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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.
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Articles 82 Documents
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Enhancing Students’ Conceptual Reasoning on Pressure in Solids and Liquids through Team Games Tournament Cooperative Learning Aulia Hana Faradiba; Ulinnuha Nur Faizah; Marzni Mohamed Mokhtar
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.v10i1.454

Abstract

Persistent challenges in science education lie in transforming students from formula driven problem solvers into conceptually grounded scientific reasoners, particularly in abstract topics such as solid and liquid pressure. This study examined the effectiveness of the team games tournament (TGT) learning model in improving students’ conceptual reasoning on solid and liquid pressure topics. A quasi-experimental pre-test post-test control group design was employed, involving an experimental group taught using TGT and a control group receiving teacher centered instruction. Conceptual reasoning was assessed using a validated test addressing the relationship between force, surface area, and pressure, as well as fluid pressure concepts related to depth and container shape. The results showed a statistically significant difference in post-test conceptual reasoning scores between the experimental group (M = 74.72) and the control group (M = 59.12), with a mean difference of 17.66 points (p = 0.000 < 0.05). In addition, the experimental group demonstrated a significant pre-test to post-test improvement, as indicated by a moderate N-Gain score of 0.48 (47.78%), reflecting meaningful conceptual development. Further analysis revealed a very large instructional effect of the TGT model (Cohen’s d = 1.597), indicating strong practical effectiveness beyond statistical significance. These findings indicate that the TGT model effectively enhances students’ conceptual reasoning and reduces misconceptions in solid and liquid pressure learning, highlighting its potential as a powerful instructional approach in science education
Training Epistemic Skepticism: The Effectiveness of AI Output Validation Exercises in Enhancing Students' Critical Thinking Skills in Pet Morphology Analysis Risya Pramana Situmorang; Gamaliel Septian Airlanda; Sefni Oemolos
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.v10i1.565

Abstract

 In a context of widespread use of artificial intelligence (AI) for visual analysis, an important pedagogical challenge is to encourage the development of a critical approach that goes beyond simply using tools to analyze in depth the results produced by AI. The purpose of this study is to develop pre-service teachers’ critical thinking about information produced by AI by using a case study on the morphology of cat whiskers and evidence from GPT-4.0. Using mixed-methods, the study examined narrative project reports in which students captured whisker images and requested AI analysis, while independently cross-checking results with veterinary literature. Qualitative analysis found improved critical thinking, concluding that validating AI accuracy promotes crucial scientific skepticism and empowers students to be informed consumers of technology. While the findings validate the usefulness of these types of verification activities, the study indicates that higher-level skills (e.g., forming competing hypotheses) need to be developed in instruction. In the end, this approach will help students analyze critically claims about AI and ways to trust and suspect AI that are appropriate for an AI-laden knowledge environment. The findings also emphasise the need to intentionally incorporate verification tasks into prospective teachers' programmes so they are prepared to facilitate digital literacy in the classrooms of tomorrow. In this study, a qualitative content analysis method, transcribing and coding of action research project reports, was employed as a means to identify key critical thinking constructs. Results were further grouped according to our research questions, and rigor was achieved through triangulation, peer debriefing, and member checks
The Effectiveness of Student Activitysheets with Assessment for Learning Approach in Improving Students’ Problem Solving Skills on Reaction Rate Materials Eka Saskia Pradita; Muchlis Muchlis; Khoirun Nisa’
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.v10i1.622

Abstract

One of the key competences in learning chemistry is the capacity to solve problems, although this skill is yet not fully developed in the raction rate content. This study uses student activity sheets (SAS) with an assessment for learning technique on reaction rate material to examine how students' problem-solving skills (PSS) develop after learning. This study used a one-group pretest–posttest design and a pre-experimental methodology. Students in grade XI of high school who used SAS in conjunction with an assessment for learning methodology served as the research subjects. Tests of problem-solving skills administered both before and after therapy served as the data collecting tool. Student answers and the execution of learning activities served as supporting data. A descriptive and quantitative analysis of the data was conducted. With an N-gain value of 0.756 in the high category, the average score increased from 55.3 on the pretest to 88.9 on the posttest, indicating that students' PSS had improved following therapy. Furthermore, the students' active participation in the learning process is demonstrated by the 84.1% response rate to learning and the 92.3% execution of learning activities. These results demonstrate that using SAS for assessment for learning can enhance chemistry instruction focused on enhancing students' PSS with reaction rate materials
Integrating Education for Sustainable Development-Oriented Projects: Challenges and Opportunities from Geography Teachers' Perspectives Muhammad Arif; Enok Maryani; Mamat Ruhimat; Dede Sugandi; Dina Syaflita; Mona Adria Wirda
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.v10i1.623

