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JPPIPA (Jurnal Penelitian Pendidikan IPA)
Published by Universitas Negeri Surabaya
ISSN : 25277537     EISSN : 25492209     DOI : http://dx.doi.org/10.26740/jppipa.v4n1
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences
JPPIPA (Jurnal Penelitian Pendidikan IPA) is a scientific journal that is managed by Department of Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya and published by Universitas Negeri Surabaya in collaboration with Perkumpulan Pendidik IPA Indonesia (PPII). JPPIPA is published periodically (twice a year) in June and December.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 230 Documents
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ISSUE INFORMATION VOLUME 10 NO 1 JUNE 2025
JPPIPA (Jurnal Penelitian Pendidikan IPA) Vol. 10 No. 1 (2025): Juni 2025
Publisher : Universitas Negeri Surabaya in collaboration with Perkumpulan Pendidik IPA Indonesia (PPII)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppipa.v10n1.pii-v

Abstract

The effect of using artificial intelligence (AI) on students’ critical thinking skills in magnetic electricity courses Annisa Nur Aini; Himawan Putranta
JPPIPA (Jurnal Penelitian Pendidikan IPA) Vol. 10 No. 2 (2025): December 2025
Publisher : Universitas Negeri Surabaya in collaboration with Perkumpulan Pendidik IPA Indonesia (PPII)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppipa.v10n2.p94-104

Abstract

In today’s digital era, AI (Artificial Intelligence) technology has developed rapidly and is being applied in various aspects of life, including education. This study aims to analyze the effect of AI use on students’ critical thinking skills in the electromagnetism course for physics education students who have taken or are currently taking the electromagnetism course. This study employs a quantitative approach, utilizing descriptive analysis. The data collection instrument used in this survey research is a questionnaire. The sampling technique used is simple random sampling. The sample used in the study consisted of 10 respondents from each of the classes of 2021, 2022, and 2023, without any specific provisions or criteria in place. The results of the study indicate that students feel helped by the presence of AI in the learning process. AI technology provides instant solutions to problems and issues, and students can easily access and understand complex material. The findings of this study highlight the need to integrate AI in electromagnetism learning, a complex concept that requires high-level reasoning skills. Initial findings suggest that AI offers benefits, including personalized learning and the visualization of complex ideas, but also presents challenges in terms of teacher preparedness, student digital literacy, and potential technology dependency. Furthermore, students’ low critical thinking skills in electromagnetism emphasize the need for pedagogical innovation. AI is seen as capable of supporting the development of critical thinking through simulations, adaptive assessments, and data-driven guidance. Therefore, empirical research is necessary to determine the extent to which the use of AI improves students’ critical thinking skills.
Development of comics-based learning media on motion and force material to improve learning motivation of Junior High School students Meyta Hosana; Mella Mutika Sari; Ratna Yulinda
JPPIPA (Jurnal Penelitian Pendidikan IPA) Vol. 10 No. 2 (2025): December 2025
Publisher : Universitas Negeri Surabaya in collaboration with Perkumpulan Pendidik IPA Indonesia (PPII)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppipa.v10n2.p80-93

Abstract

The rapid changes of the 21st century require educators to adapt and create a creative learning process to enhance motivation in learning and produce high-quality students. However, it has been observed that some students struggle with focus as they become distracted by other activities such as playing or chatting, leading to difficulties in completing assignments, especially in subjects that involve calculations. This study aims to assess the validity, practicality, and effectiveness of instructional media in increasing the learning motivation of junior high school students. The development model applied is ADDIE (Analysis, Design, Development, Implementation, and Evaluation), with validation conducted through validation sheets, practicality assessed using student response questionnaires, and effectiveness measured through learning outcome tests. Validation results from three experts indicated a validity level of 89% (Very Valid), while practicality testing through student response questionnaires reached 84% (Very Practical). The effectiveness test showed an average score of 69, with an N-gain score of 0.6257 (Moderate) and an N-gain percentage of 62.5733 (Effective). Based on the research findings, comic-based learning media for the Motion and Force has been proven to be valid, practical, and effective in enhancing student motivation in junior high school learning.
Assessing environmental knowledge of High School students on mangrove’s role in climate change mitigation: A case study in the Mahakam Delta Novia Dwi Iriyanti; Pintaka Kusumaningtyas; Muhammad Amir Masruhim; Puji Windi Astuti; Nisa Ul Khoiriyyah
JPPIPA (Jurnal Penelitian Pendidikan IPA) Vol. 10 No. 2 (2025): December 2025
Publisher : Universitas Negeri Surabaya in collaboration with Perkumpulan Pendidik IPA Indonesia (PPII)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppipa.v10n2.p105-111

