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[ELEMEN BERNALAR TUJUAN PADA PEMBELAJARAN IPA MELALUI PENDEKATAN METAKOGNITIF SISWA SMP ]]>
<![CDATA[Patonah, S.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 3, No 2 (2014): October 2014 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v3i2.3111
<![CDATA[Tujuan dari penelitian ini adalah untuk mengembangkan pembelajaran IPA menggunakan pendekatan metakognitif untuk meningkatkan kemampuan berfikir kritis pada siswa. Metode penelitian yang digunakan adalah triangulasi mix method design. Dari hasil pengamatan, sejumlah 6 kelompok telah merespon pertanyaan, sehingga semua dapat dikatakan telah berpikir kritis karena dapat menginterpretasikan hasil pengamatan pada video dan dapat mempertimbangkan hasil percobaan sebelumnya. Penerapan pembelajaran IPA dengan pendekatan metakognitif dapat membuat siswa berpikir tentang perencanaan kerja sampai dengan pemecahan masalah yang dihadapi The purpose of this study is to develop a learning science using metacognitive approach to enhance the ability of critical thinking in students . The research method used is triangulation mixed method design. From the results, a number of 6 groups have responded to the question , so that all can be said to have critical thinking because it can interpret the results of observations on video and can consider the results of previous experiments. The application of science learning with metacognitive approach can make students think about the planning work to solving those problems.]]>
<![CDATA[Role Analysis of E-Learning Program in Physical Learning ]]>
<![CDATA[Mayub, Afrizal]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia 2018: Article in Press ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v0i0.12933
<![CDATA[This study aimed to find out the application of e-learning program, the role of e-learning program and how important the role of e-learning program in Physics learning is. The method used included the creation of e-learning program through the stage of analyzing, designing, program writing and program testing. The sample used consisted of Chemistry study program students of odd semester of academic period of 2014/2015 and 2015/2016 which amounted to 80 people. From the data processing, it was revealed that e-learning program can be applied through e-learning modules, the role of e-learning program was in the category of "moderately contribute" with the score of 3.44 (scale 1 -5). While the relation between e-learning program with its role in Fundamental of Physics learning based on the theoretical mean for the category of moderate + high/strong + very high/very strong was equal to 91.25%, while for low/weak category was equal to 8.75%. However, if based on realistic mean for category of moderate + high/strong + very high/very strong was equal to 76.25%, whereas for category of low/weak and very low/very weak was equal to 23.75%.]]>
<![CDATA[PENINGKATAN HASIL BELAJAR IPA MELALUI PEMBELAJARAN KOOPERATIF BERBASIS KONSTRUKTIVISME DIPADUKAN DENGAN VIDEO ANIMASI MATERI SISTEM KEHIDUPAN TUMBUHAN ]]>
<![CDATA[Imamah, N.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 1, No 1 (2012): April 2012 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v1i1.2010
<![CDATA[Penelitian ini dilakukan untuk meningkatkan mutu proses pembelajaran IPA di kelas VIII A SMP Negeri 2 Jepara  melalui penerapan model pembelajaran Kooperatif berbasis konstruktivisme yang dipadukan dengan video animasi. Berdasarkan hasil analisis data, hasil penelitian menunjukkan bahwa penerapan pendekatan ini dapat meningkatkan penguasaan kompetensi dasar.  Pencapaian hasil belajar mengaitkan materi ajar dengan lingkungan dalam kehidupan sehari-hari yang dipadukan dengan video animasi mengalami kenaikan nilai rata-rata kelas dari siklus I ke siklus II sebesar 10,71. Penggunaan pendekatan ini dalam pembelajaran merupakan alternatif yang efektif untuk membantu siswa mampu mengaitkan kompetensi yang dikuasai dengan lingkungannya dalam kehidupan sehari-hari. This research was conducted aiming to improve the quality of the learning process in class VIII IPA A SMP Negeri 2 Jepara through the application of constructivist-based Cooperative learning models that are combined with video animation . Based on the analysis of data collected, it turns out the results showed this application are able to improve the mastery of basic competencies. Achievement of learning outcomes associate teaching materials with the environment in everyday life combined with video animations to increase the value of the average grade of the cycle I to cycle II amounting to 10.71. The use of this approach in learning is an effective alternative to help students be able to relate competence controlled by the environment in everyday life.]]>
<![CDATA[PROPORTION: CLAIM, REBUTTAL AND BACKING DATA BASED ON TEACHER QUESTIONS AS REASONING INDICATOR OF PROBLEM BASED LEARNING IN HIGHSCHOOL SYSTEM REPRODUCTIONS ]]>
<![CDATA[Widoretno, S.]]>;
<![CDATA[Dwiastuti, S.]]>;
<![CDATA[Sajidan, S.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 5, No 2 (2016): October 2016 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v5i2.7182
