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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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The Development Technological Pedagogical and Content Knowledge Substitution, Augmentation, Modification, Redefinition Textbooks to Improve Digital Skills Maisarah Maisarah; Cut Kumala Sari; Mahlianurrahman Mahlianurrahman; Cyndi Prasetya; Febrina Putri; Intan Nazira Br Sembiring; Nova Yurika
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.v10i1.235

Abstract

This research is motivated by the need for textbooks. Basic concepts of biology sciencewhich is able to integrate the TPACK approach and the SAMR framework to support 21st-century learning. Problems in the field indicate low digital skills and the teaching materials used do not fully utilize technology optimally. This study aims to develop a textbook, testing its validity, practicality, and effectiveness in improving the digital skills of prospective elementary school teachers. The study uses a development approach with the addie model (analysis, design, development, implementation, evaluation). The research subjects involved 150 PGSD students from the class of 2024. The research instruments were expert validation questionnaires, practicality questionnaires, and digital skill tests. The results of the study showed that the TPACK SAMR-based textbook proved to be very valid and very practical for use for basic concepts of biology in elementary school, even the use of textbooks was very effective in improving the digital skills of prospective elementary school teachers. The novelty of the research lies in the integration of the TPACK approach and the SAMR framework in one applicable textbook for the basic concepts of biology in elementary school. The implications of the research confirm that TPACK-SAMR textbooks can be a model for developing innovative learning media, relevant to the demands of 21st-century education, and contributing to improving the competence of prospective elementary school teachers
Preparation and Performance of Seaweed-Based Polyurethane Membranes Modified with Palm Kernel Shell Activated Carbon for Ammonia Adsorption Masthura Masthura; Saiful Saiful; Mutia Farida; Salfauqi Nurman; Rofiqul Umam
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.v10i1.252

Abstract

Polyurethane membranes derived from renewable resources are increasingly being explored for applications in water treatment, particularly for ammonia adsorption. This study focuses on the development of a seaweed-based polyurethane membrane, synthesized from Gracilaria verrucosa biomass, and modified with palm kernel shell-derived activated carbon (RlgPU5/AC). The membranes were characterized for their mechanical, structural, and thermal properties using techniques such as FTIR, SEM, TGA, and tensile testing. Results showed that the incorporation of activated carbon significantly improved the tensile strength (from 17.65 MPa to 19.94 MPa) and elongation (from 34.9% to 74.2%), while also enhancing the swelling degree and porosity of the membrane. Adsorption experiments revealed that the RlgPU5/AC membrane demonstrated optimal ammonia removal at pH 8, achieving a maximum adsorption capacity of 0.409 mg/g. The adsorption process was governed by the Langmuir isotherm and pseudo-first-order kinetics. Regeneration experiments confirmed that the membrane could be reused with a 69.6% regeneration efficiency using 3 N HCl solution, demonstrating its potential as an effective and sustainable material for ammonia removal in wastewater treatment
Identifying Student Misconceptions in Buffer Solution Concepts Using Mental Model-Based Diagnostic Test Ramlawati Ramlawati; Husna Husna; Halimah Hussain; Nur Indah Sari; 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.v9i4.288

Abstract

Chemistry learning often presents challenges in the form of misconceptions, particularly concerning buffer solutions. This material is abstract as it involves the concepts of chemical equilibrium and acid-base properties. This study aims to provide information on using diagnostic tests with the interview-about-event method to explore students' mental models. The research employed a descriptive qualitative method with nine 12th-grade students from a high school in Makassar City. Data was collected through in-depth interviews that asked students to explain given phenomena, utilizing research instruments in the form of a four-tier diagnostic test and semi-structured interviews. The answers of each student were mapped to obtain a profile of their mental models. The results indicated that students' mental models revealed diversity in their responses, especially at the submicroscopic level. Their mental models tended to be simple, incomplete, and macroscopic, characterized by misconceptions such as considering equilibrium shifts to be separate from the direct reactions of buffer components, misunderstandings in using arrows for partial and complete ionization, incorrect definitions of acids, and misconceptions about buffer solutions neutralizing pH or causing pH changes. The diversity and consistency of these misconceptions underscore the importance of a pedagogical approach focused on deep conceptual understanding and the integration of multiple levels of chemical representation.
Developing of STEM Integrated Web-Students’ Worksheet with Scaffolding to Improve Conceptual Understanding for Physics Education Students Menza Hendri; Dian Pertiwi Rasmi; Jeliana Veronika Sirait; Asnidar Siahaan; Lastama Sinaga
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.v9i4.289

