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Jurnal Kajian Pendidikan IPA
Published by Universitas Garut
ISSN : 27985636     EISSN : 27987043     DOI : http://dx.doi.org/10.52434/jkpi
Core Subject : Education, Social,
Education Social Sciences
Jurnal Kajian Pendidikan IPA (JKPI) dengan nomor P-ISSN: 2798-7043 dan E-ISSN: 2798-7043 merupakan jurnal yang dikelola oleh Program Studi Pendidikan IPA, FPIK, Universitas Garut. Jurnal ini bertujuan mempublikasikan artikel hasil penelitian atau pemikiran pada bidang Pendidikan IPA, Pendidikan Kimia, Pendidikan Fisika, dan Pendidikan Biologi. Konten artikel yang dimuat mencakup isu-isu kekinian pada bidang Pendidikan IPA, Pendidikan Kimia, Pendidikan Fisika, dan Pendidikan Biologi yang berkaitan dengan proses pembelajaran, media pembelajaran, bahan ajar pembelajaran, dan penilaian pembelajaran IPA.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 155 Documents
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Efektivitas Model Pembelajaran Inkuiri Terbimbing Berbantuan Bahan Ajar SIGAR Terhadap Hasil Belajar IPAS Kelas VI SD 2 Bulung Kulon Anisa, Rohmah Nur; Ratnasari, Yuni; Ardianti, Sekar Dwi
Jurnal Kajian Pendidikan IPA Vol 6 No 1 (2026): Jurnal Kajian Pendidikan IPA
Publisher : Universitas Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52434/jkpi.v6i1.42763

Abstract

This study aims to evaluate the extent to which student learning outcomes in IPAS subjects improve when using a guided inquiry learning model assisted by SIGAR (Simulation of Earth's Rotation and Revolution) teaching materials in chapter 5 topic B. The method used is a quantitative approach with a pre-experimental one-group pretest-posttest design, involving 14 sixth-grade students. Observations, interviews, and essay tests were used to collect data. The results of the study showed that the data had a normal distribution, with a t-test value of 0.000 < 0.05 (Ha accepted), and an n-gain of 0.82 (indicating a high category), indicating that student learning outcomes had increased by 82.15%. Therefore, the guided inquiry model assisted by SIGAR teaching materials is effective in improving students' learning outcomes for IPAS because it can encourage active student participation and help develop critical thinking skills. Keywords: Guided inquiry, IPAS learning outcomes, SIGAR teaching materials
Pengembangan Bahan Ajar Berbasis RADEC untuk Meningkatkan Keterampilan Proses Sains Baehaki, Farhan; Murtafi'ah, Ni'matul; Adelin, Azalia; Prahasta, Vivo
Jurnal Kajian Pendidikan IPA Vol 6 No 1 (2026): Jurnal Kajian Pendidikan IPA
Publisher : Universitas Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52434/jkpi.v6i1.43040

Abstract

The government has created a standard graduate profile that includes 21st-century competencies for prospective Medical Laboratory Technology (TLM) students. One of the skills the government focuses on is the development of Science Process Skills (SPS). Student-centered learning through various learning models has been implemented to improve SPS. However, the process has not been significantly successful. Students tend to be passive due to their lack of prior knowledge, so they focus on recording and writing rather than being actively involved. Therefore, the RADEC Learning Model (Read, Answer, Discuss, Explain, and Create) can be an alternative in supporting students' prior knowledge because it consists of Pre-Lecture (Read and Answer) and Lecture (Discuss, Explain, and Create) activities. Another obstacle is the breadth of material due to easy internet access, making it difficult for students to find and select valid information. The goal of this project is to create RADEC-based instructional resources that can help TLM students improve their science process abilities. The Development & Validation approach, which consists of three stages, is used in this study: 1) literature review; 2) construction; and 3) improvement. The 4-STMD approach was used in the creation of instructional materials. Thirty students studying Medical Laboratory Technology and seven specialists participated in the evaluation. A readability test sheet and an expert validation sheet were the tools utilised in the data collection procedure. The results showed that the teaching materials had excellent validity (conformity >80%) and good readability (>70%) in facilitating the development of science process skills. Therefore, the developed teaching materials can be implemented in lectures.Keywords: medical laboratory technology, RADEC, science process skills, teaching materials
Pengembangan E-LKPD Berbasis Science, Environment, Technology, and Society (SETS) Untuk Meningkatkan Literasi Sains Siswa Fuddah, Lutfiatul; Nuha, Ulin
Jurnal Kajian Pendidikan IPA Vol 6 No 1 (2026): Jurnal Kajian Pendidikan IPA
Publisher : Universitas Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52434/jkpi.v6i1.43111

