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 Need Analysis of Module Development Based on Search, Solve, Create, and Share to Increase Generic Science Skills in Chemistry ]]>
<![CDATA[Nastiti, D.]]>;
<![CDATA[Rahardjo, S. B.]]>;
<![CDATA[VH, Elfi Susanti]]>;
<![CDATA[Perdana, R.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 7, No 4 (2018): December 2018 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v7i4.12393
<![CDATA[Science generic skill is very important for students to solve every problem in learning processes and daily life. The purpose of this research was to explore the students’ needs of the chemistry module based on search, solve, create, and share (SSCS) to increase science generic skills. This research employed a descriptive qualitative method. There were 61 students in XI Grade from two Senior High Schools at Surakarta. The data were collected using questionnaires sheets, interviews, and materials analysis. The research revealed that the module and teaching materials used in the schools have not empowered the science generic skills maximally; also, the teachers remained to adopt discourse method which resulted in a teacher-centered learning. Such learning made the learning activities seemed monotonous, uninteresting, and less motivated the students in building concepts. Thus, the students required alternative teaching materials to increase their science generic skills. In sum, it is necessary to develop a chemistry module on the atomic structure which oriented to the SSCS.]]>
<![CDATA[The Implementation of Contextual Learning to Enhance Biology Students’ Critical Thinking Skills ]]>
<![CDATA[Bustami, Y.]]>;
<![CDATA[Syafruddin, D.]]>;
<![CDATA[Afriani, R.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 7, No 4 (2018): December 2018 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v7i4.11721
<![CDATA[One of the life skills exceedingly be required in the globalization era is critical thinking skills; therefore, every level of education has a role in enhancing critical thinking skills of students, especially biology students’. This research aimed to determine the efforts to enhance the critical thinking skills of students’ in biology subject through a Contextual Teaching and Learning (CTL). This research used a quasi-experimental method with a total sample of 62 X grade students at SMA Negeri 4 Sintang. The data of critical thinking skills were obtained from pre- and post-test results with essay test instruments. The data were analyzed descriptively employing an inferential statistic with T-test. The inferential statistical analysis revealed that there was a difference in the critical thinking skills between the CTL learning and the expository learning (t = 5.98>1.83). The posttest average score of students’ critical thinking skills in the CTL learning was 82.56 and categorized as very good. The post-test average score in the expository learning was 68.37 and categorized as fair. The average score of critical thinking skills in the CTL learning increased by 36.06 while the average score of critical thinking skill in the expository learning increased by 19.42. The results of this research concluded that CTL learning was better to enhance the critical thinking skills of students’ in biology subject on the learning material of environmental pollution.]]>
<![CDATA[The Influence of Learning Models and Learning Reliance on Students’ Scientific Literacy ]]>
<![CDATA[Ratini, R.]]>;
<![CDATA[Muchtar, H.]]>;
<![CDATA[Suparman, M. A.]]>;
<![CDATA[Tamuri, A. H.]]>;
<![CDATA[Susanto, E.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 7, No 4 (2018): December 2018 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v7i4.12489
<![CDATA[This research aimed to identify the influence of two learning models and learning reliance on students’ scientific literacy. The method used was the treatment by 2 x 2 level. The participants were 36 students from the Department of Biology Education who were grouped into two categories based on the reliance questionnaire score, i.e., categories of high and low. The data were collected through scientific literacy tests, data analysis using two-path ANOVA formula followed by the Tukey test. The results showed that there was an influence on the interactions between the learning models and learning reliance on students’ scientific literacy seen from the ANOVA test results which obtained F = 29.88, =0.05. The Tukey test analysis identified; (1) Scientific literacy of college students who used the Science, Technology, Society (STS) model was higher than those who adopted the Problem-Based Learning (PBL) Model with Q = 4,74 at =0.05; (2) The scientific literacy of students having high learning reliance using the STS learning model was better than those applying the PBL with Q = 11,78 at =0.05; (3) The scientific literacy of students having low learning reliance using the STS learning model was lower than those using the PBL with Q=5.07 at =0.05. It concluded that the STS learning model could improve the students’ scientific literacy. In other words, the STS learning was more useful for the high reliance students than those with low reliance.]]>
<![CDATA[The Influence of Scientific Independence towards Students’ Content Analysis and Science Process Skills on Cell Metabolism Topic ]]>
<![CDATA[Ekawati, N. W.]]>;
<![CDATA[Iswari, R. S.]]>;
<![CDATA[Lisdiana, L.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 7, No 4 (2018): December 2018 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v7i4.16089
