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Science Education Study Program, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang, D5 Building, 1st Floor, Sekaran Campus, Gunungpati, Semarang, Indonesia 50229
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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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Enhancing Green Food Intention and Creativity Through Problem-Based Learning Integrated with Scaffolded Nutrition among Pre-Service Science Teachers Annisa Nur Khasanah; Dadan Rosana; Insih Wilujeng; Arifin Septiyanto; Muhammad Nur Hudha; Rofiqul Umam
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.v15i2.44935

Abstract

This study aims to determine the effect of the implementation of Problem-Based Learning through Scaffolded Nutrition (PBL-SN) on increasing green food intention and creativity in pre-service science teachers to support SDGs, the effect of the implementation of PBL-SN in developing creativity in the context of sustainable food consumption in pre-service science teachers, and whether there is a significant relationship between green food intention and creativity of pre-service science teachers after participating in PBL-SN based learning. The novelty of the research lies in integrating PBL with Scaffolded Nutrition as a specific instrument to simultaneously increase Creativity and Green Food Intention among pre-service science teachers, thereby supporting SDGs 2, 3, and 12. This study is a quantitative, quasi-experimental, posttest-only research design. The statistical tests used are t-tests and multiple linear regression. The results of this study show that the green food intention variable has an average EC (M = 3.47) and CC (M = 3.27), with t = -1.841 and Cohen's d = 0.516, indicating a moderate effect. The creativity variable shows that the average EC (M = 87.52) is higher than the average CC (M = 82.76), with t = -4.078 and Cohen's d = 1.141; the effect size is relatively large, indicating that the treatment given to the EC has a strong impact on increasing the creativity of pre-service science teachers. There is a weak positive correlation between creativity and green food intention, suggesting no strong relationship between the two variables in the intervention group.
The Influence of Family Education and Environmental Habits on Students' Environmental Consciousness: A Scientific Quantitative Study Army Auliah; Vika Puji Cahyani; Achmad Romadin; Lukmanul Hakim Samada; Mohd Zulfakar Mohd Nawi
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.v15i2.44964

Abstract

Environmental awareness is important for shaping sustainable behavior, and the family, as the first educator, plays a role in instilling environmental values and habits. This study aims to analyze the influence of family education and environmental habits on college students' environmental consciousness. The study used a quantitative correlational design with a sample of 58 chemistry education students from Universitas Negeri Makassar, Class of 2025, selected via simple random sampling. Data were collected using a Likert scale questionnaire and analyzed using multiple linear regression. The results showed that the independent variables (parental support for environmental education and issues, discussions about environmental issues, use of environmentally friendly products, and family involvement in environmental activities) did not have a significant influence on college students' environmental awareness. However, the overall contribution of these variables to college students' environmental awareness was low, with a coefficient of determination (R²) of 12.2%. This study concluded that although parental support and family environmental habits did not have a significant influence on students' environmental consciousness, their overall contribution was low.
Exploring The Effects of a Short-Term S.T.E.A.M. Carnival on Female Secondary School Students' Attitudes and Motivation toward STEM Learning Siti Nafisah Md Rashid; Amin Aadenan; Sheila Fitriana
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.v15i2.45661

