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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 135 Documents
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Student-Generated Concept Cartoons as Multimodal Learning Tools for Conceptual Understanding in Primary Science Education: A Case Study from Türkiye Ethem Gürhan; Makherus Sholeh
Jurnal Pendidikan IPA Indonesia Vol. 15 No. 1 (2026): March 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v15i1.38186

Abstract

Persistent misconceptions in force and motion continue to challenge conceptual understanding in primary science education, particularly within teacher-centered learning contexts that limit students' epistemic agency. Although researchers widely use concept cartoons to stimulate discussion, most studies focus on teacher-generated materials and rarely explore the pedagogical potential of student-generated concept cartoons. This study investigates how student-authored concept cartoons function as multimodal learning tools to promote conceptual change among fourth-grade students. This study employed a mixed-methods case study with an embedded quasi-experimental design in a public primary school in western Türkiye, involving 30 students assigned to an experimental group and a comparison group receiving conventional learning. Quantitative pre- and post-test data were analyzed using inferential statistics and effect size calculations. The study thematically analyzed qualitative data from student-generated artifacts, classroom observations, and interviews using a multimodal representation framework. The findings revealed a statistically significant improvement in the experimental group's conceptual understanding, with a large effect size (Cohen's d = 1.89), alongside marked gains in visual representational accuracy and dialogic reasoning. These results indicate that learning improvements stemmed not merely from visual exposure but from students' active authorship and negotiation of scientific representations. The study concludes that student-generated concept cartoons serve as effective learning and formative assessment tools, supporting student-centered multimodal pedagogy aligned with SDG 4 and current curriculum reform initiatives in Türkiye.
Application of P5BL Model Integrated with Education for Sustainable Development to Develop Motivation and Conceptual Understanding in Science Ehab Tolba; Nasser Helmy Youssef
Jurnal Pendidikan IPA Indonesia Vol. 15 No. 2 (2026): June 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v15i2.23883

Abstract

Education for sustainable development (ESD) is a priority for modern societies and a central focus of learning. The current study aims to apply the P5BL model, integrated with education for sustainable development, to develop motivation and conceptual understanding in science among middle school students. To achieve the study objectives, a quasi-experimental design was adopted. The research sample comprised 148 students, divided into two groups: an experimental group (76 students) and a control group (72 students). The research tools are a conceptual understanding test and the motivation scale. The results showed statistically significant differences at the 0.01 level between the experimental and control groups' mean scores on the conceptual understanding test after the test, favoring the experimental group (M = 22.32; t = 5.05, p = 0.01, σ² = 0.75). The effect size (d = 3.40) was greater than 0.8 for the test as a whole. Statistically significant differences at the 0.01 level were also found between the experimental and control groups on the overall learning motivation scale, favoring the experimental group (mean = 143.85; t = 21.81, p = 0.01, σ² = 0.87). The effect size (d = 5.15) was greater than 0.8 for the scale as a whole. Therefore, integrating education for sustainable development within the P5BL model not only contributes to the transfer of scientific knowledge but also transforms students from passive recipients into active students with strong intrinsic motivation and the ability to connect scientific concepts to real-world problems and their sustainability. In other words, the P5BL model, integrated with sustainability, successfully transformed the "energy unit" from rigid theoretical content into a practical experience that fostered conceptual understanding (explanation, interpretation, application, and perspective) and increased student motivation (academic ambition, curiosity, independence, challenge, desire to succeed, and self-confidence). Key recommendations include developing guidelines for science teachers to help them teach using the P5BL model integrated with education for sustainable development (ESD) to foster motivation and conceptual understanding, and to integrate P5BL with sustainable development principles and practices into science curriculum instruction. Several research proposals were also presented.
Analysis of Pre-Service Teachers' ICT Competencies in Indonesia and Japan Zaenuri Zaenuri; Arif Widiyatmoko; Subhan Subhan; Daiki Nakamura
Jurnal Pendidikan IPA Indonesia Vol. 15 No. 2 (2026): June 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v15i2.26537

