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Jurnal Pendidikan IPA Indonesia
Published by Universitas Negeri Semarang
ISSN : 23391286     EISSN : 20894392     DOI : https://doi.org/10.15294/jpii
Core Subject : Education,
Education
<p>Jurnal Pendidikan IPA Indonesia&nbsp;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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Articles 16 Documents
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Search results for , issue "Vol 11, No 4 (2022): December 2022" : 16 Documents clear
Combined Effect of Pesticides Containing Active Ingredients of Chlorpyrifos and Mancozeb on the DNA Damage of Chlorella Sorokiniana Shihira and Krauss Nadar, Y. E.; Nugroho, A. P.
Jurnal Pendidikan IPA Indonesia Vol 11, No 4 (2022): December 2022
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v11i4.39619

Abstract

The intensive use of pesticides in agricultural areas can leave residues of pesticide mixtures on the soil surface. Surface run-off can carry pesticide residues, enter water bodies, and then may affect non-target organisms. Chlorpyrifos and mancozeb are active ingredients commonly contained in pesticides applied in shallot farming. This study aims to evaluate the combined effect of pesticides containing active ingredients of chlorpyrifos and mancozeb on the growth and DNA damage of the microalgae Chlorella sorokiniana. The test organism was exposed to the combined concentration of chlorpyrifos:mancozeb, i.e., 0:0, 20%:20%, 20%:80%, 80%:20%, and 80%:80% of the individual EC50 of each pesticide with sampling time at hours 0, 6, 24, and 48. Microalgae growth was estimated by cell counting method, and DNA damage was analyzed by alkaline comet assay method with parameters, i.e., Tail Intensity (TI%), Head Intensity (HI%), Tail Moment (TM), Olive Tail Moment (OTM), and Tail Factor (TF). The results showed that the combined pesticides inhibited the growth of C. sorokiniana, with the highest growth inhibition being at a combined concentration of 80%:80%. The TM and OTM values of C. sorokiniana increased with the increase of combined concentrations at an exposure period of up to 24 hours. In conclusion, the combined exposure could induce growth inhibition and DNA damage of Chlorella sorokiniana, mainly in the first 24 hours. The TM and OTM can be used as sensitive biomarkers for biomonitoring pesticide pollution.
Academic Resilience and Science Academic Emotion in Numeration under Online Learning: Predictive Capacity of an Artificial Neural Network Mahmudah, U.; Lola, M. S.; Fatimah, S.; Suryandari, K. C.
Jurnal Pendidikan IPA Indonesia Vol 11, No 4 (2022): December 2022
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v11i4.39091

Abstract

The main objective of this study is to predict student academic resilience based on academic emotions in studying numeration and science under online learning. Many researchers have analyzed student academic resilience and online learning. Unfortunately, only a few similar research topics focus on numeration and science. 191 students at a university in Central Java Province have been randomly selected as research samples. Academic resilience is classified into three groups: low, medium, and high. The academic emotions were measured using three indicators: class-related emotions, learning-related emotions, and test emotions. This study uses an artificial neural network (ANN) to obtain predictive values. The results indicate that the level of academic resilience and academic emotion in numeration and science under online learning is in the medium category. The results also show that the relative error provides a fairly small percentage, namely 19.7% at the training stage and 25% at the testing stage. This refers to the prediction results having a good level of accuracy. Predictive estimation results also indicate that class-related emotions are predicted to be the aspect that has the most crucial impact on students’ academic resilience, in which the normalized importance value is 100.0%. It is followed by the aspect of learning-related emotions (65.0%) and test emotions (24.3%). The implication is that the aspect of class-related emotions should get better attention from lecturers and students so that students can increase their chances of getting a good level of academic resilience in numeration and science.
The Scientific Questioning and Experimental Skills of Elementary School Students: The Intervention of Research-Based Learning Khumraksa, B.; Burachat, P.
Jurnal Pendidikan IPA Indonesia Vol 11, No 4 (2022): December 2022
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v11i4.36807