Abstract

Experiential learning is increasingly recognized as a pedagogical approach that bridges theoretical knowledge and practical application in STEM education, contributing to Sustainable Development Goals 4 (Quality Education) and 5 (Gender Equality) by promoting inclusive participation in STEM learning. This study explores female secondary school students' attitudes, motivation, and engagement in STEM learning following participation in hands-on electrical circuit activities conducted during a S.T.E.A.M. Carnival in Malaysia. Grounded in Kolb's Experiential Learning Theory, a mixed-method design involving structured experiential activities and a post-intervention questionnaire was employed. The participants consisted of 15 female secondary school students from diverse academic backgrounds in Malaysia. Descriptive statistics were used to examine students' perceptions of their learning experiences, motivation, and understanding of STEM concepts. The findings suggest that students generally held positive attitudes toward STEM, with personal curiosity and perceived career opportunities identified as the primary motivational factors. A large proportion of students reported a better understanding of physics concepts (93.3%) and greater confidence in scientific problem-solving (86.7%) following participation in the activities. Students also expressed strong preferences for hands-on and collaborative learning approaches, indicating positive perceptions of experiential learning as a means of supporting engagement and self-efficacy. Overall, the findings suggest that short-term experiential STEM interventions are associated with positive self-reported attitudes, motivation, and engagement among participating female students, highlighting the potential of experiential learning to support efforts to reduce gender disparities in STEM engagement. However, the study is limited by its small, female-only sample and reliance on self-reported data, underscoring the need for further research with larger, more diverse populations.
Improving Students' Problem-Solving and Numeracy Skills on Circular Motion through STEM Project-Based Learning Vina Serevina; Li-Jen Lester; Muhammad Abrar Asyrafy Yacobi; Ahmad Fakhri Burhanudin; Nurbaiti
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.v15i2.45768

Abstract

This research investigated how STEM-integrated project-based learning (STEM-PjBL) affected students problem solving and numeracy skills in circular motion. The study used a quasi-experimental nonequivalent control group design with 72 tenth-grade students purposively sampled. The experimental group (n = 36) and the control group (n = 36) were assigned two classes. In the experimental group, students were involved in STEM-PjBL that integrated science, technology (T), engineering and mathematics concepts to solve circular motion problems, while control group used conventional instruction. About 30 valid and reliable items on problem solving and numeracy tests were used to collect data. The Shapiro–Wilk normality test, Levene’s homogeneity test as well as ANCOVA, N-gain analysis and Cohen’s d effect size were done at the significance level of 0.05 to analyze the data. The results indicated that the post-test problem-solving skills (N gain = 0.81) and numeracy skills (N gain = 0.78) of the experimental group were better than those of the control group, which attained N-gain scores of 0.48 and 008 respectively. ANCOVA indicated significant group differences (P < 0.05) and of large effect size for problem solving skills(d =1.48) and numeracy skills(d=1.36). The results of these study conclude that STEM-PjBL effectively enhanced students problem solving skills and numeracy in physics learning better than conventional learning.
Integrating Potential and Local Wisdom into Digital Biology Learning: A Study on E-Module Efficacy for Enhancing Students' Critical Thinking Siti Sriyati; Sunarto Sura; Angela Lembang
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.v15i2.49339

Abstract

Students' low critical thinking skills remain a global educational challenge, often attributed to conventional pedagogy and the lack of contextualized learning resources. This study aims to evaluate a biology e-module integrating the local potential and local wisdom of the Toraja Tribe to improve students' critical thinking skills. A pretest-posttest quasi-experimental design was used to compare a control group (using a commonly used biology textbook) and an experimental group (using an e-module on the local wisdom of Toraja). This study involved 140 grade 10 students. Data were collected using a test instrument based on the Ennis framework, and a statistical test was performed using the Mann-Whitney U test. The results showed that implementing the e-module on biodiversity significantly increased students' critical thinking skills (Sig = 0.000 < 0.05) with a large effect size (1.61), confirming the strong impact of context-based digital learning on cognitive development. Research results show that using e-modules on biodiversity significantly improves students' critical thinking skills (Sig = 0.000 < 0.05) with a large effect size (1.61), confirming the strong impact of context-based digital learning on critical thinking skills. Research results show that using e-modules on biodiversity significantly improves students' critical thinking skills (Sig = 0.000 < 0.05) with a large effect size (1.61), confirming the strong impact of context-based digital learning on critical thinking skills. These findings suggest that digitizing local potential and local wisdom is effective in bridging the gap between abstract scientific concepts and students' socio-cultural reality, thereby boosting critical thinking skills.

Page 14 of 14 | Total Record : 135

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