cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota malang,
Jawa timur
INDONESIA
Jurnal Pendidikan Sains
Published by Universitas Negeri Malang
ISSN : 24423904     EISSN : 24423904     DOI : -
Core Subject : Education,
Education
Jurnal Pendidikan Sains (JPS) terbit 4 (empat) kali setahun pada bulan Maret, Juni, September, dan Desember, berisi artikel-artikel tentang pendidikan sains baik ditulis dalam bahasa Indonesia maupun asing. Artikel yang dimuat berupa hasil penelitian dan hasil pemikiran. Jurnal Pendidikan Sains (JPS) diterbitkan oleh Pascasarjana Universitas Negeri Malang dengan Nomor ISSN 2338-9117.
Arjuna Subject : -
Articles 5 Documents
 1 
Search results for , issue "Vol 11, No 2: June 2023" : 5 Documents clear
Utilization of Palm Waste Charcoal Briquettes (ABLS) as Thematic-based Integrated Science Learning Materials for Middle School Students Sausan Fatin Nurazizah; Rendy Wikrama Wardana; Bhakti Karyadi; Henny Johan; Deni Parlindungan; Fitri Mulyani; Lasriani Lasriani
Jurnal Pendidikan Sains Vol 11, No 2: June 2023
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This investigation was conducted with the objective of evaluating the efficacy of ABLS ignition and formulating instructional materials for junior high school science education through the integration of e-booklets containing thematic-based science content. The research design employed herein adheres to the principles of experimentation and model development, falling under the category of Research and Development (R&D). The experimental cohort was stratified into three groups denoted as A1 (70% shell charcoal: 30% bunch charcoal), A2 (50% shell charcoal: 50% bunch charcoal), and A3 (30% shell charcoal: 70% bunch charcoal). The development of science learning materials was realized through integration with cobwebs, and subsequently, these materials were formatted into e-booklets. The outcomes of the ABLS ignition quality assessment revealed that composition A1 exhibited the optimal ignition proficiency, requiring 14 minutes to achieve the boiling of 100 ml of water, followed by composition A2 (16 minutes) and A3 (18 minutes). Subsequent ABLS testing, specifically ash analysis, yielded values of 6 grams for A1, 7 grams for A2, and 8 grams for A3. The flame coloration in compositions A1 and A2 manifested as bluish-red, devoid of smoke, whereas A3 displayed a red flame with minimal smoke emission. In conclusion, the ABLS ignition quality test substantiates that a charcoal composition ratio of 70% shell charcoal to 30% bunch charcoal yields the most favorable results. The thematic framework for junior high school science education, centered around the ABLS theme, encompasses six key topics: Classification of Material and Its Changes, Temperature and Changes, Energy and Living Systems, Environmental Pollution, Substance Pressure and Its Application in Daily, and Environmentally Friendly Technology. This study affirms that the ABLS theme holds potential for development into a cohesive thematic model for natural science teaching materials in junior high schools.DOI: 10.17977/jps.v11i22023p035
Exploring The Influence of Online Inquiry Learning With E-scaffolding Prompting Question on Problem-Solving Skills in The Work Energy Topic for Islamic Senior High School Students Arrika Wifqotu Lailin Nafisah; Supriyono Koes Handayanto; Sunaryono Sunaryono; Chokchai Yuenyong
Jurnal Pendidikan Sains Vol 11, No 2: June 2023
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This comprehensive investigation delves into the impact of integrating e-scaffolding prompting questions into online inquiry learning on students' problem-solving skills (PSS). With an explanatory design and a mixed-methods approach, the study focuses on XI-MIPA class students at MAN 1 Kediri City during the academic year 2022-2023. Utilizing meticulously crafted learning instruments, five problem-solving skills questions, and precise interview guidelines, the research employs triangulation through pre-tests, post-tests, and in-depth interviews. Quantitative data undergoes rigorous scrutiny via Analysis of Covariance (ANCOVA). The primary objective is to unveil the discernible influence of online inquiry learning complemented by e-scaffolding on the nuanced domain of PSS. Employing quasi-experimental methodologies, the study systematically compares a class engaged in conventional direct learning with one immersed in the intricacies of online inquiry learning. ANCOVA results decisively highlight a statistically significant disparity in PSS, with the online inquiry learning cohort consistently outperforming the control group. The granular analysis extends to specific problem-solving processes, delineating stages like problem identification, physics-rooted strategic planning, application of problem-solving strategies, mathematical procedures, and critical evaluation. The experimental cohort consistently surpasses the control group across these facets, affirming the pronounced efficacy of online inquiry learning enhanced by e-scaffolding. Qualitative insights from meticulously structured interviews corroborate quantitative findings, revealing a methodical and structured problem-solving approach within the experimental group. A discernable emphasis on conceptual reasoning emerges, reflective of a profound understanding nurtured by the synergistic amalgamation of online inquiry learning and e-scaffolding. The study conclusively advocates for the widespread implementation of this pedagogical framework as a transformative tool to enhance PSS across diverse physics topics. The implications extend to providing a robust foundation for future scholarly investigations, fortified by empirical evidence supporting the affirmative impact of online inquiry learning with e-scaffolding on students' problem-solving skills in physics education.DOI: 10.17977/jps.v11i22023p045
