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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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Impact of Integrating Science and Engineering Teaching Approach on Students Achievement: A Meta Analysis
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.v10i2.29839

Abstract

STEM teaching approach has attracted the attention of science educators as a panacea in addressing the deteriorating interest in STEM learning. However, the impact of STEM teaching approach on students’ achievement is scarcely discussed. Thus, this study aimed to explore the impact of integrating Science and Engineering teaching approach on the achievement of students. This meta-analysis was conducted systematically on articles published between January 2000 to January 2020 which were retrieved from five databases (EBSCOhost, Emerald, Scopus, Web of Science and ERIC).  Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) were applied to ensure a rigorous selection of the desired research articles. The data were then assessed using two online statistical effect size calculators. A total of 14 effect sizes were calculated. The overall mean effect size obtained was of high effect (es=2.61).  The Engineering Design Process (EDP)(es=3.26, high effect) was the most effective teaching approach in enhancing students’ understanding, as opposed to design-based learning.   An implication of the study is that EDP should be the basis for other teaching approaches in SE. Solving and creating tasks encourage application of concepts that then lead to enhancement of achievement.
ANALYSIS OF DIFFICULTY LEVEL OF PHYSICS NATIONAL EXAMINATION’S QUESTIONS
Jurnal Pendidikan IPA Indonesia Vol 5, No 1 (2016): April 2016
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.v5i1.5803

Abstract

This study aimed to determine: (1) the difficulty level of items in physics National Exam of 2013 (2) physics materials that were difficult and very difficult. The subjects were all students of science major in third gradeat SMAN Banda Aceh in the academic year of 2013/2014. The samples were 10 randomly selected senior high schools. The data were obtained through analyzing the answers of physics National Examin 2013. The results showed that (1) the high school students in Banda Aceh experienced difficult and very difficult level questions to be answer in the 2013 exam, (2) thedifficult materials were: free fall, the potential energy and series of obstacles. The very difficult materials were: the rotational motion, motion and force on the pulley, effort, fluid, sound intensity, transformer, atomic theory, quantum theory, relativity, fusion and radio isotopes.
Thermal Expansion and Hydrostatic Pressure Experiment Using Common Materials for Supporting Science Education in a Rural Area at Central Sulawesi, Indonesia
Jurnal Pendidikan IPA Indonesia Vol 8, No 2 (2019): June 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.v8i2.18403

Abstract

Experiments are needed in science learning. However, the instruments used cost high; thus, it is difficult to find, especially in rural areas. The purpose of this study was to develop a low-cost tool for science learning. This science experiment has been successfully developed from inexpensive common materials. Research and Development design employing Gall and Borg Model was used in developing the science instruments. Analysis, design, fabricate, validate, revising, and implementation were the steps in producing the devices. Observation sheet and questionnaire were used for evaluating and validating the instrument. The subject of this study was students of SMPN 1 Sigi, Sigi Sub Province, Central Sulawesi.  After designed and fabricated, the devices were validated by two judges to know the practicality and convenience. The tools were set up to demonstrate the expansion concept of gas and liquid; also, to establish the presence of hydrostatic pressure inside the fluid. The N-gain analysis was performed to know the increase of student understanding after employing the instruments in science learning. The results showed that student understanding was increased by about 30.13% after using devices in science learning. In other words, the designed tools were succeeded in introducing the concept of gas and liquid well and in establishing the fact that the higher hydrostatic pressure of the fluid is discovered in a deeper location inside the liquid. Based on the success, the devices were socialized to other science teachers in the area.
THE EFFECTIVENESS OF PHYSICS BASED RESEARCH IN LEARNING ENGINEERING PHYSICS
Jurnal Pendidikan IPA Indonesia Vol 4, No 1 (2015): April 2015
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.v4i1.3505

Abstract

This research aims to know the effect of implementation the research based learning to master properly physics concepts and students’ generic ability. This research used experiment method with pretest-posttest group control design. The results of this research were the research based learning was effective to improving students’ mastery of physics concepts and it was also developing the students’ generic ability. The recommendation suggested to lecturer of engineering physics is implementing the research based learning. 
Students’ Errors in Solving Science Reasoning-Domain of Trends in International Mathematics and Science Study (TIMSS)
Jurnal Pendidikan IPA Indonesia Vol 7, No 1 (2018): March 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.v7i1.11352

