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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. 2 (2025): June 2025" : 15 Documents clear
Secondary School Students’ Anxiety in Read-Answer-Discuss-Explain-Create Model with English as Medium Instruction in Science Class Sukardi, Rendi Restiana; Thien, Lei Mee; Sopandi, Wahyu; Ismail, Ismail
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 2 (2025): June 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i2.21235

Abstract

This study examines the effectiveness of the Read–Answer–Discuss–Explain–Create (RADEC) model, integrated with English as a Medium of Instruction (EMI), in reducing science learning anxiety among secondary school students. The research addresses a common challenge faced by non-native English speakers in science classrooms—language-induced anxiety that hinders conceptual understanding and communication. Employing a convergent mixed-methods design, the study involved 30 secondary students purposively selected from Bandung, Indonesia. Quantitative data were collected through a time-series experiment, while qualitative insights were obtained via in-depth interviews. After five months of implementing the RADEC model with EMI, students exhibited marked reductions in communication apprehension, fear of negative evaluation, and test anxiety. At the same time, they demonstrated enhanced conceptual mastery and confidence in English-mediated scientific communication. The findings suggest that the RADEC model with EMI provides a structured yet flexible pedagogical framework, enabling pupils to access, discuss, and present scientific content in English without fear of linguistic penalties. The novelty of this study lies in its integration of a culturally responsive pedagogical model (RADEC) with EMI to address both cognitive and affective barriers in science education. This approach offers scalable potential for EMI-based instruction in multilingual, cross-national educational contexts.
Analysis of Project-Based Problem-Solving Skills of Optical Equipment Materials with Heller and Heller Steps Viyanti, Viyanti; Rizki Eka Shintya; Undang Rosidin; Agus Suyatna; Noor Farawahidah
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 2 (2025): June 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i2.23810

Abstract

Problem-solving skills are a crucial competency in physics learning, but assessments of optical instrument materials often focus solely on routine tasks and final project results, without incorporating integrated project-based assessment tools. This study aims to analyze students' problem-solving skills using a project-based assessment on optical instrument materials, following the steps outlined by Heller and Heller. This study employed descriptive research with 64 eleventh-grade students as subjects. The assessment instruments were developed based on problem-solving indicators, as outlined by Heller and Heller, including problem focus, problem description, solution planning, plan implementation, and solution evaluation. Data were collected through observation of students' learning activities and analyzed using descriptive statistics in the form of achievement percentages. The study's results demonstrated a high level of validity, as verified by experts, and a high level of practicality, supported by positive responses from students. Problem-solving indicators, including focus on the problem, solution planning, plan implementation, and solution evaluation, achieved an average of 82% (very good category), while the problem description indicator achieved 77% (good category). These findings suggest that project-based assessment tools have potential in supporting the development of students' problem-solving skills, although they need to be strengthened in terms of physically describing problems. This study contributes to the alignment of project-based problem-solving indicators, offering a process-oriented and contextual approach to assessing cognitive skills. Further research is recommended to test the effectiveness of PjBL directly on improving students' problem-solving skills through experimental designs with control groups, as well as the development of more adaptive digital instruments for application in 21st-century physics education.  
Identifying Trends in the Study of Gender in Science, Technology, Engineering, and Mathematics (STEM) Programs Pineda, Vanessa; Gallegos, Ada; Valencia, Jackeline; Valencia-Arias, Alejandro; Montoya Benitez, Alber Oswaldo; Ospina Cifuentes, Bayron Jesit
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 2 (2025): June 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i2.18927

