Jurnal Pendidikan IPA Indonesia
<p>Jurnal Pendidikan IPA Indonesia published a scientific paper on the results of the study and review of the literature in the sphere of natural science education in primary education, secondary education and higher education. Each manuscript submitted will be reviewed by bebestari partners who specifically requested the appropriate fields.</p> <p>Description Publication: This journal was first published in April 2012 and every April and October.</p>
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<![CDATA[SCIENTIFIC REASONING ABILITY OF PROSPECTIVE STUDENT TEACHER IN THE EXCELLENCE PROGRAM OF MATHEMATICS AND SCIENCE TEACHER EDUCATION IN UNIVERSITY OF MATARAM ]]>
<![CDATA[Jufri, A. W.]]>;
<![CDATA[Setiadi, Setiadi]]>;
<![CDATA[Sripatmi, D]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 5, No 1 (2016): April 2016 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v5i1.5792
<![CDATA[The purpose of this study is to investigate the scientific reasoning ability of the prospective student teacher, and to analyze the difference in scientific reasoning ability between students in the study programs. The sample set consisted of 179 students joining the Excellence Program of Mathematics and Science Teacher Education in the Faculty of Teacher Education (FTE) in the University of Mataram. The Classroom Test of Scientific Reasoning (CTSR) was translated into Indonesian language and used to measure the student scientific reasoning ability. The results of this study revealed that 95.5% students had low reasoning ability and were categorized as concrete and transitional reasoner. Only few students (4.5%) reached the category of formal operational reasoner. In addition, significant differences of the students reasoning ability emerged among the third and the fifth semester students, as well as students in the four study programs. ]]>
<![CDATA[THE STUDY OF MENTAL MODEL ON N-HEXANE-METHANOL BINARY SYSTEM (THE VALIDATION OF PHYSICAL CHEMISTRY PRACTICUM PROCEDURE) ]]>
<![CDATA[Albaiti, Albaiti]]>;
<![CDATA[Liliasari, Liliasari]]>;
<![CDATA[Sumarna, Omay]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 5, No 1 (2016): April 2016 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v5i1.5783
<![CDATA[N-hexane and methanol systen is one example of a binary system that shows the solubility properties of reciprocity. This study aimed to assess the mental model of a n-hexane-methanolbinary system. Interaction at the submicroscopic level between n-hexane and methanol molecules is described in the form of mental model. Penelitian ini menggunakan cloud point method untuk memperoleh data kesetimbangan cair-cair sistem n-heksana-metanol. This study used a cloud point method to obtain data on liquid-liquid equilibrium on the system of n-hexane-methanol. Research data showed the maximum critical temperature (above the consolute temperature) of this system was at 42.95 °C with Xmethanol = 0.475 (P= 715 mmHg). Data from the laboratory observations was representedas a symbolic level in the form of the curve of correlation between mole fraction of methanol with temperature in a phase diagram system of n-hexane-methanol. The curve that was formed was asymmetric. It indicated that the solubility of n-hexane in methanol was relatively small compared to the solubility of methanol in n-hexane. Mental model of the binary system of n-hexane-methanol in four curve areasin the form of visualization of the interaction between n-hexane and methanol molecules through London force. In thermodynamics, each component had the same chemical potential inboth phases at equilibrium state. This study results could have a contribution to form a mental model on the student as the prospective chemistry subject teachers.]]>
<![CDATA[THE INFLUENCE OF V DIAGRAM PROCEDURAL SCAFFOLDING IN GROUP INVESTIGATION TOWARDS STUDENTS WITH HIGH AND LOW PRIOR KNOWLEDGE ]]>
<![CDATA[Amelia, R.]]>;
<![CDATA[H., Supriyono Koes]]>;
<![CDATA[Muhardjito, Muhardjito]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 5, No 1 (2016): April 2016 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v5i1.5799
