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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. 14 No. 1 (2025): March 2025" : 15 Documents clear
The Impact of Physics Co-curricular Activities Based on Makassar Local Wisdom on Improving the Pancasila Student Profile and Learning Satisfaction Martawijaya, M. A.; Sujiono, Eko Hadi; Halim, Anis Diyana; Siew Wei, Tho; Mahir, Mahir; Palloan, Pariabti; Zharvan, Vicran
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 1 (2025): March 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i1.13178

Abstract

Pancasila education shapes students’ character and national identity. Integrating local wisdom in co-curricular activities strengthens Pancasila values in modern learning. Despite the flexibility of co-curricular activities in reinforcing physics concepts and the Pancasila Student Profile (P3), educators rarely utilize or neglect them entirely. This study aims to improve P3 and learning satisfaction through physics co-curricular activities based on Makassarese local wisdom. This study used a mixed-methods sequential explanatory design. The quantitative method used a pre-experimental design with a one-group pretest-posttest type to measure changes in P3, and the qualitative method used an open questionnaire to measure students’ learning satisfaction. This activity integrates the 21st-century learning approach with the practice of a’bulo sibatang through physics measurements by 31 high school students. The study showed a significant improvement in students’ P3 (p < 0.05), with an N-Gain of 48.39% in the low category and 51.61% in the medium category. All students expressed positive learning satisfaction towards the Makassarese local wisdom-based physics co-curricular activities, although some experienced difficulties in certain aspects. This study concludes that co-curricular physics activities based on Makassarese local wisdom effectively improve students’ P3 and positive learning satisfaction. In addition, this study also has an impact on preventing the erosion of Makassarese cultural identity and improving students’ academic understanding.
Assessing Education for Sustainable Development (ESD) Competencies and Environmental Empathy in Disaster and Environment Knowledge to Support SDGs 2030 Windi Asnita Sari; Wiwit Artika; Rina Suryani Oktari; Safrida; Hafnati Rahmatan; Daisuke Sasaki
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 1 (2025): March 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i1.15401

Abstract

Education for Sustainable Development (ESD) plays a crucial role in achieving the Sustainable Development Goals (SDGs) 2030 by promoting the acquisition of understanding, knowledge, and skills. This study aims to assess students’ Education for Sustainable Development (ESD) competencies and examine the correlation between ESD competency and students’ environmental empathy in Disaster and Environmental Knowledge at Universitas Syiah Kuala. This study employed a correlation research method with quantitative and qualitative approaches using random sampling techniques. The random sampling method was used to select 339 participants with a 95% confidence level. Data were collected using an ESD competency test, an environmental empathy questionnaire, and interviews. Data analysis was performed using the Pearson product-moment correlation technique. The analysis results show that the average score for students’ systems thinking competency was 73.67% (good category), and students’ critical thinking competence was 71.64% (adequate category). Statistical analysis shows a significant positive correlation between ESD competency and environmental empathy (r = 0.301), indicating that ESD competency explains 31.1% of the variance in environmental empathy. Therefore, it can be concluded that ESD competency is positively related to environmental empathy, though with a low level of correlation. This study provides valuable insights for universities and stakeholders in designing more effective ESD programs to promote sustainable development, especially goals 4 (quality education) and 13 (climate action).
The Effect of Differentiated Science Inquiry Learning Model Based on Teaching at the Right Level on Students’ Critical Thinking and Science Process Skills Ramlawati, Ramlawati; Sari, Nur Indah; Kusumawati, R.; Yesin, M.; Ilmi, N.; Arsyad, Arie Arma
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 1 (2025): March 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i1.19479

