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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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Innovation in an Arab Jawi-Based Chemistry Module Integrating Islamic Values on Reaction Rate Material at MA Zainatul Ulum Hayatuz Zakiyah; Putri Novira; Safrijal Safrijal; Aris Munandar; Nur Jahan Ahmad; Teuku Badlisyah; Nida Ulya Mustika
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.v10i2.1416

Abstract

The innovation of an Arabic-Jawi chemistry module integrated with Islamic values on the topic of reaction rates was prompted by the scarcity of learning resources and the fact that available school modules are exclusively in the Indonesian script. Furthermore, this initiative serves as a positive step toward preserving Nusantara culture among students already familiar with Arab-Jawi. The internalization of Islamic values in this module’s development aligns with and supports the vision and mission of the Dayah (traditional Islamic boarding school). This study aims to determine the validity of the Arab-Jawi chemistry module integrated with Islamic values for the reaction rate topic at MA Zainatul Ulum, West Aceh Regency. The research design follows a research and development approach using the 4D model (define, design, develop, disseminate). The research subject is the Arab-Jawi chemistry module itself, featuring integrated Islamic values. Data collection instruments included interview guides and expert validation sheets. Data analysis was conducted by reducing interview data and analyzing the validation sheets. The validation results obtained from three experts reached 94.8%, falling into the 'highly valid' category. Based on these findings, it can be concluded that the Arab-Jawi chemistry module with internalized Islamic values on reaction rates is highly valid for instructional use
Teachers’ Perceptions and Experiences of Using ChatGPT to Assess Students’ Scientific Epistemic Abilities Foniman Saragi; Ana Ratna Wulan; Sariwulan Diana; Shintia Putri Riski
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.v10i2.1425

Abstract

Recent advances in generative artificial intelligence (AI) have introduced new opportunities for supporting teaching and assessment in science education. This study aims to examine teachers’ perceptions of the use of ChatGPT in supporting science epistemic assessment. A quantitative survey was conducted with 119 junior high school science teachers in Cimahi, Indonesia, using a structured questionnaire analyzed through descriptive statistics. The findings indicate that teachers generally perceive ChatGPT as a useful tool for instructional preparation, particularly in developing teaching materials and organizing lesson content. However, its integration into classroom interaction and epistemic assessment practices remains limited, especially for more complex and high-stakes tasks such as evaluating students’ reasoning and assisting with grading. While teachers demonstrate a strong understanding of the epistemic nature of science, this understanding is not yet fully reflected in the use of structured assessment practices supported by AI. These findings reveal a gap between the perceived potential of generative AI and its practical implementation in epistemic assessment, highlighting the need for pedagogical frameworks and validated AI-supported assessment tools to support students’ scientific reasoning and epistemic engagement
Effectiveness of Canva-Based Interactive Learning Media Using Problem-Based Learning to Improve Creative Thinking Skills on Balancing Redox Reactions Halimatus Sakdhiah; Muhammad Hasan; Sri Winarni; Muhamad Aditya Hidayah
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

Abstract

The unavailability of valid learning media causes the lack of improvement in learning outcomes. The study aims to develop Canva-based interactive learning media using the problem-based learning (PBL) approach to improve students’ learning outcomes and creative thinking skills (CTS) on redox reaction material. The research employed the research and development (R&D) method with the ADDIE model. The subjects of the study were twelfth-grade students of SMA Negeri 2 Timang Gajah, divided into two classes: the experimental class (n=24) and the control class (n=21). Data collection instruments consisted of expert validation sheets, student response questionnaires, posttest questions, and observation sheets. Data analysis used Aiken’s V validity test, Shapiro-Wilk normality test, and paired sample t-test. The results of media expert validation showed an average feasibility of 80.70% (valid category), while material expert validation reached 95.37% (very valid). Student responses to the media showed a score of 88.8% (very positive). The average posttest score of learning outcomes in the experimental class (81.25) was significantly higher than that of the control class (50.52). Students’ CTS in the experimental class also showed improvement across all indicators (fluency 87.5; flexibility 84.3; originality 72.9; elaboration 58.3), with the average observation score of CTS reaching 80.7% (high category). The developed Canva-based interactive learning media using the PBL approach was proven to be valid, practical, and effective in improving students’ learning outcomes and CTS on balancing redox reactions
Analysis of Learning Motivation on Critical Thinking and Collaboration Skills of High School Students in Science Learning Ayu Rahmi; Muttakin Muttakin; Sri Setiawaty; Sirry Alvina; Eka Juliana; Zainul Mujtahid
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.v10i2.1541