Abstract

This research aims to identify the errors of students’ answers in solving the TIMSS cognitive domain of reasoning. This research was a qualitative descriptive research. A total 259 students from four secondary schools located in rural and urban areas in Jember, East Java participated in a paper and pencil test. Error identification was examined by reducing the result of wrong students’ answer and grouping based on error type of general errors. The results showed that the average percentage of total errors from the four schools were contradicting error of 7.3%, disregarding evidence error of 5.2%, misreading error of 45.7%, and opinion-based judgment error of 40.9%. In conclusion, there were four types of general errors made by students in answering TIMMS test item of reasoning domain with misreading and disregarding evidence as the highest and lowest error, respectively.
The Impact of Interactive Science Shows on Student’s Learning Achievement on Fire and Pressure Science Concept for 9th Grader in Brunei
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.v9i3.23684

Abstract

Informal science learning (ISL) has shown a considerable amount of recognition to the enrichment of science learning. The purpose of this study is to investigate one form of ISL that is on-stage shows also known as science shows to enhance students’ achievement on fire and pressure science concepts and to investigate whether science shows could engage students in science learning. Two science shows were conducted in this study with demonstration characteristics identified as CHAMP merged with the science content development framework for science shows practised by OGDC. In the attempt to identify whether the students learning achievement on fire and pressure science concept were enhanced, experimental design research consisting of a quantitative approach using pretest and posttest achievement tests were utilized. It is followed by BERI protocol to measure the behavioral engagement of students on science show and qualitative approach using structured interviews to elicit students’ insights on the shows. Pretest and posttest scores of the participating students were obtained and analyzed using the Wilcoxon Signed Ranked test. The test revealed a statistically significant increase in scores following participation in the pressure and fire shows, Z= -3.562, p .001, with a large effect size (r = 0.611) and Z= -3.624, p .001, with a large effect size (r = 0.622) respectively. Structured interview transcripts (transcribed verbatim) were obtained from six selected students that participated in the experiment whereby two themes were derived, namely; knowledge gained by students and delivery of science show. The statistical and qualitative findings from the study indicated promising evidence that science shows do support students’ achievement on fire and pressure concepts as well as engaging them in learning science.
PENERAPAN MODEL SCIENCE CREATIVE LEARNING (SCL) FISIKA BERBASIS PROYEK UNTUK MENINGKATKAN HASIL BELAJAR KOGNITIF DAN KETERAMPILAN BERPIKIR KREATIF
Jurnal Pendidikan IPA Indonesia Vol 2, No 1 (2013): April 2013
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.v2i1.2512

Abstract

Tujuan studi ini adalah untuk mendapatkan gambaran tentang peningkatan hasil belajar kognitif dan keterampilan berpikir kreatif sebagai dampak penerapan model. Hasil penelitian menunjukkan bahwa setelah penerapan model pembelajaran sebagian besar hasil belajar dan keterampilan berpikir kreatif meningkat kategori sedang. Hal ini diindikasikan oleh rata-rata skor gain yang dinormalisasi g hasil belajar kognitif dan g keterampilan berpikir kreatif meningkat sebesar 0,44. Hasil-hasil ini menunjukkan bahwa model SCL fisika berbasis proyek merupakan salah satu model pembelajaran yang dapat meningkatkan hasil belajar kognitif dan keterampilan berpikir kreatif. This study propose to determine the increasing of concept mastery’s and creative thinking skills’s students impact to application of learning model. The result showed that the application of learning model enhance the most of concept mastery’s and creative thinking skills’s moderately category of medium. This is indicated by the score mean gain normalization g concept mastery and g of creative thinking skills is about 0,44. These results indicate that the SCL based learning is one of the most effective learning models to be used in order to rise concept mastery’s and creative thinking skills’s.
Improving Undergraduate Science Education Students’ Argumentation Skills through Debates on Socioscientific Issues
Jurnal Pendidikan IPA Indonesia Vol 10, No 3 (2021): September 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.v10i3.30050

