cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota semarang,
Jawa tengah
INDONESIA
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
 55   56   57   58   59 
The Effect of Blended Learning Problem-Based Instruction Model on Students’ Critical Thinking Ability in Thermodynamic Course Marnita, M.; Taufiq, M.; Iskandar, I.; Rahmi, R.
Jurnal Pendidikan IPA Indonesia Vol 9, No 3 (2020): September 2020
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.v9i3.23144

Abstract

The course of thermodynamics is one of the subjects whose material content consists of real theory and practice and the use of formulas. Therefore, in the application of this course is a need to apply a learning model that is able to help students find and solve problems and be able to explain their findings in achieving the basic competencies of thermodynamics course. The learning model is a Problem Based Instruction learning model based on Blended Learning. This study aims to improve the critical thinking skills of pre-service physics teacher as a result of using Problem Based Instruction based on Blended Learning in the course of thermodynamics. Retrieval of data in this study was conducted on third semester students of physics education study programs that take Thermodynamics course. This research was conducted in September-October 2019. The research method used is quasi-experimental. Quasi-experiments are research carried out on a single group of students. Data analysis in this study used a one-party t-test. The results showed that (1) the application of the Problem Based Instruction learning model based on Blended Learning can improve students’ critical thinking skills, (2) Students’ responses to the application of the Problem Based Instruction learning model based on Blended Learning get a very happy category of ongoing learning.
The Effectiveness of Digital Science Scrapbook on Students’ Science Visual Literacy Wusqo, I. U.; Khusniati, M.; Pamelasari, S. D.; Laksono, A.; Wulandari, D.
Jurnal Pendidikan IPA Indonesia Vol 10, No 1 (2021): March 2021
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.v10i1.27130

Abstract

This study aims to examine the effects of digital science scrapbook on students’ science visual literacy. Digital science scrapbook was designed to teach junior high school students, and the instrument was designed to measure the level of visual literacy before and after the treatment. This study employed a quasi-experimental one-group pretest-posttest design. The population was junior high school students. The convenience sampling method was chosen to carry out the pilot study on 25 students in SMP 9 Salatiga. The visual literacy course was based on the ACRL Visual Literacy Competency Standards. The differences in visual literacy levels were measured through 30 items of the visual literacy test. After conducting paired sample t-test on the data, differences between pretest and posttest were found. From the findings, significant differences in pretest and posttest scores were found. It can be concluded that digital science scrapbook is effective to train digital literacy in science. The novelty of this research is the use of digital science scrapbook on students’ science visual literacy.
Indonesian Curriculum Reform in Policy and Local Wisdom: Perspectives from Science Education Suprapto, N.; Prahani, B. K.; Cheng, T. H.
Jurnal Pendidikan IPA Indonesia Vol 10, No 1 (2021): March 2021
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.v10i1.28438

Abstract

This article summarizes the issue of Indonesian curriculum reform in policy and local wisdom. The perspectives on science education influence the analysis and discussions. This paper is part of a position paper (PP) in which the writers tailored their ideas based on their experiences and literature review. The views regarding curriculum policy, science local wisdom, and ethnoscience were developed based on theoretical and empirical literature regarding these issues. The discussion is divided into five parts: curriculum policy and policy borrowing, philosophy of Indonesian local wisdom, cultural-based learning, science local wisdom and ethnoscience, and policy borrowing versus local wisdom. The significance of the results gives a view to the government, academicians, policymakers, and educational communities.
Developing a Conceptual Model of Learning Analytics in Serious Games for STEM Education Zaki, N. A. A.; Zain, N. Z. M.; Noor, N. A. Z. M.; Hashim, H.
Jurnal Pendidikan IPA Indonesia Vol 9, No 3 (2020): September 2020
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.v9i3.24466

