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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>
Arjuna Subject : -
Articles 1,193 Documents
 104   105   106   107   108 
The Development of Gravity Comic Learning Media Based on Gorontalo Culture
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.v7i2.14344

Abstract

The aim of the study was to develop Gravity comic learning media based on Gorontalo culture for V grade Elementary School students. The type of the research was developmental referring to the design of 4-D model according to Thiagarajan, Semmel, and Semmel (1974) which consisted of 4 stages; define, design, develop and disseminate. The results of this study indicated that the developed gravity comic are valid and could increase students’ responses to learning. This cultural-based comic introduces Gorontalo regional cultures. The percentage of the students’ active participation was 93.27% for limited trial and the average students’ active participation in field trial was 94.94%. The students’ learning result gave 86.75% of classical completeness data for the limited test class, while the field test class obtained an average percentage of 87.37%, and categorized as very good. Therefore, the developed Comic of Gravity materials was declared valid, practical and effective. In sum, it would be useful for science learning process in grade V of Elementary School.
PENGARUH MODEL PEMBELAJARAN DAN PENGETAHUAN AWALTERHADAP KEMAMPUAN MEMECAHKAN MASALAH FISIKAPESERTA DIDIK KELAS XI IPA MAN 2 MODEL MAKASSAR
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.v2i2.2718

Abstract

Tujuan penelitian untuk mengetahui pengaruh model pembelajaran dan pengetahuan awal terhadap kemampuan memecahkan masalah Fisika pada kelompok peserta didik yang diajar dengan menggunakan model pembelajaran learning cycle 5E dan problem posin. Penelitian ini merupakan true experiment. Hasil penelitian menunjukkan terdapat perbedaan kemampuan memecahkan masalah pada kelompok peserta didik yang diajar dengan menggunakan model pembelajaran learning cycle 5E dan problem posing. Simpulan yang dapat diambil yaitu terdapat pengaruh model pembelajaran dan pengetahuan awal terhadap kemampuan memecahkan masalah Fisika pada kelompok peserta didik yang diajar dengan menggunakan model pembelajaran learning cycle 5E dan problem posin. Research purposes to determine the effect of early models of learning and knowledge of the physics problem-solving skills in a group of students who were taught using the 5E model of teaching and learning cycle posin problem. This method is true experiment. The results indicate there are differences in the ability to solve problems in a group of students who were taught using the 5E learning cycle model of learning and problem posing. Conclusion can be drawn that there is a model of the influence of prior knowledge on learning and problem-solving skills in physics in the group of students who were taught using the 5E model of teaching and learning cycle posin problem.
ENHANCEMENT OF JUNIOR HIGH SCHOOL STUDENTS’ CONCEPT COMPREHENSION IN HYDROSTATIC PRESSURE AND ARCHIMEDES LAW CONCEPTS BY PREDICT-OBSERVE-EXPLAIN STRATEGY
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.v5i2.6038

Abstract

This study explored effectiveness of Predict-Observe-Explain (POE) strategy to enhance concept comprehension of junior high school students in hydrostatic pressure and Archimedes law concepts. Subjects of this study were 31 students of a private junior high school in East Flores in even semester year 2015/2016. By mixed-method design, this study concluded that (1) average score of concept comprehension was significantly increase (p = 0.000) from pre-test (36.77) to post-test (63.26) with strong category of effect size (1.62), and moderate category of N-gain (0.40); (2) learning was also succeed identifying some misconceptions and remedied it. Those misconceptions were: (a) hydrostatic pressure was influenced by liquid volume and or the shape of the container, (b) an object was floated for there was air within, (c) a sunken object had no buoyant force, and (d) the magnitude of buoyant force was equal to liquid volume; (3) some of common problems around the students in applying hydrostatics concept and buoyant force were as follow (a) related to mathematical representation of hydrostatic force Ph = P0 + ?gh, most all students interpreted h as the depth measured from the bottom of the liquid column (not from the surface of the liquid as it should be), (b) related to buoyant force, the problem depended on the context where the question given. In context of immovable objects in a certain fluid, almost all student was hard comparing buoyant force magnitude to the weight. In context of sliding object in liquid, almost all students failed to explain the object position to its buoyant force.
KAJIAN TENTANG PENGUASAAN KONSEP GIZI SISWA SMP
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.v1i2.2132

Abstract

Penelusuran menggunakan angket menunjukkan bahwa tidak semua konsep yang yang tercakup dalam kisi-kisi pengembangan soal disampaikan oleh guru di kelas. Terdapat konsep yang tidak didapatkan siswa dari guru tetapi didapatkan dari hasil penalaran siswa terhadap informasi yang ada pada soal dan teman yaitu memperkirakan jenis dan jumlah makanan yang harus dimakan setiap hari berdasarkan piramida makanan serta mengidentifikasi jenis dan kandungan zat makanan berdasarkan label pada kemasan makanan.   Search using the questionnaire showed that not all concepts covered in the lattice about the development delivered by teachers in the classroom. There is a concept that does not get students from the teacher but the students come from the reasoning of the existing information on the matter and your friends are estimating the type and amount of food should be eaten every day by the food pyramid and identify the type and content of nutrients on the labels on food packaging.
The Implementation of Physics Learning through Online Mode during Pandemic Covid-19 Using Metacognitive Knowledge-based Materials
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.v10i2.28583

