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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 105 Documents
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Validation and Implementation of 3-Dimensional Scientific Literacy Test (Lisa3D Test): Measuring Scientific Literacy for Senior High School Students based on Scientific Reasoning, Scientific Inquiry, and Nature of Science Susongko, Purwo; Abdul Wahab, Norwaliza Binti; Arfiani, Yuni; Kusuma, Mobinta
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: 10.15294/591rx526

Abstract

This research aims to validate and implement an instrument to measure the scientific literacy of high school science program students, including the abilities of Scientific Reasoning, Scientific Inquiry, and Nature of Science (NOS), called the Lisa3D Test. These three instruments were validated using the Rasch model approach and presented as a digital application. This research method was a descriptive survey with a quantitative approach. The research started from the test design, validation, and implementation stages. The types of validity used included content, psychometric, construct, and external validity. For construct validity, the instrument was tested on 197 high school students, while the implementation stage involved 407 students. The research results show that the Lisa3D Test has fulfilled all aspects of validity. The Lisa3D test has been successfully implemented via the page www.lisatest.id  with a cut of 56% for the Scientific Reasoning test, 50% for the Scientific Inquiry test, and 56.25% for the NOS test. This research produces a standard instrument to measure the scientific literacy of high school science program students based on three dimensions, namely Scientific Reasoning, Scientific Inquiry, and Nature of Science (NOS). The Lisa3D test can be implemented on a broader scale and can be an additional criterion for graduating high school students so that all graduates can master science comprehensively.
Effects of Biology Learning Models on Metacognitive Skills of Senior High School Students Ilham Majid; Roswita M Aboe; Anissa Novita Sari
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/nk3tdy23

Abstract

The main problem in this study is that many students still rely on memorisation without understanding the concepts deeply, so their ability to plan, monitor and evaluate learning is less developed. In addition, conventional learning models that are often applied in schools tend to provide less opportunity for students to develop metacognitive skills optimally. Therefore, innovation is needed in learning models that can encourage students to think critically and reflect on their learning process. The purpose of this study was to determine the effect of STAD, guided inquiry, and combined STAD and guided inquiry learning models on the metacognitive skills of high school students in Ternate, Indonesia. The research used a quantitative method with a quasi-experimental nonequivalent control group design. The sample consisted of 92 active students in the even semester, selected through purposive sampling. In addition, metacognitive skills were measured using rubrics integrated with test questions. The results showed that the STAD learning model, guided inquiry and a combination of STAD and guided inquiry learning models can improve students' metacognitive skills with a value of Fhitung = 9.317.  In addition, the use of STAD learning model, guided inquiry, and the combination of both models showed better metacognitive skills compared to the use of conventional methods. The conclusion of this research is that the learning model applied affects metacognition skills. The combination of STAD and guided inquiry learning models showed the highest achievement of metacognition skills compared to guided inquiry, STAD, and conventional learning models. However, the STAD and guided inquiry learning models showed the effect of metacognition scores that were not significantly different.
Ethnobotanical Insights into Plant Diversity Along the Ecotourism Corridor of Mount Prau in Purwosari Village, Indonesia Abdullah, Muhammad; Hakim, Luchman; Siswanto, Dian; Liesnoor Setyowati, Dewi
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/v30vry34

Abstract

Examining ethnobotany in mountainous regions established as popular hiking destinations is essential for conservation initiatives. In this study, we aim to explore the ethnobotanical knowledge of the indigenous communities and to analyze the plant diversity in the ecotourism corridor to Mount Prau in Purwosari Village, Central Java, Indonesia. Ethnobotanical data was collected through semi-structured interviews with informants recruited via purposive sampling. An exploratory approach was used to inventory plant diversity along the ecotourism corridor of Mount Prau in Purwosari village. Our key informants comprised village officials, community leaders, Mount Prau caretakers, and basecamp managers. The findings indicated that the informants explained a total of 68 plant species, which were utilized by the community for various purposes. These plants served as valuable food sources, medicinal ingredients, and economic value, and they were also used for fodder, building materials, shade, and conservation purposes. In the ecotourism corridor in Purwosari village, which serves as the conservation trail for Mount Prau, a total of 117 plant species were identified through an inventory in this study. Finding some invasive alien plant species, such as Acacia decurens and Clidemia hirta, and an endangered species, Castanopsis argentea, highlights the importance of conservation efforts for protecting and preserving the diverse plant species found along the conservation trail to Mount Prau.
Combatting Ghosting in Synchronous Online Learning: Efficacy of Project-Based Learning on Biology Students' Achievement, Creative Thinking Skills, and Engagement Rahayu, Ucu; Kismiati, Dyah Aniza; Noviyanti, Mery; Sudarso, Yos; Abd Karim, Rafidah
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.v14i1.10054

