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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
 116   117   118   119   120 
The Professional Competency Development Model of Science Teachers through Learning Leadership Utaminingsih, S.; Sundari, S.; Mirana, A. E.
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.v13i1.48477

Abstract

This research aims to analyze the model for developing the professional competence of science teachers through learning leadership. This method is quantitative research applied to a survey with a cross-sectional design. The participants were the science teachers at Pati residency, with 240 respondents. The researchers collected a questionnaire consisting of 46 validated questions with estimated reliability. The questions consisted of four teacher competence models and three leadership learning indicators. The researchers analyzed with the Structural Equation Modeling, SEM. Based on the data analysis, the science teacher competency development model is positively influenced by learning leadership by 15% in the small category. It also showed that the science teacher competency model formed from indicators of professional development and learning practices is in the large category, while professional knowledge and soft skills are in the moderate category. This research concluded that learning leadership contributed little to the science teacher competency development model. In the era of independent learning, it was important for school principals to increase the development of professional competency models for science teachers so that they can implement student-centered learning. The results of these findings provided input to school principals to improve their leadership in managing teacher learning, starting from planning, learning processes, evaluation, and reflection, while science teachers to improve their professional competence through learning activities with lesson studies and research actions as well as activities outside of learning such as training and seminars.
Evidence-Based Reasoning: Evaluating Daily Experiences in the Engineering Design Classroom for Middle School Students Putra, P. D. A.; Yusmar, F.; Kasah, I. J.; Handayani, R. D.; Fadzil, H. M. M.
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.v13i1.49124

Abstract

Effective argumentation in science classrooms relies on the ability of students to evaluate evidence. However, there is a gap in research concerning students’ capacity to validate evidence, particularly in the context of engineering design. Evidence validation skill is crucial for fostering reasoning and strengthening argumentation. This study aimed to explore students’ ability to investigate evidence in engineering design classrooms, drawing from their daily life experiences. This study was framed by a qualitative approach, with a case study design involving students in a coffee farming community. The students were assigned an engineering project related to coffee preparation, based on a problem statement devised by their teachers using the Engineering Design Process. Data was collected through observation of the students’ activities in the engineering classroom. Small-group discussions were held, and the data was recorded, transcribed, and analyzed using semantic gravity (SG). Our results reveal that students hailing from farming backgrounds were able to devise solutions based on their firsthand experiences in processing coffee with their families. The environment in which the students were raised plays a pivotal role in their learning. These findings underscore the importance of contextual learning in educational design. Educators should consider students’ backgrounds and experiences when planning instructional strategies.
Child-Friendly School and Its Relationship with the Merdeka Curriculum in Forming the Students' Character through Science Learning Rusilowati, A.; Hidayah, I.; Nugrahani, R.; Abidin, Z.; Hutagalung, F. D.; Sofchah, T.; Ariyanti, S. W.
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.v13i1.44482

Abstract

The Merdeka Curriculum demands student competence and character formation through the Pancasila Student Profile (called P3). Through science learning, P3 indicators can be achieved. This study aims to (1) analyze Child-friendly School (CFS) implementation in SHS-X, (2) analyze SHS-X students' characters, and (3) identify teachers' attitudes during learning in SHS-X. This research uses a qualitative approach. The sample was obtained using purposive sampling from a child-friendly school implementing a Merdeka curriculum. The data validity was tested by triangulation. Data was explored based on participants' said, felt, and done or an emic perspective. Science learning activities inside and outside the classroom were observed. The subjects were principals, teachers, alumni, parents, and students at SHS-X. Data was collected through observation, interviews, analyzing documents, and giving questionnaires. Data analysis used the Miles and Huberman model. Based on the research and discussion results, implementing the child-friendly school policy at SHS-X has met the indicators set out in the Child-Friendly School Guidelines. The characters formed in SHS-X students include (1) nationalism, (2) religion, (3) leadership, (4) politeness, (5) honesty, (6) cooperation, and (7) anti-corruption. Another thing that makes SHS-X superior is that the teachers’ attitudes during learning are friendly, humane, and fun. With the two-way discussion method, learning becomes more interactive. With teachers teaching humanely, many students experience changes in behavior and learning outcomes. It is hoped that SHS-X's best practices in implementing CFS can inspire other schools.
Critical Thinking and Collaboration Skills on Environmental Awareness in Project-Based Science Learning Wibowo, A. M.; Utaya, S.; Wahjoedi, W.; Zubaidah, S.; Amin, S.; Prasad, R. 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.v13i1.48561