Abstract

Utilizing serious games as teaching aid can stimulate students’ interest in learning and enhancing students’ understanding of STEM learning. The use of serious game on learning analytics for STEM learning provides assessment data to measure students’ performances and achievements of predefined learning outcomes. While numerous researches on learning analytic in serious games have been conducted, studies on their association with STEM learning are scarce. Past studies also indicate that teachers use serious games in teaching but yet to utilize serious games as assessment tools. This situation leads to the need of developing a conceptual model of learning analytics in serious games for STEM education (APPS-STEM). The conceptual model was initially developed through the focus group approach and literature review to examine the learning metrics of serious games, which is appropriate for STEM learning before being verified by experts. Based on the result from expert review, the conceptual model of APPS-STEM contains nine themes, namely effectiveness, problem-solving thinking and creativity, flexibility, key stakeholders, emotions, serious game design, curriculum profiles, learning profiles, and target user norms. This conceptual model is expected to serve as a guide for stakeholders to implement learning analytics in serious games design for STEM learning. Further study will be the development of serious game prototypes to determine the effectiveness of the APPS-STEM model in the STEM learning paradigm.
The Influence of the Research-based Monograph to Improve Pre-Service Teachers’ Knowledge, Attitude, and Behavior Suryani, S. D.; Amin, M.; Rohman, F.
Jurnal Pendidikan IPA Indonesia Vol 10, No 2 (2021): June 2021
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.v10i2.30180

Abstract

This study intends to analyze the influence of the research-based monograph book as a learning resource to improve pre-service teachers’ knowledge, attitudes, and behavior towards the environment. This study is a quasi-experimental study using the Nonequivalent Control Group design. The research sample is 67 pre-service biology teachers using Cluster Sampling. Data were collected using environmental literacy instruments and analyzed descriptively and using the ANCOVA test. The results of the ANCOVA test showed that there was a significant effect on the use of the monograph book on environmental literacy. Knowledge domain obtained 0.047, attitude domain 0.186, and behavioral field 0.986 This research concludes that using the monograph book in learning affects aspects of ecological and environmental knowledge. Nevertheless, it has not had a significant effect on parts of attitude and behavior.
The Study of Inquiry Ability in the Photosynthesis Concept Fatmawati, B.; Rustaman, N. Y.
Jurnal Pendidikan IPA Indonesia Vol 9, No 4 (2020): December 2020
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.v9i4.23989

Abstract

The learning process has characteristics that reflect scientific, thematic, collaborative, and student-centered. This type of learning usually uses constructivist learning, and one of them is Inquiry. The inquiry is a process to get information by conducting observations or experiments to find answers or solve problems for questions or formulation a problem by using logical and critical thinking skills. This preliminary study focused on investigating new prospective teachers’ inquiry ability. The respondents were new prospective teachers of Hamzanwadi University. The research instrument was a student worksheet with the topic “photosynthesis.” Data analysis used descriptive statistical methods by calculating the score of each indicator of Inquiry after three assessments. Using of amount score to shows that for each indicator: (1) problem formulation (66), (2) Hypothesis (50), (3) Design (40), (4) Findings (12), and (5) Conclusions (10). It can be concluded that the new prospective teachers’ in their involvement still needed to be trained, guidance, and continues to be developed. Therefore, Inquiry-based learning needs an extension for their next learning.
Analysis of Students' Critical Thinking Skills in terms of Gender Using Science Teaching Materials Based on The 5E Learning Cycle Integrated with Local Wisdom Ramdani, A.; Jufri, A. W.; Gunawan, G.; Fahrurrozi, M.; Yustiqvar, M.
Jurnal Pendidikan IPA Indonesia Vol 10, No 2 (2021): June 2021
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.v10i2.29956

