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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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From Culture to Science: An Analysis of Ethnoscience Integration in Pre-Service Physics Teachers’ Lesson Plans Linda Dwi Astuti; Aulia Silvina Anandita; Fairusy Fitria Haryani
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.v10i1.829

Abstract

The integration of local wisdom in science learning is important to create contextual and meaningful learning experiences. However, prospective teachers often experience difficulties in systematically integrating ethnoscience elements into learning design. This study aims to examine the integration of local wisdom in ethnoscience-based learning designs developed by physics education students. This study employed a qualitative descriptive approach through document analysis of eight lesson plans. Data were analyzed using content analysis using an assessment rubric covering five aspects: (1) learning objectives, (2) learning activities, (3) ethnoscience context integration, (4) learning strategies, and (5) learning assessment planning. The results showed that the quality of the lesson plans ranged from fair to very good. The highest scores were found in ethnoscience integration, while the lowest were in learning assessment planning. Students were generally able to relate cultural practices to scientific concepts contextually, although the depth of integration and consistency in learning strategies varied. Some lesson plans developed experience-based learning activities, while others only used cultural contexts as illustrations. These findings indicate the need to strengthen conceptual elaboration, exploratory learning strategies, and assessment design to support effective ethnoscience integration in learning design
Ecological Impacts and Management of Nasutitermes matangensis Infestation on Jabon (Anthocephalus cadamba) in a Grand Forest Park Landscape (Aceh Besar, Sumatra): Nasutitermes matangensis Infestation on Jabon in Aceh Besar Grand Forest Park Nirma Febrika; Essy Harnelly; Samingan Samingan; Novita Novita; Mohammad Adzannie Bessania; Syaukani Syaukani
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.v10i1.838

Abstract

The rising demand for fast-growing timber species such as Anthocephalus cadamba has driven the expansion of monoculture plantations across Southeast Asia. While these systems support rapid biomass production and reforestation, their simplified structure can reduce ecological resistance and increase susceptibility to insect pests. Among these, arboreal termites of the genus Nasutitermes, particularly N. matangensis, have recently been reported attacking young A. cadamba plantations in Indonesia. This study examined infestation patterns, damage intensity, and ecological drivers of N. matangensis in A. cadamba stands at Pocut Meurah Intan Grand Forest Park, Aceh Besar, Sumatra. Field surveys of 150 trees across 10 plots revealed that 42% were infested by termites, with 26% suffering moderate-to-severe damage, including bark degradation, stem girdling, and canopy dieback. Infestation was significantly higher in shaded, poorly managed plots characterised by dense understory vegetation, high humidity, and woody debris accumulation. Trees with mechanical injuries or fungal infections were more prone to colonisation. These findings highlight that termite infestation is strongly influenced by plantation structure, host condition, and microclimatic factors. Although N. matangensis plays an important ecological role as a decomposer, its opportunistic behaviour in stressed plantation systems can lead to substantial productivity losses. An integrated pest management (IPM) approach—combining improved silvicultural practices, habitat sanitation, early detection, and biological control—is recommended to mitigate termite impacts and support sustainable plantation management
Development of Interactive Video Media for Subtopic on Diseases or Disorders of the Bioprocess of the Digestive System in Grade XI High School Kurnia Lisa; Ruqiah Ganda Putri Panjaitan; Titin Titin; Suprianto Salam
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.v10i1.877

Abstract

The topic of diseases or disorders in the bioprocess of the digestive system is inherently abstract because the events cannot be directly observed, such as disruptions in the digestive tract within the abdominal cavity, making them difficult to understand. Interactive video serves as an audio-visual learning medium that is both engaging and interactive, thereby motivating learners to actively participate in the learning process. This study aims to develop an interactive biology video for the subtopic of diseases or disorders in the bioprocess of the digestive system for Grade XI high school students and to determine its suitability as a learning medium. The research and development stages follow Sugiono's (2021) framework, consisting of ten stages. However, this study focuses on the first five stages, which include identifying potential and problems, data collection, product design, design validation, and design revision. Data collection employed validation sheets as instruments, and data analysis techniques involved qualitative and quantitative data analysis. The validation results indicated an average CVR and CVI score of 1.00 for format, content, and language aspects, which falls into the valid category. In conclusion, the interactive video media developed in this study is deemed suitable for use as a learning medium in Grade XI high school classrooms, specifically for the subtopic of diseases or disorders in the bioprocess of the digestive system.
Exploring Corrosion Laboratory Activities in Supporting Electrochemistry Analytical Competence among Pre-service Science Teachers Soraya Firdausi; Sri Rejeki Dwi Astuti; Ferry Budi Prasetya; Eka Puspita Kartika Sari; Jadnika Dwi Rahmawan Amrullah; Rhischa Assabet Shilla
JIPI (Jurnal IPA & Pembelajaran IPA) Vol. 10 No. 2: JUNE 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.v10i2.956

