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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 90 Documents
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Spatial Impact of Nitrogen Fertilizer Residue on the Biotic Environment of Rice Field Irrigation Channels Wantasen, Sofia; Jooudie N. Luntungan; Roni Koneri; Selvie Tumbelaka; Jacqueline Joseph; Junivia Virginia Jermias
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.v14i2.22577

Abstract

This study aims to analyze the spatial distribution of the impact of nitrogen residue/diversification on the diversity of aquatic biota and contribute to the management of aquatic ecosystems as a source of life. Water quality sampling was carried out by grab sampling with water quality parameters measured including total nitrogen (TN), ammonia (NH₃), nitrate (NO₃⁻), and nitrite (NO₂⁻). TN analysis was carried out using the Total Kjeldahl Nitrogen (TKN), nitrate, and nitrite calculation methods. NH₃ was measured using the Flow Injection Analysis method, while NO₃⁻ was analyzed using the Cadmium Reduction Method and NO₂⁻ with the colorimetric method.Plankton sampling was done by filtering 20 liters of water from the surface layer using a 2-liter bucket. The plankton species diversity index was calculated using the Shannon-Wiener Index method. The effect of environmental factors on nitrogen chemical fertilizer residues in each research location was analyzed using the Principal Component Analysis (PCA). The results showed an increase in ammonia and nitrite residues followed by a decrease in total nitrogen and nitrate concentrations. Seven classes and 22 plankton species were identified, consisting of 18 phytoplankton species and four zooplankton species. The dominant plankton came from Cyanophyceae, Bacillariophyceae, and Chlorophyceae. The highest plankton species diversity index was recorded in Irrigation IX and VII. Based on the study results, plankton diversity at the research location is included in the moderate category. The main environmental factors that influence the presence of plankton in irrigation channels are the concentration of nitrate and nitrogen in the water.
Impact of Brain-Based Teaching on the Conceptual Understanding of Newton's Laws of Motion Comillo, Rosendo III; Voltaire M. Mistades
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.v14i2.23120

Abstract

Grounded in cognitive neuroscience, Brain-Based Teaching (BBT) enhances science instruction by aligning classroom practices with how the brain optimally learns and processes information. This mixed-methods study investigated the effectiveness of BBT in improving Grade 8 students' conceptual understanding of Newton's Laws of Motion. Conducted in a public school in Manila, Philippines, the study involved 51 students who participated in an intervention utilizing BBT strategies, including relaxed alertness, orchestrated immersion, and active processing. Quantitative data were collected through a validated 25-item concept test, daily performance worksheets, and a Student Perception of Instruction Questionnaire (SPIQ). Qualitative data came from student journals and semi-structured interviews. Findings showed a significant improvement in post-test scores (M = 9.35), as confirmed by a paired-sample t-test (t(50) = 3.80, p < .001) and a moderate effect size (Cohen's d = 0.67). Daily worksheets consistently received "Very Good" to "Excellent" ratings. One-way ANOVA results revealed significant differences in post-test scores across prior ability levels (F(2, 48) = 10.07, p < .001, η² = .30), suggesting that BBT's effectiveness varied depending on students' initial competence. The SPIQ survey revealed positive perceptions, with the highest mean score (3.6) indicating student satisfaction with the classroom environment and instructional support. Thematic analysis identified three key themes: enhanced instruction through various classroom activities, insightful learning, and retention of learning. Overall, BBT was found to be effective in fostering conceptual understanding and promoting a positive learning environment. Its novelty lies in highlighting the differentiated impact of BBT based on prior achievement in a resource-constrained public school context.
Factors Affecting the Implementation of STEM Education: Case Study in Vietnam Nguyen, Nhi Thi; Thai Van, Thanh
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.v14i2.23453