<![CDATA[The learning achievement of high school students of Malang city in physics was still low, thus the appropriate learning strategies was necessaryto optimize the physics learning achievement. V diagram procedural scaffoldingin Group Investigation was designed with the aim to optimize student learning achievement. The purpose of this study was to examine differences in learning achievement of groups of students who learn through Scaffolding Procedural strategies in Group Investigation and groups of students who are studying with Group Investigation, to examine differences in student achievement between thosewith high and low prior knowledge levels, and to examine the interaction between learning strategies (procedural scaffolding in GI and GI) and initial knowledge of students towardlearning achievement. The method used in this study wasquasi-experimental.The design used in this study was Two Factorial Design consisted of two experimental classes and two control classes each. The results indicated that learning achievement group of students who learn through proceduralscaffolding in Group Investigation was higher than the group of students who are studying with Group Investigation. The learning achievements of students with high prior knowledge surpassed those with low prior knowledge. Last, there was an interaction between the learning strategies and prior knowledge of students toward learning achievement.]]>
<![CDATA[THE APPLICATION OF INQUIRY LEARNING MODEL TO IMPROVE âSATU ATAPâ STUDENTSâ LEARNING RESULTS AT SMPN 4 SINGOSARI MALANG ]]>
<![CDATA[Setiawan, B.]]>;
<![CDATA[Sunarti, T.]]>;
<![CDATA[Astriani, D.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 5, No 1 (2016): April 2016 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v5i1.5788
<![CDATA[The implementation of the learning device with inquiry learning model into a developed model and tested in the learning process in elementary and junior high school âSatu Atapâ 4 Singosari Malang. This type of research is done through experimentation with pre-experimental design that is implemented by the design of one group pretest and posttest design. The trial results with the learning device guided by inquiry learning model at the elementary-SMPN 4 âSatu Atapâ Singosari Malang shows that the activities carried out as many as four meetings run according to the lesson plans have been made. Learning by using inquiry model on electric material can be accomplished through: 1. Identification of question / formulate problem with the average score 3:38 (pretty good), step 2. Formulate a hypothesis with an average score of 3:25 (pretty good), step 3. Designing and observation/ experiment with an average score of 3:50 (well), step 4. Collecting and analyzing the data with an average score of 3:38 (pretty good), and step 5. Drawing conclusions/ generalizations with an average score of 3:38 (pretty good). Learning models for additives substance material with step 1. Identify the question / formulate the problem got an average score of 3:13 (pretty good), step 2. Formulate a hypothesis to get an average score 3:13 (pretty good), step 3. Designing and making observations / experiment with an average score of 3:38 (pretty good), step 4. Collecting and analyzing the data with an average score of 3:25 (pretty good), and step 5. Drawing conclusions / generalizations with an average score of 3:50 (well). The studentsâ learning outcomes using inquiry learning model covers aspects of knowledge, skills and attitudes obtained as follows: the aspect of knowledge through the pretest and posttest on the matter of electricity has increased the average percentage score from 42.6 on the pretest become 67.7 with an average score of N-Gain 0.44 in the medium category, while the knowledge aspect of learning outcomes on additive substance material has increased the average percentage of the score from 42.6 to 82.2 in pretest and posttest with an average score of N-Gain 0.69 in the medium category. The skill aspects on electricity material get the highest score in the predicate B +, while the highest score of additive substance material on the predicate A-, as well as attitudes aspects shows that more than 50% students show a good attitude during the learning process, ie 67% on the electricity material and 80% on the additives substance material.]]>
<![CDATA[IMPROVING STUDENTSâ GENERIC SKILL IN SCIENCE THROUGH CHEMISTRY LEARNING USING ICT-BASED MEDIA ON REACTION RATE AND OSMOTIC PRESSURE MATERIAL ]]>
<![CDATA[Mulyani, S.]]>;
<![CDATA[Liliasari, Liliasari]]>;
<![CDATA[Wiji, Wiji]]>;
<![CDATA[Hana, M. N.]]>;
<![CDATA[Nursa’adah, E.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 5, No 1 (2016): April 2016 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v5i1.5804
