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[Improving Students’ Scientific Literacy through Distance Learning with Augmented Reality-Based Multimedia Amid the Covid-19 Pandemic ]]>
<![CDATA[Ahied, M.]]>;
<![CDATA[Muharrami, L. K.]]>;
<![CDATA[Fikriyah, A.]]>;
<![CDATA[Rosidi, I.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 9, No 4 (2020): December 2020 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v9i4.26123
<![CDATA[Scientific literacy is a capability to identify problems, analyze questions, and create solutions by applying scientific knowledge and integrating science with technology and society. This literacy needs to be improved so that students can develop their skills in identifying science phenomenon and addressing various solutions. Although the learning was conducted in distance since the current situation is still amid the COVID-19 pandemic, the literacy can be taught during the learning process. This study aims to improve students’ scientific literacy through distance learning with augmented reality-based multimedia amid the COVID-19 pandemic. The research included in a descriptive quantitative study with pre-test and post-test design. The distance learning was conducted in the lecture of anatomy and physiology of organism during even semester in May 2020, with 111 students from three classes in the 2018 academic year. The science content provided in online learning was supported by augmented-reality based multimedia on the topic of the human respiratory system. This multimedia was evaluated, also stated as valid and appropriate to be implemented in the learning process. Scientific literacy was measured using the online test form. The findings indicated that the students’ scientific literacy improved moderately both in class A and B, but low in class C. The improvement of scientific literacy in class A reached N-gain average score of 0.31, class B reached 0.38, and class C reached 0.22. Students also gave a positive response, showed by the percentages of students’ response at 89.1% in class A, 87.0% in class B, and 84.8% in class C, which was in the very strong category. Therefore, it can be concluded that students’ scientific literacy improved well through distance learning with augmented reality-based multimedia amid the COVID-19 pandemic.]]>
<![CDATA[The Impact of Guided Inquiry Learning with Digital Swing Model on Students’ Generic Science Skill ]]>
<![CDATA[Khoiri, N.]]>;
<![CDATA[Huda, C.]]>;
<![CDATA[Rusilowati, A.]]>;
<![CDATA[Wiyanto, W.]]>;
<![CDATA[Sulhadi, S.]]>;
<![CDATA[Wicaksono, A. G. C.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 9, No 4 (2020): December 2020 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v9i4.26644
<![CDATA[The low condition of students’ Generic Science Skills (GSS) becoming a concern since GSS is an essential provision for millennial living in the era of the industrial revolution 4.0. The study aimed to measure the impact of guided inquiry learning on generic science skills by using the digital swing model. This research used the experimental method which involved 360 students of 12th grade from senior high school. The primary data of students’ GSS were obtained from observations during activities and reports of practicum activities, then the resulting data were analyzed by t-test. The average of students’ GSS in the experimental class was 3.32, which is included in the very good category. Meanwhile in the control class was 3.17, which is included in the good category. Based on the results of the t-test analysis, the score was 0.044, which means that there were differences between the experimental class and the control class. Thus, it can be concluded that the use of digital swing has a positive impact on students’ GGS. The use of digital swing could stimulate the students to do the practicum activities which leads to the improvement of student’s GGS. However, this study is only focusing on the smaller angle; therefore, it is crucial for further research to set up the digital swing with the angle >15° to identify the effect on it.]]>
<![CDATA[Students’ Perception of Learning Management System Supported Smartphone: Satisfaction Analysis in Online Physics Learning ]]>
<![CDATA[Rizal, R.]]>;
<![CDATA[Rusdiana, D.]]>;
<![CDATA[Setiawan, W.]]>;
<![CDATA[Siahaan, P.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 9, No 4 (2020): December 2020 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v9i4.25363
<![CDATA[Learning Management System Supported Smartphone (LMS3) is a new and innovative application in online physics learning synchronously. The research aims to investigate the level of students’ satisfaction in using LMS3 and determine predictor variables that affect the level of students’ satisfaction. A descriptive study with survey method was implemented to 71 physics education students who attended online physics learning. The instrument in this research was a Students’ Satisfaction of LMS3 Questionnaire (S2LMS3Q). The average percentage determined the level of student’s satisfaction, and multiple correlations and multiple regressions determined the predictor variables. The level of satisfaction in using LMS3 reached a high level with an average of 76.03%. At the 0.01 significance level, the adjusted R2 value of four predictor variables was 0.393. The multiple correlation analysis showed β for each predictor variable were 0.34 for gender, 0.07 for age, 0.43 for experience in using LMS, and 0.13 for internet connection. In conclusion, the level of students’ satisfaction was high, and the most influential predictor variables were the experience in using LMS and age. This study suggests an in-depth evaluation of online learning through students’ perceptions in order to improve the quality of further learning.]]>
<![CDATA[The Level of Self-Regulated Learning and Self-Awareness in Science Learning in the Covid-19 Pandemic Era ]]>
<![CDATA[Atmojo, S. E.]]>;
<![CDATA[Muhtarom, T.]]>;
<![CDATA[Lukitoaji, B. D.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 9, No 4 (2020): December 2020 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v9i4.25544
