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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 Effect of Multiple Representation-Based Learning (MRL) to Increase Students’ Understanding of Chemical Bonding Concepts Sunyono, S.; Meristin, A.
Jurnal Pendidikan IPA Indonesia Vol 7, No 4 (2018): December 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.v7i4.16219

Abstract

This study was conducted to determine the effectiveness of multiple representation-based learning (MRL) model compared to discovery learning (DL) model and problem based learning (PBL) model in terms of students’ initial abilities. The factorial design was used in this study. The selection of samples in this study was done through a random sampling technique. Three X classes of the same school was chosen. The three classes applied different learning model. The first class employed the MRL, the second class used the DL model, and the last class adopted the PBL model. Overall, the number of samples involved in the study was 117 students. The results of the study showed that the conceptual understanding of students learning using MRL was significantly different from students learning to use problem-based learning with significant differences in N-gain was 0.0004, but not significantly different from students using discovery learning. This finding showed that MRL is the most effective model for increasing the conceptual understanding of students with “low” and “moderate” initial ability compared to PBL and DL.
The Development of Integrated Science Instructional Materials to Improve Students’ Digital Literacy in Scientific Approach Asrizal, A.; Amran, A.; Ananda, A.; Festiyed, F.; Sumarmin, R.
Jurnal Pendidikan IPA Indonesia Vol 7, No 4 (2018): December 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.v7i4.13613

Abstract

Integrated science and integration of literacy skills are relevant issues to be investigated in science education. This research aimed at determining the validity of integrated science materials and examining the practicality and effectivity of the use of integrated science materials in the scientific approach. The type of this research was research and development. The development of integrated science materials consists of seven stages, namely identifying potentials and problems, collecting information, designing a product, validating the product, revising product, doing limited testing, and revising product. Instruments for collecting data included validity assessment, practicality assessment, written test, and performance assessment. The data were analyzed by descriptive statistics and paired comparison test. Based on the data analysis, there were three results of this research. First, the validity of integrated science instructional materials classified as very high with an average value of 83.2. Second, the integrated science instructional materials were practical according to the science teachers and students with an average value of 86.11 and 89.66 respectively. Third, the integrated science instructional materials were effective in the scientific approach to improving the aspects of knowledge and digital literacy including scientific, functional, and visual literacy at 95% confidence level. These results indicated that employing integrated science instructional materials could overcome the problem of integrated science teaching and improve the digital literacy of students in terms of scientific, functional, and visual literacy. These digital literacy components are also useful for students to get success in their real future life.
The Analysis of Pre-Service Physics Teachers in Scientific Literacy: Focus on the Competence and Knowledge Aspects Pahrudin, A.; Irwandani, I.; Triyana, E.; Oktarisa, Y.; Anwar, C.
Jurnal Pendidikan IPA Indonesia Vol 8, No 1 (2019): March 2019
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.v8i1.15728

Abstract

The role of scientific and technological knowledge is needed to compete in the era of industrial revolution 4.0. One of the roles of scientific knowledge is by analyzing the scientific literacy ability of pre-service physics teachers. This research aims to find out how far the achievement of scientific literacy possesses by current pre-service physics teachers. The measurement of scientific literacy encompasses two aspects, namely, competence and knowledge aspects. The subjects of this research were thirty pre-service physics teachers from Universitas Islam Negeri Raden Intan Lampung (State Islamic University Raden Intan Lampung) selected by using purposive sampling. The research instrument used in this research was a test of scientific literacy ability. The data analysis techniques used consisted of data reduction, data display, and verification. The result of the study indicated that some indicators of scientific literacy skills need to be improved. The results showed that there were differences in the achievement of literacy skills in each indicator. In the aspect of competence, the indicator of Indicating Scientific Issues aspects of competence covers identifying issues scientifically (poor), explaining phenomena scientifically (good), using scientific evidence (poor). The aspects of knowledge: content Knowledge (good), procedural knowledge (poor), epistemic knowledge (moderate). Overall the scientific literacy ability of the pre-service physics teachers has not shown satisfying results. It can be concluded that pre-service physics teachers’ literacy ability should be improved. A special strategy is needed that can improve the scientific literacy skills of prospective physics teachers so that the students who will teach in the future also could have good scientific literacy skills.
Students’ Satisfaction Index on Chemistry Learning Process Redhana, I. W.; Sudria, I. B. N.; Suardana, I. N.; W. Suja, I.; Haryani, S.
Jurnal Pendidikan IPA Indonesia Vol 8, No 1 (2019): March 2019
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.v8i1.15331

