cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Rabiudin
Contact Email
rabiudin27@gmail.com
Phone
+6282296635626
Journal Mail Official
searchjpipa@gmail.com
Editorial Address
Gedung Fakultas Tarbiyah, IAIN Sorong. Jl. Sorong-Klamono, KM.17, Kota Sorong, Provinsi Papua Barat Daya, Sorong, Provinsi Papua Barat
Location
Kota sorong,
Papua barat
INDONESIA
SEARCH: Science Education Research
Published by Institut Agama Islam Negeri Sorong
ISSN : -     EISSN : 30326435     DOI : https://doi.org/10.47945/search.v1i2.1247
Core Subject : Education,
Education Other
Jurnal ini menerbitkan artikel asli tentang isu-isu dan tren terkini yang terjadi secara internasional dalam kurikulum Ilmu Pengetahuan Alam berkaitan dengan pengajaran, pembelajaran, kebijakan, dan persiapan guru IPA dengan tujuan untuk memajukan pengetahuan tentang teori dan praktik pendidikan IPA. Isu pendidikan dan pembelajaran IPA yang dimaksud meliputi pembelajaran Fisika, Kimia, Biologi, pendidikan teknik dan sains terapan.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 76 Documents
 4   5   6   7   8 
The Effect of Applying the Hypnolearning Model on Motivation and Biology Learning Outcomes of Students at SMA Negeri 1 Pekanbaru Al Khudri Sembiring; Rahmat Ramadansur; Marta Dinata
SEARCH: Science Education Research Journal Vol. 5 No. 1 (2026): SEARCH: October 2026
Publisher : IAIN Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47945/search.v5i1.3099

Abstract

Learning motivation and biology learning outcomes are important factors that determine students' success in the learning process. However, many senior high school students still experience low learning motivation, poor concentration, and unsatisfactory learning outcomes due to the predominance of conventional teaching methods. Therefore, innovative learning models are needed to create a more engaging and effective learning environment. This study aimed to determine the effect of the Hypnolearning model on students’ learning motivation and biology learning outcomes at SMA Negeri 1 Pekanbaru. The study employed a quantitative approach using a quasi-experimental method with a pretest-posttest control group design. The sample consisted of two classes selected through purposive sampling, namely an experimental class taught using the Hypnolearning model and a control class taught using conventional learning methods. Data were collected through learning motivation questionnaires and biology achievement tests and were analyzed using an independent sample t-test. The results indicated that the implementation of the Hypnolearning model had a positive effect on students’ learning motivation and biology learning outcomes, as evidenced by higher motivation scores and improved learning outcomes in the experimental class compared to the control class. In conclusion, the Hypnolearning model can serve as an effective alternative learning approach to enhance students’ motivation and biology learning outcomes while creating a more enjoyable and conducive learning atmosphere.
The Effectiveness of the Case-Based Jigsaw Model in Improving High School Students' Critical Thinking Skills on the Digestive System Topic Anjelika Juliantari; I Made Sutajaya; I Wayan Sukra Warpala
SEARCH: Science Education Research Journal Vol. 5 No. 1 (2026): SEARCH: October 2026
Publisher : IAIN Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47945/search.v5i1.3250

Abstract

Critical thinking is a key skill required in 21st-century education; however, the level of this skill among students in Indonesia remains low. This study aimed to assess the critical thinking abilities of 11th-grade students before and after the implementation of a case-based Jigsaw learning model and to compare these results with a class taught using the discovery learning model, focusing on the digestive system topic. A quasi-experimental design with a pretest-posttest control group structure was employed. The participants consisted of class XI MIPA 1 as the experimental group (n = 34), receiving the case-based Jigsaw treatment, and class XI MIPA 2 as the control group (n = 29), receiving the discovery learning treatment. Data were collected using ten essay questions covering six critical thinking indicators and analyzed using an Independent Sample t-test and Cohen’s d effect size. The results showed a significant increase in the experimental group's mean score to 84.71 (n-gain 0.70; medium category), whereas the control group's mean score rose only to 55.52 (n-gain 0.14; low category). The difference test yielded t = 22.360 (p = 0.0001 < 0.05) and a Cohen’s d of 5.65 (≥0.80, indicating a large effect). It is concluded that the case-based Jigsaw model is more effective than discovery learning in enhancing students' critical thinking skills regarding the digestive system.
Development and Validation of an Ethnoscience and Chemo-Entrepreneurship Integrated Acid Base Practicum Guide for Senior High School Chemistry Achie Kaylla; Nofri Yuhelman
SEARCH: Science Education Research Journal Vol. 5 No. 1 (2026): SEARCH: October 2026
Publisher : IAIN Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47945/search.v5i1.3252

