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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 15 Documents
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Search results for , issue "Vol 12, No 2 (2023): June 2023" : 15 Documents clear
The Pattern of Physics Education Students’ Diagrams and Answers in Solving Force Problems J. Sirait; J. Ainley; M. Barstow
Jurnal Pendidikan IPA Indonesia Vol 12, No 2 (2023): June 2023
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.v12i2.43020

Abstract

Force diagrams or some say free body diagrams (FBDs), as physics representations, are usually employed to teach and learn physics concepts such as force. Physics education studies indicate that the use of FBDs can support or hinder students’ performance in solving physics problems. This study aims to investigate the type of representations drawn by students and the patterns of students’ answers while solving force problems. By involving 230 preservice physics teachers, questions about the application of Newton’s laws were administered to students to elicit the patterns of students’ diagrams and answers. Results were analysed into three categories: complete, incomplete, and inappropriate force diagrams. In addition, some students did not draw diagrams in solving the problems. Based on students’ answers, the percentage of students drawing incomplete diagrams (54% for horizontal problems and 42% for inclined problems) is higher than drawing complete diagrams (18% for horizontal problems and 35% for inclined problems). The percentage of students who drew inappropriate diagrams in solving horizontal and inclined problems is 20% and 10%, respectively. A few students (8% and 13%) did not draw diagrams for both questions. Students who drew complete diagrams tended to obtain the correct final answer. Some students who drew incomplete diagrams were not able to find the correct answers and even finish the problem. However, some students who drew incomplete diagrams could successfully solve the problem. The group of students who drew diagrams in the inappropriate category tended to demonstrate incorrect and unfinished answers. This study suggests that instructors should not only focus on the correctness of the diagrams but also focus on the completeness of diagrams drawn by students while solving the problems. 
Differences in the Triplechem Learning Model with Balinese Local Wisdom and the Discovery Learning Model in Influencing Students' Visual Literacy and Mental Models about Acid-Base Solutions I. W. Suja; I. M. G. Jayadiningrat; I. N. S. Ardiyasa
Jurnal Pendidikan IPA Indonesia Vol 12, No 2 (2023): June 2023
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.v12i2.44456

Abstract

This study intends to investigate the differences in the effect of the TripleChem learning model with Balinese local wisdom and the Discovery Learning model on students' visual literacy and chemical mental models about acid-base solutions. The research was designed using a quantitative approach and classified as quasi-experimental. The research design used was a pretest-posttest non-equivalent control group design. The population of this study was 206 junior high school students with Balinese cultural backgrounds with various beliefs (religions), namely Hindus, Muslims, and Christians. Cultural content will cause learning to be more contextual, more interesting, and bring students closer to their own culture. The sampling was done using a simple random sampling technique, and obtained two sample classes, one class as the experimental group, and the other as the control group.  The experimental group was taught using the TripleChem learning model containing Balinese local wisdom, while the control group was taught using the Discovery Learning model. The dependent variable in this research was visual literacy and students' mental models of chemistry. Data collection was carried out using a visual literacy test (10 items in total; item validity between 0.520 – 0.893; and test reliability coefficient of 0.895) and a chemical mental model test (8 items in total; item validity between 0.669 – 0.878; and test reliability coefficient of 0.922). Data analysis was carried out descriptively and MANCOVA. The results show that the TripleChem learning model is more effective to be applied to improve students' visual literacy and mental models about acid-base solutions compared to the Discovery Learning model. This condition is caused by the syntax of the TripleChem learning model which is more sequential and structured to build students' visual literacy and chemistry mental models. The application of the TripleChem learning model in chemistry learning needs to be supported by laboratory facilities to display chemical macroscopic phenomena and animated media to explain these phenomena at the level of matter particles.
Ethnochemistry Potential of Vines Contained in Lontar Usada Taru Pramana on Students’ Scientific Explanation Skills through Task-Based Learning I. G. L. Wiratma; I. A. A. Yuliamiastuti
Jurnal Pendidikan IPA Indonesia Vol 12, No 2 (2023): June 2023
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.v12i2.42826