Abstract

Mangrove ecosystems play an important role in climate change mitigation through their ability to absorb and store carbon. Students' knowledge about this needs to be improved to support students' environmental awareness. This study aims to measure the level of environmental knowledge of grade XI students in the Mahakam Delta region about the role of mangroves in mitigating climate change. The research method used a quantitative descriptive method, with data collection through written tests. The results showed that the average environmental knowledge of students was 61.62 with a sufficient category. The results of the frequency distribution of students show 38% of students have environmental knowledge in the good category, 36% are in the sufficient category, 11% are in the less category, and 15% are in the very less category. Although most students have environmental knowledge in the good category, there are no students who reach the excellent category, and 71% are still below the good category. Therefore, efforts are needed to improve students' environmental knowledge, especially through integration into science/chemistry learning.
Effectiveness of interactive PowerPoint media integrated with augmented reality in improving student learning outcomes on the Solar System topic Dede Alfianto; Ratna Wahyu Wulandari; Ummiy Fauziyah Laili; Mochammad Desta Pradana
JPPIPA (Jurnal Penelitian Pendidikan IPA) Vol. 10 No. 2 (2025): December 2025
Publisher : Universitas Negeri Surabaya in collaboration with Perkumpulan Pendidik IPA Indonesia (PPII)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppipa.v10n2.p112-121

Abstract

Conventional learning methods that lack interactivity often make it difficult for students to understand concepts, resulting in low learning outcomes. This study aims to determine the feasibility and effectiveness of interactive PowerPoint learning media integrated with Augmented Reality (AR) in improving students' learning outcomes on the topic of the solar system. The research design used is a one-group pretest-posttest design. Media feasibility was assessed through expert validation by design, material, and media experts, as well as a small group trial. The validation results showed that the media was highly feasible, with an average feasibility score of 98% from the three experts, along with positive responses from the small group trial. The effectiveness of the media was analyzed using normality tests, homogeneity tests, paired sample t-tests, and N-Gain calculations. The t-test results showed a significant value of 0.000 < 0.05, indicating a significant difference between pre-test and post-test scores. The average N-Gain score of 0.60 or 60.21% falls into the moderate and fairly effective category. Therefore, the media is considered highly feasible and fairly effective for use in science learning at the junior high school level.
Analysis of science learning motivation of class VIII students Santa Silveria Br Sembiring; Nia Erlina; Kompyang Selamet
JPPIPA (Jurnal Penelitian Pendidikan IPA) Vol. 10 No. 2 (2025): December 2025
Publisher : Universitas Negeri Surabaya in collaboration with Perkumpulan Pendidik IPA Indonesia (PPII)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppipa.v10n2.p141-146

Abstract

This study analyzes the motivation to learn science and the supporting and inhibiting factors among grade VIII students at SMP Negeri 6 Sikur. This qualitative research employed a descriptive approach with purposive sampling, involving 33 students and one science teacher. The focus was on learning motivation and related factors. Data were collected through observation, questionnaires, interviews, and documentation, and analyzed using Miles and Huberman’s model, which includes data reduction, presentation, and conclusion drawing. Data validity was ensured through technical triangulation, source triangulation, and member checking. Findings show that students’ motivation to learn science was generally low, with an average score of 49.35%. Factors influencing motivation included internal aspects such as aspirations, learning abilities, student conditions, and dynamic elements in learning, as well as external aspects like environmental conditions and teacher efforts in teaching.
The effect of using STEM PjBL-based science learning modules on students’ participation in the materials of work, energy, and simple machines Siti Normalisa; Yasmine Khairunnisa; Rizky Febriyani Putri
JPPIPA (Jurnal Penelitian Pendidikan IPA) Vol. 10 No. 2 (2025): December 2025
Publisher : Universitas Negeri Surabaya in collaboration with Perkumpulan Pendidik IPA Indonesia (PPII)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppipa.v10n2.p122-133

Abstract

Science learning approaches that are less interactive cause low student participation in education. Therefore, this study investigates an interactive approach, namely the STEM PjBL based science learning module. This study aims to determine the effect of STEM Project-Based Learning (PjBL)-based science learning modules on learner participation in the material of effort, energy, and simple machines. A quasi-experimental quantitative research design was conducted with 61 students divided into experimental groups and control groups, selected through a purposive sampling technique. Data were collected using questionnaires and participant observation sheets that had been tested for validity. Findings showed a significant increase in student participation in the experimental group (80%) compared to the control group (60%). Statistical analysis, including t-test with sig. 0.000 and Pearson’s value correlation test of 0.539 with sig. 0.002, showed a significant difference between the two groups, supporting the effectiveness of the STEM PjBL module. However, this study highlights the limited role of the teacher as a facilitator and the project guidelines in the module are less specific so there are groups that make projects outside the topic. Overall, this study concluded that the use of STEM PjBL-based modules positively influenced students’ participation in science learning.
Needs analysis of interactive physics e-modules in Senior High School to develop students’ higher-order thinking skills and self-regulated learning Fian Rifqi Irsalina; Lina Aviyanti; Mimin Iryanti
JPPIPA (Jurnal Penelitian Pendidikan IPA) Vol. 10 No. 2 (2025): December 2025
Publisher : Universitas Negeri Surabaya in collaboration with Perkumpulan Pendidik IPA Indonesia (PPII)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppipa.v10n2.p147-156

