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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 241 Documents
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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.
DEVELOPMENT OF A STEM-INTEGRATED ETHNOSCIENCE E-MODULE ON BIOTECHNOLOGY TO ENHANCE JUNIOR HIGH SCHOOL STUDENTS’ CRITICAL THINKING SKILLS Lutfany Latifatur Rachman; Asri Widowati; Ekosari Roektiningroem
JPPIPA (Jurnal Penelitian Pendidikan IPA) Vol. 11 No. 1 (2026): June 2026
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.v11n1.p68-78

Abstract

This research aims to: (1) develop a science e-module based on STEM-integrated ethnoscience that enhances the critical thinking skills of junior high school students; (2) determine the practicality of the developed e-module; (3) assess the effectiveness of the developed e-module in enhancing the critical thinking skills of junior high school students. This study employed a Research and Development approach using the 4D model which includes Define, Design, Develop, and Disseminate. The product trial, conducted at MTsN 4 Gunungkidul, adopted a before-after design and involved Class VIII A students selected through purposive sampling. The instruments used included e-module validation sheets, student response leaflets, and pretest-posttest sheets. Data analysis techniques encompassed a 4-point scale evaluation for e-module validation, a 5-point scale evaluation of e-module practicality based on student responses, paired sample t-tests and effect size testing to gauge the effectiveness of the e-module in enhancing critical thinking skills. The research findings indicate that: (1) The developed e-module is highly suitable for use in science education; (2) The developed e-module is practical for use in science education; (3) The developed e-module effectively enhances the critical thinking skills of junior high school students.
THE EFFECT OF DIFFERENTIATED LEARNING STRATEGIES ON GRADE VIII STUDENTS’ LEARNING OUTCOMES IN HUMAN RESPIRATORY SYSTEM TOPIC Wiwin Sri Wahyuni; Sauqina Sauqina; Mella Mutika Sari
JPPIPA (Jurnal Penelitian Pendidikan IPA) Vol. 11 No. 1 (2026): June 2026
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.v11n1.p1-11

Abstract

This study aimed to examine the effect of differentiated learning strategies on Grade VIII students’ learning outcomes in the human respiratory system topic at SMPN 9 Banjarmasin. A quasi-experimental design was employed involving two intact classes: class VIII A as the experimental group (n = 31) and class VIII C as the control group (n = 35), with a total of 66 students. The experimental group received instruction using differentiated learning strategies based on content, process, and product differentiation, while the control group received conventional instruction. Data were collected using a 20-item multiple-choice learning outcome test administered as a pre-test and post-test. The instruments were validated using the Pearson Product Moment validity test, and reliability was measured using Cronbach’s Alpha. The data were analyzed using descriptive statistics, normality and homogeneity tests, ANCOVA, and the Mann–Whitney test. Because the post-test scores did not meet the homogeneity assumption, the Mann–Whitney test was used as the final hypothesis test. The results showed a statistically significant difference in post-test scores between the experimental and control groups (Sig. = 0.000 < 0.05), with the experimental group achieving a higher mean score (71.13 vs. 49.29). The ANCOVA results also indicated a large effect size for the treatment variable (partial η² = 0.354). These findings suggest that differentiated learning strategies may support students’ learning outcomes in science, particularly in the human respiratory system topic. However, the initial difference in pre-test means between the groups (46.61 vs. 33.86) should be considered a limitation when interpreting these results.
THE EFFECTIVENESS OF SMART BOX MEDIA WITH PROBLEM-BASED LEARNING MODELS IN IMPROVING SCIENCE LEARNING OUTCOMES OF GRADE IV STUDENTS IN PUBLIC ELEMENTARY SCHOOLS Talitha Salsabila Azalea; Barokah Isdaryanti
JPPIPA (Jurnal Penelitian Pendidikan IPA) Vol. 11 No. 1 (2026): June 2026
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.v11n1.p12-21

Abstract

This study aims to assess how well the Smart Box tool works to determine the effectiveness of Smart Box media in improving science learning outcomes for 4th grade students in elementary schools. The approach applied is an experimental study using an Unequal Control Group design, consisting of two groups: an experimental group consisting of 27 students and a control group consisting of 28 students. Information was collected through learning outcome assessments using pre-tests and post-tests. The average initial score of the experimental group was 65.30. After using Smart Box Media, the average experimental group increased to 89.00. While the average Pretest of the control class was 64.07, increasing to 70.36. These findings indicate that by using Smart Box media, learning outcomes are higher and can make students active, collaborative and increase understanding of the material that has been delivered by the teacher. This study concludes that Smart Box media is effective for improving science learning outcomes in elementary schools.
E-BOOK TEACHING MATERIALS IMPROVE IPAS LEARNING OUTCOMES OF GRADE IV ELEMENTARY SCHOOL STUDENTS Fitri Wahyuningsih; Barokah Isdaryanti
JPPIPA (Jurnal Penelitian Pendidikan IPA) Vol. 11 No. 1 (2026): June 2026
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.v11n1.p22-32