Abstract

This research focuses on the analysis of the ethnochemistry potential of the vines contained in the Lontar Usada Taru Pramana. Lontar Usada Taru Pramana is a note written on palm leaves about plants that are useful as medicines used as a reference for traditional Balinese medicine. This study aims to analyze the effectiveness of task-based learning that utilizes the ethnochemistry potential of vines contained in Lontar Usada Taru Pramana, on students’ scientific explanations skills. This research was conducted during the post-Covid-19 period in vocational and high schools with 234 students. This research was quantitative and applied The One-Group Pretest-Posttest Design with replication where there was no control class and all research subjects were given the same treatment. Task instructions were passed through pre-task, process task, and post-task. The type of task in learning is to make scientific studies of ethnochemistry by sharing personal experiences and solving problems. The data collection technique used tests as descriptive essay questions to measure students’ scientific explanation skills on some materials in booklets of Taru Pramana Lontar. The tests in this study described several components: plant classification, chemical content, benefits and methods of concocting it as medicine, and the scientific version of the Lontar Usada Taru Pramana composition. The effectiveness of task-based learning was analyzed using the N-Gain and T-test. The results of this study indicate that giving assignments based on Lontar Usada Taru Pramana in chemistry learning is effective in increasing students’ ability to explain the scientific study of vines as medicine. The N-gain results are in the high category of 0.76 for vocational students and 0.72 for high school students. While the T-test result shows that there is a significant difference between students’ pretest and posttest results in both vocational school and high school with a significance of .01. Students tend to correctly give scientific explanations to the plants they often encounter. This study shows that the ethnochemistry potential of the vines on Lontar Usada Taru Pramana can improve students’ scientific explanation skills. This study recommends elaborating chemistry concepts in the preservation of cultural heritage through transferring knowledge on using traditional and modern medicinal plants and their development in research.
Physics Argumentation-Based Computer-Supported Collaborative Hybrid Learning to Increase Concept Mastery and Argumentation Skills E. Murdani; A. Suhandi; M. Muslim; A. Setiawan; A. Samsudin; B. Costu
Jurnal Pendidikan IPA Indonesia Vol 12, No 2 (2023): June 2023
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.v12i2.42457

Abstract

This study aims to increase the level of concept mastery and argumentation of senior high school students in Singkawang City, West Kalimantan Province, Indonesia. The Physics Argumentation-Based Computer-Supported Collaborative Hybrid Learning (PABCSCHL) model in Socio-Scientific Issues (SSI) especially on the topic of the forest fire on the peatlands has been developed with good validation categories by three pedagogical validators and three assessment validators and been implemented to 200 students. Their argumentation skill levels are measured based on Toulmin Argumentation Pattern. The syntax of the PABCSCHL model is Reading (online), Concept Building, Discussing and Debating (offline), Experiment Designing (online), and Experiment Doing (offline). The core of this model is student collaboration in arguing, debating, and experimenting. From this research, most student solution to anticipate the fire forest on peatlands is burning and waiting until the fire is extinguished perfectly (70 students), monitoring periodically that the fire is completely extinguished (60 students), and limiting the burned area by digging trenches around the site (50 students). Student solutions describe students’ understanding of solving problems posed in group discussion sessions and debates and prove their arguments with experimental data. Before implementing the model, no student has the highest level of argumentation and concept mastery. After that, 23 students have the highest level of concept mastery, and 25 students have the highest level of argumentation. The PABCSCHL model can increase the level of concept mastery and argumentation skills. This model is a new alternative hybrid learning in the post COVID-19 pandemic. Many more SSI can be learning topics to be implemented in this model.
Effect of E-Readiness Skills, Metacognitive Awareness, and Biological Literacy on the High School Students' Misconceptions J. Jamaluddin; A. W. Jufri; A. Ramdani
Jurnal Pendidikan IPA Indonesia Vol 12, No 2 (2023): June 2023
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.v12i2.37536