Abstract

The low conceptual understanding of physics education students, often caused by conventional teaching materials and a lack of self-study guidance, indicates the need for innovation. This research aims to develop a web-based student worksheet (web-LKPD) integrated with the STEM approach and supplemented with scaffolding. The developed web-LKPD is designed to improve the conceptual understanding of physics education students. The method used is research & development with the ADDIE development model (analysis, design, development, implementation, and evaluation). The subjects of this study were physics education students at the Faculty of Teacher Training and Education, Jambi University. The instruments included questionnaires, interviews, conceptual understanding tests (pretest and posttest), and student response questionnaires. The data were analyzed using quantitative and qualitative descriptive techniques. The results showed that the developed web-LKPD was highly suitable for use, evidenced by the average feasibility percentage from media experts of 93% and material experts of 83.2% (very good). The product also received a positive response from students (89.7%, very good). Paired t-test analysis concluded that there was a significant difference between the pretest and posttest results, indicating that the web-LKPD has a significant impact on improving students' conceptual understanding.
The Effect of Problem Based Learning Model on Students’ Learning Outcomes and Social Emotional Skills in the Topic of Virus Natasya Ulfa; Hafnati Rahmatan; Safrida Safrida; Andi Ulfa Tenri Pada; Muhibbuddin Muhibbuddin; Nor Asniza Ishak
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.v9i4.291

Abstract

The demands of 21st-century education emphasize the importance of social emotional skills (SES) and learning outcomes as essential provisions for students to face global challenges. This study aims to analyze the effect of implementing the problem-based learning (PBL) model on students’ social-emotional skills and learning outcomes in the topic of viruses, as well as to examine the relationship between these two variables. The research employed a quasi-experimental approach with a pre-test–post-test non-equivalent control group design. SES data were collected using a questionnaire developed based on the collaborative for academic, social, and emotional learning (CASEL) competencies, while learning outcomes were obtained through pre-test and post-test assessments. Data analysis was carried out using an independent sample t-test and Pearson correlation at a 0.05 significance level. The findings reveal that the SES of students in the experimental class were higher than those in the control class after the implementation of PBL. Students’ learning outcomes also improved significantly, as indicated by higher post-test scores and N-gain in the experimental class compared to the control class. Furthermore, although the correlation between SES and learning outcomes was weak, the results still indicate a positive relationship, suggesting that improvements in students’ SES are accompanied by increases in their academic performance. These findings conclude that the implementation of the PBL model remains effective in enhancing both SES and learning outcomes, and is highly relevant to the demands of 21st-century learning.  
Science, Technology, Engineering, and Mathematics Literacy Analysis of Pre-service Biology Teachers in Indonesia R. Ahmad Zaky El Islami; Indah Juwita Sari; Jun. S Camara; Prasart Nuangchalerm
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.v9i4.292

Abstract

STEM (science, technology, engineering, and mathematics) education has had a significant positive impact on students in recent years. The urgency of this research is to identify knowledge and skills gaps so that we can formulate more relevant educational strategies to face the challenges of the technology and innovation era. This study aims to analyze the STEM literacy of pre-service biology teachers in Indonesia. The case study used in this study with the sample used were 45 volunteer pre-service biology teachers at a public university in Serang, Indonesia by the purposive sampling technique who enrolled in the department of biology education. The results obtained show that most of the pre-service biology teachers have good STEM literacy. It can be concluded that pre-service biology teachers in Indonesia demonstrate a fairly good level of STEM literacy.
Culturally Responsive Digital Pedagogy: Integrating Ethnomycology to Foster Scientific Literacy and Conservation Awareness in High School Students Fira Wibawanti; Iip Saripah; Asep Kurniawan; Cucu Atikah; Joelash Honra; Rida Oktorida Khastini
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.v9i4.338

Abstract

The post-pandemic transition to contextual and digital learning that is underway as part of the Indonesian merdeka  curriculum has created an urgent demand for culturally situated, technology-infused science education. The present study presents a culturally responsive digital pedagogy (CRDP) model, where ethnomycology was incorporated into senior-high-school biology instruction as an approach to enhance scientific literacy and support conservation consciousness. An exploratory sequential mixed-methods design was employed, through in-depth qualitative interviews together with survey-based quantitative data collection with fifteen biology teachers at urban and rural schools across Banten Province. Six types of pedagogical and technological readiness were considered: curriculum fit, instruction strategies, learning medium, instructional materials, ecology fit, and digital assessment tools. Findings showed that teachers had high intentions to integrate ethnomycology into the merdeka curriculum (M = 4.9) and considered digital resources relevant, although availability of contextualized materials and community engagement was limited (M = 4.7). Rural schools indicated greater exposure to local biodiversity, and urban schools were more digitally prepared. The results highlight the importance of providing culturally situated digital modules and instruction to teachers that is tied to biological concepts and local ecological knowledge
Mapping the Digital Literacy of Pre-Service Biology Teachers as a Needs Analysis in Developing of STEM-Based Liveworksheets Ika Rifqiawati; Desi Eka Nur Fitriana; Indah Juwita Sari; Yarfa Fadilah; Chanat Intakanok
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.v9i4.340

