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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 of PjBL-Based Electronic LKPD Integrated with STEM on Reaction Rate Material on Problem-Solving Ability and Self-Efficacy of Students Halimatuzzahra*, Halimatuzzahra; Louise, Isana Supiah Yosephine; Kamari, Azlan bin
Jurnal Pendidikan Sains Indonesia Vol 13, No 2 (2025): APRIL 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i2.44858

Abstract

Problem-solving skills can be influenced by the independent curriculum currently used in Indonesia. Merdeka curriculum gives schools the freedom to design learning programs that align with student needs and local conditions. This quantitative research aims to analyze the effect of using electronic student worksheet (LKPD) based on STEM-integrated project based learning (PjBL) on the problem-solving ability (PSA) and self-efficacy of students simultaneously or individually. This research is a quasi-experimental research with a posttest-only control group design. The trial was conducted at SMAN 13 Banjarmasin consisting of one experimental class and one control class selected using a random sampling technique of the class. Data on the PSA and self-efficacy of students obtained from experimental and control classes were analyzed using the Manova test. The results of this study indicate the influence of PSA and student self-efficacy simultaneously and respectively. The effective contribution to PSA and self-efficacy of students simultaneously is 0.419 in the very large category. In addition, the effective contribution to students' PSA is 0.225, and to students' self-efficacy is 0.379, both of which fall into the very large category.
STEM-Based Biology Learning Assisted by Virtual Lab Gizmos to Enhance Critical Thinking Skills of Students with Different Academic Abilities Jariah, Ainun; Bahri*, Arsad; Syamsiah, Syamsiah; HS, Syamsul Bahri
Jurnal Pendidikan Sains Indonesia Vol 13, No 2 (2025): APRIL 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i2.44843

Abstract

The critical thinking skills (CTS) of students with different academic abilities is still low. Therefore, STEM-based biology learning assisted by virtual lab gizmos can be implemented to improve students' CTS. This study aims to determine whether STEM-based biology learning assisted by virtual lab gizmos can enhance students' CTS with different academic abilities. This study employed a quasi-experimental design with a pretest-posttest control group design. The population consisted of twelfth-grade science students from SMA Negeri 3 Bantaeng. The sample was selected using simple random sampling, with a total of 60 students divided into two learning groups: XII MIPA 1 and XII MIPA 2. Data collection techniques included a CTS skills test. Data analysis was conducted using two-way analysis of covariance. The results showed STEM-based biology learning asissted by the virtual lab gizmos significantly enhances students' CTS, with a significance value of 0.00 0.05. Additionally, the study reveals that academic abilities also influences students' CTS. Furthermore, there is an interaction effect between STEM-based learning with the virtual lab gizmos and academic abilities on students' CTS. Further post hoc LSD analysis shows that STEM-based biology learning with the virtual lab gizmos is more effective in improving students' CTS across different academic abilities compared to contextual learning without the virtual lab gizmos. These findings suggest that STEM-based biology learning supported by the virtual lab gizmos can serve as an effective teaching strategy to enhance students' CTS, particularly in addressing the challenges of 21st-century education
Implementation of PjBL-STEM Learning to Improve Students' Higher Order Thinking Skills in Direct Current Electricity Salmah, Ummi; Suwasono*, Purbo; Kurniawan, Robi; Swapno, S M Masfequier Rahman
Jurnal Pendidikan Sains Indonesia Vol 13, No 2 (2025): APRIL 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i2.44826

Abstract

Improving the quality of education is crucial in ensuring that students are equipped to adapt to rapid advancements in science and technology. This study aims to examine the effect of implementing a STEM-integrated project-based learning (PjBL) model on students higher-order thinking skills (HOTS). The research used a quantitative approach with a quasi-experimental method, employing a pretest-posttest non-equivalent control group design. The participants were 71 students from a school in Riau province, divided into an experimental class (35 students) and a control class (36 students). The results indicate that students in the experimental class achieved a good category of HOTS with an average posttest score of 61.90. A significant improvement was observed in the posttest scores across three HOTS indicators: analyzing, evaluating, and creating. The obtained N-gain score of 0.48 indicates a moderate level of improvement. Specifically, the average score for the analyzing (C4) domain increased to 68.73 (good), the evaluating (C5) domain reached 55.24 (fair), and the creating (C6) domain rose to 48.10 (fair). The results of the Mann-Whitney U test indicated a significant difference between the experimental and control groups (Asymp Sig 2-tailed = 0.000). Further analysis showed a moderate N-Gain score of 0.488 and a strong effect size (d = 0.76), confirming that the implementation of the PjBL-STEM model effectively enhanced students' HOTS in the topic of direct current electricity
The Relationship Between the Use of Android-Based Five-Tier Multiple Choice Test Diagnostic Instrument in Identifying Misconception with Students' Self-Efficacy on Chemical Equilibrium Material Mardeni*, Putri Rizca; Anwar, Lenny; Rery, Radjawaly Usman; Linda, Roza; Nursiwan, Wimbi Apriwanda
Jurnal Pendidikan Sains Indonesia Vol 13, No 2 (2025): APRIL 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i2.44567

