cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota semarang,
Jawa tengah
INDONESIA
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>
Arjuna Subject : -
Articles 1,193 Documents
 99   100   101   102   103 
PENGEMBANGAN MODEL PEMBELAJARAN BIOKIMIA BERBASIS KOMPUTER UNTUK MEMBEKALI KETERAMPILAN BERPIKIR KREATIF MAHASISWA CALON GURU BIOLOGI
Jurnal Pendidikan IPA Indonesia Vol 1, No 2 (2012): October 2012
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.v1i2.2136

Abstract

Penelitian ini bertujuan untuk mengembangkan model pembelajaran biokima berbasis komputer untuk membekali keterampilan berpikir kreatif mahasiswa calon guru biologi. Penelitian ini merupakan penelitian deskriptif. Hasil pengolahan data diperoleh bahwa hasil validasi oleh ahli terhadap model pembelajaran sudah baik demikian juga dengan keterbacaan software pembelajaran. Dengan demikian model pembelajaran biokimia dengan model drill and practice yang dikemas dalam software sudah dapat digunakan untuk mengukur penguasaan konsep biokimia dan keterampilan berpikir kreatif mahasiswa calon guru biologi.   This study aims to develop computer-based learning model biokima creative thinking skills to equip prospective teachers of biology students. This research is a descriptive study. Data processing results obtained that the results of the validation by experts to have a good learning model as well as the legibility of the learning software. Thus the biochemical model of learning by drill and practice models that can be packaged in software has been used to measure mastery of biochemical concepts and creative thinking skills of prospective teachers of biology students.
Determination of Gender Differential Item Functioning in Tegal Students' Scientific Literacy Skills with Integrated Science (SLiSIS) Test Using Rasch Model
Jurnal Pendidikan IPA Indonesia Vol 10, No 2 (2021): June 2021
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.v10i2.26775

Abstract

The emergence of Differential Item Functioning (DIF) indicates an external bias in an item. This study aims to identify items at scientific literacy skills with integrated science (SLiSIS) test that experience DIF based on gender. Moreover, it is analyzed the emergence of DIF, especially related to the test construct measured, and concluded on how far the validity of the SLiSIS test from the construct validity of consequential type. The study was conducted with a quantitative approach by using a survey or non-experimental methods. The samples of this study were the responses of the SLiSIS test taken from 310 eleventh-grade high school students in the science program from SMA 2 and SMA 3 Tegal. The DIF analysis technique used Wald Test with the Rasch model. From the findings, eight items contained DIF in a 95 % level of trust. In 99 % level of trust, three items contained DIF, items 1, 6, and 38 or 7%. The DIF is caused by differences in test-takers ability following the measured construct, so it is not a test bias. Thus, the emergence of DIF on SLiSIS test items does not threaten the construct validity of the consequential type.
STUDENTS ARGUMENTATION IN SCIENCE LESSONS: A STORY OF TWO RESEARCH PROJECTS
Jurnal Pendidikan IPA Indonesia Vol 5, No 2 (2016): October 2016
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.v5i2.5949

Abstract

The study analysed profiles of students’ argumentation and how lessons may develop students’ argumentation skills. The study was conducted at two Indonesian progressive private schools and a school located in Australian low socio-economic community. This study explored possibilities to draw together results from two different research approaches typical to each country. The Indonesian research project used paper and pencil tests and interviews to investigate students’ argumentation skills, while the Australian research project analysed videos of the lessons. The Indonesian study finds that there is no significant different between two types of schools and gender. The Australian classroom showed shifts in creative dispositions that include the argumentation processes but not a consistent pattern between classes. The Australian teachers actively required students to make claims, explore the robustness of these claims, transferred these claims to new settings and to think of alternative explanations that encouraged students to construct more coherent arguments. This study finds that interpreting and re-interpreting two different research approaches can produce insights that benefit both sides as it can account for the context and needs of each country. In addition, combining of two different methodologies provided perspectives often not collected through single methodologies.
Students’ Metacognitive Skills from the Viewpoint of Answering Biological Questions: Is It Already Good?
Jurnal Pendidikan IPA Indonesia Vol 8, No 3 (2019): September 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.v8i3.19457

