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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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Investigating the Purposes of Thought Experiments: Based on the Students’ Performance Bancong, H.; Song, J.
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.v9i3.25046

Abstract

The objective of this study is to examine the students’ purposes in conducting thought experiments while solving physics problems. There were 12 pre- and in-service physics teachers as the participants in this study and divided into three groups with four students in each. Physics problem-solving activities were used as a context for observing students’ processes in doing TEs. The results of the data analysis showed that there were three types of purposes of the students in doing the TEs during physics problem-solving activities: prediction, verification, and explanation. Therefore, it can be concluded that in the context of problem-solving, students design and run thought experiments as a creative ability tool to (1) predict solutions to the problem, (2) verify whether their hypothesis is correct or incorrect, (3) provide a detailed explanation to their hypothesis. Based on this study, we discuss the differences and similarities in the purposes of scientists and students in doing thought experiments. The importance and implications of thought experiments for current and future physics teachers are also discussed in the last part of this study
Students’ Perception of Learning Management System Supported Smartphone: Satisfaction Analysis in Online Physics Learning Rizal, R.; Rusdiana, D.; Setiawan, W.; Siahaan, P.
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.v9i4.25363

Abstract

Learning Management System Supported Smartphone (LMS3) is a new and innovative application in online physics learning synchronously. The research aims to investigate the level of students’ satisfaction in using LMS3 and determine predictor variables that affect the level of students’ satisfaction. A descriptive study with survey method was implemented to 71 physics education students who attended online physics learning. The instrument in this research was a Students’ Satisfaction of LMS3 Questionnaire (S2LMS3Q). The average percentage determined the level of student’s satisfaction, and multiple correlations and multiple regressions determined the predictor variables. The level of satisfaction in using LMS3 reached a high level with an average of 76.03%. At the 0.01 significance level, the adjusted R2 value of four predictor variables was 0.393. The multiple correlation analysis showed β for each predictor variable were 0.34 for gender, 0.07 for age, 0.43 for experience in using LMS, and 0.13 for internet connection. In conclusion, the level of students’ satisfaction was high, and the most influential predictor variables were the experience in using LMS and age. This study suggests an in-depth evaluation of online learning through students’ perceptions in order to improve the quality of further learning.
The Effectiveness of Real Science Mask with QR Code on Students' Problem-Solving Skills and Scientific Literacy Savitri, E. N.; Amalia, A. V.; Prabowo, S. A.; Rahmadani, O. E. P.; Kholidah, A.
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.v10i2.29918

Abstract

This study aims to determine the effectiveness of Real Science Mask with QR Code on students' problem-solving skills and scientific literacy. This research is a type of experimental research that uses the Pretest Posttest Control Group Design model. The subjects of this study were students in the Integrated Science Education study program for the academic year 2020/2021 of Universitas Negeri Semarang. The sample from the population was divided into experimental class and control class. The observation instrument used an observation sheet based on the assessment indicators of students' activities during learning. Data analysis in this study used quantitative descriptive analysis, where each average value is described in each aspect of the assessment based on indicators. The results showed that the experimental class that applied the Real Science Mask with QR Code had the highest average score of Problem-Solving skills in the assessment aspect of discussing the suitability of scientific phenomena with a score of 9.4 and scientific literacy on the aspect of student assessment in seeking scientific references with a score of 8.8. The posttest results obtained a t-count value of 8,951 with df = 16, consulted with the t-table value at a significance level of 5%, and df = 16 obtained 2,120. These results indicate that the value of t-count is greater than the t-table value (8,951 > 2,120) it means that there is a significant difference between the experimental and control classes. Furthermore, the average of these two aspects of the assessment is higher when compared to the control class. These results indicate that the Real Science Mask with QR Code is effective in improving students' problem-solving skills and scientific literacy.
The Level of Self-Regulated Learning and Self-Awareness in Science Learning in the Covid-19 Pandemic Era Atmojo, S. E.; Muhtarom, T.; Lukitoaji, B. D.
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.v9i4.25544