Abstract

Digital literacy is an essential competency for pre-service teachers in addressing the challenges of 21st-century learning, particularly in integrating technology with the science, technology, engineering, and mathematics (STEM) combined with problem based learning (STEM-PBL) approach. This study aims to map the digital literacy skills of pre-service biology teachers as a foundation for designing interactive learning media in the form of STEM-PBL-based liveworksheets. The research employed a descriptive quantitative approach involving students from a biology education program at an Indonesian university. The instrument used was a digital literacy questionnaire consisting of four main indicators: internet searching, hypertextual navigation, content evaluation, and knowledge assembly. The findings indicate that the participants’ digital literacy skills fall within the moderate to high categories, with varying results across indicators. The highest score was obtained in internet searching at 77% (high), followed by content evaluation at 71% (high). Meanwhile, hypertextual navigation reached only 56% (moderate), and knowledge assembly recorded the lowest score at 51% (moderate). These results suggest that while students are relatively proficient in accessing digital information, they still face challenges in navigating hypertext links and synthesizing diverse sources into new knowledge products. This mapping provides an empirical foundation for designing STEM-PBL-integrated liveworksheets that are adaptive to students’ needs. The implications highlight the necessity of strengthening hypertext navigation and knowledge assembly skills to enable pre-service biology teachers to fully leverage digital technologies in science education
Development of an Interactive STEM-SSI Website on Organic Chemistry to Enhance Critical Thinking Skills and Scientific Literacy Ayu Tri Khodizah; Yogo Dwi Prasetyo; Arif Sholahuddin; Rilia Iriani; Lik Tong Tan
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.v9i4.391

Abstract

The need for learning media is contextual, innovative, and relevant to environmental issues, as well as developments in educational technology, are essential in organic chemistry education. Organic chemistry material, which is often considered abstract, needs to be presented in an engaging manner through the integration of STEM-based content, enriched with discussions on current socio-scientific issues (SSI) in the form of an interactive website. This study aimed to develop an interactive website based on the STEM-SSI approach for organic chemistry materials to enhance students' critical thinking skills and scientific literacy. The research method employs the ADDIE model (analysis, design, development, implementation, and evaluation). The research subjects were 35 students divided into experimental (n =18) and control (n = 17) groups. Data were collected using feasibility and practicality questionnaires, and critical thinking and scientific literacy tests. The results show that the developed STEM-SSI website is valid and practical to use, with validity and practicality scores greater than 4.25 (4.67 and 4.78). This study also demonstrates that websites are effective in improving students' critical thinking skills and scientific literacy, with n-gain scores categorized as high (N-gain = 0.73 and 0.77).
Exploring Factors Influencing Learning Stress in Basic Biology Courses: Insight From Undergraduate Students in Papua Arini Rahmadana; Adi Rahmat; Lilit Rusyati; Kusnadi Kusnadi; Mustafa Cakir
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.v10i1.427

Abstract

Stress in studying is a common experience among undergraduate students, especially in courses that require intensive understanding such as basic biology. This study aims to identify factors that influence students' perceptions of stress. This study used a modified version of the academic stress scale developed by Bedewey and Gabriel (2015) with an internal consistency reliability of 0.7 (Cronbach's alpha). We added several statements to make them relevant to students' conditions and several open-ended questions to strengthen the data. The survey was distributed to three universities in the Papuan region with a total of 60 respondents. Participants were second- and fourth-semester students enrolled in basic biology courses. Descriptive statistics were used to analyze the students' experiences. The results showed that half of the students experienced academic stress primarily due to anxiety about course grades. Other major stress factors include feeling overwhelmed by the workload, difficulties with self-management, and limited knowledge about the learning strategies they should use. Non-academic stressors included personal and economic problems, as well as issues related to the personality of their lecturers. Students' perceptions of learning stress were in the moderate category. These findings suggest that excessive workload and poor self-management increase academic stress and may contribute to cognitive overload. Therefore, teaching strategies that consider student workload and develop self-regulation in students have the potential to reduce learning stress and improve academic well-being in biology courses

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