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[THE EFFECTIVENESS OF CTL MODEL GUIDED INQUIRI-BASED IN THE TOPIC OF CHEMICALS IN DAILY LIFE TO IMPROVE STUDENTS’ LEARNING OUTCOMES AND ACTIVENESS ]]>
<![CDATA[Fitriani, N. R.]]>;
<![CDATA[Widiyatmoko, A.]]>;
<![CDATA[Khusniati, M.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 5, No 2 (2016): October 2016 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v5i2.6699
<![CDATA[Science learning in school can be applied by connecting the material in the learning with real life. However in fact science learning process in SMP Negeri 10 Magelang has not emphasized students’ activity to relate science to real life. Learning science using CTL guided inquiry-based model implement the learning in where teacher provides initial questions related issues or events in everyday life, then students do experiments to prove concepts of science guided by teacher.The purpose of this research is to determine the effectiveness the model in topic of learning of chemicals in life to improve students’ learning outcomes and activity. This research was a quasi-experimental research. The research was conducted in SMP Negeri 10 Magelang with 8th grade students as research subjects. The sample in this study was taken using purposive sampling technique then resulting VIIIA as experiment group and VIIIC as control group. The result shows that experiment group’s learning outcomes increased with N-gain value of 0.62 in the medium criteria. Experiment group’s average of learning outcomes is higher than control group based on the calculation t test with tcount ? ttable (5.42 ? 1.67). Experiment group’s activity also increased every meeting, first meeting was 36.9% in less active criteria, the second meeting increased to be quite active of 60.5%, the third meeting was in the active criteria of 78.2%, and the fourth meeting was 81.4% in very active criteria. It can be concluded that the CTL guided inquiry-based model is effective to improve students’ learning outcomes and activity. ]]>
<![CDATA[ANALYSIS OF MENTAL MODEL OF STUDENTS USING ISOMORPHIC PROBLEMS IN DYNAMICS OF ROTATIONAL MOTION TOPIC ]]>
<![CDATA[Khasanah, N.]]>;
<![CDATA[Wartono, W.]]>;
<![CDATA[Yuliati, L.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 5, No 2 (2016): October 2016 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v5i2.5921
<![CDATA[The analysis of mental models is a part of the identification of students' thoughts on the concept. Mental models analysis is conducted by conditioning the complex problems such as the isomorphic issues. The research objective is to analyze the development of students' mental models on the topic rotational motion dynamics. The study was designed with the mixed method. The design phase of the research was conducted in both quantitative and qualitative approach. The quantitative phase was performed by providing pre-test, learning, and post-test containing isomorphic problems; while qualitative phase was implemented by interview and quiz. The data were analyzed quantitatively and qualitatively. The results of the study categorizes mental models into three types, i.e. Low Mental Model (LMM), Moderate Mental Model (MMM), and High Mental Model (HMM). Based on the pre-test results, it was proved that all students used Low mental model in resolving the isomorphic problems. Using the Low Mental Model, it was found that students have misconceptions on the moment of force and moment of inertia. Mental models developed gradually from Low mental model to Moderate Mental Model and then reached the High Mental Model Mental. It was observed from the results of pre-test, quizzes, and post-test. The quiz and post-test results showed the students who used Mental Model and High Mental Model.]]>
<![CDATA[THE EFFECTIVENESS USING INQUIRY BASED NATURAL SCIENCE MODULE WITH AUTHENTIC ASSESSMENT TO IMPROVE THE CRITICAL THINKING AND INQUIRY SKILLS OF JUNIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 5, No 2 (2016): October 2016 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v5i2.7681
<![CDATA[The aim of this research is to investigate the effectiveness of inquiry-based science modul with authentic assessment to develop students’ inquiry skills and critical thinking. This research employed a quasi experiment method with pretest-posttest control group design. This research is conducted on 7th grade of one of Junior High School in Pontianak, by using 2 classes as a sample. The data was collected by using inquiry skills observation sheets, critical thinking test, and interview. The result shows that the mean of inquiry skills and critical thinking scores of experiment group is higher than the control group, and the significance score from using t-test is (0.00) 0.05, which means there is a difference of inquiry skills in the experiment and control group. Score of N-gain shows that the mean of experiment group’s inqury skills and critical thinking score after the treatment, is higher than control group. It concludes that science learning by using inquiry-based modul with authentic assessment is effective to develop students’ inquiry skills and critical thinking.]]>
