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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 Evaluation of a Technology-Embedded Solar Energy STEM (SESTEM) Module: A Pilot Implementation of Modern Teaching Tool for Diploma Science Students Supian, F. L.; Tho, S. W.; Wong, Y. Y.; Mohd Azmi, M. S.; Hosman, N. J.; Ratnawulan, R.; Al Naim, A. F.
Jurnal Pendidikan IPA Indonesia Vol 12, No 4 (2023): December 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.v12i4.43994

Abstract

Utilising an excellent teaching tool is vital for students' education nowadays.  In contrast to the traditional teaching way, Technology-Embedded Solar Energy STEM (SESTEM) module was created as a modern teaching tool for physics subject. In order to develop and evaluate the students’ perception towards the complete SESTEM module, developmental research and technology acceptance model (TAM) were applied in this research study. 52 randomly selected diploma students from Sultan Idris Education University (UPSI) were involved as respondents in this work. After the development of the SESTEM module using the analysis, design, development, implementation and evaluation (ADDIE) model, the perceptions of students as respondents towards this module were evaluated based on the TAM via questionnaire. Based on the responses from the respondents, the majority of the respondents demonstrated positive attitudes and behaviour intention, as well as agreed that the SESTEM module was useful as a teaching tool. Besides, the respondents showed a positive technological acceptance towards SESTEM module. The respondents' acceptance was contingent on the employment of technology for educational purposes in the future. Consequently, SESTEM module could be utilised by educators as a contemporary tool for enhancing student learning for future benefits.
Academic Self-Efficacy Inventory: Using Rasch Analysis to Develop and Evaluate Self-Efficacy Rating Scales Yuberti, Y.; Susilowati, N. E.; Velina, Y.; Latifah, S.
Jurnal Pendidikan IPA Indonesia Vol 13, No 1 (2024): March 2024
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.v13i1.47091

Abstract

As many studies have proven, self-efficacy positively affects learning performance. Therefore, many instruments have been developed to measure self-efficacy. To be used for educational purposes, the instrument must be proven valid and reliable. This study aims to develop and evaluate the Academic Self-Efficacy Inventory (ASEI) that meets the criteria to be applied as a self-efficacy instrument. This research is a two-phase study designed following the recommendations for scale design and development.A total of 505 Indonesian high school students majoring in science were involved as respondents to test the 20-item rating scale. As a result, all questionnaire items met the fit category with an item reliability score of 0.94, and the unidimensionality scale also met the variance value explained by measures and unexplained variance criteria. Thus, ASEI is declared suitable, reliable, and valid for measuring students' self-efficacy on the topic of light and sound waves. This research provides results in the form of a self-efficacy instrument on the topic of light and sound waves and a validity test with a high value, which is useful for readers to have confidence in the quality of the study results. 
Digital Problem-Based Worksheet with 3D Pageflip: An Effort to Address Concept Understanding Problems and Enhance Digital Literacy Skills Distrik, I. W.; Ertikanto, C.; Purwati, Y. S.; Saregar, A.; Ab Rahman, N. F.
Jurnal Pendidikan IPA Indonesia Vol 13, No 1 (2024): March 2024
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.v13i1.48604

Abstract

This study aims to provide digital teaching materials in the form of problem-based worksheets with 3D PageFlip presentations that are valid, practical, and effective in overcoming conceptual understanding problems and enhancing digital literacy skills in high school students. The research approach employed was a mixed method based on Thiagarajan’s (1974) 4D development model, which consists of four stages: define, design, develop, and disseminate. Three experts conducted the validity test and a limited field test involving ten high school students. Furthermore, the large-scale field test was carried out at another high school with 60 students utilizing the static pretest-post-test design. Data for the study were gathered through observation, tests, and questionnaires. Qualitative data analysis was done descriptively using the percentage technique, while quantitative data was analyzed using statistical tests. According to the results, the problem-based digital worksheet with the 3D PageFlip display has an average content validity of 8.83 and an average construct validity of 8.91. It has been proven practical with a digital worksheet implementation rate of 89.39 and positive student responses. Conceptual understanding that occurs before learning can be overcome through images and videos embedded in digital worksheets. The difference in concept knowledge and digital literacy progress between the experimental and control groups demonstrates the usefulness of this teaching material. Thus, problem-based digital worksheet teaching materials with 3D PageFlip can overcome conceptual understanding problems and improve students’ digital literacy.
Integrating of Mobile Augmented Reality Applications Through Inquiry Learning to Improve Students’ Science Process Skills and Concept Mastery Setiawaty, S.; Lukman, I. R.; Imanda, R.; Sudirman, S.; Rauzatuzzikrina, R.
Jurnal Pendidikan IPA Indonesia Vol 13, No 1 (2024): March 2024
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.v13i1.48891

