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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
 109   110   111   112   113 
Implications of Online Learning: Trends of Science Misconceptions about Forces in Elementary School Munastiwi, E.; Saputro, B.; Fatonah, S.; Suhendro, E.
Jurnal Pendidikan IPA Indonesia Vol 11, No 3 (2022): September 2022
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.v11i3.37696

Abstract

This study aims to understand the tendency of science misconceptions about "forces" and to distinguish the influence of school origin on students' misconceptions. The research method is a quantitative experimental survey. A total of 83 fourth-grade elementary school students from public school 1 (School A), private school 2 (School B), and private school 3 (School C) were involved in this study. Data is collected through online surveys. Teachers and researchers formulated question instruments in the form of quizzes. Before being distributed, the synchronization and verification stages of the material are carried out. Then the quiz is distributed to students via WhatsApp during an online class. After 15 minutes, students return the answers to the class teacher in photos via WhatsApp to be evaluated and graded. The results show that the average level of students' misconceptions was relatively low. However, the level of individual misconceptions tended to be high, proving that the development of learning practices needs to pay attention to conceptual understanding. Students misconceptions should not occur, especially in science learning. This study concludes that there are differences in the level of misconceptions between clusters in science learning. Students in each cluster experienced similar obstacles. The researchers suggest an effort to adjust the learning model on the instructional, interaction, supervision, and independent learning models. 
The Implementation of Local Context Modules as an Effort for Disaster Risk Reduction (An Empirical Study in Disaster-Affected Schools) Wahyono, U.; Kade, A.; Untara, K. A. A.
Jurnal Pendidikan IPA Indonesia Vol 11, No 3 (2022): September 2022
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.v11i3.37399

Abstract

The frequent increase of natural disasters enforces the need for disaster risk reduction implementation in education. This empirical study aims to determine the effectiveness of the module in the context of the Palu disaster threat in understanding the process of the earthquake, tsunami, liquefaction, and mitigation. This research was conducted in schools that were directly affected by the disaster. For those affected by the liquefaction, the research was carried out at SMP 21 Petobo. Then for those who were affected by the tsunami, the research was conducted at SMP 10 Kampung Lere, Palu. The results show that the students of disaster-affected schools already had initial knowledge regarding Disaster Risk Reduction before the module was implemented. Social media, mass media, and disaster locations contributed to the formation of their initial understanding. This study result indicates that the normal gain value for each disaster subject in disaster-affected schools increases. However, the normal gain for each topic affected by liquefaction is higher. The average increase in the normal gain of implementing modules in the school affected by liquefaction was 21.76 percent, and in the school affected by the tsunami was 10.49 percent.  The study concludes that understanding the local context disaster module is effective in disaster-affected schools and is more effective in schools that are heavily affected (liquefaction). 
Combined Effect of Pesticides Containing Active Ingredients of Chlorpyrifos and Mancozeb on the DNA Damage of Chlorella Sorokiniana Shihira and Krauss Nadar, Y. E.; Nugroho, A. P.
Jurnal Pendidikan IPA Indonesia Vol 11, No 4 (2022): December 2022
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.v11i4.39619

