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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 4 (2023): December 2023" : 15 Documents clear
The Role of Self-Concept in Modulating the Effectiveness of Nature-Based Science Instruction Jatmiko, A.; Asyhari, A.; Irwandani, I.; Soeharto, S.
Jurnal Pendidikan IPA Indonesia Vol 12, No 4 (2023): December 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.v12i4.48287

Abstract

This study investigates the intersection between academic self-concept and the efficacy of Nature-Based Science Instruction (NBSI) in shaping the educational experiences of future science teachers. A mixed-methods design, encompassing the Academic Self-Concept Questionnaire and Nature-Based Science Instruction Assessment, enabled a comprehensive exploration of this dynamic. The research found that self-efficacy and self-competence, key components of self-concept, significantly determine the success of NBSI. These elements shape and are shaped by the learning environment, with reflective practices within NBSI notably enhancing academic self-concept and learning outcomes. The study's conclusions provide new insights into educational psychology, emphasizing the necessity of incorporating psychological factors into science curriculum development for more effective pedagogical strategies.
The Effect of Robotics Experiments on the Scientific Literacy of Junior High School Students in Bengkulu Province Mayub, A.; Setiawan, A.; Fahmizal, F.; Wardaya, R. W.; Lazfihma, L; Johan, H.; Nursaadah, E.
Jurnal Pendidikan IPA Indonesia Vol 12, No 4 (2023): December 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.v12i4.44991

Abstract

This research describes students' scientific literacy, motivation to learn science, and science teachers' responses after participating in the "Robotic Experiment." The research uses experimental methods, which include interactive lectures, demonstrations, simulations, question and answer, animations, and robot assembly. Research data was obtained using questionnaires and interviews with 100 students and 25 science teachers from SMP N 6 Seluma, SMP N 2 Bengkulu, SMP N 8 Rejang Lebong, SMP N 2 Kepahiyang, and SMP N 4 Rejang Lebong. The school prepared a simple electronics/robot laboratory for the five research subjects in this research activity. Robotics experiments can motivate students at junior high schools in Bengkulu to learn science, increase students' scientific literacy, and science teachers' responses to the experiment, each with a score of 4.02 (motivated category), 3.99 (good category), and 3.98 (good response category). The school aims to pursue this robotics experiment further in the future to stimulate students' curiosity about science learning inside and outside the classroom.
Engklek Game Ethnoscience-Based Learning Material (EGEBLM) to Improve Students’ Conceptual Understanding and Learning Motivation Hariyono, E.; Rizki, I. A.; Lestari, D. A.; Citra, N. F.; Islamiyah, A. N.; Agusty, A. I.
Jurnal Pendidikan IPA Indonesia Vol 12, No 4 (2023): December 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.v12i4.43941

Abstract

Understanding concepts is essential in physics education, as this subject emphasizes the practical application of concepts over rote memorization. This approach helps prevent students from occurring misconceptions. Moreover, learning motivation can raise enthusiasm for learning physics to achieve the expected goals. However, evidence suggests that both variables show low levels. Therefore, this study aims to develop valid, practical, and effective Engklek game ethnoscience-based edutainment learning materials (EGEBLM) to improve students' physics concept understanding and learning motivation. This research utilizes the 4D type (Define, Design, Develop, Dissemination) to fulfill the quality test of the developed learning materials. The sample of this study involved 29 high school students at level XI. The EGEBLM test design used a non-equivalent control group design. Data were analyzed using descriptive and statistical tests, including N-gain, t-test, and MANOVA. The results reveal that EGEBLM is declared valid in content and construct in each component, including syllabus, lesson plans, teaching materials, student worksheets, test instruments, and response questionnaires. Observations indicate that each learning approach's syntax can be effectively implemented ( 3.00), rendering it suitable for educational applications. EGEBLM also meets effective criteria based on descriptive and statistical tests (p 0.05) to enhance conceptual understanding and learning motivation, receiving positive feedback from students to this learning. This learning model combines collaborative discovery learning activities with traditional Engklek games that they have applied everyday, enabling students to understand physics concepts easily and meaningful learning experience. This research has implications as an innovative method in learning physics edutainment, offering an accessible, cost-effective, enjoyable approach while also preserving the Engklek cultural context. 
Improving Climate Literacy of High School Students through Physics Teaching Materials based on STEM Hakim, A.; Efwinda, S.; Damayanti, P.; Syam, M.; Mutmainah, O.; Norsaputra, A.
Jurnal Pendidikan IPA Indonesia Vol 12, No 4 (2023): December 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.v12i4.43188

