' creative thinking skills; (4) Analysis of the N-Gain test of the experimental class and control class shows a moderate increase, namely 0.4 and 0.3.
Penerapan pembelajaran berdiferensiasi konten melalui model pembelajaran jigsaw untuk meningkatkan keterampilan berpikir kritis siswa Relly Kristi Yanto Suan; Fakhruddin; Aurelia Astria L. Jewaru; Markus Simeon K. Maubuthy
PendIPA Journal of Science Education Vol 10 No 2 (2026): April - June
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.10.2.632-638

Abstract

This study aimed to determine the difference in the improvement of students’ critical thinking skills between content differentiated learning through the jigsaw learning model and the jigsaw learning model without content differentiation, as well as to determine the effectiveness of content differentiated learning on students’ critical thinking skills. This study employed an experimental method with a Pretest-Posttest Control Group Design. The sample consisted of two classes at SMA Negeri 1 Fatuleu Tengah, namely the experimental class and the control class. Data collection techniques included critical thinking tests, observations, and documentation. Data analysis used normality tests, homogeneity tests, initial equivalence tests using Mann–Whitney, and Mann–Whitney U tests. The results showed that the initial abilities of both classes were relatively equivalent with a significance value of 0.319 (>0.05). After treatment, the posttest results obtained a significance value of 0.032 (<0.05), indicating a significant difference between the experimental and control classes. Therefore, content differentiated learning through the jigsaw model proved to be more effective in improving students’ critical thinking skills than the jigsaw model without content differentiation.
Pengaruh Model Pembelajaran Think Pair Share Berbantuan Powerpoint Interaktif Terhadap Pemahaman Konsep Materi Interaksi Antara Komponen Penyusun Ekosistem Apria Rizki Pratiwi; Zenia Lutfi Kurniawati; Ruqoyyah Nasution; Nelda Anasthasia Serena; Suparno Putera Makkadafi
PendIPA Journal of Science Education Vol 10 No 2 (2026): April - June
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.10.2.623-631

Abstract

This study aimed to determine the effect of the Think Pair Share (TPS) learning model assisted by interactive PowerPoint on students’ conceptual understanding of interactions among ecosystem components in Grade VII of SMP Negeri 7 Samarinda. This research employed a quasi-experimental method with a Non-Equivalent Control Group Design. The sample consisted of Class VII A as the experimental group and Class VII B as the control group, each consisting of 24 students. The sampling technique used was purposive sampling. Data were analyzed using normality tests, homogeneity tests, the Independent Sample t-test, and N-Gain analysis. The results showed that the average post-test score of the experimental class was 81, which was higher than that of the control class 66. The N-Gain analysis revealed an average score of 0.49 in the experimental class and 0.29 in the control class. Furthermore, the Independent Sample t-test showed a significance value of 0.000 < 0.05. Based on these findings, it can be concluded that the Think Pair Share (TPS) learning model assisted by interactive PowerPoint has a significant effect on students’ conceptual understanding in Grade VII of SMPN 7 Samarinda.
Pengaruh Model Pembelajaran Game Based Learning (GBL) Menggunakan Media Kuis Family 100 Berbasis Digital Canva terhadap Hasil Belajar Siswa Kelas VII pada Mata Pelajar IPA di SMP Negeri 4 Samarinda Meisuari Indah Permata Sari; Jailani Jailani; Elsje Theodora Maasawet; Sonja Verra Tinneke Lumowa
PendIPA Journal of Science Education Vol 10 No 2 (2026): April - June
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.10.2.646-653

Abstract

The rapid development of educational technology requires innovative learning approaches to improve students' learning outcomes; however, the implementation of Game Based Learning (GBL) is still rarely applied in science learning at SMP Negeri 4 Samarinda. This study aimed to determine the effect of the Game Based Learning (GBL) model using a Canva-based digital Family 100 quiz on the learning outcomes of seventh-grade students on the topic of organization of life. The study employed a quasi-experimental method with a pretest-posttest non-equivalent control group design involving 50 students. The results showed that the average post-test score of the experimental class was higher than that of the control class, and the Independent Sample t-test yielded a significance value of 0.022 (<0.05). Therefore, the Game Based Learning (GBL) model using a Canva-based digital Family 100 quiz had a significant effect on students' learning outcomes and can be used as an alternative interactive and innovative learning approach.
Efektivtias Model Pembelajaran Problem Based Learning (PBL) dengan Bantuan ZEP Quiz Terhadap Hasil Belajar Peserta Didik Kelas VII Nurul Risma Widyawati; Sri Purwati; Ruqoyyah Nasution; Nelda Anasthasia Serena; Suparno Putera Makkadafi
PendIPA Journal of Science Education Vol 10 No 2 (2026): April - June
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.10.2.639-644

Abstract

The problem of low student learning outcomes in science education is the driving force behind this study. This condition is caused by a teacher-driven learning process and the use of traditional teaching materials, which makes students tend to be passive and have difficulty understanding complex ideas. The purpose of this study is to disseminate the impact of the PBL learning paradigm on the learning outcomes of seventh-grade students at SMPN 1 Sangasanga using ZEP Quiz. This study used a non-equivalent control group design and a quasi-experimental quantitative methodology. The experimental and control classes, consisting of research participants, were selected through purposive sampling. Test instruments in the form of pretests and posttests were used to collect data, and descriptive and inferential statistics were used for analysis. The learning outcomes of the experimental group were significantly higher than those of the control group, according to the study findings. At a significance threshold of 0.05, the Independent Samples T-Test produced a t-count score (9.166) which was higher than the t-table (2.011) and was reinforced by a sig. (2-tailed) score of 0.000. This finding projects that students at SMPN 1 Sangsanga can grow their learning outcomes by using the PBL approach by using the ZEP Quiz.

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