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 EFFECT OF MULTIMEDIA-BASED TEACHING MATERIALS IN SCIENCE TOWARD STUDENTSâ COGNITIVE IMPROVEMENT ]]>
<![CDATA[Khoiriah, Khoiriah]]>;
<![CDATA[Jalmo, Tri]]>;
<![CDATA[Abdurrahman, Abdurrahman]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 5, No 1 (2016): April 2016 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v5i1.5793
<![CDATA[This study is a meta-analysis study that aimed to determine the effect of multimedia-based teaching materials in science learning to students cognitive enhancement. This study integrated primary study results of several studies that had been published in national and international journals. The method used in this research was the analysis of the results of seven international journals and three national journals involving multimedia teaching materials based on science learning as the main study. Searches were done through the search engine Google, using Eric Journal and Google scholar with keyword multimedia-based teaching materials. Analysis of data was the description of the results of the average effect size of each study sampled then categorized based on Cohens interpretation. The results showed that multimedia-based teaching materials in science learning had a significant influence on students cognitive learning outcomes indicated by the average effect size of 0.78. Differences in cognitive enhancement were based on a group of countries, fields of study, education level and the variety of multimedia teaching materials. It was concluded that the multimedia-based teaching materials in science learning showed a significant effect on students cognitive enhancement.]]>
<![CDATA[THE DIAGNOSIS OF SENIOR HIGH SCHOOL CLASS X MIA B STUDENTS MISCONCEPTIONS ABOUT HYDROSTATIC PRESSURE CONCEPT USING THREE-TIER ]]>
<![CDATA[Wijaya, C. P.]]>;
<![CDATA[H, Supriyono Koes]]>;
<![CDATA[Muhardjito, Muhardjito]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 5, No 1 (2016): April 2016 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v5i1.5784
<![CDATA[One of the main problems in physics is the emergence of studentsâ misconceptions which comes from the prejudices of false starts and a naive belief. Many studies have shown that students tend to have developed their own understanding before the formal teaching is done. The ideas which are developed by students which are different from the explanations by the experts are known as misconceptions. The initial idea that has been formed by the students is very difficult to change by the teachers although the materials are presented with scientific concepts. Misconceptions diagnosis research on the hydrostatic pressure concept was conducted on 23 students of class X MIA B SMAN 3 Malang using Three-tier test. The diagnosis results that the students get misconceptions on the indicators, it explain the hydrostatic pressure is influenced by the depth and at all points located in the horizontal area in the calm liquid has the same hydrostatic pressure, and the hydrostatic pressure is proportional to the density of the fluid, include 1) students believe that hydrostatic pressure is greater at a point closer to the closed cavity (43.5%), 2) the students believe that the hydrostatic pressure is proportional to the density of the submerged object (30.4%), 3) the students believe that the hydrostatic pressure is greater on the outside of the cave because it has a larger volume of fluid so that the pressure is higher (17.4%), 4) students had misconceptions in determining the depth in case of hydrostatic pressure (13%), 5) the students believe that the hydrostatic pressure is greater in the narrow place (13%).]]>
<![CDATA[THE EFFECT OF USING DIGIMON (SCIENCE DIGITAL MODULE) WITH SCIENTIFIC APPROACH AT THE VISUALIZATIONOF STUDENTSâ INDEPENDENCE AND LEARNING RESULTS ]]>
<![CDATA[Syahroni, M. W.]]>;
<![CDATA[Dewi, N. R.]]>;
<![CDATA[Kasmui, Kasmui]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 5, No 1 (2016): April 2016 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v5i1.5800
<![CDATA[The aim of this research was to determine the influence of digimon based scientific approach on independence and learning autcomes of learners. This research has designed as quasi-experimental nonequivalent control group design. Subjects of this reaserch is learners at 8 E and 8 F on SMP N 1 Magelang in year 2014/2015. The results showed that there was a strong perfect linear relationship between digimon with independent learning or learning outcomes of learners. The result of independent assessment on the experiment group was 85,47 while the result of independent assessment on the control group was 69,94. Digimon based scientific approach are influential 51.93% to the independence of learners, while the rest influenced by other factors. Digimon give influence 39.69% on learning outcomes of learners, while the rest influenced by other factors.This relation is empharized through an independent test (t-test) which shows dependent bridge between digimon with independence toward concept understanding of learners in experiment group.]]>
<![CDATA[THE EFFECTIVENESS OF PROJECT-BASED E-LEARNING TO IMPROVE ICT LITERACY ]]>