Abstract

Student cognitive diversity can be a barrier to enhancing critical thinking and science process skills. The TaRL-based DSI model addresses this by facilitating learning for students at different cognitive levels. This research aims to determine the effect of the Differentiated Science Inquiry (DSI) model based on the Teaching at the Right Level (TaRL) approach on eighth-grade junior high school students’ critical thinking and science process skills in the context of vibration and wave concepts. A non-equivalent control group design was used to address varied learning needs, with 55 students purposively selected for experimental and control groups. Data were collected using essay-based critical thinking tests and multiple-choice science process skills assessments. The DSI model applied four inquiry levels: Demonstrated Inquiry, Structured Inquiry, Guided Inquiry, and Self-Directed Inquiry based on students’ initial abilities. Data were analyzed using descriptive and inferential methods. The average critical thinking skills in the experimental group after treatment were 13.04, and in the control group were 10.1. The average science process skills in the experimental group were 19.77, and in the control group were 18. The research results confirm that the TaRL-based DSI model significantly enhances students’ critical thinking and science process skills at a significance level of α = 0.05. This research is expected to help educators implement the DSI model to accommodate diverse learning needs and enhance crucial skills in science education.
The Effectiveness of H5P-Asisted Differentiated-Independent Learning Model to Increase Low-Ability Students' Scientific Literacy Indrawati Wilujeng; Trise Nurul Ain; Adhy Putri Rilianti; Faiz Hasyim; Maskanatul Fiqiyah
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 1 (2025): March 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i1.19560

Abstract

Scientific literacy is a critical skill in the era of Smart Society 5.0. Recent studies show that 76.9% of students are in the lowest category, the nominal level, in terms of science literacy. This prompted the researchers to examine the effectiveness of the H5P-assisted Differentiated-Independent Learning model in enhancing the scientific literacy of low-ability students. The state of the art in this research is demonstrated through a review of previous studies that explored the implementation of innovative learning models to promote scientific literacy. However, these models either fail to integrate the use of technology with pedagogical approaches or do not specifically address students with low ability. Therefore, the novelty of this study lies in the integration of H5P learning media as a technological resource, alongside a targeted focus on lower ability students as the primary research subjects. This study employed an experimental method with a one-group pretest-posttest design, including a replication class. The study revealed that the H5P-assisted Differentiated-Independent model was effective, as indicated by an average n-gain score of 0.74, which falls within the high category. The paired t-test demonstrated a significant difference between the pretest and posttest scores across all classes. Furthermore, the independent t-test indicated a consistent increase in scientific literacy skills in all classes, with 83% of students responding very positively based on the questionnaire. In summary, the H5P-assisted Differentiated-Independent model has a positive impact on enhancing the scientific literacy skills of low-ability students.
Integration of Analytical Chemistry Flipbooks Based on Project-Based Learning in Improving Critical Thinking Skills and Scientific Literacy to Support SDG-4 Sari, Sri Adelila; Dewi, Ratna Sari; Saputra, Kana; Kembaren, Agus; Hasibuan, Hanisah; Talib, Corrienna Abdul
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 1 (2025): March 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i1.21038

Abstract

This study was aimed at assessing the effectiveness of Project-Based Learning (PjBL)-based analytical chemistry flipbooks in improving students’ critical thinking skills and scientific literacy, and linking the results to the achievement of Sustainable Development Goals (SDG-4), namely quality education. This study used a quantitative approach with a quasi-experimental design, involving two groups: an experimental group (n = 250) using PjBL-based flipbooks, and a control group (n = 250) using conventional textbooks. The projects in PjBL were designed to challenge students to apply critical thinking skills in solving real problems in analytical chemistry. Scientific literacy was measured based on students’ ability to understand, evaluate, and apply chemical concepts in the context of the project. Critical thinking skills and scientific literacy tests were used to measure learning outcomes before and after the intervention. The instrument in this study was a test of critical thinking skills and scientific literacy. Statistical tests showed that the data were normally distributed (significance value 0.216), homogeneous variance (0.074), and significant differences between the experimental and control groups (t = 0.038, p < 0.05). The increase in n-gain in the experimental group reached 0.9 (high category), compared to 0.63 (moderate category) in the control group. This study concluded that Project-Based Learning-based flipbooks were significantly more effective than conventional textbooks in improving students’ critical thinking skills and scientific literacy. The results of this study confirmed the superiority of PjBL-based flipbooks in significantly improving students’ critical thinking skills and scientific literacy compared to conventional textbooks. Statistical data support (normal distribution, homogeneous variance, significant differences between groups, and high n-gain in the experimental group) encourages the adoption of PjBL-based flipbooks as an effective learning strategy to achieve quality education according to SDG-4.
Combatting Ghosting in Synchronous Online Learning: Efficacy of Project-Based Learning on Biology Students' Achievement, Creative Thinking Skills, and Engagement Rahayu, Ucu; Kismiati, Dyah Aniza; Noviyanti, Mery; Sudarso, Yos; Abd Karim, Rafidah
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 1 (2025): March 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i1.10054