<![CDATA[The reseach purpose is to compare learning proportion of the students based on arguments to learners Claim which is supported by facts, data and theories between conventional learning and PBL as the answers for teacher questions. Research Procedure began with 4 times biology teachers discussion workshops to compile PBL learning plan to be used on treatment class. 61 participants with 30 in control class and 31 in treatment class. Reasoning calculation based on arguments during communication in form of the answers to teacher questions. Basic Grouping of Learning is : Claim Rebuttal (CR), Claim Data (CD), Claim Backing (CB) and Claim (C). Results indicates that: C decreases during PBL learning; CB increases during PBL; CD doesn’t exhibit real change during PBL. PBL utilization needs the readiness and competence of the teachers which influences the reasoning quality of the learners.]]>
<![CDATA[PEMBELAJARAN MATERI EKOSISTEM DENGAN SOCIO-SCIENTIFIC ISSUES DAN PENGARUHNYA TERHADAP REFLECTIVE JUDGMENT SISWA ]]>
<![CDATA[Subiantoro, A.W.]]>;
<![CDATA[Ariyanti, N.A.]]>;
<![CDATA[-, Sulistyo]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 2, No 1 (2013): April 2013 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v2i1.2508
<![CDATA[Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran materi ekosistem berbasis socio-scientific issues (SSI) terhadap kemampuan reflective judgment siswa kelas X Madrasah Mu’allimin Muhammadiyah (MMM) Yogyakarta. Berdasarkan ekspresi kemampuan reflective judgment, tampak bahwa ketiga tingkat kemampuan reflective judgment muncul merata pada diri siswa, meski ada sebagian siswa yang belum mampu mengekspresikannya. Dari hasil penelitian dapat disimpulkan bahwa pembelajaran materi ekosistem berbasis SSI memberi pengaruh yang lebih baik terhadap perubahan atau peningkatan kemampuan reflective judgment dibanding dengan pembelajaran yang biasa diterapkan guru. This study is aimed to know the effect of socio-scientific issues-based instruction on the topic of ecosystem toward reflective judgment ability of the 10th-grade students of Madrasah Mu’allimin Muhammadiyah Yogyakarta. According to the expression of the reflective judgment statements, it showed that three levels of reflective judgment occured prevalently, although there were some students did not express it. Based on the result of this study, it can be conclude that socio-scientific issues-based instruction on the topic of ecosystem provides better influence toward increasing of reflective judgment ability than common instruction that implemented by teacher.]]>
<![CDATA[THE APPLICATION OF INQUIRY LEARNING MODEL TO IMPROVE “SATU ATAP†STUDENTS’ LEARNING RESULTS AT SMPN 4 SINGOSARI MALANG ]]>
<![CDATA[Setiawan, B.]]>;
<![CDATA[Sunarti, T.]]>;
<![CDATA[Astriani, D.]]>
<![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.v5i1.5788
<![CDATA[The implementation of the learning device with inquiry learning model into a developed model and tested in the learning process in elementary and junior high school “Satu Atap†4 Singosari Malang. This type of research is done through experimentation with pre-experimental design that is implemented by the design of one group pretest and posttest design. The trial results with the learning device guided by inquiry learning model at the elementary-SMPN 4 “Satu Atap†Singosari Malang shows that the activities carried out as many as four meetings run according to the lesson plans have been made. Learning by using inquiry model on electric material can be accomplished through: 1. Identification of question / formulate problem with the average score 3:38 (pretty good), step 2. Formulate a hypothesis with an average score of 3:25 (pretty good), step 3. Designing and observation/ experiment with an average score of 3:50 (well), step 4. Collecting and analyzing the data with an average score of 3:38 (pretty good), and step 5. Drawing conclusions/ generalizations with an average score of 3:38 (pretty good). Learning models for additives substance material with step 1. Identify the question / formulate the problem got an average score of 3:13 (pretty good), step 2. Formulate a hypothesis to get an average score 3:13 (pretty good), step 3. Designing and making observations / experiment with an average score of 3:38 (pretty good), step 4. Collecting and analyzing the data with an average score of 3:25 (pretty good), and step 5. Drawing conclusions / generalizations with an average score of 3:50 (well). The students’ learning outcomes using inquiry learning model covers aspects of knowledge, skills and attitudes obtained as follows: the aspect of knowledge through the pretest and posttest on the matter of electricity has increased the average percentage score from 42.6 on the pretest become 67.7 with an average score of N-Gain 0.44 in the medium category, while the knowledge aspect of learning outcomes on additive substance material has increased the average percentage of the score from 42.6 to 82.2 in pretest and posttest with an average score of N-Gain 0.69 in the medium category. The skill aspects on electricity material get the highest score in the predicate B +, while the highest score of additive substance material on the predicate A-, as well as attitudes aspects shows that more than 50% students show a good attitude during the learning process, ie 67% on the electricity material and 80% on the additives substance material.]]>
<![CDATA[PENGEMBANGAN MULTIMEDIA PEMBELAJARAN FISIKA BERBASIS AUDIO-VIDEO EKSPERIMEN LISTRIK DINAMIS DI SMP ]]>
<![CDATA[Rante, P.]]>;
<![CDATA[-, Sudarto]]>;
