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Natural: Jurnal Ilmiah Pendidikan IPA
Published by Universitas Sarjanawiyata Tamansiswa
ISSN : 23550813     EISSN : 25794078     DOI : -
Core Subject : Education,
Education
Natural: Jurnal Ilmiah Pendidikan IPA offers an interdisciplinary forum for the publication of original peer-reviewed, contributed and invited research articles of the highest quality that address different topics of science education with implications for improving and enhancing science education practices and theories. The topics involves biology, chemistry, physics, as well as some applications pedagogy and teacher development. The journal provides an invigorating and informative variety of research papers that expand and deepen our theoretical understanding. It also provides practice and policy based implications in the relevant contexts of science education. Published biannualy, the journal employs a rigorous peer review process. We do not accept manuscripts which are not easily understandable in English or do not address our major focus.
Arjuna Subject : -
Articles 5 Documents
 1 
Search results for , issue "Vol 11 No 2 (2024)" : 5 Documents clear
Efektivitas Modul Ajar menggunakan Model Pembelajaran POE untuk Meningkatkan Keterampilan Proses Sains Peserta Didik Rosalina, Amalia; Miriam, Sarah; Qamariah
N A T U R A L: Jurnal Ilmiah Pendidikan IPA Vol 11 No 2 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/natural.v11i2.18164

Abstract

Science process skills are essential for students in physics learning, but their current abilities are still considered inadequate. This inadequacy is due to the lack of teaching modules designed to enhance these skills. Therefore, this study developed a teaching module using the Predict, Observe, Explain (POE) learning model to improve students' science process skills. The research follows the Research & Development (R&D) approach with the ADDIE development model, producing both qualitative and quantitative descriptive data. The subjects were 30 students from class XI A at SMAN 10 Banjarmasin. The instrument used was a science process skills test sheet, and the analysis technique employed was the N-gain score. The results showed that the teaching module using the POE learning model effectively improved students' science process skills, with an N-gain score of 0.41, categorized as moderate. Thus, it can be concluded that the teaching module using the POE learning model is effective for enhancing students' science process skills.
Efek Problem Based Learning terhadap Keterampilan Berpikir Kritis dan Minat Belajar IPA Siswa Nur'aini, Aisa; Ernawati, Tias; Listiyani, Laily Rochmawati
N A T U R A L: Jurnal Ilmiah Pendidikan IPA Vol 11 No 2 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/natural.v11i2.18325

Abstract

The implementation of Problem Based Learning (PBL) in the classroom is able to condition students to the situation of linking concepts with problems in everyday life. This study aims to determine the effect of PBL on critical thinking skills and students' interest in learning science. The research design was pretest-posttest control group design with quasi-experiment type. The sample was obtained through simple random sampling. Data were collected using critical thinking skills test questions, learning interest questionnaire, and documentation. Data analysis through the analysis of normal curve criteria, N-Gain, and t test. The results showed that the posttest score of critical thinking skills of the experimental class was in the very high category, while the control class was high. The N-Gain score of the experimental class and control class was in the medium category. Learning interest of both classes in the high category. The t-test on the critical thinking skills variable and the learning interest variable obtained a sig value. 0,000 (< α). Thus, there is a significant difference in the experimental class against the control class. Based on the data, it is concluded that PBL has an effect on students' critical thinking skills and interest in learning science.
Eksplorasi Problem Based Learning dalam Menumbuhkan Kesadaran Sains Siswa Sekolah Dasar tentang Bahaya Kimia pada Makanan Tamarin, Vina; Fatonah, Siti; Aulia, Syarifah Risma
N A T U R A L: Jurnal Ilmiah Pendidikan IPA Vol 11 No 2 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/natural.v11i2.18732

Abstract

This study aims to explore the application of Problem-Based Learning (PBL) in fostering elementary school students' scientific awareness regarding the dangers of chemical substances in food. This research employs a qualitative approach with a qualitative descriptive analysis method. Data collection was conducted through interviews focused on a teacher at a public elementary school in Cianjur Regency, West Java. The instrument used was in-depth interviews. The data analysis technique employed includes data condensation, data presentation, and drawing conclusions. The results indicate that PBL is effective in enhancing students' understanding of the dangers of chemical substances, thereby fostering scientific awareness among elementary school students. The observed indicators include students' ability to explain the effects of chemicals, provide real-life examples, and actively participate in group discussions. PBL also facilitates collaborative, critical, and experiential learning, which helps instill an awareness of the importance of choosing healthy food. This study recommends the broader implementation of PBL to enhance students' scientific and health awareness from an early age.
Studi Komparatif Literasi Saintifik Guided Inquiry VS Free Inquiry Pada Materi Zat dan Perubahannya Elfiana, Nia; Kusuma, Mobinta; Widiyanto, Bayu
N A T U R A L: Jurnal Ilmiah Pendidikan IPA Vol 11 No 2 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/natural.v11i2.18742

Abstract

This research aims to compare the influence of guided inquiry and free inquiry models on scientific literacy abilities. The method used in this research is counterbalanced with a one group pretest-posttest design. The population in this study were students in class The sampling technique is purposive sampling. Data collection techniques are tests (pretest-posttest) and non-tests. The data analysis used was the paired sample t-test, Cohen's d effect size test with the help of IBM SPSS V.25 software. The research results show that the paired sample t-test states that Ha is accepted, meaning there is a difference in scientific literacy abilities with the guided inquiry and free inquiry models with sig, 0.000. The Cohen's d test in the guided inquiry model treatment class obtained a value of 1.09, this score was higher compared to students who used the free inquiry model with a Cohen's d value of 0.12. The results of data analysis show that the Guided Inquiry model has more influence on students' scientific literacy abilities compared to the Free Inquiry model.
Validasi Instrumen Literasi Sains dengan Model Rasch untuk Socio-Scientific Issues Hendri Noperi; Irwandani; Wiliyanti, Vandan; Yanti, Fitri April; Syamsuri, M. Mahfudz Fauzi; Yusandika, Ajo Dian
N A T U R A L: Jurnal Ilmiah Pendidikan IPA Vol 11 No 2 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/natural.v11i2.18891

Abstract

This study aims to evaluate the validity and reliability of a science literacy instrument based on the Rasch Model in measuring students' abilities on socio-scientific issues. The analysis was conducted on 20 items using the Winsteps software. The results indicate that the instrument demonstrated good reliability, with an item reliability value of 0.96 and a person reliability value of 0.65. The Wright Map revealed that most items were well-aligned with the respondents’ abilities, although some items fell outside the majority's ability range. The analysis of item difficulty showed adequate variation, with the most difficult item at logit 2.09 and the easiest at logit -2.49. However, the DIF analysis identified bias in item 20M, which exhibited significant differences between male and female groups. These findings highlight the importance of revising specific items to enhance fairness in measurement. This study provides significant contributions to the development of educational assessment instruments based on the Rasch Model, ensuring validity, reliability, and fairness in evaluation. The instrument is expected to serve as an effective tool to support science literacy-based learning across various educational levels.

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