Abstract

Research-based learning is a learning strategy that encourages the use of scientific inquiry, thereby allowing students to develop an understanding of the scientific process. The aim of this study was to design a research-based, scientific learning activity on the topic of the mass and volume of matter, to be implemented with elementary school students. The study sample consisted of 16 fourth-grade students selected by purposive sampling. This mixed methods study, performed as an embedded design, examined the pre-experimental results of this research-based learning activity on students’ scientific questioning and experimental skills. The science process skills evaluation form was used as a quantitative instrument. The quantitative data were analyzed by simple statistics including mean and standard deviation. Meanwhile, the gathering of qualitative data was accomplished through the taking of field notes. Deductive analysis was employed to highlight the patterns that emerged regarding the students’ science process skills. The findings revealed that this research-based learning design encouraged students’ scientific questioning and experimental skills, with the mean level being at the developing level. This was achieved by giving students the opportunity to engage in challenging, age-appropriate activities with explicit scientific methodology guidance provided by their teachers. Furthermore, it was found that the students were very much satisfied with this research-based learning activity. This suggests that incorporating research-based practices would serve to fulfill the educational aims of the science classroom. The science inquiry-based approach represents an area worthy of increased focus in order to encourage elementary school students to practice science process skills.
Enhancement of Indonesian High School Student Conceptual Mastery on VSEPR Topic Using Virtual Simulation of Molecule Shapes: A Case Study of Quasi-Experimental Evidence Stiawan, E.; Basuki, R.; Liliasari, L.; Rohman, I.
Jurnal Pendidikan IPA Indonesia Vol 11, No 4 (2022): December 2022
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v11i4.36385

Abstract

The Valence Shell Electron Pair Repulsion (VSEPR) is an essential topic for high school student’s fundamental understanding of 3D shapes of chemical compounds. Due to the spatial aspect of the topic, the students were forced to imagine the geometry of the molecule by predicting the free or bonded electron pair repulsion. Suitable learning media to accommodate those features should be precisely selected to help students properly understand the geometry of the molecule based on the VSEPR topic. This study compared the significant difference in the application of two media of animation video and interactive simulation toward the control and experimental groups, respectively, to enhance conceptual mastery of the VSEPR topic. This study was a statistical quasi-experiment study with two classes of control (animation video) and experimental (interactive simulation) groups. The results of the significant difference test of the groups showed that the distribution of the experimental and control groups was not normal (significantly different) and normal (not significantly different), respectively. Analysis results using Mann-Whitney for the non-parametric free two samples comparative test with a 95% confidence level showed that the application of virtual simulation on the experimental group impacted more in improving the conceptual mastery of the VSEPR topic. Furthermore, there was an identified significant improvement in sub-concepts of the VSEPR topic in binding pair, molecular shape, and electron repulsion. These findings could support the teachers in designing lesson plans for students to master the VSEPR topic.
Sophisticated Thinking Blended Laboratory (STB-LAB) Learning Model: Implications on Virtual and Real Laboratory for Increasing Undergraduate Student's Argumentation Skills Agustina, R. D.; Putra, R. P.
Jurnal Pendidikan IPA Indonesia Vol 11, No 4 (2022): December 2022
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v11i4.38772

Abstract

Laboratory activities require scientific processes. The crucial scientific process in laboratory activities is aligning with 21st Century skills. Argumentation skills in laboratory activities are needed to make laboratory activities run efficiently, effectively, and without misinformation. Sophisticated Thinking Blended Laboratory (STB-LAB) in laboratory activities is considered capable of improving argumentation skills because of its syntax, disposition, and argumentation stage, allowing students to train their argumentation skills. This study intends to determine whether the STB-LAB learning model can improve students' argumentation skills in virtual and real laboratory activities. The method uses quantitative research with a one-group pretest-posttest design in which the N-Gain will be generated from the pretest and posttest, and find the difference in pretest and posttest, t-test using independent sample t-test, and effect size using Cohen's D. The results show that N-Gain obtained in virtual laboratory activities, only two aspects were categorized as quite effective, namely warrant, and backing aspects. In addition, N-Gain obtained in real laboratory activities only has three aspects categorized as quite effective: evidence, warrant, and rebuttal. The hypothesis obtained in both laboratory activities is 0.000 at Sig. (2-tailed), and the Effect Size obtained in both laboratory activities is 0.91 and 0.79. Thus, STB-LAB can improve argumentation skills using two media, with the virtual laboratory getting the highest results in its improvement. This shows that STB-LAB is appropriate for improving argumentation skills at the undergraduate level.
Validation of Game-Based Activities in Teaching Grade 7-Biology Lasala Jr, N. L.
Jurnal Pendidikan IPA Indonesia Vol 11, No 4 (2022): December 2022
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v11i4.39185

