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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 12, No 3: September 2024" : 5 Documents clear
Comparative Analysis in The Effectiveness of Real vs. Virtual Labs in Enhancing Students’ Conceptual Understanding of Archimedes’ Principle Edy, Judeanto; Sutopo, Sutopo; Supriana, Edi
Jurnal Pendidikan Sains Vol 12, No 3: September 2024
Publisher : Pascasarjana Universitas Negeri Malang (UM)

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Abstract

This research aimed to investigate the effectiveness of virtual laboratories compared to real laboratories in improving students’ conceptual understanding of Archimedes’ principle. A quantitative approach was employed using a pretest-posttest design. The measurement instrument used in this study was a concept mastery test, consisting of 15 multiple-choice questions. Data were analyzed using an independent sample T-test. The research involved students from two XI IPA classes, each consisting of 33 students. The findings indicated that both virtual and real laboratories in the learning process could enhance students’ conceptual understanding. The study concluded that there was no significant difference between the virtual lab and real lab classes in terms of improving students’ conceptual understanding.DOI: 10.17977/jps.v12i32024p085
Development of E-modules Based on PjBL-STEAM and Virtual Simulation Media on Work and Energy Topic as an Effort to Improve Students’ Critical Thinking Skills Rafidah, Farah; Parno, Parno; Nasikhudin, Nasikhudin; Ali, Marlina
Jurnal Pendidikan Sains Vol 12, No 3: September 2024
Publisher : Pascasarjana Universitas Negeri Malang (UM)

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Abstract

Work and energy are fundamental topics in physics. However, enhancing students’ critical thinking skills in these areas remains a challenge. This research aimed to develop and assess the validity and readability of e-modules designed with PjBL-STEAM and virtual simulation media to address this issue. The development process followed a 4D model, and the resulting e-modules were evaluated as strongly valid category. The validation tests yielded percentage scores of 91.6% for media, 89.3% for content, and 88.0% for lesson plans. Additionally, the readability test achieved a score of 84.6%, indicating a excellent level of comprehensibility. These findings suggest that the e-modules based on PjBL-STEAM with integrated virtual simulation media are well-suited for use in physics education, particularly for improving students’ critical thinking skills.DOI: 10.17977/jps.v12i32024p093
Exploration of Students’ Scientific Argumentation Skills on Static Fluid Topics Fernando, Trio Junira; Parno, Parno; Diantoro, Markus
Jurnal Pendidikan Sains Vol 12, No 3: September 2024
Publisher : Pascasarjana Universitas Negeri Malang (UM)

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Abstract

The weakness in students’ scientific argumentation, particularly in providing evidence-based arguments, has become a significant concern in education. This study aims to assess students’ scientific argumentation skills specifically on the topic of static fluids. The survey was conducted with 78 twelfth-grade students from private high schools in East Java, Indonesia, who had previously studied this topic. A scientific argumentation test instrument, consisting of an essay format with five questions, was employed to collect data. The data were analyzed using descriptive statistics, followed by a classification based on static fluid subtopics and the level of scientific argumentation skill. The results indicated that the average student score was 10.60, which falls within a low category. Additionally, the findings revealed that a substantial number of students failed to sufficiently use evidence to support their arguments. These outcomes highlight the need for instructional strategies that better develop students’ scientific argumentation skills.DOI: 10.17977/jps.v12i32024p104
Influencing Factors of Competency Achievement in Fiber Optic Installation Engineering: A Study on Vocational School Graduates in Indonesia Pujianto, Pangadongan Elfin; Kustono, Djoko; Elmunsyah, Hakkun
Jurnal Pendidikan Sains Vol 12, No 3: September 2024
Publisher : Pascasarjana Universitas Negeri Malang (UM)

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Abstract

This study investigates the factors influencing the achievement of competencies in the field of Fiber Optic Installation Engineering (TIFO) among vocational school graduates in Indonesia and their subsequent performance in the workforce. Utilizing a quantitative approach, the research examines the relationship between several key variables, including national examination scores, quality of infrastructure, teaching competence, and telecommunication systems subject scores. Path analysis structural equation modeling was employed to determine the direct and indirect effects of these variables on TIFO competency achievement and graduates’ performance. The findings reveal that the quality of infrastructure is the most significant contributor to competency achievement, accounting for 36.24% of the variance. Teaching competence also plays a crucial role, contributing 12.82% to the attainment of competencies. Moreover, the study demonstrates that the achievement of TIFO competencies significantly impacts the performance of vocational school graduates in the industrial sector, explaining 71.9% of their overall performance. These results underscore the importance of high-quality infrastructure and effective teaching in vocational education, highlighting their roles in enhancing competency development and employability among graduates. The study concludes that focused improvements in these areas could substantially benefit the vocational education system, aligning educational outcomes more closely with industry needs and enhancing the employability and performance of graduates in the workforce.DOI: 10.17977/jps.v12i32024p111
The Effect of Problem-Based Learning Models Through Blended Learning on Students' Collaborative Ability on Excretion System Subject of class XI SMA Negeri Plus Riau Province Regina, Angel; Yustina, Yustina; Daryanes, Febblina; Putra, Riki Apriyandi
Jurnal Pendidikan Sains Vol 12, No 3: September 2024
Publisher : Pascasarjana Universitas Negeri Malang (UM)

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Abstract

This study investigates the impact of implementing a Problem-Based Learning (PBL) model integrated with Blended Learning on enhancing students’ collaborative abilities. Conducted in class XI of SMA Negeri Plus Riau Province during the 2021/2022 academic year, the research utilized a control group design to compare the collaborative skills of students in an experimental class, which employed the PBL model, with those in a control class. The study assessed four key indicators of collaborative ability: working productively, valuing opinions, compromising, and sharing responsibility. The findings revealed that students in the experimental class showed significant improvements in all four indicators compared to the control class. Specifically, the experimental group demonstrated better time management, greater respect for diverse viewpoints, enhanced ability to find common ground, and a stronger sense of shared responsibility. These results suggest that the combination of PBL and Blended Learning fosters a more engaging and effective learning environment, promoting active participation, critical thinking, and teamwork. The study concludes that adopting such pedagogical approaches can enhance collaborative skills among students, making them better prepared for future challenges that require cooperation and problem-solving. This research provides valuable insights for educators seeking to implement innovative teaching strategies to improve educational outcomes and equip students with essential 21st-century skills.DOI: 10.17977/jps.v12i32024p117

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