Abstract

The study aims to measure/determine the level of self-regulated and self-awareness in the science learning process, analyze students' self-regulated and self-awareness in science learning in the era of the Covid-19 pandemic. The design of this study was a modified experimental pre-test post-test control group design. This research was conducted from March to July 2020, with 200 research subjects divided into four classes. The research instrument consisted of questionnaires and test questions in the online form. The data obtained were analyzed using an analysis of scores and averages of the questionnaire filled out online. The subjects of this study were students who took science classes with a total of 200 students in the Elementary School Teacher Education, Faculty of Education, Universitas PGRI Yogyakarta. The results showed that the learning process of science could take place online using the Zoom application, Google Classroom, UPY e-learning, and WhatsApp group. Based on the analysis results, it is known that the average score of Self-Regulated Learning is 74.59 (good), the average score for Self-Awareness is 75.75 (good), and the average learning achievement is 74.59 (good). It can be concluded that this online science learning takes place to the maximum, has a value of usefulness that is seen from the average of independent learning numbers, self-awareness number, and student achievement, which are in good categories.
The Effects of Blended Learning and Project-Based Learning on Pre-Service Biology Teachers’ Creative Thinking through Online Learning in the Covid-19 Pandemic Yustina, Y.; Syafii, W.; Vebrianto, 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.v9i3.24706

Abstract

The purpose of this study was to analyze the effect of Blended Learning (BL) and Project-Based Learning (Pj-BL) on the pre-service teachers’ creative thinking in learning biology. This type of research is a quasi-experimental study with 76 biology education students as research subjects. In its implementation, the experimental class was taught using the BL and Pj-BL approach, the control class is conventional class. The parameters are creative thinking with 4 indicators. Data was collected using pretest and posttest assessments. Data is presented and analyzed descriptively. The results of the study were overall the average score of creative thinking of pre-service teachers in the experimental class was 91 with an N-gain index of 0.62, higher than in the control class (76) with an N-gain index of 0.51. From the results, it could be concluded that Blended Learning and Project-Based Learning are quite influential in increasing the creative thinking ability of pre-service biology teachers, and BL and Pj-BL is quite more effective than conventional in increasing the pre-service teachers’ creative thinking in biology learning.
STEM Learning Environment: Perceptions and Implementation Skills in Prospective Science Teachers Rusydiyah, E. F.; Indarwati, D.; Jazil, S.; Susilawati, S.; Gusniwati, G.
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.v10i1.28303

Abstract

The STEM learning environment is the practice of students’ class solving problems. They use two or more STEM disciplines to solve the problem. The study aims to analyze the perceptions and implementation skills of the STEM learning environment in science education students before and after teaching internships. Perceptions and implementation skills of STEM in prospective teachers or initiatives about STEM are essential in shaping prospective teachers’ characters in facilitating their students as the 21st-century generation. This research used a qualitative approach with descriptive statistical analysis. The data had been retrieved since 2019, then in 2020 after teaching internship. The total of students in this study was 86 from the 2018 class. The students came from three Islamic State Universities in Indonesia. Data collection was carried out through interviews, surveys, and pictures of perceptions and the implementation skill of STEM. The STEM learning environment instruments used were based on integration, personal experience, realistic problems, multiple representation, collaboration, student-centered instruction, and the engineering design process. The results of this study indicated that there is a significant increase in the perception and implementation skill of the STEM learning environment in science education students after teaching internship, indicated by the result of the paired sample t-test were the Asymp Sig.α<5 for each indicator. Perceptions and skills of implementing STEM learning environments in students’ science education increased from before and after the teaching internship. It shows that the curriculum of the science education study program must be designed with a STEM learning environment approach to have good teaching skills. Curriculum design that leads to increased understanding has pedagogic and professional courses, especially pedagogical courses which include strategic subjects, learning models, learning media, and learning tools.
Self-Reflection Assessment in Vertebrate Zoology (SRAVZ) Using Rasch Analysis Yuhanna, W. L.; Al Muhdhar, M. H. I.; Gofur, A.; Hassan, Z.
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.v10i1.25603

Abstract

Instruments that are valid, reliable, and have high consistency are needed to measure students’ self-reflection. The Self-Reflection Assessment in Vertebrate Zoology (SRAVZ) was developed to explore students’ self-reflection and abilities in the vertebrate zoology course. It is essential to test the instrument’s validity before measuring students’ abilities so that data bias does not occur. This study aims to determine the validity, whether the items are fit or misfit, and the difficulty level of SRAVZ items. SRAVZ is developed by ADDIE (Analysis, Design, Development, Implementation, Evaluation). The SRAVZ consists of 24 items tested on 135 students who have taken the vertebrate zoology course. Analysis of the Rasch model using Winstep version 4.5.2. The Rasch model shows the item reliability value at 0.97. The Cronbach alpha value at 0.94 with PTMEA Corr shows a positive value, unidimensional 48.1%. The separation index of 5.6 means that the level of grouping the items is very good. The mean square infit for SRAVZ was 0.59-1.96, and the mean square outfit value is 0.59-2.16. Data analysis shows that 24 SRAVZ items have 22 fit items and two misfit items (S3 and S5). Item numbers S3 and S5 must be excluded from the SRAVZ construction. Total items used to measure students’ self-reflection in the vertebrate zoology course were 22 items. The most difficult item is S3, and the easiest item is S6. Thus, the data indicate that the valid and reliable SRAVZ is in the good, effective, and high level of consistency category
The Development of Electrolysis Cell Teaching Material based on STEM-PjBL Approach Assisted by Learning Video: A Need Analysis Widarti, H. R.; Rokhim, D. A.; Syafruddin, A. B.
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

