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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 90 Documents
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Effects of Using a Combination of Real and Virtual Labs Based on the 5E Learning Cycle Model on Electrical Student Learning Outcomes Ben Ouahi , Mhamed; Zghida , Noureddine; Omari, Slimane; Belhadj , Karim; Chakir, El Mahjoub; Tan, Emerita M
Jurnal Pendidikan IPA Indonesia Vol. 13 No. 2 (2024): June 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/pmttfw97

Abstract

The 5E instructional model is an inquiry-based learning approach. This model is an effective approach to improving student learning outcomes. It is currently implemented using virtual experiments or a combination of real and virtual experiments. This research aims to investigate the effects of using a real laboratory (RL), a virtual laboratory (VL), and a combination of RL and VL based on the 5E learning cycle model on student learning outcomes in the subject of electricity. A quasi-experimental design involving pre-test and post-test comparisons between groups was employed in this research. The research sample consisted of 166 first-year students from a rural middle school. Students were divided by reasoned choice into three groups. The first group (RL) included 58 students (using real laboratory activities), the second group (VL) included 56 students (using virtual laboratory activities), and the third group (RL+VL) included 52 students (using both real and virtual laboratory activities). The research was conducted during the second semester of the 2022 school year. Data were analyzed using a paired-sample t-test, one-way ANOVA, and N-Gain. The results reveal that the combined use of real and virtual lab activities results in a more substantial improvement in student learning outcomes than using real or virtual labs alone. 
Validity and Reliability of Online Socio-Scientific Issue-Based Critical Reasoning Instrument yokhebed, yokhebed; Sutarno, Sutarno; Masykuri, Mohammad; Adi Prayitno, Baskoro; sudirman , sudirman
Jurnal Pendidikan IPA Indonesia Vol. 13 No. 2 (2024): June 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/2hnw4674

Abstract

Information regarding the evaluation of reasoning skills related to online socio-scientific issues is still limited due to limited instruments. This research aims to determine the validity and reliability of an online socio-scientific issue-based critical reasoning instrument. Content validity was proven by the assessment method by five experts. Confirmatory factor analysis was carried out with the Lisrel 8.8 program to prove construct validity. Instrument testing was carried out on 145 grade 10 high school students. Convergent validity was determined through the Average Variance Extracted (AVE) calculation, and reliability was determined through Construct Reliability (CR). There are 12 items from four dimensions of critical reasoning based on online socio-scientific issues: (1) evaluating SSI information, (2) identifying SSI complexity, (3) checking the credibility of information sources, and (4) multiperspective. The results of the content validity test obtained the Aiken coefficient value in the valid category. Based on the analysis results, the GFI, RMSEA, and p-value of the instrument fit the model and have loading factors that meet the minimum criteria. In addition, the instrument meets convergent validity and internal consistency. Thus, it is concluded that the instrument is declared valid and reliable and can be used to measure critical reasoning based on online socio-scientific issues.
Analysis of Student Conceptions based on Cognitive Style on Newton Law Understandings Mustofa, Hisbulloh Als; Zain, Zahida Aliatu; Tsania, Hartami; Azman, Mohamed Nor Azhari; Marmoah, Sri; Masfuah, Siti
Jurnal Pendidikan IPA Indonesia Vol. 13 No. 2 (2024): June 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/mx0v4952