Abstract

The use of game-based activities in education has been recognized as an innovative alternative instructional material. As any sort of instructional material is essential to the teaching and learning process, it is imperative to check its quality before widespread utilization to ensure effectiveness. This study aims to evaluate the validity of the developed lessons in Ecosystem integrating game-based activities (GBAs) namely (1) THE CONQUEST, (2) ECO-DAMA, (3) ECO-CHALLENGE, and (4) ECO-WARRIOR for Grade 7 Biology. This research employed descriptive developmental research design involving 8 experts and 66 students chosen through purposive sampling. Experts used the DepEd standards for non-print resources while students were given the evaluation checklist and asked to write journals for the validation. Results show that the GBAs met all of the LRMDS DepEd's standards for non-print resources and were deemed "very satisfactory" by both the students and the experts implying high validity. Additionally, the students' pre-test and post-test results revealed that integrating GBAs improved their academic performance. The experts and students acknowledged the potential for GBAs to make classes engaging, instructive, and fun, supporting the validity of the developed GBAs. This study concludes that the use of GBAs is a valid and effective approach in Science education and the developed GBAs can be used as supplemental and cutting-edge instructional materials for teaching Ecosystem. This study adds to the body of knowledge exploring the potentials of GBAs for educational purposes and promotes the use of GBAs in similar fields of study. 
Green Chemistry Education In The Emerging Economies In Asia Jovero, M. B.; Picardal, J. P.
Jurnal Pendidikan IPA Indonesia Vol 11, No 4 (2022): December 2022
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v11i4.39112

Abstract

This paper aims to investigate and synthesize literature exploring the current state of Green Chemistry Education (GCE) in the emerging economies in Asia to determine what has been done and the continuing projects for the promotion of Green Chemistry (GC). The researchers used the integrative literature review approach to examine qualitative, quantitative, and mixed methods and empirical and theoretical literature related to GCE. This approach includes (a) problem identification, (b) search for structured literature, (c) data evaluation, (d) data analysis, and (e) presentation of findings. Published studies revealed that most initiatives in integrating GC principles in emerging economies in Asia focused on the secondary and tertiary levels but not graduate studies and non-chemistry-related courses. Most of its progress has been observed in Organic Chemistry and General Chemistry. Results also revealed that the barriers that hampered integrating GCE are pedagogical resources (insufficient or unavailability of time, financial and technological resources) and pedagogical content knowledge (misconceptions about GC, lack of expertise, and the need to update technical knowledge). It can be concluded that even in the initial stage of implementation of green chemistry education in the emerging economies in Asia, and despite numerous documented barriers, proactive efforts are being made by numerous institutions and even individuals who are tenaciously advocating green chemistry. These efforts are enriched through various educational programs, learner-centered pedagogical practices, and strategies that enhance teachers’ and students’ content knowledge and skills. Finally, economics is a major factor in determining a country’s state of Green Chemistry as the economic condition can be credited to outstanding or dismal achievements.
The Effect of Problem-based Learning through Blended Learning on Digital Literacy of Eleventh-Grade Students on Excretory System Material Yustina, Y.; Mahadi, I.; Daryanes, F.; Alimin, E.; Nengsih, B.
Jurnal Pendidikan IPA Indonesia Vol 11, No 4 (2022): December 2022
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v11i4.38082

