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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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Development of Student Activity Sheets Based on Analytical Thinking Skills Managed With a Guided Inquiry Learning Model on Thermochemistry Material Containing Three Scientific Questions Ersa Sania Azzahro'; Suyono Suyono; Maharani Agustina Arivi
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.v10i2.1852

Abstract

Analytical thinking skills (ATS) are a crucial skill to master in the 21st century. Students’ low ATS in chemistry, particularly thermochemistry, requires structured material through three scientific questions and the use of appropriate learning models. This study aims to develop student activity sheets (SAS) to improve students’ ATS using a guided inquiry model on thermochemistry material that is suitable based on the aspects of validity, practicality, and effectiveness. Thermochemistry material is arranged through ontology, epistemology, and axiology questions. The type of research used is research and development with the ADDIE (analyze, design, develop, implement, evaluate) development model. Validity is measured based on the assessment of three validators, and the mode or median value obtained is in the range 4–5 in content validity and construct validity, so it is declared valid to very valid. Practicality is measured based on student responses with a percentage of 74.55% and practical criteria. Effectiveness is obtained through the pretest and posttest results. The pretest and posttest results showed an increase in all indicators, both categories (from low category to high category),  scores obtained by students on each indicator, and percentage (differentiating from 52.25 to 81.82%, organizing from 25 to 84.85%, and connecting or attributing from 13.64 to 80.30%). Based on the research results, the developed SAS is suitable for use in learning
Problem-Oriented Gamification: Enhancing Creative Thinking Through the Electrical Monster Invaders Game Valencia Fidelia Soetra; Nadi Suprapto; Adrian Bagas Damarsha; Indri Maya Ariana; Khofifatur Risma Faradillah; Muhammad Ghiyats Naufal; Husni Mubarok; Alif Syaiful Adam
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.v10i2.1866

Abstract

Physics education continues to face challenges due to students’ low levels of creative thinking skills (CTS) and the limited integration of problem-solving with gamification approaches in electromagnetic induction material. The research aims to describe significant differences in students’ CTS following problem-oriented gamification (POG) instruction supported by Electrical Monster Invaders (EMI), as well as students’ responses to the instruction. This research uses a quantitative experimental design involving one experimental class and two replication classes. Data collecting through CTS tests and student response questionnaires, analyzed using partial least squares structural equation models (PLS-SEM) to identify patterns of relationships among variables. The results indicate that POG-assisted learning using EMI effectively and consistently enhances CTS across all groups. Improvements were observed in every indicator. Structural analysis explains that POG plays a dominant role in shaping CTS, while the EMI serves as a supporting medium with an acceptable level of model fit. This study confirms that integration of problem-based learning, gamification, and interactive media is a relevant innovative strategy for enhancing CTS in physics learning (PL).
Application of The Problem-Based Learning Model Towards Students' Concept Understanding Level Using The Six-Tier Diagnostic Test Based on Multirepresentation Syifaul Aini Mulyadi; S. Ida Kholida; Arin Wildani; Siddhartha Shekhar Biswas
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.v10i2.1882

Abstract

Students often experience difficulties in understanding physics concepts, particularly on the topic of heat and heat transfer. These difficulties may lead to misconceptions and low conceptual understanding. Therefore, this study aimed to analyze the effect of the problem-based learning (PBL) model on students' conceptual understanding using a multirepresentation-based six-tier diagnostic test. The study employed a quantitative approach with a pretest–posttest one-group design involving students of class XI A5 at SMAN 2 Pamekasan in the 2025/2026 academic year. The research instrument was a multirepresentation-based six-tier diagnostic test (STDT) used to identify students' levels of conceptual understanding. The posttest results indicated that 83.75% of students were categorized as understanding the concept, 10.42% as not understanding the concept, and 5.83% as experiencing misconceptions. Furthermore, the paired-sample t-test revealed a significant difference between pretest and posttest scores (p < 0.05), with an N-gain score of 0.71, categorized as high. These findings suggest that the implementation of the PBL model supported by a multirepresentation-based six-tier diagnostic test is effective in improving students' conceptual understanding of physics
Integration of Higher Order Thinking Skills and Biological Literacy Among Students: A Gender Comparison Study Gita Septi Rahmadwi; Iffa Ichwani Putri; Nurkhairo Hidayati; Nurul Fauziah; Sepita Ferazona; Andri Hendrizal
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.v10i2.1884

Abstract

Measuring biological literacy and higher order thinking skills (HOTS) is crucial, yet evidence on how assessment types and gender impact these competencies remains limited. Therefore, this study aims to analyze students’ integrated HOTS in biological literacy based on assessment types and gender. Employing a quantitative approach with a comparative design involving 129 11th-grade high school students, comprising 42 males and 87 females. The research instrument consisted of a biological literacy integrated HOTS test comprising 20 multiple-choice questions and 5 essay questions on the human digestive system. The instrument was validated by learning experts and biology subject experts, and its reliability was tested using Cronbach’s alpha. Data were analyzed using descriptive statistics and an independent samples t-test. The results showed the instrument was highly valid category (92.71%) and reliable (0.785 for multiple-choice questions and 0.780 for essay questions). Findings revealed that students’ HOTS achievement on multiple-choice questions (80.89) was higher than on essay questions (62.33). Additionally, a significant gender difference was found 0.041 (<0.05), where female students achieved a higher average HOTS score than male students. This study indicates that integrating HOTS with biological literacy through graphical representations, tables, and images can support the assessment of students’ analytical, evaluative, and creative thinking skills in biology learning
Utilization of Generative Artificial Intelligence in Biology Learning: Expert and Empirical Validation Analysis in High School Students Lizawati Lizawati; Iffa Ichwani Putri; Nurkhairo Hidayati; Yeyendra Yeyendra; Andri Hendrizal
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.v10i2.1889

