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[Bioaccumulation of Zn and 137Cs in Glauconomya virens (Linnaeus, 176) Upon Exposure to Sigle and Mixture of Zn or 137Cs and Salinity ]]>
<![CDATA[Budiawan, B.]]>;
<![CDATA[Suseno, H.]]>;
<![CDATA[Puteri, M. E.]]>;
<![CDATA[Prihatiningsih, W. R.]]>;
<![CDATA[Makmur, M.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 10, No 2 (2021): June 2021 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v10i2.27847
<![CDATA[This study aims to determine the effect of concentrations and salinity of seawater on the bioaccumulation of zinc and cesium in the Glauconomya virens. Salinity conditions and contaminant concentrations in the marine environment can change due to weather and other inputs. A biokinetic experiment was carried out using a single compartment approach that used radiotracer 65Zn and 137Cs. The experiments conducted were biota collection, acclimatization, bioaccumulation, and elimination. Acclimatization aims for the adaptation of biota in an experimental environment. Bioaccumulation was by placing the biota in an aquarium containing seawater media spiked by 65Zn, Zn, and 137Cs radiotracer contaminants. The elimination process was the release of contaminants from the body of the biota by placing them in clean and flowing seawater. The experimental results show that the uptake and elimination of Zn and Cs were influenced by these two parameters (water concentration and salinity). The highest value of Concentration Factor (CF) for Zn was 11.14 ml.g-1 under influences its concentration of 0.7 ppm in water. In the depuration process, Zn maintained by G virens were 39.44; 31.17; 23.62; and 23.92% after these organisms accumulate this element from seawater containing 0.1; 0.3, 0.5, and 0.7 ppm, respectively. The highest of 137Cs under influences its concentration of 3 Bg.ml-1 reached 2.65 mL.g-1. The effect of salinity is directly proportional to the factor value of Zn and 137Cs concentration.]]>
<![CDATA[The Implementation of Physics Learning through Online Mode during Pandemic Covid-19 Using Metacognitive Knowledge-based Materials ]]>
<![CDATA[Abdullah, H.]]>;
<![CDATA[Malago, J. D.]]>;
<![CDATA[Arafah, K.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 10, No 2 (2021): June 2021 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v10i2.28583
<![CDATA[This study aims to analyze the effect of metacognitive knowledge-based physics teaching materials (MKBPTM) on the ability to analyze metacognitive knowledge. These teaching materials were used in online learning during the Covid-19 pandemic. The research employed a post-test only control group design. The participants were divided into two groups: the experimental group consisting of 120 students and the control group comprising 124 students, who came from public senior high schools. The results showed that the MKBPTM experimental group had better learning outcomes than the control class using conventional-based teaching materials (CBPTM). The hypothesis testing results indicate a difference in the average score between the experimental and control groups’ metacognitive knowledge analysis skills (MKAS). The results suggest that MKBPTM has an influence on MKAS compared to CBPTM.]]>
<![CDATA[Effects of Islamic Scientist History on Seventh Graders' Understandings of Nature of Science in a Thai Islamic Private School ]]>
<![CDATA[Safkolam, R.]]>;
<![CDATA[Khumwong, P.]]>;
<![CDATA[Pruekpramool, C.]]>;
<![CDATA[Hajisamoh, A.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 10, No 2 (2021): June 2021 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v10i2.26668
<![CDATA[Societies and cultures influence students' understandings of the nature of science (NOS). An approach to promote an accurate understanding of the nature of science is to manage the learning based on students' contexts through the integration of their social, cultural, and religious stories. Hence, this study investigated the pedagogical effects of Islamic scientist history on seventh graders' understandings of the nature of science in an Islamic private school, Yala Province, Thailand. Through a mixed-methods convergent design, data were collected from 30 seventh graders in an Islamic private school of Yala who were selected through a convenience sampling. The instruments were 1) a NOS questionnaire and 2) a semi-structured interview on the understanding of the nature of science. The quantitative data were statistically analyzed using mean, standard deviation, and a dependent t-test. The qualitative data were analyzed through content analysis and categorized into three groups based on the views of the nature of science: informed views (IV), transitional views (TV), and naive views (NV). Results revealed that the students who learned from the history of Islamic scientists had gained higher mean scores on the understanding of the nature of science at the .05 significance level and transformed their views from transitional (TV) and naive (NV) to informed (IV) in every aspect of the nature of science. This can be summarized that applying the history of Islamic scientists with the explicit reflective NOS teaching is practical in Islamic private school. To make this change happen in the unique school context, science teachers must devote time to analyzing the NOS hidden in the history of Islamic scientists. In addition, another Islamic context, such as local Islamic wisdom, could also promote the understanding of the NOS for students in private Islamic schools.]]>
<![CDATA[Impact of Integrating Science and Engineering Teaching Approach on Students Achievement: A Meta Analysis ]]>
<![CDATA[Arshad, A. M.]]>;
<![CDATA[Halim, L.]]>;
<![CDATA[Nasri, N. M.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 10, No 2 (2021): June 2021 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v10i2.29839
