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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.
Arjuna Subject : -
Articles 81 Documents
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Assessing Critical Thinking in Solubility and Solubility Product Constants: Development of an E-Portfolio-Based Assessment Instrument Triannisa Rahmawati; Wiwi Siswaningsih; Miarti Khikmatun Nais; Nahadi Nahadi; Won Koo Lee; Arina Ulfa Mawaddah
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.v14i3.2428

Abstract

Measuring students' critical thinking skills (CTS) on the topic of solubility and solubility product constant (Ksp) is currently still hampered by the limited assessment instruments that are capable of evaluating the reasoning process authentically and comprehensively. This research aimed to develop an e-portfolio assessment tool on solubility and Ksp subject matter that can help enhance CTS of students. Two assessment instruments have been developed, namely tasks and rubrics. This research used research & development methods and followed the 4-D model, but consisting of define, design, and develop phases only, with limited trials. Research instruments used as data collection tools are interview guidelines, validation sheets, observation sheets, tasks, and rubrics. Respondent of this research was 20 students coming from class XI of one of the high schools located in Bandung city. Functions designed as an e-portfolio assessment tool on solubility and Ksp subject matter have successfully been developed through mind mapping, essay analysis questions, and experimental reports of students. Results have ascertained that research instrument is valid, based on CVR value range, namely, 0.60-1.00, and could be considered reliable as indicated by Cronbach's alpha reliability of value range, namely 0.62-0.93. Based on limited trials, students demonstrated moderate improvement in CTS in most tasks. Only three questions showed significant improvement. Of the nine CTS indicators, most were in the moderate category. Only one indicator, observing research results, was in the high category. However, these results indicate a positive impact of using the instrument on improving CTS. Based on the results, this research has ascertained that e-portfolio assessment tool on solubility and Ksp can help enhance CTS of students on moderate category
Examining the Relationship Between Cognitive and Social Engagement to Promote Meaningful Learning in High School Chemical Bonding Suci Milsa Putri; Erlina Erlina; Rachmat Sahputra; Supriatno Salam
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.v14i3.2472

Abstract

Student engagement plays an important role in supporting effective learning, particularly in learning abstract chemistry concepts such as chemical bonding. This study aimed to analyze students’ cognitive and social engagement and examine the correlation between the two dimensions in chemical bonding learning. The study employed a quantitative descriptive approach with a correlational design. The participants consisted of 32 students enrolled in a chemistry class at a senior high school in Pontianak. Data were collected through questionnaires, classroom observations, and semi-structured interviews. The data were analyzed using descriptive statistics and Spearman Rank correlation analysis. The results showed that students’ cognitive engagement was categorized as very high, with a percentage of 77.97%, while social engagement was also categorized as very high, with a percentage of 80.66%. The highest cognitive engagement indicator was trying to understand mistakes when answering. Furthermore, the correlation analysis revealed a strong positive relationship between cognitive engagement and social engagement (ρ = 0.700, p < 0.001). These findings indicate that students who demonstrate higher cognitive engagement tend to exhibit higher social engagement during chemical bonding learning. Therefore, chemistry teachers should design collaborative learning activities that simultaneously promote conceptual reasoning and peer interaction to enhance meaningful engagement during chemical bonding learning
Enhancing Students’ Creative Thinking Skills through Science, Environment, Technology, and Society-Oriented Green Chemistry Entrepreneurship Learning Mohammad Agus Prayitno; Ulfa Lutfianasari; Deni Ebit Nugroho; Nourma Yulita
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.v14i3.2506

Abstract

Creative thinking skills (CTS) are one of the key competencies projected to be most needed in the next few years. However, various studies have shown that students' CTS are not yet optimal, so learning innovations that are able to integrate concept mastery, problem solving, and creativity development are needed. This study aims to analyze the effectiveness of SETS integration in green chemistry-based entrepreneurship learning (SETS-GCE) on students' CTS. This study uses a quantitative approach with a quasi-experimental one group pretest-postest design. This study uses a total sampling technique involving all members of the population as research samples. Data on CTS were collected through essay tests that measure four aspects, namely fluency, flexibility, originality, and elaboration. Data were analyzed using the Wilcoxon test, normalized gain (N-gain), and effect size. The results showed that SETS-GCE learning significantly improved students' CTS (p <0.05) with a moderate category. The N-gain analysis showed that all aspects of creative thinking skills experienced an increase in the low to moderate category. The elaboration aspect showed the highest increase, while originality showed the lowest increase. These findings indicate that SETS-GCE learning has not been able to optimally enhance originality. Therefore, SETS-GCE implementation needs to be enriched with strategies that explicitly stimulate idea generation, such as brainstorming, design thinking, and open-ended problem solving, to optimally support the development of all aspects of CTS
Exploring Dhadak Merak Reog Ethnoscience for Students’ Cultural Heritage Conservation Character in Ponorogo Izza Aliyatul Muna; Rahmi Faradisya Ekapti; Diana Hapsari; Nurzatulshima Kamarudin
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 4: OCTOBER 2026 (In Progress)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i4.2527