Abstract

Critical thinking is an important thing in building learners' knowledge. Students who have these skills will be able to solve problems effectively. This study examines the effect of science teaching materials based on the 5E learning cycle integrated with local wisdom in terms of gender on students' critical thinking skills. This quasi-experimental research with a pre-test-post-test control group design was carried out at Madrasah Tsanawiyah. Purposive sampling was used to select the research sample, including an experiment and a control group of equal ability between male and female students. The data were analyzed using a t-test and N-gain test to determine the improvement of critical thinking skills in both groups. The results showed that this teaching material affected students' critical thinking skills by the results of the t-test. The difference in the improvement of students' critical thinking skills is significant based on the result of N-gain and categorized as high. Students become more critical in solving problems after study using 5E integrated by local wisdom. The result shows an impact of this teaching material on first to fourth indicators of critical thinking skills. The fifth indicator is not affected by this teaching material because of students' weakness in elaborate the solution. There were also significant differences in the improvement of male and female students' critical thinking skills. One of them is that male students have a quicker response and higher self-confidence than female students in solving the problems. Based on this result, we conclude that applying science teaching material with 5E integrated by local wisdom positively affects students' critical thinking skills.
Science Process Skills and Critical Thinking in Science: Urban and Rural Disparity Tanti, T.; Kurniawan, D. A.; Kuswanto, K.; Utami, W.; Wardhana, I.
Jurnal Pendidikan IPA Indonesia Vol 9, No 4 (2020): December 2020
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.v9i4.24139

Abstract

The study focuses on the relationship between process skills and critical thinking in junior high school students in learning science. Besides, an interrelation between process skill and critical thinking skills was also investigated. The study used a mixed-method. A sample of this study is 689 students of total sampling technique. Quantitative data were analyzed by SPSS 21 to find descriptive statistics in terms of mean, min, max while qualitative were analyzed in-depth interviews. The finding shows that the science process skill of students in learning science whether urban and rural areas are good categories. The independent sample t-test shows that students’ science process skills in learning science in urban tend to be higher than in rural schools (p<0.01). Students’ critical thinking in learning science for urban areas is high but for rural areas is a fair category, with significance p<0.001. The regression showed the level of contribution of students’ science process skill influence as much as 51.5% for critical thinking. The other research result was found that students’ science process skill affects critical thinking in learning science. Moreover, a comparison between students’ science process skills and critical thinking based on their school location showed that urban is higher than rural.
The Effect of PjBL with WBL Media and Cognitive Style on Students’ Understanding and Science-Integrated Concept Application Safaruddin, S.; Degeng, I. N. S.; Setyosari, P.; Murtadho, N.
Jurnal Pendidikan IPA Indonesia Vol 9, No 3 (2020): September 2020
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.v9i3.24628

Abstract

The purpose of this study is to find out the effect of PjBL with WBL media as an instructional strategy and direct instructional (DI) strategy on the understanding (intercept) and the concept application of science-integrated learning media. The method of this research is Quasi-Experimental with 2x2 factorial design. The number of respondents is 110 pre-service teachers consisting of 68 respondents for the experimental class and 42 respondents for the control class. The sampling technique is purposive sampling with a class as an experimental class and another class as a control class. MANOVA is used to analyze the data. The result of the test shows that: (1) there is a difference in the average score of learning outcomes in understanding and science-integrated conceptual application among pre-service teachers who are taught with Web-based PjBL and DI strategies. The average score of understanding the concept of developing science-integrated learning media with a Web-based PjBL strategy is 88.81, DI is 85.69. The average score of the concept application with Web-based PjBL strategy is 89.07, DI is 85.69; (2) there are differences in the average score of understanding learning outcomes and the application of the concept of developing science-integrated learning media between pre-service teachers who have a cognitive style of FD and FI. The average score of understanding the concept of FD is 88.08, FI is 86.12. The average score of the concept application FD is 87.37, FI is 88.29. From these data, it can be concluded that the Web-based PjBL strategy has a better contribution than DI in improving the learning outcomes of understanding and application of the concept of developing science-integrated learning media.
Analysis of Teachers' Resources for Integrating the Skills of Creativity and Innovation, Critical Thinking and Problem Solving, Collaboration, and Communication in Science Classrooms Haryani, E.; Coben, W. W.; Pleasants, B. A-S.; Fetters, M. K.
Jurnal Pendidikan IPA Indonesia Vol 10, No 1 (2021): March 2021
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.v10i1.27084

