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Jurnal Pendidikan IPA Indonesia
Published by Universitas Negeri Semarang
ISSN : 23391286     EISSN : 20894392     DOI : -
Core Subject : Education,
Education
Publishes a scientific paper on the results of the study and review of the literature in the sphere of natural science education in primary education, secondary education and higher education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 15 Documents
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Search results for , issue "Vol. 13 No. 3 (2024): September 2024" : 15 Documents clear
The Impact of Inquiry-Based Learning on Students' Critical Thinking in Biology Education Programs within Open and Distance Learning Systems Sapriati, Amalia; Rahayu, Ucu; Sausan, Inas; Sekarwinahyu, Mestika; Anam, Rif'at Shafwatul
Jurnal Pendidikan IPA Indonesia Vol. 13 No. 3 (2024): September 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/7sty9026

Abstract

This study examines the impact of Inquiry-Based Learning (IBL) on enhancing critical thinking skills in an open and distance learning (ODL) environment, focusing on a biology education program. The research employed a pre-experimental one-group posttest-only design with 35 students participating in online sessions. These sessions involved formulating questions, designing experiments, conducting observations, and analyzing data. Quantitative analysis using percentages, means, standard deviations, and regression revealed that over 75% of students achieved very good performance in key areas like formulating hypotheses and designing experiments. The regression analysis confirmed that IBL significantly affected critical thinking skills (R² = 0.849; p = 0.05). The study concludes that a systematic learning design that encourages active learning and provides continuous feedback is crucial for developing critical thinking skills in ODL settings. These findings provide insights for curriculum developers and educators to optimize IBL implementation, thereby enhancing educational outcomes and fostering independent learning in distance education environments. Further research is suggested to refine this approach and ensure deeper understanding and application of scientific principles.  
Implementation of STEM-Based Inquiry in Learning Fundamental Laws of Chemistry: Students’ Perception and Response Pohan, Lisa; Retno Dwi Suyanti; Asep Wahyu Nugraha; Dwi Pebrianti; Rahmadatina Panjaitan; Selamat Husni Hasibuan
Jurnal Pendidikan IPA Indonesia Vol. 13 No. 3 (2024): September 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/87cp1c76

Abstract

This research aims to analyze students' perceptions and responses to STEM-based inquiry learning. This research used a quantitative and qualitative survey method. The subjects of this study were 25 first-semester students who took the General Chemistry course in the chemistry education study program. The research instruments used were questionnaires, interviews, and learning observation sheets. Meanwhile, the quantitative technique used is descriptive analysis. Quantitative data analysis found that 72% of students were actively involved in learning when formulating questions and investigations. STEM-based inquiry learning in observing, measuring, and analyzing data helped 72% of students understand the basic laws of chemistry. Most students benefit from STEM-based inquiry learning because this model triggers curiosity, the ability to formulate scientific questions, and the ability to evaluate and utilize information that helps determine experimental procedures. In conclusion, the learning experience using the STEM-based inquiry learning model on the basic laws of chemistry positively impacts students' perceptions and responses.
The Readiness and Constraints of Technological Integration in Implementing the Case Method and Team-Based Projects in the Mechanics Course Taufiq, Muhamad; Kaniawati, Ida; Liliasari, Liliasari; Kulthida Nugultham; Hyung-Yong Park
Jurnal Pendidikan IPA Indonesia Vol. 13 No. 3 (2024): September 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/dw5h5588

