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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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Exploring the Impact of Mini Labs and Hands-On Learning in Magnetism on Students Cognitive and Critical Thinking Abilities Qamila*, Fairus; Sinaga, Parlindungan; Winarno, Nanang; Arisna, Definda Putri
Jurnal Pendidikan Sains Indonesia Vol 13, No 3 (2025): JULY 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i3.47594

Abstract

Many students struggle to understand abstract physics concepts such as magnetism due to limited practical engagement and conventional teaching methods. This study aims to explore the impact of a mini lab and hands-on learning approach to magnetism on students cognitive and critical thinking abilities (CTA). The study employed a pre-experimental one-group pretest-posttest design and was conducted in a junior high school in South Tangerang City, with 25 ninth-grade students serving as research subjects. Learning took place through six mini lab stations presenting different topics, as well as hands-on activities involving the design of a simple compass. Data were collected through cognitive and CTA tests, as well as documentation from the students' worksheets and KWL (know-want-learned) charts. The analysis revealed a significant increase in cognitive abilities, with moderate gain scores. Conversely, the increase in CTA was not statistically significant, with low gain scores. Limited time and inadequate conceptual reflection space were the main factors. These findings suggest that mini labs and hands-on approaches effectively build conceptual understanding, but strategies are needed to optimize the development of students' CTA
Science Learning Innovation Through STEM-Based LKPD to Improve Science Literacy in the Industrial Revolution 4.0 Era Tihasanah, Tihasanah; Saminan*, Saminan; Evendi, Evendi; Afdzaluddin, Atiqah Mohd
Jurnal Pendidikan Sains Indonesia Vol 13, No 3 (2025): JULY 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i3.47571

Abstract

The development of technology in the industrial revolution 4.0 era demands an increase in the quality of science education, especially in developing students' scientific literacy. This study aims to develop student worksheets (LKPD) based on science, technology, engineering, and mathematics (STEM) to improve students' scientific literacy in physics learning. The research method uses research and development with the analysis, design, development, implementation, evaluation (ADDIE) model. The subjects of the study were students of class XI IPA SMAN 4 Kota Langsa in the 2024/2025 academic year. The research instruments included material and media expert validation sheets, student response questionnaires, and science literacy tests. The results showed that the STEM-based LKPD developed was valid with a material expert validation score of 4.2 (very valid) and a media expert of 4.3 (very valid). The implementation of STEM-based LKPD increased students' scientific literacy with an N-gain of 0.73 (high). Student responses to LKPD showed a very positive category with a percentage of 82.6%. Based on the research results, STEM-based LKPD has proven effective in integrating science concepts with technology, engineering, and mathematics applications that are relevant to the needs of the 21st century
Prospective Science Teachers Perception of Local Resources based Curriculum for Learning Science Concepts Latip, Abdul; Park, Do-Yong; Kadarohman*, Asep; Hernani, Hernani; Anggriawan, Robby
Jurnal Pendidikan Sains Indonesia Vol 13, No 3 (2025): JULY 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i3.47498

Abstract

A community-based curriculum emphasizes the utilization of local community resources to enrich science learning. Garut, situated in west Indonesia, boasts abundant local resources that can serve as valuable curricular materials for science instruction. This study delves into the perceptions of secondary prospective science teachers regarding the local community resources vis--vis science concepts. Thirty-four aspiring secondary science educators from a university in Garut participated in the investigation. The locale features several noteworthy resources, including the Kamojang geothermal field, the leather tanning industry, and Garut sheep. Data collection involved surveys and interviews, with analysis conducted through descriptive statistics and constant comparative methods. Overall, prospective teachers exhibited awareness of Garut's three primary local resourcesnamely, the Kamojang geothermal field (70.6%), the leather tanning industry (88.2%), and Garut sheep (67.6%). However, they lacked direct engagement with these resources, whether through site visits, ownership, maintenance, or comprehensive knowledge of their developmental processes. Furthermore, participants displayed varying levels of understanding regarding concepts related to geothermal science (31.63%), Garut sheep (52%), and the leather tanning industry (24.6%). Interviews depicted a growing inclination toward leveraging local resources in future science instruction. The findings underscore the imperative for prospective teachers to enhance their understanding of science concepts linked to each of Garut's community resources
Implementation of the Project-Based Learning Model to Improve Collaboration and Students' Growth Mindset Himawan*, Nur Arviyanto; Istihapsari, Vita; Supriyanta, Supriyanta; Putri, Pretty Oktianti Menur Kusuma
Jurnal Pendidikan Sains Indonesia Vol 13, No 3 (2025): JULY 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i3.47481