Abstract

Education for sustainable development (ESD) is appropriately applied in geography education to support learner-centered instruction that is responsive to local changes and challenges. Mapping the implementation of ESD in geography learning is essential, particularly in areas with complex and vulnerable natural and social characteristics—such as coastal regions—in order to foster learning that prepares future generations to address local issues effectively. The aim of this research is to identify the challenges and opportunities in integrating ESD into teaching practices by analyzing its implementation in geography instruction. This research is a case study involving 18 geography teachers from 10 public high schools in Pesisir Selatan Regency, Indonesia. Data collection methods included surveys with both open- and closed-ended questions. The data were analyzed using descriptive analysis and Miles & Huberman’s qualitative data analysis technique. The categorization applied in this study used an adapted version of the Dreyfus and Dreyfus competency model. The results of the study indicate that teachers have limited understanding of ESD and how to implement it effectively. Consequently, teachers’ ability to apply ESD-oriented learning falls into the advanced beginner category. Many teachers still struggle to distinguish between projects that align with ESD principles and those that do not. Therefore, the development of clear and practical guidelines that assist teachers in easily identifying ESD-oriented projects within project-based learning is necessary to optimize the implementation of ESD in geography education
Trend and Mapping of Digital Interactive Media Based Differentiated Instruction: A Systematic Literature Review: English Nurul Fatima; Novi Ratna Dewi; Dadi Rosadi
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.v10i1.690

Abstract

The development of digital technology has encouraged the use of interactive media in learning to accommodate the diversity of student characteristics. Differentiated learning has become a relevant approach because it emphasizes the adaptation of learning content, processes, and products according to student needs. The purpose of this study is to examine the trends in research publications on interactive digital media for differentiated learning in the period 2016-2026. The article search method used a systematic literature review with PRISMA standards through a search of scopus data. A total of 383 articles were analyzed using vos viewers and the analytical database on scopus. The results showed that the trend of differentiation topics has increased, especially in the context of digital technology utilization. Countries such as the United States, Indonesia, and China are the main contributors to publications on this topic. The dominant keywords that frequently appear reflect a focus on digital technology, games, virtual reality, e-learning, and artificial intelligence. In addition, journals with the highest citations show the importance of student engagement, the use of web-based learning, learning management systems (LMS), mobile applications, gamification, and virtual reality in differentiated learning. The findings of this study are interactive digital media for differentiated learning integrated with digital technology in the form virtual reality, LMS, websites, AI, E-learning, and mobile applications
Creating an Enjoyable Learning Experience in Problem-Based Learning to Enhance Creative Thinking of Junior High School Students Diva Larasati; Yayuk Mulyati; Erti Hamimi
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.v10i1.697

Abstract

Creative thinking skills (CTS) of students in Indonesia are still low, as shown by various international assessments. Although the problem based learning (PBL) learning model has been proven effective in improving students' creativity, there are still limitations in its application, especially when students lack confidence or interest in solving problems. Therefore, this study aims to compare the effectiveness of the enjoyable learning in problem based learning (EL-PBL) learning model with PBL learning in improving students' CTS on excretory system material. The research method used was quantitative method with quasi-experiment design, namely non-equivalent control group design. The experimental class applied EL-PBL, while the control class used PBL. The pretest-posttest questions were valid (r> 0.361) and reliable (pretest 0.765; posttest 0.801). The t-test results showed that there was a significant difference from learning in the experimental and control classes as shown in the results of sig. 0.009 (p < 0.05), with N-Gain results of 0.50 (medium category) in EL-PBL class and 0.35 (medium category) in PBL class. The four CTS indicators show more trained in EL-PBL classes than PBL classes. Thus, EL-PBL can be an alternative in junior high school students' CTS efforts through a more interactive and fun learning experience
Game-Based Sharing in Problem-Based Learning: Enjoyable Learning Strategies to Improve Student Collaboration Yonna Divanka Yuanvanelli; Yayuk Mulyati; Erti Hamimi
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.v10i1.698

Abstract

Problem-based learning (PBL) is widely applied to improve 21st-century skills, including collaboration. However, few studies integrate enjoyable learning to encourage students' active interaction in collaboration. The purpose of this study is to analyze the effectiveness of game-based sharing integration in PBL as an enjoyable learning strategy to improve students' collaboration skills. A quasi-experimental approach with a posttest-only non-equivalent control group design was used. The sample consisted of grade VIII students in a Malang City junior high school selected through purposive sampling. The experimental class applied game-based sharing-based PBL (GS-PBL), while the control class used PBL without game-based sharing. Results showed that integrating game-based sharing in PBL significantly improved students' collaboration skills. T-test analysis indicated significant differences between the experimental and control classes, with p-values of 0.000 (observers) and 0.001 (peers) (p < 0.05). Cohen's effect size analysis showed a large effect on collaboration skills (1.156 by observers and 0.92 by peers). Based on five indicators of collaboration, the experimental class scored higher than the control class. Indicators needing improvement in the control class include active participation, productive work, and flexibility and compromise. Thus, GS-PBL is more recommended for creating interactive, enjoyable learning experiences
Contribution of Communicative Stages in the Argument-Driven Inquiry Model to Enhance Students' Scientific Argumentation Skills Dewannia Fariska Herman; Endang Susantini; Tarzan Purnomo; Anas Wasa
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.v10i1.737

