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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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Development of Assessment Instruments with a Contextual Approach to Determine the Profile of Conservation Education and Learning Independence on Biodiversity Nurandari*, Bellamerna Dwi Nawangsih; Paidi, Paidi; Subiantoro, Agung Wijaya; Pratama, Anggi Tias; Abd Wahid, Nurul Bahiyah
Jurnal Pendidikan Sains Indonesia Vol 12, No 4 (2024): OCTOBER 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v12i4.40022

Abstract

Conservation education is one of the noble values that must be preserved and students can maintain the sustainability of biodiversity around them. This study aimed to develop an assessment instrument to determine the profile of conservation education and learning independence on biodiversity. This type of research is R D with a 4-D model. The population of the study is all students of grade 10 of State Senior High School 1 Godean and the samples used are grade 10D and 10F. The data collection technique used a five-question essay instrument sheet to determine conservation education and a Guttman scale questionnaire instrument to determine learning independence. The analysis technique used descriptive quantitative and qualitative. The results of this study were that the instrument was said to be good with revisions according to the construct validator. The validity of the question items showed that the essay questions were said to be valid, reliable, had a discriminatory power between good enough, and the difficulty level ranged from easy to moderate according to the empirical validator. The value of students' conservation education fell into the good category with a complete value achievement of 73%. Students' learning independence is also classified as very high, because all indicators are dominated by very high indicators. These results indicate that the profile of conservation education and learning independence of students at State Senior High School 1 Godean is classified as good and very high
Development of Essential Thinking Test Instrument using the Presseisen Taxonomy on Ecosystem Material for Grade X High School Students Afandi, Afandi; Yuniarti*, Anisyah; Fadhilah, Azfa; Karolina, Venny; Queiroz, Carla Cristiana
Jurnal Pendidikan Sains Indonesia Vol 12, No 4 (2024): OCTOBER 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v12i4.39924

Abstract

The test instrument is a measuring tool in the assessment process used to obtain information in the form of data on student learning outcomes, both cognitive aspects and thinking skills. The use of test instrument to measure students' thinking skills is still rarely used. This study aims to develop an essential thinking test instrument using the Presseisen taxonomy on valid and reliable ecosystem material. This research uses the Research Development (RD) method with the 3D modified development model combined with the test development stages consisting of 6 stages. Data collection in this research was carried with interviews, tests, and test instrument validation sheets. The analysis included content validity analysis, interrater reliability, and Rasch model analysis. The results showed that all items were valid based on content validity. Interrater reliability has a value of 0.783 with a good category. All items are declared fit, but item number 7 contains bias so it needs to be discarded. Cronbach's alpha has a value of 0.68 in the enough category, person reliability has a value of 0.50 in the weak category, and item reliability has a value of 0.99 in the excellent category. The item difficulty level group consists of 2 very difficult questions, 4 difficult questions, 2 easy questions, and 2 very easy questions. Based on the result of the research, it can be concluded that there are 9 items that are declared valid and reliable for use.
Development of STEM-Based Science Educational Game Using Scratch to Train Computational Thinking Skill for Socondary School Students Wulandari, Tiara Dwi; Listaji*, Prasetyo; Sulaiman, Tajularipin; Wan Jaafar, Wan Marzuki; Abdul Rahim, Suzieleez Syrene
Jurnal Pendidikan Sains Indonesia Vol 12, No 4 (2024): OCTOBER 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v12i4.39893

Abstract

Computational Thinking Skills (CTS) possessed by Indonesian students are not yet in the good category. This skills have not been integrated in learning. This is in accordance with the results of preliminary research at SMP Negeri 8 Semarang that CTS are a new concept for science teachers, including learning media used by teachers have not helped train students' CTS. Through preliminary research, it is known that science teachers give a positive response to the use of technology-based learning media that train students' CTS, one of which is a science educational game using Scratch. The purpose of this study was to analyze the validity and determine the profile of students' CTS after using science educational games. The type of research used is development research with the ADDIE model. The instruments used are expert validation questionnaires, student readability sheets, and tests after using science education games. The results showed that the science education game was valid with a score of 0.89. The readability of science education games is very good with a score of 96.7. Through the test, it was found that the percentage of students with high computational thinking ability was 56.66%, medium 26.66%, and low 16.66%. Based on the research that has been done, it can be concluded that the science education game is valid and can train CTS of junior high school students.
A Systematic Literature Review: Development of Physics Learning Research with Project-Based Learning Model in Indonesia Suwasono, Purbo; Salmah*, Ummi; Mercado, Justine C; Kurniawan, Robi
Jurnal Pendidikan Sains Indonesia Vol 12, No 4 (2024): OCTOBER 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v12i4.39324