Abstract

Students' collaboration and mindset are essential aspects that must be developed in the physics learning process to foster strong self-regulation. This research aims to enhance the collaboration character and growth mindset of students by implementing the project-based learning (PjBL) model assisted by google sites. The research is a classroom action research conducted over two cycles in class X3 at Muhammadiyah SHS of Bantul. Data collection techniques involve non-test methods using an observation sheet. Data regarding collaboration and growth mindset characteristics were analyzed by calculating percentages and comparing them with the assessment categories obtained through standard deviation calculations. The results indicate a significant improvement in collaboration character, increasing from 53% (poor) in cycle I to 88% (very good) in cycle II. Additionally, the growth mindset improved from 56% (enough) in cycle I to 82% (good) in cycle II. These findings demonstrate that the PjBL model, assisted by google sites, has a positive impact on students' collaboration character and growth mindset
Development of E-Worksheet based Liveworksheets with STEM-5E Approach to Improve Science Process Skills Students Class VIII on Vibration and Wave Material Azfi, Annisa Sholihah; Setiawan*, Agung Mulyo; Affriyenni, Yessi
Jurnal Pendidikan Sains Indonesia Vol 13, No 3 (2025): JULY 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i3.45949

Abstract

Science learning should offer students meaningful learning experiences to develop their skills. In facing the era of globalization, 21st century skills are an important aspect that students must have. This research aims to develop e-worksheet based on liveworksheets with STEM-5E approach to improve science process skills on vibration and wave material that valid to be used by the aspect of validity, practically, and effectiveness. This type of research is research and development using the 4D model (define, design, development, disseminate). The research design used was quasi-experimental, namely select control group and select experimental group. The two classes used were class VIII B as control class with 30 people and VIII A as experimental class with 31 people. The research location was carried out at Junior High School 01 Karangploso. Data collection techniques were obtained using research instruments including validation sheets, response questionnaire sheets, pretest-posttest questions, and e-worksheet observation sheet. The validity results obtained a validity of 92.88%, with very valid criteria. This validity was carried out on the aspect of material, media, STEM-5E and SPS which received value of 87.41%, 91.25% and 100%. Practicality results in terms of students and teacher response questionnaires received value of 87.64% and 88.16% with very practical criteria. Effectiveness result in the terms of e-worksheet observation sheets received value of 96.78% and the N-Gain score (%) of the experimental class which got value of 66.76% in the quite effective category and the control class was 45.53% in the less effective category. Therefore, it can be concluded that this e-worksheet is valid, practical, and effective used to improve science process skills in class VIII vibration and wave material
Socio-Scientific Issue Module Based on Pros and Cons of Using Pesticides in Citrus nobilis Cultivation for Enhancing Students Awareness in Preserving the Environment Priyanka*, Luh Mitha; Muderawan, I Wayan; Suparta, I Nengah; Bgeholz, Susanne; Matthiesen, Finn
Jurnal Pendidikan Sains Indonesia Vol 13, No 3 (2025): JULY 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i3.46943

Abstract

Environmental education is a critical government initiative in Indonesia, aiming to cultivate students' environmental awareness. Given the urgent need for students to engage with real-world environmental challenges, this study developed and evaluated a socio-scientific issues (SSI)-based module. The module's primary goal was to deepen students' understanding of local environmental problems and encourage their active participation in preservation efforts. A Research and Development approach, specifically the ADDIE model (analysis, design, development, implementation, and evaluation), guided this research. Data collection utilizes quantitative and qualitative methods. Qualitative data included insights from validation sheets and response questionnaires completed by expert lecturers and students. Quantitative data, in the form of essay questions, were gathered through pre- and post-tests to assess changes in students' environmental awareness after module implementation. The results demonstrated the SSI module's strong validity and effectiveness. Three expert lecturers rated the module with an average validity score of 85, categorized as "good," affirming its sound pedagogical and scientific design. Student evaluations were also overwhelmingly positive, yielding an average score of 89, placing it in the "very good" category. Crucially, the module significantly increased students' awareness of environmental problems. Quantitatively, the average student score rose from 81.25 in the pre-module assessment to 86.25 post-module engagement. These findings highlight the SSI module as an effective and valuable tool for empowering students to learn about and contribute to environmental preservation
The Feasibility of Developing Learning Videos on the Technique of Bioassay Panjaitan*, Ruqiah Ganda Putri; Tenriawaru, Andi Besse; Silaen, Jayanti; Nikmah, Nur Alfiatun; Ire, Fetronila; Lestari, Liya Angga
Jurnal Pendidikan Sains Indonesia Vol 13, No 3 (2025): JULY 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i3.47007

Abstract

The development of information and communication technology has a significant impact on the world of education, particularly in the provision of learning media. Video-based learning media has become an effective alternative for visualizing complex materials, such as in the bioassay technique course. This study aims to develop and assess the feasibility of educational videos as media for the Bioassay technique course, which includes material on testing using animal testing. This study uses the research and development (RD) method with a modified ADDIE development model consisting of four stages: analysis, design, development, and evaluation. Data collection techniques include validation by experts. The instrument used is a validation sheet with a Likert scale. The aspects assessed include format, content, and language. For the four indicators in the format aspect, a validity score of 1 was obtained. Similarly, for the three indicators in the content aspect, the validity score was also 1, and for the two indicators in the language aspect, the validity score remained at 1. Overall, from these three aspects, an average validation score of 1.00 was achieved, categorized as very high. Therefore, the video is deemed suitable to be used as a learning media in the bioassay technique course.
Unfolding the Chemistry of Learning at Home: A Phenomenological Study of Students Experiences with Home-Based Laboratory Worksheets Obispo*, Kristoffer Paul Catungal; Ligsanan, Lucky Sonny
Jurnal Pendidikan Sains Indonesia Vol 13, No 3 (2025): JULY 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i3.46848

