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JIPI (Jurnal IPA dan Pembelajaran IPA)
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Jalan Tgk. Chik Pante Kulu No.5 Gedung C Lantai 1 Sekolah Pascasarjana Universitas Syiah Kuala, Darussalam, Banda Aceh 23111, Indonesia
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JIPI (Jurnal IPA dan Pembelajaran IPA)
Published by Universitas Syiah Kuala
ISSN : 26140500     EISSN : 2620553X     DOI : https://doi.org/10.24815/jipi.v9i4.148
Core Subject :
JIPI (Jurnal IPA dan Pembelajaran IPA) has the abbreviation JIPI and is a journal published by the Master of Science Education Study Program at the Postgraduate School of Syiah Kuala University, in collaboration with the Indonesian Science Educators Association (PPII). JIPI aims to present original articles about current issues and high-quality research trends that focus on science learning and/or technology-integrated science, especially in sub-fields, including: Chemistry, Biology, Physics, Environment, and Disaster mitigation. Technology integration includes learning media, curriculum, assessment processes and science learning outcomes, as well as the application of the latest technology in pure science research. JIPI is scientific journal and published since 2017. Since 2021, JIPI has been published every March, June, September and December. Since 2023, JIPI will prioritize publishing papers submitted in English. Since 2024, JIPI has been nationally accredited (Sinta 2) by the Ministry of Research and Technology or National Research and Innovation Aagency.
Arjuna Subject : -
Articles 82 Documents
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A Strengths, Weaknesses, Opportunities, and Threats Analysis of Chatbot Rimba as an Educational Technology Innovation for Ecosystem Learning in Islamic Primary Schools in Pontianak City Vidya Setyaningrum; Roikhatul Janah; Ghafriyadi; Farninda Aditya
JIPI (Jurnal IPA & Pembelajaran IPA) Vol. 9 No. 4: DECEMBER 2025
Publisher : Universitas Syiah Kuala, in collaboration with the Perkumpulan Pendidik IPA Indonesia (PPII), (MoU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v9i4.98

Abstract

Schools, as the spearhead of education, have a responsibility to implement local cultural values in the learning process. This study examines the development and feasibility of chatbot Rimba, an AI-based digital learning medium designed to support ecosystem learning and strengthen local cultural values among elementary school students in West Kalimantan. Using a quantitative descriptive approach, data were collected through expert validation questionnaires and student response surveys administered to fifth-grade students at four State Islamic Elementary Schools (MIN 1–4) in Pontianak City during the 2024/2025 academic year. Validation data were analyzed using Gregory’s technique, the results show that Chatbot Rimba achieved a content validity index (CVI) of 1.00 across material, software, and language aspects, indicating strong relevance in all categories. Student response data further demonstrate highly positive evaluations, with an overall mean score of 4.63, categorized as excellent. The highest ratings were found in usability, followed by appearance and content, confirming the media’s clarity, accessibility, and engaging design. This study concludes that Rimba chatbot is an effective AI-based learning tool for ecosystem education in West Kalimantan elementary schools, receiving positive feedback from experts and students. SWOT analysis highlights its potential to enhance learning, foster local-culture-based character education, and support academic achievement, though further technical improvements are needed.
Science, Technology, Engineering, Mathematic-Based Pure Water Kit: Bibliometric Analysis on Critical Thinking and Environmental Awareness Dewi Firta Amalia Majid; Endang Susantini; Nafisah Maulidah Rahmah; Muhammad Zahrudin Afnan; Rinaldiyanti Rukmana; Muaz Mohd Zaini Makhtar
JIPI (Jurnal IPA & Pembelajaran IPA) Vol. 9 No. 4: DECEMBER 2025
Publisher : Universitas Syiah Kuala, in collaboration with the Perkumpulan Pendidik IPA Indonesia (PPII), (MoU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v9i4.105