Abstract

Recent research in the science learning field emphasizes the importance of science learning that can empower 21st Century skills and implement metacognition-based learning. Metacognition is one of the foremost successful factors of learning achievement, which is the implementation in Indonesian schools is still being questioned. The present quantitative study aimed at gathering information on the profile of students’ metacognitive skills in Malang and figuring out whether the students’ grader influence metacognitive skills or not. This study was in ex post facto research which involves five levels of independent variables (grade level) and metacognitive skills as the dependent variable. The study involved 458 students (99 students in grade VII, 98 students in grade VIII, 98 students in grade IX, 77 students in grade X, and 86 students in grade XI) as the participants selected by homogeneous purposive sampling technique. The data of the metacognitive skills were collected by using Metacognitive Skills Rubric integrated with essay questions as the instrument. The collected data were analyzed through descriptive statistics and one-way ANOVA. The results of this study informed that the students’ metacognitive skills in Malang at each grade were categorized in “very low”. However, the level of grade significantly influenced the students’ metacognitive skills. The Senior High School (SHS) students possessed the highest level of metacognitive skills, and the students of grade VII of Junior High School (JHS) were at the lowest level. Senior High School students have better metacognitive skills than JHS students due to this kind of skills could develop by the increase of students’ grades in the process of education. The findings of this study also reveal the low level of students’ metacognitive skills. Therefore, the learning process is recommended to implement various learning form that can empower students’ metacognitive skills optimally.
CRITICAL THINKING SKILLS AND CREATIVITY ENHANCEMENT IN 7th GRADE STUDENTS THROUGH PBL MODEL AND JAS APPROACH
Jurnal Pendidikan IPA Indonesia Vol 4, No 2 (2015): October 2015
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.v4i2.4184

Abstract

This research aim is to improve  critical thinking skill dan creativity of student at VIIC class  in SMP 2 Kudus academic year 2013/2014 by implementing  problem-based learning (PBL) with Jelajah Alam Sekitar (JAS) approach. The study design used is classroom action research is conducted in  2 cycles. The first cycle apply PBL with JAS approach in which students conduct direct exploration to environment and in the second cycle students conduct direct and indirect exploration. The results showed that PBL model with JAS approach able to improve students’ critical thinking skills amounted to 74. 35% and enhance students’ creativity amounted to 66.96%. It can be concluded that the PBL model with JAS approach able to improve critical thinking skills and creativity of students effectively.
Characteristics of The Ability of Physics Concept in Enrichment Teaching Materials of Natural and Mineral Resources (NMRs) Literacy
Jurnal Pendidikan IPA Indonesia Vol 6, No 2 (2017): October 2017
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.v6i2.9482

Abstract

This study is aimed at describing the characteristics of basic physics concepts in materials of science literacy enrichment of natural and mineral resources (NMRs) prepared by students of Physics Education Department, Universitas Islam Negeri Sunan Gunung Djati Bandung. The method of data collection for scientific literacy ability of NMRs is obtained from the description of NMRs, results of describing the enrichment materials of NMRs process, the basic concepts of physics, and context as well as attitudes of students towards NMRs through paper enrichment materials. This study was conducted to 15 documents of  enrichment materials made by students. The study concluded that: (1) characteristics of students’ ability to describe the physics concepts in literacy enrichment materials NMRs show variation; (2) the ability of describing concept of fundamental physics in five NMRs groups being investigated shows a low gains. The study recommends that the application of material needs developing and teaching media literacy enrichment and physical sciences should have more contextual NMRs for secondary, high school and undergraduate students.
The Model of Educational Reconstruction: Students’ Conceptual Knowledge on Solid State Chemistry Domain
Jurnal Pendidikan IPA Indonesia Vol 7, No 2 (2018): June 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.v7i2.14297

Abstract

Solid state chemistry (SSC) concept is abstract yet makes it difficult for students. Considering students’ and scientist conception in designing a learning sequence, it is important to make scientific knowledge to be comprehensible for students. Model of Educational Reconstruction (MER) was adopted to define learning in order to develop students’ Conceptual Knowledge (CK) of the SSC concept. A sequence of learning activities was designed based on the MER.  The purpose of this study was to examine the use of MER in developing students’ CK. One group pre- and post-test experimental design employed in this study. CK on SSC structured essay test consisting of 26 items were developed to measure students’ CK before and after their involvement in learning. Paired sample t-tests were employed and the results showed significant differences in the overall domain-knowledge (p .001).  In detail, students’ CK categorized into complete (C), incomplete (IC), misconception (M), incorrect (I), and no answer (NA). After the intervention, the number of students that answered correctly increased (57,4% complete and 21% incomplete). This study showed that MER was an effective learning design to develop students’ conceptual knowledge of chemistry concepts.
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. 
PEMBUATAN BUKU CERITA IPA YANG MENGINTEGRASIKAN MATERI KEBENCANAAN ALAM UNTUK MENINGKATKAN LITERASI MEMBACA DAN PEMBENTUKAN KARAKTER
Jurnal Pendidikan IPA Indonesia Vol 2, No 2 (2013): October 2013
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.v2i2.2713