Abstract

This phenomenological study explores the lived experiences of students using home-based laboratory worksheet in general chemistry during distance learning. As laboratory work is essential in science education, the shift to remote modalities required adaptive instructional strategies. Data were gathered through focus group discussions and teacher interviews, and thematically analyzed to capture students perceptions, challenges, and learning outcomes. Findings reveal that students experience active learning through discovery and hands-on engagement, facilitated by structured worksheet that supported independent experimentation. Many describe improved conceptual understanding as they explored real-life chemical reactions using everyday household materials. Despite positive learning experiences, participant also navigated challenges, including limited access to materials, unclear procedural guidance, trial-and-error approaches, and reliance on peer support. However, students displayed perseveranceand adaptability, highlighting the importance of well-designed instructional materials in remote learning context. Both students and teacher affirmed that the worksheet were effective in reinforcing prior knowledge and introducing new concept, contributing to satisfaction and meaningful learning. The study concludes that home-based laboratory worksheets were viable and engaging alternatives to traditional laboratory experiments, especially in times of limited access to physical laboratory and equipments. This model promotes self-directed learning, and deeper understanding of scientific concept, aligning with the goal of inclusive and quality science education
High School Students' Science Literacy Profile in the Digital Era: A Diagnostic Study for Contextual Learning Development Salsabila*, Ainus; Indana, Sifak; Setiawan, Beni; Ariwijaya, Toni; Satriawan, Muhammad
Jurnal Pendidikan Sains Indonesia Vol 13, No 3 (2025): JULY 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i3.45939

Abstract

The digital era requires students to master scientific literacy to be able to evaluate information and make evidence-based decisions. However, the level of scientific literacy of students in Indonesia is still relatively low, as shown in the latest PISA assessment. This study aims to diagnose the scientific literacy profile of high school students in Pamekasan Regency, Indonesia, as a basis for developing context-based learning. This study used a survey method combined with diagnostic analysis. Data were collected from 114 grade X students of SMAN 1 Pademawu through a scientific literacy test adapted from the PISA 2025 competency framework and has been validated. The test measures three leading indicators: explaining phenomena scientifically, evaluating scientific investigations, and using scientific evidence for decision-making and action. The test consists of 20 multiple-choice questions presented online. In addition, interviews with students and science teachers were conducted to understand the learning conditions. Data analysis was carried out descriptively and quantitatively. The results showed that students scientific literacy level was generally low, with the highest score explaining scientific phenomena and the lowest score in using scientific information for decision-making. These findings emphasize the need to develop a learning model that integrates technology and contextual approaches to improve students' scientific reasoning abilities. Thus, this diagnostic profile provides an important overview for developing effective and relevant science learning strategies according to global standards in today's digital era
Evaluating the Quality of STEM-PjBL Learning Materials on Stoichiometry Supported by a Simple Photometer: An Aikens Index Approach Safitri, Mayliana Ariyani; Eko Setyowati, Widiastuti Agustina; Adeoye, Moses Adeleke; Shidiq*, Ari Syahidul
Jurnal Pendidikan Sains Indonesia Vol 13, No 3 (2025): JULY 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i3.45483

Abstract

The development of STEM-project-based learning (STEM-PjBL) materials demands rigorous validation to ensure their quality, effectiveness, and relevance to learning objectives, particularly in complex chemistry topics such as stoichiometry. However, many existing tools lack rigorous validation, potentially undermining the credibility of both research outcomes and educational practices. This study aims to evaluate the quality of STEM-PjBL learning materials on stoichiometry supported by a simple photometer, by assessing the content validity of various instructional and assessment instruments using Aikens Index. A quantitative document analysis approach was employed, with validation conducted through a focus group discussion (FGD) involving seven experts: four chemistry education lecturers from Sebelas Maret University and Padang State University, and three experienced high school chemistry teachers from Surakarta. The instruments evaluated included a teaching module, student worksheet, STEM-PjBL implementation and sustainability literacy questionnaire, sustainability literacy pre-test and post-test, observation sheet for student performance during practicum, water filtration project scoring rubrics, and a cognitive pre-test and post-test on stoichiometry. Expert judgments focused on the clarity, relevance, and alignment of each item with intended learning indicators. The Aikens V coefficient was used to measure inter-rater agreement, with a threshold of 0.76 indicating acceptable content validity. All instruments met the criteria for high content validity. These findings confirm that the developed STEM-PjBL materials and assessment tools are valid and suitable for classroom implementation, offering strong support for enhancing students conceptual understanding, performance skills, and sustainability literacy in chemistry education

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