<![CDATA[Students commonly judge that cell metabolism topic is arduous since they only listen to their teacher and memorizing concept without a deep comprehension. Other than that, a direct explanation could not enhance the students’ science process skills. Thus, this research intended to analyze the differences of the content-analysis and science process skills between the students experiencing a learning that oriented to scientific independence (experimental class) and those joining a direct learning (control class). The materials taught in both classes were cell metabolism. This study employed the quantitative of the quasi-experimental method. The research object was the students learning Biology. The students joining a scientific independence-based class were able to answer questions requiring analytical thinking. The relationship of the students’ scientific independence towards the content analysis and science process skills was seen on the test. Based upon the statistical data analysis, the correlation significance was 0,038<0,05. Therefore, it concluded that there was a very significant correlation between the students’ scientific independence towards the content analysis and science process skills.]]>
<![CDATA[Enhancing Mastery of Earth Science Concept of Prospective Physics Teachers through Interactive Conceptual Instruction Supported by Visualization and GrADS ]]>
<![CDATA[Johan, H.]]>;
<![CDATA[Sipriyadi, S.]]>;
<![CDATA[Suhandi, A.]]>;
<![CDATA[Wulan, A. R.]]>;
<![CDATA[Herawati, A.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 7, No 4 (2018): December 2018 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v7i4.9799
<![CDATA[Most all of earth and space science concepts are unobservable and require reasoning. Unobservable concepts have made prospective physics teachers found it hard to understand the concepts correctly. It needs visualization to help understand the concepts easily. The aim of this study was to enhance the mastery concept of earth science topic especially the earth atmosphere using interactive conceptual with visualizations and authentic data analysis with GrADS (Grid Analysis Display System). There were 23 prospective physics teachers in Bengkulu, Indonesia participated in this study. A convenience sampling technique was employed in this study. This study used pre-experimental, one group pretest-posttest design. The data were collected using pretest and posttest, questionnaires, and observation sheets. The pretest and posttest were analyzed quantitatively, while the questionnaires were analyzed qualitatively. The results showed that the prospective physics teachers’ concept mastery improved from no mastery to compete with the average normalized gain of 0.64 (medium category). 30.44% of the prospective physics teachers obtained the N-gain score in the high category and 69.56% obtained the N-gain score in the moderate category. This compilation gave them experience about the real condition of solar radiation in Indonesian atmosphere during their learning activity. It concluded that the earth science learning using interactive conceptual instruction supported by visualization and GrADS could enhance the students’ concept mastery.]]>
<![CDATA[Geometrical Optics Process Image-Based Worksheets for Enhancing Students’ Higher-Order Thinking Skills and Self-Regulated Learning ]]>
<![CDATA[Sutarto, S.]]>;
<![CDATA[Indrawati, I.]]>;
<![CDATA[Prihatin, J.]]>;
<![CDATA[Dwi, P. A.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 7, No 4 (2018): December 2018 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v7i4.14563
<![CDATA[This study intended to prove whether process image-based worksheets of geometrical optics could enhance students’ higher-order thinking (HOTS) and self-regulated learning (SRL). This was quasi-experimental research of non-equivalent control group design. This research was conducted to grade 8 junior high school students at a junior high school in Jember district studying the geometrical optic. The sample was 70 students; 35 students belonged to an experimental group and the other 35 students in a control group. The HOTS data were obtained from test results and the SRL data were collected from questionnaire results. To determine the effect of using the worksheets on the students’ HOTS and SRL, carried out was an independent t-test at a significance level of (2-tailed) α = 0.05. The results showed that the worksheets had a significant effect on the HOTS seen from α <0.05 and that the tcount>ttable at df = 68. In addition, the worksheets also owned a significant effect on the students’ SRL seen from α<0,05 and that the tcount = 14,692 (>ttable). Thus, it concluded that the learning with the worksheets had a significant influence on the junior high school students’ HOTS and SRL which are required for preparing their life in the 21st century.]]>
<![CDATA[The Effectiveness of Guided Inquiry and INSTAD towards Students’ Critical Thinking Skills on Circulatory System Materials ]]>
<![CDATA[Putra, B. K. B.]]>;
<![CDATA[Prayitno, B. A.]]>;
<![CDATA[Maridi, M.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 7, No 4 (2018): December 2018 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v7i4.14302
<![CDATA[Critical Thinking Skills (CTSs) are fundamental skills possessed by students to adapt to the external challenges of 21st-century. To empower students’ CTSs, Guided Inquiry and INSTAD may work effectively. This research aimed to see the effectiveness of guided inquiry and INSTAD toward students’ critical thinking skills. This research was a quasi-experimental. The instrument to get the CTSs data was a valid essay test according to Facione. The sampling technique employed was the intact group sampling method. The number of participants involved was 188 XI grade science program students of SMAN 7 Surakarta; a middle-quality school. The total number of research sample was 64; 32 students in the Guided Inquiry class and the other 32 students in the INSTAD class. Hypothetical test using ANCOVA resulted in a 5% of significance level. The results indicated that there were significant differences of CTSs on circulatory system topic between the INSTAD and Guided Inquiry class. The students who experience the INSTAD class has higher CTSs than those joined the Guided-Inquiry class.]]>
