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Saprizal Hadisaputra
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Jurnal Pijar MIPA
Published by Universitas Mataram
ISSN : 19071744     EISSN : 24601500     DOI : -
Core Subject : Science, Education,
Biochemistry, Genetics & Molecular Biology Chemistry Mathematics Physics
Jurnal Pijar MIPA (e-ISSN: 2460-1500 & p-ISSN: 1907-1744) is an open-access scientific periodical journal published by the Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA publishes original articles on current issues and trends in mathematics-science-science education studies. In addition, this journal addresses issues concerning environmental education and environmental science. The journal scopes are: a. Physics and Physics Education b. Chemistry and Chemistry Education c. Biology and Biology Education d. Natural Science and Science Education e. Mathematics and Mathematics Education f. Environmental and Environmental Education
Arjuna Subject : Umum - Umum
Articles 3 Documents
 1 
Search results for , issue "Vol. 21 No. 3 (2026): in Progress" : 3 Documents clear
Pre-Service Chemistry Teachers Practicum Experiences in Libya: Challenges, Support Needs, and Supervisors Perspectives Alrwesse, Rania; Aljarmi, Abtisam; Baroud, Najah
Jurnal Pijar MIPA Vol. 21 No. 3 (2026): in Progress
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpm.v21i3.11656

Abstract

Teaching practicum is an important stage in chemistry teacher education because pre-service teachers need to apply what they have learned at the university in real classrooms while facing real constraints such as time, classroom control, safety issues, and limited school resources. This study explores practicum experiences of final-year pre-service chemistry teachers in Libya, focusing on the main challenges they face and the support they need across different school contexts. A convergent mixed-methods design was used, combining a questionnaire with semi-structured interviews to compare students’ and supervisors’ views. Questionnaire data were collected from 60 final-year female pre-service chemistry teachers from the Chemistry Department, Faculty of Education, University of Zawia, who were placed in 9 practicum schools (urban: n = 42; non-urban: n = 18). At the same time, nine practicum supervisors were interviewed to identify recurring difficulties and potential improvements in the practicum program. The survey showed high pressure related to classroom management and limited lesson time, difficulty in teaching abstract chemistry concepts and linking macroscopic, symbolic, and particle-level explanations, and frequent student misconceptions with lower confidence in assessing understanding. Students also reported limited lab access and school resources, and not enough satisfaction with university supervision feedback. The supervisors’ interviews supported these results, pointing to clear time-loss points during lessons, crowded classes that make safety harder, and a common move to demonstration or theory-based lessons when resources are limited. Overall, the findings suggest the need for a stronger support system in practicum, including clearer mentoring, regular observation and feedback, chemistry-focused teaching resources, simple diagnostic assessment tools, and low-cost, safe lab alternatives. This study provides evidence from Libya and gives practical suggestions to improve chemistry teacher preparation and school–university cooperation.
Development of Handouts on Redox Material to Improve the Students Cognitive Abilities Using the Sorogan-Bandongan Learning Model Ainun, Nur; Rinaningsih, Rinaningsih
Jurnal Pijar MIPA Vol. 21 No. 3 (2026): in Progress
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpm.v21i3.11769

Abstract

The Sorogan-Bandongan learning model is a traditional approach to enhancing students’ cognitive abilities through a structured series of activities, including diagnostic testing, independent practice, and self-reflection. This model effectively bridges student-centered individual learning (Sorogan) with collective discussion and evaluation (Bandongan), fostering both personal responsibility and collaborative engagement. This Research and Development (R&D) study, employing Thiagrajan's 4D model (Define, Design, Develop, Disseminate) through the development stage, aims to evaluate the feasibility of a chemistry handout on redox reactions based on this model. The feasibility was assessed through three main criteria: validity, practicality, and effectiveness. Analysis of the research instruments revealed that the handout is highly qualified across all parameters. In terms of validity, both content and construct aspects received a mode score of 4, placing them in the "highly valid" category. Regarding practicality, the handout earned a 94.11% student response rate, while direct observations of student activities across three sessions yielded consistently high scores between 96.67% and 97.78%, categorizing it as "very practical." Finally, the effectiveness of the handout was demonstrated by a significant improvement in student learning outcomes. The analysis of pretest and posttest results showed an average N-Gain Score of 0.77, which falls into the "high" category, with a class mastery rate of 100%. These results confirm that integrating the Sorogan-Bandongan learning model into chemistry handouts is a highly effective and feasible strategy for improving students’ cognitive understanding of redox material.
Information Literacy and Digital Literacy as Predictors of Students Cognitive Learning Outcomes in General Biology Lianto, Lianto; Adawiyah, Marosa Robiatul; Lestari, Tri Ayu
Jurnal Pijar MIPA Vol. 21 No. 3 (2026): in Progress
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpm.v21i3.11795

Abstract

The rapid digital transformation in higher education highlights the importance of literacy competencies that enable students to effectively access, evaluate, and utilize information. This study aimed to examine the relationship between information literacy (IL), digital literacy (DL), and students’ cognitive learning outcomes (CLO). A quantitative correlational design was employed involving 78 undergraduate students enrolled in a General Biology course. Data were collected using a literacy questionnaire and a cognitive test. Assumptions of normality, linearity, and multicollinearity were met prior to analysis. Multiple regression analysis revealed that IL and DL simultaneously had a significant relationship with CLO (p < 0.05; R = 0.417; R² = 0.174), while partial effects were not significant. This study demonstrates that IL and DL act as complementary rather than independent predictors of cognitive outcomes. The findings imply that integrating both literacies into instructional design is essential to enhance students’ academic performance in digital learning environments.  The study contributes to the growing literature on literacy integration in higher education and implies that instructional design should integrate information and digital literacy simultaneously to support meaningful learning and improve students’ academic performance in digital learning environments

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