<![CDATA[The research aims to obtain information of improvement studentsâ generic skills in science through chemistry learning using ICT-based media on reaction rate and osmotic pressure material. This research was designed with quasi-experimental research method, with the design of non-equivalent control group pretest-posttest design. The research subjects were students of class XI and XII one of Madrasah Aliyah Negeri (State Islamic Senior High School) in Bandung. Learning process in experiment group were conducted using ICT-based media, whereas in control group conducted by applying laboratory activities. Data were collected through multiple-choice test. The result shows that there was no significant difference of n- gain of studentsâ generic skill in science between experiment and control group. Therefore it can be concluded that the learning process using ICT-based media can improve students generic skills in science as well as laboratory-based activities.]]>
<![CDATA[THE EFFECT OF MULTIMEDIA-BASED TEACHING MATERIALS IN SCIENCE TOWARD STUDENTSâ COGNITIVE IMPROVEMENT ]]>
<![CDATA[Khoiriah, Khoiriah]]>;
<![CDATA[Jalmo, Tri]]>;
<![CDATA[Abdurrahman, Abdurrahman]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 5, No 1 (2016): April 2016 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v5i1.5793
<![CDATA[This study is a meta-analysis study that aimed to determine the effect of multimedia-based teaching materials in science learning to students cognitive enhancement. This study integrated primary study results of several studies that had been published in national and international journals. The method used in this research was the analysis of the results of seven international journals and three national journals involving multimedia teaching materials based on science learning as the main study. Searches were done through the search engine Google, using Eric Journal and Google scholar with keyword multimedia-based teaching materials. Analysis of data was the description of the results of the average effect size of each study sampled then categorized based on Cohens interpretation. The results showed that multimedia-based teaching materials in science learning had a significant influence on students cognitive learning outcomes indicated by the average effect size of 0.78. Differences in cognitive enhancement were based on a group of countries, fields of study, education level and the variety of multimedia teaching materials. It was concluded that the multimedia-based teaching materials in science learning showed a significant effect on students cognitive enhancement.]]>
<![CDATA[THE DIAGNOSIS OF SENIOR HIGH SCHOOL CLASS X MIA B STUDENTS MISCONCEPTIONS ABOUT HYDROSTATIC PRESSURE CONCEPT USING THREE-TIER ]]>
<![CDATA[Wijaya, C. P.]]>;
<![CDATA[H, Supriyono Koes]]>;
<![CDATA[Muhardjito, Muhardjito]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 5, No 1 (2016): April 2016 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v5i1.5784
<![CDATA[One of the main problems in physics is the emergence of studentsâ misconceptions which comes from the prejudices of false starts and a naive belief. Many studies have shown that students tend to have developed their own understanding before the formal teaching is done. The ideas which are developed by students which are different from the explanations by the experts are known as misconceptions. The initial idea that has been formed by the students is very difficult to change by the teachers although the materials are presented with scientific concepts. Misconceptions diagnosis research on the hydrostatic pressure concept was conducted on 23 students of class X MIA B SMAN 3 Malang using Three-tier test. The diagnosis results that the students get misconceptions on the indicators, it explain the hydrostatic pressure is influenced by the depth and at all points located in the horizontal area in the calm liquid has the same hydrostatic pressure, and the hydrostatic pressure is proportional to the density of the fluid, include 1) students believe that hydrostatic pressure is greater at a point closer to the closed cavity (43.5%), 2) the students believe that the hydrostatic pressure is proportional to the density of the submerged object (30.4%), 3) the students believe that the hydrostatic pressure is greater on the outside of the cave because it has a larger volume of fluid so that the pressure is higher (17.4%), 4) students had misconceptions in determining the depth in case of hydrostatic pressure (13%), 5) the students believe that the hydrostatic pressure is greater in the narrow place (13%).]]>
