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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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Modeling of Cultural Effect on School Autonomy at Religion-Based School in Indonesia Susilo, M. J.; Kartowagiran, B.; Vehachart, R.
Jurnal Pendidikan IPA Indonesia Vol 7, No 3 (2018): September 2018
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.v7i3.12445

Abstract

School culture may have an influence on the school community. Effective school culture leads to success in accordance with values, professionalism and building school autonomy. This research aimed to develop a model of school culture that has an impact on the school autonomy. The subjects were school foundation committees, principals, teachers, staff, and students. The study was conducted in four private junior high schools managed by the Muhammadiyah foundation in Indonesia. Data were collected through interviews, questionnaires, and documentation. School culture consists of formal, sociable-dynamic, and prosperity sub-components. The results showed that culture (Cul) influenced school autonomy (Kms) in 2 ways, direct and indirect effect. The direct effects scored 0.002 and 0.32 for the indirect effect. It meant that culture gave a small contribution (0.32%) to create school autonomy while the other 0.99% came from other factors. Schools culture provided a role play to create school autonomy. Those establishing the independence of Muhammadiyah schools are formal, sociable dynamic, and prosperity. School culture contributed to the effectiveness of school management and developed positive internal habits resulting in effective and efficient school goals.
Ecological Studies of Oryctes rhinoceros Larvae Controlled by Metarhizium anisopliae and Enthomopatogenic Nematodes Indriyanti, D. R.; Rahmawati, R.; Priyono, B.; Slamet, M.; Huyop, F. Z.
Jurnal Pendidikan IPA Indonesia Vol 7, No 3 (2018): September 2018
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.v7i3.14239

Abstract

Oryctes rhinoceros L. (Coleoptera: Scarabaeidae) is a pest of coconut plant. Metarhizium anisopliae and Enthomopatogenic Nematodes are biological control agents. The purpose of this study was to determine the ecology of insect pests controlled by fungi Metarhizium anisopliae (MET), Enthomopatogenic Nematodes (NEP) and and the mixture of MET and NEP for controlling O. rhinoceros larvae on the field. M. anisopliae used was in the form of kaolin powder formulation (WP). The nematodes used were Heterorhabditios sp. Nematodes formulation was in the form of liquid with sponge medium contained 10 x 106 NEP in every pack. The study used Randomized Block Design with 3 types of treatment and 10 times repetition on 10 larvae. The result of six weeks treatment showed that the highest larval mortality was obtained from the treatment with the mixture of MET and NEP. Biological control using two biological agents (MET and NEP) is better than only MET or NEP. The benefit of research is for the recommendation of O. rhinoceros larvae control.
Incomplete Explanation in Determining Oxidation Number: A Case Study on Chemistry Program Students Basuki, R.; Amanda, H.; Bemis, R.; Lisma, A.; Yusnaidar, Y.
Jurnal Pendidikan IPA Indonesia Vol 7, No 3 (2018): September 2018
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.v7i3.13251

Abstract

The term “oxidation number” and related concept such as “electronegativity” and “formal charge” appear frequently in both elementary and advance chemistry text. However, it is evident from the literature (or textbooks) that these terms are often viewed to be synonymous. Incomplete explanation of the fundamental concept of oxidation number can lead that conclusions pertaining to such a misleading interpretation. This research was conducted to review the concepts from common used high school chemistry textbooks and these concepts were then transformed to 6 number open minded problems. These problems were then tested to 40 first semester chemistry program students in the University of Jambi who joining Basic Chemistry course. The result was about 80% of students give the right answer in determining oxidation number (problem number 1). But, in the certain molecule (problem number 2) they can’t determine correctly because they couldn’t use the “Rule” from initial understanding in high school. For the next problem (4a), none of the students give the right oxidation number of an atom and all of them can’t explain precisely correlation among oxidation number, electronegativity, and formal charge. The intent of this paper is to clarify the notion of oxidation number, electronegativity, and formal charge, describe their relationship (especially for high school chemistry textbooks), and criticize upon misleading application.
Science Teachers’ Understanding on Science Literacy and Integrated Science Learning: Lesson from Teachers Training Rubini, B.; Ardianto, D.; Pursitasari, I. D.; Hidayat, A.
Jurnal Pendidikan IPA Indonesia Vol 7, No 3 (2018): September 2018
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.v7i3.11443