Abstract

This study is driven by the use of less creative and dynamic teaching methods, which lead to inferior learning results by making pupils easily bored and struggling to comprehend the subject matter. The purpose of this project is to create Heyzine-assisted e-book instructional materials and to assess their viability and efficacy in improving fourth-grade students' learning outcomes. Research and development (R&D) using the ADDIE model is the methodology. Data-gathering procedures include observation, interviews, questionnaires, documentation, and pretests and posttests. The results of the assessment by experts, teachers and students show that the instructional materials are highly practical. The improvement in student learning results demonstrates the efficacy of the instructional materials. The pretest and posttest have normal distributions and indicate a substantial difference, with an N-Gain value of 0.7123 in the high category. The developed e-book can serve as an alternative interactive instructional medium to enhance student engagement in IPAS learning at SDN Bendan Ngisor, Semarang City.
DEVELOPING AUGMENTED REALITY-BASED LEARNING MEDIA FOR TSUNAMI MITIGATION TO ADDRESS STUDENT MICRO-LEARNING CHALLENGES Muflikhul Huda; Kiki Septaria; Silvi Rosiva Rosdiana; Risda Shafikha; Wafda Salami
JPPIPA (Jurnal Penelitian Pendidikan IPA) Vol. 11 No. 1 (2026): June 2026
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.v11n1.p33-47

Abstract

Tsunami mitigation education often encounters significant challenges, as students struggle to grasp abstract concepts, visualize complex phenomena, and lack direct experiential learning opportunities. This research aims to develop Augmented Reality (AR)-based learning media in the form of a pocketbook to address micro-learning issues among Grade VIII junior high school students. The study employed a Research and Development (R&D) approach using the ADDIE model (Analyze, Design, Develop, Implement, Evaluate). Participants included 25 Grade VIII female students at MMA Darul Jannah Al-Ma’wa, with data collected via expert validation sheets, pretest-posttest assessments, and student response questionnaires. Validation results categorized the media as "highly feasible" with a score of 83.25%. Effectiveness testing yielded an N-Gain value of 0.56 (moderately effective), while the paired t-test revealed a significance level of 0.000 (p<0.05), indicating a significant improvement between pretest and posttest scores. In conclusion, AR-based learning media effectively assists students in understanding tsunami mitigation more clearly, facilitating conceptual visualization and enhancing learning outcomes.
ASSOCIATION BETWEEN MOTIVATION AND PROBLEM-SOLVING ABILITY: A REVIEW OF LITERATURE AND CORRELATIONAL META-ANALYSIS Azizul Ghofar Candra Wicaksono; Ismi Nurul Qomariyah
JPPIPA (Jurnal Penelitian Pendidikan IPA) Vol. 11 No. 1 (2026): June 2026
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.v11n1.p48-60

Abstract

This study was aimed at providing quantitative analysis of correlation between motivation and problem-solving ability. We conducted a systematic review from several published studies from 2000 to 2025. The studies collected in this review were selected from comprehensive search through databases including Google scholar, Science Direct, ERIC, and Research Gate. There are some inclusion criteria for literature selection including the using standardized problem-solving test and motivation questionnaire, and the availability of reported correlation coefficients. A total of 23 studies with 56 different samples were gathered in this review. The study showed that the average correlation from the studies showed low coefficient (r = .155, z = .157). The majority of studies used self-regulation, self-efficacy, intrinsic, and extrinsic motivation for measuring motivation level of students. Complex problem solving (CPS) was the most used test for assessing problem solving. A higher correlation between motivation and problem-solving ability was seen in the middle school level but shows similar trend over the educational level. Findings from the analysis imply that motivational factors will support problem solving in indirect ways. It gives challenge of instructional design to improve problem solving ability with integration of motivational factors.
DEVELOPMENT OF ANDROID-BASED EDUCATIONAL GAME MEDIA ON EARTH AND THE SOLAR SYSTEM TO IMPROVE GRADE VII STUDENTS’ LEARNING Rahmawati Yanita Sari; Andriana Putri Kurniawati; Atika Anggraini
JPPIPA (Jurnal Penelitian Pendidikan IPA) Vol. 11 No. 1 (2026): June 2026
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.v11n1.p61-67