<![CDATA[The study aims to measure/determine the level of self-regulated and self-awareness in the science learning process, analyze students' self-regulated and self-awareness in science learning in the era of the Covid-19 pandemic. The design of this study was a modified experimental pre-test post-test control group design. This research was conducted from March to July 2020, with 200 research subjects divided into four classes. The research instrument consisted of questionnaires and test questions in the online form. The data obtained were analyzed using an analysis of scores and averages of the questionnaire filled out online. The subjects of this study were students who took science classes with a total of 200 students in the Elementary School Teacher Education, Faculty of Education, Universitas PGRI Yogyakarta. The results showed that the learning process of science could take place online using the Zoom application, Google Classroom, UPY e-learning, and WhatsApp group. Based on the analysis results, it is known that the average score of Self-Regulated Learning is 74.59 (good), the average score for Self-Awareness is 75.75 (good), and the average learning achievement is 74.59 (good). It can be concluded that this online science learning takes place to the maximum, has a value of usefulness that is seen from the average of independent learning numbers, self-awareness number, and student achievement, which are in good categories.]]>
<![CDATA[Science Education in the Family Environment with the Experimental Method of Facial Cosmetics Plant Fertilization in the Covid-19 Pandemic Era ]]>
<![CDATA[Nursetiawati, S.]]>;
<![CDATA[Josua, D. P.]]>;
<![CDATA[Atmanto, D.]]>;
<![CDATA[Oktaviani, F.]]>;
<![CDATA[Fardani, A. L.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 9, No 4 (2020): December 2020 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v9i4.26563
<![CDATA[The physical and non-physical family environment is one of the most critical factors in student learning outcomes. This research was assessed using a mixed-method descriptive qualitative and quantitative method to see how the family environment, both physical and non-physical, with experimental science learning was conducted on 60 Junior High School students. The requirements of the respondents in this study were 30 open school students and 30 non-open school students. The results showed that: (a) family involvement motivates students when conducting experiments; (b) the feasibility of the physical environment of the family allows students to complete the experiment of making simple liquid fertilizers to the application of these fertilizers to cosmetic plants, (c) students can complete the experiment by giving directions to the online method because of the high involvement family in the learning process. Other studies state that the family environment in the form of parents ‘expectations of students’ future careers in science is the main reason for high family participation in the experimental process to provide maximum student experimental results. In conclusion, the family’s physical and non-physical environment dramatically determines and encourages students to optimize experimental science learning methods so that science education applied during the Covid-19 pandemic by studying at home can be continued and carried out experimentally. The New Normal Education Model through online and non-online methods for science learning can still be done at home, with the involvement of the family’s physical and non-physical environments that support students to complete experiment-based science learning projects. Independent learning in junior high school students can also be done by providing direct control between educators and the students’ non-physical environment, namely parents, to remain motivated.]]>
<![CDATA[Improving Students’ Scientific Literacy through Distance Learning with Augmented Reality-Based Multimedia Amid the Covid-19 Pandemic ]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 9, No 4 (2020): December 2020 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
Show Abstract
|
Download Original
|
Original Source
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Check in Google Scholar
|
DOI: 10.15294/jpii.v9i4.26123
<![CDATA[Scientific literacy is a capability to identify problems, analyze questions, and create solutions by applying scientific knowledge and integrating science with technology and society. This literacy needs to be improved so that students can develop their skills in identifying science phenomenon and addressing various solutions. Although the learning was conducted in distance since the current situation is still amid the COVID-19 pandemic, the literacy can be taught during the learning process. This study aims to improve students’ scientific literacy through distance learning with augmented reality-based multimedia amid the COVID-19 pandemic. The research included in a descriptive quantitative study with pre-test and post-test design. The distance learning was conducted in the lecture of anatomy and physiology of organism during even semester in May 2020, with 111 students from three classes in the 2018 academic year. The science content provided in online learning was supported by augmented-reality based multimedia on the topic of the human respiratory system. This multimedia was evaluated, also stated as valid and appropriate to be implemented in the learning process. Scientific literacy was measured using the online test form. The findings indicated that the students’ scientific literacy improved moderately both in class A and B, but low in class C. The improvement of scientific literacy in class A reached N-gain average score of 0.31, class B reached 0.38, and class C reached 0.22. Students also gave a positive response, showed by the percentages of students’ response at 89.1% in class A, 87.0% in class B, and 84.8% in class C, which was in the very strong category. Therefore, it can be concluded that students’ scientific literacy improved well through distance learning with augmented reality-based multimedia amid the COVID-19 pandemic.]]>
<![CDATA[The Impact of Guided Inquiry Learning with Digital Swing Model on Students’ Generic Science Skill ]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 9, No 4 (2020): December 2020 ]]>
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.v9i4.26644
