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[Design and Characterization of Low-Cost Sensors for Air Quality Monitoring System ]]>
<![CDATA[Rumantri, R.]]>;
<![CDATA[N. Khakim, M. Y.]]>;
<![CDATA[Iskandar, I.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 7, No 3 (2018): September 2018 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v7i3.14444
<![CDATA[In this study, low-cost sensors for air quality monitoring system have been characterized and designed. These sensors are applied in a monitoring system and installed at Sriwijaya University, which is vulnerable to the impacts of forest fires in the surrounding area. This monitoring system will provide information especially for the university community to determine the level of air quality on campus. In this research the researchers focussed on the characterization and design of system sensor that aimed to get the best configuration of low-cost sensors namely MQ-7, Sharp GP2Y1010AU0F and own-designed smoke sensor to have high reliability and effectiveness to be applied to monitoring systems. The test results showed that the sensors have good response and sensitivity. Therefore, it can be applied to the monitoring system to provide information about the level of particle concentration, carbon monoxide and smoke which meet the needs of low-cost monitoring systems.]]>
<![CDATA[The Improvement of Problem-Solving Skills and Physics Concept Mastery on Temperature and Heat Topic ]]>
<![CDATA[Batlolona, J. R.]]>;
<![CDATA[Baskar, C.]]>;
<![CDATA[Kurnaz, M. A.]]>;
<![CDATA[Leasa, M.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 7, No 3 (2018): September 2018 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v7i3.12432
<![CDATA[This work aimed at knowing the improvement of problem-solving and physics concept mastery by using the learning model of Hints and Peer Interaction Learning (HPIL) model. This research used embedded experimental model design, that one class could be used as a sample even though the sample size was less than 30 students. The number of the research sample was 22 students of one of the Senior High Schools in Malang. The instruments used were 25 numbers consisting of five numbers of the essay (problem-solving skill) and 20 numbers of multiple choices items (concept mastery). The data were analyzed by using paired sample t-test. The research results showed that there was an improvement in problem-solving skill from 40.68% to 74.77% and concept mastery from 0.48% to 0.72%. The result of the t-test indicated that the value of Sigcounting<Sigtable (0.00< 0.05); therefore, the problem-solving skills and concept mastery before and after the application of the HPIL was significantly different. The problem-solving skills required concept mastery or comprehensive knowledge from factual until metacognitive levels. Thus, teachers need to design suitable learning models to develop this basic knowledge as a foundation for developing problem-solving skills, one of them with HPIL.]]>
<![CDATA[Two Problem Solving Cycles to Achieve Learning Outcomes of Thinking Skills and Plant Anatomy Concept Mastery ]]>
<![CDATA[Puspitawati, R. P.]]>;
<![CDATA[Yuanita, L.]]>;
<![CDATA[Rahayu, Y. S.]]>;
<![CDATA[Indana, S.]]>;
<![CDATA[Susiyawati, E.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 7, No 3 (2018): September 2018 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v7i3.14295
<![CDATA[The purpose of this study was to measure the effectiveness of two problem-solving cycles. The effectiveness of thinking skills was measured through the achievement of learning outcomes of problem solving skills and mastery of the concept of Plant Anatomy. The study was conducted on 96 students at Plant Anatomy course. The research type was quantitative research with a quasi-experiment method. The research design used one group pretest-posttest design. The collected data were analysed descriptively based on the percentage of learning mastery and the average of N-gain. The data indicated a significant difference in the students’ problem-solving skills between the pre-test and post-test with the N-gain value was categorized as a medium level. Moreover, 75% of learning indicators have been completed by the students. In relation to the conceptual understanding, the results showed that the percentages of students who could complete the topics of a stem, a root, and a leaf were 80,21%, 71,88%, and 84,98%, respectively. Therefore, it suggested that the two cycles of problem-solving cycles implemented in this study were effective.]]>
<![CDATA[Revisiting Generic Science Skills as 21st Century Skills on Biology Learning ]]>
<![CDATA[Haviz, M.]]>;
<![CDATA[Karomah, H.]]>;
<![CDATA[Delfita, R.]]>;
<![CDATA[Umar, M. I. A.]]>;
<![CDATA[Maris, I. M.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 7, No 3 (2018): September 2018 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v7i3.12438