Abstract

The phenomenon of ghosting in synchronous online learning, which indicates student disengagement, negatively affects student achievement. This study aims to assess the effectiveness of the Project-Based Learning (PjBL) model in improving student academic achievement, creative thinking skills, and engagement in synchronous online learning environments. A mixed-method, pre-experimental design with a one-group pretest-posttest approach was employed. The participants were enrolled in an Environmental Education course delivered through synchronous online tutorials (webinars). The PjBL model was implemented in six stages: posing essential questions, designing project plans, scheduling tasks, monitoring project activities and progress, assessing outcomes, and evaluating the learning experience. Data were analyzed using descriptive statistics. The results revealed that the PjBL model improved student learning outcomes at a low level, significantly enhanced creative thinking skills, and greatly increased student engagement. The study concludes that the PjBL model is a promising pedagogical approach for enhancing synchronous online learning experiences and fostering student cognitive development.
Authentic-Inquiry-Project about Nyale on Science Teachers Critical and Creative Thinking Skills Kerans, Geterudis; Sanjaya, Yayan; Liliasari, Liliasari; Ghanggo Ate, Yustinus
Jurnal Pendidikan IPA Indonesia Vol. 13 No. 4 (2024): December 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/s6am9n05

Abstract

The aim of this study was to determine the effect of authentic inquiry project practicum on Nyale in improving critical and creative thinking skills of prospective science teacher students. The method used was experimental research method with one group pretest postest. The research subjects involved science education students of one of the universities in Sumba in the 2023/2024 academic year who contracted animal anatomy and physiology courses. The instrument used in this research was a critical and creative thinking skills test. The results of the Wilcoxon test showed that in experimental classes 1 and 2 there was an effect of practicum on the critical and creative thinking skills of prospective science teacher students as evidenced by the Asymp. Sig. (2-tailed) 0.000 < than 0.05. In addition, the N-gain test results showed an increase in critical thinking skills before and after practicum in experimental classes 1 and 2 with moderate categories. While the N-gain test of creative thinking skills showed an increase in the creative thinking skills of prospective science teachers in the moderate category for experimental class 1 and in the low category for experimental class 2. From the results obtained, it can be concluded that the authentic inquiry project practicum on Nyale is effective in improving the critical and creative thinking skills of prospective science teachers.
The Impact of Biopreneurship Project-Based Science Learning on Students' Entrepreneurial Creativity Artayasa, I Putu; Rosyidi, M. Akhyar; M. M. Awang Kechik; Yustiqvar, Muhammad
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/fj8bwr22

Abstract

Developing students' entrepreneurial creativity is essential to taking advantage of opportunities in new economic areas. The integration of biopreneurship in project-based learning offers an exciting solution. The impact of that learning model is measured by comparing pre- and post-intervention capabilities between groups that received and did not receive treatment. This study aims to determine the impact of biopreneurship project-based science learning on students' entrepreneurial creativity in the Mandalika Special Economic Zone. This research is quasi-experimental type, with a nonequivalent pretest-posttest control group design. The population of this study was junior high school students in the Mandalika Special Economic Zone. One hundred ninth-grade students from two schools were selected as research samples using a purposive technique. Students from each school were grouped into experimental and control classes. The experimental class applied biopreneurship project-based learning, while the control class implemented conventional science learning using lecture and discussion methods. Data was collected using entrepreneurial creativity tests, interviews, and questionnaires. Data analysis consisted of prerequisite tests (normality and homogeneity tests) and research hypothesis tests (t-test and Mann-Whitney test). Experimental class students had a significantly higher average entrepreneurial creativity than the control class students. This study concludes that biopreneurship project-based science learning significantly impacts students' entrepreneurial creativity.
Innovations in Pedagogical Didactics of Teaching Physics to University Students Jalilova, Sevinj; Anna Babchenko
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/de2fxs78

