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
jpps@unesa.ac.id
Editorial Address
Jl Lidah Wetan, Gedung CPD, Surabaya 60213, Indonesia
Location
Kota surabaya,
Jawa timur
INDONESIA
JPPS (Jurnal Penelitian Pendidikan Sains)
Published by Universitas Negeri Surabaya
ISSN : 20891776     EISSN : 25491597     DOI : http://dx.doi.org/10.26740/jpps.v9n1
Core Subject : Science, Education,
Biochemistry, Genetics & Molecular Biology Chemistry Earth & Planetary Sciences Education Physics
JPPS (Jurnal Penelitian Pendidikan Sains) is one of the research journals in the education field which includes science, physics, chemistry, and biology education. JPPS also contains articles that discuss the latest issues about education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 659 Documents
 62   63   64   65   66 
Virtual vs Real Lab: A Comparative Study on the Effectiveness of Laboratory-Based Physics Learning on Students’ Critical Thinking Skills Sabrina, Nadya Mazayu Nur; Jatmiko, Budi; Nisa', Khoirun
JPPS (Jurnal Penelitian Pendidikan Sains) Vol. 15 No. 1 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v15n1.p35-49

Abstract

Objective: This study aims to compare the effectiveness of guided inquiry learning using worksheets (SW) based on Virtual Lab (PhET) and Real Lab in enhancing students’ critical thinking skills in physics learning. Method: This study employed a quasi-experimental method with a non-equivalent pretest–posttest design involving two experimental classes in a public senior high school in Surabaya during the even semester of the 2024/2025 academic year. A saturated sampling technique was applied, in which all 11th-grade science students were included as the research sample. The first class used SW integrated with PhET simulations, while the second class used SW based on real laboratory activities. The instrument used was a critical thinking skills test developed based on Facione’s five indicators, and the data were analyzed using gain score analysis, paired sample testing, independent sample testing, and effect size analysis. Results: The findings showed that both experimental classes experienced significant improvement in students’ critical thinking skills after the implementation of guided inquiry learning, with no significant difference found between the two groups, indicating that both approaches are comparably effective. Novelty: The novelty of this study lies in its direct comparative design, demonstrating that both virtual and real laboratory modalities can equally support the development of critical thinking skills and provide flexible alternatives for physics learning in schools with different laboratory facilities.
STEM-EDP Research Trends in Science Education: A Systematic Review from 2016 - 2025 Syamsudin, Frendi Ihwan; Wiyono, Ketang; Patriot, Evelina Astra; Ismet, Ismet; Kamari, Azlan
JPPS (Jurnal Penelitian Pendidikan Sains) Vol. 15 No. 1 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v15n1.p65-82

Abstract

Objective:  This study aims to analyze the research trends, characteristics, and development patterns of Science, Technology, Engineering, and Mathematics integrated with the Engineering Design Process (STEM-EDP) in Science Education from 2016 to 2025. Method: A Systematic Literature Review (SLR) combined with bibliometric analysis was conducted using VOSviewer. A total of 101 articles indexed in the Springer database were selected based on predefined inclusion and exclusion criteria. The analysis focused on annual publication trends, keyword frequency, research methods, authorship patterns, geographical distribution, citation rankings, and journal productivity. Results: The findings indicate a consistent upward trend in STEM-EDP publications, with a projected peak in 2025. Qualitative research methods dominate the field (80.19%), reflecting the exploratory nature of STEM-EDP studies. Single-authored publications are most common, while the Americas—particularly the United States—contribute the highest number of publications. The most cited authors are Kelly C. Margot and Todd Kettler (179 citations). The International Journal of Technology and Design Education is identified as the most productive journal. Keyword mapping reveals that STEM-EDP remains in an emerging research cluster, frequently associated with project-based learning and creative thinking. Novelty: This study provides a comprehensive bibliometric mapping specifically focused on STEM-EDP within Science Education using the Springer database for the 2016–2025 period. Unlike previous reviews that examined general STEM research, this study highlights the distinct integration of the Engineering Design Process and identifies emerging thematic directions and methodological gaps for future research.
Pengembangan Lembar Kerja Elektronik Siswa Berbentuk Inkuiri Terbimbing untuk Mendorong Kemampuan Berpikir Kreatif dan Kolaborasi Siswa Widodi, Bob; Dwandaru, Wipsar Sunu Brams; Nyirahabimana, Pascasie
JPPS (Jurnal Penelitian Pendidikan Sains) Vol. 15 No. 1 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v15n1.p1-16