Abstract

The rapid integration of generative artificial intelligence (AI) in education offers transformative potential, yet its implementation in specific subjects like biology often lacks validated evaluation instruments. This study aims to analyze the results of expert and empirical validation of the use of generative artificial intelligence in biology learning at the high school level. This study used a quantitative approach with an evaluative design. The main stages of the study consisted of expert validation and empirical testing. Data analysis was conducted descriptively and empirically. The empirical test was conducted on 35 high school students to test the validity and reliability of the items using correlation product-moment and Pearson. The results of the study indicate that the content validity index (CVI) analysis of the generative AI instrument in biology learning is highly valid, with an average indicator percentage of 94.17. The results of empirical testing of 40 questionnaires on the use of generative AI through product-moment correlation found 32 valid items (80%) and 8 invalid items (20%). Meanwhile, testing with Pearson correlation showed 22 highly significant items (55%), 6 significant items (15%), and 12 insignificant items (30%). The reliability test showed a value of 0.925 (highly reliable). Based on these findings, it can be concluded that the results of expert and empirical validation can be declared valid and reliable. Furthermore, this instrument can be implemented in schools
Problem-Based Learning and Socio-Scientific Issues in Chemistry Education: Instructional Approaches, Learning Outcomes, and Research Trends Sehati Mutiara Eljinsa; Endang W Laksono; Alfandi Ahmad
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.v10i2.1898

Abstract

This systematic literature review examines the implementation of problem-based learning (PBL) integrated with socio-scientific issues (SSI) in chemistry education. The review aims to identify instructional approaches, chemistry learning contexts, reported learning outcomes, and emerging research trends related to SSI-PBL implementation in chemistry learning. The study followed the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines. Literature searches were conducted through scopus, web of science (WoS), Taylor & Francis, ERIC, and google scholar, resulting in 24 selected studies published between 2020 and 2026. The findings indicate that SSI-PBL approaches were predominantly implemented through contextual and student-centered learning activities emphasizing inquiry, collaborative discussion, problem-solving, and evidence-based reasoning. Environmental chemistry and sustainability-related issues emerged as the most frequently used learning contexts, followed by indigenous chemistry, food safety, and nanotechnology topics. The reported learning outcomes included critical thinking, chemical literacy, problem-solving, argumentation, socio-scientific reasoning, sustainability awareness, and learning motivation. Most studies employed quantitative approaches such as pre-post-tests, N-gain analysis, t-tests, and Manova to evaluate learning effectiveness. The review also identified several emerging trends, including the increasing integration of sustainability and contextual SSI into chemistry learning. However, current research remains dominated by short-term quantitative interventions, while longitudinal studies, mixed-method approaches, and technology-supported SSI learning environments are still relatively limited. The findings suggest that SSI-PBL chemistry education has strong potential to support meaningful and contextual chemistry learning experiences connected to real-world socio-scientific problems
Development of an Ecology STEM-Based Assessment Tool for Scientific Creativity in Junior High School Science Education Iwan Wicaksono; Normala Ismail; Inggrid Syaharani Pribadi
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.v10i2.1927

Abstract

 The level of scientific creativity among Indonesian junior high school students remains relatively low, partly due to the limited scope of school based assessment instruments that fail to comprehensively measure this competency, particularly in the context of environmental sustainability and STEM integration. This study aims to develop an eco-STEM based scientific creativity assessment instrument on the topics of temperature, heat, and expansion for seventh grade junior high school students, as well as to determine its quality in terms of validity, reliability, discriminative power, difficulty level, and practicality. This study employed a modified Borg and Gall model consisting of nine stages. The research subjects included expert validators, science teachers, observers, and seventh grade students at SMP Negeri 12 Jember. Data were collected through validation sheets, a practicality questionnaire, and a test instrument comprising 28 open-ended items. Data analysis included content validity (Aiken’s V), item validity (Pearson correlation), reliability (Cronbach’s alpha), discriminant validity, difficulty level, and practicality percentage. The results showed that the instrument met validity criteria with a percentage of 76–79%. All 28 items were declared valid with calculated r values (0.703–0.945) > table r. The instrument’s reliability was very high with a Cronbach’s alpha of 0.990. The discriminative power falls into the adequate category (0.255–0.389). The distribution of difficulty levels is close to ideal (25% easy, 36% moderate, 39% difficult). The practicality score is 86.7% (highly practical). This assessment instrument is suitable for science teachers to use in evaluating students’ scientific creativity in a comprehensive and contextual manner
Does a Cognitive Conflict-Based Physics Website Integrated with Augmented Reality and STEM Improve Critical Thinking and Remediate Misconceptions on Two-Dimensional Motion? Indah Zalsabila; Fatni Mufit; Emiliannur Emiliannur; Hidayati Hidayati; Yeka Hendriyani; Zahra Fathanah
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.v10i2.2078

