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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
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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 94 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
Jurnal IPA & Pembelajaran IPA Vol. 10 No. 3: SEPTEMBER 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.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
Jurnal IPA & Pembelajaran IPA Vol. 10 No. 3: SEPTEMBER 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

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
Tour Games Tournament Battle: The Effect of a Tournament Based Board Game on Grade VIII Students' Conceptual Understanding of the Human Respiratory System Mika Lepi; Vicharisti Monica Mangudis; Risya Pramana Situmorang; Djohan Djohan; Sefni Oemolos
Jurnal IPA & Pembelajaran IPA Vol. 10 No. 3: SEPTEMBER 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.v10i3.2884

Abstract

Understanding the human respiratory system, particularly the microscopic processes of gas exchange, is challenging for junior high students transitioning from concrete to abstract thinking, often leading to rote memorization. This study examines the effect of tour games tournament (TGT) battle, a board game integrating TGT that simulates O₂ and CO₂ diffusion, on conceptual understanding. It describes student mastery profiles across Bloom’s cognitive levels. A quasi-experimental pretest-posttest control group design was employed with 48 eighth-grade students (24 per group). Conceptual understanding was measured using a validated 30-item multiple-choice test, analyzed via paired/independent t‑tests, effect sizes (Cohen’s d), and descriptive indicator profiling. Results showed TGT battle significantly outperformed conventional instruction, with experimental posttest (M=14.71) and gain scores (M=5.33) far exceeding controls (M=10.88; M=0.92; p<0.001; d=1.65–1.66), demonstrating large practical effects. Gain distributions confirmed consistent improvement across all ability levels and effectively prevented the reinforcement of misconceptions. Bloom's profiling revealed the highest mastery at the understanding level (C2, Indicator 1=0.75) and strong higher-order thinking (C4–C5, Indicators 10–12=0.68). However, a critical weakness emerged at the application level (C3, Indicator 5=0.46), attributable to the game's linear design, which fragmented internal and external respiration. TGT battle effectively builds foundational and higher-order understanding, yet requires structured post-game debriefing to bridge gaps in intermediate application. Thus, it serves as a robust, inclusive instructional strategy for abstract secondary biology when complemented by reflective conceptualization phases.
Development and Feasibility of a Biodiversity Booklet Based on an Inventory of Medicinal Plant Uses as a Contextual Learning Resource for Grade 10 Student Jessie Anggraini; Ruqiah Ganda Putri Panjaitan; Eko Sri Wahyuni; Liya Angga Lestari
Jurnal IPA & Pembelajaran IPA Vol. 10 No. 3: SEPTEMBER 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.v10i3.3219

Abstract

Learning materials on biodiversity in high schools are still predominantly based on textbooks, PowerPoint presentations, images, and videos, with limited use of local potential as a contextual learning resource. This condition provides students with fewer opportunities to relate biodiversity concepts to their surrounding environment. This study aimed to develop and assess the feasibility of a biodiversity booklet based on an inventory of medicinal plant use by the Chinese community in Gonis Butun Hamlet, Gonis Tekam Village, Sekadau Regency, as a biology learning resource for Grade X high school students. This study employed a Research and Development (R&D) method using the Borg and Gall model, modified by Sugiyono, consisting of five stages: identifying potential and problems, data collection, product design, product validation, and product revision. Data were collected through interviews, observation, documentation, and validation sheets involving two biology education lecturers and three high school biology teachers. Data were analyzed using the Aiken validity index. The results showed that the assessment instruments were valid and suitable for use, while the developed booklet obtained an average validity score of 0.90, categorized as valid. Revisions were made based on validator suggestions, particularly regarding presentation structure, typographic consistency, and material clarity. The booklet presents medicinal plant use in relation to biodiversity concepts, providing contextual learning material. Therefore, the developed booklet is considered suitable as an alternative biology learning resource for the biodiversity topic for Grade X high school students
The Implementation of an Investigative Science Learning Environment Integrated with a Deep Learning Approach to Enhance Students' Understanding of Physics Concepts Faisal Syahputra; Irwandi Irwandi; Abdul Halim; Muhammad Syukri; Syahrun Nur; Cut Rizki Mustika; Nurazidawati Mohamad Arsad
Jurnal IPA & Pembelajaran IPA Vol. 10 No. 3: SEPTEMBER 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.v10i3.3240