Abstract

The case method and team-based projects in the mechanics course are designed to help science teacher candidates master the principles of mechanics. This study aims to analyze the readiness and constraints of technological integration in implementing the case method and team-based projects in the mechanics course of the natural science education program. The study was conducted using a survey method with respondents or samples consisting of two lecturers teaching the mechanics course, 64 pre-service science teachers, and an analysis of the mechanics course documents in the Science Education Study Program at a state university in Central Java, Indonesia. Data collection techniques for this study were carried out using a blended approach (online and face-to-face), a Google Forms questionnaire, online interviews (zoom meeting), and document review. Data analysis was carried out using the triangulation method, which combines various predetermined data and sources, including data from the mechanics course lecturers and students and the lecture tool documents. The results indicate that the readiness for implementing the case method and team-based project in the mechanics course is supported by a good understanding from lecturers and students and adequate resources. The student’s understanding of the approaches used by the lecturer obtained concept approach (71.40%), direct instruction model (85.70%), and discussion method (78.60%). In its implementation, the case method follows the theory and expectations in the mechanics lectures in the curriculum documents. Meanwhile, team-based projects still need improvement and development in their application to the mechanics course. The skills trained in the mechanics course are still limited to critical thinking skills, communication, and collaboration. Generic science skills have been trained but have not been specifically labeled, and creative thinking skills have not been technically facilitated to be trained. The carrying capacity of the learning environment is quite good based on ICT. However, it is still dominated by PowerPoint presentations and virtual lab applications, while coding blocks and AR-VR have not yet been developed. The conclusion indicates that while there is strong readiness and adequate resources for implementing the case method and team-based projects in the mechanics course, significant constraints exist in developing creative thinking skills, generic science skills, and consistency in applying learning models. Specific improvements are needed in the practical application of team-based projects and the integration of ICT that can assist mechanics lectures, such as coding blocks and AR-VR technology. It is recommended to enhance comprehension of the case method and team-based projects among lecturers and students and to advance technological integration, especially focusing on AR-VR and coding blocks.
STEM Learning with a Simple Hydraulic Pump Project to Improve Student Communication and Collaboration Skills Amri, Muhammad Fahriza; Prima, Eka Cahya; Winarno, Nanang; Mohamad, Maslawati
Jurnal Pendidikan IPA Indonesia Vol. 13 No. 3 (2024): September 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/4qq3ps23

Abstract

To succeed in today's era, a person must possess 21st-century skills, which include communication and collaboration. With a Simple Hydraulic Pump project, this study aims to enhance students' communication and collaboration skills through STEM learning at the junior high school level. This quantitative study applied a quasi-experimental approach with a pretest-posttest control group research design. The participants are 38 out of 228 8th-grade students in two junior high schools in Bandung, Indonesia. Statistical analyses using the Wilcoxon Signed Rank tests were done on the data obtained through pretests and posttests. The results indicate a non-significant gain in communication skills of students in the experimental group compared to the control group, with a significance value of 0.67 (sig. >0.05), meaning that there is a non-significant difference between pretest and posttest results. Meanwhile, the collaboration skills of students in the experimental group increased significantly compared to the control group, with a significance value of 0.03 (sig. <0.05), indicating a significant difference between the pretest and posttest results. Using Cohen’s d, it is evident that students’ collaboration skills experience a medium increase (r=0.22). Furthermore, students’ communication and collaboration skills were measured using the Performance Assessment Rubric. The results demonstrate that STEM learning using a simple hydraulic pump project can enhance students’ collaboration skills but not their communication skills. This implies that while STEM learning helps students improve their collaboration skills, other methods are needed to assist them in developing their communication skills.
Evaluating STEM-based Reform Teaching Observation Protocol to Enhance Students’ Communication Skills in the Context of Sustainable Development Goals in Science Learning Sri Wahyuni; Ilham Batuseng; Nureeyawaji
Jurnal Pendidikan IPA Indonesia Vol. 13 No. 3 (2024): September 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/c97mez74

Abstract

STEM-based teaching can be challenging as it requires the integration of science, technology, engineering, and mathematics in one lesson. Selecting an engaging topic involving students’ experiences with current issues can be helpful in this regard. The Sustainable Development Goals (SDGs) are a relevant and impactful topic that may facilitate students’ communication skills. This research aimed to evaluate the Reform Teaching Observation Protocol (RTOP) using a STEM approach to address SDGs and to improve students’ communication skills. This research employed quantitative approach to measure an instrument for teaching STEM through the lens of SDG-related issues in the science learning. The process included creating the items, reviewing the RTOP, and testing these items with participants who are the representatives of the intended users. Exploratory Factor Analysis (EFA) was used to measure the structural correlations among items and topics and assess their internal reliability. The results identified five factors in the RTOP evaluation: developing scientific topics (8 items), skills in conveying specific examples (5 items), use of scientific language terms (2 items), representative forms of scientific evidence (2 items), and involving the STEM approach (2 items). The reliability of the RTOP, as indicated by Cronbach’s Alpha, was 0.818. Based on these findings, the research concludes that the RTOP is both valid and reliable, and can be implemented in the classroom to teach STEM and SDGs, thereby improving students’ communication skills.
Pre-Service Chemistry Teachers’ Attitude of Socio-Scientific Issues and Characters as Citizens Anwar, Lenny; Alimin, Masnaini; Copriady, Jimmi; Rery, R.Usman; Syofni
Jurnal Pendidikan IPA Indonesia Vol. 13 No. 3 (2024): September 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/0zr2eg90