Abstract

Tujuan penelitian untuk mengembangkan buku cerita IPA yang mengintegrasikan materi kebencanaan alam untuk siswa kelas IV SD. Penelitian ini dilaksanakan dengan menggunakan desain penelitian dan pengembangan. Hasil yang diperoleh dalam uji kevalidan yaitu kategori sangat tinggi untuk dimensi materi dan tampilan, kategori tinggi untuk dimensi bahasa. Keterbacaan sudah sesuai dengan tabel konversi SMOG dengan diperkuat metode pertanyaan. Keberterimaan buku cerita IPA memperoleh kategori sangat tinggi. Keefektifan buku cerita IPA dapat meningkatkan literasi membaca pada kategori sedang. The purpose of study to develop science books that integrate natural disaster materials for fourth grade students. This study is conducted by using a design research and development. The results obtained in the test validity of the other category of very high dimensional material and look, high category for the language dimension. Readability is in conformity with the SMOG conversion table with reinforced method of inquiry. Acceptance of science books category of very high gain. The effectiveness of science books can improve reading literacy in the medium category.
DESIGN OF SCIENCE MOBILE LEARNING OF ECLIPSE PHENOMENA WITH CONSERVATION INSIGHT ANDROID-BASED APP INVENTOR 2
Jurnal Pendidikan IPA Indonesia Vol 5, No 2 (2016): October 2016
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.v5i2.7375

Abstract

Learning application is a medium that can be used to convey the content of the material involving mobile devices such as mobile phones based on Android. Learning Phenomens of Eclipse is android-based multimedia application that is created as a supplementof science instructional material in concepts of eclipses that can be accessed using a mobile device such as mobile phone. The methodology used to make this application is waterfall methodology. The purpose of making the application is the conception of conservation and science mobile learning is expected to help the students in particular and scientific community in general to get the ease of learning the concept of solar and lunar eclipses using a smartphone device without having to print using paper (paperless). The application also comes with interactive features of images, videos and quizzes. The conclusion is that mobile learning science applications of eclipse phenomenon  in conception of conservation is developed and feasible to be used to study the concept of  eclipse and support theefforts to reduce the use of paper (paperless).

Page 101 of 120 | Total Record : 1193

 99   100   101   102   103 

Filter by Year

2012 2024


Reset
Filter By Issues
All Issue Vol 13, No 1 (2024): March 2024 Vol 12, No 4 (2023): December 2023 Vol 12, No 3 (2023): September 2023 Vol 12, No 2 (2023): June 2023 Vol 12, No 1 (2023): March 2023 Vol 11, No 4 (2022): December 2022 Vol 11, No 3 (2022): September 2022 Vol 11, No 2 (2022): June 2022 Vol 11, No 1 (2022): March 2022 Vol 10, No 4 (2021): December 2021 Vol 10, No 3 (2021): September 2021 Vol 10, No 2 (2021): June 2021 Vol 10, No 1 (2021): March 2021 Vol 9, No 4 (2020): December 2020 Vol 9, No 3 (2020): September 2020 Vol 9, No 2 (2020): June 2020 Vol 9, No 1 (2020): March 2020 Vol 8, No 4 (2019): December 2019 Vol 8, No 3 (2019): September 2019 Vol 8, No 2 (2019): June 2019 Vol 8, No 1 (2019): March 2019 Vol 7, No 4 (2018): December 2018 Vol 7, No 3 (2018): September 2018 Vol 7, No 2 (2018): June 2018 Vol 7, No 1 (2018): March 2018 2018: Article in Press Vol 6, No 2 (2017): October 2017 Vol 6, No 1 (2017): April 2017 Vol 6, No 1 (2017): April 2017 Vol 5, No 2 (2016): October 2016 Vol 5, No 2 (2016): October 2016 Vol 5, No 1 (2016): April 2016 Vol 5, No 1 (2016): April 2016 Vol 4, No 2 (2015): October 2015 Vol 4, No 2 (2015): October 2015 Vol 4, No 1 (2015): April 2015 Vol 4, No 1 (2015): April 2015 Vol 4, No 2 (2015) Vol 3, No 2 (2014): October 2014 Vol 3, No 2 (2014): October 2014 Vol 3, No 1 (2014): April 2014 Vol 3, No 1 (2014): April 2014 Vol 2, No 2 (2013): October 2013 Vol 2, No 2 (2013): October 2013 Vol 2, No 1 (2013): April 2013 Vol 2, No 1 (2013): April 2013 Vol 2, No 2 (2013) Vol 1, No 2 (2012): October 2012 Vol 1, No 2 (2012): October 2012 Vol 1, No 1 (2012): April 2012 Vol 1, No 1 (2012): April 2012 Vol 1, No 1 (2012) More Issue