Abstract

One of the weaknesses of secondary science teachers today is the lack of ability to develop integrated science learning. Descriptive study, followed by developmental research has been done to determine the factors that caused the weakness, to find the right solution. In addition, the research that involving 25 teachers as subject, has also examined how far the treatment can be able to overcome the problems. The descriptive research shows that almost all of teachers did not have skillful on how to teach science in integrated way. This is because all of teacher's background is not from fully integrated science education. Most of them came from biology, physics and chemistry education. They have actually attended the training (arranged by government) on integrated science teaching, but it apparently have not succeeded. The eight steps of learning approach has been developed and implemented along the training: (1) Building common perception on science literacy, (2) integrated science analysis based on current curriculum and lesson analysis, (3) presentation, (4) designing lesson plan in groups, (5) simulation, (6) designing lesson plan individually, (7) evaluation-reflection, and (8) rewards. After the treatment, the teacher's ability to develop the lesson plans eventually improves much better as well as the understanding on integrated science concepts. Only three teachers have to follow remediation in making lesson plan because they still not fulfill requirement of graduation (minimum 80% achievement of conceptual understand, performance, and lesson plan product).
Applying Collaborative Ranking Tasks to Improve Students’ Concept Mastery and Generic Science Skills Pujani, N. M.; Suma, K.; Sadia, W.; Wijaya, A. F. C.
Jurnal Pendidikan IPA Indonesia Vol 7, No 3 (2018): September 2018
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.v7i3.14304

Abstract

The lack of students concept mastery and generic science skills underlying this research. The purpose of this research was to improve the students’ concept mastery and generic science skill by applying the collaborative ranking-task model in Earth and Space Science learning. This type of research was a classroom action research, conducted in two cycles. The data were collected by observation technique, test, and questionnaire. The study was conducted on physics students amounted to 25 people (10 male and 15 female). The success of the study was determined by the grade point average which should be at least 70. The obtained data were analyzed descriptively. The results showed that there was an increase in the students’ concept mastery starting from cycle 1 to cycle 2 ( x1= 50, s1 = 11.4 in the ‘deficient’ category; and x2= 64, s2 = 8.3 in the ‘sufficient’ category). The generic science skills were numerically increased from cycle 1 to cycle 2 (x1= 58.4, s1 = 13.3; x2= 62.8, s2 =10.2; in the ‘moderate’category). The developed indicators of generic science skills included indirect observation, logic inference, and concept building. The mean score of student response was x = 58.6; s = 6.7 which was in the positive category.
The Profile of XI Grade Students’ Scientific Thinking Abilities on Scientific Approach Implementation Suciati, S.; Ali, M. N.; Anggraini, A. F.; Dermawan, Z.
Jurnal Pendidikan IPA Indonesia Vol 7, No 3 (2018): September 2018
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.v7i3.15382

Abstract

This study aimed at analyzing XI grade students’ scientific thinking abilities on the implementation of the scientific approach.  82 students of XI grade science class at three state senior high schools in Surakarta involved in this study. The students’ scientific thinking abilities illustrated as the students’ competence in seven aspects: the purpose of science; science question, science information, science interpretation, science concept, science assumption, science implication (Paul & Elder, 2003). The data on students’ scientific thinking abilities were collected using essay test on worksheet and interview methods. The instrument had been validated by expert judgement and students as a user. The scores were used to represent the students’ scientific thinking abilities in three categories (low, middle,high).  The results of the study showed that students’ competence in seven aspects of scientific thinking abilities: purpose of science (62,00%); science question (36,6%), science information (39,66%), science interpretation (41,00%), science concept (43,33), science assumption (38,33%), science implication (21,33%). Therefore, it concluded that the XI grade students’ scientific thinking abilities on the implementation of scientific approach was at the low category. It was suggested that the learning model based scientific approach be conducted for the students’ scientific thinking abilities improvement.
The Effectiveness of Scientific Approach Using Encyclopedia as Learning Materials in Improving Students’ Science Process Skills in Science Hernawati, D.; Amin, M.; Irawati, M. H.; Indriwati, S. E.; Omar, N.
Jurnal Pendidikan IPA Indonesia Vol 7, No 3 (2018): September 2018
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.v7i3.14459