Abstract

The development of Information and Communication Technology (ICT) has an impact on education 5.0, improving educators' competence in using technology to support learning. The purpose of this study is to analyze the ICT competence of pre-service teachers in Indonesia and Japan. The research method used in this study is a survey to obtain information about the ICT competence of pre-service teachers in Indonesia. The research sample comprised 317 teacher study program students from two universities. The research instrument was a 30-item questionnaire administered via Google Forms to assess pre-service teachers' ICT competence. The results showed differences in the ICT competencies of pre-service teachers in Indonesia and Japan. Indonesian and Japanese pre-service teachers differ in their abilities in aspects such as understanding, technical skills, and teacher professional development. The average results of pre-service teachers' ICT competence in Indonesia and Japan, by aspect, show differences. All averages for aspects of ICT competence are 3-5, indicating good or very good criteria. Based on the study's results, it can be concluded that the ICT competence of pre-service teachers in Indonesia and Japan falls into the good category.
Integrating Disaster Risk Reduction into Science Education to Strengthen Higher Education Resilience: Evidence from A Philippine HEI Sheryl Biscocho; Christopher Punzalan; Noble Lo
Jurnal Pendidikan IPA Indonesia Vol. 15 No. 2 (2026): June 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v15i2.31111

Abstract

Natural disasters continue to pose great global challenges, intensified by urbanization and increasing human vulnerability. These risks expose higher education institutions (HEIs) to greater disaster impacts, highlighting the need for effective disaster risk reduction (DRR) systems and educational approaches that cultivate resilience. This study assessed DRR compliance at a Philippine HEI while examining the extent to which science education supports disaster resilience and sustainable development initiatives. Using a convergent mixed-method design, quantitative survey data collected from 99 students and 87 faculty members (Total number of respondents is 186) and qualitative focus group discussions (8 group members per group with 8 teams of 64 participants,) were collected and analyzed across four DRR domains: Prevention and Mitigation, Preparedness, Response, and Rehabilitation and Recovery. Findings revealed a moderate level of overall DRR compliance (Overall Mean = 3.41, SD = 0.78 on a 5-point Likert scale), indicating that DRR measures were generally implemented but remained inconsistent across domains. Disaster Response emerged as the strongest domain. (Mean = 4.12, SD = 0.65), reflecting well-established emergency procedures and response mechanisms. In contrast, lower scores were recorded in Preparedness (Mean = 3.08, SD = 0.82), Prevention and Mitigation (Mean = 3.25, SD = 0.79), and Rehabilitation and Recovery (Mean = 3.19, SD = 0.85). Moreover, significant gaps were identified in preparedness planning, infrastructure adequacy, psychosocial support, and the systematic integration of DRR concepts into science and general education curricula. Qualitative findings further showed that science education initiatives on disaster awareness and resilience were often,neglected and poorly aligned with institutional DRR policies and practices. These results suggest that while operational response systems have developed in its own way, long-term institutional resilience requires stronger preparedness mechanisms and a more deliberate curricular integration of DRR competencies. By examining the alignment between institutional DRR compliance and science education practices in higher education, this study provides empirical evidence on how educational and organizational systems can be integrated to strengthen disaster resilience and support the achievement of the Sustainable Development Goals.
Deep Learning-Based Biology Learning with Ethnopedagogy and Local Wisdom to Support Sustainable Development Goals Mia Nurkanti; Untung Rahardja; Maesaroh Lubis; Ahmad Adnan Mohd Shukri
Jurnal Pendidikan IPA Indonesia Vol. 15 No. 1 (2026): March 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v15i1.32341

Abstract

This study aims to implement a deep learning-based Biology learning model that integrates ethnopedagogical approaches and local wisdom values ​​to support the achievement of the Sustainable Development Goals (SDGs), specifically SDG 4 (quality education), SDG 13 (climate change), and SDG 15 (preservation of terrestrial ecosystems). The research method uses a quantitative approach with a pre-experimental design (one-group pretest-posttest) because the data are preliminary and the study is still in the research and development stage. The study subjects were students from a private high school in Bandung City, which has a rich local culture and high biodiversity. Data collection instruments included cognitive tests, affective and psychomotor observation sheets, and an ecological awareness questionnaire. The study found a significant increase in students' cognitive, affective, and psychomotor skills following the implementation of the learning model. In addition, culture-based learning succeeded in fostering meaningful connections between Biology concepts and traditional community practices. This study concludes that the implementation of the learning model shows great potential to shape students who are ecologically aware and rooted in cultural values. The integration of immersive learning and ethnopedagogy offers an innovative alternative in biology education that is locally relevant yet globally impactful. This research is still in its developmental stage and therefore uses pre-experimental methods.
Implementing a Challenge-Based Ethnoscience E-Book on Colloid Systems to Enhance Students’ Critical Thinking and Conceptual Understanding Sjaeful Anwar; Bagas Abdurachman; Ijang Rohman; Shiang-Yao Liu; Harianti Harianti
Jurnal Pendidikan IPA Indonesia Vol. 15 No. 1 (2026): March 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v15i1.33866