Abstract

In recent years, STEM education has gained significant attention globally and, in particular, in Vietnam. This research aims to investigate the factors influencing the implementation of STEM education in Vietnam. This study had the objective of identifying key factors affecting the adoption of STEM education in Vietnamese schools. A survey was conducted with 865 teachers from 120 schools across Vietnam to examine these influencing factors. The methodology employed both qualitative and quantitative approaches, including surveys and data analysis to determine the impact of various factors on the successful implementation of STEM education. The results revealed that the national general education program is the most significant factor influencing STEM implementation in schools. Other contributing factors include the qualifications and awareness of teachers regarding STEM education, limited school facilities, and the content of assessment tests in teaching, all of which play important roles in the implementation process. In conclusion, this study presents recommendations and policy suggestions aimed at improving the implementation of STEM education in schools in Vietnam. The novelty of this research lies in its comprehensive examination of multiple factors influencing STEM education at the school level in Vietnam, offering new insights for educators and policymakers.
Bridging STEM and Culture: The Role of Ethnoscience in Developing Critical Thinking and Cultural Literacy Atmojo, Setyo Eko; Anggriani, Mitha Dwi; Rahmawati, Rina Dyah; Skotnicka, Michalina; Wardana, Ari Kusuma; Anindya, Agista Putri
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.v14i2.23505

Abstract

The lack of integration between science and local wisdom in science education remains a challenge in developing students' critical thinking skills and cultural literacy. This study aims to analyze the effect of STEM-based science learning integrated with ethnoscience on critical thinking skills and cultural literacy of elementary school students. This research is a quantitative study with a quasi-experimental method using a nonequivalent control group design. Samples were selected purposively and consisted of experimental and control groups. The instruments used include a critical thinking skills test and a cultural literacy questionnaire. Data analysis was performed using a paired sample t-test. The results showed a significant difference in posttest scores between the experimental and control groups, with a significance value of 0.000 <0.005. The average difference was 19.78 points for critical thinking skills (81.14 - 61.36) and 16.86 points for cultural literacy (82.50 - 65.64). This finding suggests that integrating STEM-based science learning with ethnoscience can significantly enhance students' critical thinking skills and cultural literacy. The novelty of this study lies in the learning approach that combines the STEM framework with local ethnoscience values, providing an innovative alternative for shaping students who think reflectively while developing cultural awareness from an early age.
Research Trends Of Computational Thinking For Advancing Sustainable Development Goals (SDGs) In Science Learning: Bibliometric Analysis Alfian Erwinsyah; Yusuf, Frida Maryati; Laliyo, Lukman A.R; Mursalin; Inga Riumkina
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.v14i2.23645

Abstract

Computational Thinking (CT) emerged as a crucial competency that bridges digital literacy and scientific problem solving in the context of achieving Sustainable Development Goal (SDG) 4 on quality education. However, the model of integrating CT in science learning is still poorly explored, hindering progress towards SDG Targets 4.4 (technical skills) and 4.7 (scientific literacy). This study is the first bibliometric analysis to map the trends of CT research in science learning (2021–2023) through Scopus. The novelty lies in the identification of global collaboration patterns, knowledge gaps, and research priorities that are aligned with the 2030 Agenda. Three research questions were guided: (1) Publication distribution, (2) Dominant journals and subject areas, (3) Keyword dynamics/co-occurrence networks. Data retrieved from Scopus using the strings TITLE-ABS-KEY("Computational Thinking" AND "Science Education/Learning") (47 articles, open access, 2021–2023). Analysis techniques include: Performance analysis (publication/citation metrics), Science mapping (author affiliation), Network analysis (keyword grouping via VOSviewer). Key findings show: (1) Peak publication in 2022 (19 articles), (2) Education Sciences (Q1) as the top journal (7 articles), (3) Dominance of Social Sciences (43 articles) and Computer Science (21), (4) Most cited articles: Lodi & Martini (2021; 43 citations), (5) Main keywords: Computational Thinking (27 appearances), Computer Science Education (15), (6) US-led geographic contributions (>20 publications),  (7) Co-occurrence analysis reveals that Scratch (a block-based application) is a less researched CT tool (3 occurrences) than technical languages such as Python. CT integration improves science literacy but is constrained by teacher training gaps (SDG 4.c) and access to resources. The scarcity of research on gamified tools like Scratch signals a critical innovation gap. This study provides an evidence-based roadmap to prioritize teacher professional development, scale accessible CT tools (e.g., Scratch) for science education, and direct future research toward SDG-aligned classroom-based practices.
Innovative Integrated Disaster Education in Physics Learning: An Effort to Enhance Students’ Disaster Literacy Skills Saregar, Antomi; Putra, Fredi Ganda; Diani, Rahma; Anugrah, Adyt; Misbah, Misbah; Umam, Rofiqul
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.v14i2.23959

