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Leny Heliawati
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Program Pascasarjana - Universitas Pakuan Gedung Mashudi, Lantai Dua, Jl. Pakuan, Tegallega. Kecamatan Bogor Tengah, Kota Bogor. Jawa Barat 16143
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JSEP (Journal of Science Education and Practice)
Published by Universitas Pakuan
ISSN : 2548950X     EISSN : 25497170     DOI : Prefix 10.33751
Core Subject : Science, Education,
Chemistry Education
JSEP (Journal Science and Education Practice) offers an interdisciplinary forum for the publication of original peer-reviewed, contributed and invited research articles of the highest quality that address different topics of science education with implications for improving and enhancing science education practices and theories. This journal publishes research articles on various innovation education that are interesting and have an impact on the development of education. The journal publishes articles on interdisciplinary content and cross-field dimensions related to education from various cultural perspectives. The journal includes, but is not limited to the following fields: - Education Method Innovation - Education Technology Innovation - Cultural History - Cultural Studies Innovation - Learning Innovation - Training Innovation - Teaching Innovation
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol 9, No 2 (2025): December 2025" : 5 Documents clear
ANALYZING MISCONCEPTION ABOUT EARTH AND SOLAR SYSTEM HELD BY JUNIOR HIGHSCHOOL STUDENTS IN CENTRAL BANDUNG REGION USING A FOUR-TIER DIAGNOSTIC TEST Imtiyaz, Nisrina Zakiyyah; Rusyati, Lilit; Rustaman, Nuryani
JOURNAL OF SCIENCE EDUCATION AND PRACTICE Vol 9, No 2 (2025): December 2025
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/jsep.v9i2.11843

Abstract

The difference between students' conceptions and science concepts is known as misconceptions. One of the topics that has a high percentage of misconceptions is the topic of Earth and Solar System. Therefore, further research is needed in evaluating misconceptions on this topic. This study aims to analyze the types of conceptions and common misconceptions in each subtopic in the Earth and Solar System topic. The instrument used was the Four-Tier Diagnostic Test. The research method used was quantitative research method, with cross-sectional survey design.  The sample in this study consisted of 904 grade 8 junior high school students in the Central Bandung Region. The results showed that there are three types of conceptions with the highest percentage, namely Lack of Knowledge (29%), Scientific Knowledge (26%), and Misconception (24%). From these results, it can be seen that the number of misconceptions among students in this topic is still relatively high, especially in the concept of planets (35%), earth movement in solar system (23%), and sun characteristics (39%). These results indicate that junior highschool students have three higher conception, with common misconceptions were found in the concept of planets, earth movement in science, and characteristics of the sun.
DEVELOPMENT OF A RAINWATER ELECTROLYSIS PRACTICUM TOOL TO ENHANCE STUDENT ENGAGEMENT IN ELECTROCHEMISTRY LEARNING Lestari, Nimas Ayu; Prima, Eka Cahya; Riandi, Riandi; Widodo, Ari
JOURNAL OF SCIENCE EDUCATION AND PRACTICE Vol 9, No 2 (2025): December 2025
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/jsep.v9i2.9641

Abstract

Electrolysis is a fundamental concept in electrochemistry, yet its real-world applications are often overlooked in classroom settings. This study aims to design and develop a rainwater electrolysis practicum tool that contextualizes electrochemical concepts, enabling students to directly observe chemical processes related to environmental issues such as acid rain. An experimental method was conducted by varying the applied potential difference (4, 6, 8, and 10 V) and measuring pH changes in rainwater. The apparatus was designed and fabricated by the authors, adapting established electrolysis principles into a hands-on practicum tool. The results indicate that increasing potential difference influences localized pH shifts, where the cathode environment becomes more basic while the anode becomes more acidic, visualizing ion distribution during electrolysis. Student responses, collected through questionnaires, revealed high levels of motivation, ease of use, attractiveness, and perceived usefulness of the practicum product. These findings demonstrate the effectiveness of the practicum in enhancing students' engagement and understanding of electrochemistry concepts. In conclusion, the rainwater electrolysis practicum developed in this study bridges the gap between theoretical knowledge and practical applications, fostering a contextualized learning experience that aligns with the objectives of science education while also embedding environmental relevance.
SCIENCE PRACTICUM ACTIVITIES THROUGH SEPARATION OF LEAVES PIGMENTS BY PAPER CHROMATOGRAPHY IN JUNIOR HIGH SCHOOL Nabilah, Shofa; Riandi, Riandi; Prima, Eka Cahya
JOURNAL OF SCIENCE EDUCATION AND PRACTICE Vol 9, No 2 (2025): December 2025
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/jsep.v9i2.9643

