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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 30 Documents
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Search results for , issue "Vol 7, No 4 (2018): December 2018" : 30 Documents clear
Electronic Versus Printed Book: A Comparison Study on the Effectivity of Senior High School Physics Book Suyatna, A.; Maulina, H.; Rakhmawati, I.; Khasanah, R. A. N.
Jurnal Pendidikan IPA Indonesia Vol 7, No 4 (2018): December 2018
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.v7i4.14437

Abstract

This study aimed to examine the effectiveness of senior high school physics book both interactive electronic and printed, viewed from the difference in gender and material characteristics. The research used Quasi-Experimental Design with Non-Equivalent posttest-pretest control group design. The data were collected through physics tests from six senior high schools in Lampung Province, Indonesia and analyzed on ANOVA and multiple comparisons to determine the differences in learning outcomes (affectivity) and interaction between interactive electronic and printed, gender, and material characteristics. The results showed that there were different learning outcomes caused by interactive electronic and printed physics book (p=0.000<0.05). The learning outcomes using interactive electronic books were better than using printed books for both male and female students while gender differences did not affect physics learning outcomes for both interactive electronic and printed books (p=0.963>0.05). There was no interaction between interactive electronic and printed books and gender (p= 0.298>0.05). There are differences in learning outcomes caused by physical material characteristics (p= 0.000< 0.05). Therefore, it concluded that the high school interactive physics electronic book was effectively used as a learning resource for both male and female students.
The Determinant Factors Analysis of Indonesian Students’ Environmental Awareness in PISA 2015 Susongko, P.; Afrizal, T.
Jurnal Pendidikan IPA Indonesia Vol 7, No 4 (2018): December 2018
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.v7i4.10684

Abstract

This research intended to reveal the determinant factors which could explain Indonesian students’ environmental awareness based on the 2015 PISA; also, to find out the influence of Science Proficiency to Indonesian students’ environmental awareness based on PISA 2015. The data were obtained from the 2015 PISA database in which there were 6513 Indonesian students participated in the survey. This research employed the Path Analysis continued to the Structural Equation Modelling (SEM) employing the LISREL 8.30. The research results indicated that the environmental awareness of 15-old Indonesian students directly influenced positively by: (1) students’ enjoyment of learning science equal to 0.41; (2) students’ self-efficacy in science equal to 0.16 (3) students’ instrumental motivation equal to 0.15 ; (4) Inquiry-based instruction in science lesson equal to 0.14; (5) students’ science proficiency equal to 0.11; and (6) students’ epistemic belief equal to 0.04. The higher the socio-economic status of the students, the lower the environmental awareness. A respectable correlation of >0,5 was obtained from the relationship between those 6 variables and environmental awareness.
The Development of Two-Tier Multiple Choice Test to Assess Students’ Conceptual Understanding about Light and Optical Instruments Widiyatmoko, A.; Shimizu, K.
Jurnal Pendidikan IPA Indonesia Vol 7, No 4 (2018): December 2018
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.v7i4.16591

Abstract

This study aimed to develop a two-tier multiple choice test about the concept of “light and optical instruments” in 8th grade of Indonesian science curriculum. The test development procedure had three general steps: defining the content area of the test, identification on students’ conceptions, and the development of two-tier multiple choice test. The final version of two-tier multiple choice test consisted of 25 items question. This test was administered to 95 junior high school students. The students had completed a unit on light and optical instruments. The reliability of the test was 0.76. Based on the data analysis, twenty-two alternative conceptions were identified. The results of the study showed that the two-tier multiple choice test was effective in determining the students’ misconceptions and also it might be used as an alternative to the traditional multiple choice test. In conclusion, two-tier multiple choice test can be used to assess students’ conceptual understanding as well as students’ misconceptions on light and optical instruments concept.
The Effect of Multiple Representation-Based Learning (MRL) to Increase Students’ Understanding of Chemical Bonding Concepts Sunyono, S.; Meristin, A.
Jurnal Pendidikan IPA Indonesia Vol 7, No 4 (2018): December 2018
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.v7i4.16219

