cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
jpii@mail.unnes.ac.id
Phone
-
Journal Mail Official
jpii@mail.unnes.ac.id
Editorial Address
Science Education Study Program, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang, D5 Building, 1st Floor, Sekaran Campus, Gunungpati, Semarang, Indonesia 50229
Location
Kota semarang,
Jawa tengah
INDONESIA
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
 5   6   7   8   9 
Evaluating Students' Argumentation Skills Using an Argument-Generating Learning Model Supported Toulmin’s Argumentation Pattern in Physics Concepts Muslim, Muslim; Sihombing, Rizky Agassy; Zakwandi, Rizki; Karimi, Amir
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/cqbk6b58

Abstract

This study examines the effectiveness of the Argument-Generating (AG) learning model, supported by Toulmin’s Argumentation Pattern, in enhancing students' argumentation skills with a specific focus on the topic of physics. The primary aim is to evaluate how the AG learning model, augmented by Toulmin’s framework, improves students' abilities to construct and defend arguments in the context of physics. Additionally, the research seeks to assess the overall effectiveness of this instructional approach and gather student responses regarding its application. A quasi-experimental method with a pretest-posttest control group design was utilized, involving 50 third-grade Physics Education students at an LPTK in Bandung. These students were divided into an experimental group of 26 students, who engaged with the physics topic using the AG learning model supported by Toulmin’s Argumentation Pattern, and a control group of 24 students, who followed a traditional instructional approach. Quantitative data were collected using an argumentation skills test that assessed students' ability to formulate claims, provide data, construct warrants, and offer backing. The analysis revealed a significant improvement in the argumentation skills of the experimental group, with a very large effect size (d=2.09). This substantial effect indicates that the AG learning model, supported by Toulmin’s Argumentation Pattern, significantly enhances students' argumentation skills. In conclusion, the study demonstrates that the Argument-Generating learning model, when integrated with Toulmin’s Argumentation Pattern, is highly effective in improving students' argumentation skills in physics, underscoring its potential as a valuable instructional strategy.
E-Learning-Based Collaborative as an Effort to Reduce High School Students' Misconceptions of Heat Haryono, Heny Ekawati; Jatmiko , Budi; Prahani , Binar Kurnia; Zayyadi , Moh.; Kaniawati , Ida; Kurtuluş, Muhammed Akif
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/e595yc53

Abstract

The purpose of this study was to determine the effect of E-learning-based collaborative learning in reducing students' misconceptions about class heat material. This study used a pre-experimental design with a one-group pretest-posttest design. The sampling technique used purposive sampling. The sample used was 300 grade XI high school students. Student misconceptions were analyzed using the CRI (Certainty of Response Index) method. The results showed that student misconceptions decreased by 26.50% from an average of 54.00% before learning to 27.50% after implementing E-learning-based collaborative learning. Based on the results of the hypothesis test, it can be concluded that e-learning-based collaborative learning has proven effective in reducing high school students' misconceptions regarding the concept of heat. The novelty of this study lies in the integration of cooperative learning with an e-learning platform that is specifically designed to reduce misconceptions about the idea of heat at the Senior High School.
The Influence of Scientific-Based Numeracy Literacy Teaching Materials on Students’ Motivation and Higher Order Thinking Abilities Ahmad Nizar Rangkuti; Sitompul, Lisnawati; Amran, Ali; Mara Samin Lubis; Diyah Hoiriyah; Lili Nur Indah Sari; Mariam Nasution; Sojuangon Rambe
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: 10.15294/88jfsm61

Abstract

This research aims to analyze the influence of scientific-based numeracy literacy teaching materials on students' motivation and higher order thinking abilities. This research is a quantitative research using a quasi-experiment method with a nonequivalent control group design. Sampling used purposive sampling technique. The instruments used were motivational questionnaire sheets and higher order thinking ability tests. The paired sample t-test was used to analyze the data. The findings indicate a significant difference in the average posttest scores between the experimental group and the control group, with a significance value of 0.000<0.005 and a mean difference of 18.06 (66.00 - 47.94) between the two groups. Additionally, the confidence interval for the difference ranged from -36.959 to -30.354. That there is a significant (real) difference between the average motivation score and higher order thinking abilities of students in the experimental class and the control class using of scientific-based numeracy literacy teaching materials. So with these results it can be concluded that the scientific-based numeracy literacy teaching materials has an effect on students' motivation and higher order thinking abilities.
Preserving Traditional Knowledge of Prospective Biology Teachers through Science Integrated Learning with Next-Generation Science Standards Sukmawati, Ika; Widiyatmoko, Arif; Tawang, Alene; Muhlisin, Ahmad
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/c0j2gy65