Abstract

A scientific approach for biology students in the Vertebrate course is needed in order to improve the skills and enrich the experience for new spirit of learning. The research was a quantitative research aiming to explain the influence of the encyclopedia as learning materials used in the scientific approach to improving the students’ science process skills. Meanwhile, to reveal the influence of each indicator in each predictor, a qualitative descriptive analysis was employed. The encyclopedia was found to be able to provide visualization to represent an explanation. The respondents in this study were biology students who attended the Vertebrate course. Thirty respondents were selected through a cluster random sampling technique. A test of science process skills was the instrument of this research. Furthermore, the ANOVA was utilized in testing the hypothesis. The analysis results showed that there was a different effect of the learning approach on the basic science process skills. Moreover, there was also a significant influence of the scientific approach to basic science processing skills at a significance level of 0.001 (on corrected model) with F value equal to 7.411. Meanwhile, the significance level for basic science process skills was 0.024 with the p-value <0.05 and F value of 5.357. For the integrated science, there was a significant effect of the learning approach to the integrated science process skills at the significance level of 0.000 with the F value of 12.537. The significance value for the integrated science process skills was 0.044 with p-value <0.05 and F value of 4.224.
Changes in Prospective Biology Teachers’ Mental Model OF Virus through Drawing-Writing Test: An Application of Mental Model-Based Microbiology Course Hamdiyati, Y.; Sudargo, F.; Fitriani, A.; Rachmatullah, A.
Jurnal Pendidikan IPA Indonesia Vol 7, No 3 (2018): September 2018
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.v7i3.14280

Abstract

The main goal of the present research was to analyze the prospective biology teachers’ mental model about virus through the conduction of drawing-writing test on a modified model-based learning in a Microbiology course. The research method was quasi-experiment with pretest-posttest control group design. A total of eighty-one fifth-semester students separated into experiment and control group participated in the current study. The experiment class participated in a microbiology course-based mental model, in which the course program was developed by combining the constructivism learning stages and model-based learning framework featured with mental model, while the control class experienced course with conventional methods. A mental model test of drawing-writing of structure of viruses was employed as the main research instrument. The instrument also was featured with a rubric that is used to indicate the five levels of student’s mental model. The main analysis was done through descriptive interpretation based on the frequency of higher levels of mental model showed by students in the different classes. Based on the results, there was no difference between students in experiment and control class in the pretest, which showed that most of the students in both class were concentrated in not higher than level D3 and W3 (partially correct drawing/writing). However, after an intervention, the experiment class showed a dramatically increase in the frequency of students mental model that belong to level D5/W5 (completely correct and complete drawing/writing), while the control group was found stagnant concentrated in the level D3/W3. The results are discussed with the connection to the advantages of Microbiology course-based mental model in student’s conceptual change and the use of drawing-writing test in capturing changes in student’s mental model about scientific concepts.
Design and Characterization of Low-Cost Sensors for Air Quality Monitoring System Rumantri, R.; N. Khakim, M. Y.; Iskandar, I.
Jurnal Pendidikan IPA Indonesia Vol 7, No 3 (2018): September 2018
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.v7i3.14444

Abstract

In this study, low-cost sensors for air quality monitoring system have been characterized and designed. These sensors are applied in a monitoring system and installed at Sriwijaya University, which is vulnerable to the impacts of forest fires in the surrounding area. This monitoring system will provide information especially for the university community to determine the level of air quality on campus. In this research the researchers focussed on the characterization and design of system sensor that aimed to get the best configuration of low-cost sensors namely MQ-7, Sharp GP2Y1010AU0F and own-designed smoke sensor to have high reliability and effectiveness to be applied to monitoring systems. The test results showed that the sensors have good response and sensitivity. Therefore, it can be applied to the monitoring system to provide information about the level of particle concentration, carbon monoxide and smoke which meet the needs of low-cost monitoring systems.
The Improvement of Problem-Solving Skills and Physics Concept Mastery on Temperature and Heat Topic Batlolona, J. R.; Baskar, C.; Kurnaz, M. A.; Leasa, M.
Jurnal Pendidikan IPA Indonesia Vol 7, No 3 (2018): September 2018
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.v7i3.12432

Abstract

This work aimed at knowing the improvement of problem-solving and physics concept mastery by using the learning model of Hints and Peer Interaction Learning (HPIL) model. This research used embedded experimental model design, that one class could be used as a sample even though the sample size was less than 30 students. The number of the research sample was 22 students of one of the Senior High Schools in Malang. The instruments used were 25 numbers consisting of five numbers of the essay (problem-solving skill) and 20 numbers of multiple choices items (concept mastery). The data were analyzed by using paired sample t-test. The research results showed that there was an improvement in problem-solving skill from 40.68% to 74.77% and concept mastery from 0.48% to 0.72%. The result of the t-test indicated that the value of Sigcounting<Sigtable (0.00< 0.05); therefore, the problem-solving skills and concept mastery before and after the application of the HPIL was significantly different. The problem-solving skills required concept mastery or comprehensive knowledge from factual until metacognitive levels. Thus, teachers need to design suitable learning models to develop this basic knowledge as a foundation for developing problem-solving skills, one of them with HPIL.

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