cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota yogyakarta,
Daerah istimewa yogyakarta
INDONESIA
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 174 Documents
 14   15   16   17   18 
A Comparative Study of Disaster Literacy Between Santri and Ustadz/Ah in Islamic Boarding Schools Yulianingsih, Elsa
N A T U R A L: Jurnal Ilmiah Pendidikan IPA Vol 12 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/natural.v12i1.21435

Abstract

This study aims to: 1) determine the level of disaster literacy among santri (Islamic boarding school students) and ustadz/ah (teachers) in pesantren; 2) analyze the difference in disaster literacy levels between santri and public school students. This research uses a descriptive quantitative approach with a cross-sectional survey method. The research sample consisted of 306 respondents, comprising 300 students (santri and junior high school students) selected by convenience sampling from 3 pesantren and 3 public schools in East Kalimantan, and 6 science teachers. The research instrument was a closed-ended questionnaire with a 5-point Likert scale based on Brown et al.'s (2014) literacy model, which had been tested for validity (product moment > 0.5) and reliability (Cronbach's Alpha > 0.6). Data analysis techniques used descriptive statistics to categorize literacy levels (low, medium, high) and the Mann-Whitney U test to examine differences between groups due to non-normally distributed data. The results show that: 1) the disaster literacy level of ustadz/ah is higher than that of santri, with santri's literacy still dominated by the medium category and characterized by uncertain responses across various indicators; 2) although the Mann-Whitney test indicated a statistically significant difference (p<0.05) between santri and public school students, both groups face similar practical challenges, namely the dominance of medium-level literacy and comparable patterns of uncertainty.
Canva-Assisted Project Based Learning Digital Worksheet to Enhance Critical Thinking Skills in Elementary School Damayana, Rosidah; Anggoro, Subuh; Fazilla, Sarah
N A T U R A L: Jurnal Ilmiah Pendidikan IPA Vol 12 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/natural.v12i1.22023

Abstract

This study develops and evaluates a Canva-assisted Project Based Learning (PjBL) digital worksheet (LKPD) for food chain instruction in 5th-grade elementary students, using the ADDIE Research and Development model with a convergent mixed-method approach. A quasi-experimental pretest-posttest control group design involved 27 students in the experimental group (UPTD SDN 2 Way Mili) and 21 in the control group (UPTD SDN 3 Way Mili), selected through purposive sampling based on comparable baseline characteristics and infrastructure. Data were collected via expert validation sheets, critical thinking tests (10 essay items; validity 0.412-0.789; reliability 0.856), collaboration observation sheets, and response questionnaires, and analyzed using V-Aiken, descriptive statistics, Paired and Independent Sample T-Tests, and N-Gain Score. The digital worksheet achieved very valid status (V-Aiken = 0.90, 90.4%) and was rated very practical by students (93.4%) and teachers (4.59/5.00). The experimental group demonstrated significantly higher critical thinking gains (N-Gain = 0.78, high category) compared to the control group (N-Gain = 0.35, medium category), with statistically significant inter-group differences (t = 8.73; p < 0.001). These findings confirm that the integration of PjBL syntax with Canva’s interactive features effectively develops higher-order thinking skills aligned with 21st-century learning competencies.
Digital Flipbook EcoSTEM-Inquiry Instructional Module: Improving Learning Motivation and Critical Thinking Skills in Grade 5 Elementary IPAS Roro Setianingrum; Fery Muhamad Firdaus; Yulia Santi
N A T U R A L: Jurnal Ilmiah Pendidikan IPA Vol 12 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/natural.v12i1.22284

Abstract

IPAS (Natural and Social Sciences) instruction at UPTD SDN 2 Labuhan Ratu I was heavily reliant on lecture-based methods occupying 73% of instructional time—with no integration of interactive digital media. Consequently, 62% of students exhibited low motivation, 58% faced challenges in critical reasoning, and the class average reached only 68.4, falling short of the minimum competency threshold (KKM) of 75. This study developed an EcoSTEM-Inquiry Digital Flipbook Instructional Module for IPAS, evaluated for validity, practicality, and effectiveness in fostering learning motivation and critical thinking among fifth-grade elementary students. A Research and Development (R&D) framework guided by the ADDIE model was employed. Participants comprised 19 students in the experimental group (Class VA, UPTD SDN 2 Labuhan Ratu I) and 19 in the control group (Class VB, UPTD SDN 2 Labuhan Ratu I). Instruments included expert validation rubrics, a 25-item ARCS-based learning motivation questionnaire (Likert 1–5), and a 15-item critical thinking test encompassing Facione's (2015) six indicators, with data analyzed via N-Gain, Independent Sample T-Test, and Cohen's d. The module achieved an expert validation mean of 4.43 (Very Good), a teacher usability rating of 89%, and a student response mean of 4.50. Effectiveness results showed significant gains in learning motivation (experimental N-Gain: 68.02% vs. control: 29.12%; t = 15.078; p < 0.05; d = 5.026) and critical thinking (experimental N-Gain: 62.20% vs. control: 20.89%; t = 8.648; p < 0.05; d = 2.883). The EcoSTEM-Inquiry Digital Flipbook Module is substantiated as valid, practical, and demonstrably superior to conventional instruction in improving both variables.
Association between Computational Physics Achievement and Learning Interest among Physics Education Students in a Research-Based Learning Course Dian Fitrasari
N A T U R A L: Jurnal Ilmiah Pendidikan IPA Vol 12 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/natural.v12i2.23271

Abstract

Research-Based Learning (RBL) integrates research activities into the learning process to promote active participation and improve students’ academic experiences. This study examined the influence of learning outcomes on students’ learning interest in physics learning implemented through the RBL approach. A quantitative explanatory design was employed. The participants were 32 students from the Physics Education Department, Faculty of Tarbiyah and Teacher Training, UIN Alauddin Makassar, selected using simple random sampling. Data were collected through validated and reliable learning outcome tests and learning interest questionnaires. Simple linear regression analysis was conducted after satisfying the assumptions of normality and linearity. The findings indicated that students’ learning outcomes were predominantly in the moderate category (71.875%), while learning interest was generally high (81.25%). The linearity test confirmed a linear relationship between the variables, with a deviation from linearity significance value of 0.057 (>0.05). Regression analysis produced the equation Y = 57.084 + 0.097X and a coefficient of determination (R² = 0.017). These findings indicate that learning outcomes explain only 1.7% of the variance in students’ learning interest, whereas 98.3% is attributable to other factors not examined in this study. Therefore, the relationship between learning outcomes and learning interest in RBL-based physics learning is very weak.

Page 18 of 18 | Total Record : 174

 14   15   16   17   18 

Filter by Year

2014 2025


Reset
Filter By Issues
All Issue Vol 12 No 2 (2025) Vol 12 No 1 (2025) Vol 11 No 2 (2024) Vol 11 No 1 (2024) Vol 10 No 2 (2023) Vol 10 No 1 (2023) Vol 9 No 2 (2022) Vol 9 No 1 (2022) Vol 8 No 2 (2021) Vol 8 No 1 (2021) Vol 7 No 2 (2020) Vol 7 No 1 (2020) Vol 6 No 2 (2019) Vol 6 No 1 (2019) Vol 5 No 2 (2018) Vol 5 No 1 (2018) Vol 4 No 2 (2017) Vol 4 No 1 (2017) Vol 3 No 2 (2016) Vol 3 No 1 (2016) Vol 2 No 2 (2015) Vol 2 No 1 (2015) Vol 1 No 2 (2014) Vol 1 No 1 (2014) More Issue