Abstract

Critical thinking and conceptual understanding are essential competencies in physics learning, yet students still experience low critical thinking skills and high levels of misconceptions, particularly in two-dimensional motion topics. This research sought to evaluate the extent to which an augmented reality (AR) and STEM integrated cognitive conflict-based physics website contributes to the development of critical thinking skills and the correction of misconceptions in two-dimensional motion concepts. The study employed a quantitative approach using a quasi-experimental method with a nonequivalent pretest-posttest control group design. The participants were 63 tenth-grade students of SMAN 2 Lubuk Sikaping, including 32 students in the experimental group and 31 students in the control group. A validated and reliable four-levels multiple-choice test was employed to collect data on critical thinking abilities and misconceptions concurrently. Descriptive statistics and the Mann–Whitney U test were employed to analyze the collected data. The results showed that the experimental class achieved a higher mean posttest score in critical thinking skills (64,3) than the control class (39,1). The Mann–Whitney test showed a significant difference between the two groups (p < 0.05). In addition, the percentage of misconceptions in the experimental class decreased from 80.0 to 46.0, while the control class showed only a slight reduction. The results of the study show that the AR-STEM integrated cognitive conflict-based physics website effectively improves critical thinking skills and corrects misunderstandings in two-dimensional motion learning. Therefore, the website can serve as an innovative learning resource to support meaningful physics learning and conceptual change.
A Comparative Analysis of Elementary School Students' Attitudes Toward Science Practicum Activities Yuhaniz Aqila; Hisny Fajrussalam; Nenden Permas Hikmatunisa; Mariano Dos Santos
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.v10i2.2089

Abstract

Science practicum activities are an important component of science learning because they help students understand concepts through direct experience. This study aimed to conduct a comparative analysis of third-grade and fifth-grade elementary school students' attitudes toward science practicum activities, identify students' positive attitudes toward practicum activities, and examine the consistency of elementary school students' scientific attitudes. The study employed a descriptive qualitative approach involving 180 elementary school students, consisting of 90 third-grade students and 90 fifth-grade students. Data were collected through questionnaires on students' attitudes toward science practicum activities and scientific attitudes, and were analyzed descriptively using percentages. The findings revealed differences in attitudes toward science practicum activities between third-grade and fifth-grade students, with fifth-grade students demonstrating more positive attitudes than third-grade students. In general, elementary school students showed positive responses to science practicum activities because these activities provided engaging, enjoyable, and meaningful learning experiences that facilitated direct understanding of scientific concepts. However, fifth-grade students exhibited higher levels of interest, participation, and enthusiasm than third-grade students. The results also indicated that fifth-grade students demonstrated greater consistency in scientific attitudes during practicum activities. Science practicum activities contribute to the development of students' curiosity, cooperation, honesty, and thinking skills. Therefore, science practicum activities play an important role in supporting the development of students' attitudes and enhancing the quality of science learning in elementary schools
Integration of the Problem Based Learning Model Based on Socio-Scientific Issues with Video Support in Improving Students' Critical Thinking Skills: A Quasi-Experimental Study on the Issue of Deforestation Siti Aisyah; Afridha Laily Alindra; Fitri Nuraeni; Mariano Dos Santos
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.v10i2.2121

Abstract

Critical thinking skills (CTS) are a core competency that must be instilled from elementary school. However, CTS among Indonesian elementary students remain relatively low, particularly in evaluation and inference. This study examines the effect and improvement of students' CTS through a video-assisted problem-based learning model based on socio-scientific issues on deforestation, an integration not yet examined by Facione indicator at the elementary level. A quasi-experimental nonequivalent control group design was used with 50 fifth-grade students from an elementary school in Purwakarta Regency, selected through purposive sampling. The instrument comprised 12 multiple-choice items covering the six Facione CTS indicators, validated by experts and tested for reliability using Anates Version 4. Data were analyzed using the Shapiro-Wilk test, Levene's test, Wilcoxon signed ranks test, Mann-Whitney U test, N-Gain (overall and by indicator), and Cohen's effect size (r). The Mann-Whitney U test confirmed a significant between-group difference (Z = −3.493; p < 0.05) with a moderate effect size (r = 0.494). The experimental class's mean N-Gain reached 87.91% (high category), far exceeding the control class's 33.78% (low category), with all experimental students showing improvement. N-Ganin by indicator analysis revealed the highest gains in self-regulation (94.1%), evaluation (90.0%), and inference (88.9%), while explanation showed the lowest gain (25.0%), indicating this dimension needs more targeted scaffolding. The PBL-SSI-video integration effectively developed five of six Facione CTS dimensions and is recommended as an evidence-based science learning model for elementary schools

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