Abstract

The intensive use of pesticides in agricultural areas can leave residues of pesticide mixtures on the soil surface. Surface run-off can carry pesticide residues, enter water bodies, and then may affect non-target organisms. Chlorpyrifos and mancozeb are active ingredients commonly contained in pesticides applied in shallot farming. This study aims to evaluate the combined effect of pesticides containing active ingredients of chlorpyrifos and mancozeb on the growth and DNA damage of the microalgae Chlorella sorokiniana. The test organism was exposed to the combined concentration of chlorpyrifos:mancozeb, i.e., 0:0, 20%:20%, 20%:80%, 80%:20%, and 80%:80% of the individual EC50 of each pesticide with sampling time at hours 0, 6, 24, and 48. Microalgae growth was estimated by cell counting method, and DNA damage was analyzed by alkaline comet assay method with parameters, i.e., Tail Intensity (TI%), Head Intensity (HI%), Tail Moment (TM), Olive Tail Moment (OTM), and Tail Factor (TF). The results showed that the combined pesticides inhibited the growth of C. sorokiniana, with the highest growth inhibition being at a combined concentration of 80%:80%. The TM and OTM values of C. sorokiniana increased with the increase of combined concentrations at an exposure period of up to 24 hours. In conclusion, the combined exposure could induce growth inhibition and DNA damage of Chlorella sorokiniana, mainly in the first 24 hours. The TM and OTM can be used as sensitive biomarkers for biomonitoring pesticide pollution.
Academic Resilience and Science Academic Emotion in Numeration under Online Learning: Predictive Capacity of an Artificial Neural Network Mahmudah, U.; Lola, M. S.; Fatimah, S.; Suryandari, K. C.
Jurnal Pendidikan IPA Indonesia Vol 11, No 4 (2022): December 2022
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.v11i4.39091

Abstract

The main objective of this study is to predict student academic resilience based on academic emotions in studying numeration and science under online learning. Many researchers have analyzed student academic resilience and online learning. Unfortunately, only a few similar research topics focus on numeration and science. 191 students at a university in Central Java Province have been randomly selected as research samples. Academic resilience is classified into three groups: low, medium, and high. The academic emotions were measured using three indicators: class-related emotions, learning-related emotions, and test emotions. This study uses an artificial neural network (ANN) to obtain predictive values. The results indicate that the level of academic resilience and academic emotion in numeration and science under online learning is in the medium category. The results also show that the relative error provides a fairly small percentage, namely 19.7% at the training stage and 25% at the testing stage. This refers to the prediction results having a good level of accuracy. Predictive estimation results also indicate that class-related emotions are predicted to be the aspect that has the most crucial impact on students’ academic resilience, in which the normalized importance value is 100.0%. It is followed by the aspect of learning-related emotions (65.0%) and test emotions (24.3%). The implication is that the aspect of class-related emotions should get better attention from lecturers and students so that students can increase their chances of getting a good level of academic resilience in numeration and science.
The Scientific Questioning and Experimental Skills of Elementary School Students: The Intervention of Research-Based Learning Khumraksa, B.; Burachat, P.
Jurnal Pendidikan IPA Indonesia Vol 11, No 4 (2022): December 2022
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.v11i4.36807

Abstract

Research-based learning is a learning strategy that encourages the use of scientific inquiry, thereby allowing students to develop an understanding of the scientific process. The aim of this study was to design a research-based, scientific learning activity on the topic of the mass and volume of matter, to be implemented with elementary school students. The study sample consisted of 16 fourth-grade students selected by purposive sampling. This mixed methods study, performed as an embedded design, examined the pre-experimental results of this research-based learning activity on students’ scientific questioning and experimental skills. The science process skills evaluation form was used as a quantitative instrument. The quantitative data were analyzed by simple statistics including mean and standard deviation. Meanwhile, the gathering of qualitative data was accomplished through the taking of field notes. Deductive analysis was employed to highlight the patterns that emerged regarding the students’ science process skills. The findings revealed that this research-based learning design encouraged students’ scientific questioning and experimental skills, with the mean level being at the developing level. This was achieved by giving students the opportunity to engage in challenging, age-appropriate activities with explicit scientific methodology guidance provided by their teachers. Furthermore, it was found that the students were very much satisfied with this research-based learning activity. This suggests that incorporating research-based practices would serve to fulfill the educational aims of the science classroom. The science inquiry-based approach represents an area worthy of increased focus in order to encourage elementary school students to practice science process skills.
Enhancement of Indonesian High School Student Conceptual Mastery on VSEPR Topic Using Virtual Simulation of Molecule Shapes: A Case Study of Quasi-Experimental Evidence Stiawan, E.; Basuki, R.; Liliasari, L.; Rohman, I.
Jurnal Pendidikan IPA Indonesia Vol 11, No 4 (2022): December 2022
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.v11i4.36385