Abstract

The low level of students' learning interest and conceptual understanding of physics remains a major challenge in physics instruction at the secondary school level. The study aims to examine the implementation of the Investigative Science Learning Environment (ISLE) integrated with a deep learning approach in enhancing students' learning interest and understanding of physics concepts on the topic of static fluids. The study employed a quantitative approach with a quasi-experimental method using a Pretest-Posttest Control Group Design. The research sample consisted of 60 eleventh-grade students at SMA Negeri 4 Takengon, divided into an experimental class (n=30) that received ISLE instruction integrated with deep learning, and a control class (n=30) that received conventional instruction. The research instruments included a learning interest questionnaire (40 statements, Likert scale) and a concept understanding test (20 multiple-choice items). Data were analyzed using the Wilcoxon Signed Rank Test and the Mann-Whitney U Test. The results showed that: (1) there was a significant increase in learning interest in the experimental class (p<0.001) with an average N-Gain of 0.45 (moderate category) and a very large effect size (d=1.97); (2) there was a significant increase in concept understanding in the experimental class (p<0.001) with an average N-Gain of 0.66 (moderate category, approaching high) and a very large effect size (d=2.73), far exceeding that of the control class (N-Gain 0.29, low category); and (3) the improvement in both variables in the experimental class was significantly higher than that in the control class.
Molecular Docking and Molecular Dynamics Study of a Local Lipase: Insights into Substrate Specificity and Thermostability for Biodiesel Biocatalyst Development Sri Sofiati Umami; Baiq Repika Nurul Furqan; Imam Syahputra Yamin; Husnul Budiatman Dani; Juniman Rey
Jurnal IPA & Pembelajaran IPA Vol. 10 No. 3: SEPTEMBER 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.v10i3.3286

Abstract

Lipase enzymes are widely utilized as biocatalysts in biodiesel production due to their specificity and environmentally friendly characteristics. This study aims to evaluate the interaction between a locally isolated lipase enzyme and fatty acids with varying carbon chain lengths (C2–C18) using molecular docking and molecular dynamics simulations. Docking results revealed that the highest binding affinity was observed for palmitic acid (C14) with a value of -7.986 kJ/mol, indicating a preference toward long-chain fatty acids. Molecular dynamics analysis, including root mean square deviation (RMSD), root mean square fluctuation (RMSF), and radius of gyration (Rg), demonstrated that the enzyme exhibits greater structural stability at 50°C compared to temperatures below 30°C, suggesting its thermostable nature. Comparative analysis showed that the studied enzyme shares 95.44% sequence similarity with Lipase ITB1.1, yet exhibits higher binding affinity toward similar substrates. Considering that lipase ITB1.1 has been experimentally reported to catalyze transesterification reactions for biodiesel and biolubricant production, the enzyme investigated in this study is predicted to possess similar catalytic potential. These findings indicate that the local lipase enzyme is a promising candidate for biocatalytic applications in biodiesel production, although further experimental validation is required
The Effect of Case-Based Learning Integrated Sustainable Development Goals on Students Problem-Solving Ability and Learning Outcomes in the Excretory System Topic Delviana Simbolon; Herbert Sipahutar
Jurnal IPA & Pembelajaran IPA Vol. 10 No. 3: SEPTEMBER 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.v10i3.3346

Abstract

Traditional, teacher-centered teaching methods tend to encourage passive behavior among students and leave them unable to analyze problems systematically. This study aims to determine the effect of case based learning (CBL) incorporating the sustainable develompment goals (SDGs) poin 3 on problem-solving skills (PSS) and student learning outcomes in the excretory system curriculum at SMAN 1 Pegagan Hilir. This study is quasi experimental study using pretest-posttest control group design involving two classes: class XI 6 as the experimental class, taught using the CBL model incorporating the SDGs poin 3, and class XI 4 as the control class, taught using the conventional model. Data collection was conducted using problem-solving ability tests and learning achievement assessments. The results showed that the average posttest score for problem-solving ability in the experimental class was higher (80.56) compared to the control class (72.86). Meanwhile, the average posttest score for learning outcomes of students in the experimental class (87.64) was significantly higher than that of the control class (80.28). This was also confirmed by hypothesis test using an independent samples t-test on both variables with a significance level of 0.000<0.05. Based on these data, it is concluded that the CBL learning model incorporating the SDGs poin 3 has a significant effect on improving students’ PSS and cognitive learning outcomes on the topic of the excretoSry system in grade XI at SMAN 1 Pegagan Hilir. Teachers can use this model as an effective teaching approach to encourage students to think critically, analyze problems systematically, and apply scientific concepts in relevant contexts
Assessing Deaf Students’ Science Abilities Through Student Teams Achievement Division Learning Using Item Response Theory Budi Susetyo; Wiwi Siswaningsih; Dhea Lutvia; Nasrul Adadi; Rendi Restiana Sukardi
Jurnal IPA & Pembelajaran IPA Vol. 10 No. 3: SEPTEMBER 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.v10i3.3380