<![CDATA[Eliana, E. D. S.]]>;
<![CDATA[Senam, Senam]]>;
<![CDATA[Wilujeng, I.]]>;
<![CDATA[Jumadi, Jumadi]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 5, No 1 (2016): April 2016 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v5i1.5789
<![CDATA[This study aims to reveal the effectiveness of science teaching based on project-based learning to improve ICT literacy learners in the junior high school with the category of high, medium and low. This research uses descriptive method to describe the studentsâ equipness of ICT literacy in the science learning based on the project-based learning that is integrated with e-learning. All of the population in this study are junior high school of curriculum pilot project in 2013 in Singkawang. The sampling in this study uses stratified random sampling to determine three of the four schools that represent the school with a category of high, medium and low based on the National Examination score on 2015, namely, SMPN 1 Singkawang, SMPN 3 Singkawang, and SMPN 7 Singkawang and from each school are randomly selected one class. The data collection is done by the observation and questionnaires of the studentsâ equipness in ICT literacy with effective criteria only if it is in a good or excellent criteria. Based on the analysis, project-based learning science-based learning is effective in equipping ICT literacy learners at junior high school  at the categories of high, medium and low.]]>
<![CDATA[THE DEVELOPMENT OF GUIDED INQUIRY SCIENCE LEARNING MATERIALS TO IMPROVE SCIENCE LITERACY SKILL OF PROSPECTIVE MI TEACHERS ]]>
<![CDATA[Putra, M. I. S.]]>;
<![CDATA[Widodo, W.]]>;
<![CDATA[Jatmiko, B.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 5, No 1 (2016): April 2016 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v5i1.5794
<![CDATA[This study aimed to produce valid, practical and effective guided inquiry model science learning materials to enhance science literacy skill of prospective MI teachers. The tryout of the materials was implementedto students of MI teacher educationof Unipdu Jombang at academic year of 2015/2016 semesters 3 using One Group Pretest Posttest Design. The data collections were done using observation, testing, and questionnaires. Data were analysed using descriptive analysis of quantitative, qualitative and non-parametric statistical tests. The findings of the research were: 1) the learning materials were valid; 2) Practicality of the materials was tested through the implementation of lesson plans, while the learnersâ activity wereappropriate to the guided inquirymodel; and 3) The effectiveness of the learning materials in terms of improvement of learning outcomes of students was seen from the n-gain with high category and increasing mastery of science literacy skills of learners also scored n-gain with high category and the response of students to the device and the implementation of learning is very positive. It was concluded that the materials were valid, practical, and effective to enhance science literacy skills of prospective MI teachers.]]>
<![CDATA[THE DEVELOPMENT OF SCIENTIFIC-APPROACH-BASED LEARNING INSTRUMENTSINTEGRATED WITH RED ONION FARMING POTENCY IN BREBES INDONESIA ]]>
<![CDATA[Setiawan, D.]]>;
<![CDATA[Wilujeng, I.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 5, No 1 (2016): April 2016 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v5i1.5785
<![CDATA[This study aimed to describe the eligibility category of science learning instrument based on scientific approach integrated with onion farming potency. Also, this study aimed to analyze the effectiveness of the application of the science learning instrument in terms ofscience process skills development and the cognitive learning outcomes in the student of class VII SMPN 1 Bulakamba.This study used thedevelopment research methods by adapting the 4D model that includes define, design, develop, and disseminate. The learning instruments developed in this research were the learning implementation plan (RPP) and the student worksheet (LKS). The data collection was done by using non-test technique using interview guides, product validation sheet, studentsâ response sheet to the readability of LKS and the instructional observation sheets; as well as using theworksheet of process skills and cognitive learning outcomes. The results showed that the eligibility of the science learning instruments integrated with onion farming potency was categorized as excellent. The application of scientific-approach-based learning instruments was effective to improve the process skills and the studentsâ cognitive learning outcomes in class VII SMPN 1 Bulakamba.]]>
<![CDATA[TRANSFORMATION OF THE STUDENTSâ INQUIRY CAPABILITY THROUGH MINDMAP EDUCATIVE BY USING GAME OBSERVATION NORMATIVELY (MEGONO) LEARNING MODEL ]]>
<![CDATA[Tasiwan, Tasiwan]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 5, No 1 (2016): April 2016 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v5i1.5801