Abstract

This study investigates the effectiveness of the Argument-Driven Inquiry model assisted by worksheets in improving students' scientific argumentation skills in physics learning. Using an explanatory sequential mixed-methods design, this study involved 31 eighth-grade students at MTs Negeri 1 Jember who studied the topics of vibrations, waves, and light. Quantitative data were collected through pretest and posttest assessments, with argument quality measured using the Toulmin Argumentation Pattern (TAP) framework. The results showed a statistically significant improvement in students' scientific argumentation skills (t = -26.1, p <0.001, Cohen's d = 4.69), indicating a very large effect size. Qualitative findings indicate that the six stages of ADI cumulatively contribute to the development of the five components of argumentation (claim, evidence, warrant, support, and counterargument). The argumentation sessions and peer review stage are particularly important in enabling students to develop support and counterarguments through dialogic interaction and critical evaluation. This study confirms that the ADI model, supported by structured worksheets, can create a repetitive learning environment where arguments are continuously constructed, tested, critiqued, and refined, thereby facilitating students' progress toward higher levels of scientific argumentation.
Development of a Chemistry Enrichment Book Based on STEAM-Integrated Project based learning for Grade XII Students: Development of a Chemistry Enrichment Book Based on STEAM-Integrated Project based learning for Grade XII Students Meli Sartika Silaban; Nurfajriani Nurfajriani; Jamalum Purba; Saema Saema
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.v10i1.794

Abstract

The development of governance and learning tools from 2022 to 2025 has shown significant improvement, as evidenced by the ministry of education, culture, research, and technology's programs, such as the national book writing school movement and "literacy for the golden generation". This study aims to develop a chemistry learning book that is appropriate and effective, and can support the implementation of chemistry learning. The type of research used is development and research, with the ADDIE model, but due to time constraints, this study only reached the development stage. Validation of the developed enrichment book was carried out by three chemistry lecturers and three teachers using instruments that comply with the national education standards agency standards. Based on the validation results, the average value of the content feasibility test was 3.70 (92.5%), the average language feasibility test was 3.81 (95.25%), the average presentation feasibility test was 3.64 (91%), the average presentation graphic feasibility test was 3.78 (94.5%), the average STEAM implementation feasibility test was 3.81 (95.25%). The STEAM-integrated PjBL-based enrichment book has met the modified national education standards agency standards and the feasibility criteria, with validation results averaging 3.74 (93.5%) in the very suitable category as a learning support book. In the book, there are enrichment questions that have been validated by material experts and through field trials, the calculated t data> t table with a t table of 2.06, so the questions are included in the valid category
Implementation of a Structured Inquiry Learning Model Based on Local Wisdom to Improve Junior High School Students' Science Process Skills Nurisma Noviana; Beni Setiawan; Mohammad Romadhoni
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.v10i1.819

Abstract

Science process skills (SPS) are an important aspect in science learning that allows students to master basic science skills through direct experience. Low students' science process skills are often caused by theoretical learning and less relevant to the context of everyday life. This study aims to determine the effectiveness of the structured inquiry learning model based on local wisdom in improving students' SPS on food nutrition material. This study is a pre-experimental study with a one-group pretest-posttest design. The research subjects consisted of 36 students of class VIII-C of SMP Negeri 1 Jetis Ponorogo who were selected by purposive sampling. Data collection procedures were carried out through observation of learning implementation, SPS tests (pretest and posttest), and student response questionnaires. Data analysis techniques used descriptive analysis for model implementation and student responses, while the improvement of SPS was analyzed using another non-parametric Wilcoxon test and N-gain score calculation. The results showed that the implementation of the structured inquiry model based on local wisdom was categorized as very high. Statistical analysis showed a significant difference between the pretest and posttest results, with an N-gain score of 0.84 in the high category. Furthermore, students responded very positively to the integration of local wisdom into learning. In conclusion, the structured inquiry model based on local wisdom is effective in significantly improving students' science process skills. These findings recommend the use of local cultural contexts as a means to facilitate more contextual and meaningful science learning at the secondary school level

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