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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
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The Effectiveness of Creative Problem Solving-Flipped Classroom for Enhancing Students' Creative Thinking Skills of Online Physics Educational Learning Rahayu, S.; Setyosari, P.; Hidayat, A.; Kuswandi, D.
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.v11i4.39709

Abstract

Physics science differs from other educational programs. As a natural science subject, this study program has many mathematical formulas, complex scientific laws, theorems, and scientific postulates. This study program needs creative thinking skills since physics learning is related to creativity in solving scientific problems. CPS (Creative Problem Solving) and flipped classrooms are some efforts to increase creative thinking skills. In Indonesia, COVID-19 is the main reason for conducting online learning. However, there is no supporting information about the effectiveness of CPS and flipped classrooms as methods for online physics learning in university. Thus, this study aims to identify the effectiveness of CPS–flipped classrooms assisted by videos in enhancing university students' creative thinking skills for online learning. The study participants were university students from the Physics Education Study Program (population = 66 students, random cluster sampling for the sampling method) of Mataram University. They were divided into the control and experimental or treatment groups. This study used a pre-test and post-test group design (seven description questions). All questions were validated and reliable. All data were analyzed using an N-gain score and t-test. The results show that the N-gain score is in the medium zone. The data were normally and homogeneously distributed. The analysis result using the t-test shows that the addition of flipped classrooms is more effective than the control group (CPS only). CPS-flipped classroom performs better than CPS, proving the ability of flipped classrooms as the alternative method in online learning.
Assessment on Digitalization of Basic Physics Courses: Need Analysis on the Use of Digital-based Assessment Nurlina, N.; Marisda, D. H.; Riskawati, R.; Sultan, A. D.; Sukmawati, S.; Akram, A.
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.v11i4.39191

Abstract

Assessment is essential to measure students' achievement of learning objectives. Assessments in Basic physics courses are still categorized as manual, unstructured, and outdated. Using descriptive statistics, this study aims to investigate the need for digital assessments in Basic physics courses. The samples were taken from two public universities, two private universities, and a university with Physics Education Study Programs. They were half of each university students’ number per class. The number of respondents from Public university A, Public university B, Private University C, Private University D, and University E were 91, 49, 25, 20, and 29 students, respectively. Data collection was carried out using a questionnaire via a google form. Data obtained was analyzed by calculating the percentage for each indicator. Research indicators consist of the availability of teaching materials, the application of blended models, students' interest in basic physics, and the availability of assessments of the physics learning process. The results show that the five institutions that provide Basic Physics courses have not implemented digital assessments optimally. Of the five tertiary institutions that became the research sample, only one institution achieved the minimum target, with a score of 55.31% in the class of 2021 at university A. Meanwhile, the other four tertiary institutions did not achieve 50% in the last five batches. Therefore, lecturers must develop digital assessments in basic physics courses using the Kahoot application.
Mobile Augmented Reality in Socioscientific Issues-Based Learning: The Effectiveness on Students' Conceptual Knowledge and Socioscientific Reasoning Annisa, D. N.; Subiantoro, A. W.
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.v11i4.38993

Abstract

This research investigated the impact of newly developed instructional materials that integrate mobile augmented reality technology called Mobile Augmented Reality of Respiratory System (MARRS) in socioscientific issues-based biology learning. A quasi-experimental research with a nonequivalent pretest-posttest control group design was employed to compare the MARRS and conventional SSI instructional materials using PowerPoint and students' worksheets. Two classes with 72 eleventh-grade students were randomly assigned to experimental or control groups. This research evaluated two outcome variables: conceptual knowledge and socioscientific reasoning. Results indicated no significant difference in the overall conceptual knowledge, but a significant difference was found in socioscientific reasoning between the two groups. Moreover, MARRS is shown to be better in promoting students' analyzing skills and their perspectives and inquiry of socioscientific reasoning. Overall, it can be concluded that MARRS positively impacts being integrated into socioscientific issue-based biology learning. 
Diagnosing Mental Models of Undergraduate Student and Physics Teachers: Study Case in the Momentum and Energy Conservation Principles Using Newton's Cradle Sarapak, C.; Kearns, K.
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.v11i4.37695