Abstract

This study was aimed at describing the index of students’ satisfaction in the chemistry learning process in SMAN 4 Singaraja Bali Indonesia and the factors that influenced it. For that, the survey research was conducted. The population was all students of the tenth and eleventh-grade students of groups of mathematics and natural sciences in academic year 2016/2017 in SMAN 4 Singaraja Bali consisting of 478 people. All population members became samples. Data were collected using a questionnaire. The numbers of respondents which returned the questionnaire were 431 people. Data the were analyzed by descriptive statistics. The results of the study showed that the index of students’ satisfaction viewed from a dimension of tangible, reliability, responsiveness, assurance, and empathy was 86.24%, 85.67%, 87.42%, 88.11%, and 85.18%, respectively, and all dimensions were quite high. Overall the index of students’ satisfaction in the chemistry teaching and learning process was 86.19% and it was high.
The Effects of Brain-Based Teaching With I-Think Maps and Brain Gym Approach towards Physics Understanding Saleh, S.; Mazlan, A.
Jurnal Pendidikan IPA Indonesia Vol 8, No 1 (2019): March 2019
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.v8i1.16022

Abstract

The purpose of this study was to assess the effects of Brain-Based Teaching with i-Think Maps and the Brain Gym Approach (BBT-iTBA) compared to the conventional teaching approach (CTA) towards Physics’ conceptual understanding amongst male and female matriculation students in the north of Peninsular Malaysia. 180 students (83 were male and 97 were female), aged around 19 years old, from two Matriculation Colleges, were involved as research sample for the targeted population. The effects of the BBT-iTBA compared to the CTA towards Physics’ conceptual understanding amongst students were determined using a quasi-experimental non-equivalent group design, involving an experimental group of students (exposed to BBT-iTBA) and a control group of students (received CTA). Data gathered from the Physics Conceptual Understanding Test (PCUT), administered on the sample before and after the intervention of both teaching approaches, were then analyzed statistically. The two way ANOVA analysis results indicated that after the intervention, students’ Physics conceptual understanding differ significantly due to the implementation of the different teaching approaches, with a great size effect. Students who were exposed to BBT-iTBA performed significantly better in the PCUT than students who received CTA. Although gender alone did not affect students’ Physics conceptual understanding, the results obtained revealed that the effects of the interaction between the implementation of the teaching approaches and gender on the attainment of students’ Physics conceptual understanding were significant, with a simple size effect. The main features of the BBT-iTBA, which are: focusing on the optimum function of the brain; promoting and enhancing the skills of thinking; and creating a relaxed and fun learning environment; are found to be the significant triggers for students to better understand Physics conceptually and excel in the subject.                              
Language of Instruction Policy in Science Programs: Science University Students’ Voices Alhamami, M.
Jurnal Pendidikan IPA Indonesia Vol 8, No 1 (2019): March 2019
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.v8i1.17086

Abstract

The language of instruction policy in science university programs is chosen by different stakeholders. The voice of science university students (SUSs) has been neglected in many science programs around the world. A review of the literature shows that among all stakeholders, SUSs are influenced most—both positively and negatively—by the medium of instruction policy. This study analyzed the perspectives of 186 SUSs regarding the use of the country’s official language as the medium of instruction (OLMI) and a foreign language as the medium of instruction (FLMI) in science undergraduate programs. The results showed that the majority of the participants were negatively affected by the policy of using FLMI and that their voices have been neglected. Most of the SUSs supported changing the policy to OLMI. Thus, there were contradictions between the objectives of the current policy and its real outcomes. The policy reduced the achievement of learning outcomes in science programs. The study recommended an in-depth investigation of the outcomes of the medium of instruction policy among SUSs. Neglecting the voice of science students hindered their learning outcomes.
Effectiveness of Pedagogical Competence: A Development Model through Association of Biology Teachers’ Forum Anif, S.; Sutama, S.; Prayitno, H. J.; Idrus, N. B. M.
Jurnal Pendidikan IPA Indonesia Vol 8, No 1 (2019): March 2019
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.v8i1.17176