Abstract

Science learning plays a crucial role in developing students' high order thinking skills (HOTS), particularly critical thinking and collaboration. In chemistry learning, which is part of science, the content tends to be abstract and conceptual, learning motivation is an internal factor that determines students' active involvement in scientific thinking and group collaboration. This study aims to analyze the influence of learning motivation on students' critical thinking and collaboration skills (CTCS) in chemistry learning. The study used a quantitative approach with an ex post facto survey method. The subjects of this study were eleventh-grade students from three secondary education units in Lhoksukon District, namely SMAN 1 Lhoksukon, SMAN 3 Putra Bangsa, and MAN 2 North Aceh, with a sample size of 305 students selected through purposive sampling technique. Data collection was conducted using a closed-ended Likert-scale questionnaire that was analyzed descriptively. The results of this study indicate a significant relationship between learning motivation and students' CTCS. Data analysis shows that the achievement of collaboration skills is at a higher level than critical thinking skills (CTS). The percentage of learning motivation's influence on CTS is in the range of 82–85%, while on collaboration skills it is in the range of 84–87%. This finding confirms that learning motivation plays a key factor in supporting the development of critical and collaborative thinking skills in chemistry learning. Therefore, chemistry learning needs to be strategically designed to foster learning motivation in order to be able to improve the quality of the learning process and outcomes in a sustainable manner
Designing Canva-Assisted Digital Flipbooks for Green Chemistry Education: Fostering Environmental Literacy Among High School Students M Nasir; Kana Puspita; Hayatun Faulisa; Putri Nabilah
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.v10i2.1563

Abstract

The limited availability of interactive and technology-based learning media in chemistry learning, particularly in green chemistry topics, often reduces students’ motivation, engagement, and conceptual understanding in senior high schools. This study aimed to develop Canva-assisted flipbook learning media on green chemistry materials for senior high school students and evaluate its feasibility, practicality, and effectiveness in supporting chemistry learning. The research employed a research and development (R&D) method using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The study was conducted at SMA Labschool Syiah Kuala, Banda Aceh, involving 33 students and a chemistry teacher. Data were collected through validation sheets and response questionnaires administered to experts, students, and teachers. Quantitative data were analyzed using percentage-based descriptive analysis. The developed flipbook integrated text, images, videos, animations, and interactive activities designed using Canva to support contextual and visually engaging green chemistry learning. Validation results from experts indicated that the learning media achieved a highly feasible category with an average score of 91.7%. Student responses showed a very positive perception with an average score of 88.3%, while teacher responses reached 92.2%, both categorized as very good. The findings demonstrated that the Canva-assisted flipbook media enhanced students’ motivation, engagement, conceptual understanding, and environmental awareness during chemistry learning activities. Therefore, the developed media can serve as an innovative and interactive digital learning resource for green chemistry education in senior high schools and support the implementation of technology-based learning in the digital era
Analysis of the Effects of the Implementation of Inclusive Chemistry Education: A Systematic Review Fauzan Abrori; Dyah Purwaningsih; Muhamad Aditya Hidayah
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.v10i2.1629

Abstract

Inclusive chemistry education faces challenges in accommodating the diverse learning needs of students with special needs, particularly in adapting instructional strategies, developing accessible learning media, and implementing equitable assessment practices that support meaningful participation and learning achievement. Therefore, this review aims to map learning strategies, media used, characteristics of students with special needs, and the assessment system in inclusive chemistry education. The method used was a systematic literature review (SLR) following the PRISMA guidelines while, analyzing 15 articles on inclusive chemistry education. The synthesis results indicate that inclusive chemistry instruction requires flexible, multimodal strategies that leverage adaptive technologies such as augmented reality, inclusive videos, audio applications, and virtual laboratories, along with a differentiated approach to reduce learning barriers. The learning media used are diverse and range from 3D tactile models to digital simulations that support more accessible conceptual representations. Research also indicates that students with diverse special needs, including autism, deafness, blindness, low vision, physical impairments, intellectual disabilities, learning disabilities, and neurodivergent conditions, require specific instructional accommodations. Assessment systems vary from pretest–posttest to project-based assessments and affective observations, although; not all studies report comprehensive academic evaluations. Consequently, a broader search method and inclusion of a greater number of journal articles is needed, particularly regarding assessment and evaluation systems in inclusive chemistry education, as current literature remains limited. Additionally, curriculum reviews for students with disabilities have not been extensively discussed and should therefore be a focus of future research
The Influence of Disaster Education on the Ability of Aceh Muhammadiyah STIKes Students in Managing Risks Hayati Hayati; Wirda Wirda; Ani Darliani; Erly Muavizar; Siti Rozaina Kamsani
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.v10i2.1637

Abstract

Aceh Province, as a region with a long history of disasters, requires higher education institutions, especially in the health sector, to prepare graduates who are competent in disaster risk management. This research aims to examine the influence of disaster education on the ability of STIKes Muhammadiyah Aceh students to manage disaster risks. This research employs a quantitative approach through a quasi-experimental design with a pretest-posttest control group design. Data was collected using a 35-item questionnaire instrument that measures three dimensions, namely knowledge, attitudes and practical skills in disaster risk management. The validity of the instrument was tested using the pearson product-moment correlation with a threshold of r ≥ 0.30, while the reliability was tested using cronbach's alpha with a value of 0.871, which indicates a high level of reliability. Hypothesis testing was carried out using the paired sample t-test. The research results showed a significant increase in student knowledge scores, from a pretest average of 43.19 to 53.12 on the posttest, with a difference of 9.93 points. The significance value p = 0.000 (p < 0.05) confirms that H₀ is rejected and H₁ is accepted. This research concludes that disaster education has a significant effect on improving the knowledge of STIKes Muhammadiyah Aceh students in managing disaster risks. The integration of disaster education into the curriculum through interactive learning, simulations and cross-sector collaboration is highly recommended to strengthen students' preparedness as prospective health professionals
Scientific and Digital Literacy Profiles of Biology Education Students across Semester Levels in Higher Education in Sulawesi Nurul Fadhilah; Adnan Adnan; Yusminah Hala; Andi Faridah Arsal; Andi Asmawati Aziz; Ismail Ismail
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.v10i2.1674