<![CDATA[The low condition of students’ Generic Science Skills (GSS) becoming a concern since GSS is an essential provision for millennial living in the era of the industrial revolution 4.0. The study aimed to measure the impact of guided inquiry learning on generic science skills by using the digital swing model. This research used the experimental method which involved 360 students of 12th grade from senior high school. The primary data of students’ GSS were obtained from observations during activities and reports of practicum activities, then the resulting data were analyzed by t-test. The average of students’ GSS in the experimental class was 3.32, which is included in the very good category. Meanwhile in the control class was 3.17, which is included in the good category. Based on the results of the t-test analysis, the score was 0.044, which means that there were differences between the experimental class and the control class. Thus, it can be concluded that the use of digital swing has a positive impact on students’ GGS. The use of digital swing could stimulate the students to do the practicum activities which leads to the improvement of student’s GGS. However, this study is only focusing on the smaller angle; therefore, it is crucial for further research to set up the digital swing with the angle 15° to identify the effect on it.]]>
<![CDATA[Students’ Perception of Learning Management System Supported Smartphone: Satisfaction Analysis in Online Physics Learning ]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 9, No 4 (2020): December 2020 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
Show Abstract
|
Download Original
|
Original Source
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Check in Google Scholar
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DOI: 10.15294/jpii.v9i4.25363
<![CDATA[Learning Management System Supported Smartphone (LMS3) is a new and innovative application in online physics learning synchronously. The research aims to investigate the level of students’ satisfaction in using LMS3 and determine predictor variables that affect the level of students’ satisfaction. A descriptive study with survey method was implemented to 71 physics education students who attended online physics learning. The instrument in this research was a Students’ Satisfaction of LMS3 Questionnaire (S2LMS3Q). The average percentage determined the level of student’s satisfaction, and multiple correlations and multiple regressions determined the predictor variables. The level of satisfaction in using LMS3 reached a high level with an average of 76.03%. At the 0.01 significance level, the adjusted R2 value of four predictor variables was 0.393. The multiple correlation analysis showed β for each predictor variable were 0.34 for gender, 0.07 for age, 0.43 for experience in using LMS, and 0.13 for internet connection. In conclusion, the level of students’ satisfaction was high, and the most influential predictor variables were the experience in using LMS and age. This study suggests an in-depth evaluation of online learning through students’ perceptions in order to improve the quality of further learning.]]>
<![CDATA[The Level of Self-Regulated Learning and Self-Awareness in Science Learning in the Covid-19 Pandemic Era ]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 9, No 4 (2020): December 2020 ]]>
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.v9i4.25544
<![CDATA[The study aims to measure/determine the level of self-regulated and self-awareness in the science learning process, analyze students' self-regulated and self-awareness in science learning in the era of the Covid-19 pandemic. The design of this study was a modified experimental pre-test post-test control group design. This research was conducted from March to July 2020, with 200 research subjects divided into four classes. The research instrument consisted of questionnaires and test questions in the online form. The data obtained were analyzed using an analysis of scores and averages of the questionnaire filled out online. The subjects of this study were students who took science classes with a total of 200 students in the Elementary School Teacher Education, Faculty of Education, Universitas PGRI Yogyakarta. The results showed that the learning process of science could take place online using the Zoom application, Google Classroom, UPY e-learning, and WhatsApp group. Based on the analysis results, it is known that the average score of Self-Regulated Learning is 74.59 (good), the average score for Self-Awareness is 75.75 (good), and the average learning achievement is 74.59 (good). It can be concluded that this online science learning takes place to the maximum, has a value of usefulness that is seen from the average of independent learning numbers, self-awareness number, and student achievement, which are in good categories.]]>
<![CDATA[Science Education in the Family Environment with the Experimental Method of Facial Cosmetics Plant Fertilization in the Covid-19 Pandemic Era ]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 9, No 4 (2020): December 2020 ]]>
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.v9i4.26563
<![CDATA[The physical and non-physical family environment is one of the most critical factors in student learning outcomes. This research was assessed using a mixed-method descriptive qualitative and quantitative method to see how the family environment, both physical and non-physical, with experimental science learning was conducted on 60 Junior High School students. The requirements of the respondents in this study were 30 open school students and 30 non-open school students. The results showed that: (a) family involvement motivates students when conducting experiments; (b) the feasibility of the physical environment of the family allows students to complete the experiment of making simple liquid fertilizers to the application of these fertilizers to cosmetic plants, (c) students can complete the experiment by giving directions to the online method because of the high involvement family in the learning process. Other studies state that the family environment in the form of parents ‘expectations of students’ future careers in science is the main reason for high family participation in the experimental process to provide maximum student experimental results. In conclusion, the family’s physical and non-physical environment dramatically determines and encourages students to optimize experimental science learning methods so that science education applied during the Covid-19 pandemic by studying at home can be continued and carried out experimentally. The New Normal Education Model through online and non-online methods for science learning can still be done at home, with the involvement of the family’s physical and non-physical environments that support students to complete experiment-based science learning projects. Independent learning in junior high school students can also be done by providing direct control between educators and the students’ non-physical environment, namely parents, to remain motivated.]]>