Abstract

This study aims to analyze students’ digital literacy through problem-based Learning (PBL) through Blended Learning (BL). The research was carried out in the eleventh grade of SMA Negeri Plus Riau in the even semester of the 2021/2022 academic year. This research is quasi-experimental, using a closed questionnaire with 4 Linkert scales. The research parameter is students’ digital literacy with eight indicators: Functional Skills and Beyond, Creativity, Collaboration, Communication, The Ability to Find and Select Information, Critical Thinking and Evaluation, Cultural and Social Understanding, and E-Safety. Data were obtained using the Linkert scale and converted into Value (N). Value every aspect is the score obtained from the answer indicators that are checked (considered the most appropriate) and divided by the maximum score multiplied by 100. The average value of each aspect is obtained from the total value of each indicator divided by the number of indicators, then analyzed descriptively and qualitatively. Digital literacy students in the control class got an average score of 77.5 (good category) and 85.25 in the experimental class (very good category). Of the eight indicators, the highest digital literacy indicator in the control and experimental classes is creativity, with scores of 85 and 88, respectively. The E-Safety indicator scores 85 and 90. The lowest score was the Critical Thinking and Evaluation indicator, in the control and experimental classes, with a 75, categorized as good. Problem-based learning model through blended learning positively affects the digital literacy of eleventh-grade students of SMA Negeri Plus Riau on the excretory system material.
The Effectiveness of Creative Problem Solving-Flipped Classroom for Enhancing Students' Creative Thinking Skills of Online Physics Educational Learning Rahayu, S.; Setyosari, P.; Hidayat, A.; Kuswandi, D.
Jurnal Pendidikan IPA Indonesia Vol 11, No 4 (2022): December 2022
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v11i4.39709

Abstract

Physics science differs from other educational programs. As a natural science subject, this study program has many mathematical formulas, complex scientific laws, theorems, and scientific postulates. This study program needs creative thinking skills since physics learning is related to creativity in solving scientific problems. CPS (Creative Problem Solving) and flipped classrooms are some efforts to increase creative thinking skills. In Indonesia, COVID-19 is the main reason for conducting online learning. However, there is no supporting information about the effectiveness of CPS and flipped classrooms as methods for online physics learning in university. Thus, this study aims to identify the effectiveness of CPS–flipped classrooms assisted by videos in enhancing university students' creative thinking skills for online learning. The study participants were university students from the Physics Education Study Program (population = 66 students, random cluster sampling for the sampling method) of Mataram University. They were divided into the control and experimental or treatment groups. This study used a pre-test and post-test group design (seven description questions). All questions were validated and reliable. All data were analyzed using an N-gain score and t-test. The results show that the N-gain score is in the medium zone. The data were normally and homogeneously distributed. The analysis result using the t-test shows that the addition of flipped classrooms is more effective than the control group (CPS only). CPS-flipped classroom performs better than CPS, proving the ability of flipped classrooms as the alternative method in online learning.
Assessment on Digitalization of Basic Physics Courses: Need Analysis on the Use of Digital-based Assessment Nurlina, N.; Marisda, D. H.; Riskawati, R.; Sultan, A. D.; Sukmawati, S.; Akram, A.
Jurnal Pendidikan IPA Indonesia Vol 11, No 4 (2022): December 2022
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v11i4.39191

Abstract

Assessment is essential to measure students' achievement of learning objectives. Assessments in Basic physics courses are still categorized as manual, unstructured, and outdated. Using descriptive statistics, this study aims to investigate the need for digital assessments in Basic physics courses. The samples were taken from two public universities, two private universities, and a university with Physics Education Study Programs. They were half of each university students’ number per class. The number of respondents from Public university A, Public university B, Private University C, Private University D, and University E were 91, 49, 25, 20, and 29 students, respectively. Data collection was carried out using a questionnaire via a google form. Data obtained was analyzed by calculating the percentage for each indicator. Research indicators consist of the availability of teaching materials, the application of blended models, students' interest in basic physics, and the availability of assessments of the physics learning process. The results show that the five institutions that provide Basic Physics courses have not implemented digital assessments optimally. Of the five tertiary institutions that became the research sample, only one institution achieved the minimum target, with a score of 55.31% in the class of 2021 at university A. Meanwhile, the other four tertiary institutions did not achieve 50% in the last five batches. Therefore, lecturers must develop digital assessments in basic physics courses using the Kahoot application.

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