<![CDATA[STEM teaching approach has attracted the attention of science educators as a panacea in addressing the deteriorating interest in STEM learning. However, the impact of STEM teaching approach on students’ achievement is scarcely discussed. Thus, this study aimed to explore the impact of integrating Science and Engineering teaching approach on the achievement of students. This meta-analysis was conducted systematically on articles published between January 2000 to January 2020 which were retrieved from five databases (EBSCOhost, Emerald, Scopus, Web of Science and ERIC). Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) were applied to ensure a rigorous selection of the desired research articles. The data were then assessed using two online statistical effect size calculators. A total of 14 effect sizes were calculated. The overall mean effect size obtained was of high effect (es=2.61). The Engineering Design Process (EDP)(es=3.26, high effect) was the most effective teaching approach in enhancing students’ understanding, as opposed to design-based learning.  An implication of the study is that EDP should be the basis for other teaching approaches in SE. Solving and creating tasks encourage application of concepts that then lead to enhancement of achievement.]]>
<![CDATA[Chemistry Online Distance Learning during the Covid-19 Outbreak: Do TPACK and Teachers' Attitude Matter? ]]>
<![CDATA[Kartimi, K.]]>;
<![CDATA[Gloria, R. Y.]]>;
<![CDATA[Anugrah, I. R.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 10, No 2 (2021): June 2021 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v10i2.28468
<![CDATA[The COVID-19 outbreak has made many countries decide to close schools to prevent the spread, including Indonesia. This leads to online distance learning. Furthermore, online distance learning is carried out by teachers suddenly without prior preparation. Therefore, the teachers' Technological, Pedagogical, Content Knowledge (TPACK), and attitude to conduct online distance learning are crucial. Thus, this study intends to identify chemistry teachers’ TPACK and attitude in online distance learning during the COVID-19 outbreak. Purposed-design survey method was used with 109 participants in Java, Indonesia. The data were collected using online questionnaires then analyzed quantitatively using factor analysis and qualitatively based on the teachers’ response to online distance learning during the COVID-19. The questionnaire used consisted of 36 close-ended statements with a Likert scale and 10 open-ended questions to find out challenges and opportunities for implementing chemistry online distance learning. The results show that the teachers try to adapt their way of teaching and assessment by using various technology platforms for online distance learning. The attitude and TPACK of the teachers tend to be positive in responding to online distance learning even though some senior teachers have a negative tendency to the aspects of attitude and technological knowledge. It can be implied that training in the use of various technologies, and enhancement of chemistry teachers’ TPACK skills are needed to produce better online distance learning. These results are expected to provide an overview of the challenges and opportunities of online distance learning in chemistry during or beyond the COVID-19 outbreak.]]>
<![CDATA[The Influence of the Research-based Monograph to Improve Pre-Service Teachers’ Knowledge, Attitude, and Behavior ]]>
<![CDATA[Suryani, S. D.]]>;
<![CDATA[Amin, M.]]>;
<![CDATA[Rohman, F.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 10, No 2 (2021): June 2021 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v10i2.30180
<![CDATA[This study intends to analyze the influence of the research-based monograph book as a learning resource to improve pre-service teachers’ knowledge, attitudes, and behavior towards the environment. This study is a quasi-experimental study using the Nonequivalent Control Group design. The research sample is 67 pre-service biology teachers using Cluster Sampling. Data were collected using environmental literacy instruments and analyzed descriptively and using the ANCOVA test. The results of the ANCOVA test showed that there was a significant effect on the use of the monograph book on environmental literacy. Knowledge domain obtained 0.047, attitude domain 0.186, and behavioral field 0.986 This research concludes that using the monograph book in learning affects aspects of ecological and environmental knowledge. Nevertheless, it has not had a significant effect on parts of attitude and behavior.]]>
<![CDATA[Analysis of Students' Critical Thinking Skills in terms of Gender Using Science Teaching Materials Based on The 5E Learning Cycle Integrated with Local Wisdom ]]>
<![CDATA[Ramdani, A.]]>;
<![CDATA[Jufri, A. W.]]>;
<![CDATA[Gunawan, G.]]>;
<![CDATA[Fahrurrozi, M.]]>;
<![CDATA[Yustiqvar, M.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 10, No 2 (2021): June 2021 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v10i2.29956
<![CDATA[Critical thinking is an important thing in building learners' knowledge. Students who have these skills will be able to solve problems effectively. This study examines the effect of science teaching materials based on the 5E learning cycle integrated with local wisdom in terms of gender on students' critical thinking skills. This quasi-experimental research with a pre-test-post-test control group design was carried out at Madrasah Tsanawiyah. Purposive sampling was used to select the research sample, including an experiment and a control group of equal ability between male and female students. The data were analyzed using a t-test and N-gain test to determine the improvement of critical thinking skills in both groups. The results showed that this teaching material affected students' critical thinking skills by the results of the t-test. The difference in the improvement of students' critical thinking skills is significant based on the result of N-gain and categorized as high. Students become more critical in solving problems after study using 5E integrated by local wisdom. The result shows an impact of this teaching material on first to fourth indicators of critical thinking skills. The fifth indicator is not affected by this teaching material because of students' weakness in elaborate the solution. There were also significant differences in the improvement of male and female students' critical thinking skills. One of them is that male students have a quicker response and higher self-confidence than female students in solving the problems. Based on this result, we conclude that applying science teaching material with 5E integrated by local wisdom positively affects students' critical thinking skills.]]>