Abstract

Twenty first century chemistry education requires learning resources that not only improve conceptual understanding but also foster students' creativity and independent learning. However, existing Acid base practicum guides generally emphasize laboratory procedures and have not integrated ethnoscience and Chemo-Entrepreneurship (CEP) in a single instructional resource. This study aimed to develop and validate an ethnoscience and CEP integrated Acid base practicum guide for senior high school chemistry. Educational Design Research (EDR) employing the Plomp model was selected because it provides a systematic framework for designing and validating educational products before classroom implementation. The study was limited to the preliminary research and prototyping phases. Product validity was evaluated through expert review involving five validators and one-to-one evaluation with three students representing different academic ability levels. Validity data were analyzed using Aiken's V. The practicum guide achieved an overall Aiken's V value of 0.93, indicating high validity, with content, presentation, language, and graphical validity indices of 0.93, 0.95, 0.92, and 0.95, respectively. The one-to-one evaluation further demonstrated that students considered the guide clear, systematic, and easy to follow. These findings provide empirical evidence that integrating ethnoscience and Chemo-Entrepreneurship within a chemistry practicum guide is feasible while maintaining scientific validity, thereby offering a contextual instructional resource has the potential to support creativity and independent learning in senior high school chemistry.
Improving Students' Note-Taking Discipline in Chemistry Learning Through Reward and Punishment Azzahri Jannah; Suryelita; Fauzana Gazali
SEARCH: Science Education Research Journal Vol. 5 No. 1 (2026): SEARCH: October 2026
Publisher : IAIN Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47945/search.v5i1.3267

Abstract

Discipline in taking notes is one of the academic behaviors that supports understanding of concepts and learning retention, especially in Chemistry learning which has the characteristics of abstract, hierarchical, and interrelated material. The results of initial observations show that most students have not completed the notes completely and have not collected them on time. This condition shows the need for a learning strategy that is able to form more disciplined learning habits. This research aims to improve students' discipline in taking notes through the application of rewards and punishments in Chemistry learning. The study employed Kemmis and McTaggart's Classroom Action Research (CAR) model, conducted in three cycles involving 32 students of Class X E1 at SMAN 1 Situjuah Limo Nagari. Data were collected using an observation sheet assessing two indicators: the completeness of students' notes in accordance with the learning material and the timeliness of note submission. The data were analyzed descriptively using the percentage of students achieving both indicators in each cycle, and the action was considered successful when at least 85% of students met the predetermined discipline criteria. The results showed that students' discipline in note-taking discipline gradually increased from 45% in the pre-cycle to 58% in the first cycle, 81% in the second cycle, and 93% in the third cycle. Improvements occurred in both observed indicators, showing that the consistent application of rewards and punishments through cycles of action and reflection effectively strengthened students' discipline in taking notes. Thus, reward and punishment strategies can be applied as an alternative to improve positive academic behavior, especially the discipline of note-taking, in Chemistry learning.
Developing Canva-Based Interactive Learning Media Integrating Education for Sustainable Development for Ecosystem Learning in Senior High School Vina Auliya Sari; I Made Sutajaya; Ida Ayu Purnama Bestari; Desak Made Citrawathi; Ni Putu Sri Ratna Dewi
SEARCH: Science Education Research Journal Vol. 5 No. 1 (2026): SEARCH: October 2026
Publisher : IAIN Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47945/search.v5i1.3270