Abstract

Scientific literacy is a fundamental competency in science education, however, the result of the 2022 PISA assessment indicates that the scientific literacy achievement of Indonesian students remains below the expected level, highlighting the need for more contextual and innovative learning approaches. One potential solution is the development of interactive teaching materials in the form of an electronic student worksheet (E-LKPD) based on the Science, Environment, Technology, and Society (SETS) framework, which integrates scientific concepts with environmental issues, technological advancements, and their impacts on society. This study aims to examine the validity, practicality, and effectiveness of the SETS-based E-LKPD in enhancing junior high school students’ scientific literacy. The research employed a research and development (R&D) method using the ADDIE model. The trial participants were seventh-grade students of SMP Negeri 8 Jember, with the research sample drawn from class VII E. Data were collected through expert validation, observations of learning implementation, student response questionnaires, and scientific literacy tests administered as pre-tests and post-tests. The findings demonstrate that the SETS-based E-LKPD is valid (95%), practical (95%), and effective in improving students’ scientific literacy (78%). Therefore, the SETS-based E-LKPD is considered suitable as an alternative instructional material to support the improvement of students’ scientific literacy. Keywords: E-LKPD SETS-based, Science Literacy, Teaching Materials
Pengaruh Model Problem-Based Learning Berbantuan LKPD Multirepresentasi Terhadap Keterampilan Argumentasi Ilmiah Siswa SMP Pada Pembelajaran IPA Jayati, Rina; Supeno, Supeno; Budiani, Lilik
Jurnal Kajian Pendidikan IPA Vol 6 No 1 (2026): Jurnal Kajian Pendidikan IPA
Publisher : Universitas Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52434/jkpi.v6i1.43144

Abstract

This study aims to explore the level of students' scientific argumentation skills before and after learning with the PBL model accompanied by a multirepresentation worksheet, as well as examining the effect of the application of the model on the scientific argumentation skills of junior high school students in science learning. The approach in this research is quantitative using a quasi-experimental type in the form of nonequivalent control group design. Data were collected via test and non-test techniques; test instruments are scientific arguments, while non-test instruments include interviews, observations, and documentation. The results showed that students' scientific argumentation skills before learning were in the weak category, and increased to a strong category after implementation of the PBL model assisted by multirepresentation worksheets. The results of an independent sample t-test produces a sig value. (2-tailed) which is 0.000 < 0.05, which proves that the application of the model to scientific argumentation skills has a significant influence. Therefore, the conclusion is that the multirepresentation worksheet-assisted PBL model significantly affects the scientific argumentation skills for junior high school students in science learning, from the weak category to the strong category. Keywords: E-LKPD SETS-based, Science Literacy, Teaching Materials
Integrasi Kearifan Lokal sebagai Sumber Belajar dalam Pembelajaran IPA melalui Pengembangan Media Digital Taftiana, Ratna Hima; Rhamadani, Diaz; Ariyanto, Alya Dina; Wilujeng , Insih
Jurnal Kajian Pendidikan IPA Vol 6 No 1 (2026): Jurnal Kajian Pendidikan IPA
Publisher : Universitas Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52434/jkpi.v6i1.43145

Abstract

Integration of Local Wisdom as a Learning Resource in Science Learning through Digital Media Development. This study aims to summarize and analyze the development trends of science learning media based on local wisdom as an effort to improve the quality of meaningful learning in elementary and secondary schools. The method used is a literature review with a descriptive qualitative approach to scientific articles published in journals from 2020-2025 that develop learning videos as a support in the learning process. Media characteristics, implementation procedures, and effectiveness on student learning abilities are identified through the analysis stages carried out during the literature review process. The results of the study indicate that media based on local wisdom can improve creativity, conceptual understanding, critical thinking skills, and students' desire to learn. In addition, the application of this method has been proven to strengthen the relevance of science material because it explains scientific phenomena with community cultural practices, which makes learning more contextual. The final results of this study found that the development of videos and multimedia based on local wisdom makes a significant contribution to science learning in the 21st century. It can also be used as a reference for open innovation media in various regional community contexts. This study aims to summarize and analyze the development trends of science learning media based on local wisdom as an effort to improve the quality of meaningful learning in elementary and secondary schools. The method used is a literature review with a descriptive qualitative approach to scientific articles published in journals from 2020-2025 that develop learning videos as a support in the learning process. Media characteristics, implementation procedures, and effectiveness on student learning abilities are identified through the analysis stages carried out during the literature review process. The results of the study indicate that media based on local wisdom can improve creativity, conceptual understanding, critical thinking skills, and students' desire to learn. In addition, the application of this method has been proven to strengthen the relevance of science material because it explains scientific phenomena with community cultural practices, which makes learning more contextual. The final results of this study found that the development of videos and multimedia based on local wisdom makes a significant contribution to science learning in the 21st century. It can also be used as a reference for open innovation media in various regional community contexts.Keywords: Digital media, local wisdom, science learning
Efektivitas Model Pembelajaran Flipped Classroom Berbasis Video Interaktif Terhadap Kemampuan Metakognitif Siswa pada Materi Bumi dan Tata Surya Mustika, Marimar intan; Wida Yanti, Aning; Inayah , Nailil
Jurnal Kajian Pendidikan IPA Vol 6 No 1 (2026): Jurnal Kajian Pendidikan IPA
Publisher : Universitas Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52434/jkpi.v6i1.43178

