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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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Artificial Intelligence-Based Conceptual Change Worksheet to Reduce Misconception of Hydrostatic Pressure Dewi Yulianawati; Asih Wahyuningsih; Mega Rizky Molidina; Muhammad Guntur Purwanto
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.v10i2.2170

Abstract

Pre-service elementary teachers often experience difficulties in understanding science concepts scientifically, resulting in persistent misconceptions. This condition necessitates innovative learning materials that can facilitate conceptual understanding while reducing misconceptions. This study aimed to develop an artificial intelligence-based conceptual change (AI-CoaCh) worksheet to reduce misconceptions on hydrostatic pressure among pre-service elementary teachers. The study employed the 4D development model consisting of four stages: define, design, develop, and disseminate. The participants were 30 pre-service elementary teachers in the Cirebon region. Data were collected through expert validation sheets and a four-tier diagnostic test administered before and after the implementation of the worksheet. Content validity was analyzed using the content validity ratio (CVR), while changes in students’ conceptions were analyzed based on conceptual categories identified through the four-tier diagnostic test. The results showed that the AI-CoaCh worksheet obtained a CVR score of 0.84, exceeding the critical CVR value and indicating that the worksheet met the content validity criterion. Furthermore, the number of misconceptions decreased substantially from 44 to 18 after implementation. These findings indicate that the AI-CoaCh worksheet has the potential to facilitate scientific understanding of science concepts and reduce misconceptions among pre-service elementary teachers
Integrating Indigenous Knowledge into Physics Education: An Ethnophysics Module Based on Serune Kale’ to Enhance Scientific Literacy Hafnidar Idiani; Susilawati Susilawati; A. Halim; Mohamad Amir Irwan bin Haji Moksin
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.v10i3.2216

Abstract

Students' scientific literacy in Indonesia remains low based on the results of PISA 2022, particularly in connecting physics concepts with real-world phenomena and local wisdom. This study was conducted to develop an ethnophysics module based on problem-based learning (PBL) that integrates the traditional Acehnese musical instrument, Serune Kale', into the topic of vibrations and sound waves, as well as to examine its feasibility, practicality, and effectiveness in improving students' scientific literacy. The method used in this study was R&D employing the ADDIE model. The research subjects were eighth-grade junior high school students, with a sample consisting of 30 students in the experimental group using the module and 30 students in the control group conventional instruction. The instruments included expert validation sheets, student and teacher response questionnaires, and a scientific literacy test (pretest-posttest) that had been validated (Cronbach's alpha = 0.896). The practicality test obtained an average student response of 97.61% and teacher response of 96.17%, very positive category. The experimental group experienced an improvement in scientific literacy with an average N-Gain of 71.22% (high category), whereas the control group only achieved 17.74% low category. The PBL-based Serune Kale' ethnophysics module was declared valid, practical, and effective in improving students' scientific literacy on the topic of vibrations and sound waves. This study recommends the integration of local wisdom in the development of physics teaching materials as an effort to contextualize learning and preserve culture
Inquiry-Based Learning Through Contextual Scientific Activities on Students' Conceptual Understanding of Elements, Compounds, and Mixtures Nabila Hanin Fitriani; Erman Erman; Kenneth Adu-Gyamfi
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.v10i3.2218

Abstract

The majority of junior high school students find it difficult to understand the material on elements, compounds, and mixtures in science subjects. Some of them think that the material is very difficult to understand because it is not related to everyday life. This study examined the effect of inquiry-based learning (IBL) through contextual scientific activities on grade 8 students’ conceptual understanding of elements, compounds, and mixtures at SMP Negeri 4 Surabaya. By selecting 33 students purposively, a pre-experimental design of one group pretest–posttest was chosen as the study design. The IBL process was conducted in six meetings and involved three stages: contextual sharing sessions integrating material with real life, guided inquiry practicum using student scientific worksheet (SSW), and pre- and post-assessment via Kahoot!. Conceptual understanding was measured using the Normalized Gain score in the four cognitive dimensions of the revised Bloom's taxonomy (C1-C4). The 33 students were able to pass the low threshold and 18.2% of them reached the high category, resulting in an average N-Gain of 0.58 (moderate category). The average SSW achievement was 85.71% (very good), indicating that the engagement between practicum tasks and students was productive. The integration of IBL with activities based on contextually scientific activities at the junior high school level shows support for conceptual understanding of science about elements, compounds, and mixtures. Teachers teaching science concepts in junior high school are therefore encouraged to incorporate IBL through contextual scientific activities in teaching science
Science, Technology, Engineering, Arts, and Mathematics Project-Based Learning in Environmental Education: A Systematic Review Arif Widiyatmoko; Rahina Nugrahani; Hutkemri Zulnaidi; Rizki Nor Amelia; Trida Ridho Fariz; Nadia Eka Ardhani; Tiara Dwi Wulandari
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.v10i3.2353