Abstract

This study aims to find the relationship between prospective biology teachers' ethnicity and teaching skills to preserve indigenous knowledge in Indonesia. The research intervention integrates the Science Integrated Learning (SIL) model with NGSS dimensions in the teaching practices of prospective biology teachers. The method chosen was embedded experimental with a quasi-experimental design consisting of three stages: a qualitative stage before, a qualitative stage during, and a qualitative stage after the intervention. The research targets were 60 prospective science teachers in two different cluster universities, each with 30 prospective teachers. Interpretation of quantitative and qualitative data in the form of statistical test results. The analysis of the comparison test using the t-statistic model obtained a difference in the average score of microteaching practice of 0.3, with an average of the first practice of 2,613 with a standard deviation of 0.3024 and the second practice of 2,921 with a standard deviation of 0.3122. The second microteaching practice experienced an increase in scores from the first practice. The study concluded that prospective biology teachers' skills in preserving indigenous Indonesian traditional knowledge can be realized through the SIL Model integrated with NGSS.  The research results allow prospective teachers to utilize students' experiences as learning sources and hopefully can contribute on the development of prospective teacher education policies oriented toward preserving Indigenous knowledge in Indonesia.  
Small-scale and Smartphone-based Colorimetric Experiments to Enhance Grade-11 Students’ Conceptual Understanding of Chemical Equilibrium Wuttisela, Karntarat; Jarujamrus, Purim; Chairam, Sanoe; Supasorn, Saksri
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/vdxeak53

Abstract

This study aimed to examine the conceptual understanding of chemical equilibrium among 11th-grade students using the 5E inquiry learning framework, in which the students were requested to conduct the small-scale experiments on chemical equilibrium and factors influencing the equilibrium and the smartphone-based colorimetric determination of Kc. Data collection was conducted through a two-tier diagnostic conceptual test and semi-structured interviews. Thirty-one students participated in three 2-hour 5E learning sessions, totaling 6 hours. A paired-samples t-test revealed that the post-conceptual test scores (mean 31.46, S.D. 6.82, 69.91%) were significantly higher than the pre-test scores (mean 11.85, S.D. 10.80, 26.33%) at a significance level of 0.05, with a normalized gain of 0.59, indicating a medium improvement. Most students progressed from the less accurate category, Partial Understanding with Specific Misunderstanding (PMU, 42.39%), to a more accurate category, Partial Understanding (45.38%). Semi-structured interviews suggested that the 5E inquiry approach, using small-scale and smartphone-based colorimetric experiments, was both engaging and effective in improving students’ conceptual understanding. This intervention successfully helped students shift their understanding of chemical reactions towards more accurate categories.
Comparative Analysis of Understanding TPACK and Education for Sustainable Development (ESD) on Indonesian And Malaysian Pre-Service Teacher Novi Ratna Dewi; Prasetyo Listiaji
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: 10.15294/6hhnv766

Abstract

This study aimed to compare prospective pre-service teachers’ understanding of TPACK and ESD in Indonesia and Malaysia. The research method used is comparative research, which compares the understanding of TPACK and ESD of science pre-service teachers between Indonesia and Malaysia. The research sample consisted of 164 students from Indonesia and 172 from Malaysia, aged 23-25 years. The sampling technique used was simple random sampling. A test method was used to measure TPACK understanding, and a questionnaire method was used to measure ESD understanding. The data analysis method used descriptive analysis of TPACK and ESD understanding profiles and comparative tests with Mann-Whitney. The results showed that Indonesian and Malaysian pre-service teacher TPACK and ESD understanding profiles were not much different. Pre-service teachers in Indonesia have a slight advantage in overall TPACK understanding. Meanwhile, pre-service teachers in Malaysia scored slightly higher in ESD comprehension compared to Indonesia. There is a need for continuous development and professional support to strengthen pre-service teachers’ understanding of TPACK and ESD in an increasingly digitalized education context, which will ultimately support sustainable development goals more effectively.
Development of Solar System Teaching Aids with Manipulative Virtualization Concrete and Digital Augmented Reality Wiyanto, Wiyanto; Miftakhul Falah, Muhammad; Ardian Awaluddin; Muhammad Sholikhan
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/gk6bxd33

Abstract

Teaching aids are used to explain the concept of science learning in the form of real objects. Along with the development of Information and Communication Technology (ICT), the specifications for teaching aids need innovation, especially digital access and Augmented Reality (AR) based virtualization, which are currently growing rapidly. This research aims to develop a solar system teaching aids with manipulative virtualization concrete and digital AR. The ADDIE Research and Development (R and D) model has been applied to achieve the objectives of this study. The stages of this research were carried out through the stages of Analysis, Design, Development, Implementation and Evaluation. This research has produced a solar system teaching aids with manipulative virtualization concrete and digital AR. The results of the validation of content experts are 88%, validation of media and technology experts are 86% and teacher or user responses are 88%. The three validations reached the very feasible criteria. The average percentage of the validation score is 87.33% or the criteria are very feasible. It is concluded that the solar system teaching aids with manipulative virtualization concrete and digital AR are valid to be used in science learning to improve the science concepts comprehensions, especially solar system.
Junior High School Students' Science Literacy Skills based on the Nature of Science Literacy Test (NOSLiT) Abdul Kadir; Zulqarnain T; Amiruddin Takda; Jahidin; Muhammad Shaleh Assingkily; Mustapa Ahmad
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.v14i1.15739