Abstract

The Valence Shell Electron Pair Repulsion (VSEPR) is an essential topic for high school student’s fundamental understanding of 3D shapes of chemical compounds. Due to the spatial aspect of the topic, the students were forced to imagine the geometry of the molecule by predicting the free or bonded electron pair repulsion. Suitable learning media to accommodate those features should be precisely selected to help students properly understand the geometry of the molecule based on the VSEPR topic. This study compared the significant difference in the application of two media of animation video and interactive simulation toward the control and experimental groups, respectively, to enhance conceptual mastery of the VSEPR topic. This study was a statistical quasi-experiment study with two classes of control (animation video) and experimental (interactive simulation) groups. The results of the significant difference test of the groups showed that the distribution of the experimental and control groups was not normal (significantly different) and normal (not significantly different), respectively. Analysis results using Mann-Whitney for the non-parametric free two samples comparative test with a 95% confidence level showed that the application of virtual simulation on the experimental group impacted more in improving the conceptual mastery of the VSEPR topic. Furthermore, there was an identified significant improvement in sub-concepts of the VSEPR topic in binding pair, molecular shape, and electron repulsion. These findings could support the teachers in designing lesson plans for students to master the VSEPR topic.
Sophisticated Thinking Blended Laboratory (STB-LAB) Learning Model: Implications on Virtual and Real Laboratory for Increasing Undergraduate Student's Argumentation Skills Agustina, R. D.; Putra, R. P.
Jurnal Pendidikan IPA Indonesia Vol 11, No 4 (2022): December 2022
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.v11i4.38772

Abstract

Laboratory activities require scientific processes. The crucial scientific process in laboratory activities is aligning with 21st Century skills. Argumentation skills in laboratory activities are needed to make laboratory activities run efficiently, effectively, and without misinformation. Sophisticated Thinking Blended Laboratory (STB-LAB) in laboratory activities is considered capable of improving argumentation skills because of its syntax, disposition, and argumentation stage, allowing students to train their argumentation skills. This study intends to determine whether the STB-LAB learning model can improve students' argumentation skills in virtual and real laboratory activities. The method uses quantitative research with a one-group pretest-posttest design in which the N-Gain will be generated from the pretest and posttest, and find the difference in pretest and posttest, t-test using independent sample t-test, and effect size using Cohen's D. The results show that N-Gain obtained in virtual laboratory activities, only two aspects were categorized as quite effective, namely warrant, and backing aspects. In addition, N-Gain obtained in real laboratory activities only has three aspects categorized as quite effective: evidence, warrant, and rebuttal. The hypothesis obtained in both laboratory activities is 0.000 at Sig. (2-tailed), and the Effect Size obtained in both laboratory activities is 0.91 and 0.79. Thus, STB-LAB can improve argumentation skills using two media, with the virtual laboratory getting the highest results in its improvement. This shows that STB-LAB is appropriate for improving argumentation skills at the undergraduate level.
Validation of Game-Based Activities in Teaching Grade 7-Biology Lasala Jr, N. L.
Jurnal Pendidikan IPA Indonesia Vol 11, No 4 (2022): December 2022
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.v11i4.39185