Abstract

The Newton’s Cradle comprises a series of pendulums often used in physics classrooms to demonstrate the principles of conservation of momentum and kinetic energy in elastic collisions. By utilizing open-ended questions and several Newton’s cradle scenarios, this study aims to clarify how the Newton’s cradle can be used for assessing the mental models of the principles of conservation of momentum and energy. Interviews with 18 college students and five physics professors each lasted 30 to 45 minutes. Firstly, they were asked to explain how the Newton’s cradle works. Next, a scenario started with three balls with equal masses where one collides with the other two, they were asked to explain if the possible outcomes for a collision with initial momentum = mv1 + 0 + 0 and the final momentum = (-mv1/3) + (2mv1/3) + (2mv1/3). With a five-ball Newton’s Cradle, students were asked to explain the outcomes when 1) one collides with the other four, 2) two collide with the other three, 3) three collide with the other two, and 4) four collide with the last one. Their drawings and explanations dealing with the Newton’s cradle during the interviews were analyzed for their mental models and categorized into patterns. The results showed that both university students and physics teachers hold misinformed conceptions about conservation of momentum and energy and have unsound mental models in the context of Newton’s Cradle. We also found that they did not recognize that sound and heat or lack of exact alignment of the balls are factors accountable for loss of energy causing the Newton’s Cradle to depart from idealized situation. Based on the interview data, teaching principles of the conservation of momentum and energy through use of Newton’s cradle are deficient and curriculum review is suggested.
BE-RAISE: A Blended-Learning Model Based on Balinese Local Culture to Enhance Student’s Environmental Literacy Hermawan, I. M. S.; Arjaya, I. B. A.; Diarta, I. M.
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.v11i4.39475

Abstract

Environmental education through strengthening environmental literacy is needed in the era of technological advances and globalization to ensure environmental sustainability in the future. This study aims to develop the BE-RAISE learning model to improve students’ environmental literacy. BE-RAISE is a blended learning model based on the Tri Hita Karana culture that the Balinese people embrace. This is research and development using the Plomp development model. The steps consist of preliminary research, prototyping phase, and assessment phase. This research involved two biology learning experts, one learning technology expert, two teachers, and 36 students. Data on the validity, practicality, student responses, and effectiveness of the BE-RAISE learning model were collected in this study. The data collection instruments used were validity and practicality sheets, student response questionnaires, and environmental literacy tests. Data analysis of validity, practicality, and student responses was carried out by descriptive analysis. Meanwhile, the learning model effectiveness was analyzed using t-paired, which had previously been tested for normality and homogeneity. The results showed that the BE-RAISE learning model was declared valid and practical, received a positive response from students, and was effective in improving environmental literacy (p0.05). Therefore, it can be concluded that the BE-RAISE learning model is declared feasible to be used in the learning process to improve environmental literacy. Further research is needed to reveal the effect of the BE-RAISE learning model on environmental literacy by design using a comparison unit and to reveal its effect on students’ critical thinking skills and problem-solving skills.
Cognitive Conflict-Based E-Book with Real Experiment Video Analysis Integration to Enhance Conceptual Understanding of Motion Kinematics Mufit, F.; Asrizal, A.; Puspitasari, R.; Annisa N, A.
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.v11i4.39333

Abstract

Students find it challenging to understand motion concept or mechanics in physics learning and often experience misconceptions. There is also a lack of teaching materials that promote conceptual understanding. This study aims to produce a valid, practical, and effective e-book based on cognitive conflict to enhance conceptual understanding. This research used explanatory sequential mixed methods. The effectiveness test was carried out through an experimental method with a pretest-posttest control group design. Using the cluster random sampling, 61 science students performed as the samples. The research instruments used were interview guides, observation sheets, questionnaires, and two-level multiple-choice concept tests. The data were analyzed qualitatively and quantitatively using Aiken's V formula, the percentage technique, and the Mann-Whitney hypothesis test. This study produced an e-book according to the four syntaxes of the cognitive conflict-based learning model (CCBL). Real experiment video analysis was integrated into the third syntax. The e-book is valid in content, construct, language, and graphics, with an average of 0.83 in the high category. This e-book is practical in terms of user convenience, attractiveness, and benefits, with an average of 79.6 in the strong category. This e-book is effective, with a significant effect of 0.001 0.05 on conceptual understanding and misconceptions. We concluded that the cognitive conflict-based e-book with real experiment video analysis integration is valid, practical, and effective in enhancing students' conceptual understanding of motion kinematics. 
Scientific Literacy-Based Flipped Classroom Virtual Strategy for Biology Learning in the New Normal Era Ridlo, S.; Marina, H.; Sapitri, D.; Hadiyanti, L. N.; Listyono, 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.v11i4.38247