Abstract

For prospective elementary education teachers, critical thinking and collaboration skills in project-based science learning can impact environmental awareness. Critical thinking and collaboration skills can affect prospective teachers' environmental awareness differently, especially in science learning with environmental material. This research aims to determine the effect of critical thinking and collaboration skills on environmental awareness. Correlational research was used to determine the relationship between the two variables. Research data was obtained from 114 prospective Elementary Education teachers at UIN Maulana Malik Ibrahim Malang through project-based learning. Assessment of critical thinking skills was based on reports or essays from projects undertaken. The collaboration instrument was based on rubrics and peer questionnaires. The environmental awareness instrument used a 27-item questionnaire. The questionnaire was measured using a Likert scale of 1 (strongly disagree) – 4 (strongly agree). The data obtained was tested using SEM to determine the effect of critical thinking and collaboration skills on environmental awareness. The research results show that critical thinking and collaboration skills positively affect environmental awareness. This is indicated by a P-value for critical thinking skills is 0.047 0.05 and a P-value for collaboration skills is 0 0.05. Collaboration skills have a stronger effect on environmental awareness than critical thinking skills (path coefficients = 0.766). Indicators of collaboration skills tend to emphasize the aspect of caring more about others and the surrounding environment. The suggestion for further research is needed to see the effects of other variables on environmental awareness in project-based science learning, such as creative thinking and communication skills.
The Influence of WE-ARe (Warm-Up, Exploring, Argumentation, Resume) Model Integrated with 21st-Century Skills on Prospective Biology Teachers' Communication Skills Amin, A. M.; Adiansyah, R.; Mustami, M. K.; Yani, A.; Hujjatusnaini, N.; Ahmed, M. A.
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.v13i1.47911

Abstract

The research aims to identify the influence of the WE-ARe (Warm-up, Exploring, Argumentation, Resume) model integrated with 21st-century skills on prospective biology teachers’ communication skills. The research type was quantitative, using a quasi-experiment research design. The research sample consisted of 60 biology education students in three classes. The research instruments used were valid and reliable observation sheets and questionnaires to measure communication skills. Data were analyzed using Covariate Analysis (ANCOVA) with a significant level of 5%. The research shows that the average communication in the experimental group after receiving treatment is 90.63, while in the positive control group, it is 73.54, and in the negative control group, it is 39.14. The test results to find out the difference in communication skills between the experimental and control groups obtained a calculated F value of 2846.491 with a significance value of 0.000. The significance value is smaller than the real level alpha 5% or (0.05). The research concludes that there is an influence of the WE-ARe model integrated with 21st-century skills on prospective biology teachers’ communication skills. The learning phases of the WE-ARe model integrated with 21st-century skills are proven to improve verbal and non-verbal communication skills. WE-ARe is a new learning model developed by researchers to accommodate the learning needs of students in the Industry 4.0 era towards the Society 5.0 era by using the principles of constructivism, collaborative, and participatory elaboration. The research is expected to contribute to increasing the global competence of university graduates, especially teachers.
Comparison of SWAT-based Ecohydrological Modeling in the Rawa Pening Catchment Area, Indonesia Amalia, A. V.; Fariz, T. R.; Lutfiananda, F.; Ihsan, H. M.; Atunnisa, R.; Jabbar, A.
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.v13i1.45277

Abstract

The Soil and Water Assessment Tool (SWAT) is an ecohydrological model widely applied to assess water quality and watershed management. This tool also has the advantage of building watershed models even with limited monitoring data availability. The essential data required by this tool includes digital elevation models (DEM), land use maps, climate data, and soil data. Nonetheless, the availability of spatial data is still often a challenge in developing hydrological models, especially in developing countries such as Indonesia. This research will compare the accuracy of freely available data in Indonesia in facilitating the development of hydrological models from SWAT in the Rawa Pening catchment area. This research is crucial since Rawa Pening Lake is a priority lake for revitalization, so the research results will help provide suggestions regarding presenting data in SWAT modeling. This research compares SWAT models built from different land use and DEM (Digital Elevation Models) data. The land use data being compared is the result of processing from the Google Earth Engine (GEE) platform using machine learning with land use data from government agencies, namely the Ministry of Environment and Forestry, while the DEM data being compared is SRTM and DEMNAS data. The validation results using R, R2, RMSE, and NSE show that, in general, the model built from land use from GEE is the best compared to the other models. In modeling SWAT in Indonesia, we recommend using good-quality land-use data. Utilizing supervised classification through Random Forest (RF) algorithms within GEE can facilitate the acquisition of this data. To reduce computation time, the DEM can be SRTM with a small sacrifice of accuracy.
Problem-Based Learning Models: Their Effectiveness in Improving Creative Thinking Skills of Students with Different Academic Skills in Science Learning Suciati, S.; Silvita, S.; Prasetyo, O.; Fauziah, M. D.; Santika, K. D.; Norawi, A. M.; Rahman, H. T.
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.v12i4.44752