Abstract

This study examines the critical role of interactive e-modules in enhancing physics learning in senior high schools by identifying the pedagogical and technical needs of both students and teachers. A descriptive survey design employing a mixed-methods approach was used, integrating quantitative data from student questionnaires with qualitative insights obtained through teacher interviews. The participants consisted of 46 Grade XI students from a senior high school in Nganjuk and eight physics teachers who actively integrate technology into their instructional practices. Data were analyzed using descriptive statistics and thematic analysis. The findings indicate a clear need for innovative instructional media. Although 52% of students reported an interest in physics, 48% reported difficulties understanding key concepts, highlighting the need for more accessible, interactive learning approaches. Notably, 85% of students preferred digital learning media, such as e-modules and instructional videos, over traditional textbooks, and 61% reported using digital devices daily for learning. Most students perceived e-modules as beneficial, particularly valuing features that provide clearer explanations and interactive elements, including animations and videos. Teachers corroborated the effectiveness of e-modules in facilitating the comprehension of abstract physics concepts but emphasized the need for systematic training and improved technical infrastructure to ensure effective implementation. In conclusion, the development of interactive e-modules is essential for enhancing student engagement, fostering higher-order thinking skills (HOTS), and promoting self-regulated learning (SRL). Therefore, this study recommends that educational institutions prioritize targeted teacher-training programs and infrastructure development to support the optimal and sustainable integration of e-modules into physics education.
The effectiveness of the numbered heads together learning model on science learning outcomes of grade IV elementary school students A. Muafiah Nur; Ulfah Rizki Afdillah; Nur Asmi
JPPIPA (Jurnal Penelitian Pendidikan IPA) Vol. 10 No. 2 (2025): December 2025
Publisher : Universitas Negeri Surabaya in collaboration with Perkumpulan Pendidik IPA Indonesia (PPII)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppipa.v10n2.p134-140

Abstract

This study aims to analyze the effectiveness of the Numbered Heads Together (NHT) learning model in improving science learning outcomes for fourth-grade students at SD Negeri 74 Bontorita II. The study used a quantitative approach with a One Group Pretest–Posttest design, involving 19 students as subjects. The research instrument was a learning outcome test given before and after the implementation of the NHT model. Data were analyzed using descriptive statistics and paired t-tests to determine significant differences in learning outcomes. The results showed an increase in the average score from 46.84 in the pretest to 84.42 in the posttest, this illustrates an increase in students’ understanding of the material on changes in energy forms. The t-test showed a significant difference between the scores before and after the treatment, so the NHT model proved effective in improving science learning outcomes. These findings indicate that active involvement, group collaboration, and individual responsibility in the NHT model can strengthen students’ conceptual understanding. This study concludes that the NHT model is suitable for use as an alternative learning strategy to improve the quality of science learning in elementary schools.
JPPIPA (Jurnal Penelitian Pendidikan IPA): Issue Information Vol 10 No 2 December 2025
JPPIPA (Jurnal Penelitian Pendidikan IPA) Vol. 10 No. 2 (2025): December 2025
Publisher : Universitas Negeri Surabaya in collaboration with Perkumpulan Pendidik IPA Indonesia (PPII)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppipa.v10n2.pii-v

Abstract

JPPIPA (Jurnal Penelitian Pendidikan IPA) Volume 10, Number 2 (December 2025) presents a collection of empirical studies that address current developments and challenges in science education across elementary, junior high, and senior high school levels. The articles in this issue highlight the growing emphasis on innovative instructional media, the integration of digital and emerging technologies, and learning strategies aimed at improving students’ motivation, participation, and higher-order thinking skills in science classrooms. Several studies focus on the development and evaluation of learning media designed to support conceptual understanding and student engagement, including comics-based learning media for motion and force, interactive PowerPoint integrated with augmented reality for the Solar System topic, and interactive physics e-modules developed to foster higher-order thinking skills and self-regulated learning among senior high school students. The role of technology in enhancing science instruction is further explored through research examining the use of artificial intelligence in magnetic electricity courses and the effectiveness of STEM Project-Based Learning modules in increasing student participation in physics topics such as work, energy, and simple machines. In addition to instructional innovation, this issue emphasizes student-centered and contextual approaches to learning. Studies on science learning motivation among junior high school students and the application of the Numbered Heads Together cooperative learning model in elementary classrooms provide insights into collaborative practices that encourage active learning and meaningful interaction. Furthermore, a case study assessing high school students’ environmental knowledge of mangroves and their role in climate change mitigation underscores the importance of connecting science learning with local environmental contexts and real-world issues. Overall, the articles in this volume offer research-based evidence and practical perspectives that contribute to the continuous improvement of science teaching and learning and are expected to serve as valuable references for educators, researchers, and policymakers committed to strengthening the quality, relevance, and sustainability of science education in diverse educational settings.

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