Abstract

The use of game-based activities in education has been recognized as an innovative alternative instructional material. As any sort of instructional material is essential to the teaching and learning process, it is imperative to check its quality before widespread utilization to ensure effectiveness. This study aims to evaluate the validity of the developed lessons in Ecosystem integrating game-based activities (GBAs) namely (1) THE CONQUEST, (2) ECO-DAMA, (3) ECO-CHALLENGE, and (4) ECO-WARRIOR for Grade 7 Biology. This research employed descriptive developmental research design involving 8 experts and 66 students chosen through purposive sampling. Experts used the DepEd standards for non-print resources while students were given the evaluation checklist and asked to write journals for the validation. Results show that the GBAs met all of the LRMDS DepEd's standards for non-print resources and were deemed "very satisfactory" by both the students and the experts implying high validity. Additionally, the students' pre-test and post-test results revealed that integrating GBAs improved their academic performance. The experts and students acknowledged the potential for GBAs to make classes engaging, instructive, and fun, supporting the validity of the developed GBAs. This study concludes that the use of GBAs is a valid and effective approach in Science education and the developed GBAs can be used as supplemental and cutting-edge instructional materials for teaching Ecosystem. This study adds to the body of knowledge exploring the potentials of GBAs for educational purposes and promotes the use of GBAs in similar fields of study. 
Green Chemistry Education In The Emerging Economies In Asia Jovero, M. B.; Picardal, J. P.
Jurnal Pendidikan IPA Indonesia Vol 11, No 4 (2022): December 2022
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.v11i4.39112

Abstract

This paper aims to investigate and synthesize literature exploring the current state of Green Chemistry Education (GCE) in the emerging economies in Asia to determine what has been done and the continuing projects for the promotion of Green Chemistry (GC). The researchers used the integrative literature review approach to examine qualitative, quantitative, and mixed methods and empirical and theoretical literature related to GCE. This approach includes (a) problem identification, (b) search for structured literature, (c) data evaluation, (d) data analysis, and (e) presentation of findings. Published studies revealed that most initiatives in integrating GC principles in emerging economies in Asia focused on the secondary and tertiary levels but not graduate studies and non-chemistry-related courses. Most of its progress has been observed in Organic Chemistry and General Chemistry. Results also revealed that the barriers that hampered integrating GCE are pedagogical resources (insufficient or unavailability of time, financial and technological resources) and pedagogical content knowledge (misconceptions about GC, lack of expertise, and the need to update technical knowledge). It can be concluded that even in the initial stage of implementation of green chemistry education in the emerging economies in Asia, and despite numerous documented barriers, proactive efforts are being made by numerous institutions and even individuals who are tenaciously advocating green chemistry. These efforts are enriched through various educational programs, learner-centered pedagogical practices, and strategies that enhance teachers’ and students’ content knowledge and skills. Finally, economics is a major factor in determining a country’s state of Green Chemistry as the economic condition can be credited to outstanding or dismal achievements.
The Effect of Problem-based Learning through Blended Learning on Digital Literacy of Eleventh-Grade Students on Excretory System Material Yustina, Y.; Mahadi, I.; Daryanes, F.; Alimin, E.; Nengsih, B.
Jurnal Pendidikan IPA Indonesia Vol 11, No 4 (2022): December 2022
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.v11i4.38082

Abstract

This study aims to analyze students’ digital literacy through problem-based Learning (PBL) through Blended Learning (BL). The research was carried out in the eleventh grade of SMA Negeri Plus Riau in the even semester of the 2021/2022 academic year. This research is quasi-experimental, using a closed questionnaire with 4 Linkert scales. The research parameter is students’ digital literacy with eight indicators: Functional Skills and Beyond, Creativity, Collaboration, Communication, The Ability to Find and Select Information, Critical Thinking and Evaluation, Cultural and Social Understanding, and E-Safety. Data were obtained using the Linkert scale and converted into Value (N). Value every aspect is the score obtained from the answer indicators that are checked (considered the most appropriate) and divided by the maximum score multiplied by 100. The average value of each aspect is obtained from the total value of each indicator divided by the number of indicators, then analyzed descriptively and qualitatively. Digital literacy students in the control class got an average score of 77.5 (good category) and 85.25 in the experimental class (very good category). Of the eight indicators, the highest digital literacy indicator in the control and experimental classes is creativity, with scores of 85 and 88, respectively. The E-Safety indicator scores 85 and 90. The lowest score was the Critical Thinking and Evaluation indicator, in the control and experimental classes, with a 75, categorized as good. Problem-based learning model through blended learning positively affects the digital literacy of eleventh-grade students of SMA Negeri Plus Riau on the excretory system material.

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