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Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education)
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Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education)
Published by Universitas Syiah Kuala
ISSN : 23384379     EISSN : 2615840X     DOI : https://doi.org/10.24815/jpsi.v14i2.1384
Core Subject :
Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) or JPSI is an international journal dedicated to studying and exploring various matters related to science education, especially technological developments in the field of science based on ethnoscience and local wisdom. JPSI aims to present original articles on current issues and high-quality research trends focused on technology-integrated science education, especially related to the focus areas of Education of Science, Chemistry, Biology, Physics, Ethnoscience, Local Wisdom in the Field of Science, and Environmental. Integration of the latest technology includes media, methods, models, curriculum, teaching materials and authentic assessment instruments in science education, as well as their application in science education research. JPSI is scientific journal and published since 2017. Since 2021, JPSI has been published every January, April, July and October. Since 2023, JPSI will prioritize publishing papers submitted in English. Since 2019, JPSI has been nationally accredited (Sinta 2) by the Ministry of Research and Technology or National Research and Innovation Agency.
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Articles 73 Documents
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Comparative Analysis of High School Students’ and ChatGPT-5 Evaluation Ability on Work and Energy Topics Fausta Theresiana; Judyanto Sirait; Lanang Maulana Aminullah; Nuri Balta
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 3: JULY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i3.1985

Abstract

The development of science and technology emphasizes the importance of scientific practices, particularly the ability to evaluate scientific arguments; however, students’ evaluation abilities have not yet developed optimally. On the other hand, the use of artificial intelligence (AI), such as ChatGPT, in education is increasing. Nevertheless, studies comparing the evaluation abilities of high school students and ChatGPT in solving physics problems remain very limited. This study aims to comparatively analyze the evaluation abilities of high school students and ChatGPT-5 on the topic of work and energy. A descriptive quantitative approach was employed to analyze in depth the responses of both high school students and ChatGPT. The study involved 92 eleventh-grade high school students selected through purposive sampling and ChatGPT-5 as research subjects. Both the students and ChatGPT were asked to complete a work and energy test consisting of four evaluation-based essay questions. ChatGPT-5 was given the test along with specific structured prompts. The results indicate that the evaluation ability of high school students is in the moderate category (mean score of 68.65), with most students able to evaluate claims and statements, although misconceptions and errors in formula usage were still found. Meanwhile, ChatGPT-5 demonstrated a high level of evaluation ability (score of 100) when given structured prompts, showing excellent performance in providing scientific arguments and applying formulas in accordance with the concepts. These findings suggest that ChatGPT-5 can serve as a supplementary learning tool, while teachers need to strengthen students’ scientific reasoning skills through structured evaluation practices
Implementation of Assessment for Learning-Oriented Student Worksheets to Improve Students’ Thermochemistry Learning Outcomes Orisia Toriqotul Ulum; Muchlis Muchlis; Maharani Agustina Arivi
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 3: JULY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i3.2019

Abstract

Thermochemistry is considered difficult because students need to connect abstract concepts, experimental observations, and calculation procedures in one learning process. Therefore, structured learning support that provides learning targets, feedback, and reflection is needed. This study focused on describing how students’ thermochemistry learning outcomes increased after the use of assessment for learning-oriented student worksheets. A pre-experimental approach using a one-group pretest-posttest design was carried out, with 24 students of class XI-B at SMA 1 Muhammadiyah Taman as participants. The learning process was carried out over two meetings covering system and surroundings, exothermic and endothermic reactions, thermochemical equations, calorimetry, and heat calculation. Data were collected through pretest and posttest, observation sheets for teacher and student activity, and student response questionnaire. The data were analyzed using rate (percentage) analysis, a normality test, the Wilcoxon signed-rank test, and N-gain. The findings indicated that teacher activity reached 91.54% and student activity reached 89.69%, both in the very good category. Students’ mean score improved from 60.94 to 85.83, indicating that the difference between the pretest and posttest results was significant. The N-gain result was categorized as medium with a mean score of 0.63, whereas students’ responses were categorized as very good with a rate of 97.92%. These results show that assessment for learning-oriented student worksheets can enhance students’ thermochemistry learning outcomes
Implementation of Problem Based Learning Assisted by Excel Virtual Laboratory to Enhance Students' Conceptual Understanding of Reaction Equation Subject Putri Rahmadani; Ibnu Khaldun; Sri Winarni; Putri Nabilah
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 3: JULY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i3.2039

