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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 8, No 4 (2019): December 2019" : 30 Documents clear
The Effectiveness of Android Application as a Student Aid Tool in Understanding Physics Project Assignments
Jurnal Pendidikan IPA Indonesia Vol 8, No 4 (2019): December 2019
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.v8i4.19433

Abstract

Indonesian students are addicted to using gadgets, which unfortunately brings negative impacts. Using the gadget for a long duration will undoubtedly affect the quality of students if it is not directed to appropriate and beneficial use. After school, students are preoccupied with their gadgets so that they waste a lot of their time to play games and leave their homework undone. As a result, their interest in doing science assignments are meager. Gadget addiction and the low level of learning interest in carrying out tasks are the new problems in education. Therefore, efforts need to be made to overcome them. This study aims to determine the effectiveness of android application as student aid tools in understanding the task of Physics. The subjects of this research were all VIII graders of SMP Islam Terpadu Arrozaq Rantauprapat. The type of this research is quantitative with a pre-experimental design (one-shot case study). This study directed the students to utilize their gadgets in completing the task of physics. The instruments used in this research were the video-checking rubric and the effectiveness questionnaire. This research has been carried out for three months, and video-checking was carried out at the end of each month after the project assignments were collected. The results of data analysis in this study indicated that the utilization of an android application as a tool of students is considered sufficient. The students become more enthusiastic about working on assignments and accessing the internet through gadgets on positive uses.
Exploring and Comparing Content Validity and Assumptions of Modern Theory of an Integrated Assessment: Critical Thinking-Chemical Literacy Studies
Jurnal Pendidikan IPA Indonesia Vol 8, No 4 (2019): December 2019
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.v8i4.20967

Abstract

The development of chemical literacy as well as critical thinking, are a prominent objective of science education and become essential skills in the 21st century. The stress has not been given to the measurement of both skills together in chemistry content in high school. Another problem shows in developing an instrument in which teachers often do not know whether the content and construct that they developed in the tool can measure the skill that supposed to be measured. The first step the teacher should do is studying the content validity when an instrument has been constructed and also psychometric testing is needed. Hence, this is addressed for exploring the content validity evidence, even assumptions for the modern theory in integrated assessment for measuring students’ chemical literacy and critical thinking. Also, comparing a result of content validity and assumptions for modern theory to know which is mandatory for research instrument. The initial integrated assessment consists of 37 items. Content validity was first piloted under a review of six experts and also 133 participants involved to determine the assumptions of modern theory in integrated assessment. From this study, it can be confirmed that the development of the integrated assessment on the content validity can be used to measure 13 integrated skills of chemical literacy and also critical thinking in chemical equilibrium, and an assumption for modern theory met with the standard of the valid instrument. In general, to know the quality of the items test using more sophisticated statistical analysis, the integrated assessment is appropriate for measuring the big-scale of the paper-pencil test. The outcome of this research will help teacher/lecturer in the analysis quality of an assessment that will be used in student’s evaluation
The Analysis of Concept Mastery Using Redox Teaching Materials with Multiple Representation and Contextual Teaching Learning Approach
Jurnal Pendidikan IPA Indonesia Vol 8, No 4 (2019): December 2019
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.v8i4.18072

Abstract

Teaching materials are one of the supportive facilities in achieving successful learning. This study employed teaching materials characterized by Multiple Representations and Contextual Teaching Learning. This research intended to reveal the understanding of redox concepts taught in grade X. This study was an implementation of the results referring to the 4D (Define, Design, Develop, and Disseminate) model. The data collection methods adopted were observation, questionnaire, test, and documentation. The data was analyzed by using the descriptive-qualitative method. The teaching materials have been declared valid, practical, and useful. The users also gave a positive response to the teaching materials. Students’ conceptual understanding was analyzed through each item and indicator. The overall students’ concept mastery was 53.33%, and their understanding of each indicator was 50.214% for interpreting, 77.78% for exemplifying, 53.472% for classifying, 52.78% for guessing,  52.78% for comparing, and 62.5% for explaining.
The Effectiveness of Education for Environmental Sustainable Development to Enhance Environmental Literacy in Science Education: A Case Study of Hydropower
Jurnal Pendidikan IPA Indonesia Vol 8, No 4 (2019): December 2019
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.v8i4.19948