Abstract

This study aims to determine the effect of e-readiness skills, metacognitive awareness, and biological literacy on students’ misconceptions about the ecosystem concept. This type of research is quantitative descriptive with a survey method. The research subjects were 182 West Lombok high school students Regency. Data collection used an e-readiness questionnaire, MAI inventory, and a biological literacy test combined with the CRI method. Data analysis used descriptive analysis techniques and multiple regression analysis. The data analysis using multiple regression analysis with the help of the SPSS 26 program obtained the following results: partial multiple linear regression analysis found that e-readiness skills (sig. 0.0000.05) and biological literacy (sig. 0.0070.05) have a significant effect on students’ misconceptions, while metacognitive awareness (sig 0.0880.05) does not affect students’ misconceptions. This study concluded that partially e-readiness skills and biological literacy had a significant effect on students’ misconceptions, while metacognitive awareness had no significant effect on students’ misconceptions. Simultaneously, e-readiness skills, metacognitive awareness, and biological literacy positively affect high school students’ misconceptions about the ecosystem concept. Biology teachers are expected to pay attention to efforts to improve e-readiness skills, metacognitive awareness, and students’ biology literacy to minimize their misconceptions about biology concepts in high school.
The Connection between Students' Retention and Critical Thinking Skills in Diverse Academic Skills in Biology Learning M. Danil; A. D. Corebima; S. Mahanal; I. Ibrohim
Jurnal Pendidikan IPA Indonesia Vol 12, No 2 (2023): June 2023
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.v12i2.39983

Abstract

This research aims to investigate the connection between students’ retention and critical thinking skills in diverse academic skills in biology learning. The research samples were 202 tenth-grade students in the second semester who learned biology. A class equivalence test determined four high and four low academic skills classes. An essay test was employed in this study to examine retention and critical thinking skills. The study indicates a significant connection between students’ retention and critical thinking skills in various academic skills in high school biology learning. High academic skills have a lower contribution of critical thinking skills to retention than low academic skills. Students’ less serious learning attitudes and practices give a low contribution of critical thinking skills to retention in high academic skills. The regression equation lines between students’ retention and critical thinking skills in diverse academic skills are not parallel and do not coincide. The regression equation line for low academic skills seems steeper than that for high ones. It means that students’ retention improvement rate due to the influence of critical thinking skills in high academic skills is lower than in low academic skills.
Design, Development, and Evaluation of DivTCell App: Gamifying Eukaryotic Cell Division and its Effects on Academic Achievement S. A. A. Mantilla; L. A. Macababat; R. D. S. Nasayao; A. M. P. Walag
Jurnal Pendidikan IPA Indonesia Vol 12, No 2 (2023): June 2023
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.v12i2.43852

Abstract

Due to the increasing popularity of digital games, educators worldwide have grown interested in designing and developing gamified learning systems to facilitate learning. The study utilized a design and development research design to develop a gamified learning app, DivTCell, to teach eukaryotic cell division to high school students. The application was designed based on suggestions from science teachers and emerging themes in the literature. It was then evaluated by science teachers using an application evaluation rubric. The DivTCell was implemented in one in-tact class to examine its effects in improving students’ academic achievement. Results from the evaluation show that the application have accurate concepts, accessible, and functional. Similarly, improvements in academic achievement were also noted after the implementation of the app as shown in the significant difference in the scores for the pretest (M=26.80, SD=2.32) and posttest (M=30.76, SD=2.44) conditions; t(45)= -8.49, p = 0.00. Effect size was also calculated at d=1.25, indicating high practical significance. Game elements such as badges, leaderboards, challenges, and autonomy are essential in motivating students to learn. These results demonstrate that when end users are in mind in developing a gamified learning system that positively affects students’ academic achievement.
Biodiversity of Drosophila sp. from the Natural Environment based on the Cytochrome Oxidase subunit 1 Gene M. Wurarah; Y. S. Mokosuli; H. M. Sumampouw
Jurnal Pendidikan IPA Indonesia Vol 12, No 2 (2023): June 2023
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.v12i2.44126