Abstract

Disaster-prone regions require an education system that equips students with both scientific understanding and disaster preparedness. However, integration of disaster mitigation content into subject-specific learning, particularly physics, remains limited. This study aims to develop and evaluate the effectiveness of physics teaching materials integrated with disaster mitigation education to enhance students’ disaster literacy skills. A mixed-method approach with an exploratory sequential design was employed. The development process followed the 4D model (Define, Design, Develop, and Disseminate) to systematically design and implement teaching materials. The study was conducted in two high schools in South Lampung Regency, Lampung, Indonesia involving four classes (two experimental and two control groups) with a total of 128 students, consisting of 63 students in the experimental groups and 65 in the control groups. The T-test results show that the use of disaster mitigation-based teaching materials had a statistically significant effect on students' disaster literacy abilities, with a significance value of 0.000 (p < 0.05).  Furthermore, the results of the effect size analysis (Cohen’s d = 0.62 and 0.66) fall within the moderate category, confirming that this intervention had a significant impact on enhancing students’ disaster literacy skills related to disaster mitigation. The implementation of this teaching material not only enhances students’ understanding of physics concepts but also increases their awareness and preparedness for disasters, particularly around disaster literacy, making it a strategic innovation in disaster education. This research contributes significantly to the development of disaster education curricula in Indonesia, particularly within the context of physics education.
STEM-Based Guided Inquiry in Colloid Practicums and Its Influence on Students' Concept Mastery Sulastri, Sulastri; Mohamad Sattar Rasul; Juliana; Syahrial; Ismi Zatya
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.v14i2.23967

Abstract

The rapid development of science and technology in the 21st century necessitates an educational approach that fosters students' critical thinking, problem-solving, and conceptual mastery skills, particularly in complex topics such as colloids. This study aims to examine the effectiveness of applying a STEM-based guided inquiry approach in colloid practicums on improving students' conceptual mastery. The research design used was a quasi-experimental pretest-posttest control group study involving 34 second-semester students in the Chemistry Education Program at UIN Ar-Raniry. The research instruments consisted of a two-level multiple-choice concept mastery test and a STEM learning effectiveness questionnaire. The study was conducted over six weeks through several colloid laboratory sessions. Statistical analysis using ANCOVA (p < 0.005) showed a significant difference in posttest scores between the experimental and control groups. The high effect size (Cohen's d = 0.8) indicates that this approach has a significant impact on student learning outcomes, particularly in developing higher-order thinking skills at levels C4 to C6. This study indicates that integrating a contextual, student-centered STEM-based learning model into chemistry laboratory sessions can enhance conceptual understanding and 21st-century skills. However, limitations such as a small sample size, research location restricted to a single institution, and relatively short treatment duration should be considered when generalizing the study's findings. Further research with a longitudinal design and a broader sample scope is highly recommended.
The Effectiveness of Cooperative Learning Integrated with Huyula Values and Variety of Media to Improve Science Mastery in Inclusive Environments Odja, Abdul Haris; Doung, Ratha; Pikoli, Masrid; Yunus, Rasid; Mohamad, Wahyu Mu'zizat; Mursalin
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.v14i2.24087