Abstract

Project based learning (PjBL) plays a crucial role in helping students develop 21st-century skills. This study aims to assess the development of PjBL implementation in physics education in Indonesia through a systematic literature review. By analyzing articles published between 2017 and 2023, this research employs identification, screening, and in-depth analysis techniques to evaluate the content. Inclusion and quality assessments of the articles are conducted meticulously to ensure accuracy and avoid bias. A total of 24 relevant articles were identified, with most studies being experimental and involving high school students with sample sizes ranging from 22 to 48 students. The most common research instrument was tests, focusing on fluid topics, and the frequently measured variable was students' creative thinking skills. PjBL is often integrated with the STEM approach. Recommendations from this review include the development of PjBL on a wider range of physics topics and more comprehensive measurement of students' skills. Teachers are also advised to manage time allocation effectively when implementing PjBL. The limitation of this study is its exclusive focus on PjBL in Indonesia. Further research is recommended to explore the application of PjBL in enhancing critical thinking, problem-solving, and student literacy in less commonly tested physics topics such as Newton's Laws, Temperature and Heat, Electromagnetism, Light, and Waves
Integrating Problem-Based Learning Through Worksheet Development To Enhance Students' Critical Thinking Skills Fatmawati, Baiq; Khotimah, Husnul; Roshayanti, Fenny; Ha, Minshu
Jurnal Pendidikan Sains Indonesia Vol 12, No 4 (2024): OCTOBER 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v12i4.39979

Abstract

The principle of problem based learning is to carry out investigations to find the truth by studying theories, asking experts, and also by conducting experiments depending on the problems found. Worksheet based on problem design emphasizes student activities to search for information through various sources such as environmental investigations, studies related to issues according to the content, formulating problems, comparing investigation results, proposing and considering the solutions obtained. The average value results for advisability of the product from the two validators are presentation of content 95%, discussion 85.6% and language 97.5% are very advisability category. Student responses to teaching modules was 100% of students students stated they were eligible. To find out of effect of worksheet based on problem, from the results of statistical tests using the paired sample t test using the SPSS 26 application, it can be concluded that there is a difference in the average student scores before and after implementing the worksheet based on problem. The students' critical thinking test results obtained a gain score of 49.4 with a high category of 58.8%; 41.2% low; and 0% low. The conclusion from this development research is that there is an influence of worksheet based on problem on motion systems content in learning and increasing students' critical thinking. The presence of worksheet based on problem helps the process of training students' higher-level thinking skills
Feasibility of Augmented Reality-Based Learning Media Panjaitan*, Ruqiah Ganda Putri; Tenriawaru, Andi Besse; Pitiporntapin, Sasithep; Rifanka, Naura Irma; Fitriyani, Fitriyani; Hayati, Nurul
Jurnal Pendidikan Sains Indonesia Vol 12, No 4 (2024): OCTOBER 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v12i4.39410

Abstract

One of the essential aspects of the learning process is instructional media. An instructional media that can be utilized is augmented reality (AR)-based instructional media. This research aims to assess the feasibility of AR-based instructional media on the digestive system. The stages involved in this research include gathering information through literature review, designing AR-based instructional media, validating AR-based instructional media, and revising AR-based instructional media based on validator feedback. The validation results of AR-based instructional media, with four assessment aspects including linguistic, illustration, attractiveness, and quality, obtained a score of 1.00, indicating a very high rating. AR-based instructional media can visualize digestive system material that cannot be directly observed through the presentation of illustrations such as images and videos that resemble real conditions, thereby reducing misconceptions about the digestive system material. It is concluded that AR-based instructional media is suitable for instructional media on the digestive system topic
Enhancing Critical Thinking in Middle School Students: Comparing Problem-Based Learning and Search, Solve, Create, and Share Models Laili, Dewi Nur; Fardhani*, Indra; Mulyati, Yayuk; Fielardh, Khalifatulloh; Habiddin, Habiddin
Jurnal Pendidikan Sains Indonesia Vol 12, No 4 (2024): OCTOBER 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v12i4.38723

Abstract

Critical thinking skills (CTS) can be enhanced through instructional models. The chosen model should be problem-based and student-centered. The problem based learning (PBL) and search, solve, create, and share (SSCS) models meet these criteria. This study aims to compare the potential of the PBL and SSCS models to enhance students' CTS on the topics of soil and life sustainability. Data collection techniques included interviews, questionnaires, observations, and tests. Data analysis techniques involved descriptive quantitative techniques, percentage analysis, validity and reliability tests, normality tests, homogeneity tests, Wilcoxon tests, and N-gain tests. The validation of the devices received very valid criteria. The N-gain test in the PBL class received moderate criteria, and the SSCS class received high criteria. The results showed that both models could improve students' CTS, but the two classes had different levels of CTS improvement. The treatment using the SSCS model resulted in higher CTS compared to the treatment using the PBL model. The PBL model can enhance higher CTS in the inference aspect, while the SSCS model can enhance higher CTS in the interpretation, explanation, and self-regulation aspects
Analysis of Students Critical Thinking Skills in Nervous System Learning Based on the Level of School Favoritism in Sleman Regency Wulandari*, Novia Dian Kartika; Kuswandi, Paramita Cahyaningrum; Khan, Farwa Hafeez
Jurnal Pendidikan Sains Indonesia Vol 12, No 4 (2024): OCTOBER 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v12i4.39205