Abstract

In recent years, Science, Technology, Engineering, and Mathematics (STEM) education has gained increasing importance in response to changes driven by evolving social dynamics, emphasizing the need for professionals equipped with skills and knowledge to navigate the demands of modern society. However, the gender gap in STEM fields remains a widespread concern, primarily due to the underrepresentation of women. To address this, different strategies have been developed to encourage greater female participation in these areas. These strategies include promoting a greater representation of female mentors, implementing measures to eliminate discrimination, fostering a balance between personal life and work, and ensuring equitable conditions in promotions and salary allocation. Against this backdrop, the present study aims to identify research trends in STEM from a gender perspective by conducting a bibliometric analysis using the PRISMA 2020 methodology. The results reveal an exponential increase in scientific output on this topic, with a peak in publications occurring in 2022. Among the key themes emerging from the literature are persistent gender disparities, the relevance of self-efficacy, and the role of intersectionality in shaping women’s participation in STEM. Understanding why more women—and especially women of color—do not pursue or work in STEM disciplines is a concern from the standpoint of global diversity, particularly in the United States, where significant inclusion gaps remain. Furthermore, despite improvements in female representation, barriers related to retention and professional advancement persist. Overall, this analysis provides new insights into the thematic evolution and emerging directions of research at the intersection of gender and STEM.
Methodological System of Professional Training of Future Physics Teachers in the Process of Teaching the Course “Molecular Physics” Orazov, Bexultan; Issayeva, Gulnara; Syzdykova, Zhainagul; Nametkulova, Farida
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 2 (2025): June 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i2.20436

Abstract

In the context of digitalizing the educational process for training future physics teachers, enhancing the methodological component of the “Molecular Physics” course in higher education institutions of Kazakhstan is crucial. This study aims to develop and implement a methodological system for the professional training of future physics teachers through the “Molecular Physics” course. The research employs a mixed-methods approach, including both qualitative and quantitative data collection techniques. The study justifies the theoretical need for reorganizing the methodological system and explores the potential benefits of the proposed methodology in enhancing the study of “Molecular Physics” among students in Kazakhstan’s higher education institutions. Data were gathered through pre- and post-tests, surveys, and a controlled experiment involving 162 participants, divided into experimental and control groups. The study outlines pedagogical conditions essential for the successful implementation of this methodology, including developing motivation among future teachers, improving teaching methodologies, and utilizing effective digital technologies. It recommends implementing this methodology through controlled tasks for independent study, employing both traditional and non-traditional teaching methods, organizing various forms of independent student work, establishing a clear scoring system, and providing feedback through innovative assessment methods. The research introduces a structural and content model for professional training that consists of three interrelated components: methodological, content-activity, and criterion-evaluation. The practical value of this work lies in its updated methodological system, which is grounded in practical methods and technologies aimed at improving the study of physics in higher education institutions in Kazakhstan. This approach not only enhances the educational process but also aligns with the evolving demands of digital education.
Physics Education Students' Views about Force Diagrams while Solving Physics Problems Sirait, Judyanto; Oktavianty, Erwina; Silitonga, Haratua Tiur Maria; Ainley , Janet
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 2 (2025): June 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i2.21457

Abstract

Force is one of the most fundamental concepts in physics, used to describe and explain a wide range of phenomena. Students can use force diagrams to learn about fundamental force concepts and solve problems related to forces. However, a limited study has focused on students’ views in drawing force diagrams. This study aims to explore students’ views about force diagrams while solving physics problems. A qualitative study was conducted to explore students’ views on drawing and using force diagrams when solving force problems, involving 18 physics education students. Before the semi-structured interviews were conducted, the students were given two force problems to solve. All interviews were recorded, transcribed, and coded for analysis. Data from the interview was analyzed using NVivo software. This study identified five themes related to students’ views on force diagrams: purposes, conventions, physics concepts, mathematical concepts, and incomplete diagrams. The most frequently mentioned theme by students was the purpose of drawing force diagrams. Students’ knowledge about force concepts and trigonometry also affected their diagrams. Students had different ways to draw diagrams, either on the dot or on the object, and had reasons for drawing the incomplete force diagrams. These findings suggest that students should possess sufficient knowledge of physics and mathematics to draw force diagrams effectively. Students should also understand when force diagrams are applicable and recognize the advantages of drawing them. This study suggests that to support students' effective understanding of force diagrams, educators should employ appropriate strategies and equip students with the skills to create and utilize force diagrams while learning about force concepts and solving problems.
Spatial Impact of Nitrogen Fertilizer Residue on the Biotic Environment of Rice Field Irrigation Channels Wantasen, Sofia; Jooudie N. Luntungan; Roni Koneri; Selvie Tumbelaka; Jacqueline Joseph; Junivia Virginia Jermias
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 2 (2025): June 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i2.22577

