PENSA E-JURNAL: PENDIDIKAN SAINS
Pensa E-Jurnal : Pendidikan Sains is an open access scientific journal to promoting scholarly science education research of interest to a wide group of people since 2012. Pensa E-Jurnal : Pendidikan Sains managed by Department of Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya and published by Universitas Negeri Surabaya. Pensa E-Jurnal : Pendidikan Sains focused on science education research (SER), especially innovation in the science curriculum, development of local instructional theories, implementation of innovative learning models on science education, and also examines secondary, tertiary, and informal learning as they relate to science education. Pensa E-Jurnal: Pendidikan Sains published periodically (thrice a year) in January, July, and December.
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<![CDATA[PENERAPAN MODEL DISCOVERY LEARNING BERBANTUAN GOOGLE CLASSROOM UNTUK MENINGKATKAN HASIL BELAJAR SISWA ]]>
<![CDATA[Puspananda Damayanti]]>;
<![CDATA[Siti Nurul Hidayati]]>
<![CDATA[ PENSA: E-JURNAL PENDIDIKAN SAINS Vol 10 No 3 (2022) ]]>
Publisher : <![CDATA[Jurusan IPA, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Surabaya ]]>
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<![CDATA[This research aimed to describe the implementation of learning, students’ responses, and learning outcomes in aspects of attitude and knowledge using the discovery learning model assisted by Google Classroom. This research used a pre-experimental with one group pretest posttest design. Samples in this research were 17 students of VII-A class in SMP NU Bahrul Ulum Gresik in the Academic Year 2021/2022. The data were collected using observations, questionnaires, and tests in the form of learning implementation observation sheets, student response questionnaires, attitude assessment sheets, and test assessment sheets as the instruments. The results showed that: (1) the implementation of learning with a discovery learning model assisted by Google Classroom at each stage in three meetings got a very good category; (2) the implementation of discovery model assisted by Google Classroom got positive responses from students with a very good category; (3) learning outcome of social attitudes aspects which include cooperative attitudes, curiosity attitudes, and attitudes of responsibility were declared complete with good and very good predicates; (4) learning outcome in the knowledge aspect increased as evidenced by the average value of N-gain in high category.]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD UNTUK MENINGKATKAN HASIL BELAJAR SISWA SMP PADA MATERI ZAT ADITIF ]]>
<![CDATA[Latifatul Ilmi]]>;
<![CDATA[Beni Setiawan]]>
<![CDATA[ PENSA: E-JURNAL PENDIDIKAN SAINS Vol 10 No 3 (2022) ]]>
Publisher : <![CDATA[Jurusan IPA, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Surabaya ]]>
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<![CDATA[This study aimed to describe the improvement of students’learning outcomes on additive substances using the STAD cooperative learning model. This study used a pre-experimental with one group pretest posttest design. Samples in this study were 37 students. The data were collected using observation, questionnaires, and tests. The implementation of learning obtained high results with very good categories in the first and second meetings. The improvement in students' learning outcomes was analyzed using paired t-test and N-Gain test. Paired t-test result indicated that there was an effect of treatment on student learning outcomes. As for the N-Gain test result obtained a value of 0,75 that indicated an increase in the high category. The results of the student responses got a high percentage which meant that students responded very well to STAD cooperative learning model. Based on theseresults, it can be concluded that STAD cooperative learning model could improve students' learning outcomes.]]>
<![CDATA[PENERAPAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN LITERASI SAINS SISWA SMP PADA PEMBELAJARAN IPA ]]>
<![CDATA[Nurul Firdausi Nuzula]]>;
<![CDATA[Elok Sudibyo]]>
<![CDATA[ PENSA: E-JURNAL PENDIDIKAN SAINS Vol 10 No 3 (2022) ]]>
Publisher : <![CDATA[Jurusan IPA, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Surabaya ]]>
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<![CDATA[This study aimed to describe the improvement of students' scientific literacy by implementing the problem-based learning model. The method in this research is pre-experiment with one group pretest posttest design. The subject in this study were 20 students of the VIII I class in SMP Negeri 32 Surabaya. The implementation of the problem-based learning model is very good according to the syntax. The results N-Gain obtained through the pretest and posttest of scientific literacy in the medium category. The implementation of the problem-based learning model obtained positive responses from students with a very good category that supports the growth of students' scientific literacy skills. Based on the result, it can be concluded that the problem-based learning models implementation improved students’ scientific literacy in the additive. The aspect of competence/scientific process was the aspect that has the highest improvement in the medium category.]]>
<![CDATA[PENINGKATAN KETERAMPILAN PROSES SAINS DAN MINAT BELAJAR MELALUI PEMBELAJARAN INKUIRI TERBIMBING BERBASIS PhET ]]>