Abstract

This study aims to analyze the effect of metacognitive knowledge-based physics teaching materials (MKBPTM) on the ability to analyze metacognitive knowledge. These teaching materials were used in online learning during the Covid-19 pandemic. The research employed a post-test only control group design. The participants were divided into two groups: the experimental group consisting of 120 students and the control group comprising 124 students, who came from public senior high schools. The results showed that the MKBPTM experimental group had better learning outcomes than the control class using conventional-based teaching materials (CBPTM). The hypothesis testing results indicate a difference in the average score between the experimental and control groups’ metacognitive knowledge analysis skills (MKAS). The results suggest that MKBPTM has an influence on MKAS compared to CBPTM.
THE DEVELOPMENT OF LABORATORY-BASED EARTH AND SPACE SCIENCE LEARNING MODEL TO IMPROVE SCIENCE GENERIC SKILLS OF PRE-SERVICE TEACHERS
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.v5i2.7677

Abstract

This study focuses on the improvement of prospective teachers’ science generic skills in learning for earth and space sciences subject using a laboratory-based model.  Research methods were Research and Development used mixed methods design, i.e. Embedded Experimental models. The results showed that the structure of the learning using laboratory-based model consists of four stages, namely engagement, exploration, explanation, and elaboration; with details on description of natural phenomena, the identification of questions, linking concepts with practical topic; modeling, training, exploration, interpretation of data, conclude, and communicate the procedures and results of the investigation. Moreover, the ability of science generic skills of teacher candidates was low at 52.50%. In addition, the profile of lecturer performance in learning reached 55%. Also, the condition of the learning environment is generally sufficient in supporting the development of laboratory activities, for example: a comfortable laboratory room for conducting the practicum. Next, 75% student agreed that for understand the material; it needs a practice in lab. As many as 70% of students agreed that practicum will increase students' understanding, although students also agreed that clarification is still required by lecturers (80%). Furthermore, 69% of the students found the materials of Earth and Space Sciences ismore attractive than other materials, although 78% said material of Earth and Space Sciences is fairly complicated and abstract. The interest of students to the material of Earth and Space Sciences is because these materials can foster curiosity (88%) as well as providing benefits to their daily life (90%). Finally, three out of four students agreed that the science generic skills can develop the ability of scientific work and critical thinking.
Enhancing Elementary School Students’ Abstract Reasoning in Science Learning through Augmented Reality-Based Interactive Multimedia
Jurnal Pendidikan IPA Indonesia Vol 8, No 2 (2019): June 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.v8i2.19249

Abstract

Elementary school students’ rational skill is terminated on concrete situations; therefore, enhancing abstract reasoning becomes a prompt for students to be more critical in solving science problems. The objective of the study was to improve abstract reasoning in science learning using interactive multimedia based on augmented reality (AR) for fifth-grade students. This study used a Classroom Action Research conducted in two cycles consisting of Plan, Act Observe, and Reflect stage each. Data collection techniques used tests and observations involving 28 students. The credibility of the research data was examined based on technical triangulation and source triangulation while the collected data were analyzed descriptively. The results of the study on process aspect showed that the use of interactive multimedia based on augmented reality gave positive changes to the learning processes on earth and rock structure topic in the fifth grade of elementary school. The students’ enthusiasm during the learning processes thus strengthened student-teacher interaction as they enjoyed the learning processes actively, independently, and collaboratively. The interactive multimedia based on augmented reality facilitates the students to reason by exploring more realistic visual objects to eases student understanding of science concept, associating inter-concepts and implementation of information analysis, and problem-solving. The success of the product showed that students’ abstract reasoning in science learning enhanced by 24.20% (in the first cycle) and 23.08% (in the second cycle). The results of this study concluded that the use of interactive multimedia based on augmented reality could enhance abstract reasoning skill of the fifth-grade elementary school students.
SKILL OF TEACHER CANDIDATES IN INTEGRATING THE CONCEPT OF SCIENCE WITH LOCAL WISDOM
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.v4i2.4179

Abstract

Learning science is not limited to reviewing the concepts, but strengthens the identity of a nation that has a diversity of cultures. Science learning objectives that have been set in Indonesia, including the student is able to apply the science wisely, to maintain and preserve the cultural survival. The study aims to measure students' ability to relate concepts of science with local knowledge to use mind maps compiled individually. The results showed that 85% of teacher candidates are able to determine the relationship of science and local knowledge correctly. The ability to link the two domains, through the literature review, observation and interviews.
Development of Digital Storytelling-Based Science Teaching Materials to Improve Students’ Metacognitive Ability
Jurnal Pendidikan IPA Indonesia Vol 7, No 1 (2018): March 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.v7i1.12718

Abstract

This study aims to produce digital-based storytelling teaching materials of natural science that can facilitate the students to be able to explore the object of science learning deeply and to improve their metacognitive ability. This research is development research. The samples used are four teachers and 40 junior high school students. The technique of gathering data employed a testing method, documentation study, and questionnaire. Validation is done to determine the feasibility of teaching materials. The research result of the improvement of students’ metacognitive ability is measured by using the testing method in the form of pretest and posttest. Pretest and posttest data were analyzed by N-gain and t-test of significance. The result of the research shows that the average percentage of validation result of media expert and material expert is 97,70% and 95,16%. According to experts, all developed products are very feasible to use. The results of metacognitive enhancement (N-gain) for levels 1 to 5 respectively were 0.36; 0.56; 0.49; 0.45 and 0.39. The results of significance test showed that the t-count 7.65 and t-table of 2.03 which that the mean improvement of the metacognitive ability of students is significant. Based on the results of this study, it can be concluded that the teaching materials based on digital storytelling are feasible to be used to improve students’ metacognitive ability.
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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