Abstract

This study aims to analyze the spatial distribution of the impact of nitrogen residue/diversification on the diversity of aquatic biota and contribute to the management of aquatic ecosystems as a source of life. Water quality sampling was carried out by grab sampling with water quality parameters measured including total nitrogen (TN), ammonia (NH₃), nitrate (NO₃⁻), and nitrite (NO₂⁻). TN analysis was carried out using the Total Kjeldahl Nitrogen (TKN), nitrate, and nitrite calculation methods. NH₃ was measured using the Flow Injection Analysis method, while NO₃⁻ was analyzed using the Cadmium Reduction Method and NO₂⁻ with the colorimetric method.Plankton sampling was done by filtering 20 liters of water from the surface layer using a 2-liter bucket. The plankton species diversity index was calculated using the Shannon-Wiener Index method. The effect of environmental factors on nitrogen chemical fertilizer residues in each research location was analyzed using the Principal Component Analysis (PCA). The results showed an increase in ammonia and nitrite residues followed by a decrease in total nitrogen and nitrate concentrations. Seven classes and 22 plankton species were identified, consisting of 18 phytoplankton species and four zooplankton species. The dominant plankton came from Cyanophyceae, Bacillariophyceae, and Chlorophyceae. The highest plankton species diversity index was recorded in Irrigation IX and VII. Based on the study results, plankton diversity at the research location is included in the moderate category. The main environmental factors that influence the presence of plankton in irrigation channels are the concentration of nitrate and nitrogen in the water.
Impact of Brain-Based Teaching on the Conceptual Understanding of Newton's Laws of Motion Comillo, Rosendo III; Voltaire M. Mistades
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 2 (2025): June 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i2.23120

Abstract

Grounded in cognitive neuroscience, Brain-Based Teaching (BBT) enhances science instruction by aligning classroom practices with how the brain optimally learns and processes information. This mixed-methods study investigated the effectiveness of BBT in improving Grade 8 students' conceptual understanding of Newton's Laws of Motion. Conducted in a public school in Manila, Philippines, the study involved 51 students who participated in an intervention utilizing BBT strategies, including relaxed alertness, orchestrated immersion, and active processing. Quantitative data were collected through a validated 25-item concept test, daily performance worksheets, and a Student Perception of Instruction Questionnaire (SPIQ). Qualitative data came from student journals and semi-structured interviews. Findings showed a significant improvement in post-test scores (M = 9.35), as confirmed by a paired-sample t-test (t(50) = 3.80, p < .001) and a moderate effect size (Cohen's d = 0.67). Daily worksheets consistently received "Very Good" to "Excellent" ratings. One-way ANOVA results revealed significant differences in post-test scores across prior ability levels (F(2, 48) = 10.07, p < .001, η² = .30), suggesting that BBT's effectiveness varied depending on students' initial competence. The SPIQ survey revealed positive perceptions, with the highest mean score (3.6) indicating student satisfaction with the classroom environment and instructional support. Thematic analysis identified three key themes: enhanced instruction through various classroom activities, insightful learning, and retention of learning. Overall, BBT was found to be effective in fostering conceptual understanding and promoting a positive learning environment. Its novelty lies in highlighting the differentiated impact of BBT based on prior achievement in a resource-constrained public school context.
Factors Affecting the Implementation of STEM Education: Case Study in Vietnam Nguyen, Nhi Thi; Thai Van, Thanh
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 2 (2025): June 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i2.23453