Abstract

Augmented reality (AR) is a transformational learning experience that can be used and integrated into science classes to overcome the shortcomings of conventional teaching. AR-enabled mobile apps have the potential to be used in blended/hybrid and face-to-face teaching, which is especially important during recovery from learning loss. This study aims to determine augmented reality as an educational medium in chemistry learning, which includes student acceptance of AR content in commercial mobile applications, improvement of learning outcomes, science process skills and mastery of student science concepts. AR media is developed through a 4-D procedure. Product test design is done by applying AR using quasi-experimental methods and receiving AR media through the TAM model. Data on N-gain scores for science process skills and mastery of chemistry concepts were collected through learning pretests and posttests, teacher and student learning observation activities, and teacher and student questionnaires to determine responses to the learning carried out. The results showed that most students found AR valuable and easy to use, had positive attitudes, and expressed an intention to use this educational technology if given the opportunity. Educational performance is highlighted because technical quality positively impacts perceived usefulness and ease of use. The use of AR in inquiry learning significantly influences improving students’ science process skills. Even though there are positive results, the use of AR in science still needs development because of the need for more helpful content and the different conditions of students.
Analysis Numeracy Literacy Skills of High School Students in Biodiversity Material Based on Minimum Competency Assessment Questions Aini, V.; Hidayat, T.; Kusnadi, K.; Williams, C.; Hadibarata, T.
Jurnal Pendidikan IPA Indonesia Vol 13, No 1 (2024): March 2024
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.v13i1.49265

Abstract

Proficiency in numeracy literacy is indispensable for contemporary individuals, including comprehension of numbers, symbols, and analysis of quantitative data such as graphs, tables, and charts. In this context, students can effectively apply knowledge in practical real-world scenarios with robust numeracy literacy skills. The urgency of numeracy literacy skills needs to be increased by providing a training process through numeracy questions in various subjects including biology. Therefore, this research aimed to analyze numeracy literacy skills of high school students in Biology on biodiversity material adapted to the Minimum Competency Assessment questions using a descriptive and qualitative approach. A convenience sampling technique was used to obtain 80 students from Grade 10 of SHS IT Insan Mulia in Pringsewu, Lampung, Indonesia. The research instrument consisted of 11 multiple-choice Minimum Competency Assessment questions which included numeracy literacy indicators. The result showed that students' numeracy literacy skills were not satisfactory, consisting of 55.3%,54.4%, and 39.4% on content, cognitive processes, and context, respectively. The analysis reported students’ need for practice and improvement in the context dimension.
Fun Classroom: How Seven Graders and Science Teachers Respond to STEM Learning as the First Experience in Suburban Area? Permanasari, A.; Rubini, B.; Pursitasari, I. D.; Nurramadhani, A.; Hadiana, D.; Suwarma, I. R.; Kumano, Y.
Jurnal Pendidikan IPA Indonesia Vol 13, No 1 (2024): March 2024
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.v13i1.47386

Abstract

STEM learning is now being implemented at science schools. After a STEM training session, a group of science teachers in West Java implemented STEM learning in secondary school, a heat and energy topic. The school where STEM learning is implemented is in the suburban area of West Java, Indonesia. The research aims to elaborate on how STEM learning can lead students to learn actively and interactively by using all their modalities as expected by the Merdeka Belajar curriculum. The qualitative research was conducted through profound learning observation. The impact of learning with the STEM approach was then investigated through the STEM Literacy of students. The observation was done directly by some science teachers, and video recording was used to complete the observation. The tests were also conducted to determine the quantitative picture of student achievement (STEM literacy assessment). The results of interviews with teachers and students revealed that this STEM learning was their first experience. Many interesting things were found during the learning process, which significantly provided prospects for the future of STEM learning. STEM learning does not necessarily improve student learning outcomes as expected. However, the characteristics of STEM learning in accelerating the Merdeka Belajar program are evident. All teachers involved agreed that if this learning was applied to at least three more topics, they were optimistic that students could achieve STEM literacy.
Investigating the Factors that Influence the Implementation of Virtual Reality in Science Learning Sumardani, D.; Lin, C. H.
Jurnal Pendidikan IPA Indonesia Vol 13, No 1 (2024): March 2024
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.v13i1.44018