Abstract

The limitations of chemistry laboratory facilities in schools, as well as students' low motivation and conceptual understanding of reaction equation subject, necessitate the implementation of an innovative, technology-assisted learning model. This study aims to apply a problem-based learning (PBL) model assisted by an excel-based virtual laboratory (ChemRec) and to test its effectiveness in enhancing learning motivation and understanding of the concept of reaction equations. The research employed a quasi-experimental design with a non-equivalent control group design. The research subjects were tenth-grade students of SMAN 1 Bandar, divided into an experimental class (n=26) and a control class (n=27). The experimental class received PBL instruction assisted by ChemRec, while the control class received conventional instruction. The research instruments consisted of an ARCS model learning motivation questionnaire (20 items) and a conceptual understanding test (15 multiple-choice questions) which met the validity criteria (r calculated > 0.361) and reliability criteria (Cronbach's alpha = 0.858 > 0.70). Data analysis used the Wilcoxon signed-rank test, the Mann-Whitney U test, and N-Gain. The results showed that the application of ChemRec-assisted PBL significantly increased students' learning motivation (p=0.000 < 0.05) with an average N-Gain of 0.58 (moderate category). All 26 students in the experimental class experienced an increase in learning motivation. The average posttest score of the experimental class (89.23) was higher than that of the control class (75.80) with p < 0.001. The application of the excel-based virtual laboratory-assisted PBL is effective in increasing students' learning motivation and understanding of the concept of reaction equations, and serves as an alternative solution for schools with limited chemistry laboratory facilities
Reasoning and Critical Thinking Through A Qur’an-Integrated Physics E-Module: Evidence from A Senior High School Hunaidah Hunaidah; Widiasih Widiasih; Amiruddin Takda; Miftahuljannah Muslimin; Md Asri Bin Ngadi
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 3: JULY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i3.2175

Abstract

This study investigates the effect of a Qur’an-integrated physics e-module on senior high school students’ scientific reasoning (SR) and critical thinking (CT). A quasi-experimental pretest–posttest control group design was employed involving 70 grade 10 students from a Tahfiz senior high school in Indonesia. The experimental group (n = 36) learned using the Qur’an-integrated e-module, while the control group (n = 34) received conventional instruction. SR and CT were measured using performance-based tests adapted from established frameworks. Data were analyzed using independent and paired samples t-tests, effect sizes (Cohen’s d), and normalized gain scores. The results showed statistically significant differences between groups in SR (M_exp = 76.11, SD = 3.42; M ctrl = 73.17, SD = 3.50; p < .001; d = 0.85) and CT (M_exp = 72.44, SD = 2.51; M_ctrl = 70.29; SD = 2.49; p < .001; d = 0.86). The experimental group also demonstrated higher gains across physics topics (measurement, motion, and phase change). Indicator-level analysis revealed consistent and parallel patterns of development between SR and CT, suggesting coherent cognitive growth. To further examine these parallel developments, the study introduces an outcome matrix that maps topic-specific gains against cognitive indicators, offering a structured representation of integrated reasoning growth. These findings indicate that Qur’anic reflection embedded within a digital physics module can function as a structured reflective scaffold that strengthens analytical and evaluative thinking. The study provides empirical support for Islamic-integrated science instruction as an effective approach to fostering higher-order thinking in secondary physics education
Development and Rasch Validation of a Climate Change-Based Test to Measure Senior High School Students’ Numeracy Literacy Via Aini; Kusnadi Kusnadi; Topik Hidayat; Lilit Rusyati
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 3: JULY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i3.2197