Abstract

Renewable energy sources in Indonesia, such as hydropower, are very abundant. However, the utilization of these sources as alternative energy in Indonesia has not been optimized. Education for Environmental Sustainable Development (EESD) approach could be implemented in science education to give students valuable insights into the environment. The form of teaching materials for EESD is the student worksheet. The objective of this study was to analyze the effectiveness of learning using EESD-based student worksheets to improve environmental literacy. This study belonged to the quasi-experiment, and the sample was taken using a cluster sampling technique class. The findings of this research showed that the mean score of the experimental class was greater than the control class, and there was a remarkable difference in environmental literacy between the experimental and control class. Therefore, we could conclude that EESD-based student worksheets are useful to improve students’ environmental literacy.
The Effect of Conflict-Cognitive Strategy in Inquiry Learning towards Pre-Service Teachers’ Critical Thinking Ability
Jurnal Pendidikan IPA Indonesia Vol 8, No 4 (2019): December 2019
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.v8i4.21002

Abstract

The trend of today’s learning goals for educational institutions is to produce pre-service teachers who think critically. Critical thinking is a higher-order thinking domain that can be taught through appropriate learning strategies. This study intended to describe the influences of the conflict-cognitive strategy in the inquiry-based learning model towards pre-service teachers’ critical thinking ability. This is pre-experimental research with one group pretest-posttest design. The sample included 18 pre-service physics teachers at Mataram State Islamic University (UIN Mataram). The pre-service-teachers’ critical thinking ability was assessed using a critical thinking skill test instrument adapted from the Ennis-Weir Critical Thinking Essay Test. Indicators of critical thinking ability consisted of the ability to analyze, inference, evaluate, and make a decision. The data on critical thinking ability were analyzed descriptively and statistically, where homogeneity, normality, and t-test were performed. Descriptive analysis results indicated that the average score of critical thinking ability in the pretest was -1 in the “less critical” criteria and increased at posttest to 9,89 in the “quite critical” criteria after learning using the conflict-cognitive strategy in the inquiry-based learning model. Statistically, the analysis results revealed that the implementation of the conflict-cognitive strategy in the inquiry-based learning model had a significant effect on pre-service teachers’ critical thinking ability. Therefore, the conflict-cognitive strategy in the inquiry-based learning model can be a reference and alternative learning strategy that can be implemented for specific purposes to improve pre-service teachers’ critical thinking ability.
Active Learning Strategies in the Environmental Engineering Course: A Case Study at Curtin University Malaysia
Jurnal Pendidikan IPA Indonesia Vol 8, No 4 (2019): December 2019
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.v8i4.19169

Abstract

The current teaching approach of the undergraduate subject is very dependent on conventional methods, in which less participation and contribution of the students during the learning process. Active learning refers to any approach to instruction in which all students are required to involve in the learning process. The objective of the manuscript is to evaluate the application of active learning in teaching the compulsory course in environmental engineering department curriculum, Curtin University Malaysia. Green engineering is a mandatory unit in 3rd year of Department of Environmental Engineering. That is an approach of the design, process, product, and commercialization that follow environmentally conscious attitude, principles and values combined with multi-disciplinary engineering science in order to minimize pollutant and promote local and global sustainability. Experts have developed a simple approach that connecting the classical lecture-presentation and active engagement of the students with the course materials through Problem-Based Learning, Interactive Class Learning, and Project-Based Learning. Introducing the active learning to the students on solving problems have improved the students’ ability in achieving the course objectives and also the program objectives of the Department of Environmental Engineering, Curtin University Malaysia. The attainment of each assessment by the students and student evaluations indicated that the students’ achievement and retention of information have greatly improved. This improvement includes high student attendance and participation, high grades, and great student satisfaction.
The 7E Learning Cycle Approach to Understand Thermal Phenomena
Jurnal Pendidikan IPA Indonesia Vol 8, No 4 (2019): December 2019
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.v8i4.20425