<![CDATA[Diagnostic Test to Assess Misconceptions on Photosynthesis and Plant Respiration: Is It Valid and Reliable? ]]>
<![CDATA[Lim, H. L.]]>;
<![CDATA[Poo, Y. P.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 10, No 2 (2021): June 2021 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v10i2.26944
<![CDATA[High percentage of secondary school students was found that they were lack of understanding of the relationship between photosynthesis and respiration in plants. They did not fully understand the importance and function about plant respiration. Thus, this study designed to develop a valid and reliable instrument in two- tier multiple choice questions format which called Photosynthesis and Plant Respiration Diagnostic Test (PRDT) to assess the common types of misconceptions related to this topic among form four students (Grade 10) in Malaysia. Survey research method was applied in this study. There were 500 participants from 15 secondary schools were involved. 45 minutes were given to the participants in answering 18 two- tier diagnostic test items. The psychometric properties of the instrument had been tested using Rasch analysis. The result found that the newly developed instrument was valid and reliable. It brought the significant contribution in teaching and learning, especially classroom assessment practice in Biology subject.]]>
<![CDATA[How Low-Carbon Issues are Addressed in Primary School Textbooks ]]>
<![CDATA[Hudha, M. N.]]>;
<![CDATA[Hamidah, I.]]>;
<![CDATA[Permanasari, A.]]>;
<![CDATA[Abdullah, A. G.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 10, No 2 (2021): June 2021 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v10i2.26628
<![CDATA[This study aims to examine the existence of learning material related to educational issues regarding low-carbon levels. Through the content analysis, 26 primary school science textbooks from ten publishers in Indonesia were reviewed, focusing on the study covering the selection, presentation, provision of supporting materials, and low-carbon issues. The research method used is the qualitative content analysis process method with research steps: 1) Data collection; 2) Data analysis textbook; and 3) Ethical considerations. The results showed that sixty one point six percent of teachers said the book was under the curriculum's coverage. The sixty point six percent of the relevance of content to student experiences was appropriate, so is the fifty three point five percent of the relevance of examples and exercises with learning objectives and the material presented. It is also found that fifty five point six percent of various questions and discussions were adequate for testing students, the other fifty one point five percent had included supporting questions and exercises, and sixty point six percent of teachers said there was a teacher's guide. Then fifty point five percent, according to the teacher, students' awareness of low carbon is still relatively low, and forty six point six percent of the content coverage regarding low carbon is still considered sufficient by the teacher. This study concludes that there was too little coverage of low-carbon issues and a lack of additional material related to the low-carbon content in primary science textbooks. The topic of low carbon is still implicit in the environmental literacy found in textbooks. The follow-up that can be done is providing a low-carbon concept to science textbooks in primary schools so that our students and society will have low-carbon awareness and increased environmental literacy.]]>
<![CDATA[Improving Teachers' Understanding and Readiness in Implementing STEM through Science Learning Simulation ]]>
<![CDATA[Toto, T.]]>;
<![CDATA[Yulisma, L.]]>;
<![CDATA[Amam, A.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 10, No 2 (2021): June 2021 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v10i2.27509
<![CDATA[This study expects to discover the improvement of science teachers' comprehension of the STEM concept, the improvement of teachers' readiness in implementing it, and the relationship between the comprehension of STEM concepts and readiness in implementing it in learning science. The participants were 50 science teachers from a few junior high schools in Ciamis who joined the workshop and simulated natural science learning dependent on STEM concepts in the Galuh University in Ciamis, Indonesia. The method of study used descriptive utilizing instruments of questionnaires and interview guide. The data were investigated using descriptive statistics with SPSS version 25.0. In addition, data from interviews were analyzed qualitatively (as complementary data). The exploration results show an increase in understanding of the STEM concept of science teachers and an increase in teacher readiness to implement it in science learning. This increase in understanding of STEM concepts and readiness to implement them is strengthened by developing a plan for implementing STEM-based learning and observing STEM-based science learning simulation activities conducted by several workshop participants. In addition, there is also a high correlation between understanding the STEM concept and the teacher's readiness to implement it in science learning. ]]>