Abstract

The increasing availability of climate change-related data and the growing emphasis on data-based decision-making underscore the importance of numeracy literacy in education. Assessment instruments that integrate real-world issues, such as climate change, are needed to evaluate students’ ability to interpret, analyze, and reason with quantitative information. This study developed and validated a climate change-based numeracy literacy test for senior high school students. The instrument consisted of 36 multiple-choice items developed by aligning the PISA 2022 numeracy framework with selected climate change scenarios. Content validity was examined through expert judgement using Aiken’s V, while construct validity and reliability were analyzed using the Rasch measurement model. Data were obtained from 65 eleventh-grade students at a public senior high school in Lampung Province, Indonesia. The content validity results showed that all 36 items were classified as highly valid. Rasch analysis showed that 33 items (91.7%) conformed to the model expectations, supporting the construct validity and unidimensional structure of the test. The instrument demonstrated good item reliability (0.85–0.87) and fair person reliability (0.70–0.73), indicating that it is suitable for group-level assessment. The findings indicate that the instrument can be used to assess climate change-based numeracy literacy, although several items require further refinement
Implementation Green Chemistry Project: A Ways to Enhance Student’s Environmental Literacy Malikha Haula Karimah; Risa Rahmawati Sunarya; Sari Sari; Ida Farida; Riri Aisyah; Assyifa Junitasari
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 3: JULY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i3.2250

Abstract

Rabbit urine contains beneficial nutrients for plants, and in this green chemistry project, its utilization in making liquid organic fertilizer (LOF) is demonstrated. This study aims to analyze the ability of students to design a project to make LOF with the addition of rabbit urine and analyze the improvement of environmental literacy. The research method used was pre-experimental with a one group pretest-posttest design. The research instruments used were student worksheet, pretest-posttest questions, and environmental care attitude questionnaire. The subjects of the study were 30 students in class X of Baiturrahman Ciparay Integrated High School. The data from the research was processed using Wilcoxon signed rank test statistics with a result of <0.001 which means that there is an increase in environmental literacy after learning. The results of the study showed that the ability of students to design a LOF project with the addition of rabbit urine as a whole was obtained at 81.75. The results of the analysis of environmental literacy improvement obtained an overall N-Gain value of 0.31 (medium), and based on aspects of content, context, and process of 0.31 (medium). The results obtained an average attitude score of 58.3 in the poor category. The results of the study show that the use of project-based worksheets that utilize rabbit urine in the manufacture of LOF effectively improves students' environmental literacy
SAVI Learning with Eco Edukit SITASUR to Support Junior High School Students' Conceptual Understanding of the Solar System Fa&#039;iza Aulia Pradanti; Dian Nugraheni; Erni Yulianti; Himawan Ganjar Prabowo
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 3: JULY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i3.2283

Abstract

The low level of students’ conceptual understanding of the solar system remains a pressing issue in science education, largely due to the dominance of lecture-based instruction and the limited use of concrete, interactive learning media. This study aims to develop the eco edukit SITASUR (sistem tata surya), an environmentally friendly learning medium based on the SAVI (somatic, auditory, visual, intellectual) approach, to enhance students’ comprehension of solar system concepts. Using the research and development (R&D) method with the ADDIE model, the product was validated by subject matter and media experts, yielding high feasibility scores of 87.36% and 81.31%, respectively. An effectiveness test, employing a one-group pretest–posttest design, demonstrated a significant improvement in learning outcomes, with average scores rising from 42.50 (pretest) to 81.23 (posttest). The resulting N-Gain score of 0.64 (moderate category) indicates that the eco edukit SITASUR is effective and suitable for junior high school science education. Beyond improving conceptual understanding, the media also fosters students’ environmental awareness
Design and Validation of Cognitive Conflict-Deep Learning Based Gamification Teaching Materials Based on Students' Misconception Profiles to Support Conceptual Understanding on Work and Energy Salsabilla Mulya Putri; Fatni Mufit; Fuja Novitra; Zahra Fathanah
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 3: JULY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i3.2329