Abstract

Colloid learning is often difficult for students to relate to real-world phenomena, leading to a lack of conceptual understanding and critical thinking skills. One relevant local context for concretizing the concept of colloids is tofu waste treatment, which involves colloidal systems and environmental issues in the community. Integrating this ethnoscience context through Challenge-Based Learning has the potential to provide more contextual, meaningful, and authentic learning oriented toward problem-solving. This study aims to develop and demonstrate the impact of a Challenge-Based Ethnoscience e-book about colloids in the context of tofu waste treatment on improving students' conceptual understanding and critical thinking skills. This research method used Design and Development Research, consisting of three phases: design (needs analysis and product design), development (based on the 4STMD model), and evaluation (Students' critical thinking and conceptual understanding). Implementation was conducted with 30 eleventh-grade students. Critical thinking skills were measured using the Ennis framework, while conceptual understanding was assessed through context-based essay questions. Data were analyzed using the Wilcoxon test, Spearman correlation, and rank-biserial effect size. Results showed significant improvements in conceptual understanding and critical thinking skills, indicating consistent positive score changes across all participants. A very strong correlation was found between conceptual understanding and critical thinking skills, indicating a high degree of shared variance between the two. It can be concluded that the CBL e-book on ethnoscience related to colloid materials, developed according to the 4STMD, is a feasible and effective learning material for chemistry. This learning material aligns with the learning curriculum, is scientific, and organizes materials systematically through local wisdom, specifically in the context of tofu wastewater treatment, to enhance students' understanding of concepts and critical thinking skills.
Implementation of Braille-Assisted UNO Chemistry Card Media Integrated with Tourism Ethnochemistry Digital Content to Enhance the Scientific Literacy of Students with Visual Impairments Dwi Bagus Rendy Astid Putera; Wiwin Puspita Hadi; Ana Yuniasti Retno Wulandari; Fajar Luqman Tri Ariyanto; Thoriqi Firdaus; Lisda Yasin Bakari
Jurnal Pendidikan IPA Indonesia Vol. 15 No. 1 (2026): March 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v15i1.34375

Abstract

Quality education must be equally accessible, especially to students with special needs, such as those with visual impairments. This study aims to enhance the scientific literacy skills of students with visual impairments by using Braille-assisted UNO Chemistry Card media integrated with tourism ethnochemistry digital content. The method employed an experimental design, utilizing a quasi-experimental approach. The type of experiment used was the Non-Equivalent Pretest-Posttest One-Group Design. The study population consisted of 15 Grade-XII students with visual impairments at SMALB YPAB Surabaya. The test instrument comprised six questions developed based on scientific literacy competency indicators. The results of the dependent T-test on the differences in scientific literacy abilities of students with visual impairments before and after using the Braille-Assisted UNO chemistry card game integrated with ethnochemical content in elemental chemistry learning for grade XII revealed a significance value of p < 0.05, so that H0 is rejected. Thus, the research hypothesis that there is a difference in the scientific literacy skills of students with visual impairments after using the braille-assisted UNO chemical element card game media in chemistry learning for grade XII is accepted. The n-gain score showed an increase in the scientific literacy skills of students with visual impairments by 33% (5 students) in the high category and 67% (10 students) in the medium category. Educational card games with braille letters integrated with ethnochemistry digital content for students with visual impairments are novel contribution of this research.  
Literacy and Research-oriented Cooperative Problem-based Learning Model: Bridging Students' Chemical Literacy to Support Sustainable Education Faiz Ilham Pratama; Eli Rohaeti; Endang Widjajanti Laksono; Rasamimanana Joronavalona
Jurnal Pendidikan IPA Indonesia Vol. 15 No. 1 (2026): March 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v15i1.35071