Abstract

Objective: This study aims to develop a guided inquiry–based Electronic Student Worksheet (ESW) and analyze its effectiveness in improving high school students’ creative thinking and collaboration skills, two essential competencies required in 21st–century learning. Method: The research employed the ADDIE development model, consisting of analysis, design, development, implementation, and evaluation stages. The product was validated by material, media, and language experts. A one-group pretest–posttest quasi-experimental design was implemented with 30 Grade XI students. Data were collected using a validated creative thinking test and collaboration observation sheet. Normality tests and paired sample t-tests were used for data analysis, followed by effect size calculations.  Results: The developed ESW obtained an average feasibility score of 72.75%, categorized as “eligible.” The creative thinking test and collaboration observations were also validated with scores of 71.25% and 66.25%, respectively, both in the “valid” category. Implementation results showed a significant improvement in creative thinking (from 3.33 to 6.97; p < 0.05; Cohen’s d = 1.08, large effect) and collaboration skills (from 12.83 to 16.23; p < 0.05; Cohen’s d = 1.44, very large effect).  Novelty: This study integrates the guided inquiry model directly into a digital ESW, producing substantial learning gains in two higher-order competencies simultaneously creative thinking and collaboration. Unlike previous studies that developed conventional or non-inquiry ESWs, this research demonstrates that inquiry-driven digital worksheets can generate strong cognitive and social skill enhancement in a single learning instrument.
Bahasa Inggris Farishi, Ali Khasan Al; Prahani, Binar Kurnia; Anggaryani, Mita; Kurtulus, Muhammed Akif
JPPS (Jurnal Penelitian Pendidikan Sains) Vol. 15 No. 1 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v15n1.p17-34

Abstract

Objective: Physics learning on sound wave topics, particularly open-pipe organ systems, is often perceived as abstract due to the limited availability of contextual and meaningful learning media. This study aims to develop and evaluate the feasibility of the BASA Booklet (Bamboo Acoustic STEM Approach) as a physics learning medium that integrates the STEM approach, gamification, and ethnophysics through the local wisdom context of bamboo flute instruments. Method: This study employed a Research and Development (R&D) approach using a modified Borg and Gall development model, implemented up to the main field-testing stage. The research subjects consisted of physics teachers and pre-service physics teachers as potential users of the developed media. Data were collected using feasibility questionnaires that assessed media design, learning content, and gamification aspects, and were analyzed descriptively. Results:   The results of the main field testing indicate that the BASA Booklet received positive responses across all evaluated aspects, demonstrating that the developed media is conceptually and pedagogically feasible. Respondents perceived the booklet as visually engaging, easy to use, and supportive of independent and structured learning, particularly for abstract physics concepts related to sound waves and open-pipe organ principles.  Novelty: The novelty of this study lies in the development of a culture-based, gamified STEM booklet grounded in ethnophysics, which integrates local cultural contexts into physics learning. This model offers an alternative approach to making abstract physics concepts more contextual, meaningful, and relevant. Nevertheless, further studies are required to examine the classroom implementation and effectiveness of the BASA Booklet.
Pengembangan E-LKPD (Lembar Kerja Elektronik) Sains Berdasarkan Model Pembelajaran "RADEC" untuk Meningkatkan Kemampuan Berpikir Kritis Siswa di Sekolah Indonesia di Kuala Lumpur Adhiansyah, Hanif Krisna; Mashudi, Mashudi; Wahyuni, Sri
JPPS (Jurnal Penelitian Pendidikan Sains) Vol. 15 No. 2 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v15n2.p94-107

Abstract

Objective:  The Indonesian School of Kuala Lumpur is an educational institution established by the Indonesian Ministry of Education to facilitate learning for Indonesian students in Malaysia. This study aims to develop an electronic student worksheet (E-LKPD) to enhance students’ critical thinking skills at the Indonesian School of Kuala Lumpur. The study adopts the RADEC learning model, as it is considered capable of fostering optimal collaboration aligned with 21st-century learning competencies. Method: This study employs a Research and Development (R&D) approach using the ADDIE development model. Data on validity were obtained from three validators using validation sheets. Practicality was assessed by three observers using observation sheets. Effectiveness was evaluated using the SPSS One-Group Posttest-Only design and supported by student response questionnaires. Data analysis for validity and practicality was conducted based on the average scores provided by validators and observers. The effectiveness analysis involved normality testing and one-sample tests. Results: The findings indicate an improvement in students’ critical thinking skills, as demonstrated by the results of the one-sample test. This suggests that the E-LKPD based on the RADEC learning model is effective in enhancing critical thinking skills, particularly in science learning on the topic of vibrations and waves. Therefore, the developed teaching materials are recommended for use in science instruction, especially to improve students’ critical thinking skills. Novelty: This study offers an innovation in instructional media through the development of E-LKPD integrated with the RADEC learning model to enhance the critical thinking skills of Indonesian students in Kuala Lumpur.
Enhancing Students’ Learning Outcomes and Motivation through Interactive Physics Escape in an LMS-Based E-Learning Environment Febi, Liske; Wasis, Wasis; Satriawan, Muhammad; Anggaryani, Mita; Jatmiko, Budi; Tan, Angeline Naomi
JPPS (Jurnal Penelitian Pendidikan Sains) Vol. 15 No. 2 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v15n2.p108-130

