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[Indonesian High School Students’ Perception of Scientific Experiment Using Network Analysis: Differences between Science and Humanities Group ]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 8, No 3 (2019): September 2019 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v8i3.18943
<![CDATA[Understanding what students know about the scientific experiment is essential for their metacognition and their understanding of scientific inquiry. A total of 425 Indonesian high school students participated in this study. Using an open-ended question, this study examined science and humanities group students’ perception of a scientific experiment by their narrative explanations. Language network analysis method was used to measure and visualize their perception by examining the relationship between each word of response and its patterns underlying the network. After the process of network analysis, nodes “proveâ€, “observationâ€, “problem†“hypothesis†only found in science students group while nodes “new†“object†“try†“test†found in humanities students group. This result also perceived that science students group considered a scientific experiment as an inquiry process while humanities students were more likely into the discovery process. The result of this study could support how scientific experiment as a learning activity was taken differently in science and humanities class in high school.]]>
<![CDATA[DEVELOPMENT ASSESSMENT OF ALTERNATIVE PRACTICUM II BASIC CHEMICAL THROUGH CHEMISTRY FAIR PROJECT ( CFP ) BASED CONSERVATION USING CHEMICAL DAILY ]]>
<![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.v4i2.4181
<![CDATA[This study aims to (1) develop an alternative assessment on the 2nd General Chemistry Experiment through conservation-based chemistry fair project by utilizing the daily chemical (2) Determine the level of validity, practicality and effectiveness. This research is the development (Research Development) development model applied Dick and Carey (1985). The subject of limited testing and field trials is subject lecturers and students of Science Education UNNES. Determined by purposive sample, the lecturers and the students who take the course 2nd General Chemistry Experiment. The data obtained from this trial are: (1) input from experts, to determine the content and construct validity of the assessment feature; (2) input from a limited sample testing, to determine the practicality of chemistry clue fair project (CFP) based conservation by utilizing chemical daily; Instrument data collectors in the form of a questionnaire legibility chemistry making instructions fair project (CFP) based conservation by utilizing daily chemical, scoring guidelines. (3) student learning outcomes data to determine the effectiveness of the assessment. Input from experts student questionnaire, and the value of chemistry fair project (CFP) limited test samples analyzed qualitatively and quantitatively. Assessment of 2nd General Chemistry Experiment alternative developed is successful well-developed assessment if valid, practical, and effective.]]>
<![CDATA[Design and Implementation of Schoology-Based Blended Learning Media for Basic Physics I Course ]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 6, No 1 (2017): April 2017 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v6i1.8648
<![CDATA[This research was conducted to: (1) design a Schoology-based blended learning media for Basic Physics I course on the topics of vector quantity, linear motion, and translational dynamics, (2) describe the validity of the product, (3) describe the product’s effectiveness in enhancing students’ conceptual understanding and problem solving skills, and (4) describe students’ responses towards the media and blended learning model. The development procedures employed were ADDIE model which consisedt of five stages: analysis, design, development, implementation, and evaluation. In development stage, the assessment had been conducted by two experts to assess validity of media both in content and construct aspects. The results showed that the validities in content aspect and construct aspect were “very good” and “good”, respectively. The results from classroom implementation revealed the effectiveness of the product in enhancing students’ conceptual understanding and problem solving skills. Students’ responses towards the product’s utility, attractiveness, and easiness as blended learning media were also positive. The conclusion was that the media was valid and effective as blended learning media of Basic Physics I course.]]>
<![CDATA[Exploring and Comparing Content Validity and Assumptions of Modern Theory of an Integrated Assessment: Critical Thinking-Chemical Literacy Studies ]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 8, No 4 (2019): December 2019 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v8i4.20967