Abstract

Sustainable education can be achieved through an innovative learning process, and one way to do so is to use a high-quality learning model. Literacy and Research-Oriented Cooperative Problem-Based Learning (LIRACLE) is a new learning model developed for undergraduate learning. LIRACLE is adapted from Problem-based learning, cooperative learning, research learning, and literacy-oriented learning. This study aims to examine the effect of the LIRACLE learning model on undergraduate students' chemical literacy. The research employed a quasi-experimental, post-test-only control-group design with undergraduate chemistry students. The instrument used is a chemical literacy rubric. The data were analyzed using an independent-samples t-test. The result of the independent sample t-test is the Asymp. Sig. (2-tailed) of 0.000. This result is below 0.05, indicating a significant difference between the groups using the LIRACLE and PBL learning models in chemical literacy skills. These findings indicate that the LIRACLE learning model significantly improves undergraduate students' chemical literacy compared to the PBL model. Therefore, LIRACLE has the potential to support the development of students' chemical literacy in undergraduate learning.
Transformative Assessment Innovation Based on Multiple Representations in Holistic Learning to Measure Logical and Analytical Thinking Endang Susilaningsih; Isnaini Putri Salimnah; Sri Nurhayati; Harjono; Lilia Ellany Binti Mohtar; Sharipah Ruzaina Syed Aris
Jurnal Pendidikan IPA Indonesia Vol. 15 No. 1 (2026): March 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v15i1.35317

Abstract

The focus of chemistry learning across multiple levels of representation is essential for developing students’ conceptual understanding of complex chemical phenomena. However, previous studies have predominantly emphasized the use of multiple representations as instructional strategies, while their application in assessment, particularly in acid-base chemistry, remains limited. Moreover, existing assessment instruments seldom integrate logical and analytical thinking skills simultaneously, and the use of Rasch model analysis for diagnostic assessment in this context is still relatively scarce. To address these gaps, this study aims to develop a Transformative Assessment Innovation Based on Multiple Representations integrated into Holistic Learning to measure students’ logical and analytical thinking skills. This research employed a Research and Development (R&D) approach using the ADDIE model. The participants were second-semester students enrolled in the Basic Analytical Chemistry course at Universitas Negeri Semarang. The assessment instrument was developed as multi-representational items encompassing definitional, macroscopic, submicroscopic, symbolic, and stoichiometric levels, aligned with holistic learning activities. The content validity and reliability of the instrument were analyzed using the Rasch model. The results showed that the developed assessment demonstrated high validity (CVR > 0.80) and excellent reliability (Cronbach’s α > 0.90). Furthermore, the implementation findings indicated that the transformative assessment effectively identified and enhanced students’ logical and analytical thinking skills while providing diagnostic and reflective feedback to support continuous learning. These findings suggest that transformative assessment integrated with multi-representational and holistic learning approaches offers a novel diagnostic framework for strengthening students’ higher-order thinking skills in chemistry education.
Organic Compounds Learning Game to Promote Twelve Graders' Academic Achievement and Attitudes toward Chemistry in Thai Islamic Private School Roswanna Safkolam; Piyasiri Soontornnon Sinchai
Jurnal Pendidikan IPA Indonesia Vol. 15 No. 2 (2026): June 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v15i2.35738

Abstract

Organic chemistry is a crucial subject in chemistry. Its abstract nature can make it difficult for students to understand. Learning games are an educational innovation that can improve learning outcomes and motivate students in chemistry. This study aims to develop and test the efficiency of a learning game on organic compounds, compare students' academic achievement before and after learning, and examine students' attitudes toward chemistry. A one-group pretest-posttest design was used. The participants were 19 Grade 12 students in an Islamic private school in Thailand, selected through purposive sampling. The research instruments included 1) a learning game on organic compounds, 2) an achievement test on organic compounds, 3) an attitude toward chemistry questionnaire, and 4) a semi-structured interview on attitudes toward chemistry. Data were analyzed using percentages relative to the efficiency criterion (E1/E2) of 75/75 percent, mean, and standard deviation, paired t-test, and qualitative data were analyzed using content analysis. The results showed that the learning game's efficiency was 78.95/80.79. The average post-learning achievement score was statistically significantly higher than the pre-learning score at the .05 level. The students' attitudes toward chemistry were highly positive (¯X = 3.65, S.D. = 0.33). The research supports game-based learning, highlighting that play lowers anxiety and increases engagement. It demonstrates that educational games can promote equity by assisting students, particularly low achievers, and by encouraging active learning in science classes. The study finds that game-based learning enhances upper secondary students' performance in chemistry and attitudes toward the subject. Educators are encouraged to integrate learning games into science lessons to create a more engaging, equitable, and student-focused environment.

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