<![CDATA[This classroom action research was conducted to analyze the development of the studentsâ inquiry abilities in science learning by a learning model of mindmap educative by using game observation normatively (Megono). The study was conducted in three cycles. In each cycle, the students were divided into five groups, each groups consisted of seven students. Each group was mandated to observe and to analyze the images/photos. After the image observations, they were asked to discuss, write and compile the information into a concept map. One of the students was act as a representative of the group in a game of observation. Data were obtained through the pre-test, post-test, and observation by the observers as well as from the photo and video recording. The results showed that the studentsâ inquiry ability increased by 63.27% at the end of the cycle. At the initial conditions, the ability of the student was low (0.49). After the first cycle, it increased to 0.63 (medium), and then increased to 0.68 (moderate) on the second cycle, and finally it increased to 0.80 (high) in the third cycle. The average increase in every aspect was 68.59%. The highest inquiry capability was achieved in aspects of reasoning amounted to 89.29 (very high). It was suggested to use the observation games fairly and needed more time adjustment to obtain higher learning outcomes.]]>
<![CDATA[STUDENT MISCONCEPTION ON REDOX TITRATION (A CHALLENGE ON THE COURSE IMPLEMENTATION THROUGH COGNITIVE DISSONANCE BASED ON THE MULTIPLE REPRESENTATIONS) ]]>
<![CDATA[Widarti, H. R.]]>;
<![CDATA[Permanasari, A.]]>;
<![CDATA[Mulyani, S.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 5, No 1 (2016): April 2016 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v5i1.5790
<![CDATA[The misconception is one of the obstacles in the concept mastery that needed to be minimalized. This descriptive study was conducted to find the patterns of misconceptions which have occurred on college students who participating in the redox titration course subject. Efforts to minimize misconceptions have been conducted through lectures using the multiple representations with the cognitive dissonance strategies on the 30 students who joined the Fundamentals of Analytical Chemistry course. The research instrument used in this study was 6 multiple-choice tests with reasons. In order to detect the misconception, Certainty of Response Index technique was performed. The preliminary study results showed that 34.30% of students experiencing the misconceptions on redox titration. After treatments, the misconceptions reduced to 28.17%. A misconception that cannot be eliminated was related to the concepts involving in the microscopic and symbolic appearances.]]>
<![CDATA[STEM LEARNING IN MATERIAL OF TEMPERATURE AND ITS CHANGE TO IMPROVE SCIENTIFIC LITERACY OF JUNIOR HIGH SCHOOL ]]>
<![CDATA[Khaeroningtyas, N.]]>;
<![CDATA[Permanasari, A.]]>;
<![CDATA[Hamidah, I.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 5, No 1 (2016): April 2016 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v5i1.5797
<![CDATA[This research aims to determine the improvement of studentsâ scientific literacy after STEM (Science, Technology, Engineering, and Mathematics) learning using 6E Learning by DesignTM Model on temperature and its changes material. The research was conducted in SMP Negeri (State Junior High School) 1 Bumiayu in the academic year 2015/2016. The method used was quasi-experimental design with The Matching Only - pretest posttest control group design. This study used two group of experiment group of students who learned the material with STEM learning using 6E Learning by DesignTM, while the control group students learned with non-STEM learning. The analysis showed that the students scientific literacy in experiment group is better than control group. The conclusion that can be drawn is STEM learning using 6E Learning by DesignTM on temperature and its changes material can improve studentsâ scientific literacy.]]>
<![CDATA[COMPARISON OF STUDENTSâ SCIENTIFIC LITERACY IN INTEGRATED SCIENCE LEARNING THROUGH MODEL OF GUIDED DISCOVERY AND PROBLEM BASED LEARNING ]]>
<![CDATA[Ardianto, D.]]>;
<![CDATA[Rubini, B.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 5, No 1 (2016): April 2016 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v5i1.5786
<![CDATA[This study aims to describe the comparison of studentsâ scientific literacy improvement in integrated science learning through guided dicovery and problem based learning models. The subjects were 8th grade students of State Junior High Schools in Bandung. This research design was quasi-experimental with non randomaized static group pretest-posttest design. The instrument used in this study was multiple choice test and attitude scale. The result shows that the improvement of scientific literacy achievement of students who learned integrated science through guided discovery and problem based learning models did not differ significantly. Integrated science learning through guided disovery models can improve student literacy achievement with the gain of 0.37 (medium category), while by using problem based learning model can improve scientific literacy with the gain of 0.41 (medium category). It can be concluded that the both models of guided discovery and problem based learning can improve students science literacy. ]]>