Abstract

Science learning for deaf students requires appropriate methods, media, and assessment tools to address their limited vocabulary and diverse learning needs. Accurate measurement of learning outcomes also requires testing instruments that reflect students’ actual abilities. This study aimed to evaluate deaf students’ abilities in science learning on light and its properties through the student teams achievement division (STAD) model using a multiple-choice test developed based on the two-parameter logistic (2PL) item response theory model, which estimates ability from item difficulty and discrimination. The study involved 32 deaf students at the elementary level from six special schools (SLB-B) in several regions of Indonesia. An experimental method was employed, and data were analyzed using a one-sample sign test with the minimum mastery criterion as the reference value. The results showed that the abilities of most deaf students in understanding light and its properties had not reached the minimum mastery criterion, indicating that basic concepts had not been optimally mastered. Differences in learning outcomes across schools may reflect variations in learning quality, student abilities, additional disabilities, and the implementation of the STAD model. These findings highlight the need to improve instructional strategies and develop assessment instruments that are better aligned with the characteristics and learning needs of deaf students. The results provide a reference for developing more responsive learning and assessment systems in special schools
Development of a Problem-Solving-Based Interactive E-Worksheet on Dynamics of Motion: Validity and Practicality Selma Riyasni; Annisa N; Siti Aisyah Lubis; Hidayati Hidayati; Renol Afrizon; Putri Dwi Sundari
Jurnal IPA & Pembelajaran IPA Vol. 10 No. 3: SEPTEMBER 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.v10i3.3400

Abstract

The availability of instructional materials that systematically facilitate students’ problem-solving processes remains a challenge in physics learning, particularly in dynamics of motion. This study aimed to develop a problem-solving-based interactive e-worksheet and determine its validity and practicality in supporting students’ problem-solving skills (PSS). The study employed a research and development approach using the Plomp development model, limited to the prototyping phase. The development process included preliminary research, prototype design, self-evaluation, expert review, one-to-one evaluation, and small-group evaluation. Data were collected through validity and practicality questionnaires involving three physics education experts, one physics teacher, and 12 students at Baiturrahmah High School. Validity data were analyzed using Aiken’s V coefficient, while practicality data were analyzed using percentage analysis. The e-worksheet obtained an average validity score of 0.84, indicating a valid category. The teacher’s practicality assessment yielded an average score of 79.17%, categorized as practical. The one-to-one and small-group evaluations obtained average scores of 90.11% and 91.09%, respectively, both categorized as highly practical. These findings indicate that the e-worksheet is clear, attractive, easy to use, and useful for facilitating structured problem-solving activities. Therefore, the developed interactive e-worksheet is valid and practical for supporting students’ PSS in physics learning
Reconstructing Kampung Naga’s Three-Domain Indigenous Ecological Knowledge into an Ecosystem E-Module for High School Biology Learning Shynta Ayinda Puspa; Siti Sriyati; Amprasto Amprasto; Indriyani Rachman
Jurnal IPA & Pembelajaran IPA Vol. 10 No. 3: SEPTEMBER 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.v10i3.3591

Abstract

Indonesian high school students demonstrate persistent misconceptions in ecosystem learning, particularly in energy flow (25.39%) and biogeochemical cycles (20.41%), largely attributed to decontextualised instruction disconnected from students' cultural realities. This study aimed to identify indigenous ecological knowledge practices of Kampung Naga, reconstruct them into scientifically validated biological concepts through an emic-to-etic ethnoscience framework, and map reconstructed concepts onto the biology learning outcomes of the Indonesian merdeka curriculum phase E. A qualitative ethnographic design was employed, with data collected through participatory observation, semi-structured interviews with one kuncen, two community guides, and three supporting informants, and systematic literature review. Data were analysed through three-stage coding, science reconstruction via peer-reviewed literature cross-referencing, and pedagogical mapping against criteria of conceptual relevance, grade level appropriateness, and contextual applicability. Fifteen indigenous knowledge practices across three ecological domains, namely traditional agriculture, customary forest zoning, and water management, were successfully reconstructed and mapped onto six ecosystem concept clusters: energy flow, biogeochemical cycles, interspecific interactions, abiotic-biotic interactions, conservation strategies, and human-ecosystem interaction. Key practices such as the saung lisung above balong system, three-zone water management (Azas Tritangtu), and indigenous phytoremediation in balong simultaneously address multiple high-misconception sub-concepts within a single culturally authentic context. The findings confirm that Kampung Naga's ecological knowledge constitutes a scientifically coherent and pedagogically rich resource for high school ecosystem learning, and demonstrate a replicable reconstruction model applicable to other indigenous communities across Indonesia

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