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>
Articles
1,193 Documents
<![CDATA[The Effectiveness of Gadget-Based Interactive Multimedia in Improving Generation Z’s Scientific Literacy ]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 9, No 2 (2020): June 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.v9i2.23208
<![CDATA[Scientific literacy is very important to generation Z (Gen-Z), while Gen-z’s scientific literacy in Indonesia needs to be improved. The use of gadgets by Gen-Z almost all the time in their daily lives enables research to improve scientific literacy by using gadgets. This study aims to determine the effectiveness of gadget-based interactive multimedia to improve Gen-Z scientific literacy and describe the Gen-Z response to interactive multimedia. This research was a pre-experiment study with one group pretest and posttest design. Interactive multimedia was designed to be applied on gadget, consists of Socioscientific Issues (SSI) which was relevant to pressure concepts. This research involved two junior high schools in East Java, Indonesia. Scientific literacy test instrument was designed based on scientific literacy aspects of PISA 2015. The inferential test results showed that posttest score was significantly greater than the pretest in the two schools. Results showed that the mean score of students’ scientific literacy at School I increased from 39.6 to 74.0 and N-gain score was 0.57 which was in medium category. In addition, the average scientific literacy score of students in School II also increased from 31.5 to 59.9 and Ngain score was 0.41 which was in the medium category. The inferential test results also showed that there were no significant N-gain differences in the two schools. It can be concluded that interactive multimedia developed effective to improve students’ scientific literacy. However, Gen-Z students cannot be satisfied with the multimedia. Students suggest several multimedia enhancements in terms of visual, audio, and music, so that they can enjoy the multimedia all the time by using the device. ]]>
<![CDATA[Meta-analysis of Jelajah Alam Sekitar (JAS) Approach Implementation in Learning Procces ]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 6, No 1 (2017): April 2017 ]]>
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.v6i1.9604
<![CDATA[The results of tracer studies on the approach of Jelajah Alam Sekitar (JAS) or environment exploring learning has been detected is used in eight provinces in Indonesia and studied in the learning begin primary school to college. Then, how the effectiveness of the implementation of the JAS approach in improving the learning process. This study uses meta-analysis-data in the form of descriptive exploratory qualitative. Data was taken from the various thesis, and research faculty in the last 10 years. Data analysis was performed by calculating the percentage of the same findings for similar problems. The results showed a wide range of studies using different methods and approach such as qualitative descriptive, quasi-experimental, PTK and R and D to produce evidence that the approach JAS effective when applied in teaching, especially teaching biology in a variety of teaching materials. Various studies have shown the approach JAS managed to increase learning outcomes, can differentiate learning outcomes between treatment and control groups in which the treatment group had a mean score higher. Models/strategies/methods centered learning students are very relevant to implementation approach JAS making it seem more real, like a model of cooperative learning, think pair share, strategy role-playing, the investigation group, learning cycle 5e, hands-on activity, and so on, making it possible to continuously assessed and developed in the paradigm of competency-based curriculum developed.]]>
<![CDATA[Program for Integrating Education for Sustainable Development (ESD) into Prospective Biology Teachers' Technological Pedagogical Content Knowledge (TPACK) ]]>
<![CDATA[Purwianingsih, W.]]>;
<![CDATA[Novidsa, I.]]>;
<![CDATA[Riandi, R.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 11, No 2 (2022): June 2022 ]]>
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.v11i2.34772
<![CDATA[This study aims to promote prospective biology teachers' Technological Pedagogical Content Knowledge (TPACK) about Education for Sustainable Development (ESD) or TPACK-ESD through a School Biology Course. The course is an integrated course as it discusses essential biology contents for the school and the strategies to present the content to the students. It is urgent to promote prospective teachers' TPACK-ESD since the existing biology teachers are not prepared to integrate ESD into biology lessons. The study applied a descriptive method based on a seven-step model of Reorient University Curricula to Address Sustainability (RUCAS). Participants in this study were third-year prospective teachers who were taking the course. The effectiveness of this program for prospective biology teachers is drawn from Content Representation (CoRes) and lesson plans prepared by prospective teachers. The results showed that prospective teachers' TPACK-ESD improved from early development to developed level. It means that prospective teachers' TPACK-ESD is still at a low level. Although the program can improve prospective biology teachers' competencies in developing lesson plans, the level is still low. One semester intensive program seems insufficient to promote prospective teachers' TPACK-ESD. Therefore, it is recommended that the program for promoting ESD integration into TPACK-ESD is conducted for an extended time. The novelty of this study lies in the findings and the coverage of the research area. This study is the first to explore a strategy to promote prospective teachers' TPACK-ESD. More studies are needed, especially on teachers' education curriculum and professional development programs, to accelerate the development of teachers' TPACK-ESD.]]>
