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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 1,294 Documents
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Development of Multimedia Based on Problem Based Learning to Improve Learning Outcomes in Energy Transformation Yasmin Atsara Ghumaisha; Aldina Eka Andriani
Jurnal Pijar MIPA Vol. 21 No. 4 (2026)
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.v21i4.12226

Abstract

Teachers have not optimally used technology-based learning media, such as interactive edugames, resulting in poor student learning outcomes on the topic of energy transformation. This study aims to describe the development and design, and to test the feasibility and effectiveness of multimedia-based problem-based learning (PBL) to improve fourth-grade students' learning outcomes on the topic of energy transformation at SDN Tambakaji 03, Semarang City. This research used the Research and Development (R&D) method with the ADDIE model. The subjects were 28 fourth-grade students at SDN Tambakaji 03, Semarang City. Data collection techniques included non-test methods (observations, interviews, questionnaires, and documentation) and test methods (pretests and posttests). Data analysis techniques used included a normality test, a paired-samples t-test, and an N-Gain test. The results showed that the Multimedia, based on Problem-Based Learning for the topic of energy transformation, was designed in Canva and further developed in Genially. The feasibility results showed a content expert score of 95% and a media expert score of 96%, both categorized as “highly feasible,” supported by teacher response questionnaire results of 97.5% and student response questionnaire results of 97%, both also categorized as “highly feasible.” The effectiveness of the multimedia was indicated by an increase in pretest and posttest scores from 72.7 to 83.6, supported by a paired-samples t-test (p = 0.000 < 0.05) and an N-Gain score of 0.4439 (moderate criterion).  The study concludes that multimedia-based problem-based learning was successfully developed, highly feasible, and effective in improving fourth-grade students' learning outcomes on energy transformation at SDN Tambakaji 03, Semarang City. This study is still limited to the essential concepts of energy transformation.
Comparison of Biology Academic Achievement and Social Skills Between Yangon and Pyin Oo Lwin High School Kaung Pyae Hlyan; Imam Bachtiar; A. Wahab Jufri; Marosa Robiatul Adawiyah
Jurnal Pijar MIPA Vol. 21 No. 4 (2026)
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.v21i4.12348

Abstract

Project-Based Learning (PBL) is increasingly recognized as an effective approach for enhancing both students’ academic achievement and social skills. This study examines differences in academic achievement in biology and social skills among high school students in Yangon and Pyin Oo Lwin, Myanmar. Yangon school implemented Project-Based Learning (PBL), whereas the Pyin Oo Lwin school employed traditional teaching methods. A descriptive comparative design was adopted, involving 120 Grade 10 students, with 60 selected from Yangon and 60 from Pyin Oo Lwin. Academic achievement was measured using monthly biology test scores, while social skills were assessed via a researcher-developed questionnaire covering five indicators: positive interdependence, interaction activity, individual responsibility, interpersonal relationships, and group member interactions. An independent samples t-test revealed significantly higher biology scores in Yangon (M = 75.80, SD = 5.97) than in Pyin Oo Lwin (M = 68.10, SD = 6.21; t = 7.01, df = 118, p < 0.01). A Mann–Whitney U test indicated significantly stronger collaboration scores in Yangon (93.5%, SD = 1.60) compared to Pyin Oo Lwin (91.7%, SD = 1.70; U = 577.00, p < 0.05). A Pearson correlation analysis showed a statistically significant, moderate positive relationship between academic achievement and social skills (r = 0.47, p < 0.001, r² = 0.22), indicating that the two variables share only about 22% of common variance. Given the descriptive comparative design, these findings indicate that PBL implementation is associated with higher academic achievement and stronger social skills among Yangon students, rather than directly causing these outcomes. The results underscore the need for equitable access to active learning methodologies across Myanmar's diverse regional contexts.
Association Between Household Drinking Water Access and Management Factors and Diarrhea in East Kalimantan Province: Analysis Of SKAMRT 2024 Data Akhmad Riyadi; Bambang Wispriyono
Jurnal Pijar MIPA Vol. 21 No. 4 (2026)
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.v21i4.12360

Abstract

Diarrheal disease remains a significant public health concern and is closely associated with access to drinking water and household drinking water management practices. According to the 2023 Indonesian Health Survey (SKI), the reported prevalence of diarrhea was 4.3% nationally and 4.2% in East Kalimantan Province. This study aimed to examine the association between household drinking water access and management factors and diarrhea in East Kalimantan Province using data from the 2024 Household Drinking Water Quality Surveillance (SKAMRT). A cross-sectional study was conducted using secondary data from 2,051 households. The main independent variables were drinking water source, drinking water continuity, household drinking water treatment, and drinking water storage. Education of the household head, household size, and place of residence were included as covariates. Data were analyzed using descriptive statistics, bivariate analyses with the chi-square test, and multivariable logistic regression. The prevalence of reported diarrhea was 4.5%. After adjustment for the other variables included in the model, intermittent drinking water access was significantly associated with higher odds of diarrhea (AOR = 6.10; 95% CI: 3.21–11.57; p < 0.001). Unsafe drinking water storage was also significantly associated with higher odds of diarrhea (AOR = 2.67; 95% CI: 1.38–5.19; p = 0.004). Drinking water source and household drinking water treatment were not significantly associated with diarrhea. These findings highlight the importance of improving the reliability of the drinking water supply and strengthening household education on safe drinking water storage. These findings should be interpreted cautiously because of the cross-sectional design and reliance on household-reported diarrhea.
Effect of the Problem-Based Learning Model on Problem-Solving Ability in the Materials of Matter and Its Changes Nur Oktavia Sry Rejeki; Ratna Tanjung; Yul Ifda Tanjung
Jurnal Pijar MIPA Vol. 21 No. 4 (2026)
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.v21i4.11917

Abstract

Problem-solving ability is a crucial competency in science learning that still requires improvement, particularly in the topic of matter and its changes. The low level of this skill highlights the need for more innovative and student-centered instructional approaches. This study aims to examine the effect of the Problem-Based Learning (PBL) model on students’ problem-solving abilities. This study aims to analyze the effect of the Problem-Based Learning (PBL) model on students’ problem-solving abilities in the topic of Matter and Its Changes at SMP Negeri 1 Silaen. The background of this research is the low level of students’ problem-solving skills due to the dominance of conventional, teacher-centered learning, which causes students to be passive and less trained in developing problem-solving strategies. This research uses a quantitative approach with a quasi-experimental design of the non-equivalent control group type. The sample was selected using purposive sampling, with Class VII-D (26 students) as the experimental group, taught using the PBL model, and Class VII-E (25 students) as the control group, taught using conventional methods. Data were collected through problem-solving ability tests in the form of essay questions administered during the pretest and posttest. The hypothesis was tested using the Independent Sample T-Test. The results showed a positive and significant effect of the Problem-Based Learning model on students’ problem-solving abilities. This is evidenced by the t-value of 4.404 at a significance level of 0.005 and a significance value of 0.000, which is smaller than 0.005; thus, H₀ is rejected. Descriptively, the average posttest score of the experimental class (77.76) is higher than that of the control class (63.76), with a mean difference of 13.437. It can be concluded that the Problem-Based Learning model is effective in improving students’ problem-solving abilities through active engagement, inquiry, and the development of critical thinking skills.

Page 130 of 130 | Total Record : 1294

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