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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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pengaruh pendekatan Joyful Learning terintegrasi Sustainable Development Goals (SDGs) melalui model Project-Based Learning (PjBL) terhadap kreativitas dan hasil belajar siswa kelas VIII SMP Negeri 21 Samarinda Panca Selfi Agustina; Ruqoyyah Nasution; Elsje Theodora Maasawet; Suparno Putera Makkadafi; Vandalita Maria Magdalena Rambitan
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.10.3.736-744

Abstract

Penelitian ini dilatarbelakangi oleh perlunya penerapan pembelajaran yang dapat meningkatkan kreativitas dan hasil belajar siswa melalui kegiatan yang aktif, menyenangkan dan bermakna. Penelitian ini bertujuan untuk mengetahui pengaruh pendekatan Joyful Learning terintegrasi Sustainable Development Goals (SDGs) melalui model Project-Based Learning (PjBL) terhadap kreativitas dan hasil belajar siswa kelas VIII SMP Negeri 21 Samarinda pada materi sistem pernapasan. penelitian ini merupakan penelitian kuantitatif dengan menggunakan metode quasi experiment dengan desain Non-Equivalent control group design. Sampel penelitian terdiri atas kelas VIII B sebagai kelas eksperimen dan kelas VIII C sebagai kelas kontrol yang dipilih menggunakan Teknik purposive sampling. Pengumpulan data dilakukan melalui kuesioner kreativitas dan tes hasil belajar. analisis data dilakukan menggunakan uji normalitas, uji homogenitas, uji N-Gain, dan uji One Way ANOVA. Hasil penelitian menunjukkan bahwa kreativitas siswa pada kelas eksperimen lebih tinggi dibandingkan kelas kontrol dengan presentase masing-masing sebesar 82,78% dan 56,43%. Hasil uji One Way ANOVA menunjukkan nilai signifikansi 0,000 < 0,05. Selain itu, rata-rata N-Gain hasil belajar kelas eksperimen sebesar 0,81 (kategori tinggi) lebih tinggi dibandingkan kelas kontrol sebesar 0,65 (kategori sedang). Hasil uji One Way ANOVA pada hasil belajar juga menunjukkan nilai signifikansi 0,000 < 0,05. Berdasarkan hasil penelitian, dapat disimpulkan bahwa pendekatan Joyful learning terintegrasi SDGs melalui model PjBL berpengaruh terhadap kreativitas dan hasil belajar siswa kelas VIII SMP Negeri 21 Samarinda pada materi sistem pernapasan.
Pengaruh Model Pembelajaran Problem Based Learning Berbantuan Media Flashcard Berbasis Gamifikasi terhadap Kemampuan Pemecahan Masalah dan Hasil Belajar Siswa pada Mata Pelajaran IPA Kelas VII Ehva Pahria Ummul Khaer; Jailani; Sri Purwati; Suparno Putera Makkadafi; Vandalita Maria Magdalena Rambitan
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.10.3.726-735

Abstract

Low student science learning outcomes are characterized by low learning engagement, poor problem-solving skills, some students not yet mastering basic material, and the failure to implement media-assisted Problem-Based Learning (PBL) learning models. This study aims to determine the effect of the Problem-Based Learning model, assisted by gamification-based flashcards, on students' learning outcomes and problem-solving abilities in seventh-grade science. The study used a quantitative approach with a quasi-experimental design and a pretest-posttest nonequivalent control group design. The sample was selected using purposive sampling, with 50 students from grades VII-8 as the control class and VII-9 as the experimental class. Data analysis was performed using the N-Gain test and independent samples t-test. The results showed that the average N-Gain for the control and experimental classes were in the moderate category, at 0.58 and 0.63, respectively. The independent samples t-test obtained a significance value of 0.000 < 0.05 for problem-solving ability and 0.032 < 0.05 for learning outcomes, thus rejecting H₀ and accepting Hₐ. Based on these results, it can be concluded that the implementation of the Problem-Based Learning model assisted by gamified flashcard media has an impact on students' problem-solving abilities and learning outcomes in the science subject of ecology and biodiversity in seventh grade.
Pengaruh Kecerdasan Emosional dan Minat Belajar Terhadap Hasil Belajar Pada Mata Pelajaran Ipa di SMP Negeri 6 Cilegon Kelas VII Annisa Nurul Wahidah; Sjaifuddin; Trian Pamungkas Alamsyah
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.10.3.721-725