Abstract

Objective: This study aims to (1) determine the level of feasibility, practicality, and effectiveness of the Interactive Physics Escape media; (2) evaluate the influence of media on students' learning motivation; and (3) analyze the influence of media use on improving learning outcomes on vibration, wave, and sound materials. Method: Using a Research and Development (R&D) approach combined with a quasi-experimental design (pretest-posttest control group), this study involved 60 junior high school students, namely the experimental and control groups. The experimental group implemented Interactive Physics Escape, an LMS-based escape room game that integrates ethnophysics (traditional Indonesian musical instruments), while the control group used direct instruction. Data was collected through tests and questionnaires, then analyzed descriptively and inferentially (Wilcoxon, Mann-Whitney, N-Gain, effect size).  Results:  Media was rated as very feasible (M=3.46–3.57), practical (M=3.64–3.86), and effective, especially in encouraging collaboration (M=3.93) and motivation (M=3.64–3.71). Statistical analysis showed a significant increase in learning outcomes in the experimental group (p<0.001) with a very strong effect size (r=-1.000). Furthermore, the post-test score and N-Gain of the experimental group (0.55, medium-high category) were significantly higher than those of the control group (p=0.003; N-Gain=0.38).  Novelty: This research presents a new integration between escape room gamification, Learning Management System (LMS) technology, and an ethnophysical approach (using traditional Indonesian musical instruments as a learning context) in an integrated pedagogical intervention. The research results provide empirical evidence for a culture- and technology-based learning model that can simultaneously improve cognitive, affective and collaborative dimensions in science education.  
Development of FAZAR ALIRA Assisted PBL Materials to Enhance Students’ Scientific Literacy on the Human Circulatory System Zahro, Fatimatuz; Hariyono, Eko; Prahani, Binar Kurnia; Sudibyo, Elok; Sunarti, Titin; Bintang Ilhami, Fasih; HS, Syamsul Bahri
JPPS (Jurnal Penelitian Pendidikan Sains) Vol. 15 No. 2 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v15n2.p131-146

Abstract

Objective: Innovative digital learning media are increasingly needed to help students understand complex biological concepts and develop scientific literacy. This study aimed to develop and evaluate the validity and practicality of FAZAR ALIRA, a learning media that integrates augmented reality (AR) visualization and virtual laboratory simulations within a PBL framework for teaching the human circulatory system. Method: The study employed a research and development approach consisting of analysis, design, development, and evaluation stages. The developed media includes AR visualizations of laminar and turbulent blood flow, contextual learning materials related to lifestyle and cardiovascular health, and interactive virtual laboratory simulations that allow students to investigate the relationship between blood vessel resistance, blood pressure, and heart workload. Results: The validity of the media was evaluated by science education experts and practitioners, while its practicality was examined through teacher and student responses during implementation. The results indicate that FAZAR ALIRA achieved high validity across content, construct, and language aspects and was considered practical and easy to use in classroom learning. Novelty: This study lies in integrating AR-based blood flow visualization, contextual health narratives, and virtual laboratory inquiry within a PBL environment to support students’ scientific literacy in learning the human circulatory system.
Identification of Generative AI Usage Profiles and Implications for Critical Thinking Skills in Physics Learning Zakaria, Aminudin; Jatmiko, Budi; Prahani, Binar Kurnia; Wijaksono, Cahyo Febri
JPPS (Jurnal Penelitian Pendidikan Sains) Vol. 15 No. 2 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v15n2.p83-93