Abstract

The phenomenon of ghosting in synchronous online learning, which indicates student disengagement, negatively affects student achievement. This study aims to assess the effectiveness of the Project-Based Learning (PjBL) model in improving student academic achievement, creative thinking skills, and engagement in synchronous online learning environments. A mixed-method, pre-experimental design with a one-group pretest-posttest approach was employed. The participants were enrolled in an Environmental Education course delivered through synchronous online tutorials (webinars). The PjBL model was implemented in six stages: posing essential questions, designing project plans, scheduling tasks, monitoring project activities and progress, assessing outcomes, and evaluating the learning experience. Data were analyzed using descriptive statistics. The results revealed that the PjBL model improved student learning outcomes at a low level, significantly enhanced creative thinking skills, and greatly increased student engagement. The study concludes that the PjBL model is a promising pedagogical approach for enhancing synchronous online learning experiences and fostering student cognitive development.
Enhancing Student Engagement in Science Practicum in Distance Higher Education for Quality Education (SDG 4) Widiasih, Widiasih; Zakirman; Sukmaning Adji, Sandra; Firmansyah, Juli; Ekawati, Ratna; Sumardani, Dadan; Chaw, Ei Phyu
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 1 (2025): March 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i1.13093

Abstract

This study identifies and analyzes the key factors influencing students’ engagement in science practicum activities within the Open and Distance Higher Education (ODHE) context. 127 students from diverse regions of Indonesia participated in this quantitative study, which assessed perceptions regarding academic challenges, learning interaction, collaborative learning, and the use of technology in online laboratory settings. The results indicate that tutorial modality, employment status, academic achievement (GPA), and residential area significantly influence engagement levels. Students participating in web-based classes and receiving consistent learning feedback reported higher engagement. Conversely, laboratory report writing emerged as a primary challenge, highlighting the urgent need for enhanced scientific writing literacy. The findings are discussed within the Community of Inquiry (CoI) and Self-Determination Theory (SDT) frameworks, emphasizing the importance of teaching presence, social collaboration, and learner autonomy in digital learning environments. Notably, students from rural areas exhibited high motivation despite infrastructural limitations. The study recommends redesigning learning models to include targeted support, structured digital practicum modules, and formative feedback mechanisms. This research contributes to developing inclusive, adaptive, and effective science education practices in ODHE while supporting achieving Sustainable Development Goal (SDG) 4: Quality Education.  
Junior High School Students' Science Literacy Skills based on the Nature of Science Literacy Test (NOSLiT) Abdul Kadir; Zulqarnain T; Amiruddin Takda; Jahidin; Muhammad Shaleh Assingkily; Mustapa Ahmad
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 1 (2025): March 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i1.15739

Abstract

Science literacy is a fundamental competency for students to engage with scientific issues and make evidence-based decisions. However, Indonesian students consistently rank low in international assessments such as PISA, revealing major gaps in their ability to understand and apply scientific concepts. This study aims to measure the science literacy skills of junior high school students using the Nature of Science Literacy Test (NOSLiT), which focuses on students' understanding of the nature and processes of science rather than solely content mastery. A descriptive quantitative method was employed with 150 ninth-grade students from five public junior high schools in Bombana Regency, Indonesia. The NOSLiT instrument, adapted to the Indonesian context, consists of 35 multiple-choice items across five science literacy domains. Results indicated that students' overall performance was categorized as very poor, with an average score of 39.7%. Key weaknesses were found in scientific thinking, societal application of science, and scientific methodology. These findings highlight a mismatch between current teaching practices and the demands of 21st-century science education. The study underscores the importance of integrating inquiry-based and contextually relevant pedagogy to enhance students' scientific reasoning, curiosity, and literacy. This research provides a foundation for curriculum development and targeted interventions aligned with Sustainable Development Goal 4 on quality education.  
Students’ Collaborative Performance through STEM Topic “Led Card – Light It Up” For 8th Grade Le Hai My, Ngan; Mai Ha Phuong, Uyen; Nguyen Thi Kim, Anh
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 1 (2025): March 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i1.15761