Abstract

In the era of 21st-century education, metacognitive ability has become a key competency that supports self- directed learning and reflective thinking, particularly in science learning. This study aims to determine the effectiveness of the flipped classroom model supported by interactive videos in enhancing students’ metacognitive abilities and learning engagement on the topic of Earth and the Solar System. The research employed a quantitative method with a pre-experimental one-group pretest–posttest design. The treatment involved implementing the flipped classroom model through two stages: a pre-class phase (independent learning through interactive videos) and an in-class phase (discussion and conceptual exploration). The study involved 31 seventh-grade students of class VII J at SMPN 25 Surabaya. The instruments consisted of an essay-based metacognitive ability test aligned with the indicators of planning, monitoring, and evaluation, as well as an observational sheet for learning engagement. The instruments were validated by experts with a Cronbach’s Alpha reliability of 0.85. Data were analyzed using a paired sample t-test and N-gain calculation. The effectiveness criteria were determined based on a significant difference between pre-test and post-test scores (p < 0.05), an N-gain value categorized as medium to high, and an improvement in learning engagement. The results showed a significant improvement from pre-test to post-test (t = 17.462; p = 0.000), with the average score increasing from 53.55 to 91.61 and an N-gain of 0.7979 (high category). Learning engagement also increased from 65% to 92% (very good category). Thus, the interactive- video-based flipped classroom model meets the effectiveness criteria and provides strong contributions to improving students’ metacognitive abilities.Keywords: Earth and the solar system, effectiveness, flipped classroom, interactive video, metacognitive skills
Rasch Model Dalam Evaluasi Instrumen Extraneous Cognitive Load Pada Media Pembelajaran Berbantuan Artificial Intelligence Putri, Iffa Ichwani; Hidayati , Nurkhairo; Kalsum , Ummi; Suryanti, Suryanti; Fauziah, Nurul; Ferazona, Sepita; Hendrizal, Andri; Lestari , Wiwit Yuli
Jurnal Kajian Pendidikan IPA Vol 6 No 1 (2026): Jurnal Kajian Pendidikan IPA
Publisher : Universitas Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52434/jkpi.v6i1.43181

Abstract

Extraneous cognitive load (ECL) measurements are important to evaluate the quality of digital learning design, but self-report instruments need to be tested for psychometric quality. This study aims to evaluate students' ECL instruments using the Rasch model. Data was collected through a survey of 38 students using an ECL questionnaire containing 17 items with a Likert scale of 1–5, then analyzed with the Rasch Rating Scale Model to assess reliability-separation, fit items and persons, as well as targeting of persons through the Wright map, The results showed that mapping of person-items on a logit scale could be done, but the targeting was less optimal because the average person was far below the average of items. indicates low ECL dominance and limited item coverage at low range. Category diagnostics show a very uneven distribution of responses (categories 4–5 are hardly used), and the probability curve of categories that do not form a clear peak in the upper categories, so the 5 category scale function is not yet effective. It was concluded that the instrument could be used as an initial measurement of ECL, but it needed to be improved on some items and the addition of items to improve precision and interpretability.Keywords: AI, Biology, ECL, Learning Media, Technology.
Building Creativity Beyond The Classroom: The 4DFrame After-School Experience In Bandung, Indonesia Prakoso, Alfiansah Sandion; Haryanti, Anti; Suwarma, Irma Rahma
Jurnal Kajian Pendidikan IPA Vol 6 No 1 (2026): Jurnal Kajian Pendidikan IPA
Publisher : Universitas Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52434/jkpi.v6i1.43183