Abstract

This study investigates the character, and value as a citizen and attitude of socio-scientific issues (SSI) among pre-service chemistry teacher’s in Riau, Indonesia. SSI learning was conducted in the classroom and designed to cultivate characteristics and attitude of SSI. The integration of SSI with the learning process involved instruction that inquiry analyzing based on environmental issues. A total seventy-six chemistry education majors participated in the study, including eleven male and sixty-five female students. Data were collected through a structured questionnaire that measured the participants’ characteristics, civic value, and attitude of SSIs. The collected data were analyzed using SPSS 26 with, employing descriptive statistic and Mann-Whitney U analysis. The result revealed that male pre-service chemistry teacher group has a higher score in character, value as citizens, and attitude of SSI compared to their female counterparts. However, the analysis showed no statistically significant difference (p>.05) between male and female pre-service chemistry teacher in the sub-factors of character and SSI attitudes. Despite the lack of significant gender differences, the findings suggest that the integration of SSI in chemistry education can enhance moral thinking and decision-making abilities and positive attitude toward SSI. Teachers may consider both subject matter and instructional method when addressing these aspects in the classroom.
Learning Model Experiential-Based Environmental Socio-Scientific Issues (ESSI) and Their Effect on Critical and Creative Thinking Skills Alpahmi Aji Satria; Sulistyo Saputro; Sutarno; Harjana; Fais Nurul Hadi
Jurnal Pendidikan IPA Indonesia Vol. 13 No. 3 (2024): September 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/v0k0yh04

Abstract

In the midst of the accelerating pace of change in the modern world, critical and creative thinking skills are important for every individual, especially students.  Educators must understand their role in helping students develop critical and creative thinking skills. This study aims to apply the Experiential based Environmental Socio Scientific Issues learning (EBESSIL) model and test its effect on improving students' critical and creative thinking skills. The type of research was quasi-experimental with a pretest-posttest non-equivalent control group design. The research sample consisted of 70 students taken from SMA Negeri 1 Tiga Dihaji and SMA Negeri 1 Buay Sandang Aji class X South Sumatra. Data collection of students' critical and creative thinking skills using test instruments. The instrument was tested for construct validity using LISREL with Confirmatory Factor Analysis (CFA). Data analysis technique using MANOVA test. The results showed that the average value of students' critical and creative thinking skills in the experimental group was higher. The results of the MANOVA analysis showed that the learning model used had a significant effect on students' critical and creative thinking skills and was effective with a high category. The effect size value obtained d = 1.66 with a high category at a probability of excellence of 80%. Thus learning using the EBESSIL model is more effective and has a high influence on the ability of critical and creative thinking skills. From the results of this study, it can be concluded that the application of the EBESSIL learning model is more effective in improving students' critical and creative thinking skills. Researchers recommend that the EBESSIL learning model can be applied in high schools to help schools improve students' critical and creative thinking skills.
Assessing Prospective Physics Teachers' Inquiry Skills in Post-Pandemic: Rasch Analysis Wahyudi; Setiawan, Agus; Suhandi, Andi; Samsudin, Achmad; Bin Kamin, Yusri
Jurnal Pendidikan IPA Indonesia Vol. 13 No. 3 (2024): September 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/8xht0s38