Abstract

Biology learning on ecosystem material is still dominated by conventional media such as printed textbooks and static PowerPoint, causing low interactivity and minimal integration of Education for Sustainable Development (ESD) values. This study aims to produce a design of interactive Canva learning media on ecosystem material oriented to ESD for 10th-grade students, and to analyze its validity and practicality. This study used Research and Development (R&D) with the ADDIE model, limited to the analyze, design, and development stages. Validity was assessed by two content experts and two media experts using a Likert-scale questionnaire analyzed through Pearson Product Moment correlation, while practicality was assessed by three teachers and 34 students using descriptive percentage analysis. The results show that the media design consists of introduction, core, and closing sections integrating the ESD stages of know, feel, think, and action. The validity test produced correlation coefficients of 0.644 and 0.819 (content aspect) and 0.828 and 0.792 (media aspect), all with p < 0.05, indicating valid and significant results. The practicality test showed 93.8% (teachers) and 91% (students), both in the very practical category. These findings imply that Canva can be transformed from a static design tool into a comprehensive, ready-to-use interactive learning medium that supports contextual and sustainability-oriented biology instruction.
Implementation of Problem-Based Learning to Enhance Students’ Critical-Thinking Activities in Chemistry Learning: A Classroom Action Research at SMAN 1 Pancung Soal Anisa Rahmawati; Desy Kurniawati; Fauzana Gazali
SEARCH: Science Education Research Journal Vol. 5 No. 1 (2026): SEARCH: October 2026
Publisher : IAIN Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47945/search.v5i1.3281

Abstract

Critical thinking is a crucial skill in chemistry education as it supports students' abilities to analyze, evaluate, and solve problems logically, and it is commonly fostered through learning activities such as questioning, discussion, and collaborative problem-solving. Preliminary observations revealed that the majority of Grade XI (Phase F) students at SMAN 1 Pancung Soal demonstrated low levels of engagement in discussions, questioning, and the analysis of contextual chemistry problems. This situation highlights the need for a learning model capable of enhancing these critical-thinking-supporting activities. This study aimed to describe the implementation of the Problem-Based Learning (PBL) model and examine the change in students' learning activities that support critical thinking during chemistry instruction. The study employed a Classroom Action Research (CAR) design following the Kemmis and McTaggart model, conducted over three cycles with 36 Grade XI (Phase F) students at SMAN 1 Pancung Soal who were identified through classroom observation and teacher assessment as showing low engagement in these activities. Data were collected using teacher- and student-activity observation sheets validated by expert judges. The results showed a progressive increase in observed learning activities supporting critical thinking, from an average of 39.0% in the pre-cycle stage to 58.0% in Cycle I, 73.6% in Cycle II, and 87.4% in Cycle III (an increase of 48.4 percentage points), placing the students in the highly active category. Improvements were observed across all seven activity indicators, including attention, questioning, expressing opinions, discussion, collaboration, problem-solving enthusiasm, and task punctuality. These findings indicate that PBL implementation was associated with increased learning activities that support critical thinking in chemistry instruction; as this study did not directly measure critical-thinking skills or include a comparison group, whether these activities translate into improved critical-thinking skills should be examined through further research using validated critical-thinking instruments.

Page 8 of 8 | Total Record : 76

 4   5   6   7   8 

Filter by Year

2022 2026


Reset
Filter By Issues
All Issue Vol. 5 No. 1 (2026): SEARCH: October 2026 Vol. 4 No. 2 (2026): SEARCH: April 2026 Vol. 4 No. 1 (2025): SEARCH: October 2025 Vol. 3 No. 2 (2025): SEARCH: April 2025 Vol. 3 No. 1 (2024): SEARCH: Oktober 2024 Vol. 2 No. 2 (2024): SEARCH: April 2024 Vol. 2 No. 1 (2023): SEARCH: Oktober 2023 Vol. 1 No. 2 (2023): SEARCH: April 2023 Vol. 1 No. 1 (2022): SEARCH: Oktober 2022