Abstract

Misconceptions in learning chemical equilibrium remain a persistent challenge that can hinder students' understanding and academic confidence. Despite various efforts to improve conceptual mastery, many students still harbor incorrect notions that affect their learning outcomes and self-belief. To address this issue, this study explores the relationship between students' misconceptions and their self-efficacy regarding chemical equilibrium concepts. The research employed a research and development approach using the ADDIE model, utilizing an Android-based five-tier multiple choice test as a diagnostic instrument. A random sampling technique was applied to select three senior high schools in Pekanbaru: SMAN 8 Pekanbaru, SMAN Olahraga Provinsi Riau, and SMAN 3 Pekanbaru. A correlation test was conducted to determine the presence, direction, and strength of the relationship between students' misconceptions and their self-efficacy. The results revealed a positive correlation between the two variables across schools with high, medium, and low academic profiles
Application of PBL-STEAM Based on Mandai Local Wisdom to Students' Critical Thinking Skills on Osmosis Pressure Material Rahmadani, Fitri Nur; Erika*, Farah; Watulingas, Maasje Catherine; Kasyfita, Nurul
Jurnal Pendidikan Sains Indonesia Vol 13, No 2 (2025): APRIL 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i2.44553

Abstract

The PBL-STEAM approach based on Mandai local wisdom is designed to encourage students' activeness and curiosity in solving real problems by integrating Mandai local wisdom values. This study aims to determine the effect of PBL-STEAM based on Mandai local wisdom on students' critical thinking skills (CTS) on osmosis pressure material. The research used a quasi-experimental method with a non-randomized pretest-posttest control group design. The study population was class XII students of SMA Negeri 2 Samarinda in the 2024/2025 school year, with a research sample of class XII-C as the experimental class and XII-D as the control class, totaling 68 students selected using purposive sampling. Data were collected through CTS tests, teacher and student activity observation sheets, and student response questionnaires. The average score for CTS of experimental class students was 79.56, with a high category, and the control class's score was 70.38, with a medium category. The results of the independent samples t-test showed a sig value. (2-tailed) 0.000 0.05, indicating a significant effect of PBL-STEAM based on Mandai local wisdom on students' CTS. The paired samples t-test results showed a sig value. (2-tailed) 0.000 0.05, indicating an increase in the learning outcomes of experimental class students. Teacher and student activities in the experimental class in learning each reached 100% of the very applied category and 90.82% of the outstanding category. The average student response to PBL-STEAM learning was 85.47%, which is included in the very good category, which proves that this learning based on Mandai local wisdom is able to improve students' CTS
Development of E-Module Science Local Wisdom to Improve Students' Global Diversity Character Astutik, Puji; Sarwanto*, Sarwanto; Sukarmin, Sukarmin; Daud, Anis Nazihah binti Mat
Jurnal Pendidikan Sains Indonesia Vol 13, No 2 (2025): APRIL 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i2.44677

Abstract

Technology makes students increasingly distant from the noble culture in their area, and educators are obliged to rebuild students' love for the noble culture of their predecessors. Integrating local wisdom in science learning can provide meaningful experiences for students in finding concepts from the surrounding environment. It can train students to love and be proud of their own culture. This study aims to develop a design for an e-module science local wisdom suitable for use as teaching materials in science subjects. The method used in the study is research and development with a 4D model and is limited to the development stage. Research data were collected using interview techniques with teacher and student respondents; the results of the interviews were used to design an e-module that met the needs. The e-module was then tested for its feasibility through validity and readability tests. Based on the needs analysis, an e-module science local wisdom themed ledre Bojonegoro was designed. This e-module is arranged sequentially using inquiry syntax and is divided into 4 stages of learning, namely let's think, let's experiment, let's learn, and let's test understanding, and each stage is integrated with local wisdom ledre Bojonegoro. The local wisdom science e-module is a digital teaching material product that is suitable for use as a science teaching material to improve students' global diversity character, with an average content validity value of 0.95 and an e-module readability percentage of 90%
Investigating Students Science Knowledge and Healthy Lifestyle Behavior in Public Senior High Schools in Tanjungpinang City, Indonesia Sarkity*, Dios; Fernando, Adam; Pratama, Yudi; Intasir, M. Pemberdi; Irawan, Bony; Sundari, Putri Dwi
Jurnal Pendidikan Sains Indonesia Vol 13, No 2 (2025): APRIL 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i2.44418