Abstract

Environmental education requires a contextual and active learning approach that connects environmental issues to students’ learning experiences. This study aims to systematically review the implementation of science, technology, engineering, arts, and mathematics into project-based learning (STEAM-PjBL) in environmental education. Articles were collected from the scopus, web of science, eric, and google scholar databases for the period 2016-2026, following the PRISMA guidelines. A total of 19 articles met the inclusion criteria and were analyzed using a narrative-thematic approach. The review results indicate that STEAM-PjBL is widely implemented across various educational levels through contextual projects, such as plastic recycling, waste management, eco-enzymes, ecobricks, waste-to-energy, sustainable cities, SDG-based projects, and ethno-STEM. The findings indicate that STEAM-PjBL contributes positively to environmental literacy, particularly in terms of environmental knowledge, cognitive skills, attitudes, and behavior. However, climate change-related attitudes still tend to emerge more indirectly through environmental concern, awareness, sustainability, responsibility, and intention to act, rather than through explicit measures of climate change beliefs and intentions. This review supports educators, researchers, and curriculum developers in designing more contextual, practical, and sustainability-oriented STEAM-PjBL learning.
The Potential of Teak Forest Local Wisdom as a Learning Resource in Science, Technology, Engineering, and Mathematics Education: A Bibliometric Analysis of Problem-Solving Skills Chozy Eka Nur Yahya; Endang Susantini; Lisa Lisdiana; Muhammad Zahrudin Afnan; Corrienna Abdul Talib
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.v10i3.2421

Abstract

The integration of science, technology, engineering, and mathematics (STEM) learning with local wisdom has received increasing attention. However, its potential for utilizing local wisdom as an authentic learning context still requires further investigation. This study aims to map research trends in local wisdom-based STEM learning, examine research themes and their relationship with sustainable development goals (SDGs) 4 and 15, and analyze the potential of teak forest local wisdom in STEM learning to enhance students’ problem-solving. This study employed a bibliometric approach combined with a systematic literature review (SLR). Data were obtained from Scopus indexed articles published between 2006-2026 through the stages of data retreival, screening, data cleaning, analysis, visualization, and interpretation. Bibliometric analysis was conducted using microsoft excel, VOSviewer, and biblioshiny. The results indicate that publications on local wisdom-based STEM learning have increased, particularly during the 2024-2025 period, and are dominated by themes related to science education, STEM, local wisdom, and environmental issues. The emerging themes demonstrate a relationship between SDGs 4 and 15. However, the use of terrestrial ecosystems as a context for STEM learning and problem-solving skills (PSS) has not yet become a major focus. The synthesis results show that the local wisdom employed is contextual, closely related to students’ environments, and incorporates real world problems. Therefore, teak forest local wisdom has the potential to serve as an authentic context in STEM learning to support PSS while simultaneously connecting SDGs 4 and 15
Development of Digital Teaching Materials Based on Guided Inquiry With A Multirepresentation Approach to Improve Conceptual Understanding of Buffer Nabiila Yumna Taqiyya; Munzil Munzil; Erti Hamimi; Hanumi Oktiyani Rusdi
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.v10i3.2458

Abstract

Students' difficulties in understanding buffer solution concepts are attributed to limited chemical representation skills and learning models that provide insufficient opportunities for active learning. The purpose of this study is to develop digital teaching material, test their validity, and determine their effectiveness in improving students’ conceptual understanding of buffer solutions. This study is research and development (R&D) using the 4D development model (define, design, develop, disseminate). Data were collected through interviews and validation questionnaires on media, content, and conceptual accuracy, teacher and student readability, and conceptual understanding tests. The validation test results showed an average percentage of 84.71% (valid), while the student readability test showed 86.78% (very good). The teaching materials were tested through quasi-experimental research with a posttest-only design with non-equivalent groups. The mann-whitney test results for the posttest scores showed a Sig. (2-tailed) value of 0.005, the effect size analysis result is 0.828, and the percentage of conceptual understanding of the experiment class is 93.10%. The research results show that the teaching materials are valid and effective in improving students' conceptual understanding of buffer
From Conceptual Understanding to Teaching Competence: An Artificial Intelligence Mediated Cognitive Pedagogical Transformation Model Jadnika Dwi Rakhmawan Amrullah; Nur Ahmad; Fauziyatul Iffah; Ika Dewi Sumiati; Binar Ayu Dewanti; Liu Hsiu-Chen
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.v10i3.2492

Abstract

The transformation of pre-service science teachers’ conceptual understanding into effective instructional practice remains a persistent challenge in science teacher education, widely known as the theory–practice gap. This study examines how AI-supported learning facilitates this transformation among pre-service science teachers. Grounded in the AI-CPT model, a one-group pretest–posttest design was employed. Data were collected through conceptual tests, PCK assessments, microteaching observations, and reflective journals. The results show significant improvements in conceptual understanding alongside substantial reductions in misconceptions, indicating that AI supports deep conceptual change. These gains are closely linked to the development of PCK, as participants demonstrated enhanced ability to represent concepts, design instruction, and anticipate student misconceptions. Furthermore, the findings reveal that this integrated knowledge is effectively enacted in teaching practice, as reflected in strong microteaching performance. Qualitative evidence also highlights the role of AI in supporting reflective and iterative learning through continuous feedback. Overall, the findings support the AI-CPT model by demonstrating a coherent and recursive process linking conceptual change, pedagogical development, and instructional enactment. This study contributes to a process-oriented understanding of teacher learning and highlights the potential of AI as a cognitive–pedagogical partner in science teacher education
A Scientific Approach-Based Digital Module for Biochemistry Learning in Biology Education: Development, Validation, and Evaluation of Effectiveness Andi Tenri Ola Rivai; Zulkarnaim Zulkarnaim; Andi Citra Pratiwi
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.v10i3.2522

