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INDONESIA
Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education)
Published by Universitas Syiah Kuala
ISSN : 23384379     EISSN : 2615840X     DOI : https://doi.org/10.24815/
Core Subject : Education,
Education
Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) 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. The topics involves biology, chemistry, physics, as well as some applications pedagogy and teacher development. The journal provides an invigorating and informative variety of research papers that expand and deepen our theoretical understanding. It also provides practice and policy based implications in the relevant contexts of science education.
Arjuna Subject : Umum - Umum
Articles 578 Documents
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The Effect Guided Discovery-Based Thermochemistry Module on Critical Thinking Skills of High School and Vocational Students Ratna Sawitri; Sri Mulyani*; Sri Retno Dwi Ariani
Jurnal Pendidikan Sains Indonesia Vol 11, No 3 (2023): JULY 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v11i3.30569

Abstract

Critical thinking is a vital skill for success in higher education and the workforce. However, it is often inadequately emphasized in high school curricula, resulting in students lacking proficiency. Guided discovery-based modules provide a promising approach to enhancing critical thinking by fostering independent exploration and concept discovery. This study aimed to assess the effectiveness of a developed module in improving thermodynamics-related critical thinking skills among 10th-grade students in Boyolali Regency, Indonesia. Five schools were randomly selected, with two classes from each forming control and experimental groups. The experimental group utilized the developed module, while the control group used traditional textbooks. Validated by experts, a test was administered to evaluate students' critical thinking skills, and statistical analysis revealed a significant difference between the experimental and control groups. The developed module demonstrated superior efficacy in enhancing critical thinking skills compared to traditional textbooks. Variations in mean scores among the schools suggest the need for further investigation across diverse educational contexts. The study's outcomes have implications for teaching and learning in Indonesia and other countries where critical thinking is insufficiently emphasized in high school curricula. Ethical considerations were upheld, ensuring participant rights and confidentiality. Future research can explore the module's effectiveness in improving critical thinking across different subjects and educational settings
Feasibility of Using Conservation Education Learning Devices for Class X High School Students Puja Indryani; Ruqiah Ganda Putri Panjaitan*; Afandi Afandi
Jurnal Pendidikan Sains Indonesia Vol 11, No 3 (2023): JULY 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v11i3.29274

Abstract

The curriculum in Indonesia has not yet implemented the conservation education model in learning, so there are no learning tools with the conservation education model in Indonesian schools, therefore it is necessary to carry out research regarding the preparation of conservation learning tools. This study aims to determine the feasibility of learning tools for conservation education in class X SMA. The research method used is RD using the ADDIE model which is limited to the development stage (analysis, design, development). The learning tools developed consisted of lesson plans, worksheets, power points, modules, and evaluation questions, then their feasibility was tested by being validated by five validators and analyzed using Aiken'S V to determine validity and ICC (Intraclass Correlation Coefficient) was used to determine reliability. The research instrument used was a validation sheet. The results showed that the validity value of the lesson plan was 0.89, the validity value of the worksheet was 0.86, the power point validity value was 0.88, the module validity value was 0.88, and the evaluation item validity value was 0.88 and all were included in the category of very high content validity. The results of lesson plan reliability were 0.933, LKPD reliability values were 0.937, power point reliability values were 0.898, module reliability values were 0.973, and evaluation item reliability values were 0.939 and all included in the very good category. It can be concluded that the conservation education learning tools for class X SMA are appropriate to use. 
The Contribution of Communication and Digital Literacy Skills to Critical Thinking Astuti Muh. Amin*; Romi Adiansyah; Noor Hujjatusnaini
Jurnal Pendidikan Sains Indonesia Vol 11, No 3 (2023): JULY 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v11i3.30838

Abstract

The contribution of communication and digital literacy skills to critical thinking in biology are rarely explored. The present study employed a correlational research design to determine how communication and digital literacy skills contributed to students’ critical thinking. In this study, communication and digital literacy skills served as the predictor variables, whereas critical thinking served as the criterion variable. Fourth semester students from Tadris Biology department at IAIN Ternate in North Maluku made up the research sample. Essay questions, questionnaires, and observation sheets were used to collect data. Research results show that communication skills and digital literacy simultaneously and significantly affect critical thinking skills. The study’s findings proved that communication skills and digital literacy contribute to critical thinking skills as much as 34.93% and 29.67%, respectively. These findings indicate that educators need to incorporate components of communication skills and digital literacy into their instruction in order to enhance students’ critical thinking skills.
Profile of Critical Thinking Skills of Chemistry Education Students in Solving Problems Related to the Concept of Mole Jenny Pratiwi; Rahmat Rasmawan*; Erlina Erlina; Eny Enawaty; Maria Ulfah
Jurnal Pendidikan Sains Indonesia Vol 11, No 3 (2023): JULY 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v11i3.30372