Abstract

Critical thinking skills (CTS) are importante cognitive ability to be improved by students in solving problems in the future. This ability needs to be trained in learning at school to equip students in the 21st century. Problems with students' CTS can lead to a decrease in the quality of education and the quality of students. The purpose of this study was to analyze the profile of CTS of high school students at Sleman Regency in biology learning, especially on the topic of the nervous system. This type of research is descriptive research. The research was conducted in six high schools throughout Sleman Regency. The population in this study is grade XI students in six high schools consisting of two most favorite category schools, two favorite category schools, and two less favorite category schools in Sleman Regency. Sampling using random purposive sampling method from six high schools in Sleman Regency totaling 216 students. The data collection technique using the question test method is using test instrument sheet. The data analysis technique used quantitative descriptive. The results showed that the CTS of high school students at Sleman Regency in biology learning reached an average of 46.6% in the medium category. Schools with most favorite categories have the highest CTS for all aspects tested compared to favorite and less favorite category schools. Meanwhile, the lowest CTS is the less favorite category of schools. This shows that schools with most favorite categories have better CTS for all aspects
Micro Teaching as Efficient Technique to Increase Self-Efficacy of Prospective Biology Teacher: Evidence from First Year Teacher Marlina*, Reni; Suwono, Hadi; Yuenyong, Chokchai; Ibrohim, Ibrohim; Pamungkas, Rahmania; Hamdani, Hamdani
Jurnal Pendidikan Sains Indonesia Vol 12, No 4 (2024): OCTOBER 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v12i4.38720

Abstract

This study focuses on the perspective of prospective teachers on the development of self-efficacy during teaching practice in micro teaching and also during real teaching. The problem in this study is what factors influence the development of self-efficacy during micro teaching and real teaching? The purpose of this study is to describe the factors that contribute to the development of self-efficacy during micro teaching and real teaching. This study uses a descriptive qualitative method. The participants of the study were first-year biology teachers who had taken micro teaching courses at college. The instruments used included questionnaires and interview sheets. The results obtained were that during micro teaching, prospective teachers had high self-efficacy in three factors, namely performance experience, other people's experiences, and social support. Meanwhile, after teaching at school (real teaching), the factors that support the development of self-efficacy are physiological and emotional states. In order for self-efficacy to develop well during real teaching, it can be concluded that micro teaching is an efficient technique in improving the self-efficacy of prospective biology teachers. It is necessary to form a learning community in schools that can be used as a forum for teachers to collaborate with each other in finding efficient strategies in teaching. This can support the development of teacher self-efficacy.
Analysis of Students Misconceptions on Electrochemistry Material using the Four-Tier Diagnostic Test Instrument Pebriani*, Novita; Bakti, Iriani; Hamid, Abdul; Rusmansyah, Rusmansyah; Ali, Almubarak; Abrori, Fadhlan Muchlas
Jurnal Pendidikan Sains Indonesia Vol 12, No 4 (2024): OCTOBER 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v12i4.38205

Abstract

This study was conducted to determine the percentage and causes of student misconceptions in electrochemistry using the Four-Tier diagnostic test instrument. The research was conducted using a quantitative-qualitative descriptive method. The data collection technique was done through written tests with four-tier diagnostic test instruments and non-tests through interviews. The research subjects were students of the 2021 batch of Chemistry Education at FKIP Lambung Mangkurat University Banjarmasin. The results showed that 34% of students experienced misconceptions. Students experienced misconceptions in electrochemistry and electromotive power (DGL) sub-matter by 25.27%; the thermodynamic aspect of electrochemistry experienced the smallest misconception of 7.69%; DGL and temperature by 12.09%; connecting the Nernst equation with pH measurements by 17.58%; concentration cells by 14.29%; electrolysis by 12.64%; and corrosion sub-matter by 10.44%. Misconceptions occur in electrochemical materials because students think that salt bridges play a role in accelerating reactions. Students were confused about determining the relationship between DGL and temperature; and they were less careful in determining whether a chemical reaction is spontaneous or not. In addition, students were less careful in determining the actions of the gilding process.

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