<![CDATA[Tri Wulan Mayliana]]>;
<![CDATA[Hasan Subekti]]>;
<![CDATA[Wahyu Budi Sabtiawan]]>
<![CDATA[ PENSA: E-JURNAL PENDIDIKAN SAINS Vol 10 No 3 (2022) ]]>
Publisher : <![CDATA[Jurusan IPA, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Surabaya ]]>
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<![CDATA[This research aimed to determine the improvement of students’ science process skills and students’ interest in learning through guided inquiry learning with PhET based media. The type of the research was one group pretest-posttest design and quantitative descriptive. The subject in this research were 20 students VII-D of Junior High School 28 Surabaya with 10 male students and 10 female students. The instruments in this research were test sheet and questionnaires. Data were collected by (1) pretest and posttest of science process skills (2) questionnaire of students’ interest in learning. The research results showed that there were improvement in students' process science skills consider as moderate category in N-Gain score and students' interest in learning from moderately to sufficient criteria. The students gave a positive response in learning implementation. Conclusion of this research was that the implementation of guided inquiry learning based on PhET media can improve the students’ science process skills and students' interest in learning.]]>
<![CDATA[PENINGKATAN HASIL BELAJAR PESERTA DIDIK KELAS VII DENGAN MENERAPKAN PEMBELAJARAN INKUIRI TERBIMBING ]]>
<![CDATA[Galang Sasmito Aji]]>;
<![CDATA[Mohammad Budiyanto]]>
<![CDATA[ PENSA: E-JURNAL PENDIDIKAN SAINS Vol 10 No 3 (2022) ]]>
Publisher : <![CDATA[Jurusan IPA, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Surabaya ]]>
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<![CDATA[This study aimed to describe the implementation of learning process while improving learning outcomes and students’ responses using a guided inquiry-based learning model on heat and transfer. This research method uses pre-experimental research with a research design of one group pretest and posttest with a research target of 22 students of class VII SMP Semen Gresik. The techniques of collecting data were observation, tests, and questionnaire and then was analyzed quantitatively and descriptively. The results that were obtained showed that the mode value of the results of the implementation of learning activities at the first and second meetings was included in the criteria for implementing very good learning, while the results of the students’ responses showed a positive response with the acquisition of very good criteria. The result of N-Gain test analysis acquire in the medium category so that students learning outcomes experienced a significant increase. Based on the description above, it can be concluded that there is an effect of guided inquiry-based learning in improving the learning outcomes of Class VII Junior High School students in the matter of heat and its transfer.]]>
<![CDATA[IMPLEMENTASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS SISWA DENGAN KONTEKS SOCIO-SCIENTIFIC ISSUE ]]>
<![CDATA[Tia Apriliana Effendi]]>;
<![CDATA[An Nuril Maulida Fauziah]]>
<![CDATA[ PENSA: E-JURNAL PENDIDIKAN SAINS Vol 10 No 3 (2022) ]]>
Publisher : <![CDATA[Jurusan IPA, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Surabaya ]]>
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<![CDATA[This research aimed to describe the learning implementation of learning, improvement of critical thinking skills, and students’ response to the implementation of problem based learning model with socio-scientific issue on energy sources. This research used a pre-experimental design with one group pretest posttest design. The subject in this research were 30 students of VII C class in SMPN 42 Surabaya. Data were collected by observation, pretest and posttest, and questionnaires. The data was analyzed quantitatively. The research result showed that implementation of learning obtained high results with very good category in the first and second meeting. The critical thinking skills effectively improved with N-Gain score in medium category. The students gave a positive response and high interest in learning implementation. Based on the result, it can be concluded that implementation of problem based learning model with socio-scientific issue can improve students’ critical thinking skills.]]>
<![CDATA[PENINGKATAN HASIL BELAJAR SISWA MELALUI PENERAPAN ALAT PERAGA CIRCULATORY BOTTLE ]]>
<![CDATA[Meryn Maria Ulva]]>;
<![CDATA[Siti Nurul Hidayati]]>
<![CDATA[ PENSA: E-JURNAL PENDIDIKAN SAINS Vol 10 No 3 (2022) ]]>
Publisher : <![CDATA[Jurusan IPA, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Surabaya ]]>