Abstract

Critical thinking and environmental awareness are essential 21st-century competencies that need to be developed through integrated science learning approaches. However, studies connecting water purification learning media with educational perspectives remain limited. This study seeks to delineate publication trends, prevailing research themes, and prospective future trajectories concerning the utilization of water purification media in scientific education, specifically in promoting higher-order thinking skills and environmental stewardship within the framework of Sustainable Development Goal 6. This research utilized a bibliometric analysis in accordance with the PRISMA methodology. Data were collected from the Scopus database utilizing the keyword "water purifier" for publications spanning from 2005 to 2025. Out of the 1,103 documents that were found at first, 84 publications matched the requirements for inclusion, and 40 research that were very relevant were looked at in detail. The findings indicate that research on water purification mostly emphasizes technical dimensions, like filtration efficiency and material innovation, but its incorporation into educational settings is still insufficient. These results show that there is a lot of potential for making learning materials that use water purification as a way to improve critical thinking and environmental awareness through science education that is good for the environment.
Architectural Storytelling and Disaster Awareness: Interpreting the Narrative of the Aceh Tsunami Museum Disaster Mitigation Fitria Larasati; Cut Dewi; Elysa Wulandari; Mohd Sabrizaa Abd Rashid
JIPI (Jurnal IPA & Pembelajaran IPA) Vol. 9 No. 4: DECEMBER 2025
Publisher : Universitas Syiah Kuala, in collaboration with the Perkumpulan Pendidik IPA Indonesia (PPII), (MoU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v9i4.110

Abstract

This study explores how architectural narratives in the Aceh Tsunami Museum influence visitors’ understanding and awareness of disaster preparedness. Employing a descriptive qualitative method with museum narratology and Miles & Huberman’s interactive analysis, the research interprets how spatial design, symbolism, and sensory elements function as non-verbal educational media about the Tsunami disaster. Data were collected through participatory observation, in-depth interviews with curators, guides, and visitors, and analysis of curatorial documents. The findings reveal that the museum’s architecture constructs a sequential learning experience through three stages: affective (fear and empathy), reflective (prayer and contemplation), and cognitive (education and preparedness). Emotional engagement within dark and narrow spaces such as the tsunami corridor creates initial awareness of nature’s power, while reflective spaces like the Prayer Well foster empathy and moral reflection. Educational and simulation rooms integrate affective experiences with cognitive understanding, making disaster learning transformative rather than merely informative. The façade and Acehnese motifs further reinforce collective identity and cultural resilience, turning the museum into both a memorial and an educational laboratory. These results demonstrate that architectural narrative significantly enhances visitors’ comprehension and internalization of disaster awareness values. The study contributes to the development o architecture theory and disaster mitigation as wella s offers practical insights for designing museums and public spaces that integrate emotion, reflection, and cognition to strengthen disaster preparedness education.
Environmental Balance and its Impact on Sustainable Development Goals in Green Chemistry Education: A Quantitative Analysis Jusniar Jusniar; Vika Puji Cahyani; Zuhrah Adminira Ruslan; Hastuti Agussalim; Nurul Ilmi
JIPI (Jurnal IPA & Pembelajaran IPA) Vol. 9 No. 4: DECEMBER 2025
Publisher : Universitas Syiah Kuala, in collaboration with the Perkumpulan Pendidik IPA Indonesia (PPII), (MoU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v9i4.111

Abstract

This study explores the role of environmental balance in achieving the sustainable development goals (SDGs) in the context of advanced chemistry education. Despite the recognized importance of life harmony, diversity, and interdependence for sustainability, the specific impact of these factors in chemistry education has not been extensively studied. A quantitative pre-experimental design (one group pretest-posttest) was employed with 24 students enrolled in a sustainability-based green chemistry course. The research used a 1-5 Likert scale questionnaire to assess three variables: environmental balance (X2), harmony of life and diversity (X1), and interdependence (X3). Data were analyzed using SmartPLS 4 software. The results show that environmental balance (X2) has a positive effect on SDGs achievement (coefficient = 0.630, p = 0.053), indicating its importance in promoting sustainable behaviors. However, the variables of life harmony and diversity (X1) and interdependence (X3) did not show significant effects. These findings underscore the need to integrate environmental education into chemistry curricula, highlighting its potential to influence SDG-related outcomes. This research contributes to the understanding of how environmental awareness, especially within green chemistry education, can drive progress toward sustainability goals
The Impact of Augmented Reality Based on STEM Integrated Cognitive Conflict-Based Learning on Student Scientific Literacy, Motivation, and Retention Fatni Mufit; Melisa Putri; Hidayati Hidayati; Selma Riyasni; Zahra Fathanah
JIPI (Jurnal IPA & Pembelajaran IPA) Vol. 9 No. 4: DECEMBER 2025
Publisher : Universitas Syiah Kuala, in collaboration with the Perkumpulan Pendidik IPA Indonesia (PPII), (MoU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v9i4.116