Abstract

The researchers at SMP Negeri 6 Cilegon hope to investigate how EQ and passion in learning affect students' performance in scientific classes. This study employs a survey methodology and employs methods of data analysis such as regression and correlation, making it quantitative in character. The Slovin formula was used to determine the sample size, which consisted of 163 individuals selected by the Simple Random Sampling method. This study's population included all 273 seventh graders of SMP Negeri 6 Cilegon. The emotional intelligence and learning interest variables were assessed using questionnaires, whereas the science learning outcomes variables were determined using grades from the odd semester report cards. In order to analyze the data, multiple linear regression analysis was used. According to the results, there is a partial, positive, and significant relationship between emotional intelligence and science learning outcomes at SMP Negeri 6 Cilegon. This relationship is supported by a t-value of 4.282 and a significance level of (0.000 < 0.05). Similarly, learning interest also has a partial, positive, and significant effect on science learning outcomes at this school, with a t-value of 3.868 and a significance level of (0.000 < 0.05). These two independent variables make up 20.4% of the scientific learning outcomes, whereas the remaining proportion is impacted by additional factors that are beyond the purview of this study.
Pengembangan Lembar Aktivitas Murid Berorientasi Problem Based Learning untuk Melatihkan Keterampilan Berpikir Kritis pada materi Hidrolisis Garam Nova Apriliyaningtias; Bertha Yonata
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.10.3.767-774

Abstract

This study aimed to develop a Problem-Based Learning-oriented Student Activity Sheet on the topic of salt hydrolysis and to determine its suitability for fostering students' critical thinking skills. The study employed the Research and Development (R&D) method using the 4D model—comprising the define, design, develop, and disseminate stages—though implementation was limited to the development stage. A limited trial involved 20 Phase F students at SMA Widya Darma Surabaya. Data were collected via validation sheets, student response questionnaires, student activity observation sheets, critical thinking skills tests, and knowledge tests. Analysis revealed that the product achieved a validity mode of 4, falling into the "good" category. Practicality was demonstrated by a student response rate of 98.61% and a student activity rate of 96.59%, both falling into the "very strong" category. Effectiveness was reflected in a critical thinking skills N-Gain score of 0.81 (high category) and a classical mastery rate of 85% for knowledge outcomes. Based on these results, the Problem-Based Learning-oriented Student Activity Sheet is deemed suitable for use as a teaching resource to foster critical thinking skills regarding salt hydrolysis.
Kajian Tingkat Risiko Kerusakan Komponen Jalan Rel Menggunakan Metode Failure Mode and Effect Analysis (FMEA) : Studi Kasus Divre IV Tanjung Karang Kristianto Usman; Agilia Rahma Winata; Nurwanda Sari; Febriyadi
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.10.3.816-826

Abstract

This study applies the Failure Mode and Effect Analysis (FMEA) method, supported by expert opinion, to identify and prioritize damage risks in railway track superstructure components consisting of rails, sleepers, and fastening systems. The case study was conducted on the Divre IV Tanjung Karang railway section at KM 16+00-KM 20+00 using a descriptive quantitative approach. The analysis translates field observations and expert judgments into Severity, Occurrence, and Detection scores to calculate the Risk Priority Number (RPN). The results show that horizontal rail wear, rail-head defects, and cracks at welded joints are the most critical failure modes in rail components; broken sleepers are the main risk in sleeper components; and missing/vandalized fastenings and broken fastenings are critical risks in fastening components. Failure modes were categorized into high risk (RPN > 150), moderate risk (RPN 121-150), and low risk (RPN <= 120). The recommended mitigation emphasizes integrated preventive and corrective maintenance through routine inspection, condition monitoring, control of track geometry and loading, and timely repair or replacement of critical components to improve track infrastructure reliability and railway safety.
Implementasi Model Pembelajaran Sorogan-Bandongan pada Materi Asam Basa untuk Meningkatkan Pemahaman Konsep Peserta Didik Nur Khofifah; Rinaningsih
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.10.3.782-788