Abstract

Difficulties in understanding electrochemistry concepts remain a persistent challenge among pre-service science teachers. Laboratory activities are often used to help students connect theoretical knowledge with observable phenomena. This study aimed to examine the relationship between performance assessment in corrosion laboratory activities and analytical competence in understanding electrochemistry theory among pre-service science teachers. The research involved 121 pre-service science teachers enrolled in a second-year general chemistry course. Data were collected through performance assessment during corrosion laboratory activities and analytical competence tests related to electrochemical concepts. Descriptive statistics and normality tests were conducted prior to the correlation analysis. Since the data were not normally distributed, the relationship between the variables was analyzed using Spearman’s rho correlation. The results revealed a positive and statistically significant relationship between performance assessment and analytical competence (ρ = 0.254, p < 0.05). However, the strength of the relationship was weak. Regression analysis further showed that performance assessment accounted for 3.9% of the variance in analytical competence (R² = 0.039). These findings indicate that while laboratory performance is associated with students’ analytical competence in understanding electrochemistry theory, its contribution remains limited
Online Learning Based on the 5E Learning Cycle: Effects on Conceptual Understanding and Science Process Skills in Colligative Properties of Solutions: Rody Putra Sartika; Masriani Masriani; Hairida Hairida; Lukman Hadi; Vidya Setyaningrum; Natalino Pereira Parada
JIPI (Jurnal IPA & Pembelajaran IPA) Vol. 10 No. 2: JUNE 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.v10i2.981

Abstract

Difficulties in understanding abstract chemistry concepts, particularly colligative properties of solutions, remain a major problem in online learning environments, where students often demonstrate limited conceptual understanding and underdeveloped science process skills (SPS). This study aims to examine the effectiveness of online learning based on the 5E learning cycle model in improving students’ conceptual understanding and SPS, as well as to analyze the relationship between these variables. This research employed a quantitative approach using a one-group pretest–posttest pre-experimental design. The research participants were 38 students from the Chemistry Education Study Program at Tanjungpura University, selected through saturation sampling. Data were collected using a conceptual understanding test and an  SPS test, and were analyzed using inferential statistical tests and descriptive analysis with the assistance of SPSS software. The results showed a statistically significant difference in students’ conceptual understanding before and after the learning intervention (p < 0.05), although the normalized gain was categorized as low. Students’ SPS were generally in the good category, despite several aspects requiring improvement. Furthermore, the results of the Spearman correlation test indicated a significant positive relationship between conceptual understanding and SPS (p < 0.05), with a moderate level of correlation. These findings indicate that the 5E learning cycle model in online learning has the potential to support conceptual understanding and SPS, although additional instructional support is needed to optimize learning outcomes
Deep Learning: An Analysis of Science Education Aproaches on Student Learning Outcomes Riza Maulida; Muhammad Azhari; Maya Agustina; Gamal Barqie; Wan Marfazila Binti Wan Mahmud
JIPI (Jurnal IPA & Pembelajaran IPA) Vol. 10 No. 2: JUNE 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.v10i2.1003

Abstract

The implementation of the deep learning approach in science education is still facing challenges, particularly in terms of teachers’ understanding, readiness, and the availability of supporting facilities. In many cases, learning practices are still dominated by rote memorization, which limits students’ conceptual understanding and critical thinking skills. Therefore, this study aims to analyze teachers' perceptions of the implementation of the deep learning approach in science education at MIN 8 Aceh Barat. This study used a descriptive quantitative approach with data collected through questionnaires and interviews involving science teachers who have experience in applying the deep learning approach. The data were analyzed using descriptive percentage techniques with a Likert scale to examine teachers’ understanding, readiness, and supporting and inhibiting factors. The results showed that teachers generally have positive to very positive perceptions of the implementation of deep learning, with most responses exceeding 75%. Teachers consider this approach more effective than rote learning as it enhances student engagement, strengthens conceptual understanding, and facilitates the connection between scientific concepts and real-life contexts. In terms of readiness, teachers are fairly prepared to implement this approach, although further support through comprehensive training and adequate facilities is still required. Supporting factors include teacher motivation, principal support, and the characteristics of science subjects, while inhibiting factors include limited facilities, variations in student abilities, and insufficient specialized training
Research Trends and Gaps in Renewable Energy Learning Based on Local Potential in Science Education: A Systematic Literature Review Yufi Nugroho; Arif Widiyatmoko; Sudarmin; Novi Ratna Dewi; Haniza Hanim bt Mohd Zain
JIPI (Jurnal IPA & Pembelajaran IPA) Vol. 10 No. 2: JUNE 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.v10i2.1139

Abstract

The renewable energy transition is a crucial global issue, but science learning in schools is often abstract and disconnected from the context of the students' real environment. This research aims to map research trends and identify gaps in renewable energy learning based on local potential through systematic literature review (SLR). Using the preferred reporting items for systematic reviews and meta-analyses (PRISMA) protocol, a total of 12 high-quality articles from the 2021-2025 period were comprehensively analyzed. The results of the synthesis show a paradigm shift towards place-based education (PBE) and the food-energy-water nexus system which is strengthened by the integration of artificial intelligence (AI) technology to track students' learning trajectories in a non-linear manner. However, significant gaps were found in the form of the dominance of textbook content that is still theoretical-cognitive and the lack of synchronization between curriculum policies and the use of unique regional resources. In conclusion, this study offers the adaptive local learning model as a strategic bridge to transform energy education to be more socioculturally responsive and sustainable. These findings contribute a systematic and evidence-based understanding to the development of science curricula rooted in the power of local communities
Integration of Environmental Degradation Issues in Biodiversity Learning in the Primary School Teacher Education Program at Iskandar Muda University Cut Maulina; Nena Puspita Sari; Ruslaini Ruslaini; Muzakkir Zakaria; Fakhri Ramadhan
JIPI (Jurnal IPA & Pembelajaran IPA) Vol. 10 No. 2: JUNE 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.v10i2.1162