Abstract

The end of the covid-19 pandemic has provided several important lessons, including the importance of understanding scientific knowledge related to healthy lifestyle behavior and the implementation of healthy lifestyle behavior itself. This study aimed to measure students' science knowledge and healthy lifestyle behavior and the differences between male and female students. This research was descriptive research with a quantitative approach. The research was carried out in August-September 2023 involving 432 public senior high school students in Tanjungpinang. Data was collected using tests and questionnaires. The data were analyzed descriptively. The results showed that students' science knowledge and healthy lifestyle behavior were generally in the good and very good categories. There were variations in the number of students in each category. The percentage of achievement of science knowledge and healthy lifestyle behavior between male and female students generally did not have that big of a difference. Even so, students' science knowledge still needs to be improved, especially through science learning
Learning Challenge: Farm Tractor Prototype with Solar Cell Technology in PjBL- STEM Learning using 4D Frame to Enhance the 21st Century Skills Subagja, Sigit; Gunawan, Ade; Syam, Yulia Ramdinawati; Permanasari*, Anna; bin Mustam, Afian Akhbar
Jurnal Pendidikan Sains Indonesia Vol 13, No 2 (2025): APRIL 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i2.43655

Abstract

The 21st century brings many new challenges and opportunities, mainly driven by technological advancements, globalization, and a rapidly changing workforce landscape. The main goal of education is no longer academic success but also equipping students with skills called 21st century skills. The 21st century skills needed to solve complex 21st century problems such as net zero challenges. Net zero aims to achieve carbon neutrality by balancing greenhouse gas emissions and removal from the atmosphere. The research aims to develop, implement, and analyze the effects of project based learning (PjBL)-science, technology, enggineering, and mathemathics (STEM) learning on students' 21st century skills to address the net zero challenge. The research also examined how students respond to renewable energy learning using the PjBL-STEM model through a solar-powered tractor project supported by the 4D frame. This study used a conversion mixed methods approach to transform qualitative data into quantitative data using established rubrics. The results showed that PjBL-STEM learning associated with environmental issues enhances students' 21st century skills and significantly affects the teaching of students' critical thinking. Meanwhile, students showed good performance in communication, collaboration, and creativity skills through discussion activities, teamwork, presentations, and engineering desain process
Transforming Laboratory Learning through Project-Oriented Laboratories: Challenges, Opportunities, and Recommendations for Science Education Hidayat, Febrian Andi; Kaniawati*, Ida; Suhandi, Andi; Hernani, Hernani; Anakotta, Raisa; Ramadany, Lisa Dewi
Jurnal Pendidikan Sains Indonesia Vol 13, No 2 (2025): APRIL 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i2.44356

Abstract

Project-oriented laboratories (POLs) and project-based laboratories (PBLs) approaches have become important innovations in science education, providing more relevant learning experiences through real-world based projects. This study aims to evaluate the potential of POLs implementation in supporting science education integrated with sustainable development goals (SDGs) issues, particularly to develop creative ideas in solving environmental problems. In addition, this study also aims to identify the main challenges faced in the implementation of POLs and provide practical recommendations to optimize this approach. Through a systematic literature review based on Prisma 2020 guidelines, 34 articles from 1993 to 2024 were analyzed. The results showed that POLs are effective in improving students' technical, collaboration, and problem-solving skills. However, the integration of POLs with SDGs issues is still limited. Although some projects, such as the development of renewable energy systems, support SDG 7 (clean and affordable energy), most projects have not been strategically geared towards solving other global challenges, such as climate change mitigation (SDG 13) or waste management (SDG 12). The research identified key challenges in the implementation of POLs, including the need for technological infrastructure, intensive training for educators, and funding support. To maximize their impact, it is recommended that POLs actively integrate SDGs themes into project design and promote cross-disciplinary collaboration. This research confirms that POLs have great potential to support science education that not only results in academic achievement, but also tangible contributions to global sustainability
Development of Contextual Based Augmented Reality Science Learning Media to Improve Critical Thinking Skills of Junior High School Students Aliyanti, Cindi; Wicaksono*, Iwan; Doru, Mustafa; elik, Melahat; Ridlo, Zainur Rasyid
Jurnal Pendidikan Sains Indonesia Vol 13, No 2 (2025): APRIL 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i2.44052

Abstract

The critical thinking skills (CTS) of junior high school students remain relatively low, partly due to the limited use of interactive and contextual learning media. This study aims to develop augmented reality (AR)-based science learning media using a contextual approach to enhance students CTS. The media was developed using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. Media validity was assessed by three expert validators, while practicality and effectiveness were tested through observation, questionnaires, and pretest-posttest on grade VII H students at Junior High School 7 Jember. The results showed that the AR-based media had excellent validity (88%) and very high practicality (96.52%), indicating ease of use in learning. Its effectiveness in improving CTS was shown by an average N-Gain score of 0.77 (high category). Students responses were also very positive, with an average of 81.6%. This AR media features interactive 3D visuals linked to real-life contexts, making science concepts like motion and force easier to understand and helping to foster CTS. Technical challenges, such as internet dependence, can be addressed by using projection tools in the classroom. In conclusion, contextual-based AR media is valid, practical, and effective for supporting 21st-century science learning

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