Abstract

Inquiry skills are essential for prospective physics teachers. Inquiry skills are a necessary in the educational curriculum because they can help students construct scientific knowledge and skills, essential activities in science learning. This research aims to validate the scientific inquiry skills test used to evaluate the scientific inquiry skills of prospective physics teachers. This research used a quantitative method with a cross-sectional survey design. The adapted inquiry skills test questions consisted of 35 items covering nine aspects of inquiry skills. The participants in this research were 168 prospective physics teachers who were chosen randomly and came from educational institutions on the islands of Indonesia. The results show that the adapted inquiry skills test meets the validity and reliability criteria based on Rasch parameters. On average, students' skills are still low in answering inquiry skills test questions. Analysis of differential item function reveals that the inquiry skills test items contain minimal biases based on university category and gender but are slightly larger based on semester level. The inquiry skills scores of students in semesters II, IV, and VI were not significantly different. The inquiry skills scores of male students are significantly different from the inquiry skills scores of female students. The adapted inquiry skills test instrument has met the criteria of validity, reliability, and slight bias based on university category and gender. A small number of test items need to be corrected so they are not biased based on the student's semester level. The evaluation results show that male students show better inquiry skills than female students. Reorganization is needed in planning and implementing learning strategies that can facilitate the inquiry skills of prospective physics teachers.
Learning Retention of Preservice Science Teachers About the Nature of Science: an Explicit Reflective Inquiry-Based Learning and History of Scientist Safkolam, Roswanna; Sofilan Madahae; Phurkonni Saleah
Jurnal Pendidikan IPA Indonesia Vol. 13 No. 3 (2024): September 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/bkdry740

Abstract

Understanding the nature of science is one component of knowing science and is key for science teacher students to to have a correct understanding. Therefore, the researcher was interested in studying the learning persistence of understanding the nature of science among the science teacher students after the course with a series of inquiry-based learning activities combined with reflective indication and history of scientists for 1 month using a combination of research methodology. The target group for the research was 35 science teacher students of a Rajabhat University in southern Thailand. The research tools include 1)learning management plan 2) Questionnaire on understanding the nature of science 3) a semi-structured interview form on understanding the nature of science. For quantitative data analysis with percentage, mean, standard deviation, t-test for dependent sample, and analyze qualitative data with content-oriented analysis. The results showed that: Science teacher students who studied with the learning activity set had a statistically significant average score of understanding the nature of science after a one-month learning gap, not statistically significantly different from after the course, at a level of .05.All scientific community resolutions feature the nature of science. The results show that incorporating the inquiry process into teaching, along with an explicit reflective approach and the historical context of scientists, can greatly enhance the student's understanding and learning retention of the nature of science.
Increasing Science Learning Motivation in Elementary Schools: Innovation with Interactive Learning Videos Based on Problem Based Learning Citra Wibawa, I Made; Ni Wayan Rati; Basilius Redan Werang; Jian-Bang Deng
Jurnal Pendidikan IPA Indonesia Vol. 13 No. 3 (2024): September 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jrn6jh97

Abstract

The problem found in fourth grade is that the learning process tends to only use the lecture method so that students are not motivated to learn because it tends to be boring. In addition, the use of learning media is not optimal. This development research has objectives, namely to: (1) describe the design of PBL-based interactive learning video media, (2) find out the acceptability of PBL-based interactive learning video media, (3) find out the effectiveness of the application of PBL-based interactive learning video media used to increase IPAS learning motivation of grade IV elementary school students. This development research uses the ADDIE model, there are five stages, namely: (1) analysis, (2) design, (3) development, (4) implementation, and (5) evaluation. Data collection method with document study and questionnaire. The instrument used to collect data is a questionnaire guideline. The effectiveness of the model was tested through an experiment involving control and experimental groups, where pre-tests and post-tests were used to measure differences in student learning motivation before and after the application of learning media. The results showed that: (1) this study has succeeded in producing PBL-based interactive learning video media that ensures a more interactive and engaging learning experience, particularly suited for fostering problem-solving skills in science education of grade IV elementary school students. (2) media acceptability validation index of 0.944 with very high predicate / qualification; (3) the significance value (2-tailed) in the correlated t-test shows a number of <0.001, smaller than 0.05 (significance level of 5%). In conclusion PBL-based interactive learning video media is effectively used to increase IPAS learning motivation of grade IV elementary school students.

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