Abstract

This research is motivated by the low science literacy, motivation and retention of students in learning physics, especially in Newton's law of gravity and Kepler's law. The use of teaching materials in schools has not been able to develop these three things optimally. This study aims to determine the effectiveness of the use of STEM-integrated cognitive conflict-based augmented reality on improving students' science literacy, motivation, and retention on Newton's law of gravity material. The method used is pre-experimental with a one-group pretest-posttest design, which involves one experimental class. The research sample consisted of 30 students in grade XI Phase F3 of SMAN. The instruments of this research are a critical thinking test and a motivation questionnaire. The results showed a significant improvement in students' science literacy skills, motivation, and retention after being given treatment, with the average science literacy score increasing from 48.00 to 75.33, and the motivation score from 2.51 to 3.83. The Wilcoxon test showed significant differences in the variables of science literacy and motivation. Student retention reached 81.95 percent, included in the very high category despite a decrease from posttest to retest. It can be concluded that the use of STEM-integrated cognitive conflict-based augmented reality is effective in improving students' science literacy, motivation, and retention
Utilization of Sikkam Bark Extract on Iron Corrosion Inhibition in H2SO4 Solution: A Study on the Effectiveness of Iron Material Protection Sri Adelila Sari; Zukyandus Rivaldi Situmorang; Ribka Angelia Sinaga; Uci Gresia Tarigan; Ho Soon Min
JIPI (Jurnal IPA & Pembelajaran IPA) Vol. 9 No. 4: DECEMBER 2025
Publisher : Universitas Syiah Kuala, in collaboration with the Perkumpulan Pendidik IPA Indonesia (PPII), (MoU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v9i4.118

Abstract

Corrosion represents a major challenge in industrial systems due to its detrimental impact on the performance, safety, and durability of metallic materials, particularly carbon steel in acidic environments. This study evaluated the effectiveness of sikkam bark extract (Bischofia javanica Blume) as an eco-friendly corrosion inhibitor for carbon steel in sulfuric acid (H2SO4) solution. The extract, obtained via maceration using 96% ethanol, was applied in various concentrations to 1–5% H₂SO₄ media, with specimens immersed for 24 hours at 30°C. The corrosion behavior was analyzed through gravimetric measurements, pH monitoring, and surface morphology characterization using scanning electron microscopy (SEM). The highest inhibition efficiency of 95.56% was achieved at 5% inhibitor concentration in 5% H2SO4, accompanied by a significant reduction in mass loss and corrosion rate. The increase in solution pH after immersion confirmed the neutralization of H⁺ ions and the formation of a stable passive film composed of tannin–Fe complexes on the steel surface. SEM analysis further revealed a compact and continuous organic layer responsible for suppressing ion diffusion and electron transfer. These results demonstrate that sikkam bark extract functions as a highly efficient and sustainable green inhibitor, offering strong potential for corrosion mitigation in acidic environments relevant to petrochemical and industrial applications.
Development of Articulate Storyline Interactive Media on Colloid Material to Improve Students’ Visual Abilities Putri Dwi Anugrahani; Kharisma Kholidah Destafia; Rizky Alicia Miranti; Fahma Sairil Ulumil Khoiriyah; Kusumawati Dwiningsih; Maharani Agustina Arivi
JIPI (Jurnal IPA & Pembelajaran IPA) Vol. 9 No. 4: DECEMBER 2025
Publisher : Universitas Syiah Kuala, in collaboration with the Perkumpulan Pendidik IPA Indonesia (PPII), (MoU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v9i4.119

Abstract

Learning chemistry on abstract colloid material often causes difficulties, so interactive media such as articulate storyline is needed to visualize concepts and improve student understanding. The purpose of this study is to ascertain whether articulate storyline interactive learning materials can enhance students' visual abilities of colloid content. Research and development (R&D) using the ADDIE model was the research methodology employed. The average construct validity and content validity of the developed media were 94.84 and 98.18 percent, respectively, indicating that the media were suitable for use as learning tools.  The practicality of the media received an average practicality percentage of 75, which was considered practical and classified as good.  Based on the Wilcoxon test results, the effectiveness of the media was 0.000 (sig < 0.05).  In addition, students' visual abilities increased by an average of 0.44, falling into the medium category, based on the N-gain test results. Therefore, the developed learning media proved to be valid, practical, and effective in supporting chemistry learning and improving students' visual abilities
Framework of Interactive E-Assessment with Cognitive Conflict Phenomena to Measure Critical Thinking Ability: Analysis of Teachers’ Perceptions and Students’ Perspectives Liza Okwan Admas; Fatni Mufit; Emiliannur; Fuja Novitra; Zahra Fathanah
JIPI (Jurnal IPA & Pembelajaran IPA) Vol. 9 No. 4: DECEMBER 2025
Publisher : Universitas Syiah Kuala, in collaboration with the Perkumpulan Pendidik IPA Indonesia (PPII), (MoU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v9i4.120