Abstract

Climate change is a problem that has received attention from various countries around the world. Climate change disrupts the balance of the ecosystem, which, if allowed to continue, can threaten the continuity of life on Earth. In education, addressing the challenges of learning about climate change can be done by selecting appropriate teaching materials. This study aims to examine Science, Technology, Engineering, and Mathematics (STEM) based physics teaching materials on climate change developed and designed to improve the climate literacy of high school students. The research uses the Analyze, Design, Development, Implementation, and Evaluation (ADDIE) Model. The teaching materials developed are then implemented in learning climate change in high school students. The research design was one group pretest-posttest with a sample of 37 high school students in Indonesia. The sampling technique used cluster random sampling. The instrument used was a test technique for the aspects of knowledge and action consisting of 30 multiple-choice questions and a questionnaire for the attitude aspect comprising 15 statements. The results show that the STEM-based physics teaching material on climate change improves the climate literacy of Indonesian high school students, with an average N-Gain score of 0.51 in the moderate category. Based on these results, it can be concluded that STEM-based teaching materials on climate change materials can be used to improve the climate literacy of high school students. 
Improvement of the Professional and Methodical Training of Future Physics Teachers Nyssan, G.
Jurnal Pendidikan IPA Indonesia Vol 12, No 4 (2023): December 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.v12i4.45415

Abstract

The relevance of this study is conditioned by the fact that the law on education in the Republic of Kazakhstan was updated in 2020, which allows for considering the training of a future physics teacher from a new perspective. The purpose of this study is to develop and introduce instructional foundations for improving the system of professional and methodical training of future physics teachers in the Republic of Kazakhstan. Several models of this system are considered in detail: structural and multilevel. It has been proven that the basis of the system of methodical training for a future physics teacher is the course “Methods of teaching subjects (physics)”. For this purpose, the following research methods were used: analysis and synthesis, design, logical analysis, and the positions of scientific objectivity, systematisation in the study of the professional and methodical training of future physics teachers in the Republic of Kazakhstan. The paper provides a detailed description of the analysed discipline (goals, objectives, principles of choosing the content and design of pedagogical material, and features of the organisation of the educational process). This study provides vital insights into the development and implementation of improved training systems for future physics teachers in Kazakhstan. By focusing on both theoretical and practical aspects of teacher training and aligning them with labor market demands, it sets a precedent for creating more effective and adaptable educational frameworks. These advancements not only enhance the professional competencies of future physics teachers but also promise to elevate the quality of physics education in the region, ultimately contributing to the betterment of educational standards and practices.
Scientific Literacy and Environmental Awareness through Undergraduate Student Worksheets Based on Socioscientific Issues Hanifha, S.; Erna, M.; Noer, A. M.; Talib, C. A.
Jurnal Pendidikan IPA Indonesia Vol 12, No 4 (2023): December 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.v12i4.45817

Abstract

Scientific literacy and environmental awareness are skills needed in the 21st century. Therefore, education must provide these skills. This research aims to analyze the effect of SSI-based undergraduate student worksheets on chemical thermodynamics. Pre-experimental research with a pretest-posttest control group design was employed to compare SSI-based and science-based undergraduate student worksheets. Chemistry education students at FKIP Universitas Riau for the 2022/2023 academic year were selected as samples. The experimental and control groups were established based on the homogeneity of their previous academic scores. This study evaluated two outcome variables: scientific literacy ability and environmental awareness. The research instrument is a scientific literacy test using scientific literacy description questions and environmental awareness questionnaires. Scientific literacy test scores were analyzed using the Independent Sample T-test, and environmental awareness questionnaire results were analyzed using the Mann-Whitney U-Test. Increased scientific literacy and environmental awareness of students were analyzed using the N-gain test. The results showed that the experimental group's scientific literacy and environmental awareness were significantly higher than the control group. Therefore, it can be concluded that SSI-based undergraduate student worksheets effectively increase scientific literacy and environmental awareness.
Electronic Portfolio Assessment Instruments in Improving Students' Creative Thinking Skills Rahmawati, T.; Mulyaningsih, T.; Nahadi, N.; Suhanda, H.; Lee, W. K.; Aziz, H. A.; Anwar, S.
Jurnal Pendidikan IPA Indonesia Vol 12, No 4 (2023): December 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.v12i4.45639

Abstract

The objective of the study is to determine the stage of the process of developing electronic portfolio assessment instruments and obtain a valid and reliable electronic portfolio assessment instrument that can be used as an alternative effective assessment in improving students’ creative thinking on redox reaction materials. The research method employed was Research and Development (RD) with a 4-D development model: define, design, develop, and disseminate. The data sources for this study were obtained from chemistry education lecturers, chemistry teachers, and eleventh-grade students in one of the high schools in Bandung. The instruments used in this study were interview guidelines, instrument content validation sheet, task assessment observation sheet, creative thinking skills assessment task and rubric, portfolio assessment rubric, pre-test and post-test questions and rubrics on chemical reaction equations that have tested for validity. The developed electronic portfolio assessment instrument was realized in a task and assessment rubric based on 21st-century creative thinking indicators. The results reveal that the developed electronic portfolio assessment instrument has good quality because it fulfils the valid requirements with a CVR value of 1.00 and fulfils the reliable requirements with a Cronbach Alpha value of 0.702-0.982. Electronic portfolios can be used as one of the assessment tools for science learning. The developed electronic portfolio assessment instrument may promote students’ creative thinking on redox reaction material based on the N-Gain 0.72 with the high category and has good effectiveness based on the N-Gain 0.61 with the medium category. Based on the category of mastery learning, the effectiveness is 9.66%.
The Evaluation of a Technology-Embedded Solar Energy STEM (SESTEM) Module: A Pilot Implementation of Modern Teaching Tool for Diploma Science Students Supian, F. L.; Tho, S. W.; Wong, Y. Y.; Mohd Azmi, M. S.; Hosman, N. J.; Ratnawulan, R.; Al Naim, A. F.
Jurnal Pendidikan IPA Indonesia Vol 12, No 4 (2023): December 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.v12i4.43994