<![CDATA[The development of chemical literacy as well as critical thinking, are a prominent objective of science education and become essential skills in the 21st century. The stress has not been given to the measurement of both skills together in chemistry content in high school. Another problem shows in developing an instrument in which teachers often do not know whether the content and construct that they developed in the tool can measure the skill that supposed to be measured. The first step the teacher should do is studying the content validity when an instrument has been constructed and also psychometric testing is needed. Hence, this is addressed for exploring the content validity evidence, even assumptions for the modern theory in integrated assessment for measuring students’ chemical literacy and critical thinking. Also, comparing a result of content validity and assumptions for modern theory to know which is mandatory for research instrument. The initial integrated assessment consists of 37 items. Content validity was first piloted under a review of six experts and also 133 participants involved to determine the assumptions of modern theory in integrated assessment. From this study, it can be confirmed that the development of the integrated assessment on the content validity can be used to measure 13 integrated skills of chemical literacy and also critical thinking in chemical equilibrium, and an assumption for modern theory met with the standard of the valid instrument. In general, to know the quality of the items test using more sophisticated statistical analysis, the integrated assessment is appropriate for measuring the big-scale of the paper-pencil test. The outcome of this research will help teacher/lecturer in the analysis quality of an assessment that will be used in student’s evaluation]]>
<![CDATA[MODEL ANALISIS EVALUASI DIRI UNTUK MENGEMBANGKAN KEMAMPUAN MAHASISWA CALON GURU IPA DALAM MERANCANG PENGEMBANGAN LABORATORIUM DI SEKOLAH ]]>
<![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.v2i2.2711
<![CDATA[Penelitian bertujuan untuk mengembangkan model analisis evaluasi diri laboratorium dan mengukur kemampuan mahasiswa dalam merancang pengembangan laboratorium setelah menerapkan model yang dikembangkan. Metode yang digunakan penelitian dan pengembangan. Sesuai hasil penelitian maka dapat disimpulkan model yang dikembangkan mendapatkan penilaian layak dan efektif diterapkan dalam perkuliahan pengelolaan dan teknik laboratorium IPA. The research aims to develop a model of self-evaluation laboratory analysis and measure student ability in designing development laboratory after applying the developed model. The method used research and development. According to the results of research it can be concluded that the model was developed to get a decent assessment and effective management applied in the lecture and laboratory techniques Science.]]>
<![CDATA[THE EFFECTIVENESS OF CTL MODEL GUIDED INQUIRI-BASED IN THE TOPIC OF CHEMICALS IN DAILY LIFE TO IMPROVE STUDENTS’ LEARNING OUTCOMES AND ACTIVENESS ]]>
<![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.v5i2.6699
<![CDATA[Science learning in school can be applied by connecting the material in the learning with real life. However in fact science learning process in SMP Negeri 10 Magelang has not emphasized students’ activity to relate science to real life. Learning science using CTL guided inquiry-based model implement the learning in where teacher provides initial questions related issues or events in everyday life, then students do experiments to prove concepts of science guided by teacher.The purpose of this research is to determine the effectiveness the model in topic of learning of chemicals in life to improve students’ learning outcomes and activity. This research was a quasi-experimental research. The research was conducted in SMP Negeri 10 Magelang with 8th grade students as research subjects. The sample in this study was taken using purposive sampling technique then resulting VIIIA as experiment group and VIIIC as control group. The result shows that experiment group’s learning outcomes increased with N-gain value of 0.62 in the medium criteria. Experiment group’s average of learning outcomes is higher than control group based on the calculation t test with tcount ? ttable (5.42 ? 1.67). Experiment group’s activity also increased every meeting, first meeting was 36.9% in less active criteria, the second meeting increased to be quite active of 60.5%, the third meeting was in the active criteria of 78.2%, and the fourth meeting was 81.4% in very active criteria. It can be concluded that the CTL guided inquiry-based model is effective to improve students’ learning outcomes and activity. ]]>
<![CDATA[ANALISIS PEMAHAMAN KONSEP DAN KESULITAN MAHASISWA UNTUK PENGEMBANGAN PROGRAM PERKULIAHAN DASAR-DASAR KIMIA ANALITIK BERBASIS PROBLEM SOLVING ]]>
<![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.v1i1.2020
<![CDATA[Tujuan penelitian adalah menentukan pemahaman konsep mahasiswa serta menggali kesulitan dan pandangan mahasiswa selama mengikuti perkuliahan Dasar-dasar Kimia Analitik (DKA). Pandangan mahasiswa terhadap perkuliahan DKA menyatakan penjelasan dosen kurang terlalu cepat (25,81%); dosen menggunakan metode diskusi informasi dan latihan soal dalam perkuliahan (87,16%); praktikum dilakukan untuk memverifikasi teori (87,10%); dan fasilitas laboritorium cukup memadai (80,65%). Berdasarkan hasil penelitian perlu dilakukan pengembangan program perkuliahan untuk memfasilitasi kemampuan problem solving sehingga dapat memperbaiki pemahaman konsep.The purposes of this research are to define the students’ conceptual understanding and to find out their difficulty and opinion of Analytic Basic Chemistry-Problem Solving Based lecturing. Students opinion tell that the lecturer speaks fast in explaining the material (25,81%); the lecturer uses discussion-information method and gives exercise (87,16%); the lecturer uses practicum to verify the theory (87,10%); and the laboratory facility is quite satisfactory (80,65%). Based on the research it can be suggested to develop the lecture program to facilitate the problem solving ability to fix the conceptual understanding.]]>