Abstract

Objective: This study aims to map students' GenAI usage profiles during physics learning. In addition, it examines the correlation between these variables and students' critical thinking skills in physics learning. Method: A non-experimental, quantitative, ex post facto design was employed. This design captures phenomena that occur naturally without any intervention. The research instruments consisted of questionnaires and tests. Data were analyzed using descriptive statistics, the Kruskal–Walls test, and Spearman’s correlation test. Results: Students tend to accept answers from GenAI quickly during physics learning. Only a small proportion are accustomed to questioning, verifying, and evaluating GenAI-generated answers. There are differences in critical thinking skills among groups of students with different patterns of GenAI use, with an ε2 of 0.410. The profile of GenAI usage is positively correlated with critical thinking skills, with a correlation coefficient of 0.525, indicating a moderate relationship. Novelty: This study contributes by revealing students' GenAI usage profiles in physics learning and by providing empirical evidence that the quality of ethical and reflective use has a strong influence and is positively correlated with critical thinking skills.
The Effectiveness of Ecoviar (Ecosystem via Augmented Reality) Learning Media in Enhancing Students’ Computational Thinking and Scientific Literacy Cendani, Tinezia; Kristanto, Andi; Mariono, Andi; Zakaria, Aminudin; Nisa', Khoirun
JPPS (Jurnal Penelitian Pendidikan Sains) Vol. 15 No. 2 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v15n2.p147-156

Abstract

Objective: The objective of this study was to assess the effectiveness of ECOVIAR (Ecosystem via Augmented Reality) learning media in improving elementary school students' Computational Thinking and scientific literacy skills on ecosystem material. Method: A quasi-experimental design with a non-equivalent control group design was used in this study. A total of 60 fifth-grade students participating in the experimental class and the control class were used as the research sample. The experimental class was given treatment using ECOVIAR media, while the control class underwent conventional learning. Data were collected using a validated long-response test to measure Computational Thinking and scientific literacy. Data analysis was calculated using a normality test, a homogeneity test, and an independent sample t-test. Results: The findings indicated no significant difference in the initial abilities between the two groups (Sig. > 0.05). However, significant differences were found in the post-test results for both computational thinking (Sig. = 0.002 < 0.05) and scientific literacy (Sig. = 0.000 < 0.05). It is concluded that students taught using ECOVIAR media achieved significantly higher learning outcomes compared to those in the conventional learning group. Novelty: The development and utilization of Augmented Reality media in learning specifically designed for the ecosystem of learning materials with a focus on improving Computational Thinking and scientific literacy is a novelty in this study, because it is still rarely studied simultaneously in elementary school expansion.

Page 66 of 66 | Total Record : 659

 62   63   64   65   66 

Filter by Year

2011 2026


Reset
Filter By Issues
All Issue Vol. 15 No. 2 (2026) Vol. 15 No. 1 (2025) Vol. 14 No. 2 (2025) Vol. 14 No. 1 (2024) Vol. 13 No. 2 (2024) Vol. 13 No. 1 (2023) Vol. 12 No. 2 (2023) Vol. 12 No. 1 (2022) Vol. 11 No. 2 (2022) Vol. 11 No. 1 (2021) Vol 10, No 2 (2021) Vol. 10 No. 2 (2021) Vol. 10 No. 1 (2020) Vol 10, No 1 (2020) Vol 9, No 2 (2020) Vol. 9 No. 2 (2020) Vol. 9 No. 1 (2019) Vol 9, No 1 (2019) Vol. 8 No. 2 (2019) Vol 8, No 2 (2019) Vol. 8 No. 1 (2018) Vol 8, No 1 (2018) Vol. 7 No. 2 (2018) Vol 7, No 2 (2018) Vol. 7 No. 1 (2017) Vol 7, No 1 (2017) Vol 6, No 2 (2017) Vol. 6 No. 2 (2017) Vol. 6 No. 1 (2016) Vol. 5 No. 2 (2016) Vol. 5 No. 1 (2015) Vol. 4 No. 2 (2015) Vol. 4 No. 1 (2014) Vol. 3 No. 2 (2014) Vol. 3 No. 1 (2013) Vol. 2 No. 2 (2013) Vol. 2 No. 1 (2012) Vol. 1 No. 2 (2012) Vol. 1 No. 1 (2011) Vol 6, No 1 (2016) Vol 5, No 2 (2016) Vol 5, No 1 (2015) Vol 4, No 2 (2015) Vol 4, No 1 (2014) Vol 3, No 2 (2014) Vol 3, No 1 (2013) Vol 2, No 2 (2013) Vol 2, No 1 (2012) Vol 1, No 2 (2012) Vol 1, No 1 (2011) More Issue