<![CDATA[Ihsan, N.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 2, No 2 (2013): October 2013 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v2i2.2724
<![CDATA[Penelitian pengembangan ini dilakukan dengan tujuan untuk melihat profil pengembangan multimedia pembelajaran fisika berbasis audio-video eksperimen listrik dinamis yang dapat menjadi solusi ketidakterlaksanaan praktikum di sekolah. Hasil penelitian menunjukkan bahwa propil multimedia berbasis audio-video eksperimen dari segi tampilan menarik, fasilitas runtut, sistematis dan praktis digunakan serta menjadi solusi ketidakterlaksanaan praktikum di sekolah. Produk akhir adalah sebuah paket CD autorun multimedia pembelajaran interaktif sebagai media pembelajaran mandiri dan sebagai media presentase yang dilengkapi perangkat pembelajaran untuk guru. This research aims to see the profile of multimedia learning development on physics based audio-video on the topic dynamic electricity experiment that may become a solution of practicum that not mastered well in the school. The result shows that the profile of develop multimedia based audio-video experiment has interesting display, harmonious facilities, systematic and practical in used as well as become a solution of the practicum that not mastered yet. The final product produced an auto run CD package of interactive learning multimedia as a self learning media and as a representation of media that equipped with teaching and learning media for teacher.]]>
<![CDATA[THE ANALYSIS OF STUDENTS’ CREATIVE THINKING ABILITY USING MIND MAP IN BIOTECHNOLOGY COURSE ]]>
<![CDATA[Fatmawati, B.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 5, No 2 (2016): October 2016 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v5i2.5825
<![CDATA[Process of learning which generally practiced nowadays is mostly in the form of face-to-face (lecturing) and one way communication. Sometimes the students are given tasks to fulfill the material target in one semester such as papers, internet-based summary, and/or other articles. Such things cause learners accustomed to convergent thinking and not to divergent thinking. Mind map is one of creative products which conducted by learners in learning process. Learning with mind map focuses more on the activeness and creative activity of the students. It will improve their ability to memorize and strengthen concept understanding of the student, and improve their creative thinking ability. This research was focused to analysis the creative thinking skills students using mind mapping in biotechnology course. The participant was students of Biology Education (N=55) consisting of two team that was team A (N=25) and team B (N=30). The result showed gain value of each team of creative thinking skills which were: team A (0.62) with three category: low (8%), average (40%), and high (52%). Team B (0,04) with three category: low (80%), average (10%) and high (10%).]]>
<![CDATA[MENINGKATKAN HASIL BELAJAR IPA KONSEP CAHAYA MELALUI PEMBELAJARAN SCIENCE-EDUTAINMENT BERBANTUAN MEDIA ANIMASI ]]>
<![CDATA[S.C.P, D. Indriati]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 1, No 2 (2012): October 2012 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v1i2.2138
<![CDATA[Penelitian tindakan kelas ini bertujuan untuk meningkatkan hasil belajar siswa pada konsep cahaya. Subjek penelitian ini adalah siswa kelas VIIIB SMP Negeri 32 Semarang tahun ajaran 2011/2012 yang berjumlah 33 orang. Penelitian ini dilaksanakan dalam 2 siklus. Tiap siklus terdiri atas tahapan perencanaan, pelaksanaan tindakan, pengamatan, evaluasi serta analisis dan refleksi. Berdasarkan hasil penelitian dapat disimpulkan bahwa penerapan pembelajaran science-edutainment berbantuan animasi dapat meningkatkan hasil belajar siswa pada konsep cahaya.  Action research aims to improve student learning outcomes in the concept of light. The subjects were VIIIB grade students of SMP Negeri 32 Semarang academic year 2011/2012, amounting to 33 people. This study was conducted in two cycles. Each cycle consists of stages of planning, action, observation, evaluation, analysis and reflection. Based on these results it can be concluded that the application of science-learning aided edutainment animations can improve student learning outcomes on the concept of light.]]>
<![CDATA[DEVELOPMENT OF INTERACTIVE E-BOOK BASED ON CHEMICAL REPRESENTATION REFER TO CURRICULUM 2013 ]]>
<![CDATA[Tania, L.]]>;
<![CDATA[Fadiawati, N.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 4, No 2 (2015): October 2015 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v4i2.4186
<![CDATA[This research aimed to develop an interactive e-book based representations of chemistry; describes the characteristics of the interactive e-book developed; the teachers responses in content suitability with curriculum and graphics aspects; and student responses in readibility aspects. The method used was research and development. The characteristics of interactive e-book: it was developed referring to the core competencies (KI) and basic competence (KD) in the curriculum 2013, allowed active interaction between students and e-book, completed with pictures, animations or videos in three levels of the chemical representation. Teachers’ responses to the content suitability and graphic aspects were very good with the percentage of each 98.46% and 97.5%. The students’ responses in readibility aspects was very good with percentage of 88.5%.]]>