<![CDATA[How Low-Carbon Issues are Addressed in Primary School Textbooks ]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 10, No 2 (2021): June 2021 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v10i2.26628
<![CDATA[This study aims to examine the existence of learning material related to educational issues regarding low-carbon levels. Through the content analysis, 26 primary school science textbooks from ten publishers in Indonesia were reviewed, focusing on the study covering the selection, presentation, provision of supporting materials, and low-carbon issues. The research method used is the qualitative content analysis process method with research steps: 1) Data collection; 2) Data analysis textbook; and 3) Ethical considerations. The results showed that sixty one point six percent of teachers said the book was under the curriculum's coverage. The sixty point six percent of the relevance of content to student experiences was appropriate, so is the fifty three point five percent of the relevance of examples and exercises with learning objectives and the material presented. It is also found that fifty five point six percent of various questions and discussions were adequate for testing students, the other fifty one point five percent had included supporting questions and exercises, and sixty point six percent of teachers said there was a teacher's guide. Then fifty point five percent, according to the teacher, students' awareness of low carbon is still relatively low, and forty six point six percent of the content coverage regarding low carbon is still considered sufficient by the teacher. This study concludes that there was too little coverage of low-carbon issues and a lack of additional material related to the low-carbon content in primary science textbooks. The topic of low carbon is still implicit in the environmental literacy found in textbooks. The follow-up that can be done is providing a low-carbon concept to science textbooks in primary schools so that our students and society will have low-carbon awareness and increased environmental literacy.]]>
<![CDATA[THE EFFECT OF USING DIGIMON (SCIENCE DIGITAL MODULE) WITH SCIENTIFIC APPROACH AT THE VISUALIZATIONOF STUDENTS’ INDEPENDENCE AND LEARNING RESULTS ]]>
<![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.v5i1.5800
<![CDATA[The aim of this research was to determine the influence of digimon based scientific approach on independence and learning autcomes of learners. This research has designed as quasi-experimental nonequivalent control group design. Subjects of this reaserch is learners at 8 E and 8 F on SMP N 1 Magelang in year 2014/2015. The results showed that there was a strong perfect linear relationship between digimon with independent learning or learning outcomes of learners. The result of independent assessment on the experiment group was 85,47 while the result of independent assessment on the control group was 69,94. Digimon based scientific approach are influential 51.93% to the independence of learners, while the rest influenced by other factors. Digimon give influence 39.69% on learning outcomes of learners, while the rest influenced by other factors.This relation is empharized through an independent test (t-test) which shows dependent bridge between digimon with independence toward concept understanding of learners in experiment group.]]>
<![CDATA[3D Page-Flipped Worksheet on Impulse-Momentum to Develop Students' Scientific Communication Skills ]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 8, No 2 (2019): June 2019 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v8i2.15737
<![CDATA[Students’ developmental skills, including critical thinking skills, problem-solving skills, creativity, metacognitive skills, communication skills-collaboration, digital literacy-technology are integrated into current issues discussed at the 21st-century skills. Utilization of digital technology as media and learning resources reflects a transition of X generation to Y generation learners. The use of digital technology in learning can be an excellent opportunity to improve the 21st-century skills, particularly in the development of scientific communication skills in learning physics. This study employed 3D Page-Flipped Worksheet on impulse and momentum to improve students’ scientific communication skills. This research belongs to a developmental study with 4D development model covering Define, Design, Develop, and Disseminate. The subjects were students senior high school grade X in Yogyakarta. The results showed that 72.5% of students had excellent verbal communication skills, and 65.6% had good written communication skills. Based on the results, the use of 3D Page-Flipped Worksheet is successful in constructing the students’ understanding and communication skills, both oral and written.]]>
