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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 1,283 Documents
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Development of Multiple-Choice Based on Automatic Assessment through Quizizz Respiratory System Material in Humans Lavina Azza Khaerina; Aldina Eka Andriani
Jurnal Pijar MIPA Vol. 21 No. 4 (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.v21i4.12083

Abstract

Teachers have not been effective in presenting learning evaluations, using a variety of stimuli and question types, resulting in delays in delivering feedback to students. This study aims to describe the development design, test the feasibility, and test the effectiveness of multiple-choice questions based on automatic assessment via Quizizz, using respiratory system material in class V SD N Sekaran 01, Semarang City. The research conducted is R&D (Research and Development) and the ADDIE (analysis, design, development, implementation, Evaluation) development model. The data collection technique uses both tests and non-tests. Data analysis techniques included normality testing, t-tests, and N-Gain. The results of this study include the design of a multiple-choice development based on automatic assessment through Quizizz, with the following question types: standard multiple choice, complex multiple choice, and two-tier multiple choice. Each question is accompanied by a varied, context-specific stimulus in the form of videos, images, tables, and narrative text. The feasibility of multiple-choice automatic assessment via a questionnaire on respiratory system material in humans was demonstrated, with material experts achieving 92.85% and media experts achieving 89.28%, both within very feasible criteria. The effectiveness of multiple-choice questions based on automatic assessment through Quizizz showed an increase in pre-test and post-test by 28.08. The Paired Sample t-test yielded a p-value of 0.00, indicating a significant difference in student learning outcomes, which is supported by the N-Gain test, which yielded 0.5687 with moderate criteria. Thus, a multiple-choice assessment based on Automatic Assessment through Quizizz has been successfully developed, is feasible, and effective in improving students' learning outcomes in grade V at SD N Sekaran 01, Semarang City.
Effect of the Self-Regulated Learning Model on High School Students’ Physics Problem-Solving Ability I Gede Septa Gangga Merta; Putu Yasa; Putu Widiarini
Jurnal Pijar MIPA Vol. 21 No. 4 (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.v21i4.12090

Abstract

Physics education within the Kurikulum Merdeka emphasizes the development of students' problem-solving ability as an essential competency for addressing twenty-first-century challenges. However, physics teaching practices in many Indonesian schools continue to rely heavily on teacher-centered instructional approaches, limiting students' opportunities to develop systematic problem-solving ability. This study aimed to examine the effect of the Self-Regulated Learning (SRL) model on senior high school students' physics problem-solving ability. A quasi-experimental study employing a nonequivalent control group pretest–posttest design was conducted with 64 tenth-grade students at SMA Negeri 3 Singaraja, Indonesia. Students' problem-solving ability was measured using a validated essay test, and the data were analyzed using one-way Analysis of Covariance (ANCOVA) with pretest scores as covariates. Prior to the intervention, the SRL and conventional groups demonstrated comparable mean pretest scores of 36.67 (SD = 5.40) and 35.83 (SD = 4.81). After the intervention, students in the SRL group achieved a higher mean posttest score of 73.33 (SD = 5.32) than those in the conventional group, 69.17 (SD = 5.14). ANCOVA revealed a statistically significant effect of the learning model on students' problem-solving ability (F = 17.067, p < 0.001), with a large practical effect (partial η² = 0.219). Furthermore, the estimated marginal mean difference between the two groups was 5.095 points (95% CI [2.498, 7.691]), indicating a consistent advantage of the SRL model over conventional instruction. These findings demonstrate that SRL is substantially more effective in enhancing students' ability to understand problems, formulate solution strategies, implement appropriate procedures, and evaluate solutions. Therefore, the SRL model represents an effective student-centered instructional approach for strengthening physics problem-solving ability and supporting the implementation of the Kurikulum Merdeka.
Integrating Artificial Intelligence into Problem-Based Learning to Enhance Self-Regulated Learning Nurinda R. Bakri; Abdul Haris Odja; Dewi Diana Paramata; Citron S. Payu; Mursalin Mursalin
Jurnal Pijar MIPA Vol. 21 No. 4 (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.v21i4.12199

Abstract

Technological advancements in the digital age have brought significant changes to the learning process; however, students’ self-regulated learning skills in science education still need to be improved, particularly in their ability to plan, monitor, and evaluate the learning process. Therefore, technology-based learning innovations such as Artificial Intelligence (AI) are needed to provide rapid and personalized feedback to support Self-Regulated Learning (SRL). This study aims to determine the effect of integrating Artificial Intelligence (AI) into the Problem-Based Learning (PBL) model on students’ Self-Regulated Learning (SRL) skills in science education. This study employs a quantitative approach with a one-group experimental design, involving 17 students in the experimental class and 10 students in the replication class, selected through purposive sampling. The research instrument consists of a Self-Regulated Learning questionnaire. Data analysis was conducted using descriptive statistics, the Shapiro-Wilk normality test, and a one-sample t-test for hypothesis testing. The results showed that the mean Self-Regulated Learning (SRL) scores of students in the experimental class were 90.12 and 92.40 in the replication class, both falling into the high category, and the data were normally distributed with significance values of 0.842 and 0.589, respectively (p > 0.05). The results of the hypothesis test showed a p-value of 0.000 for the experimental class.

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