<![CDATA[IDENTIFY SCIENTIFIC LITERACY FROM THE SCIENCE TEACHERS’ PERSPECTIVE ]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 5, No 2 (2016): October 2016 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v5i2.7689
<![CDATA[Scientific literacy is considered as a benchmark of high and low quality of science education in a country. This study aims to identify the scientific literacy of teachers and learning science relation to the issues from the perspective of a science teacher. This descriptive study involved 25 science teachers who are members of MGMP IPA in Bogor. The instrument used in this study consisted of scientific literacy tests and interviews. The results showed that 20% of teachers have scientific literacy ability in the low category, 65% in the moderate category and 15% in the high category. The problems of teaching science based on teacher perspective are 1. having difficulty to teach Integrated Science; 2. having limited knowledge related to learning models of Integrated Science; 3. lack of motivation in teaching integrated science consistently. The results of these studies form the basis that the professional trainings for junior high science teacher need to be conducted in a sustainable manner and related with the needs of their proficiency.]]>
<![CDATA[THE INFLUENCE OF SCIENCE LEARNING SET USING SCIENTIFIC APPROACH AND PROBLEM SOLVING MODEL ON LEARNING OUTCOMES OF JUNIOR HIGH SCHOOL STUDENTS IN THE SUBJECT OF HEAT AND TEMPERATURE ]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 5, No 2 (2016): October 2016 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v5i2.7679
<![CDATA[This research aims to produce the scientific approach for science learning using a problem solving model on the topic of heat and temperatureon the junior high school learning outcome. The curriculum used during the study was curriculum 2013 (valid, practical and effective). The development of the learning setfollowed the four-D model which was reduced to three-D model (without dissemination). The study was tested in Class VIIA, VIIB, and VIIC in SMP Negeri 5 Academic Year 2015/2016. The data collection technique employed the validation of the learning set, observation, testing, and questionnaire. The results of study show that the developed learning set has a decent (valid, practical, and effective). The competency in learning outcomes show N-Gain in high level with the average value ranged between 0.80 to 0.86. The impact of learning on three classes were tested by ANOVA on 0.05 significance level to produce F value ?F table, meaning that there is no difference in the impact of learning on threeclasses with consistent value. The student competence skills anddemeanors, the skills of each category showed good and positive response to learning. The research concludes that the scientific approach for science learning using a problem solving model is suitable for learning application (validity, practicality, and effectiveness).By mastery in learning management, the learning objectives can be achieved smoothly.]]>
<![CDATA[PROJECT BASED LEARNING INTEGRATED TO STEM TO ENHANCE ELEMENTARY SCHOOL’S STUDENTS SCIENTIFIC LITERACY ]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 5, No 2 (2016): October 2016 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v5i2.5493
<![CDATA[This study was done to depict Project Based Learning (PjBL) integrated with science science, technology, engineering, and mathematics (STEM), to enhance elementary school students’ science literation. Theme used in this study was air pollution. Research method was quasi experimental with The Matching-Only Pretest-Posttest Control Group Design. It was conducted in 56 seventh graders of SMP Islam Terpadu, Sukabumi in which 28 students were in experiment class, and 28 students were in control class. Data is collected by pretest and posttest of sciences literacy and students questionaire about PjBL STEM. Based on the data analysis, it was known that the N-Gain averages of sciences literacy were 0,31 in experiment class as middle category and 0,22 in control class as low category. T-test showed that scientific literacy enhancemen in experimental class was more significant than in control class. General students’ reponses showed that almost all students was excited to PjBL STEM learning, got impressive experiences during the learning and boost their learning motivation and interest.]]>
<![CDATA[THE ANALYSIS OF STUDENTS’ CREATIVE THINKING ABILITY USING MIND MAP IN BIOTECHNOLOGY COURSE ]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 5, No 2 (2016): October 2016 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v5i2.5825
<![CDATA[Process of learning which generally practiced nowadays is mostly in the form of face-to-face (lecturing) and one way communication. Sometimes the students are given tasks to fulfill the material target in one semester such as papers, internet-based summary, and/or other articles. Such things cause learners accustomed to convergent thinking and not to divergent thinking. Mind map is one of creative products which conducted by learners in learning process. Learning with mind map focuses more on the activeness and creative activity of the students. It will improve their ability to memorize and strengthen concept understanding of the student, and improve their creative thinking ability. This research was focused to analysis the creative thinking skills students using mind mapping in biotechnology course. The participant was students of Biology Education (N=55) consisting of two team that was team A (N=25) and team B (N=30). The result showed gain value of each team of creative thinking skills which were: team A (0.62) with three category: low (8%), average (40%), and high (52%). Team B (0,04) with three category: low (80%), average (10%) and high (10%).]]>