Abstract

This study examines the implementation of the Sorogan-Bandongan learning model, which integrates individual learning with traditional teaching methods in the context of acid-base subject matter. This research was conducted to examine and measure the extent to which students' conceptual understanding improved following the implementation of this learning model. This study employs a pre-experimental method with a One Group Pretest-Posttest design, involving 36 eleventh-grade students of SMA Negeri 1 Menganti as research subjects. Research data were collected through instruments in the form of test sheets consisting of a pretest and posttest. The Sorogan-Bandongan learning stages applied included: independently reading material and completing tasks on a handout (Sorogan), administering a diagnostic test, teacher-led delivery of subject matter, completing Student Worksheets in groups (Bandongan), class discussion for content reinforcement (Bandongan), and administering a final test. The research findings indicate a fairly significant improvement in students' conceptual understanding, as reflected in the rise of the average pretest score from 52.57 to 88.09 on the posttest. This achievement is further supported by an N-Gain score of 0.75, which falls within the high category, indicating that the implementation of the Sorogan-Bandongan learning model was successful and effective in promoting the improvement of students' conceptual understanding, making it a potential alternative teaching approach in chemistry education.
Pengaruh Implementasi Project-Based Learning Berbasis Praktikum Sederhana Terhadap Hasil Belajar Kognitif Mata Pelajaran Biologi Pada Siswa Kelas XI SMA Negeri 1 Bongan Siti Maria Mawar Dinata; Masitah Masitah; Akhmad Akhmad; Suparno Putera Makkadafi; Oktavianus Tae B.N
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.10.3.775-781

Abstract

Biology learning equipped with practicum can help students develop a further way of thinking. Based on the results of observations at SMA Negeri 1 Bongan, it is known that Biology activities have not been carried out optimally due to the limited facilities and infrastructure in the school. This study aims to determine the effect of the implementation of Project-Based Learning (PjBL) model based on simple practicum on the cognitive learning outcomes of Biology subjects in grade XI students of SMA Negeri 1 Bongan. This study uses a quantitative approach with the Quasi Experimental Design method and the Pre-test–Post-test Non-Equivalent Control Group Design design. The research sample consisted of 40 students divided into an experimental class and a control class, each totaling 20 students, with a sampling technique using purposive sampling. Data collection was carried out through cognitive learning outcome tests in the form of Pre-test and Post-test. Data analysis included the Shapiro-Wilk normality test, the Levene's Test homogeneity test, the N-Gain test, and the hypothesis test using the Mann-Whitney U Test. The results showed that the average Pre-test score of the  experimental class was 50.5 and the control class was 49, while the average Post-test score of the  experimental class was 82.75 and the control class was 77.5. The results of the N-Gain calculation showed that the experimental class obtained an average score of 0.67 and the control class 0.56, both of which were in the medium category. The results of the Mann-Whitney test on the Post-test data obtained a significance value (Sig. 2-tailed) of 0.028 < 0.05. Thus, it can be concluded that the implementation of Project-Based Learning based on simple practicum has a significant effect on the cognitive learning outcomes of Biology subjects in grade XI students of SMA Negeri 1 Bongan.
Persepsi Mahasiswa terhadap Evaluasi Proyek Berbantuan Generative Artificial Intelligence pada Mata Kuliah Pengembangan Praktikum IPA Septi Kurniasih; Vica Dian Aprelia Resti; Adi Nestiadi; Suroso Mukti Leksono
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.10.3.789-796

Abstract

The rapid advancement of Generative Artificial Intelligence (GenAI) has transformed assessment practices in higher education, particularly in project-based learning. However, empirical evidence regarding students' perceptions of AI-assisted project assessment in preservice science teacher education remains limited. This study aimed to investigate students' perceptions of AI-assisted project assessment implemented in the final examination of the Science Practicum Development course. A descriptive survey design with a quantitative approach was employed. The participants consisted of 90 undergraduate students enrolled in the Science Education Study Program, Faculty of Teacher Training and Education, Universitas Sultan Ageng Tirtayasa, Indonesia. Data were collected using a 10-item Likert-scale questionnaire and analyzed descriptively through means, percentages, and standard deviations. The findings revealed that students generally held positive perceptions toward AI-assisted project assessment, with all questionnaire items obtaining mean scores above 3.90. The highest-rated indicators were AI's ability to support idea generation (M = 4.32) and its role in encouraging critical thinking during project completion (M = 4.32). Students also perceived that AI improved project quality, promoted autonomous learning, and did not diminish their understanding of course content. Nevertheless, 5% of the respondents strongly disagreed that AI helped them complete the project effectively, while 13% did not believe that using AI enhanced their readiness for their future teaching profession. These findings suggest that although AI-assisted project assessment is well accepted by preservice science teachers, its effectiveness depends on students' AI literacy, critical thinking skills, and clear institutional guidelines for responsible AI use. Therefore, integrating AI into project-based assessment should be accompanied by the development of AI literacy, ethical awareness, and reflective practices to better prepare future science teachers for AI-integrated educational environments.
Pengaruh Pendekatan Deep Learning Berbasis PJBL Materi Fungi Berbantuan Media Kahoot Terhadap Hasil Belajar dan Keaktifan Siswa Pada Pembelajaran Biologi SMA Kelas X Novia Nabila Ramadhana Novia; Jailani; Masitah; Ruqoyyah Nasution; Suparno Putera Makkadafi; Arifai
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.10.3.797-805