Abstract

This study aims to 1) test the effectiveness of using simple and complex problem-based learning models in improving students' creative thinking skills and 2) test the effectiveness of simple and complex problem-based learning models in improving students' creative thinking skills based on different academic skills. This research was quasi-experimental with a pre-test-post-test non-equivalent control group design involving 96 students in grade VII taken by cluster random sampling including a control class with a simple problem-solving model (SPS), experimental class 1 using the Creative Problem Solving (CPS) learning model, and experimental class 2 using the IDEAL-Problem solving (IPS) learning model. The hypothesis test used the N-Gain Score and ANCOVA. The results reveal that the simple problem-based learning model, namely SPS, is less effective in improving students’ creative thinking skills. While complex problem-based learning models, namely CPS and IPS, are effective enough to improve students' creative thinking skills. Both simple and complex problem-based learning models can improve the creative thinking skills of students with different academic skills. Based on the results, it can be concluded that the most effective model for improving the creative thinking skills of students with different academic skills is the CPS learning model.
Scientific Attitude and Its Effect on Students’ Productivity Fatonah, S.; Prasetyo, Z. K.; Utami, A. D.; Chasanah, U.; Lusiana, L.; Siregar, V. V.
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.v12i4.47727

Abstract

There are seven indicators of scientific attitudes: curiosity, respect for data/facts, critical thinking, discovery and creativity, open-mindedness and cooperation, perseverance, and sensitivity to the environment. Scientific attitudes correlate with productivity. However, the relation between productivity and each scientific attitude indicator are unexplored. This study aims to determine the effect of indicator of scientific attitudes on undergraduate and postgraduate students’ productivity. The research method used is quantitative with a correlation approach. Data was collected using questionnaires that distributed via Google Forms. The research respondents were randomly selected by distributing Google Forms in the WhatsApp group. The respondents of this study totaled 101 respondents consisting of 44 undergraduate students, 50 postgraduate students and 7 doctoral students. From the research results, the indicators of scientific attitude that correlate with undergraduate students’ productivity are respect for data/facts, critical thinking, as well as discovery and creativity. Meanwhile, indicators of scientific attitude that correlate with postgraduate students’ productivity are curiosity, respect for data/facts, critical thinking, discovery and creativity, as well as perseverance. The overall scientific attitudes got a significance level of 0.050, indicating a significant correlation between the scientific attitude indicator and the productivity of undergraduate students. The significance level of the scientific attitude toward the productivity of postgraduate students was 0.003, so there is a significant correlation between scientific attitudes toward the productivity of postgraduate students. This study concludes that the effect of a scientific attitude on the productivity of postgraduate students is greater than that of undergraduate students. Hence, scientific attitudes influence students’ productivity.
The Effect of Virtual Reality Game Based Learning to Enhance STEM Literacy in Energy Concepts Widiyatmoko, A.; Nugrahani, R.; Yanitama, A.; Darmawan, M. S.
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.v12i4.48265

Abstract

STEM literacy is a competency that students must have in the 21st century. The aim of this research is to analyze the effectiveness of Virtual Reality-Game based Learning (VRGBL) to enhance junior high school students' STEM literacy. This research is Quasi Experimental Design. The sample for this research was students at Junior High School Class VIII G (experimental class) and Class VIII H (control class) of SMP Negeri 27 Semarang for academic year 2023/2024 odd semester period. The data analysis of this research was focused on the effect of VRGBL on students' STEM Literacy on energy concept. The result of the study shows that STEM literacy for 8th-grade students consists of four components: science literacy, technology literacy, engineering literacy, and mathematic literacy.  The results revealed that there is a significant different between the control and experimental group that is Mexp = 83.59, SDexp = 7.54, Mcon = 65.48, SDcon = 7.89, t = 0.00, sig 0.05. The research results showed that VRGBL is effective in enhancing students' STEM literacy in energy concepts with N-gain in the experimental class of 0.57 in the medium category compared to the control class of 0.28 in the low category.
Differentiated Instruction Scenario on Physics Learning: Reflection of Readiness and Future Implementation Putra, G. S.; Pribadi, A.; Zakiyah, S.
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.v12i4.48545

Abstract

This study has successfully constructed the scenario of differentiated instruction (DI) on physics learning as a reflection of readiness and future implementation through undergraduate students’ beliefs. Differentiated instruction (DI) is an approach that enables teachers to plan strategically to meet the needs of every student. However, differentiated instruction in physics may or may not challenge its users in reality as it depends on beliefs and views about the nature of science, instruction, and pedagogical content knowledge. This quantitative-qualitative study involved 56 undergraduate students and consisted of three main stages: preliminary, analysis, and rendition. In the first and second stages, we found a strong negative correlation between the proportion of mathematics-conceptual knowledge of the topics and the possibility of implementing differentiated instruction (r =-0,576). Meanwhile, belief in self-proficiency is directly proportional to the DI implementation possibility (r = 0.828). In conclusion, we created two scenarios based on analysis, representing the current reality of how DI will be implemented and future implementation expectations. Moreover, this research strengthens the theory that beliefs influence the possibility of using differentiated instruction. We suggest a demand for an effective introduction to differentiation instruction during science teacher preparation programs and leading professional learning that may support the development of undergraduate students at the beginning of their careers.

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