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Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education)
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Jalan Tgk. Chik Pante Kulu Nomor 5 Gedung C Lantai 1 Kantor Pengelola Jurnal Pascasarjana Universitas Syiah Kuala. Darussalam – Banda Aceh 23111, Indonesia Email: jpsi@usk.ac.id.
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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 73 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

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