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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.
Arjuna Subject : -
Articles 82 Documents
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Implementation of Interactive E-Student Worksheets Based on Scaffolding to Enhance Collaboration Skills and Science Process Skills Teuku Muhammad Alfatdri; Rini Safitri; Susilawati Susilawati; Muhammad Aditya Hidayah
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.v10i3.2956

Abstract

Collaboration skills and science process skills (SPS) are essential 21st-century competencies that remain low in science learning, thus requiring innovation in digital-based learning media capable of facilitating the integrated development of both skills. This study aims to implement and examine the effect of scaffolding-based interactive e-student worksheets on improving students' collaboration skills and SPS in the topic of energy. The research method used was a quasi-experiment with a nonequivalent control group design. The research sample consisted of 60 eighth-grade students of SMP Muhammadiyah 1 Banda Aceh, divided into an experimental class (n=30) that used scaffolding-based interactive interactive e-student worksheets and a control class (n=30) that used conventional worksheets. The research instruments included SPS test questions and a collaboration skills questionnaire. The results showed that the implementation of scaffolding-based interactive interactive e-student worksheets had a significant effect on improving collaboration skills, with an average N-Gain of the experimental class of 0.73, which is higher than that of the control class at 0.41. There was a significant improvement in the SPS of the experimental class students, with an average N-Gain of 0.70 in the high category, outperforming the control class at 0.61. Hypothesis testing using the independent sample t-test showed a significance value of p < 0.05 for both variables, indicating a significant difference between the experimental and control classes. This proves that scaffolding-based interactive interactive e-student worksheets are effective in improving students' collaboration skills and SPS, and are therefore recommended as an innovative learning medium in science education
Coding Without Computers: Sixth-Grade Students' Responses to Unplugged Coding-Based Science Worksheets in Elementary Schools Nurhayati Nurhayati; Hisny Fajrussalam; Nenden Permas Hikmatunisa; Mariano Dos Santos
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

Abstract

Computational thinking is an increasingly essential 21st-century skill that helps students think and solve problems logically, and its integration into science education is growing in importance. Many elementary schools, however, face limited digital infrastructure that constrains computational thinking implementation, making unplugged coding, programming instruction without digital devices, a practical alternative for developing this skill. Previous studies on unplugged coding have mostly examined its cognitive and skill-based outcomes, while research on students' affective responses to unplugged coding-based materials in science learning remains limited. This study aimed to analyse sixth-grade students' responses to a science student worksheet based on unplugged coding, focusing on four indicators: format, relevance, confidence, and interest. The study employed a quantitative descriptive design involving 98 sixth-grade students from an elementary school in Purwakarta Regency, selected through purposive sampling. Data were collected using a validated four point likert-scale questionnaire adapted from the ARCS (attention, relevance, confidence, satisfaction) motivation model and analysed descriptively to determine mean values, percentages, and standard deviations. The findings showed that students responded very positively to the worksheet, with an overall average score of 88.79%, categorised as excellent. The format indicator recorded the highest score (90.56%), followed by confidence (88.62%), interest (88.01%), and relevance (87.96%), indicating that students found the worksheet engaging and supportive of their confidence and understanding of science material. These results suggest that unplugged coding-based worksheets can transform abstract concepts into concrete, interactive, and enjoyable learning activities, offering a practical solution for science instruction in schools with limited technological resources

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