Abstract

Advanced virtual reality (VR) holds substantial promise in education and can be seamlessly integrated into classroom instruction, fostering rapid advancements in science education. This research aims to investigate the factors that influence the implementation of VR and the correlation between the technology acceptance model that can lead to its integration in the science educational setting. To address these objectives, structural equation modeling (SEM) is conducted to represent a hypothesis about the causal relationships among factors influencing preservice teachers to implement VR in the classroom, following their engagement in simulated science explorations related to the concept of weightlessness. The results reveal that the proposed model has strong explanatory power in predicting the intention to use VR in the classroom (R2=64.7%). This intention is influenced by perceived usefulness, perceived enjoyment, and the absence of cybersickness. Notably, our findings also indicate that Usage Attitude (UA), which pertains to participants’ positive or negative response towards technological usage, does not mediate the relationship between beliefs (PU, PEU, and PE) and Behavioral Intention (IU), prompting further exploration of the concepts of cognitive and affective attitude. Additionally, the findings from the preservice teachers’ responses support the notion that VR is valuable in educational contexts, enabling immersive experiences, authentic learning, and enhancing the learning journey, along with the concept of learning by doing.
Current Situation of Primary School Teachers’ Integrated STEM Teaching Competence: An Exploratory Study in the Northern Mountainous Provinces of Vietnam Thao, N. P.; Huong, L. T. T.; Dinh, N. V.; Hang, N. T. T.; Quyen, C. V.; Cuong, L. M.; Thao, T. T. P.
Jurnal Pendidikan IPA Indonesia Vol 13, No 1 (2024): March 2024
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.v13i1.49636

Abstract

STEM educational orientation originating in the United States nearly two decades ago has been researched by many educators in many different aspects, including the requirements of teachers’ competence to teach STEM. However, STEM education has only been officially implemented on a large scale in high schools since 2019 in Vietnam. Therefore, research on STEM education and STEM teaching competence, in general, is currently a research direction of interest. This research aims to determine the current situation of integrated STEM teaching competence and participation in training for integrated STEM teaching of primary school teachers in the northern mountainous region of Vietnam. This research used a quantitative approach with an online survey of 2,416 primary school teachers in the Northern mountainous region of Vietnam, then eliminated invalid survey questionnaires and 2,305 questionnaires included in the analysis. The results of the data analysis show that teachers participate in training courses on STEM education. However, the implementation of STEM education in the Northern mountainous region of Vietnam still has many limitations, with the clear differences in affective characteristics and instructional skills between men and women; in which teachers with less than five years of experience have better integrated STEM teaching competence, which gradually decreases for older teachers; integrated STEM teaching competence also has clear differences between working areas. Based on these results, the authors propose several training and support strategies for teachers to implement STEM in teaching in the Northern mountainous region of Vietnam.
Enhancing Scientific Problem-Solving and Learning Achievement of Lower Secondary Students through Active Learning Management Kanphukiew, S.; Nuangchalerm, P.
Jurnal Pendidikan IPA Indonesia Vol 13, No 1 (2024): March 2024
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.v13i1.47672

Abstract

Active learning is an essential part of good science education. It engages students in the learning process, allowing them to get a better comprehension of scientific subjects. This research aims to enhance scientific problem-solving and also learning achievement of eighth-grade students through active learning organization. This study employed a pre-experimental design. The target group was 30 eighth-grade students from one school in Thailand. Three-hour learning management plans provided 15 hours of active learning organization. The result indicated that active learning encourages students to solve scientific problems. Students actively engage in defining and improving the learning process based on their own interests. As a result, students’ academic achievement and problem-solving in science were improved. Furthermore, when comparing the academic achievement and scientific problem-solving scores between after experiment and criterion. Additionally, students expressed a high level of satisfaction with the active science learning activities, as these activities contributed to their academic achievement and problem-solving in the field of science. It can be concluded that active learning is very useful and engage students to science classroom.
The Effectiveness of the Local Knowledge-Based Module (LKBM) to Improve Students’ Scientific Literacy and Thinking Skills Uslan, U.; Abdullah, N.; Imami, M. K. W.; Aiman, U.
Jurnal Pendidikan IPA Indonesia Vol 13, No 1 (2024): March 2024
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.v13i1.47561

Abstract

Scientific literacy is an essential 21st-century skill that students must master. Scientific literacy is the proficiency to engage with scientific ideas and knowledge that shapes the student’s ability to interpret and evaluate data within scientific inquiry and make decisions regarding natural change, human activities, and technology. In addition to scientific literacy, thinking skills are crucial in the current era. Thinking skills help students solve social, scientific, and practical problems. Therefore, the current research objective is to test the effectiveness of the local-based knowledge module as a learning media to enhance student scientific literacy and thinking skills in Kupang Regency. 78 elementary school students in Kupang, Indonesia, were involved. They were selected based on the random sampling method and divided into experimental and control groups. The data were collected before using the module, during the use of the module, and after using the module. The instrument used to collect the data was tested for validity and reliability with expert validation. The collected data was then analyzed with SPSS 16 package software. Descriptive analysis and MANOVA were performed. The results indicate that the students’ average scores in scientific literacy and thinking skills are enhanced after they use the module. It is emphasized by the significance of the MANOVA analysis, which indicates the difference in score between the group of students who use the local-based knowledge module and those who do not. Based on the results, the module effectively enhances students’ scientific literacy and thinking skills. Therefore, this module can be used by teachers at the learning level to improve their scientific literacy and thinking skills.  

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