Abstract

Various research results concerned with flipped classrooms reported to mandate more benefits to form a positive attitude, self-efficacy, and self-regulated learning and affect students' abilities and skills. This research, which involved three studies, aims to develop a flipped classroom strategy model for virtual biology learning. The research was conducted in three high schools and the Department of Biology, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang, at the beginning of the new normal habit of the COVID-19 pandemic.  The analysis results of study 1 were applied in designing study 2, and the results of study 2 were applied to develop the model in study 3. The results showed that the flipped strategy was proven to improve skills employing information technology to benefit learning and student participation. The flipped strategy is proven to have better effects on learning outcomes and students' self-efficacy. The strategy model, arranged with asynchronous-synchronous-asynchronous in scientific literacy-based learning syntax and practiced with flipped e-learning instructions, is an ideal flipped classroom model. It is well appreciated by validators, teachers, and students and has proven to function well.
Creative Thinking and Process Science Skill: Self-Organized Learning Environment on Watershed Conservation Material Rizal, S.; Putra, A. K.; Suharto, Y.; Wirahayu, Y. A.
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.v11i4.39571

Abstract

Learning geography plays a role in developing creative thinking and science process skills in students. Creative thinking and process science skills can be used in developing new methods and solutions to solve problems in geosphere phenomena using innovative perspectives. This study uses a quasi-experimental type with a Posttest Only Design. In this study, a purposive sample method was applied with two groups: the experimental group from science class 1 using SOLE and the control group from science class 3 using conventional methods. The instrument uses an essay test to measure the level of creative thinking ability and an observation sheet to measure the level of science process skills. The data analysis used was the Independent-Sample T Test and the Mann-Whitney U test with a significance level of 0.05. The SOLE model significantly affects watershed conservation materials' creative thinking and science process skills. The significance value of the Independent-Sample T-Test of creative thinking skills was 0.001 0.05, and the significance value of the Mann-Whitney U Test of science process skills was 0.000 0.05. The internet's investigative process provides information and mindset in scientific concepts in predicting damage/problems and watershed conservation efforts. In addition, the internet investigation process helps students obtain various literacy and information.
Argumentation Skill Assessment for Diagnosing Students' Understanding of Factual, Conceptual, Procedural, and Metacognitive Knowledge: Characteristics of Initial Needs Walid, A.; Winarni, E. W.; Yanti, F. A.
Jurnal Pendidikan IPA Indonesia Vol 12, No 1 (2023): March 2023
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.v12i1.40108

Abstract

This study aims to synthesize the characteristics of the initial needs for argumentative skills assessment instruments to diagnose students’ understanding of factual, conceptual, procedural, and metacognitive knowledge. This study used a quasi-experimental method. The technique used was quantitative descriptive research. The research subjects were taken from 50 students who used argumentative patterns in problem-solving on aquatic ecology material so that they were synthesized using argumentation skill indicators. This research was quantitative, with instrument construct design criteria in the cognitive domain based on the taxonomy of science education. The data in the study were collected through several tests to determine argumentation skills. Supporting data were obtained through questionnaires to be analyzed regarding content and learning tools. The data analysis technique calculated the average score of the test questions with criteria according to the skills of argumentation and analysis in terms of content and learning tools. The result of this research is a matrix of rigid test areas with the achievement of indicators of a neatly arranged argumentation skill questionnaire and the results of content analysis and learning tools that support the argumentation instrument.
Prospective Science Teachers' Information Literacy and Scientific Argumentation Skills in Online Learning During COVID-19 Pandemic Hidayati, S. N.; Dasna, I. W.; Munzil, M.; Wonorahardjo, S.; Kohar, A. W.
Jurnal Pendidikan IPA Indonesia Vol 12, No 1 (2023): March 2023
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.v12i1.41798

Abstract

This study aims to analyze prospective science teachers’ information literacy and scientific argumentation skills and their correlations in online learning during the COVID-19 pandemic. This survey research with a cross-sectional design involved 342 students from a state university in Surabaya. The survey was given online to all respondents with a response rate of 77%, consisting of 23 men and 241 women. The information literacy skill instrument was adapted from the eight indicators of the empowering eight model and declared valid. Indicators include the ability to identify, explore, select, organize, create, present, access input, and use information. The argumentation skills instrument consists of four indicators: the ability to identify claims and their qualifications, identify types of data and their quality, identify reasons and quality, and identify objections and counter-arguments. In contrast to the results of previous studies in this study, prospective teachers’ information literacy obtains an average of 83% in a good category. Based on the correct answers to the four indicators, the argumentation skills used obtained an average score of more than 50% on the less and very poor criteria. Based on the SPSS one-tailed correlation test, a correlation coefficient of 0.103 is obtained with very low criteria. This study concludes that students’ information literacy skills are in line with their argumentation skills but in very little correlation.

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