Abstract

Students' conceptual understanding of work and energy remains low due to the high prevalence of misconceptions, indicating the need for teaching materials that effectively facilitate conceptual reconstruction. Therefore, this study aimed to design and validate cognitive conflict-deep learning-based gamification teaching materials on work and energy. This study employed the educational design research (EDR) approach using the Plomp model, consisting of the preliminary research stage and the development/prototyping stage up to expert review. The research involved 155 twelfth-grade students from two public senior high schools in Padang Pariaman Regency and four physics teachers. Data were collected using a 20-item four-tier multiple choice diagnostic test and teacher interview guidelines. The findings revealed that 80.6% of students experienced misconceptions, 15.3% did not understand the concepts, and only 4.1% demonstrated correct conceptual understanding. The highest misconceptions occurred in kinetic energy, potential energy, the relationship between work and potential energy, and the law of conservation of mechanical energy. Based on these findings, gamification teaching materials integrating the four phases of the cognitive conflict model and the three pillars of deep learning (mindful learning, meaningful learning, and joyful learning) were developed. Validation by three experts using Aiken's V produced an average score of 0.92, indicating that the teaching materials were very valid. Therefore, the developed teaching materials are feasible to proceed to practicality and effectiveness testing to improve students' conceptual understanding of work and energy
A Phenomenological Study of the Lapindo Mudflow as a Resource for Earth Layers Learning to Enhance Elementary Students' Conceptual Understanding Shafira Rizky Sukma Darmayanti; Nuriman Nuriman; Arik Aguk Wardoyo; Zidni Alfian Barif; Nabila Ariiqah
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 3: JULY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i3.2339

Abstract

Science education in elementary schools faces various challenges, such as insufficiently contextualized learning, which results in low conceptual understanding among students. This study aimed to develop and evaluate phenomenology-based teaching materials integrating the Lapindo mudflow phenomenon for teaching earth-layer concepts in elementary schools. The study employed a research and development approach using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The developed product was a contextual textbook designed for sixth-grade elementary school students. The participants were 18 sixth-grade students from SDN Balongdowo, Sidoarjo, East Java, Indonesia. Data were collected through observations, interviews, validation sheets, student response questionnaires, and learning achievement tests. The validity of the teaching materials was assessed by experts, while practicality and effectiveness were evaluated through student responses and learning outcomes. The results showed that the developed teaching materials achieved a validity score of 87.14%, indicating that they were highly feasible for use in learning. The practicality test yielded a score of 90.27%, demonstrating that the materials were easy to use, attractive, and helpful in supporting students’ understanding. Furthermore, the effectiveness test revealed a mastery learning rate of 83.3%, indicating that the teaching materials effectively improved students’ comprehension of earth-layer concepts. These findings suggest that integrating the Lapindo mudflow phenomenon into science instruction can provide meaningful contextual learning experiences and enhance conceptual understanding among elementary school students. Therefore, the developed teaching materials can serve as an effective alternative learning resource for implementing contextual science education in elementary schools
Systematic Literature Review: The Integration of Ethnoscience through Local Wisdom in Science Education and Its Impact on Students' Competencies Syarifa Rahmi Anori; Fianti Fianti; Sri Sukaesih; Shelly Efwinda
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 3: JULY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i3.2345

Abstract

Science learning is often considered theoretical and insufficiently connected to students’ real-life experiences, resulting in low levels of scientific literacy. The integration of ethnoscience through local wisdom offers a strategic approach to bridging school science and indigenous knowledge. This study aimed to analyze the integration of ethnoscience in science education and its impact on students’ competencies. A systematic literature review (SLR) following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines was conducted using articles published between 2020 and 2025 and indexed in scopus, DOAJ, ERIC, and google scholar. A total of 30 articles that met the inclusion criteria were analyzed thematically. The findings revealed that: (1) physics was the most frequently integrated science domain (40.0%), followed by biology (30.0%) and chemistry (23.3%); (2) traditional foods and local products were the most commonly used forms of local wisdom (30.0%); (3) ethnoscience integration had the greatest impact on cognitive competencies (63.3%), particularly scientific literacy and conceptual understanding, followed by affective competencies (33.3%), including environmental awareness and character development; and (4) traditional food contexts were predominantly associated with cognitive competency development, whereas environmental conservation practices were more strongly linked to affective competency development. Overall, ethnoscience serves as an effective bridge between scientific knowledge and local culture, supporting the holistic development of students’ competencies. This review proposes a conceptual model of ethnoscience integration that can guide educators and curriculum developers in designing innovative, meaningful, and culturally responsive science learning

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