Abstract

This research aims to examine undergraduate students’ argumentation skills during and after the learning process in the classroom setting and their responses toward the implementation of socioscientific issues (SSI) through debate in the learning process. This research involved 32 undergraduate students and implemented design-based research with pretest and posttest in a natural classroom setting using three topics of SSI debate that widely discussed in Indonesia: Nuclear Powerplant (Topic 1), Food Preservation (Topic 2), and Genetically Modified Organism (Topic 3). Data was collected using observation sheets, tests, and questionnaires. Observation is to measure argumentation ability when applying the debate method in class settings, the test measures the improvement of argumentation skills, and questionnaires measure students’ responses to the application of the debate method. In this study, argumentation scores were obtained from six indicators and divided by a maximum score of 24 times 100. Normalized gain (N-gain) was calculated to determine the effectiveness of the intervention in the classroom. T-test was also conducted to test the significance of the differences in the pretest and posttest results on argumentation skills.  The results obtained in this study are: the argumentation skills score during the learning process for six groups were 95, 80.6, 90.3, 95, 83.3, and 77.5; the mean score of pretest and posttest were 52.22 ± 6.62 and 85.78 ± 4.72. The consistency of opinions shows the change from “agree” to “disagree” for Topics 1 and 3. The undergraduate students agree and consistently agree toward Topic 2. The paired t-test result also shows that the intervention statistically has a significant difference between the two means, indicating that the undergraduate students’ argumentation skills are better than before the intervention. Otherwise, most of the undergraduate students respond positively toward the implementation of the debate related to SSI. Despite some limitations, the debate on SSI can improve argumentation skills in classroom settings, especially in science education majors.
UPAYA MENGEMBANGKAN LEARNING COMMUNITY SISWA KELAS X SMA MELALUI PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD BERBASIS CTL PADA PEMBELAJARAN FISIKA
Jurnal Pendidikan IPA Indonesia Vol 1, No 1 (2012): April 2012
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.v1i1.2014

Abstract

Penelitian ini bertujuan untuk mendeskripsikan penerapan model pembelajaran kooperatif tipe STAD berbasis CTL pada pembelajaran fisika dalam mengembangkan learning community dan meningkatkan hasil belajar siswa serta mengetahui dampak penerapannya terhadap learning community dan hasil belajar siswa kelas X-7 SMA N 1 Tahunan Jepara. Hasil penelitian menunjukkan meningkatnya hasil belajar serta berkembangnya learning community siswa kelas X-7 SMA N 1 Tahunan Jepara setelah penerapan model pembelajaran kooperatif tipe STAD berbasis CTL pada pokok bahasan listrik dinamis.This research is describe the implementation of cooperative learning model STAD CTL-based for Physics learning subject to develop learning community, improve students learning and also find out the outcome of its implementation  to the learning community and learning result of SMA N 1 Tahunan Jepara Students class of X-7. The research result shows that there is an improvement of students’ learning result and also a development of learning community of N 1 Tahunan Jepara Students class of X-7 after implementing cooperative learning model STAD CTL-based for Dynamic Electricity topic.
Science Teachers Abilities in Integrating Population and Environmental Education with Science Subjects of Junior High School in Mamasa Regency, Indonesia
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.v10i1.27012

Abstract

This study aims to find the ability of science teachers in integrating Population and Environmental Education (Pendidikan Kependudukan dan Lingkungan Hidup/PKLH) with science subjects based on the 2013 Revised Curriculum (K13 Revision) in State Junior High Schools in Mamasa Regency. The study population was 106 junior high schools in Mamasa district with an average of one science teacher per school. Sampling was done randomly, 20% of the population (21 teachers). This study used a single variable, namely the ability of science teachers to integrate PKLH material with science learning in junior high schools. Furthermore, it is translated into five sub-variables, including 1) readiness for teaching, 2) knowledge of K13 Revision, 3) ability to identify PKLH material in junior high school science subjects based on K13 Revision, 4) knowledge of PKLH material, and 5) ability to plan, carry out, and evaluate PKLH learning integrated with junior high school science subjects. The research data results from structured interviews with respondents, and the data analysis technique was carried out in a descriptive qualitative way. The results showed that junior high school science teachers in Mamasa Regency in terms of readiness for teaching, understanding of the K13 Revision, and knowledge of PKLH materials were good. However, the ability to integrate PKLH with science subjects was not good or weak in terms of 1) the ability to identify PKLH material in junior high school science subjects based on K13 Revision, and 2) the ability to plan, carry out, and evaluate PKLH learning integrated with science subjects of Junior High School.

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