Abstract

This study was conducted to determine the effectiveness of multiple representation-based learning (MRL) model compared to discovery learning (DL) model and problem based learning (PBL) model in terms of students’ initial abilities. The factorial design was used in this study. The selection of samples in this study was done through a random sampling technique. Three X classes of the same school was chosen. The three classes applied different learning model. The first class employed the MRL, the second class used the DL model, and the last class adopted the PBL model. Overall, the number of samples involved in the study was 117 students. The results of the study showed that the conceptual understanding of students learning using MRL was significantly different from students learning to use problem-based learning with significant differences in N-gain was 0.0004, but not significantly different from students using discovery learning. This finding showed that MRL is the most effective model for increasing the conceptual understanding of students with “low” and “moderate” initial ability compared to PBL and DL.
The Development of Integrated Science Instructional Materials to Improve Students’ Digital Literacy in Scientific Approach Asrizal, A.; Amran, A.; Ananda, A.; Festiyed, F.; Sumarmin, R.
Jurnal Pendidikan IPA Indonesia Vol 7, No 4 (2018): December 2018
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.v7i4.13613

Abstract

Integrated science and integration of literacy skills are relevant issues to be investigated in science education. This research aimed at determining the validity of integrated science materials and examining the practicality and effectivity of the use of integrated science materials in the scientific approach. The type of this research was research and development. The development of integrated science materials consists of seven stages, namely identifying potentials and problems, collecting information, designing a product, validating the product, revising product, doing limited testing, and revising product. Instruments for collecting data included validity assessment, practicality assessment, written test, and performance assessment. The data were analyzed by descriptive statistics and paired comparison test. Based on the data analysis, there were three results of this research. First, the validity of integrated science instructional materials classified as very high with an average value of 83.2. Second, the integrated science instructional materials were practical according to the science teachers and students with an average value of 86.11 and 89.66 respectively. Third, the integrated science instructional materials were effective in the scientific approach to improving the aspects of knowledge and digital literacy including scientific, functional, and visual literacy at 95% confidence level. These results indicated that employing integrated science instructional materials could overcome the problem of integrated science teaching and improve the digital literacy of students in terms of scientific, functional, and visual literacy. These digital literacy components are also useful for students to get success in their real future life.
The Development of Integrated Science Instructional Materials to Improve Students’ Digital Literacy in Scientific Approach Asrizal, A.; Amran, A.; Ananda, A.; Festiyed, F.; Sumarmin, R.
Jurnal Pendidikan IPA Indonesia Vol 7, No 4 (2018): December 2018
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.v7i4.13613

Abstract

Integrated science and integration of literacy skills are relevant issues to be investigated in science education. This research aimed at determining the validity of integrated science materials and examining the practicality and effectivity of the use of integrated science materials in the scientific approach. The type of this research was research and development. The development of integrated science materials consists of seven stages, namely identifying potentials and problems, collecting information, designing a product, validating the product, revising product, doing limited testing, and revising product. Instruments for collecting data included validity assessment, practicality assessment, written test, and performance assessment. The data were analyzed by descriptive statistics and paired comparison test. Based on the data analysis, there were three results of this research. First, the validity of integrated science instructional materials classified as very high with an average value of 83.2. Second, the integrated science instructional materials were practical according to the science teachers and students with an average value of 86.11 and 89.66 respectively. Third, the integrated science instructional materials were effective in the scientific approach to improving the aspects of knowledge and digital literacy including scientific, functional, and visual literacy at 95% confidence level. These results indicated that employing integrated science instructional materials could overcome the problem of integrated science teaching and improve the digital literacy of students in terms of scientific, functional, and visual literacy. These digital literacy components are also useful for students to get success in their real future life.
Geometrical Optics Process Image-Based Worksheets for Enhancing Students’ Higher-Order Thinking Skills and Self-Regulated Learning
Jurnal Pendidikan IPA Indonesia Vol 7, No 4 (2018): December 2018
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.v7i4.14563

Abstract

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 tcountttable at df = 68. In addition, the worksheets also owned a significant effect on the students’ SRL seen from α0,05 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.
Enhancing Mastery of Earth Science Concept of Prospective Physics Teachers through Interactive Conceptual Instruction Supported by Visualization and GrADS
Jurnal Pendidikan IPA Indonesia Vol 7, No 4 (2018): December 2018
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.v7i4.9799

Abstract

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.
The Effectiveness of Guided Inquiry and INSTAD towards Students’ Critical Thinking Skills on Circulatory System Materials
Jurnal Pendidikan IPA Indonesia Vol 7, No 4 (2018): December 2018
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.v7i4.14302

Abstract

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.
The Implementation of Contextual Learning to Enhance Biology Students’ Critical Thinking Skills
Jurnal Pendidikan IPA Indonesia Vol 7, No 4 (2018): December 2018
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.v7i4.11721

Abstract

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 = 5.981.83). 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.

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