Abstract

Research on insect phylogenetics is intricated by their similar morphology and significant genetic diversity. The cytochrome oxidase subunit 1 (CO1) gene is the most widely utilized mitochondrial DNA gene in the identification and study of animal molecular biodiversity. This study aims to identify and reconstruct the phylogeny of fruit flies from North Sulawesi using the cytochrome oxidase subunit 1 (CO1) gene. Fruit flies were obtained from 5 (five) areas in North Sulawesi, namely Siau (L1), North Minahasa (L2), Minahasa (L3), Southeast Minahasa (L4), and Bolaang Mongondow (L5). Fruit fly imago limbs were used as a tissue source for genomic DNA extraction. Genomic DNA extraction was carried out using the Quick-DNAâ„¢ Miniprep Kit manufacture protocol. The CO1 gene amplification was carried out by the PCR method, and the visualization of the amplicons was carried out by the 1.5% gel electrophoresis method. Nucleotide sequencing used a sequencing service at First BASE Singapore with a bidirectional sequencing method. CO1 gene amplification of each sample was visualized at 690 bp to 702 bp length. After analyzing the CO1 gene concession area using the MEGA XI program, it is found that Drosophila at L1 has 702 bp, L2 has 703 bp, L3 has 698 bp, L4 has 700 bp, and L5 has 697 bp. Based on alignment analysis using the BLAST method, it is found that the L1 fruit fly has a similarity rate of 99.29% (E=0.0) to Drosophila parapallidosa [MK659836.1]. The L2 fruit fly also has a similarity rate of 96.86% with Drosophila parapallidosa [MK659836.1]. The L3 fruit fly has a similarity level of 94.94% with Drosophila parapallidosa [MK659836.1]. The L4 fruit fly has a similarity rate of 94.43% with Drosophila parapallidosa [MK659836.1]. However, the L5 fruit fly shows a similarity rate of 96.86% with Drosophila rubida [EU493593.1]. The reconstruction results with the MEGA XI program using the Minimum Evolution model obtain two monophyletic groups where the fruit fly in Bolaang Mongondow is in a monophyletic group different from other fruit flies. The results of this study prove the variation in fruit fly species in North Sulawesi based on the identification of the CO1 gene.
Introducing CAPAB(L)E: A Learning Model to Promote Prospective Biology Teacher’s Entrepreneurship Skills B. Supriatno; D. Kusumawaty; T. E. Tallei; T. B. Emran; T. Suwandi
Jurnal Pendidikan IPA Indonesia Vol 12, No 2 (2023): June 2023
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.v12i2.40741

Abstract

Biology is one of the fields of study that has a lot of scopes that have the potential to be directed to the entrepreneurship aspect. Currently, there is no report on a particular learning model that prepares prospective teachers to design and implement businesses related to the use of biological principles, processes, and products. This study aims to develop and validate an entrepreneur-oriented learning model of biology in higher education, later known as CAPAB(L)E. CAPAB(L)E, stands for Characterizing, Analyzing, Prototyping, Assessing, Building up, and Exposing, a bioentrepreneurship learning model to promote biology education students’ entrepreneurial skills was successfully designed through this research. This design-based research (DBR) used the ADDIE model, which consisted of five stages, namely: analysis, design, development, implementation, and evaluation. The logical validation sheet consisted of six objective items with four Likert scales and an open question regarding recommendations for improving the developed learning model filled by two validators or experts (a lecturer in biology learning design and a lecturer in entrepreneurship). In addition, to obtain an overview of students’ perceptions of the CAPAB(L)E learning model, a questionnaire was used containing six items of Likert Scale 4-level statements and an open question about skills that were most trained during learning. Research data were analyzed descriptively. The results of the logical validation of the hypothetical model of CAPAB(L)E bioentrepreneurship learning model indicate that the learning model is valid and can be implemented, with a score of 81,25%. The students’ perceptions are generally positive on the structure and content of the material. Students suggest using teamwork strategies in planning and implementing student businesses. Based on this research results, it is necessary to carry out further research to determine the effectiveness of CAPAB(L)E bioentrepreneurship learning on students’ skills, knowledge, and attitudes toward entrepreneurship.
The Turning Point: Scientific Creativity Assessment and Its Relationship with Other Creative Domains in First Year Secondary Students I. Pont-Niclòs; A. Martín-Ezpeleta; Y. Echegoyen-Sanz
Jurnal Pendidikan IPA Indonesia Vol 12, No 2 (2023): June 2023
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.v12i2.42835

Abstract

Research on creativity, as well as its application to the education field and its assessment at the different educational stages, have been of increasing interest over the past decades in different countries. In this context, this study aims to evaluate performance in scientific creativity and its relationship with other creativity domains (linguistic and general creativity) of Spanish first-year secondary students. This is a key moment both from the point of view of the change in educational level and a critical age in cognitive developments associated with creativity. The research was carried out using a quantitative, descriptive, cross-sectional design. Data was collected using previously validated tests. Results revealed a moderate-to-low performance for the scientific domain, as well as for the linguistic one and for general creativity. In addition, positive correlations have been found between all the studied domains of creativity. Nevertheless, this correlation was stronger between both scientific creativity dimensions (daily and specific). This research shows the scarce creative competence of students at the early stage of secondary education and gives evidence about the multicomponent nature of creativity. The need for the inclusion of creative teaching strategies at the secondary education level via transdisciplinary approaches is discussed.

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