Abstract

Digital-based biology learning requires prospective biology teachers to have integrated scientific and digital literacy, but the profiles of both across semester levels remain limited. This study aimed to map the scientific and digital literacy profiles of biology education students from higher education in Sulawesi based on semester level. A quantitative survey design was employed involving 394 undergraduate biology education students from semesters II, IV, VI, and VIII. Data were collected using questionnaires adapted from the OECD/PISA scientific literacy framework and DigComp 2.2 digital competence framework. The data were analyzed using descriptive statistics, one-way anova, and tukey HSD post hoc tests. The results showed that scientific literacy increased from semesters II to VIII, with all groups classified in the high category. Digital literacy also increased descriptively, with semester VIII students reaching the very high category. Anova results indicated a significant difference in scientific literacy based on semester level, F(3.390) = 4.470, p = 0.004, whereas digital literacy did not differ significantly, F(3.390) = 2.507, p = 0.059. The tukey HSD test showed that a significant difference in scientific literacy occurred only between students in semester II and VIII. These findings indicate that scientific literacy develops cumulatively through academic progression, whereas digital literacy is relatively evenly distributed across semesters. The study highlights the need to integrate scientific inquiry, evidence evaluation, data interpretation, and critical digital competence into biology education curriculum.
Assessment of Indoor Environmental Quality in Sports Halls and Auditoriums in Aceh Province Nyak Amir; Ibrahim Ibrahim; Herri Darsan
JIPI (Jurnal IPA & Pembelajaran IPA) Vol. 10 No. 3: SEPTEMBER 2026 (In Progress)
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.v10i3.1765

Abstract

Indoor environmental quality plays an important role in ensuring safety and comfort in large public facilities such as sports halls and auditoriums. This study aims to analyze oxygen concentration and noise intensity in selected public buildings across Aceh Province, Indonesia. A descriptive mixed-method approach was employed by combining quantitative measurements and qualitative field observations. Oxygen concentration was measured using an oxygen gas sensor connected to Logger pro software, while noise intensity was recorded using a sound level meter. Measurements were conducted at four points in each of twelve buildings. The results show that oxygen concentration in most facilities ranged from 20.3 to 20.7%, indicating conditions that comply with WHO and OSHA safety standards. An anomalous oxygen level exceeding 23.5% was detected in one auditorium, which is likely attributable to instrument calibration error. In contrast, noise intensity frequently exceeded recommended limits, with peak values ranging from 85 dB to nearly 100 dB in several buildings. These findings indicate that while indoor oxygen conditions are generally adequate, noise pollution remains a significant environmental concern in public sports halls and auditoriums
Cognitive Fragility in Newtonian Problem Solving: A Critical Examination of Metacognitive Monitoring and Evaluation Processes Dewi Diana Paramata; Mursalin Mursalin; Astin Lukum; Masra Latjompoh; Frida Maryati Yusuf; Elya Nusantari; Masri Umar; Yosie Andriani
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.v10i2.1814

Abstract

Solving problems related to Newton’s laws of motion requires strong executive control over operational thinking processes. Empirical evidence, however, indicates that many students experience systemic fragility within their cognitive structures as a result of dysfunction in metacognitive regulation. This study aimed to identify and critically examine the extent of students’ cognitive fragility in solving Newtonian mechanics problems, with particular emphasis on the metacognitive functions of monitoring and evaluation. The study employed a qualitative approach using a descriptive-exploratory design with a critical diagnostic orientation. Data were collected from students in the Science Education Program at Universitas Negeri Gorontalo through the Newtonian problem solving ability test  and retrospective task-based clinical interviews. The data were analyzed interactively through the stages of data condensation, data display, and conclusion drawing. The findings revealed severe metacognitive dysfunction across both regulatory phases. During the monitoring stage, cognitive fragility appeared in the form of loss of visual anchoring to free-body diagrams, anomalies in assigning vector-coordinate signs, and a strong tendency to engage in jumping steps, which emerged as the most dominant type of error. At the evaluation stage, students’ reasoning was largely characterized by evaluation neglect and a superficial focus on outcome verification, where attention was limited to obtaining a final numerical answer. As a result, students frequently accepted physically unreasonable and anomalous solutions without engaging in self-correction or critical reflection. Overall, the study concludes that the collapse of students’ algebraic and physical reasoning stems directly from the breakdown of the feedback relationship between real-time monitoring and retrospective evaluation processes

Page 6 of 9 | Total Record : 82

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