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh pendekatan Deep Learning berbasis PjBL berbantuan media Kahoot terhadap hasil belajar dan keaktifan siswa pada materi Fungi di kelas X SMA Negeri 13 Samarinda. Penelitian ini menggunakan pendekatan kuantitatif dengan metode quasi-experimental dalam bentuk pretest-posttest control group design. Populasi penelitian berjumlah 267 siswa dengan sampel 60 siswa, kelas X-1 sebagai kelas eksperimen dan X-6 sebagai kelas kontrol yang dipilih melalui teknik purposive sampling. Data dikumpulkan melalui tes hasil belajar dan lembar observasi keaktifan siswa, kemudian dianalisis menggunakan uji normalitas, uji homogenitas, uji independent sample t-test, dan uji N-Gain. Hasil penelitian menunjukkan rata-rata pre-test dan post-test kelas kontrol sebesar 34,00 dan 66,67 sedangkan kelas eksperimen sebesar 41,83 dan 82,83. Uji independent sample t-test menunjukkan pengaruh signifikan terhadap hasil dengan nilai signifikansi 0,000 (<0,05) dan terhadap keaktifan siswa sebesar 0,030 (<0,05). Nilai N-Gain kelas eksperimen sebesar 0,7099 termasuk kategori tinggi, sedangkan kelas kontrol sebesar 0,4998 termasuk kategori sedang. Dengan demikian, pendekatan Deep Learning berbasis PjBL berbantuan media Kahoot lebih efektif dalam meningkatkan hasil belajar dan keaktifan siswa pada pembelajaran Biologi kelas X di SMA Negeri 13 Samarinda.  
Bioprospeksi Lokal: Desain Pembelajaran Biologi Berbasis Potensi Hayati Dan Bioteknologi Tradisional Tomi Hidayat; Elmiyati Elmiyati
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.10.3.827-834

Abstract

Bioprospeksi lokal berpotensi mendukung pendidikan biologi kontekstual dengan mengintegrasikan sumber daya biologis, pengetahuan lokal, dan bioteknologi tradisional ke dalam pembelajaran yang bermakna. Studi konseptual ini bertujuan untuk mengembangkan desain pembelajaran biologi berbasis bioprospeksi lokal dengan memanfaatkan sumber daya biologis Bengkulu–Sumatra. Tinjauan Pustaka Sistematis (SLR) dilakukan menggunakan publikasi yang terindeks Scopus dan SINTA dari tahun 2020 hingga 2025 yang berfokus pada etnobotani, etnosains, bioteknologi tradisional, dan pendidikan biologi berbasis kearifan lokal. Sintesis tersebut mengidentifikasi flora endemik, tanaman etnomedisinal, dan bioteknologi tradisional sebagai sumber belajar potensial yang menghubungkan konsep biologi dengan konservasi keanekaragaman hayati dan pemanfaatan sumber daya yang berkelanjutan. Berdasarkan temuan ini, studi ini mengusulkan model Etnosains–Pembelajaran Berbasis Masalah (PBL) yang mengintegrasikan eksplorasi keanekaragaman hayati, rekonstruksi ilmiah, pemecahan masalah, dan refleksi etika. Model yang diusulkan memberikan landasan konseptual untuk mengembangkan kurikulum biologi, materi pengajaran, dan kegiatan laboratorium dalam program Pendidikan Biologi.  

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