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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 1,255 Documents
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Implementation of Presentation-Assisted Discovery Learning Model Using Canva Application in IPAS Learning to Improve Learning Outcomes Dwi Nur Laela; Badarudin Badarudin
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.v21i3.11927

Abstract

Learning Natural and Social Sciences integrated with regional culture in elementary schools still faces various obstacles, resulting in low student learning outcomes in the cognitive, affective, and psychomotor domains. This problem indicates a gap between the demands of active, meaningful learning and the underdeveloped learning practices, with minimal use of digital media. Therefore, this study aims to determine improvements in fifth-grade student learning outcomes through the implementation of the Discovery Learning model supported by Canva-based presentation media. This study used a collaborative Classroom Action Research (CAR) method, implemented in two cycles, with stages of planning, implementation, observation, and reflection. The research subjects were fifth-grade elementary school students. Data collection techniques included tests, observation, and documentation. Data analysis was conducted using quantitative descriptive techniques, calculating the average learning outcome score for each cycle. The results showed improvements in all domains. The average cognitive learning outcome score increased from 64.81 in Cycle I to 91.48 in Cycle II. The affective domain increased from 66.48 to 90.00, while the psychomotor domain increased from 66.39 to 82.00. This increase occurred because the Discovery Learning model supported by Canva was able to create more interactive learning, encourage student activeness in discovering concepts, and facilitate the visualization of material in an interesting and contextual way. Thus, it can be concluded that the implementation of the Discovery Learning model, supported by Canva, is effective in improving student learning outcomes across the cognitive, affective, and psychomotor domains. The implication of this study is the need for teachers to continuously integrate innovative learning models and digital media to create more meaningful, student-tailored learning.
Effect of Brain Based Learning on Students Biology Learning Outcomes Ermita Putri; Jamaluddin Jamaluddin; I Wayan Merta
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.v21i3.11950

Abstract

Low biology learning outcomes are often linked to conventional teacher-centered instruction, which limits student engagement and active participation. This study was conducted to address these challenges by examining the effect of Brain-Based Learning on students’ biology achievement. The main objective was to determine whether this innovative approach could significantly improve learning outcomes compared to traditional methods. A quasi-experimental design was employed, specifically the pretest-posttest control-group design. The sample was selected using purposive sampling, resulting in two classes: an experimental class that received Brain-Based Learning treatment and a control class that continued with conventional instruction. Data collection techniques included biology achievement tests administered before and after the intervention, complemented by classroom observations to monitor the implementation process and student involvement. Data analysis was carried out using an independent sample t-test to assess the significance of differences between the two groups. The results revealed a clear and significant effect of Brain-Based Learning on students’ biology learning outcomes, as indicated by a p-value of 0.000, which is below the 0.05 threshold. The average post-test score in the experimental class was 78.45, while the control class scored only 49.32. These findings demonstrate that Brain-Based Learning is more effective than conventional methods in enhancing students’ understanding of biological concepts. In conclusion, Brain-Based Learning significantly improves biology learning outcomes and fosters more active, meaningful, and engaging learning experiences. The practical implication of this study is that teachers should consider adopting Brain-Based Learning as an innovative instructional strategy to enhance the quality of biology education. By shifting from teacher-centered to student-centered approaches, educators can create learning environments that better support achievement and long-term retention of scientific knowledge.
Teaching Agricultural Biotechnology with Animation to Enhance Students Visual Literacy and Food Security Understanding Trista Niswa Fadliya; Fidia Fibriana
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.v21i3.11953