Abstract

The relevance of the study lies in the lack of information about the current processes in understanding and applying innovative practices of teaching physics in the current conditions of systematic transformation of professional education. In the context of the main purpose of teaching and the need to improve the quality of educational services offered, considering interdisciplinary advances in the fields of science, we consider it timely to conduct an additional study of the potential and limitations of didactics of pedagogical science from the position of multifactorial influence of universal informatization, transforming the nature of interactions at various levels. This study aims to identify teachers' views on the opportunities and risks of innovation, as well as to establish the range of pedagogical tools they use to improve students' learning in physics. To this end, a non-experimental quantitative design was used, involving the collection of information through a questionnaire completed by 24 physics teachers in an interview survey, providing additional questions in the context of the research objective. In obtaining the results, the rules of analysis and validity criteria of the data recorded in the protocols were followed, through the procedure of measuring the level of agreement between the interviewer by category and checking the reliability of the analyzed data. The results show the possibilities of effective application of innovations by teachers in the process of teaching physics, the study and systematization of which can further improve the quality of educational services and competitiveness of specialists.
Best Practices for Promoting Science Student Teachers’ Technological Pedagogical Content Knowledge (TPACK) in Life Science Jituafua, Artitaya
Jurnal Pendidikan IPA Indonesia Vol. 13 No. 4 (2024): December 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jt9zcy71

Abstract

This study aimed to identify the best practices for promoting 22 science student teachers’ technological pedagogical content knowledge (TPACK) in life science at a teacher preparation institution in southern Thailand. This action research followed a process of four stages: (1) plan, (2) act, (3) observe, and (4) reflect. Each cycle involved reflecting on the outcomes to revise and improve teaching practice. The research was conducted over 64 hours, through 11 lesson plans. Data were collected using post-lesson reports, semi-structured interview, lesson plans, students’ diaries, and classroom observations. Qualitative data were analyzed through content analysis. The study identified seven best practices for promoting science student teachers’ TPACK in life science: (1) surveying challenging life science topics, (2) building a clear understanding of TPACK, (3) demonstrating TPACK-based lessons, (4) designing and refining lesson plans with expert guidance, (5) engaging in microteaching and real-class teaching, (6) reflecting on teaching practices through self and peer evaluations, and (7) revising lesson plans based on feedback. These practices provide an effective framework for integrating technology, pedagogy, and content knowledge in life science.
Enhancing Critical Thinking: Integrating Guided Discovery Learning and Concept Mapping (GDL-CM) in Climate Change Concept Diana Vivanti Sigit; Tsania Arrumaisha; Rizhal Hendi Ristanto
Jurnal Pendidikan IPA Indonesia Vol. 13 No. 4 (2024): December 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/f3t8yf33

Abstract

Indonesia is confronted with the challenge of climate change, which adversely impacts students by diminishing their motivation to learn and causing various health problems. Addressing climate change requires an educational approach that emphasizes critical thinking skills, enabling students to comprehend,analyze, and devise solutions for these issues. This study analyzes the influence of the GDL-CM model on students' critical thinking skills on climate change material. This research is conducted at SMAN 36 Jakartai n January-May 2024. The research method used is a quasi-experiment and Nonequivalent Pretest-Posttest Control Group design. The study sample includes 62 students, with 31 students per class selected using a simple random sampling. The normalized gain value shows that the GDL-CM effectively improves critical thinking skills. Based on hypothesis testing using an independent t-test at α = 0.05 there is an influence of the GDL-CM learning model on students' critical thinking skills on climate change material. The influence is considered significant based on the effect size value. The results of this study imply that the GDL-CM learning model should be an alternative learning medium to develop critical thinking skills
Enhancing Student Engagement in Science Practicum in Distance Higher Education for Quality Education (SDG 4) Widiasih, Widiasih; Zakirman; Sukmaning Adji, Sandra; Firmansyah, Juli; Ekawati, Ratna; Sumardani, Dadan; Chaw, Ei Phyu
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.v14i1.13093

Abstract

This study identifies and analyzes the key factors influencing students’ engagement in science practicum activities within the Open and Distance Higher Education (ODHE) context. 127 students from diverse regions of Indonesia participated in this quantitative study, which assessed perceptions regarding academic challenges, learning interaction, collaborative learning, and the use of technology in online laboratory settings. The results indicate that tutorial modality, employment status, academic achievement (GPA), and residential area significantly influence engagement levels. Students participating in web-based classes and receiving consistent learning feedback reported higher engagement. Conversely, laboratory report writing emerged as a primary challenge, highlighting the urgent need for enhanced scientific writing literacy. The findings are discussed within the Community of Inquiry (CoI) and Self-Determination Theory (SDT) frameworks, emphasizing the importance of teaching presence, social collaboration, and learner autonomy in digital learning environments. Notably, students from rural areas exhibited high motivation despite infrastructural limitations. The study recommends redesigning learning models to include targeted support, structured digital practicum modules, and formative feedback mechanisms. This research contributes to developing inclusive, adaptive, and effective science education practices in ODHE while supporting achieving Sustainable Development Goal (SDG) 4: Quality Education.  

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