Abstract

Rapid globalization and technological growth have raised concerns about the erosion of local cultural values among youth. Integrating local wisdom into science education is now a key strategy to enhance scientific literacy and strengthen cultural heritage conservation. Ethnoscience offers a contextual approach by transforming indigenous knowledge into scientific concepts while preserving cultural identity. This study explores the ethnoscientific values of dhadak merak, an iconic element of the reog Ponorogo performance, and its potential in developing students' conservation character. Using a descriptive qualitative design, researchers selected junior high school science teachers and students in Ponorogo, Indonesia, via purposive sampling. Data were collected through interviews, observations, and documentation, then analyzed using an interactive qualitative process. The findings show that students view dhadak merak as a vital cultural heritage. They understand its physical characteristics, cultural significance, and the importance of sustainable resource use in its production. Students expressed pride in their local culture and awareness of the need to protect it against globalization. The study concludes that integrating dhadak merak-based ethnoscience into science education provides a meaningful context for promoting scientific literacy and cultural awareness. These results support the development of culturally responsive education and sustainable heritage preservation
Profiling Information Access, Comprehension, Evaluation, and Technology Use in Pre-Service Biology Teachers' Digital Literacy: Implications for Teacher Education Hani Irawati; Tomas Jr A. Diquito; Merti Triyanti; Much. Fuad Saifuddin
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 4: OCTOBER 2026 (In Progress)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i4.2741

Abstract

Digital literacy is essential for pre-service biology teachers because they must locate scientific information, interpret complex biological content, judge source credibility, and use digital technologies for learning and future teaching. This study profiles four dimensions of digital literacy among pre-service biology teachers and identifies implications for teacher education. A quantitative descriptive survey involved 92 active undergraduate students in a Biology Education Study Program in Indonesia. Participants were selected using random sampling. Data were collected through a structured five-point Likert questionnaire covering information access, information comprehension, information evaluation, and the use of digital technologies in learning. The instrument underwent expert review for relevance, clarity, representativeness, and contextual suitability. Data were analyzed using frequencies, percentages, and categorical profiles. The combined high and very high categories reached 71.7% for information access, 88.0% for information comprehension, 67.4% for information evaluation, and 90.2% for digital technology use. Information evaluation showed the largest low and very low proportion (32.6%), indicating that critical verification remains less developed than comprehension and technology use. The findings support curriculum refinement that prioritizes critical source evaluation, information ethics, and biology-specific pedagogical integration of digital technologies.
The Utilization of E-Workship Student Through a Deep Learning-Enhanced Problem Based Learning Model for the Improvement of Scientific Literacy and Conceptual Understanding Rahmina Rahmina; Evendi Evendi; A. Halim; Mohamad Amir Irwan bin Haji Moksin
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 4: OCTOBER 2026 (In Progress)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i4.2756

Abstract

The low level of scientific literacy and conceptual understanding in physics is attributed to various factors, including conventional teaching models that tend to be teacher-centered and fail to encourage students to think critically and engage in problem-solving. This study aims to analyze the implementation of electronic student worksheets (E-LKPD) through a deep learning-based problem based learning (PBL) model in improving students' scientific literacy and conceptual understanding of physics, specifically on the topic of alternative energy. This research employed a quantitative approach with a quasi-experimental design of the nonequivalent control group design type. The sample consisted of two tenth-grade classes at SMA Negeri 1 Nisam Antara, comprising an experimental class of 30 students who utilized E-LKPD through the deep learning-based PBL model, and a control class of 30 students who received direct instruction. Data analysis was conducted using the independent samples t-Test and the Mann–Whitney U test. The findings revealed that scientific literacy skills in the experimental class improved, with an average N-gain score of 0.77, categorized as high, whereas the control class achieved an average N-gain of 0.54, categorized as moderate. This study concludes that the implementation of E-LKPD through the deep learning-based PBL model can enhance students' scientific literacy and conceptual understanding of physics
The Effect of the Read, Answer, Discussion, Explain and Create Model on Students’ Critical Thinking and Creative Thinking Skills Eva Martupa Sihotang; Herbert Sipahutar
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 4: OCTOBER 2026 (In Progress)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i4.2803

Abstract

Observations at Batang Kuis State High School 1 revealed that students’ critical thinking and creative thinking skills (CTCTS) on the human respiratory system remained low because learning tended to be teacher-centered and emphasized memorization rather than active engagement. This study aimed to determine the effect of the read, answer, discussion, explain and create (RADEC) learning model on students’ critical thinking skills (CTS) and creative thinking (CT) in the human respiratory system. A quasi-experimental method with a non-equivalent control group pretest-posttest design was used. The population consisted of 215 grade 11 science students, with class XI-C as the experimental group and class XI-D as the control group, selected using cluster random sampling. Data were collected using essay tests and analyzed using an independent samples t-test after the shapiro-wilk normality and levene’s homogeneity tests were met. The results showed that the experimental group obtained a higher CTS posttest mean (85.20) than the control group (81.82), with p = 0.034 < 0.05. For CT, the experimental group obtained a posttest mean of 86.14, compared with 81.25 in the control group, with p = 0.024 < 0.05. These findings indicate that the RADEC model significantly affected students’ CTS and CT on the human respiratory system
Profile of Students’ Chemistry Problem-Solving Skill Based on a Representation Test Instrument on the Topic of Chemical Bonding Dhini Ainul Fithrotinnisa&#039;; Kusumawati Dwiningsih; Maharani Agustina Arivi
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 4: OCTOBER 2026 (In Progress)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i4.2950