Abstract

This study attempts to explore teachers’ and students’ needs on the development of electrolysis cell teaching materials assisted by a learning video. Data were obtained through open question questionnaires and close-ended questions given to 15 teachers and 15 students of senior high school in East Java province. What teachers need of interactive learning media is both in knowledge and thinking skills and adds insight to students’ conceptual understanding. Besides, it can apply 4C skills (Communication, Collaboration, Critical Thinking, Problem Solving, Creativity, and Innovation). Chemistry learning materials that students want are interactive instructional video media integrated with information technology. The level of teacher and student confidence in learning chemistry in schools on the topic of voltaic cells was carried out based on STEM-PjBL education assisted by learning videos of 78.6 and 89.2. Therefore, it is necessary to develop teaching materials with appropriate approaches and methods that can support chemistry learning on the topic of electrolysis cells in the form of STEM-PjBL-based textbooks assisted by learning videos featuring triple representative.
Determination of Gender Differential Item Functioning in Tegal Students' Scientific Literacy Skills with Integrated Science (SLiSIS) Test Using Rasch Model Susongko, P.; Arfiani, Y.; Kusuma, 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.v10i2.26775

Abstract

The emergence of Differential Item Functioning (DIF) indicates an external bias in an item. This study aims to identify items at scientific literacy skills with integrated science (SLiSIS) test that experience DIF based on gender. Moreover, it is analyzed the emergence of DIF, especially related to the test construct measured, and concluded on how far the validity of the SLiSIS test from the construct validity of consequential type. The study was conducted with a quantitative approach by using a survey or non-experimental methods. The samples of this study were the responses of the SLiSIS test taken from 310 eleventh-grade high school students in the science program from SMA 2 and SMA 3 Tegal. The DIF analysis technique used Wald Test with the Rasch model. From the findings, eight items contained DIF in a 95 % level of trust. In 99 % level of trust, three items contained DIF, items 1, 6, and 38 or 7%. The DIF is caused by differences in test-takers ability following the measured construct, so it is not a test bias. Thus, the emergence of DIF on SLiSIS test items does not threaten the construct validity of the consequential type.
Science Education in the Family Environment with the Experimental Method of Facial Cosmetics Plant Fertilization in the Covid-19 Pandemic Era Nursetiawati, S.; Josua, D. P.; Atmanto, D.; Oktaviani, F.; Fardani, A. L.
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.v9i4.26563

Abstract

The physical and non-physical family environment is one of the most critical factors in student learning outcomes. This research was assessed using a mixed-method descriptive qualitative and quantitative method to see how the family environment, both physical and non-physical, with experimental science learning was conducted on 60 Junior High School students. The requirements of the respondents in this study were 30 open school students and 30 non-open school students. The results showed that: (a) family involvement motivates students when conducting experiments; (b) the feasibility of the physical environment of the family allows students to complete the experiment of making simple liquid fertilizers to the application of these fertilizers to cosmetic plants, (c) students can complete the experiment by giving directions to the online method because of the high involvement family in the learning process. Other studies state that the family environment in the form of parents ‘expectations of students’ future careers in science is the main reason for high family participation in the experimental process to provide maximum student experimental results. In conclusion, the family’s physical and non-physical environment dramatically determines and encourages students to optimize experimental science learning methods so that science education applied during the Covid-19 pandemic by studying at home can be continued and carried out experimentally. The New Normal Education Model through online and non-online methods for science learning can still be done at home, with the involvement of the family’s physical and non-physical environments that support students to complete experiment-based science learning projects. Independent learning in junior high school students can also be done by providing direct control between educators and the students’ non-physical environment, namely parents, to remain motivated.

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