Abstract

Science literacy is a fundamental competency for students to engage with scientific issues and make evidence-based decisions. However, Indonesian students consistently rank low in international assessments such as PISA, revealing major gaps in their ability to understand and apply scientific concepts. This study aims to measure the science literacy skills of junior high school students using the Nature of Science Literacy Test (NOSLiT), which focuses on students' understanding of the nature and processes of science rather than solely content mastery. A descriptive quantitative method was employed with 150 ninth-grade students from five public junior high schools in Bombana Regency, Indonesia. The NOSLiT instrument, adapted to the Indonesian context, consists of 35 multiple-choice items across five science literacy domains. Results indicated that students' overall performance was categorized as very poor, with an average score of 39.7%. Key weaknesses were found in scientific thinking, societal application of science, and scientific methodology. These findings highlight a mismatch between current teaching practices and the demands of 21st-century science education. The study underscores the importance of integrating inquiry-based and contextually relevant pedagogy to enhance students' scientific reasoning, curiosity, and literacy. This research provides a foundation for curriculum development and targeted interventions aligned with Sustainable Development Goal 4 on quality education.  
Students’ Collaborative Performance through STEM Topic “Led Card – Light It Up” For 8th Grade Le Hai My, Ngan; Mai Ha Phuong, Uyen; Nguyen Thi Kim, Anh
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.v14i1.15761

Abstract

STEM education has become a crucial strategy for improving students’ collaborative competence by engaging them in hands-on, problem-based learning. Integrating STEM topics into natural science curricula remains limited in many countries, including Vietnam. To address this gap, this study aimed to design and implement a STEM lesson titled “LED Card – LIGHT IT UP” for 8th-grade students to develop collaborative competence and deepen their understanding of power sources and simple circuits. The study employed a quasi-experimental design with 21 students participating in three sessions, each lasting 45 minutes. Students worked in small groups and engaged in collaborative activities using techniques such as Numbered Heads Together, Brainstorming, Placemat, Gallery Walk, and XYZ. All group interactions during these activities were observed and video-recorded. The collected data were then qualitatively analyzed based on predefined collaboration criteria, including role assignment, idea exchange, feedback provision, and joint problem-solving, to assess each group’s level of collaboration. The results revealed that four out of five groups consistently demonstrated effective collaboration, particularly during reporting and design review sessions, despite facing challenges in online coordination. In conclusion, the integrated STEM lesson effectively enhanced students’ collaborative competence while deepening their understanding of fundamental electrical concepts. The results also highlighted some limitations, such as student distractions and unequal contributions among members, indicating the need for improvements in techniques and teacher guidance methods to enhance the effectiveness of group activities in STEM topics. The novelty of this study lies in its innovative synthesis of established collaborative teaching techniques within a STEM framework, providing a promising approach for enhancing secondary education.
Education for Sustainable Development (ESD) Competency in Physics Learning Assessment: Pre-service Teachers' Thinking Skills Based on Ethno-Socio-Scientific Content Novita, Nanda; Andriani, Riza; Muliani, Muliani; Makfirah , Husnul; Nur'azizah, Nur'azizah
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.v14i1.15880

Abstract

This research examines the ESD competency levels—specifically systems thinking, anticipatory thinking, and critical thinking—among pre-service physics teachers within ethno-socio-scientific content, aiming to equip future educators with the skills, knowledge, and attitudes needed to promote sustainability and address global environmental and social challenges. A quantitative approach was employed, with a sample of 83 pre-service physics teacher students from a Physics Education program at a university in Aceh, Indonesia. This research instrument consists of eight multiple-choice questions for each competency. Validity and reliability analyses, using the Rasch model, confirmed the instrument's robustness, yielding high-reliability scores (person reliability = 0.82, item reliability = 0.84, Cronbach's alpha = 0.85). The results reveal variations in competency levels: anticipatory thinking is the strongest, critical thinking is the least developed, and systems thinking is moderate. Correlation analysis indicates positive and moderate relationships among the competencies, highlighting the importance of integrated ESD competency development. The success of Education for Sustainable Development (ESD) requires a holistic approach that fosters the development of all relevant competencies. Prioritizing critical thinking is essential, as it is a foundation for enhancing other competencies. Educational systems should focus on cultivating systems thinking and anticipatory thinking, as these are interconnected and mutually reinforcing in the transformation toward sustainability. Additionally, the findings suggest that the comprehensive integration of ESD into the physics education curriculum can enhance pre-service teachers' capacity to engage effectively with sustainability issues. By incorporating ethno-socio-scientific contexts, this approach deepens the ethnic, social, and contextual relevance of physics concepts, thus preparing future educators to address sustainability challenges.

Page 7 of 11 | Total Record : 105

 5   6   7   8   9 

Filter by Year

2024 2025


Reset
Filter By Issues
All Issue Vol. 14 No. 4 (2025): December 2025 Vol. 14 No. 3 (2025): September 2025 Vol. 14 No. 2 (2025): June 2025 Vol. 14 No. 1 (2025): March 2025 Vol. 13 No. 4 (2024): December 2024 Vol. 13 No. 3 (2024): September 2024 Vol. 13 No. 2 (2024): June 2024