Abstract

Chemical problem-solving skills based on multiple representations are important for understanding chemical bonding through macroscopic, submicroscopic, and symbolic representations. However, students may have difficulty connecting these representations when solving chemistry problems, resulting in limited integration between conceptual understanding and the problem-solving process. This study aims to describe the profile of multiple representation based chemistry problem solving skills in chemical bonding and analyze differences in these skills between experimental and control groups. Polya’s problem solving framework was employed because its four stages understanding the problem, planning the solution, carrying out the solution, and reviewing the solution provide a systematic framework for identifying students’ problem solving processes and determining mastered and unmastered stages. This study used an experimental method with a pretest–posttest control group design, involving 33 students from class X-9 as the experimental group and 33 students from class X-5 as the control group at lamongan state high school 1. The instrument was a valid two-tier multiple representation test (Aiken’s V = 0.786). Data were analyzed using normality, homogeneity, n-gain, and Polya’s problem solving indicators. The results showed that the experimental group’s average score increased from 57.48 to 94.12, with an n-gain of 85.26%, categorized as effective. The problem-solving ability profile was classified as very good, with scores of 93.18% for understanding the problem, 92.58% for planning the solution, 94.09% for implementing the solution, and 96.97% for reviewing the solution. These findings indicate that students were able to connect multiple chemical representations to solve chemical bonding problems systematically and conceptually
Well Being Matters: A Strong Predictor of Biology Learning Outcomes in Senior High School Students Oktaya Humayroh; Meilinda Meilinda; Elvira Destiansari; Mohd Yahya Fadzli Jusoh
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 4: OCTOBER 2026 (In Progress)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i4.3025

Abstract

Student well-being plays a crucial role in academic achievement by helping students manage internal and external stressors. While many studies support a positive correlation between well-being and academic performance, the relationship is not always linear or consistent, warranting further investigation. This study examines the relationship between student well-being and Biology achievement, focusing on cognitive, psychological, physical, and social dimensions. A quantitative correlational method was applied, involving 456 eleventh-grade students from three accredited “A” senior high schools. Data were analyzed using the Spearman Rank correlation test, which revealed a very strong and significant relationship (ρ = 0.862) between well-being and Biology learning outcomes. Students with higher well-being levels tended to perform better academically. Most students fell into the moderate well-being category, indicating general satisfaction and motivation in learning, though not at an optimal level. External factors such as diverse cultural backgrounds and socioeconomic conditions are suspected to influence well-being negatively. These findings underscore the importance of incorporating well-being into educational strategies to enhance learning outcomes, especially in subjects like Biology that demand cognitive and emotional engagement. In conclusion, student well-being is strongly associated with Biology learning outcomes, highlighting its critical role as a factor that should be considered in efforts to improve student academic achievement
Living Laboratory-Based Collaborative Environmental Learning to Improve University Students’ Environmental Problem-Solving Skills on Sand Mining Issues Erni Mulyanie; Ruli As&#039;ari; Erwin Hilman Hakim; Mohammad Zohir Ahmad
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 4: OCTOBER 2026 (In Progress)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i4.3203

Abstract

Environmental education plays a crucial role in preparing students to face increasingly complex life challenges. However, classroom-based instruction may provide limited opportunities for students to engage directly with authentic environmental problems. A living laboratory offers a contextual learning environment that connects real-world environmental issues with collaborative and field-based learning. This study aimed to examine the implementation of collaborative environmental learning through a living laboratory on sand mining issues and the improvement of university students’ environmental problem-solving skills (PSS). A quasi-experimental method with a one-group pretest-posttest design was employed. The participants were 40 undergraduate students enrolled in environmental-related courses and selected through cluster random sampling. Learning activities were conducted in the sand mining area of Bukit Sepuluh Ribu, Tasikmalaya, Indonesia, through five phases: problem orientation, field investigation, collaborative environmental analysis, solution design, and reflective evaluation. Data were collected through environmental problem-solving tests, observations, field documentation, and students’ reflective notes. Quantitative data were analyzed using descriptive statistics, normalized gain (N-gain), and a paired-samples t-test. The results showed an improvement in students’ PSS, with the mean score increasing from 50.13 (SD = 2.79) in the pretest to 83.28 (SD = 2.05) in the posttest. The mean N-gain was 0.67, indicating moderate improvement. The paired-samples t-test showed a statistically significant difference, t(39) = 251.51, p < 0.001, with a very large effect size (Cohen’s dz = 39.77). These findings indicate that natural laboratory-based learning enables students to investigate real-world environmental conditions and collaboratively develop solutions to the associated problems

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