Abstract

This research aims to develop Android-based educational game media on Earth and Solar System materials to improve the learning outcomes of grade VII students at MTsN 1 Kediri City. The background of this research is the lack of use of interesting and interactive learning media so that student learning outcomes are still low or have not reached the Learning Goal Achievement Criteria (KKTP). The method used is Research and Development (R&D) with a Four-D (4D) model which includes Define, Design, Develop, and Disseminate stages. Data was obtained through expert validation as well as students' Pretest and Posttest results, then analyzed using feasibility and effectiveness tests (normality, homogeneity, paired sample t-test, and N-gain tests). The results of the study showed that the developed media was very feasible with a percentage of assessment of material experts of 88.7%, media experts of 94.3%, and question experts of 90%. The effectiveness test showed an increase in learning outcomes with a sig. (2-tailed) value of 0.000 < 0.05 and an N-gain value of 0.5888 in the medium category. Thus, Android-based educational game media is declared feasible and effective enough to improve student learning outcomes.
ANALYZING THE RELATIONSHIP BETWEEN PhET SIMULATION USE AND STUDENTS’ CONCEPTUAL UNDERSTANDING IN SCIENCE LEARNING Winda Ismi; Ai Anisa Asaidah; Shinta Fitriani; Nana Nana
JPPIPA (Jurnal Penelitian Pendidikan IPA) Vol. 11 No. 1 (2026): June 2026
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.v11n1.p86-93

Abstract

The objective of this research is to analyze. the use of PhET Simulation in science learning and examine its relationship to their conceptual understanding. The research employed a quantitative approach with a descriptive correlational design. The study sample consisted of 30 students. Data were collected using a questionnaire on PhET Simulation usage and a test of students’ conceptual understanding. The questionnaire instrument was validated and deemed reliable prior to use. Data analysis was conducted using descriptive statistics, normality tests, and Spearman’s rho correlation tests with the aid of SPSS. The results indicated that the average score for PhET Simulation usage was 39.10 out of a maximum of 48, which falls into the high category. Meanwhile, the average score for students’ conceptual understanding was 70.33, with a relatively high variation among the students. The normality test results showed that one of the variables was not normally distributed; therefore, hypothesis testing was conducted using Spearman’s rho correlation. The Spearman’s rho correlation test yielded a coefficient of 0.082 with a significance level of 0.667 (p > 0.05), indicating that there was no significant relationship between PhET Simulation usage and students’ conceptual understanding. The findings suggest that PhET Simulation use has not become a dominant factor in improving students’ conceptual understanding, as it is still influenced by prior ability, learning motivation, and the instructional strategies employed by teachers.
VALIDITY AND PRACTICALITY OF STEM-PBL BASED THERMOCHEMISTRY TEACHING MATERIALS FOR CHEMISTRY EDUCATION STUDENTS Dwy Puspita Sari; Mutiara Agustina Nst; Dewi Syafriani; Alfira Julian Pratiwi
JPPIPA (Jurnal Penelitian Pendidikan IPA) Vol. 11 No. 1 (2026): June 2026
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.v11n1.p79-85

Abstract

This study aimed to develop STEM-PBL-based thermochemistry teaching materials and examine their validity and practicality for use in chemistry education. This research employed a Research and Development (R&D) approach using the ADDIE model, limited to the Analysis, Design, and Development stages. Following product development, expert validation and a limited practicality assessment were conducted. The research subjects consisted of three expert validators and 30 students from the Chemistry Education Study Program. The instruments used were validity and practicality questionnaires employing a four-point Likert scale. Validity data were analyzed using average validation scores, while practicality data were analyzed using the percentage of student responses. The results showed that the developed teaching materials obtained an average validity percentage of 93%, categorized as highly valid. The practicality assessment yielded a percentage score of 92%, categorized as highly practical. Students responded positively to the developed teaching materials, indicating that they were easy to use, attractive, and beneficial for supporting thermochemistry learning activities. The practicality assessment was limited to student responses and did not evaluate learning effectiveness. Therefore, the STEM-PBL-based thermochemistry teaching materials are considered highly valid and highly practical for use in chemistry education.

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