Abstract

The PISA 2022 results indicate that Indonesia ranked 69th out of 81 participating countries, reflecting students’ low critical thinking ability, particularly in understanding scientific concepts. This condition highlights the need for more effective and interactive learning and assessment practices. This study aims to describe a framework of an interactive electronic assessment (e-assessment) incorporating cognitive conflict phenomena based on teachers’ perceptions and students’ perspectives. The research employed a qualitative descriptive design involving 15 physics teachers and 254 senior high school students from public schools in Pesisir Selatan Regency. Data were collected using adapted questionnaires on teachers’ perceptions and students’ perspectives and analyzed using a Likert scale. The results showed that teachers’ perceptions of interactive e-assessment were categorized as very good across pedagogical aspects, facility conditions, performance expectations, behavioral intention, and social influence. Meanwhile, students’ perspectives were categorized as good, covering socio-emotional, efficiency, actual behavior, and preference aspects. Based on these findings, a framework of interactive electronic assessment based on cognitive conflict was developed and subsequently validated by four experts, with results indicating that the framework was valid. Overall, both teachers and students responded positively to the implementation of interactive e-assessment. These findings suggest that the development of cognitive conflict–based electronic assessment is essential, as it has the potential to enhance students’ critical thinking skills, learning motivation, and the overall quality of physics learning in the digital era
Potential Use of Education for Sustainable Development Oriented Interactive Learning Media in Biotechnology Learning: Retno Gianti; Fenny Roshayanti; Nizaruddin; M. Syaipul Hayat; Mabrouka Younis Al-Ashlam
JIPI (Jurnal IPA & Pembelajaran IPA) Vol. 10 No. 1: MARCH 2026
Publisher : Universitas Syiah Kuala, in collaboration with the Perkumpulan Pendidik IPA Indonesia (PPII), (MoU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v10i1.122

Abstract

This qualitative descriptive study aims to analyse the potential use of interactive learning media (ILM) oriented towards education for sustainable development (ESD) in biotechnology subjects at Salatiga State Senior High School 2. The research subjects consisted of Year 10 students and six science teachers, with a sample size of 30 students. Data were collected through questionnaires, observations, and documentation, then analysed using the Miles and Huberman model. The results of the study confirmed the great potential for the application of this media based on four main aspects: 1. structural suitability: There is no strong connection between the teaching modules and ILM, 2. integration value: ESD values (social, economic, and environmental perspectives) were not yet integrated into the Biotechnology teaching module, 3. student response: There was high potential for media use in terms of the needs of Year 10 students, and 4. technical preparation: students demonstrated mature readiness in operating MPI devices during learning. In conclusion, ESD - oriented MPI is highly feasible and has the potential to be implemented to support more comprehensive and sustainable biotechnology learning in the school.
Development of Discovery Learning and Ethnoscience-Based Learning Tools Integrated With Digital Media to Improve the Science Literacy of Elementary School Students Fita Nelyza; Cut Maulina; Khairus Subula; Melly Fira Yani; Agus Kistian; Putri Nabilah
JIPI (Jurnal IPA & Pembelajaran IPA) Vol. 9 No. 4: DECEMBER 2025
Publisher : Universitas Syiah Kuala, in collaboration with the Perkumpulan Pendidik IPA Indonesia (PPII), (MoU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v9i4.125

Abstract

The scientific literacy skills of elementary school students are still low due to less innovative learning and a lack of integration between scientific concepts, local culture, and digital technology. The study aims to develop a learning device based on discovery learning and ethnoscience integrated with digital media to improve elementary school students’ scientific literacy skills. The research employed a research and development method using the ADDIE model (analysis, design, development, implementation, and evaluation). The participants were fifth-grade elementary school students selected based on the characteristics of science learning. Data were collected through expert validation, teacher and student response questionnaires, scientific literacy tests (pretest and posttest), and classroom observations. The validation results showed that the learning device was categorized as “highly feasible” with an average score above 83%. The small group trial indicated that the device was practical and attractive, with a student engagement score of 90% and a digital media attractiveness score of 92%. The field trial revealed a significant improvement in students’ scientific literacy skills, with the average score increasing from 56.6 (pretest) to 81.2 (posttest), resulting in a gain score of 24.6 points. These findings demonstrate that the discovery learning-based and ethnoscience-integrated digital learning device is effective in enhancing students’ scientific literacy. This research supports the implementation of the kurikulum merdeka and contributes to the development of contextual, innovative, and 21st-century-oriented science learning

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