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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 1,224 Documents
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Development of an E-Worksheet Based on Problem-Based Learning to Improve Concept Understanding Linda Yudha Azzahra; Aldina Eka Andriani
Jurnal Pijar Mipa Vol. 21 No. 2 (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.v21i2.11683

Abstract

Science learning in elementary schools still faces challenges in the form of low student conceptual understanding, caused by the lack of digital interactive student worksheets that can facilitate concept visualization and encourage active student involvement in the learning process. This study aimed to design, validate, and examine the effectiveness of E-Worksheet based on Problem-Based Learning to improve sixth-grade students’ understanding of Earth’s rotation and revolution at SDN Kalibanteng Kidul 03, Semarang City. This research employed a Research & Development (R&D) approach using the ADDIE model, comprising analysis, design, development, implementation, and evaluation. The participants were 22 sixth-grade students. Data were collected through interviews, observations, questionnaires, documentation, and pretest–posttest instruments. Data analysis included normality testing, the Wilcoxon Signed Rank Test, and the N-Gain test. The E-Worksheet was developed using Canva, delivered through the Liveworksheet platform, and integrated with Solar System Scope as a virtual laboratory to enhance visualization. E-Worksheet-based Problem-Based Learning consists of a cover page, identity, general information, learning activities, learning activities arranged in stages based on aspects of conceptual understanding and in line with PBL syntax, and developer profiles. Validation results from material and media experts reached 93%, indicating a very feasible category. The Wilcoxon Signed Rank Test showed a significant difference between pretest and posttest scores (Asymp. Sig. = 0.046 < 0.05). The N-Gain score of 0.30 indicates a moderate improvement in students’ conceptual understanding. These findings demonstrate that the E-Worksheet based on Problem-Based Learning is successfully developed, feasible, and moderately effective in improving students’ understanding of Earth’s rotation and revolution. This study contributes a systematic worksheet that integrates PBL syntax with digital simulations and explicit conceptual understanding, serving as a model for developing interactive problem-based digital science materials and as a reference for other science subjects.
Effect of Conceptual Scaffolding in the E-Recitation Program on Students Conceptual Understanding
Jurnal Pijar Mipa Vol. 21 No. 2 (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.v21i2.11686

Abstract

Conceptual understanding is a fundamental aspect of physics learning because each concept is interrelated and becomes the basis for mastering subsequent materials. However, students often experience misconceptions that lead to low conceptual mastery. This study aims to analyze the effect of conceptual scaffolding in the E-Recitation program on students' conceptual understanding of temperature and heat. This study uses a quantitative, experimental approach with a One-Group Pretest-Posttest Design, which involves a single group without a control group. The research subjects were 29 grade XI Science students. The research procedure consisted of three main stages: administering a pretest to measure students' initial abilities, providing treatment by implementing conceptual scaffolding in the E-Recitation program, and administering a posttest to measure changes in conceptual understanding after treatment. The instrument used was a conceptual understanding test comprising 20 multiple-choice questions, validated by experts. The data were analyzed using the Shapiro-Wilk normality test followed by a paired sample t-test to test the hypothesis, as well as to calculate the effect size. The average pretest score of 55.00 increased to 77.24 in the posttest. The analysis results indicate that the data are normally distributed, and the paired-samples t-test is significant (p = 0.000 < 0.05), indicating a significant difference between the pretest and posttest results. In addition, the effect size of 2.07 falls in the very large category. The novelty of this study lies in the direct application of conceptual scaffolding to each answer choice through guiding questions and conceptual feedback videos in the E-Recitation system. Thus, it can be concluded that the application of conceptual scaffolding in the E-Recitation program has a very significant effect on improving students' conceptual understanding of temperature and heat.
Implementation of Contextual Discovery Learning Model to Improve Scientific Literacy Iva Tien Nur Hidayatul Ullum; Martini Martini
Jurnal Pijar Mipa Vol. 21 No. 2 (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.v21i2.11689

Abstract

Scientific literacy is an essential 21st-century competency that enables students to explain scientific phenomena, design investigations, and interpret evidence-based data. This study aims to analyze the improvement of students' scientific literacy through the application of the Discovery Learning model with a contextual approach to human respiration material. The learning context is developed through a comparative analysis of air pollution data from urban and rural areas, enabling students to examine the relationship between air quality and respiratory system disorders in a real and relevant manner. This study used a quantitative method with a one-group pretest-posttest design. The subjects were 31 eighth-grade students of SMP Negeri 1 Selorejo. The instruments used included a scientific literacy test (pretest and posttest), an observation sheet for learning implementation, and a student response questionnaire. Data analysis was carried out in stages, beginning with a normality test to determine data distribution. Because the data were not normally distributed, hypothesis testing was continued using the non-parametric Wilcoxon test. The magnitude of the increase was calculated through the N-Gain value. The results showed a significant increase in scientific literacy, as indicated by the Wilcoxon test, with an N-Gain of 0.70, which falls within the moderate category. These findings demonstrate that integrating Discovery Learning with a contextual approach grounded in urban and rural air pollution data effectively facilitates students' connections between respiratory system concepts and real-world environmental issues. Thus, this learning model contributes to strengthening scientific literacy competencies in a more meaningful and contextual way.
Integration of the Kungkum Sinden Tradition in Sendang Made for the Development of a Critical Thinking E-book Wiwik Wulandari; Aris Rudi Purnomo
Jurnal Pijar Mipa Vol. 21 No. 2 (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.v21i2.11694

Abstract

The limited availability of contextual and technology-integrated teaching materials highlights the need for innovative resources to enhance students’ critical thinking skills in ecosystem learning. This research focuses on developing an integrated e-book that incorporates the local wisdom of the Kungkum Sinden tradition in Sendang Made into ecosystem learning to enhance junior high school students’ critical thinking skills. The research addresses the limited availability of contextual teaching materials and the need for digital resources that support 21st-century learning, particularly critical thinking and technology integration. A Research and Development (R&D) method was employed using the ADDIE framework, consisting of analysis, design, development, implementation, and evaluation stages. Data were collected through expert validation involving science education lecturers and a science teacher, as well as readability testing. The e-book achieved high validation scores: 3.18 for presentation (valid), 3.32 for content feasibility (very valid), and 3.41 for language appropriateness (very valid), with an overall validity of 83% and a rating of very valid. The product integrates ecosystem concepts with local ecological values and interactive features designed to train interpretation, analysis, inference, evaluation, explanation, and self-regulation skills. In conclusion, the developed e-book is highly feasible and valid for supporting contextual science learning and improving students’ critical thinking skills.

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