Abstract

Utilising an excellent teaching tool is vital for students' education nowadays.  In contrast to the traditional teaching way, Technology-Embedded Solar Energy STEM (SESTEM) module was created as a modern teaching tool for physics subject. In order to develop and evaluate the students’ perception towards the complete SESTEM module, developmental research and technology acceptance model (TAM) were applied in this research study. 52 randomly selected diploma students from Sultan Idris Education University (UPSI) were involved as respondents in this work. After the development of the SESTEM module using the analysis, design, development, implementation and evaluation (ADDIE) model, the perceptions of students as respondents towards this module were evaluated based on the TAM via questionnaire. Based on the responses from the respondents, the majority of the respondents demonstrated positive attitudes and behaviour intention, as well as agreed that the SESTEM module was useful as a teaching tool. Besides, the respondents showed a positive technological acceptance towards SESTEM module. The respondents' acceptance was contingent on the employment of technology for educational purposes in the future. Consequently, SESTEM module could be utilised by educators as a contemporary tool for enhancing student learning for future benefits.
Problem-Based Learning Models: Their Effectiveness in Improving Creative Thinking Skills of Students with Different Academic Skills in Science Learning Suciati, S.; Silvita, S.; Prasetyo, O.; Fauziah, M. D.; Santika, K. D.; Norawi, A. M.; Rahman, H. T.
Jurnal Pendidikan IPA Indonesia Vol 12, No 4 (2023): December 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.v12i4.44752

Abstract

This study aims to 1) test the effectiveness of using simple and complex problem-based learning models in improving students' creative thinking skills and 2) test the effectiveness of simple and complex problem-based learning models in improving students' creative thinking skills based on different academic skills. This research was quasi-experimental with a pre-test-post-test non-equivalent control group design involving 96 students in grade VII taken by cluster random sampling including a control class with a simple problem-solving model (SPS), experimental class 1 using the Creative Problem Solving (CPS) learning model, and experimental class 2 using the IDEAL-Problem solving (IPS) learning model. The hypothesis test used the N-Gain Score and ANCOVA. The results reveal that the simple problem-based learning model, namely SPS, is less effective in improving students’ creative thinking skills. While complex problem-based learning models, namely CPS and IPS, are effective enough to improve students' creative thinking skills. Both simple and complex problem-based learning models can improve the creative thinking skills of students with different academic skills. Based on the results, it can be concluded that the most effective model for improving the creative thinking skills of students with different academic skills is the CPS learning model.
Scientific Attitude and Its Effect on Students’ Productivity Fatonah, S.; Prasetyo, Z. K.; Utami, A. D.; Chasanah, U.; Lusiana, L.; Siregar, V. V.
Jurnal Pendidikan IPA Indonesia Vol 12, No 4 (2023): December 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.v12i4.47727

Abstract

There are seven indicators of scientific attitudes: curiosity, respect for data/facts, critical thinking, discovery and creativity, open-mindedness and cooperation, perseverance, and sensitivity to the environment. Scientific attitudes correlate with productivity. However, the relation between productivity and each scientific attitude indicator are unexplored. This study aims to determine the effect of indicator of scientific attitudes on undergraduate and postgraduate students’ productivity. The research method used is quantitative with a correlation approach. Data was collected using questionnaires that distributed via Google Forms. The research respondents were randomly selected by distributing Google Forms in the WhatsApp group. The respondents of this study totaled 101 respondents consisting of 44 undergraduate students, 50 postgraduate students and 7 doctoral students. From the research results, the indicators of scientific attitude that correlate with undergraduate students’ productivity are respect for data/facts, critical thinking, as well as discovery and creativity. Meanwhile, indicators of scientific attitude that correlate with postgraduate students’ productivity are curiosity, respect for data/facts, critical thinking, discovery and creativity, as well as perseverance. The overall scientific attitudes got a significance level of 0.050, indicating a significant correlation between the scientific attitude indicator and the productivity of undergraduate students. The significance level of the scientific attitude toward the productivity of postgraduate students was 0.003, so there is a significant correlation between scientific attitudes toward the productivity of postgraduate students. This study concludes that the effect of a scientific attitude on the productivity of postgraduate students is greater than that of undergraduate students. Hence, scientific attitudes influence students’ productivity.

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