Abstract

The increasing rate of environmental degradation requires the education sector to play a more active role in fostering ecological awareness among younger generations. However, in higher education particularly in the basic science concepts course environmental degradation issues are often not optimally integrated into the learning process, resulting in prospective teachers’ understanding remaining largely conceptual and less contextual. This study aims to analyze the integration of environmental degradation issues into biodiversity learning in the Primary School Teacher Education Program (PGSD) at Iskandar Muda University and to examine its impact on prospective teachers’ conceptual understanding and ecological awareness. The research employed a qualitative approach using a case study design. Data were collected through classroom observations, in-depth interviews with lecturers and prospective teachers, and analysis of instructional documents such as the semester learning plan and teaching materials. The findings reveal that integrating environmental degradation issues into biodiversity learning enhances prospective teachers’ conceptual understanding, strengthens their analytical abilities regarding environmental problems, and fosters greater ecological awareness. Learning that connects scientific concepts with real environmental conditions was found to create a more contextual and meaningful learning experience. The study highlights the importance of developing environment-based pedagogical strategies in teacher education. Therefore, it is recommended that environmental issues be systematically integrated into teacher education curricula to support sustainability-oriented education
Development of a Socio-Scientific Issues-Based Electronic Learner Activity Sheets to Enhance Learners’ Critical Thinking Skills on the Topic of Hydrocarbons Wanda Hanna Sajida; Rusly Hidayah; Angela Shrestha
JIPI (Jurnal IPA & Pembelajaran IPA) Vol. 10 No. 2: JUNE 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.v10i2.1392

Abstract

The transformation of the 21st century necessitates that educational institutions produce learners with essential competencies, particularly critical thinking skills (CTS). Learners’ CTS in hydrocarbon topics remain at a relatively low level. Development of these skills is achievable through the presentation of controversial socio-scientific issues in society as stimuli for training structured critical thinking processes. This research aims to determine the feasibility of socio-scientific issues (SSI)-based electronic learner activity sheets (E-LAPD) in enhancing learners' CTS. The study employed the 4D model, executed up to the develop stage. A field trial of the E-LAPD was conducted with 36 learners from class XI-2 at SMAN 20 Surabaya. The research instruments included pretest and post-test sheets for CTS and cognitive domains, as well as review, validation, observation, and learner response questionnaires. The developed E-LAPD was declared feasible based on a median score of 5 categorized as 'highly valid.' Learners’ responses reached 91.67%, further supported by s learners’ activity observations reached 95.56%. The E-LAPD proved effective, as evidenced by a p-value (sig.) of 0.000 in the t-test, indicating that post-test scores significantly outperformed pretest scores. Additionally, the effectiveness of E-LAPD was confirmed by an N-gain score of 0.686, categorized as 'moderate'. further indicate that the SSI-based E-LAPD was effective in supporting the improvement of students’ CTS in hydrocarbon learning
Junior High School Students Science Literacy Profile on the Issue of Environmental Pollution in Contextual Learning Findiyas Azizah Nurfadhilah; Fida Rachamadiarti; Endang Susantini; Siti Masruroh
JIPI (Jurnal IPA & Pembelajaran IPA) Vol. 10 No. 2: JUNE 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.v10i2.1412

Abstract

Science literacy skills (SLS) is essential for individuals to understand scientific phenomena, evaluate information critically, and make appropriate decisions in addressing increasingly complex real life problems. However, based on previous research, students’ science literacy are still classified as low to moderate, so it is necessary to re-examine. This study aims to analyse the science literacy profiles of lower secondary school students through the issue of environmental pollution in contextual learning. This study employs a non-experimental design using a census method involving 251 Year VII students at SMPN 1 Waru. The research instrument consists of 10 multiple choice questions developed based on three indicators of science literacy, namely explaining phenomena scienceally, evaluating science investigations, and using science evidence for decision making. The instrument was validated by science experts and practitioners with a reliability of 0.996 (very high). Data analysis was conducted descriptively by assigning scores, calculating the percentage of achievement for each indicator, and categorising them based on predefined criteria. The research results indicate that students’ SLS generally remain in the low category. The highest scores were found in the ability to explain phenomena scienceally (57.47%), evaluate science investigations (54.18%), and the lowest was in the use of science evidence (49.4%). Further analysis indicates that students tend to be better able to answer contextual questions and those based on conceptual understanding but still struggle to evaluate data and use science evidence critically. These findings underscore the importance of implementing contextual learning that links science concepts to real world problems

Page 5 of 9 | Total Record : 82

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