Abstract

The significance of learners acquiring the skills required in the 21st century, including communication skills, teamwork, ICT-related skills and socio-cultural knowledge, imagination, critical thinking, and problem-solving, has been extensively discussed. Integrating the 21st century into the curriculum requires teachers to have knowledge and resources to foster classroom practices. This qualitative study was designed to explore the resources that Indonesian science teachers use in supporting the implementation of the skills of creativity and innovation, critical thinking and problem solving, collaboration, and communication (4Cs) integrated science instruction. Data analyses include surveys, audio recordings of smalls and large group discussions, and group discussion artifacts of 28 Indonesia vocational high school science teachers to identify the type of resources that teachers have had access to support the integration of 4C into science instruction and the extent to which these resources promote the 4C integration into science instruction. The analysis indicates that teachers use multiple resources to help them prepare for 4C integration into teaching practices, including various professional development (PD) programs, various teacher collaborations, curriculum guidelines, and open resources. Teachers found that Teacher Professional Education (TPE) was the most favorable PD program, and curriculum guideline was the least effective for advancing 4C integration. Implications are discussed further.

Page 57 of 120 | Total Record : 1193

 55   56   57   58   59 

Filter by Year

2012 2024


Reset
Filter By Issues
All Issue Vol 13, No 1 (2024): March 2024 Vol 12, No 4 (2023): December 2023 Vol 12, No 3 (2023): September 2023 Vol 12, No 2 (2023): June 2023 Vol 12, No 1 (2023): March 2023 Vol 11, No 4 (2022): December 2022 Vol 11, No 3 (2022): September 2022 Vol 11, No 2 (2022): June 2022 Vol 11, No 1 (2022): March 2022 Vol 10, No 4 (2021): December 2021 Vol 10, No 3 (2021): September 2021 Vol 10, No 2 (2021): June 2021 Vol 10, No 1 (2021): March 2021 Vol 9, No 4 (2020): December 2020 Vol 9, No 3 (2020): September 2020 Vol 9, No 2 (2020): June 2020 Vol 9, No 1 (2020): March 2020 Vol 8, No 4 (2019): December 2019 Vol 8, No 3 (2019): September 2019 Vol 8, No 2 (2019): June 2019 Vol 8, No 1 (2019): March 2019 Vol 7, No 4 (2018): December 2018 Vol 7, No 3 (2018): September 2018 Vol 7, No 2 (2018): June 2018 Vol 7, No 1 (2018): March 2018 2018: Article in Press Vol 6, No 2 (2017): October 2017 Vol 6, No 1 (2017): April 2017 Vol 6, No 1 (2017): April 2017 Vol 5, No 2 (2016): October 2016 Vol 5, No 2 (2016): October 2016 Vol 5, No 1 (2016): April 2016 Vol 5, No 1 (2016): April 2016 Vol 4, No 2 (2015): October 2015 Vol 4, No 2 (2015): October 2015 Vol 4, No 1 (2015): April 2015 Vol 4, No 1 (2015): April 2015 Vol 4, No 2 (2015) Vol 3, No 2 (2014): October 2014 Vol 3, No 2 (2014): October 2014 Vol 3, No 1 (2014): April 2014 Vol 3, No 1 (2014): April 2014 Vol 2, No 2 (2013): October 2013 Vol 2, No 2 (2013): October 2013 Vol 2, No 1 (2013): April 2013 Vol 2, No 1 (2013): April 2013 Vol 2, No 2 (2013) Vol 1, No 2 (2012): October 2012 Vol 1, No 2 (2012): October 2012 Vol 1, No 1 (2012): April 2012 Vol 1, No 1 (2012): April 2012 Vol 1, No 1 (2012) More Issue