<![CDATA[PROPORTION: CLAIM, REBUTTAL AND BACKING DATA BASED ON TEACHER QUESTIONS AS REASONING INDICATOR OF PROBLEM BASED LEARNING IN HIGHSCHOOL SYSTEM REPRODUCTIONS ]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 5, No 2 (2016): October 2016 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v5i2.7182
<![CDATA[The reseach purpose is to compare learning proportion of the students based on arguments to learners Claim which is supported by facts, data and theories between conventional learning and PBL as the answers for teacher questions. Research Procedure began with 4 times biology teachers discussion workshops to compile PBL learning plan to be used on treatment class. 61 participants with 30 in control class and 31 in treatment class. Reasoning calculation based on arguments during communication in form of the answers to teacher questions. Basic Grouping of Learning is : Claim Rebuttal (CR), Claim Data (CD), Claim Backing (CB) and Claim (C). Results indicates that: C decreases during PBL learning; CB increases during PBL; CD doesn’t exhibit real change during PBL. PBL utilization needs the readiness and competence of the teachers which influences the reasoning quality of the learners.]]>
<![CDATA[ANALYSIS OF MENTAL MODEL OF STUDENTS USING ISOMORPHIC PROBLEMS IN DYNAMICS OF ROTATIONAL MOTION TOPIC ]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 5, No 2 (2016): October 2016 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v5i2.5921
<![CDATA[The analysis of mental models is a part of the identification of students' thoughts on the concept. Mental models analysis is conducted by conditioning the complex problems such as the isomorphic issues. The research objective is to analyze the development of students' mental models on the topic rotational motion dynamics. The study was designed with the mixed method. The design phase of the research was conducted in both quantitative and qualitative approach. The quantitative phase was performed by providing pre-test, learning, and post-test containing isomorphic problems; while qualitative phase was implemented by interview and quiz. The data were analyzed quantitatively and qualitatively. The results of the study categorizes mental models into three types, i.e. Low Mental Model (LMM), Moderate Mental Model (MMM), and High Mental Model (HMM). Based on the pre-test results, it was proved that all students used Low mental model in resolving the isomorphic problems. Using the Low Mental Model, it was found that students have misconceptions on the moment of force and moment of inertia. Mental models developed gradually from Low mental model to Moderate Mental Model and then reached the High Mental Model Mental. It was observed from the results of pre-test, quizzes, and post-test. The quiz and post-test results showed the students who used Mental Model and High Mental Model.]]>
<![CDATA[THE EFFECTIVENESS OF CTL MODEL GUIDED INQUIRI-BASED IN THE TOPIC OF CHEMICALS IN DAILY LIFE TO IMPROVE STUDENTS’ LEARNING OUTCOMES AND ACTIVENESS ]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 5, No 2 (2016): October 2016 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v5i2.6699
<![CDATA[Science learning in school can be applied by connecting the material in the learning with real life. However in fact science learning process in SMP Negeri 10 Magelang has not emphasized students’ activity to relate science to real life. Learning science using CTL guided inquiry-based model implement the learning in where teacher provides initial questions related issues or events in everyday life, then students do experiments to prove concepts of science guided by teacher.The purpose of this research is to determine the effectiveness the model in topic of learning of chemicals in life to improve students’ learning outcomes and activity. This research was a quasi-experimental research. The research was conducted in SMP Negeri 10 Magelang with 8th grade students as research subjects. The sample in this study was taken using purposive sampling technique then resulting VIIIA as experiment group and VIIIC as control group. The result shows that experiment group’s learning outcomes increased with N-gain value of 0.62 in the medium criteria. Experiment group’s average of learning outcomes is higher than control group based on the calculation t test with tcount ? ttable (5.42 ? 1.67). Experiment group’s activity also increased every meeting, first meeting was 36.9% in less active criteria, the second meeting increased to be quite active of 60.5%, the third meeting was in the active criteria of 78.2%, and the fourth meeting was 81.4% in very active criteria. It can be concluded that the CTL guided inquiry-based model is effective to improve students’ learning outcomes and activity. ]]>