Abstract

In recent years, STEM education has gained significant attention globally and, in particular, in Vietnam. This research aims to investigate the factors influencing the implementation of STEM education in Vietnam. This study had the objective of identifying key factors affecting the adoption of STEM education in Vietnamese schools. A survey was conducted with 865 teachers from 120 schools across Vietnam to examine these influencing factors. The methodology employed both qualitative and quantitative approaches, including surveys and data analysis to determine the impact of various factors on the successful implementation of STEM education. The results revealed that the national general education program is the most significant factor influencing STEM implementation in schools. Other contributing factors include the qualifications and awareness of teachers regarding STEM education, limited school facilities, and the content of assessment tests in teaching, all of which play important roles in the implementation process. In conclusion, this study presents recommendations and policy suggestions aimed at improving the implementation of STEM education in schools in Vietnam. The novelty of this research lies in its comprehensive examination of multiple factors influencing STEM education at the school level in Vietnam, offering new insights for educators and policymakers.
Bridging STEM and Culture: The Role of Ethnoscience in Developing Critical Thinking and Cultural Literacy Atmojo, Setyo Eko; Anggriani, Mitha Dwi; Rahmawati, Rina Dyah; Skotnicka, Michalina; Wardana, Ari Kusuma; Anindya, Agista Putri
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 2 (2025): June 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i2.23505

Abstract

The lack of integration between science and local wisdom in science education remains a challenge in developing students' critical thinking skills and cultural literacy. This study aims to analyze the effect of STEM-based science learning integrated with ethnoscience on critical thinking skills and cultural literacy of elementary school students. This research is a quantitative study with a quasi-experimental method using a nonequivalent control group design. Samples were selected purposively and consisted of experimental and control groups. The instruments used include a critical thinking skills test and a cultural literacy questionnaire. Data analysis was performed using a paired sample t-test. The results showed a significant difference in posttest scores between the experimental and control groups, with a significance value of 0.000 <0.005. The average difference was 19.78 points for critical thinking skills (81.14 - 61.36) and 16.86 points for cultural literacy (82.50 - 65.64). This finding suggests that integrating STEM-based science learning with ethnoscience can significantly enhance students' critical thinking skills and cultural literacy. The novelty of this study lies in the learning approach that combines the STEM framework with local ethnoscience values, providing an innovative alternative for shaping students who think reflectively while developing cultural awareness from an early age.
Research Trends Of Computational Thinking For Advancing Sustainable Development Goals (SDGs) In Science Learning: Bibliometric Analysis Alfian Erwinsyah; Yusuf, Frida Maryati; Laliyo, Lukman A.R; Mursalin; Inga Riumkina
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 2 (2025): June 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i2.23645

Abstract

Computational Thinking (CT) emerged as a crucial competency that bridges digital literacy and scientific problem solving in the context of achieving Sustainable Development Goal (SDG) 4 on quality education. However, the model of integrating CT in science learning is still poorly explored, hindering progress towards SDG Targets 4.4 (technical skills) and 4.7 (scientific literacy). This study is the first bibliometric analysis to map the trends of CT research in science learning (2021–2023) through Scopus. The novelty lies in the identification of global collaboration patterns, knowledge gaps, and research priorities that are aligned with the 2030 Agenda. Three research questions were guided: (1) Publication distribution, (2) Dominant journals and subject areas, (3) Keyword dynamics/co-occurrence networks. Data retrieved from Scopus using the strings TITLE-ABS-KEY("Computational Thinking" AND "Science Education/Learning") (47 articles, open access, 2021–2023). Analysis techniques include: Performance analysis (publication/citation metrics), Science mapping (author affiliation), Network analysis (keyword grouping via VOSviewer). Key findings show: (1) Peak publication in 2022 (19 articles), (2) Education Sciences (Q1) as the top journal (7 articles), (3) Dominance of Social Sciences (43 articles) and Computer Science (21), (4) Most cited articles: Lodi & Martini (2021; 43 citations), (5) Main keywords: Computational Thinking (27 appearances), Computer Science Education (15), (6) US-led geographic contributions (>20 publications),  (7) Co-occurrence analysis reveals that Scratch (a block-based application) is a less researched CT tool (3 occurrences) than technical languages such as Python. CT integration improves science literacy but is constrained by teacher training gaps (SDG 4.c) and access to resources. The scarcity of research on gamified tools like Scratch signals a critical innovation gap. This study provides an evidence-based roadmap to prioritize teacher professional development, scale accessible CT tools (e.g., Scratch) for science education, and direct future research toward SDG-aligned classroom-based practices.

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