Abstract

The material on mixture separation is still challenging for students to grasp, students still do not fully understand the concept of chromatography. One way for students to gather information is by planning and carrying out experiments or practicum activities. The author wants to provide experience to students through experimental activities through separation of leaves pigments by paper chromatography with simple method. The method used is the development of an experiment-based practicum learning method on separation of mixture material which was carried out in class 7th grade students at junior high school level. The result of paper chromatography can separate pigments present in leaves. The pigments found in Iresine diffusa leaves are chlorophyll-a characterized by the green color, chlorophyll-b characterized by the yellow-green color, and carotene characterized by the orange color. However, the polarity of the solvent does not influence the Rf value in leaf pigments, as the range of Rf values remains consistent with other research results, even though the components of the solvent used are different. Students' responses, in terms of comprehension of the material and motivation to learn during this practical activity, also show high levels, with an average of 74.43%.
ANALYSIS OF THE EFFECTIVENESS OF STEM-BASED PjBL MODEL TO DEVELOP STUDENTS' CREATIVITY Carsono, Adi; Heliawati, Leny; Permana, Irvan
JOURNAL OF SCIENCE EDUCATION AND PRACTICE Vol 9, No 2 (2025): December 2025
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/jsep.v9i2.12718

Abstract

This study aims to analyze the effectiveness of the STEM-based Project-Based Learning (PjBL) model in improving students' scientific creativity on the topic "Separation of Mixtures" in class VIII of SMP Negeri 36 Jakarta. The background of this study departs from the need for science learning that is able to foster creativity and critical thinking through contextual and collaborative experiences. The method used is a quasi-experimental with a pretest-posttest non-equivalent control group design, involving two classes of 36 students each. The experimental class used the STEM-based PjBL model, while the control class applied the Discovery Learning model. Data were collected through creative thinking skills tests and analyzed with SPSS. The results showed a significant increase in students' creativity scores in the experimental class (p = 0.000) with a large to very large effect size based on Cohen's d calculation and Hedges' correction. These findings indicate that STEM-based PjBL has a strong practical effect in developing students' scientific creativity. In conclusion, the implementation of STEM-based PjBL is effective in improving creative thinking skills through contextual, collaborative, and challenging learning, and contributes to strengthening the science education approach that is oriented towards developing 21st-century competencies.
DEVELOPMENT OF A TRAINING MODEL TO IMPROVE SCIENCE TEACHERS’ COMPETENCE IN DESIGNING SCIENCE LITERACY ASSESSMENTS FOR JUNIOR HIGH SCHOOLS Triwahyuni, Nugrahety; Prasetyorini, Prasetyorini; Rubini, Bibin
JOURNAL OF SCIENCE EDUCATION AND PRACTICE Vol 9, No 2 (2025): December 2025
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/jsep.v9i2.13017

Abstract

Scientific literacy is a fundamental skill needed to prepare students for 21st-century demands. Despite its importance, Indonesia’s 2022 PISA results indicate that students’ scientific literacy remains below the international standard, mainly due to teachers’ limited ability to design literacy-based assessments. This study aims to develop and evaluate the effectiveness of the Blended Learning for Assessment and Scientific Literacy (BLAST-SCI) model, integrated with a Professional Learning Community (PLC), in improving junior high school science teachers’ competence in developing scientific literacy assessments. Using a Research and Development (RD) approach adapted from the ADDIE framework, the study involved 30 science teachers from Bogor City. Data were collected through observation, interviews, questionnaires, and document analysis, which is analyzed using paired t-tests, N-Gain, ANOVA, and Aiken’s V. The findings show that the PLC-integrated BLAST-SCI model significantly improved teachers’ competence, as indicated by meaningful pretest–posttest differences (p 0.05), high N-Gain scores (73–84%), and increased instrument validity (Aiken’s V = 0.817). Participants gave positive responses to the model’s materials, facilitation, and relevance. In conclusion, the PLC-integrated BLAST-SCI model is valid, effective, and practical for professional development, contributing to the enhancement of teachers’ assessment literacy and promoting students’ scientific literacy through contextual and high-quality assessments.

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