Exploring High School Students' Concept Mastery of Work and Energy Topics: A Quantitative Descriptive Study with Insights for STEM Learning Maharani Karunia Putri; Parno Parno; Nuril Munfaridah; Marlina Ali
Jurnal Pendidikan Sains Vol 11, No 2: June 2023
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This quantitative descriptive study investigates the concept mastery of work and energy among high school students, specifically focusing on 105 students from the XI MIPA Laboratory UM High School. The research employs a concept mastery test, adapting Bloom's taxonomy indicators from C2 to C6, comprising 15 reasoned multiple-choice questions with a reliability value of 0.704. Student responses, categorized into No Response (NR), No Understanding (NU), Incorrect Understanding (IU), Partial Understanding (PU), and Sound Understanding (SU), reveal a prevalent mastery level in the category of Incorrect Understanding or partial comprehension of misconceptions. Specifically, NR, NU, IU, PU, and SU categories are reported at 4.76%, 39.05%, 52.38%, 3.81%, and 0%, respectively. Subtopics such as work-potential energy and kinetic energy-conservation of mechanical energy law fall within the IU and NU categories. The findings emphasize the need for a tailored learning model addressing misconceptions and aligning scientific explanations with everyday experiences. This study underscores the importance of incorporating learning cycle methodologies, STEM approaches, and formative assessment strategies to enhance students' comprehension of work and energy concepts.DOI: 10.17977/jps.v11i22023p056
The Effect of Online Discovery-Inquiry Learning on Improving Critical Thinking Ability and Concept Mastery in Temperature and Heat Materials Fildzah Purvita Dewi; Lia Yuliati; Edi Supriana
Jurnal Pendidikan Sains Vol 11, No 2: June 2023
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The research endeavors to investigate the impact of implementing discovery-inquiry learning concerning the topic of temperature and heat on the enhancement of students’ critical thinking abilities and concept mastery. The study adopted a quasi-experimental design, employing a pretest-posttest control group framework. A cluster random sampling technique was applied to select the research sample, which comprised 36 students from class XI MIPA 3 (control group) and class XI MIPA 4 (experimental group) at SMA Negeri Rambipuji. The assessment instruments employed were two essay-shaped tests, specifically designed for evaluating critical thinking ability and concept mastery. Data analysis involved the utilization of independent sample t-test and effect size test. The results revealed a statistically significant improvement in students’ critical thinking ability and concept mastery with a robust effect size, categorizing the impact of discovery-inquiry learning as substantial. Consequently, it can be inferred that discovery-inquiry learning is efficacious in augmenting students’ critical thinking abilities and concept mastery pertaining to the subject of temperature and heat.DOI: 10.17977/jps.v11i22023p065
Study of Scientific Reasoning and Concept Mastery of Students Through Guided Inquiry Learning Model Assisted by Formative Assessment Saiya, Selvina Visbad; Kusairi, Sentot; Sunaryono, Sunaryono
Jurnal Pendidikan Sains Vol 11, No 2: June 2023
Publisher : Sekolah Pascasarjana Universitas Negeri Malang (UM)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study endeavors to assess the impact of guided inquiry learning, complemented by formative assessment, on students’ scientific reasoning (SR) and concept mastery (CM). The research involved 20 students from class XI A at SMA Muhammadiyah 02 Sumberpucung, utilizing questions adapted from the modified Lawson classroom test of scientific reasoning (MLCTSR) to measure SR, and the force concept inventory (FCI) to gauge CM. The instructional focus was Newton’s law of motion. Both qualitative and quantitative analyses were employed for data interpretation. The findings revealed a substantial influence of the guided inquiry learning model on SR, with a d-effect size value of 3.829. Similarly, students’ CM exhibited a noteworthy impact, evidenced by a d-effect size value of 3.099. These values signify that both SR and CM fall within the category of greater than the standard effect size. The outcomes imply a significant enhancement in students' proficiency in both SR and CM as a result of the guided inquiry learning approach.DOI: 10.17977/jps.v11i22023p072

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2023 2023


Reset
Filter By Issues
All Issue Vol 13, No 2: June 2025 Vol 13, No 1: March 2025 Vol 12, No 4: December 2024 Vol 12, No 3: September 2024 Vol 12, No 2: June 2024 Vol 12, No 1: March 2024 Vol 11, No 4: December 2023 Vol 11, No 3: September 2023 Vol 11, No 2: June 2023 Vol 11, No 1: March 2023 Vol 10, No 1: March 2022 Vol 9, No 4: December 2021 Vol 9, No 3: September 2021 Vol 9, No 2: June 2021 Vol 9, No 1: March 2021 Vol 8, No 4: December 2020 Vol 8, No 3: September 2020 Vol 8, No 2: June 2020 Vol 8, No 1: March 2020 Vol 7, No 4: December 2019 Vol 7, No 3: September 2019 Vol 7, No 2: June 2019 Vol 7, No 1: March 2019 Vol 6, No 4: December 2018 Vol 6, No 3: September 2018 Vol 6, No 2: June 2018 Vol 6, No 1: March 2018 Vol 5, No 4: December 2017 Vol 5, No 3: September 2017 Vol 5, No 2: June 2017 Vol 5, No 1: March 2017 Vol 4, No 4: Desember 2016 Vol 4, No 3: September 2016 Vol 4, No 2: Juni 2016 Vol 4, No 1: Maret 2016 Vol 3, No 4: Desember 2015 Vol 3, No 3: September 2015 Vol 3, No 2: Juni 2015 Vol 3, No 1: Maret 2015 Vol 2, No 4: Desember 2014 Vol 2, No 3: September 2014 Vol 2, No 2: Juni 2014 Vol 2, No 1: Maret 2014 Vol 1, No 4: Desember 2013 Vol 1, No 3: September 2013 Vol 1, No 2: Juni 2013 Vol 1, No 1: Maret 2013 More Issue