<![CDATA[The purpose of this study was to describe the generic skills of students’ science who conducted experiments on biology learning grade VIII Junior High School (SMP) in Batusangkar. This study used a descriptive quantitative design. The variables of this research were generic science skills as the 21st-century skills and students achievement. A total of 295 students were used as the populations and the purposive sampling technique was employed to select one class as the research sample (n=32 students). The student activities, such as a direct observation, awareness of scale, logical framework, cause-effect, modeling, and the inference was observed by 6 observers. This activity was designed and adapted based on the generic science skills and 21st-century skills. The percentage of students’ achievement and generic science skills score was analyzed with descriptive statistics. The students’ achievement showed that all students were successful, with a mean score > 75. The students’ generic science skills mean scores was categorized as: very good, good and sufficient, and all students were completed the learning. The highest (very good) performance was on the modeling activities with the average percentage of 87.49%. The results indicated that the skills were considered to be part of generic science skills and 21st-century skills. The results of this study concluded and suggested the need to revisit and reaffirm the inclusion of generic science skills in biology learning because this skill becomes part of or similar to the 21st-century skills.]]>
<![CDATA[The Use of Monopoly-Like Game (MLG) to Promote Qualified Scores for Three Student Competencies ]]>
<![CDATA[Fauziah, A. N. M.]]>;
<![CDATA[Purnomo, A. R.]]>;
<![CDATA[Fathonah, N.]]>;
<![CDATA[Khusaini, K.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 7, No 3 (2018): September 2018 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v7i3.8183
<![CDATA[Learning ideally accommodate to not only improve cognitive competencies but also social and psychomotor as well. In fact, many practices are still lack of aforementioned concern, learning about thermal energy and its flow for instance. It focuses mainly on cognitive scores which indicate whether students can pass the exam or not. Hence, this research aimed at describing the use of MLG to promote qualified scores for competencies students have to achieve based on curriculum 2013, namely, social attitude, psychomotor and cognitive competencies altogether. In doing so, one shoot case study design was employed and involved 15 students of grade 7th. The research results showed that the students gained scores for those competencies. Each of which was 3.50 – 3.85, 3.60 – 4.00, and 3.60 – 3.80 respectively. As such, it indicated that the game was successfully promoting qualifying scores for student competencies.]]>
<![CDATA[Changes in Prospective Biology Teachers’ Mental Model OF Virus through Drawing-Writing Test: An Application of Mental Model-Based Microbiology Course ]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 7, No 3 (2018): September 2018 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v7i3.14280
<![CDATA[The main goal of the present research was to analyze the prospective biology teachers’ mental model about virus through the conduction of drawing-writing test on a modified model-based learning in a Microbiology course. The research method was quasi-experiment with pretest-posttest control group design. A total of eighty-one fifth-semester students separated into experiment and control group participated in the current study. The experiment class participated in a microbiology course-based mental model, in which the course program was developed by combining the constructivism learning stages and model-based learning framework featured with mental model, while the control class experienced course with conventional methods. A mental model test of drawing-writing of structure of viruses was employed as the main research instrument. The instrument also was featured with a rubric that is used to indicate the five levels of student’s mental model. The main analysis was done through descriptive interpretation based on the frequency of higher levels of mental model showed by students in the different classes. Based on the results, there was no difference between students in experiment and control class in the pretest, which showed that most of the students in both class were concentrated in not higher than level D3 and W3 (partially correct drawing/writing). However, after an intervention, the experiment class showed a dramatically increase in the frequency of students mental model that belong to level D5/W5 (completely correct and complete drawing/writing), while the control group was found stagnant concentrated in the level D3/W3. The results are discussed with the connection to the advantages of Microbiology course-based mental model in student’s conceptual change and the use of drawing-writing test in capturing changes in student’s mental model about scientific concepts.]]>
<![CDATA[Design and Characterization of Low-Cost Sensors for Air Quality Monitoring System ]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 7, No 3 (2018): September 2018 ]]>
Publisher : <![CDATA[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.v7i3.14444