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<![CDATA[This study proposed to describe the implementation of learning process, students’ responses, and learning outcomes especially in knowledge aspect using the circulatory bottle. This study used a pre-experimental with one group pretest posttest design. Samples consist of 17 students of VIII A class in SMP NU Bahrul Ulum Gresik in the Academic Year 2021/2022. The data were collected using observations, questionnaires, and tests with the instrument such as test assessment sheets, student response questionnaires, attitude, and learning implementation observation sheets. The results showed that: (a) the implementation of learning with circulatory bottle for each stage in three meetings got very good category; (b) the implementation of circulatory bottle got positive responses from students with very good category; (c) learning outcome of social attitude aspects which include cooperative, curiosity, responsibility were declared complete with good and very good predicates; (d) learning outcome in the knowledge aspect increased as evidenced by the average value of N-gain in high category. Based on these results, it can be concluded that the implementation of the circulatory bottle can increase learning outcomes.]]>
<![CDATA[ANALISIS INDIKATOR KEMERDEKAAN BELAJAR SISWA DALAM PEMBELAJARAN IPA SMP DI MASA PANDEMI COVID-19 ]]>
<![CDATA[Arie Nugroho Ramadhan]]>;
<![CDATA[Ahmad Qosyim]]>
<![CDATA[ PENSA: E-JURNAL PENDIDIKAN SAINS Vol 10 No 3 (2022) ]]>
Publisher : <![CDATA[Jurusan IPA, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Surabaya ]]>
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<![CDATA[This study aimed to describe the learning freedom implementation indicators on mechanisms of heat transfer. This type of research was a case study approach to find out how the teacher's role in the achievement of the learning freedom implementation. The sample in this study, namely 2 science teachers and 27 students of class VII G SMP Negeri 34 Surabaya. The instrument consisted of learning observation sheets, implementations of learning design, and questionnaires. Data obtained by interview, observation, and questionnaire methods were then analyzed descriptively qualitatively. The results of the study showed that: (1) Observation of the learning implementation with the learning freedom concept reached good criteria which showed that the students felt the learning freedom in their learning implementation; (2) The learning implementation carried out by the teacher reached good criteria which showed that most of the learning freedom concepts were implemented; and (3) Questionnaires given to teachers and students show that the learning freedom concept can be achieved for students, while some have not been achieved for teachers. Based on the results the implementation of the concept learning freedom, it can be concluded that this research was very influential on teaching and learning activities.]]>
<![CDATA[PENERAPAN PEMBELAJARAN KOOPERATIF DENGAN SIKLUS ACTIVITY, DISCUSSION, AND EXERCISE UNTUK MENINGKATKAN HASIL BELAJAR SISWA ]]>
<![CDATA[Novie Diana Putri]]>;
<![CDATA[Martini Martini]]>
<![CDATA[ PENSA: E-JURNAL PENDIDIKAN SAINS Vol 10 No 3 (2022) ]]>
Publisher : <![CDATA[Jurusan IPA, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Surabaya ]]>
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<![CDATA[This research aimed to describe the learning implementation, improvement of students’ learning outcomes, and students’ responses to the implementation of cooperative learning with the Activity, Discussion, and Exercise (ADE) cycle. This research used a pre-experimental with one group pretest and post-test design. The subject in this research were 30 students of VII-B SMPN 28 Surabaya. Data collection methods were by observations, tests, and questionnaires. The instruments used were observation sheets of learning implementation, tests, and students’ response questionnaires. The data analysis applied in this research were N-Gain and t-test to determine the improvement of students’ learning outcomes and Likert scale (percentage) on the implementation of learning and students’ response. The results indicated that the learning was carried out very well. The students’ learning outcome increased significantly with N-Gain score in moderate category. The students gave a positive response in learning implementation. The conclusion of this research was that the implementation of cooperative learning with the activity, discussion, and exercise cycle could improve the students’ learning outcome.]]>
<![CDATA[PENINGKATAN KEMAMPUAN BERPIKIR KRITIS DAN PENGEMBANGAN SIKAP TOLERANSI DENGAN STRATEGI CYBERGOGY ]]>
<![CDATA[Gita Amilia Rachmawati]]>;
<![CDATA[Hasan Subekti]]>
<![CDATA[ PENSA: E-JURNAL PENDIDIKAN SAINS Vol 10 No 3 (2022) ]]>
Publisher : <![CDATA[Jurusan IPA, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Surabaya ]]>
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<![CDATA[This research aimed to determine the effect of cybergogy strategies implemented in blended learning to improve critical thinking ability and to develop students' tolerance attitude. This research used a one group pretest-posttest design and quantitative descriptive. The subject in this research were 16 students of VIII-I class in Junior High School 5 Gresik. The instruments in this research were test sheets and questionnaires. Data were collected by (1) pretest and posttest of critical thinking ability (2) questionnaire of students' tolerance attitude. The research results showed that there were improvements in students' critical thinking ability with a N-Gain score in medium category, and students' tolerance attitude has obtained a very tolerant category. The students gave a positive response in learning implementation. The conclusion of this research was that the cybergogy strategies could improve the students' critical thinking ability and develop to students' tolerance attitude.]]>