Abstract

Critical thinking skills are needed in solving problems because identitying problems requires an analytical thinking process based on clear data and reasons. The purpose of this study was to describe the critical thinking skills of chemistry education students class of 2020 in solving problems related to the mole concept. The type of research used in this study is descriptive quantitative. Subjects who participated voluntarily in this study were 38 people out of 49 chemistry education students class of 2020. Data collection techniques using measurement and direct communication. The research instrument used was adopted from the stoichiometry e-book developed by Rahmat Rasmawan in 2022 which has been validated by 10 validators with a score of 85 which means it is valid and can be used. The data analysis technique used was descriptive analysis. The results showed that critical thinking skills in the skilled category was 40%, while in the less and unskilled were 55% and 5% respectively. In each indicator, which are making assumptions is in the highly skilled criteria with 66%, making inductive thinking conclusions are in the skilled criteria with 84%, and interpreting information is in the unskilled criteria with 61%. The critical thinking skills of students in the 2020 chemistry education class are still in the unskilled category, this is due to the inhibiting factors, namely the online learning system and inappropriate learning methods
Development of Project Based Learning With STEAM Approach Model in Improving the Science Literacy Ability of High School Students Nuraini Nuraini*; Nurul Fajri; Indra Himayatul Asri; Edy Waluyo
Jurnal Pendidikan Sains Indonesia Vol 11, No 3 (2023): JULY 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v11i3.30934

Abstract

Facing today's 21st century learning, teachers need to foster science literacy and consider learning strategies that are appropriate to the conditions and potential of learners. This study aims to develop a PjBL with STEAM approach model in improving  science literacy ability of high school students. This study is a development research with the Borg Gall development model. The sample of this study was class X students of SMAN 2 Selong, totaling 35 students. The instruments used to collect data include guidelines for validating learning design, practicality questionnaires and science literacy ability tests on ecosystem materials. The data analysis used in this study used descriptive analysis. Based on the validation analysis, the products developed are included in the valid category indicated by the average score of product validation by 3 experts, namely linguists, material experts and learning technology experts successively 83.91; 84.64 and 83.73. Similarly, in terms of practicality, the products developed are also classified as practical with an average practicality score of 82.63. The product is also classified as effective with a percentage of effectiveness of 88.57%. The product developed has a potential effect in the high category to improve science literacy ability on ecosystem materials with an N-Gain of 0.76
Natural Indicators of Borax and Its Utilization in the Development of Project-Based Student Worksheets to Improve Science Process Skills Riva Ismawati*; Sunyoto Eko Nugroho; Agung Tri Prasetya
Jurnal Pendidikan Sains Indonesia Vol 11, No 3 (2023): JULY 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v11i3.29495

Abstract

The foodstuff course is one of the subjects that is closely related to the context of daily life. The learning model that has been applied by lecturers has not been able to encourage students to use science process skills optimally and produce real work. The teaching materials used also have not trained students' skills and independence in solving problems of daily life. Borax is a prohibited additive in foodstuffs. This study aims to develop borax indicators from natural substances and develop project-based student worksheets to improve science process skills. The development of natural indicators of borax was carried out using the true experimental design method. Extracts of natural indicators were tested for color change in a solution of pH 5, 7, 12 and on positive and negative borax food samples. The development of student worksheets is carried out using a 4D (defining, designing, developing, and disseminating), model and is only limited to the stage through expert review. LKM that has been developed are validated by experts. The data obtained were then analyzed descriptively. The results showed that (a) extracts from secang wood and turmeric could be used as natural indicators of borax and (b) expert assessment of aspects of student worksheets obtained results in the high and very high validity ranges. The results of the development of natural indicators of borax can be used in the development of teaching materials. The developed student worksheets are suitable for limited testing
Development of Animation Video Learning Media Loaded Contextual on Reaction Material Redox Using Web Apps Animaker Ayu Taqwantari Dina Astuti; Agus Kamaludin*
Jurnal Pendidikan Sains Indonesia Vol 11, No 3 (2023): JULY 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v11i3.30434

Abstract

Redox materials contain many abstract concepts. Therefore, an animated video is needed to illustrate abstract material to make it more concrete and easier to understand. This study aims to develop animated videos with contextual content on redox reaction materials using Web Apps Animaker and know the product's quality. The data collection procedure was carried out based on the 4 steps of 4D development model (define, design, develop, and disseminate). Data collection techniques used are interview, questionnaires, and product assessment. Product assessment is carried out by material experts, media experts, reviewers, and student responses. The data obtained were analyzed using qualitative and quantitative approaches. The results of product quality assessment by material experts got 92% in the very good category, media experts got 90% in the very good category, and reviewers got 95% in the very good category. Class X high school students responded positively to the product developed with a percentage of 94.5%. Based on the results of the assessment, the videos developed can be used as alternative media for student learning independently or in groups. The developed media can also help teachers to create more innovative learning
Enhancing Critical Thinking Skills through The Development of Educational Kit Based on Problem Based Learning on Conservation Material Hamimi*, Erti; Danissa, Fanny Putri; Affriyenni, Yessi
Jurnal Pendidikan Sains Indonesia Vol 12, No 2 (2024): APRIL 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v12i2.34981