<![CDATA[In this study, low-cost sensors for air quality monitoring system have been characterized and designed. These sensors are applied in a monitoring system and installed at Sriwijaya University, which is vulnerable to the impacts of forest fires in the surrounding area. This monitoring system will provide information especially for the university community to determine the level of air quality on campus. In this research the researchers focussed on the characterization and design of system sensor that aimed to get the best configuration of low-cost sensors namely MQ-7, Sharp GP2Y1010AU0F and own-designed smoke sensor to have high reliability and effectiveness to be applied to monitoring systems. The test results showed that the sensors have good response and sensitivity. Therefore, it can be applied to the monitoring system to provide information about the level of particle concentration, carbon monoxide and smoke which meet the needs of low-cost monitoring systems.]]>
<![CDATA[The Improvement of Problem-Solving Skills and Physics Concept Mastery on Temperature and Heat Topic ]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 7, No 3 (2018): September 2018 ]]>
Publisher : <![CDATA[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.v7i3.12432
<![CDATA[This work aimed at knowing the improvement of problem-solving and physics concept mastery by using the learning model of Hints and Peer Interaction Learning (HPIL) model. This research used embedded experimental model design, that one class could be used as a sample even though the sample size was less than 30 students. The number of the research sample was 22 students of one of the Senior High Schools in Malang. The instruments used were 25 numbers consisting of five numbers of the essay (problem-solving skill) and 20 numbers of multiple choices items (concept mastery). The data were analyzed by using paired sample t-test. The research results showed that there was an improvement in problem-solving skill from 40.68% to 74.77% and concept mastery from 0.48% to 0.72%. The result of the t-test indicated that the value of SigcountingSigtable (0.00 0.05); therefore, the problem-solving skills and concept mastery before and after the application of the HPIL was significantly different. The problem-solving skills required concept mastery or comprehensive knowledge from factual until metacognitive levels. Thus, teachers need to design suitable learning models to develop this basic knowledge as a foundation for developing problem-solving skills, one of them with HPIL.]]>
<![CDATA[Two Problem Solving Cycles to Achieve Learning Outcomes of Thinking Skills and Plant Anatomy Concept Mastery ]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 7, No 3 (2018): September 2018 ]]>
Publisher : <![CDATA[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.v7i3.14295
<![CDATA[The purpose of this study was to measure the effectiveness of two problem-solving cycles. The effectiveness of thinking skills was measured through the achievement of learning outcomes of problem solving skills and mastery of the concept of Plant Anatomy. The study was conducted on 96 students at Plant Anatomy course. The research type was quantitative research with a quasi-experiment method. The research design used one group pretest-posttest design. The collected data were analysed descriptively based on the percentage of learning mastery and the average of N-gain. The data indicated a significant difference in the students’ problem-solving skills between the pre-test and post-test with the N-gain value was categorized as a medium level. Moreover, 75% of learning indicators have been completed by the students. In relation to the conceptual understanding, the results showed that the percentages of students who could complete the topics of a stem, a root, and a leaf were 80,21%, 71,88%, and 84,98%, respectively. Therefore, it suggested that the two cycles of problem-solving cycles implemented in this study were effective.]]>
<![CDATA[Revisiting Generic Science Skills as 21st Century Skills on Biology Learning ]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 7, No 3 (2018): September 2018 ]]>
Publisher : <![CDATA[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.v7i3.12438
<![CDATA[The purpose of this study was to describe the generic skills of students’ science who conducted experiments on biology learning grade VIII Junior High School (SMP) in Batusangkar. This study used a descriptive quantitative design. The variables of this research were generic science skills as the 21st-century skills and students achievement. A total of 295 students were used as the populations and the purposive sampling technique was employed to select one class as the research sample (n=32 students). The student activities, such as a direct observation, awareness of scale, logical framework, cause-effect, modeling, and the inference was observed by 6 observers. This activity was designed and adapted based on the generic science skills and 21st-century skills. The percentage of students’ achievement and generic science skills score was analyzed with descriptive statistics. The students’ achievement showed that all students were successful, with a mean score 75. The students’ generic science skills mean scores was categorized as: very good, good and sufficient, and all students were completed the learning. The highest (very good) performance was on the modeling activities with the average percentage of 87.49%. The results indicated that the skills were considered to be part of generic science skills and 21st-century skills. The results of this study concluded and suggested the need to revisit and reaffirm the inclusion of generic science skills in biology learning because this skill becomes part of or similar to the 21st-century skills.]]>