<![CDATA[Creative Thinking of Chemistry and Chemistry Education Students in Biochemistry Learning through Problem Based Learning with Scaffolding Strategy ]]>
<![CDATA[Ernawati, M. D. W.]]>;
<![CDATA[Sudarmin, S.]]>;
<![CDATA[Asrial, A.]]>;
<![CDATA[Muhammad, D.]]>;
<![CDATA[Haryanto, H.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 11, No 2 (2022): June 2022 ]]>
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.v11i2.33842
<![CDATA[This study aimed to describe students' creative thinking skills in a problem-based learning model with scaffolding in the Biochemistry course. This is mixed-method research with an explanatory sequential research design with a sample of 173 students from the Chemistry Education and Chemistry study programs, Universitas Jambi. In this study, the researchers only used the experimental class. The sampling technique used is total sampling and purposive sampling. Data were collected using observation sheets, test instruments, interview instruments, and response questionnaires. Quantitative data analysis used is hypothesis testing in the form of ANOVA test with Post-Hoc Scheffe test and T-test. The findings of this study indicate that the ANOVA test results showed a significant difference in the average creative thinking (cognitive) test results and student response questionnaire results in scaffolding-based integrated biochemistry learning. In addition, there is also a significant effect between cognitive test results on student responses in scaffolding-based integrated biochemistry learning. So it can be concluded that there are differences in the creative thinking skills of chemistry education students and chemistry students in using scaffolding integrated problem-based learning models in Biochemistry courses.]]>
<![CDATA[The Use of the Treagust Strategy to Promote Enthusiasm for Learning Science Subjects and the Growth of Scientific Ideas in Primary School Students ]]>
<![CDATA[Alanazi, F. H.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 11, No 2 (2022): June 2022 ]]>
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.v11i2.22313
<![CDATA[This study examines the effect of the Treagust strategy on the development of an understanding of science concepts in Saudi primary school students and on developing an understanding of science concepts in Saudi primary school students and promoting their motivation to learn science. A quasi-experimental design (i.e., one experimental group) was adopted, and pre- and post-learning measurements were administered. The sample consisted of 13 fifth-grade students. The instruments tools of the study were the Science Achievement Test and the Motivation towards Learning Science Scale. The overall results indicated that the programme was effective in improving effectively improved science achievement, as there was a significant difference between the mean scores of the pre- and post-learning measurements at the 0.01 level in the MCQ test, favoring the post-learning measurement. Furthermore, statistically significant differences were found between the pre- and post-learning measurements in the dimensions of self-esteem, performance, and achievement; the only insignificant subscale was the value of learning science. The research concludes with a presentation and discussion of recommendations and future research topics in light of the findings.]]>
<![CDATA[Environmental Education in Elementary School with Kamiholo: Kamishibai and Hologram as Teaching Multimedia ]]>
<![CDATA[Hernawan, A. H.]]>;
<![CDATA[Septiana, A. I.]]>;
<![CDATA[Rachman, I.]]>;
<![CDATA[Darmawan, D.]]>;
<![CDATA[Kodama, Y.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 11, No 2 (2022): June 2022 ]]>
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.v11i2.31918
<![CDATA[In environmental education, there have been many studies on learning multimedia, but the media used tends to be limited to the use of conventional media. In this study, we investigate the feasibility of Kamiholo, a combination between hologram and Kamishibai for environmental education in elementary school to improve the students' learning outcomes. To avoid bias and increase objectivity, the learning outcomes of Kamiholo utilization will be compared with those of conventional Kamishibai utilization. The experiments in the control and experimental groups both show good results. However, there is a significant difference in the improvement of the student achievement when learning using Kamiholo based on the N-Gain, where the N-Gain value of Kamiholo and Kamishibai are 0.69 and 0.49, respectively. Overall, we have successfully demonstrated the advantages of our new multimedia by combining holograms and Kamishibai for environmental education.]]>
<![CDATA[Level of Creative Thinking Among Prospective Chemistry Teachers ]]>
<![CDATA[Apriwanda, W.]]>;
<![CDATA[Hanri, C.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 11, No 2 (2022): June 2022 ]]>
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.v11i2.34572
<![CDATA[Creative thinking is one of the skills considered in facing the 21st-century era. Similar to other science domains, creative thinking is also crucial in chemistry learning. The variety of problems in chemistry makes students must be creative thinkers to solve chemistry problems faced. In the classroom, a chemistry teacher has a role in encouraging students’ creative thinking. Other than that, this role also applies to prospective chemistry teachers who will have the same responsibility in the future. Therefore, this study aims to identify the level of creative thinking among prospective chemistry teachers, and identify the aspect of creative thinking that needs to improve. The research design used in this study was a quantitative approach with descriptive research. There were 92 prospective chemistry teachers in Pekanbaru, Riau-Indonesia selected using simple random sampling. Data were collected using open-ended questions and analyzed using the rubric of scoring. Once scoring was done, the score obtained was presented in form of a percentage of score to determine the level of creative thinking. The finding reveals that the level of creative thinking of prospective chemistry teachers was moderate (percentage score of 35.43). The prospective chemistry teachers were at a low level of flexibility and fluency with a percentage score of 27.29 and 27.42 respectively. This finding could be a consideration for any stakeholder to improve the quality of education by taking steps to improve creative thinking among prospective chemistry teachers. With the hope, that none of the students in the future found is at a low level of creative thinking because the students have been taught by competent teachers.]]>