Abstract

The results of teacher competency test performed by the Centre of Human Resource Development on Education and Education Quality Assurance have indicated less effectiveness of a certification program. A regional subject teacher association called MGMP (Musyawarah Guru Mata Pelajaran) board, is also known as a forum of all subject teachers with a strategic role in increasing teachers’ professionalism in carrying out their duties as professional teachers. The main objectives of the study were to describe the mechanism of pedagogical competence development activities for biology teachers in a post-certification program through MGMP forum and to identify the characteristics of the activities of biology MGMP. The research method was of survey type and the data collection instruments were a list of questions, polling, and a questionnaire. The respondents included the head of educational quality assurance agency or LPMP (Lembaga Penjamin Mutu Pendidikan) Central Java, education officers of Surakarta, principals, biology MGMP board, as well as biology teachers, selected through purposive sampling method. The results of this study revealed that the mechanisms and the procedures of activities to develop the pedagogical competence of biology teachers in the post-certification program in Surakarta through MGMP were: MKKS (Musyawarah Kerja Kepala Sekolah) or association of school principles networking initiate coordination with district education office, biology MGMP conducts a gathering to devise programs and activities for a year with guidance from supervisor and MGMP board, MKKS or coordinators of MGMP authorize devised programs and activities, implementation of needs-based activities, determination of resource persons, and evaluation to obtain feedback for programs and activities of subsequent years. Furthermore, characteristics of activities based on the priority were: review of Graduate Competency Standard (GCS); preparation of final exam exercises and national exam try-out, and analysis of previous national exam; preparation of student worksheets, preparation of modules, preparation of lesson plan (LP), comprehension of learning materials, enrichment of laboratory materials; workshop of classroom action research (CAR), and preparation of incidental materials. The outcomes produced by biology teachers after carrying out the activities were: final exam exercise, national exam try-out and GCS, syllabus and lesson plan, learning methods and appraisal instruments, CAR proposal, as well as modules/teaching materials/props. The constraints encountered in the implementation of the activities were: funding issues, unstructured and discontinuous programs, complexity of providing resource persons, absence of guidance and supervision, and lack of teacher’s awareness. Meanwhile, several solutions to overcome the constraints in order to support the effectiveness of the activities were: comprehension of biology learning materials, enrichment of laboratory materials, collaboration with universities, CAR follow-up, more structured and continuous programs and activities, as well as supervision and guidance from supervisors.
Laboratory-Modified Argument Driven Inquiry (Lab-Madi) Module: Content Validity Process Ping, I. L. L.; Osman, K.
Jurnal Pendidikan IPA Indonesia Vol 8, No 1 (2019): March 2019
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.v8i1.16867

Abstract

This paper aims to determine the validity of the LAB-MADI module using the Content Validity Index (CVI) and Percentage Calculation Method (PCM). The survey was conducted through the evaluation of six experts via purposive sampling. The instrument used for the evaluation was the content validity instrument. Based on the results of the analysis, the mean scores of CVI and PCM of the LAB-MADI module were 0.97 and 87.22%, respectively while the mean scores of CVI and PCM of eight practical activities based on the seven stages of the MADI model were 0.98 and 81.88% respectively. The results of the study indicate that the module has high validity in the six criteria assessed (suitability for target students, feasibility, time allocation and improving the dependent variables under study: argumentation skills, science process skills and concepts of diffusion and osmosis). Therefore, this module has great potential as a good module. This module is therefore recommended to be used and tested for its effectiveness. The module is also a form of alternative teaching method to guide biology teachers so that they can add value to students in terms of argumentation skills, science process skills and Biology concepts through practical work.
Investigating the Nature Of Science: An Empirical Report on the Teacher Development Program in Thailand Prachagool, V.; Nuangchalerm, P.
Jurnal Pendidikan IPA Indonesia Vol 8, No 1 (2019): March 2019
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.v8i1.17275

Abstract

Nature of Science (NOS) is a basic of understandings how science concerns human lives and social development. If the nature of science is a loss in science education and its implementation, the concept of science learning is failed in science education philosophy. Preservice teachers are initial key factors to introduce and implement NOS for those students. This study investigates understandings of nature of the science of preservice science teachers from bachelor study in science education program. Participants are 121 preservice science teachers who enrolled in the second semester in the academic year 2017 from a university in the northeast of Thailand. Questionnaires via Google Forms were used for data collection. Descriptive statistics and qualitative data were provided. Data were analyzed and grouped by level of understandings of NOS. A correlation was also studied for testing different understandings. The findings indicated their understandings to meet the goal of science education, understandings need to embed NOS in curriculum and instruction. Some understandings of participants seem to be not understandable. It needs more discussion and explorations for future enhancement of understandings of NOS through the teacher preparation program.
The Development of STEM Mobile Learning Package Ecosystem Ngabekti, S.; Prasetyo, A. P. B.; Hardianti, R. D.; Teampanpong, J.
Jurnal Pendidikan IPA Indonesia Vol 8, No 1 (2019): March 2019
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.v8i1.16905

Abstract

This study aims to: develop and test the validity, legibility and effectiveness of STEM Mobile Learning Package ecosystems on students’ science and technology literacy using R & D research design. STEM Mobile Learning Package was validated by media experts and material experts. The level of legibility is measured by questionnaire through the results of a small-scale trial of a Biology student class. The effectiveness of the application was measured in wide-scale test for biology and natural science students. Data were analyzed using descriptive quantitative.The results showed the the validity on learning package from experts showed valid in 83,6%. Some revisions are needed especially on video aspect which will be better filled with not only text but also voice. Base on data collected from 47 students who have completely filled 12 statements in questionnaire, about 78,7% students stated they could understand the questions very well. Most of students (97,8%) agreed that the use of STEM enhanced their science literacy. Percentage of students that agreed on 12 statements ranged from 74,5% to 100%. Thus those result indicated a high level of legibility Although learning packages can be studied independently, certain topics still requiredto be directly discussed. This learning package is effective on student scientific literacy ranging from 64.6 to 98.6. While the highest achievement of student technology literacy is 92 with an average of 70.32. This study concludes that STEM Mobile Learning Package Ecosystem has good validity and legibility, as well as effective on students’ science and technology literacy.

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