Abstract

STEM education has become a crucial strategy for improving students’ collaborative competence by engaging them in hands-on, problem-based learning. Integrating STEM topics into natural science curricula remains limited in many countries, including Vietnam. To address this gap, this study aimed to design and implement a STEM lesson titled “LED Card – LIGHT IT UP” for 8th-grade students to develop collaborative competence and deepen their understanding of power sources and simple circuits. The study employed a quasi-experimental design with 21 students participating in three sessions, each lasting 45 minutes. Students worked in small groups and engaged in collaborative activities using techniques such as Numbered Heads Together, Brainstorming, Placemat, Gallery Walk, and XYZ. All group interactions during these activities were observed and video-recorded. The collected data were then qualitatively analyzed based on predefined collaboration criteria, including role assignment, idea exchange, feedback provision, and joint problem-solving, to assess each group’s level of collaboration. The results revealed that four out of five groups consistently demonstrated effective collaboration, particularly during reporting and design review sessions, despite facing challenges in online coordination. In conclusion, the integrated STEM lesson effectively enhanced students’ collaborative competence while deepening their understanding of fundamental electrical concepts. The results also highlighted some limitations, such as student distractions and unequal contributions among members, indicating the need for improvements in techniques and teacher guidance methods to enhance the effectiveness of group activities in STEM topics. The novelty of this study lies in its innovative synthesis of established collaborative teaching techniques within a STEM framework, providing a promising approach for enhancing secondary education.
Education for Sustainable Development (ESD) Competency in Physics Learning Assessment: Pre-service Teachers' Thinking Skills Based on Ethno-Socio-Scientific Content Novita, Nanda; Andriani, Riza; Muliani, Muliani; Makfirah , Husnul; Nur'azizah, Nur'azizah
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 1 (2025): March 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i1.15880

Abstract

This research examines the ESD competency levels—specifically systems thinking, anticipatory thinking, and critical thinking—among pre-service physics teachers within ethno-socio-scientific content, aiming to equip future educators with the skills, knowledge, and attitudes needed to promote sustainability and address global environmental and social challenges. A quantitative approach was employed, with a sample of 83 pre-service physics teacher students from a Physics Education program at a university in Aceh, Indonesia. This research instrument consists of eight multiple-choice questions for each competency. Validity and reliability analyses, using the Rasch model, confirmed the instrument's robustness, yielding high-reliability scores (person reliability = 0.82, item reliability = 0.84, Cronbach's alpha = 0.85). The results reveal variations in competency levels: anticipatory thinking is the strongest, critical thinking is the least developed, and systems thinking is moderate. Correlation analysis indicates positive and moderate relationships among the competencies, highlighting the importance of integrated ESD competency development. The success of Education for Sustainable Development (ESD) requires a holistic approach that fosters the development of all relevant competencies. Prioritizing critical thinking is essential, as it is a foundation for enhancing other competencies. Educational systems should focus on cultivating systems thinking and anticipatory thinking, as these are interconnected and mutually reinforcing in the transformation toward sustainability. Additionally, the findings suggest that the comprehensive integration of ESD into the physics education curriculum can enhance pre-service teachers' capacity to engage effectively with sustainability issues. By incorporating ethno-socio-scientific contexts, this approach deepens the ethnic, social, and contextual relevance of physics concepts, thus preparing future educators to address sustainability challenges.

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