<![CDATA[Analysis of Ordinary and Advanced Level In-field Physics Teachers’ Qualification, Experience and Job Placement ]]>
<![CDATA[Badmus, O. T.]]>;
<![CDATA[Jita, L. C.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 11, No 2 (2022): June 2022 ]]>
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.v11i2.35070
<![CDATA[Ordinary and advanced level physics teachers have similar responsibilities in impacting the knowledge of physics among learners. These responsibilities are premised around qualification, experience and job placement. Teachers’ experience has a place in the literature to influence physics performance. The curriculum of both advanced and ordinary level physics is with similarities and occasioned differences with respect to content knowledge. However, are there differences in the qualification, experience and job placement between these two sets of teachers? In view of the foregoing, this study examined advanced and ordinary level in-field physics teachers distribution vis a vis qualification, experience and job placement with a view to aggregate data for decision making, as well as, report gender representation, establish drift and possible remediation in the field. Descriptive research of the survey type was employed with Physics Teachers Ordinary and Advanced Level Inventory (PTOALI) as the instrument to elicit data from 225 physics teachers across the three states under review. Similarities exist in teachers’ qualification at ordinary and advance levels. Experience of teachers at ordinary level were higher than those teaching advanced level curriculum. Underrepresentation of female physics teachers was found among the sample audience. Also, physics teachers are limited in number across the sampled schools and that female physics teachers are under-represented within the sampled respondents. This study concludes that more qualified physics teachers are needed across the three states under review. Experienced physics teachers are also required in advanced level schools. This study recommends training and recruitment of adequate number of qualified physics teachers to cope with the surging number of willing learners. ]]>
<![CDATA[Engineering Critical Thinking in Chemical Engineering-Implementation and Student’s Perception ]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 11, No 2 (2022): June 2022 ]]>
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.v11i2.33162
<![CDATA[Chemistry for Engineers is a fundamental subject in the Chemical Engineering curriculum, and it serves as a bridge between science and engineering by integrating theoretical concepts with real-world situations. To be successful in their careers, future engineers must master the skill of critical thinking. The goal of this research is to use the DoIt@Home Laboratory to improve students' critical thinking and problem-solving skills. The Carona pandemic necessitated the development of this component, which consists of a series of laboratory exercises that require pupils to demonstrate critical thinking skills. In order to better understand students' perceptions of and performance in learning CT skills using the new approach, surveys were utilized to evaluate the DoIt@Home Laboratory. We were able to demonstrate that the DoIt@Home Laboratory is an effective method for enhancing critical thinking skills. 75 % of students have adequate reasoning, evaluation, and problem-solving skills. Indicators from both chemistry and statistics lend credence to their arguments. 52 % of students think they have a good grasp on the fundamentals of chemistry, meaning that they can explain phenomena and study results, defend their positions with evidence, and synthesize arguments.]]>
<![CDATA[Implementation of 5E Plus Learning Model on Energy Subject Matter to Improve Students’ Argumentation Skills ]]>
<![CDATA[Wikara, B.]]>;
<![CDATA[Sutarno, S.]]>;
<![CDATA[Suranto, S.]]>;
<![CDATA[Sajidan, S.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 11, No 2 (2022): June 2022 ]]>
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.v11i2.30567
<![CDATA[Argumentation skills consist of 2 elements: skills to construct arguments and implement them. However, some studies show that students’ argumentation skills were low. This study proposed the 5E Plus learning model to improve students’ argumentation skills. The model consists of an element named Enliven and six syntaxes: Orientation, Engagement, Exploration, Explanation, Elaboration, and Evaluation. This study aimed to investigate the effectiveness of the 5E Plus learning model in improving students’ argumentation skills. This study used Energy subject matter (which consisted of 3 topics, Mechanical, Heat, and Electrical Energy). The study’s sample consisted of 40 1st semester college students from the Natural Science department and was taken randomly. We used One-Group Pretest-Posttest as a research design and collected data using an argumentation skills test. The data was examined using an Independent sample t-test to determine the effectiveness of the 5E Plus learning model. The results were: 1) the 5E Plus learning model was effective for improving students’ argumentation skills, 2) All components of students’ argumentation skills were successfully improved, which warrant experienced the highest improvement, 3) Students’ argumentation skills in all three topics were successfully improved, which in Mechanical Energy topic the skills experienced the highest improvement. ]]>
