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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 105 Documents
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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.
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.
Uncovering the Potential of Ethnoscience in Science Learning to Improve Students’ Literacy: A Systematic-Literature Review (2014–2024) Nur Hikmah; Yohandri; Fitri Arsih; Minda Azhar; Abdul Razak
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 3 (2025): September 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i3.19591

Abstract

Literacy is a crucial 21st-century skill aligned with SDG 4 (Quality Education), yet Indonesian students continue to face challenges, as reflected in PISA 2022 results. Ethnoscience, which integrates local wisdom into science education, offers a promising approach to address this issue. This study presents a systematic literature review of research published between 2014 to 2024 on the use of ethnoscience in science learning and its impact on student literacy. The findings indicate that ethnoscience has been widely applied, particularly at the high school level, through strategies such as project-based learning, inquiry, and STEAM. Ethnoscience contributes to improving scientific, environmental, and cultural literacy by contextualizing science learning and fostering engagement, critical thinking, and cultural awareness. This research synthesizes a decade of empirical evidence on ethnoscience integration in science education, maps the strategies employed, and examines their relationship with students’ literacy outcomes. The results suggest that ethnoscience provides a culturally grounded approach that can effectively support the development of science literacy.
Integrating East Nusa Tenggara's Local Wisdom into Project-Based Learning to Assess Students' Concept Comprehension, Crucial Learning Skills, and Attitudes Towards Chemistry Learning Tinenti, Yanti Rosinda; Dasna, I Wayan; Habiddin, Habiddin; Munzil , Munzil; Tangi, Hironimus; Moreira, Ilidio X.
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 3 (2025): September 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i3.20523

Abstract

This research aims to analyze the strategies employed in the implementation of Chem-PjBL-L-NTT-W (the Integration of NTT local wisdom in PjBL for chemistry), their effects on crucial learning skills (CLS), attitudes toward chemistry learning (ATCL), and comprehension of concepts. An investigation into students' perspectives and the difficulties encountered by teachers during implementation has been undertaken. A quantitative and qualitative research study with a one-group pretest-posttest design was employed. Paired t-test and Wilcoxon signed-rank test were used based on the normality of the data obtained by the Kolmogorov-Smirnov test. The results showed that the implementation strategy of the Chem-PjBL-L-NTT-W model was carried out through the identification and integration of the characteristics of chemistry materials with NTT local wisdom, along with the determination of three project themes for each learning material. The implementation of this model has a significant effect on CLS and ATCL, with variations in effects based on the school context. The effect on CLS was strong for senior high school students in the TTS regency, moderate in the Belu regency, and statistically significant but with a very small effect in the TTU regency. Regarding the ATCL aspect, there was a significant and strong effect in TTS, but the practical improvement was relatively minimal. In contrast, in Belu, the effect was very small and inconsistent. Students' concept comprehension in all three regencies showed significant improvement, with a range of confidence intervals indicating meaningful practical effects. Geographical location, facility and infrastructure availability, teacher readiness, school policies, and student interest have been recognized as critical determinants.
DigitalWIV-S: Enhancing Students’ Inquiry Skills and Digital Literacy in PCR and Electrophoresis for Sustainable Education Zulfiani, Zulfiani; Suwarna, Iwan Permana; Fadlilah, Dina Rahma; Sari , Indah Juwita; El Islami, R. Ahmad Zaky; Mnguni, Lindelani
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 3 (2025): September 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i3.21384

Abstract

Digital-based learning can mediate technical barriers and create a support system that enhances the effectiveness of education. This study aims to develop biology learning media, DigitalWIV-S, to enhance the inquiry skills and digital literacy of prospective science teachers. The development method follows Hannafin & Peck's model, which includes the phases of Needs Assessment, Design, Development, Implementation, and Evaluation. The research findings indicate that DigitalWIV-S, as a biology learning media, is deemed appropriate and received positive feedback from students. The evaluation of digital literacy is excellent across cognitive, affective, and conative aspects. Students' inquiry skills are very good in problem orientation and data collection; however, abilities in problem formulation, hypothesis structuring, data analysis, and summarizing are categorized as moderate among the students. The developed media for the PCR and Electrophoresis concepts help students understand these topics better, thereby enhancing their inquiry skills and digital literacy. Additionally, the media addresses the limitations of equipment and materials in modern biotechnology practicums.
Evaluating Analytic Rubric Quality for Assessing Pre-service Biology Teachers' Creative Thinking Skills Pada, Andi Ulfa Tenri; Yulisman, Hendra; Melvina
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 3 (2025): September 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i3.21851

Abstract

This study validates an analytic rubric designed to assess divergent thinking as a core dimension of pre-service biology teachers' creative thinking. The research addressed the absence of psychometrically sound assessment tools in Indonesian biology education, where creativity remains underdeveloped despite policy mandates, such as Kurikulum Merdeka, and international benchmarks, like PISA 2022. The study pursued two objectives: (1) theoretical validation of the rubric through expert judgment and inter-rater reliability, and (2) empirical validation through exploratory and confirmatory factor analyses. Eight subject-matter experts evaluated the rubric's descriptors, and 218 pre-service biology teachers completed divergent-thinking tasks based on human physiology scenarios. Content validity was calculated using Aiken's V, inter-rater agreement with Kendall's W, and construct validity and reliability through EFA and CFA. Findings indicated strong content validity (Aiken's V = 0.78–1.00) and fair to good inter-rater reliability (Kendall's W = 0.50–0.79). Factor analyses confirmed a unidimensional structure, with CFA demonstrating good model fit (RMSEA = 0.04; CFI = 0.97). All factor loadings exceeded 0.30, and composite reliability was ≥0.70 for three dimensions, though solution variety was marginally reliable. Notably, feasibility emerged as more stable than variety, suggesting that appropriateness is a stronger indicator of creativity in applied STEM contexts. The validated rubric provides theoretical insights into the structure of divergent thinking and practical tools for formative assessment in biology education. Future studies should extend validation across institutions, examine measurement invariance, and explore predictive validity to ensure broader applicability.  

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