Abstract

Science learning in public schools should be designed to accommodate both regular students and students with special education needs. This is also one of the implementations of SDG 4, Sustainable Development, specifically related to quality education and inclusive education. This study aims to measure the effectiveness of cooperative learning integrated with local wisdom values of Huyula in improving science concept mastery among regular students and students with special education needs in public schools. The study employs a pre-experimental design with a one-group, pretest-posttest approach. The study was conducted in five schools involving 323 regular students and 12 students with special education needs. The research results on the effectiveness of cooperative learning integrated with the local wisdom values of Huyula showed a significant increase in science concept mastery. This is indicated by the hypothesis test through the Wilcoxon signed-rank test with a value of z = -15.84, through the N-Gain test (high category, average 0.74), and a strong effect size through the rank-biserial correlation value (-1.00). This study concludes that the implementation of science learning integrated with Huyula values and media variety has an influence and is effective in improving the science concept mastery of regular students in the high category and students with special education needs in the medium category. This finding highlights the importance of integrating local wisdom values and media variety in supporting the improvement of science concept mastery through meaningful and inclusive teaching for all students. 
Unplugged Coding and Tri Hita Karana in Fostering Thinking and Environmental Awareness Ni Wayan Rati; I Gde Wawan Sudatha; Kadek Ari Dwiarwati; Kadek Yogi Parta Lesmana; Esaputra, I Nyoman Tri; C. Chiu
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.v14i2.24212

Abstract

The increasing demand for Computational Thinking (CT) and Environmental Awareness (EA) in elementary science education highlights the need for innovative and culturally relevant learning approaches. However, traditional science teaching methods often emphasize rote memorization rather than problem-solving and ecological responsibility, leading to a lack of deeper conceptual understanding among students. This study investigates the influence of Unplugged Coding Learning integrated with Tri Hita Karana (THK) spiritual values on the development of CT and EA in elementary school students. This research employs a quasi-experimental design with a pretest-posttest control group approach. Data were collected using multiple-choice assessments for CT and EA and were analyzed using Multivariate Analysis of Variance (MANOVA) to determine the effectiveness of the intervention. The results indicate that students who participated in Unplugged Coding Learning with THK values demonstrated significantly higher gains in CT skills (logical reasoning, problem-solving, and pattern recognition) and EA (understanding sustainability and conservation principles) compared to the control group. The Palemahan aspect of THK, which emphasizes harmony with nature, contributed to students’ increased awareness of environmental issues. These findings suggest that integrating local wisdom into STEM education enhances both cognitive and ethical development. The study implies that culturally embedded educational approaches can bridge computational problem-solving skills with environmental consciousness, fostering a more holistic learning experience. Future research should explore long-term impacts and adaptability of this model across different educational settings.
Exploring the Representational Competence of Eleventh-Grade Students on the Rates of Chemical Reactions Phajan, Thetipat; Cojorn, Kanyarat; Ton Nu Nha Dien
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.v14i2.24509

Abstract

Representational competence is a key component in learning chemistry, allowing students to interpret and apply multiple forms of representations to explain scientific phenomena. This competence supports deeper understanding, improved communication, and enhanced problem-solving. This study aimed to examine eleventh-grade students’ representational competence on the topic of chemical reaction rates. Data were collected using a short answer question with five scenarios, assessing five: 1) interpreting the meanings of chemical representations; 2) translating between different representations at the same level; 3) translating between different representations across levels; 4) using representations to generate explanations; and 5) connecting between representations and concepts. Descriptive statistics (mean, percentage, and standard deviation) were used for analysis. The results revealed an overall average score of 11.97 out of 30 (39.91%), indicating a moderate level of competence. While 78.95% of students performed at a moderate level and 21.05% at a low level, none reached a high level. Average scores by component showed moderate levels for interpreting representations (60.96%), generating explanations (51.75%), translating across levels (41.23%), and within levels (33.33%). The lowest performance was in connecting representations with concepts (12.28%), categorized as low. The findings suggest that students struggle particularly with integrating representations and concepts. Therefore, educators should design learning activities that explicitly connect multiple representations to conceptual understanding. This study provides insight into specific areas of difficulty and highlights the need for instructional strategies that target representational competence in abstract chemical topics, offering a practical contribution to chemistry education.

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