Abstract

Conceptual understanding is often a problem in science learning, and this issue has become the point of science education experts, including in Indonesia. Lately, ten articles in Indonesia and six articles in other countries have discussed the model of the 7E Learning Cycle. It was mentioned that this model is able to increase learners’ conceptual understanding. This research intended to reveal the effectivity of physics learning using the 7E Learning Cycle in improving students’ understanding of temperature and heat concepts. The research design is quasi-experimental with a non-equivalent control group design. The sample was senior high school students. Objective test in the form of multiple choices equipped with reason was employed as the data collection instrument. Based on the data analysis, the value of Effect Size was 0.5 and belonged to the medium category. In other words, the use of the 7E Learning Cycle model is sufficient to improve the learners’ understanding of temperature and heat concepts. This could be seen from the success of the learning process that integrates the whole seven stages with the seven indicators of conceptual understanding in detail. Thus, the 7E Learning Cycle could be effectively applied and can increase the students’ conceptual understanding.
Chemistry Teachers’ Awareness, Understanding, and Confidence toward Computational Tools for Molecular Visualization
Jurnal Pendidikan IPA Indonesia Vol 8, No 4 (2019): December 2019
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.v8i4.21437

Abstract

Recent advances in cheminformatics and bioinformatics research have generated software and computational tools for molecular modeling and visualization that can be incorporated to improve chemistry teaching and learning in high school. Nevertheless, there have never been any study simultaneously reporting chemistry teachers’ awareness, understanding, and confidence toward contemporary computer-aided molecular modeling and visualization tools. This study examined 32 high school chemistry teachers’ knowledge, understanding and confidence toward nine new computational programs on molecular modeling and visualization namely ChemDraw, HyperChem, UCSF Chimera, Marvin Sketch, PsiPred, MBC (PS2), Rampage, Vienna RNA Package and Mode RNA following two days of professional workshop-based training.  After completing the training and assessments, the teachers showed an enhancement in awareness, understanding, and confidence toward those nine computational programs. Intensive activities consisting of theoretical lectures, hands-on practices, assignments, and case study presentations seem to provide valuable resources to the increase in teachers’ knowledge, understanding, and skill that incorporates computational technology. Hence, the impact of this research pointed toward the value of teachers’ professional development that creates a platform to reduce the barriers of access, resources, knowledge, and skills. This study is expected to help improving teachers’ awareness, understanding, and confidence necessarily required for further implementation of available technology for instructional purposes. 
Developing Scientific Literacy-Based Teaching Materials to Improve Students’ Computational Thinking Skills
Jurnal Pendidikan IPA Indonesia Vol 8, No 4 (2019): December 2019
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.v8i4.19259

Abstract

Computational thinking and scientific literacy are competencies compulsorily required by pre-service primary teachers in the 21st century. This study aimed to examine the effectiveness of scientific-based teaching materials that have been developed in improving the computational thinking skills of Primary School Education Department students of UniversitasMuria Kudus Indonesia. This research employed the Research Development (R D) procedure, which includes three stages, namely preliminary studies, development, and validation. In the validation stage, the scientific literacy-based materials were applied in large-scale trials with quasi-experimental control groups design for the fourth-semester students of Primary School Education Department in the academic year of 2018/2019, where class 4A as the control group and class 4C as the experimental group were taken randomly. The experimental class consisted of 44 students, while the control class consisted of 46 students. After being given the treatment, the two classes were given a post-test to examine its effectiveness. Based on the hypothesis testing using the right t-test, it has a tcountof 2,215 and ttableof 1.99. Thus, it could be concluded that the teaching materials of the developed scientific literacy concepts were effective in improving the students’ computational thinking skills.
Item Analysis of Critical Thinking Skills Instrument to Measure Effectiveness of Scientific Group Inquiry Learning (SGIL) Model
Jurnal Pendidikan IPA Indonesia Vol 8, No 4 (2019): December 2019
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.v8i4.20794

Abstract

The purpose of this study is to analyze the problem set items to get information and feedback on critical thinking skills tests. This research develops a SGIL model that can improve students’ critical thinking learning. This study uses a research and development design to develop the SGIL model. The SGIL model is proven to be able to improve the critical understanding of PGSD students. The syntax of SGIL consists of 6 steps, namely: (1) discussion of problems and topic selection; (2) research planning; (3) implementation; (4) data integration; (5) analysis and synthesis; and (6) conclusions and communication. The participants were 114 Elementary Teacher Education Program (PGSD) students who were selected by using a random sampling technique. This research was conducted in 3 sample universities. The data of SGIL model effectiveness was measured by using instrument of critical thinking skills. This instrument has been analyzed for its validity, reliability, level of difficulty, and discrimination item. Tests to obtain data were carried out for 90 minutes. The instrument was calculated by using analysis of Quest and Lisrel.

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