Abstract

Food security is a global strategic issue that requires science and technology-based innovations, one of which is plant tissue culture biotechnology. However, tissue culture is abstract and difficult for students to understand because it involves microscopic processes that cannot be directly observed. Therefore, instructional media that can visually illustrate these concepts are needed. This study aimed to develop an animated video on plant tissue culture, based on visual literacy principles and to evaluate its feasibility and effectiveness in biotechnology learning related to food security. This research employed a Research and Development (R&D) approach, using a modified 4D model through the development stage. The trial was conducted with 20 ninth-grade junior high school students who had not previously used animated video media in tissue culture learning and were willing to participate in the entire sequence of learning activities, using a one-group pretest-posttest design. Research instruments included expert validation sheets, student response questionnaires, and pretest and posttest assessments. Data were analyzed using descriptive and inferential statistics, including the Wilcoxon Signed Rank Test and N-gain analysis. The study results showed that the developed media was highly feasible, with an overall validation score of 98.89% from six validators, all of whom were media and material experts, who categorized it as "very feasible." Student responses were also very positive, with 81.2% in favor. Effectiveness analysis showed a significant improvement from pretest to posttest scores (p < 0.001), with an N-gain of 0.7722 (high category), indicating that the media effectively enhanced students’ conceptual understanding of plant tissue culture. The novelty of this study lies in integrating visual literacy indicators and the food security context, and utilizing Artificial Intelligence technology to develop educational animation. These findings suggest that AI-based animated media can concretize complex biotechnology concepts and improve the quality of science learning.
The Effectiveness of SrVER-Based Learning Modules Integrated with Augmented Reality in Improving Students Health Literacy on the Circulatory System Nikita Aulia Putri; Baiq Sri Handayani; Marosa Robiatul Adawiyah; Tri Ayu Lestari
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.v21i3.11966

Abstract

Biology, as a branch of natural science, plays an important role in providing students with an understanding of humans, the environment, and factors that influence health. This study aimed to determine the effectiveness of Screening, Visualization, Elaboration, and Reflection (SrVER)-based learning modules integrated with Augmented Reality (AR) in improving students’ health literacy in circulatory system learning at SMAN 3 Mataram. This study used a quantitative quasi-experimental design with a Non-Equivalent Control Group. The study involved 50 eleventh-grade students of SMAN 3 Mataram in the 2025/2026 academic year who studied the circulatory system material using a purposive sampling technique. Data were collected using multiple-choice questions. The data analyzed in this study were the N-Gain test and the Mann-Whitney test. The results of the prerequisite test showed that the data did not meet the assumptions of normality or homogeneity of variance; therefore, the analysis was conducted using the nonparametric Mann–Whitney U test on the N-gain score. The study found that the experimental class had an N-Gain of 0.8, in the high category, while the control class had an N-Gain of 0.3, in the low category. In addition, the Mann-Whitney test obtained an Asymp. Sig. (2-tailed) value of 0.000 <0.05, which means there is a significant difference in the post-test scores of the experimental and control classes. Thus, the null hypothesis (H0), which states that there is no effectiveness in using the SrVER-based learning module integrated with Augmented Reality (AR), is rejected. In contrast, the alternative hypothesis (Ha) is accepted. It can be said that using the SrVER-based learning module integrated with Augmented Reality (AR) to improve students' health literacy in the circulatory system material at SMAN 3 Mataram is effective.
The Effectiveness of SrVER-Based Learning Modules Integrated with Augmented Reality on Students Self-Efficacy in Excretory System Topics Resta Aulia Lestari; Baiq Sri Handayani; Marosa Robiatul Adawiyah; Tri Ayu Lestari
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.v21i3.11967

Abstract

Biology learning requires students to have self-efficacy, namely, confidence in their abilities to solve learning problems and complete certain tasks. SrVER is a learning model that emphasizes a visual learning style, which adapts the main principles in the teaching and learning process, namely Screening, Visualization, Elaboration, and Reflection. The SrVER model can be considered one approach with the potential to improve student self-efficacy. The purpose of this study was to determine the effectiveness of SrVER-based learning modules integrated with Augmented Reality (AR) on student self-efficacy in excretory system material at SMAN 2 Mataram. This study used a quantitative experimental method with a non-equivalent control group design and purposive sampling. The experimental group was given treatment, namely the use of the AR-integrated SrVER learning module, while the control class, the learning was as usual for teachers. Data collection in this study was carried out by distributing questionnaires to students, totaling 28 questions. Data were analyzed using the Mann–Whitney U test because the data were not normally distributed. The results of the study obtained an Asymp. Sig. (2-tailed) value of 0.003, which indicates that the value is <0.05, so that Ha is accepted and Ho is rejected, so that it can be interpreted that there is an effectiveness of the use of the SrVER learning module integrated with augmented reality on student self-ability in the excretory system material for class XI of SMAN 2 Mataram. These findings indicate that integrating SrVER and AR can support more interactive and meaningful biology learning.

Page 126 of 126 | Total Record : 1255

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