Abstract

Differences in students’ cognitive style aspects allow for differences in students’ conceptions of their understanding of Newton’s laws. This study aims to determine the profile of students’ conceptions in-depth based on their cognitive styles. This research used a qualitative method with a descriptive phenomenological design involving cognitive style tests with GEFT (Group Embedded Figured Test) on 30 students to be categorized based on their cognitive styles. From the 30 participants, three strongly field-dependent and three strongly field-independent students were selected. Six selected students were diagnosed using a four-tier diagnostic instrument for their understanding and conceptions. Semi-structured interviews were also conducted to investigate the students’ conceptions in depth. This study concludes that field-independent (FI) students frequently display an inclination toward analytical thinking by self-exploring. However, they frequently experience difficulties in analyzing concepts without a solid foundation in physics, which can result in certain theoretical misconceptions. Conversely, field-dependent (FD) students can receive a broader range of information but demonstrate difficulties in analytical tasks, such as interpreting graphs and establishing causal relationships between physical quantities, which can result in correlational misconceptions. To rectify this misconception, it is imperative to implement a bespoke pedagogical strategy that integrates efficacious elucidations, tangible exemplifications, structured scaffolding, inquiry, and methodical practical exercises.
Reconstruction of Ethno-STEM Integrated Project Learning Models for Explanation of Scientific Knowledge Regarding Aroma Compounds of Indonesian and World Herbal Teas Sudarmin, Sudarmin; Savitri, Erna Noor; Pujiastuti, Rr. S. E.; Yamtinah, Sri; Mohd Zaim, H. Hanim binti; Ariyatun
Jurnal Pendidikan IPA Indonesia Vol. 13 No. 2 (2024): June 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/wknw8m59

Abstract

The background to this research is the importance of finding an integration pattern between the project learning model and Ethno-STEM based inquiry to explain scientific knowledge regarding the aroma of herbal tea.  The fundamental research objective is to design an integration pattern for the project and Ethno-STEM learning model and reconstruct scientific knowledge based on public knowledge of the aromatic volatile compounds of Indonesian and world herbal teas. This research method and approach is mixed research. This qualitative approach is to find the integration of the project learning model and Ethno-STEM (Ethno-STEM PjLM) and its syntax. A quantitative approach regarding analyzing tea aroma volatile compounds using an Arduino gas sensor: research data from literature studies, interviews, reconstruction, and data on identifying volatile compounds in the aroma of herbal tea analyzed descriptively, qualitatively, and quantitatively. The results of the research concluded: (1) the reconstruction and integration pattern between PjLM Ethno-STEM is an integrated pattern with SUDARMIN syntax, (2) the reconstruction of scientific knowledge based on public knowledge regarding the process of isolation, extraction, and bioactivity of secondary metabolites, (3) herbal tea aroma volatiles compounds are identified by Arduino sensor: carbon dioxide, methane, propane, butane, acetone, alcohol, and ester, (4) the implementation of Ethno-STEM PjLM received a positive response from students.
Students’ Reasoning About Float, Suspend, and Sink: The Role of Newton's Laws Luh Sukariasih; Sutopo; Handayanto, Supriyono Koes; Panre, Andi Marwanti
Jurnal Pendidikan IPA Indonesia Vol. 13 No. 2 (2024): June 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/vz6qxm52

Abstract

The phenomena of floating, suspending, and sinking have been studied by students from elementary school to university level. However, many students, even at the university level, still misuse their knowledge to solve problems related to these phenomena. This has been revealed by many previous researchers. Student errors are mainly caused by students tending to apply intuition-based spontaneous-reflective thinking patterns triggered by salient features that appear in the problem rather than thinking deeply and reflectively. This research aims to reveal students’ understanding and reasoning about floating, suspending, and sinking phenomena in more detail. This research was conducted on first-year students of the Department of Physics Education of Halu Oleo University Kendari, Southeast Sulawesi, with 31 participants. Data was obtained through a series of tests and interviews. The test was given in two stages, and two instruments were developed to reveal students’ reasoning skills through the answers they wrote. The first test used the five-block problem. The second test was developed based on the first test’s results, which consisted of four test items. Based on descriptive analysis, it is found that students still use incorrect reasoning in solving floating, suspending, and sinking phenomena even though they know various concepts related to these events verbally. In general, the errors shown are caused by students not being able to use the concept of Newton’s laws of motion in solving various problems in physics, especially in the phenomena of floating, suspending, and sinking. The data obtained is then used as a reference in designing learning activities, which are expected to help students understand floating, suspending, and sinking phenomena more comprehensively.
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.

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