<![CDATA[THE EFFECT OF USING DIGIMON (SCIENCE DIGITAL MODULE) WITH SCIENTIFIC APPROACH AT THE VISUALIZATIONOF STUDENTSâ INDEPENDENCE AND LEARNING RESULTS ]]>
<![CDATA[Syahroni, M. W.]]>;
<![CDATA[Dewi, N. R.]]>;
<![CDATA[Kasmui, Kasmui]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 5, No 1 (2016): April 2016 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v5i1.5800
<![CDATA[The aim of this research was to determine the influence of digimon based scientific approach on independence and learning autcomes of learners. This research has designed as quasi-experimental nonequivalent control group design. Subjects of this reaserch is learners at 8 E and 8 F on SMP N 1 Magelang in year 2014/2015. The results showed that there was a strong perfect linear relationship between digimon with independent learning or learning outcomes of learners. The result of independent assessment on the experiment group was 85,47 while the result of independent assessment on the control group was 69,94. Digimon based scientific approach are influential 51.93% to the independence of learners, while the rest influenced by other factors. Digimon give influence 39.69% on learning outcomes of learners, while the rest influenced by other factors.This relation is empharized through an independent test (t-test) which shows dependent bridge between digimon with independence toward concept understanding of learners in experiment group.]]>
<![CDATA[THE EFFECTIVENESS OF PROJECT-BASED E-LEARNING TO IMPROVE ICT LITERACY ]]>
<![CDATA[Eliana, E. D. S.]]>;
<![CDATA[Senam, Senam]]>;
<![CDATA[Wilujeng, I.]]>;
<![CDATA[Jumadi, Jumadi]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 5, No 1 (2016): April 2016 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v5i1.5789
<![CDATA[This study aims to reveal the effectiveness of science teaching based on project-based learning to improve ICT literacy learners in the junior high school with the category of high, medium and low. This research uses descriptive method to describe the studentsâ equipness of ICT literacy in the science learning based on the project-based learning that is integrated with e-learning. All of the population in this study are junior high school of curriculum pilot project in 2013 in Singkawang. The sampling in this study uses stratified random sampling to determine three of the four schools that represent the school with a category of high, medium and low based on the National Examination score on 2015, namely, SMPN 1 Singkawang, SMPN 3 Singkawang, and SMPN 7 Singkawang and from each school are randomly selected one class. The data collection is done by the observation and questionnaires of the studentsâ equipness in ICT literacy with effective criteria only if it is in a good or excellent criteria. Based on the analysis, project-based learning science-based learning is effective in equipping ICT literacy learners at junior high school  at the categories of high, medium and low.]]>
<![CDATA[THE DEVELOPMENT OF GUIDED INQUIRY SCIENCE LEARNING MATERIALS TO IMPROVE SCIENCE LITERACY SKILL OF PROSPECTIVE MI TEACHERS ]]>
<![CDATA[Putra, M. I. S.]]>;
<![CDATA[Widodo, W.]]>;
<![CDATA[Jatmiko, B.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 5, No 1 (2016): April 2016 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v5i1.5794
<![CDATA[This study aimed to produce valid, practical and effective guided inquiry model science learning materials to enhance science literacy skill of prospective MI teachers. The tryout of the materials was implementedto students of MI teacher educationof Unipdu Jombang at academic year of 2015/2016 semesters 3 using One Group Pretest Posttest Design. The data collections were done using observation, testing, and questionnaires. Data were analysed using descriptive analysis of quantitative, qualitative and non-parametric statistical tests. The findings of the research were: 1) the learning materials were valid; 2) Practicality of the materials was tested through the implementation of lesson plans, while the learnersâ activity wereappropriate to the guided inquirymodel; and 3) The effectiveness of the learning materials in terms of improvement of learning outcomes of students was seen from the n-gain with high category and increasing mastery of science literacy skills of learners also scored n-gain with high category and the response of students to the device and the implementation of learning is very positive. It was concluded that the materials were valid, practical, and effective to enhance science literacy skills of prospective MI teachers.]]>