Abstract

Creativity is an important life skill but is often underemphasized in formal education due to curriculum limitations. Extra-curricular programs can provide alternative opportunities to develop these skills. This study aims to analyze the learning process and creativity outcomes of the Young STEM Program using 4DFrame as learning media. A descriptive study was conducted involving 17 students who participated in this after-school program for three months. Student creativity was assessed based on a product design worksheet and final product using rubric adapted from Torrance framework, which includes 4 aspects namely fluency, flexibility, originality, and elaboration. The result showed an increase in overall creativity, especially in the aspect of fluency and elaboration, as evidenced by a shift in student’s performance from lower to higher rubric categories. By the final topic, 71% of students reached an excellent level in fluency, while all students achieved at least a good level in elaboration. Meanwhile, flexibility and originality aspects are still varying depending on the topic given. These findings suggest that structured extracurricular/after-school STEM activities using tools such as 4DFrame can support the development of specific aspects of student creativity.Keywords: 4DFrame, After-school program, Creativity, STEM education
Systematic Literature Review Model PBL Untuk Penguatan Kemampuan STEM Pada Pembelajaran IPA SMP Sari, Dhea Anggun Puspita; Wahyuni, Sri; Astuti, Sri Rejeki Dwi; Barid, Siti Shofa Assyifa’ul Qulbi
Jurnal Kajian Pendidikan IPA Vol 6 No 1 (2026): Jurnal Kajian Pendidikan IPA
Publisher : Universitas Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52434/jkpi.v6i1.43193

Abstract

Problem-Based Learning (PBL) is an instructional model that guides students to understand concepts through solving real-world problems presented at the beginning of instruction. This study aims to examine the implementation of PBL in strengthening STEM ability in science learning at the junior high school level. Based on recent empirical evidence, this review highlights the effectiveness of PBL in improving critical thinking, problem-solving, creativity, collaboration, and scientific literacy within STEM-oriented education. The study employs a Systematic Literature Review (SLR) guided by PRISMA. Articles were identified through national and international databases and selected using clear inclusion and exclusion criteria. Studies focusing on the implementation, challenges, and outcomes of  PBL in STEM-based science learning at the junior high school level were included, while conceptual and non-empirical works were excluded. The review of 20 articles indicated that the integration of  PBL significantly contributes to the enhancement of students’ STEM skills. Four main themes emerged: the alignment of PBL with STEM ability such as inquiry, experimentation, and engineering design; the role of PBL in fostering higher-order thinking and problem-solving; the impact of PBL on collaboration and communication in STEM projects; and implementation challenges related to teacher readiness, curriculum alignment, and limited resources. Overall, the results confirm that PBL is an effective pedagogical model for supporting STEM-based science education in junior high schools. This review is limited by its database scope and time range, which may exclude relevant studies. Future research is recommended to employ longitudinal designs and cross-context comparisons. This study provides insights for teachers, curriculum developers, and policymakers to optimize PBL integration through professional development, contextual learning resources, and interdisciplinary collaboration.Keywords: problem-based learning, junior high school, science learning, STEM education, systematic literature review  
Misconceptions of Prospective Physics Teachers in Heat Concepts: Implementation of Three-Tier Diagnostic Tests (TTDT) Ramadhan, Teuku Muhammad Hary; Mustari, Andi; Mustika, Cut Rizki; Haya, Fadiya
Jurnal Kajian Pendidikan IPA Vol 6 No 1 (2026): Jurnal Kajian Pendidikan IPA
Publisher : Universitas Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52434/jkpi.v6i1.43204

Abstract

Misconceptions about heat are still very common and need further research. Misconceptions experienced by prospective physics teachers must be immediately eliminated or reduced, because if misconceptions are left unchecked, these wrong concepts can persist for a long time and affect their teaching in the future. This study aims to identify misconceptions of prospective physics teachers on the concept of heat by applying the three-tier diagnostic test (TTDT). The approach used is descriptive quantitative with a conceptual diagnostic method. The research sample consisted of 52 7th-semester students of the Physics Education Department of Syiah Kuala University who had taken basic physics and thermodynamics courses. The research instrument consisted of 30 items, consisting of 10 content items, 10 reason items, and 10 confidence level items. Student responses were grouped into three categories: Understand the Concept (PK), Misconception (M), and Don’t Understand the Concept (TPK). The results of the study showed variations in student understanding of the ten heat concepts tested. Overall, 67.7% of student responses were in the PK category, 28.3% in the M category, and 4% in the TPK category. The highest misconception was found in the concept of “Cold Objects Still Contain Heat (BDP)” and “Heat Exists in All Objects (PSB)”, which is related to misconceptions about thermal energy at the microscopic level. Meanwhile, the concept of the definition of temperature and heat, the difference between the two, and the direction of heat transfer were the most widely understood concepts. The TTDT instrument was proven in identifying detailed categories of Understand the Concept (PK), Don’t Understand the Concept (TPK), and Misconception (M).Keywords: Diagnostic, Heat Concepts, Misconceptions, Three-Tier

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