Abstract

Biochemistry learning requires digital materials that can help students understand abstract concepts, molecular representations, and scientific processes more independently. This study aimed to develop and evaluate a scientific approach-based biochemistry e-module using the analysis, design, development, implementation, and evaluation model. The research employed a research and development design involving 35 Biology Education students, two lecturers, and two expert validators at UIN Alauddin Makassar. Data were collected through expert validation sheets, lecturer and student response questionnaires, and learning outcome tests administered before and after implementation. The data were analyzed descriptively using validity criteria, practicality percentages, mastery learning, and normalized gain. The results showed that the e-module obtained an overall validity score of 4.70 and was categorized as valid. Lecturer and student responses reached 89.70 percent and 90.38 percent, respectively, indicating very positive practicality. Student mastery increased from 5.71 percent before implementation to 88.57 percent after implementation, exceeding the classical mastery criterion. The average normalized gain was 0.71, indicating high learning improvement. These findings show that the scientific approach-based biochemistry e-module is valid, practical, and effective as a digital learning resource. The e-module supports structured content delivery, scientific learning activities, independent learning, and improved student understanding of biochemistry. The findings also suggest that scientific approach-based biochemistry learning may provide a conceptual foundation for subsequent learning in human anatomy and physiology
Item Quality Analysis of a Phenomenon-Based Light and Optics Test Using Test Analysis Program Version 14.7.4 Filza Khairani; Septi Budi Sartika; Najah Baroud
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.v10i3.2924

Abstract

Item quality plays a crucial role in ensuring that learning assessments accurately measure student understanding and support valid educational decision-making. However, teachers still face challenges in conducting empirical item analysis, particularly on science questions based on contextual phenomena, resulting in assessment instruments that may not optimally measure student competency. Therefore, this study aimed to analyze the quality of multiple-choice items on light and optics based on contextual phenomena using the test analysis program (TAP) version 14.7.4. A descriptive quantitative method was used involving 54 eighth-grade students from a private junior high school in Sidoarjo. The instrument consisted of 40 multiple-choice items that had been previously validated by two subject matter experts and one science teacher, obtaining an average validation score of 3.5, indicating that the instrument was suitable for use with minor revisions. The analysis showed that 26 items (65%) were valid, while 14 items (35%) were invalid. Reliability was dominated by the very low category (50%), discriminatory power by the satisfactory category (37.5%), difficulty by the moderate category (55%), and distractor effectiveness by the very low category (97.5%). Overall, 12 items (30%) were retained, 11 items (27.5%) required revision, 11 items (27.5%) required major revision or replacement, and 6 items (15%) were identified as potentially problematic. These findings indicate that although some items met acceptable quality standards, improvements are still needed, particularly in terms of validity, reliability, discriminatory power, and distractor effectiveness, to produce a more objective, accurate, consistent, and high-quality science assessment instrument based on contextual phenomena
Enhancing Chemistry Learning Motivation among Visually Impaired Students through a Smart Interactive Braille Periodic Table Inka Putri Suryani; Kusumawati Dwiningsih; Siti A'isatul Hijriyah; Rizkyana Nur Aisyah; Nani Fitria Ramadhani; Rohimatus Nur Aulia Putri; Maharani Agustina Arivi
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.v10i3.2949

Abstract

Abstract chemistry concepts and visual access limitations contribute to low chemistry learning motivation among students with visual impairments. Most chemistry concepts are presented through visual representations, such as chemical symbols and the periodic table, making them difficult for students with visual impairments to access through conventional learning media. This study aims to analyze learning motivation through the implementation of the smart interactive braille periodic table. The study employed a one-group pretest-posttest design using purposive sampling involving six students with visual impairments in Surabaya. Data were collected through a learning motivation questionnaire, student response questionnaire, learning implementation observation sheet, and student activity observation sheet, and were analyzed using inferential statistical and descriptive analyses. The results showed that the average learning motivation score increased from 51.67 on the pre-test to 88.50 on the post-test, with an N-Gain of 0.761 (high). Furthermore, the paired-sample t-test showed a significant difference (p < 0.05) and a very large effect size (Cohen's dz = 4.58). In conclusion, the smart interactive braille periodic table showed potential to enhance chemistry learning motivation among students with visual impairments and provides an adaptive, technology-based approach to multisensory inclusive chemistry learning

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