<![CDATA[Designing an Integrated Curriculum Based on Local Primacy and Social Reconstruction Perspectives of West Nusa Tenggara, Indonesia ]]>
<![CDATA[Sukri, A.]]>;
<![CDATA[Rizka, M. A.]]>;
<![CDATA[Sakti, H. G.]]>;
<![CDATA[Maududy, K.l U.]]>;
<![CDATA[Hadiprayitno, G.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 7, No 4 (2018): December 2018 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v7i4.15272
<![CDATA[The purpose of this study was to develop a curriculum model which included local primacy based on the principles of social reconstruction curriculum in West Nusa Tenggara. This study was a developmental research which adopted and modified Borg & Gall developmental model (1983) with the following stages: (1) needs analysis; (2) model development; and (3) model validation. The results of needs analysis indicated that coral reef materials were the main priority of local primacy integrated into the secondary school curriculum in West Nusa Tenggara. The principles of social reconstruction curriculum were implemented in three components as the result of model design, i.e. learning objectives, learning methods (organizational learning strategies, learning delivery strategies, and learning management strategies), and learning results or assessment. The product design model was embraced in instructional tools consisting of syllabus, topic formulation and basic competence, comic learning materials, and assessment instruments. Based on the assessment qualifications on the instructional tools validation test which included three aspects, namely the content aspect, the display aspect and the accuracy aspect of language use, the mean scores were 3.4, 3.8, and 3.4 respectively. Therefore, the overall instructional tools were in a very good category. ]]>
<![CDATA[Identification of Metallothionein Gene in Human Plasma: A Molecular Analysis of Cadmium and Lead Pollution in Gas Station Environment ]]>
<![CDATA[Dewi, N. K.]]>;
<![CDATA[Yuniastuti, A.]]>;
<![CDATA[Ahmed, A. M. A.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 7, No 4 (2018): December 2018 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v7i4.15487
<![CDATA[Metallothionein (MTs) is a protein that binds to metals, cysteine-rich and has low molecular weights. Metallothionein binds metals and has some essential cellular functions, such as transportation, storage, and metal detoxification. When metallic lead (Pb) and cadmium (Cd) are absorbed, it will immediately be bounded by metallothionein and transported by the blood to the liver. Metallothionein gene is encoded by MTs. This study aimed to identify the MTs gene in blood of fuel station workers which can further be used as a biomarker of the vulnerability of the body as a result of exposure to heavy metals like Pb and Cd in humans. This study was a cross-sectional study, conducted for 8 months and took place in Fuel Stations in the city of Semarang. Samples were fuel station workers who met the study criteria, they sought to fulfill as much as 52 samples. Blood of samples was taken approximately 5 ml and then the MT2 gene was analyzed using Polymerase Chain Reaction (PCR). The data were analyzed descriptively. The results showed that 96% of MT2 gene expression had a resemblance to normal human gene sequences by Blast GenBank. MT2 gene expression does not always reflect the accumulation of lead and cadmium in the blood of fuel station workers. The MT2 gene is likely to have a limitation when used as a biomarker for early detection of the heavy metals exposure in humans to determine the susceptibility of heavy metals exposure.]]>
<![CDATA[The Development and Validation of Conceptual Knowledge Test to Evaluate Conceptual Knowledge of Physics Prospective Teachers on Electricity and Magnetism Topic ]]>
<![CDATA[Rahmawati, R.]]>;
<![CDATA[Rustaman, N. Y.]]>;
<![CDATA[Hamidah, I.]]>;
<![CDATA[Rusdiana, D.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 7, No 4 (2018): December 2018 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v7i4.13490
<![CDATA[The conceptual knowledge test is an efficient way to measure the conceptual knowledge of physics prospective teachers on electrical and magnetism topic. The employed instrument was physical questions in the form of multiple-choice options. The process of developing and validating the conceptual knowledge test consisted of 5 steps: (1) content analysis; (2) construction of multiple-choice items; (3) readability test and expert validation; (4) limited tryout; and (5) large-scale application. The instrument validation test through trials was conducted in order to obtain the data related to difficulty index, discriminating power, distractor functionality, and reliability coefficient value that was then analyzed using ITEMAN version 3.0 program. The participants were 215 physics prospective teachers of a University in Makassar city. The instrument validation resulted in 40 items that consisted of 26 items for electricity and 14 items for magnetism. The instrument is called Conceptual Knowledge Test-Electricity and Magnetism (CKT-EM). The value of the reliability coefficient (α) (Alpha Cronbach) of 0.87 indicated that the instrument of conception test on electrical and magnetism topics was valid and sufficient to measure students’ conception on electrical and magnetism topic.]]>