Abstract

Critical thinking skills (CTS) are essential preparations for addressing challenges in the 21st century era. The use of traditional lecture learning models and less innovative media leads to student passivity and negatively impacts critical thinking levels. This study aims to develop a valid, practical, and effective educational Kit based on problem based learning (PBL) on conservation to enhance CTS. The research model employed is analyze, design, develop, implement, and evaluate. Data collection techniques included literature surveys, interviews, questionnaires, and tests. Qualitative data were acquired from interviews, comments form validators, as well as practical comments and suggestions from teachers and students. These were analyzed using qualitative descriptive analysis techniques. Additionally, quantitative data from content and media expert testing results, practicality assessments by teachers and students, as well as pretest and posttest scores, were analyzed using SPSS and percentage analysis techniques. The media validation yielded a result of 93.54%, and material validation achieved 94.78%, both falling within the very valid category. In the practical aspect involving teachers and students, the results reached 93.76%, demonstrating a high level of practicality in the applied learning criteria. The pretest and posttest results of the students revealed a discernible difference. The N-gain test, gauging the difference between the two, indicated a moderate improvement. The highest increase was observed in the inference indicator with a score of 0.67, while the self-regulation indicator showed the lowest improvement at 0.34. In conclusion, the educational Kit based on PBL was found to be valid, practical, and effective in enhancing CTS
Argumentation Skills of Pre-Service Physics Teachers: An Exploration During a STEM Project in Water Turbidity Nuryadin, Atin; Wisutama*, Remanda Arya; Sulaeman, Nurul Fitriyah; Subagiyo, Lambang; Marzan, Joey-Nell T.
Jurnal Pendidikan Sains Indonesia Vol 12, No 2 (2024): APRIL 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v12i2.35651

Abstract

Pre-service physics teachers (PSPTs) should have an established argumentation skill, a recognized skill in 21st-century education, to support learning. In line with this, the study explored the argumentation skills of PSPTs using an argumentation framework, Toulmins argument pattern (TAP), to provide a clear view of the argumentation skills of the 39 PSPTs who were involved in a four-meeting science, technology, engineering, and mathematics (STEM) project. The study employed a mixed method research design in which the quantitative portion investigated the categories of TAP aspects, and the qualitative portion focused on exploring the argumentation patterns of the PSPTs. The data for this study was derived from the STEM project worksheets answered by the pre-service teachers. Quantitative analysis revealed PSPTs' argumentation aspect to be high regarding the claim aspect (97.44%) and data aspect (94.87%). Meanwhile, the warrant aspect (53.85%) is moderate, backing (20.51%) is low, and the rebuttal aspect (2.56%) is deficient. On the other hand, the qualitative analysis showed that PSPTs make four argumentation patterns: claim data (C-D); claim, data warrant (C-D-W); claim, data, warrant, backing (C-D-W-B); and claim, data, rebuttal (C-D-R). Considering TAP, quantitative and qualitative findings imply that PSPTs' argumentation skills still need to be developed, particularly on low-level aspects and in constructing a solid argument following the claim, data, warrant, backing, and rebuttal pattern
Development of E-module Based on Guided Inquiry in Chemical Bonding Topic for Class X Student Learning Materials Pawestri, Nur Arneta; Erlina*, Erlina; Harun, Andi Ifriany; Sahputra, Rachmat; Lestari, Ira
Jurnal Pendidikan Sains Indonesia Vol 11, No 4 (2023): OCTOBER 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v11i4.30677

Abstract

The lack of teaching materials that are able to explain the formation of chemical bonds causes students difficulties in learning. Therefore, this study focused on developing guided inquiry-based e-module of chemical bonding. This study aims to determine the feasibility and students response to guided inquiry-based e-module of chemical bonding. This study employs research and development (RD) using ADDIE model which is limited to development stage. The due diligence was carried out by material, media and language experts. The respondents involved were 31 students of class XI MAN 2 Pontianak. The research instruments were the feasibility sheets, media, language, and response questionnaires. The results of the feasibility of e-module test is k=1 (very high validity) and student response tests k=0.85 (very interesting). Those findings indicate that the E-module is very feasible to use

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