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JPS Unimus
Published by Universitas Muhammadiyah Semarang
ISSN : 23390786     EISSN : 25021443     DOI : 10.26714/jps.Vol.No.Tahun.hal
Core Subject : Science, Education, Social,
Chemistry Education Environmental Science Physics Social Sciences Other
The focus and scope of JPS includes the following topics: Science Education Chemistry Education Biology Education Physics Education Enviromental Education Educational evaluation and measurement
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 207 Documents
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The Effect of the Make a Match Learning Model Assisted by Picture Card Media on Students' Self-Efficacy in the Human Respiratory System Material Dewi, Feby Firmilia; Nasution, Nanda Eska Anugrah; Rizka, Chairany; Ilias, Mohd Faeez
Jurnal Pendidikan Sains Universitas Muhammadiyah Semarang Vol 14, No 1 (2026): JURNAL PENDIDIKAN SAINS UNIVERSITAS MUHAMMADIYAH SEMARANG
Publisher : Pendidikan Kimia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jps.14.1.2026.14-23

Abstract

Self-efficacy is a crucial psychological construct in education that significantly impacts students' confidence, motivation, and engagement in learning. However, observations in MAN 2 Kota Probolinggo revealed low self-efficacy among students during biology lessons, mainly because teachercentred instruction failed to foster active participation and confidence. This study aimed to examine the effectiveness of the Make a Match learning model, supported by picture card media, in improving students' self-efficacy in learning the human respiratory system. A quasi-experimental design was employed, involving an experimental group taught with the intervention and a control group taught using conventional models. Pretest and posttest data were analyzed using statistical tests to assess the intervention's impact. The findings indicated that the experimental group showed a significant improvement in self-efficacy, with a mean posttest score of 102.44 compared to 90.67 in the control group (t = -7.897, p < .000). The Make a Match model combined with picture card media effectively fostered mastery experiences, vicarious learning, and social persuasion, aligning with Bandura's Social Learning Theory. This research highlights the importance of interactive, visually engaging teaching strategies for building students' confidence and participation, particularly in challenging biology topics such as the human respiratory system. The study enriches scientific knowledge by demonstrating how structured peer interaction and visual aids can enhance self-efficacy in science education. Nevertheless, the study was confined to a single school and a single biological issue, suggesting that future research should focus on broader settings and long-term implications across multiple scientific areas.
Deep Learning as a Solution to Solving Students' Problems Regarding Creative Thinking Skills: A systematic Literature Review Using Prisma Sumo, Maimon; Budiyanto, Ratno; Alfarisi, Moh; Haikal, moch; Soheh, Moh.
Jurnal Pendidikan Sains Universitas Muhammadiyah Semarang Vol 14, No 1 (2026): JURNAL PENDIDIKAN SAINS UNIVERSITAS MUHAMMADIYAH SEMARANG
Publisher : Pendidikan Kimia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jps.14.1.2026.1-13

Abstract

Creative thinking skills are among the most needed skills in the 21st Century to face the complexities of the future. However, many Indonesian students still lack these skills. The purpose of this research is to explore the role of immersive learning as an instructional approach in improving students' creative thinking skills and problem-solving skills through a literature study. The method used was a systematic literature review using the PRISMA approach, which allows for the selection and analysis of articles from various scientific databases in a transparent, systematic manner. The results showed that the immersive learning approach was consistently positively associated with improvements in students' creative thinking and problem-solving. Immersive learning has been proven effective in encouraging students to analyse, synthesise, and apply knowledge comprehensively, thereby stimulating innovation and creative problem-solving. Implications: These findings are broad and can influence curriculum design, teaching practices, teacher professional development, and further research. Deep learning can be a transformative learning approach to developing the 21st-century skills they need to succeed in an increasingly complex and dynamic world. Further research should expand to include other pedagogical skills, such as the use of technology-integrated learning models.
The Efficacy of STEM-Integrated Teaching Materials in Improving High School Students' Critical Thinking Skills Saputra, Ahmad; Wilujeng, Insih; Wiyarsi, Antuni; Priatmoko, Sigit
Jurnal Pendidikan Sains Universitas Muhammadiyah Semarang Vol 14, No 1 (2026): JURNAL PENDIDIKAN SAINS UNIVERSITAS MUHAMMADIYAH SEMARANG
Publisher : Pendidikan Kimia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jps.14.1.2026.24-33

Abstract

Education is a key pillar of a nation's progress. Results from the Program for International Student Assessment (PISA) 2022 indicate that Indonesian students' performance in reading, mathematics, and science remains below international averages, reflecting persistent challenges in higher-order thinking and problem-solving skills. This study aimed to develop STEM- based teaching materials integrated with 21st-century learning to enhance students' critical thinking skills. The research employed a Research and Development (R&D) approach using the 4D model (define, design, develop, disseminate). Participants included material and media experts, chemistry teachers, and 36 Grade XI students. Critical thinking skills were measured using pretest–posttest assessments aligned with Ennis' indicators, expert validation sheets, and student response questionnaires. The results showed that expert feasibility ratings reached 98.05% (highly feasible), user responses were 88.79%, and readability was 87.83%. The effectiveness of the materials was supported by a high N-Gain score of 0.73, indicating substantial improvement in students' critical thinking skills. Overall, the developed teaching materials were feasible, well-received, and effective in improving students' critical thinking skills. These findings imply that systematically integrating STEM principles with 21st-century learning skills can serve as an effective instructional strategy to strengthen higher-order thinking in chemistry education. Future research is recommended to conduct large-scale experimental studies across diverse school contexts and to explore digital integration to enhance scalability and long-term impact.
A Bibliometric Analysis and Systematic Literature Review of Inquiry-Based Learning: Trends, Contributions, and Future Directions Arizona, Kurniawan; Rokhmat, Joni; Ramdani, Agus; Gunawan, Gunawan; Sukarso, Aa; Sucilestari, Ramdhani
Jurnal Pendidikan Sains Universitas Muhammadiyah Semarang Vol 14, No 1 (2026): JURNAL PENDIDIKAN SAINS UNIVERSITAS MUHAMMADIYAH SEMARANG
Publisher : Pendidikan Kimia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jps.14.1.2026.XX-XX

Abstract

Inquiry-based learning (IBL) has become a widely recognized pedagogical approach that enhances student engagement through critical thinking, problem-solving, and hands-on exploration. This study conducted a bibliometric analysis and systematic literature review (SLR) of IBL research, using data from the Scopus database, covering articles published from 2001 to 2025. The analysis identified a significant increase in IBL publications starting in 2008, with a peak in 2020, reflecting growing global interest. The findings revealed that the United States and Indonesia were the top contributors, with substantial participation from countries like the United Kingdom, Germany, and China. Key institutions and authors played an important role in advancing IBL research, and interdisciplinary applications of IBL were observed beyond the social sciences. The study concluded by recommending further research to address the challenges in IBL implementation, enhance teacher training, and promote global collaboration, thus ensuring its continued development and impact in educational systems worldwide.
Identification of Chemical Science Literacy Skills of Madrasah Aliyah Students in the Environmental Science Competency Aspect Ikmalia, Helwa; Irwandi, Dedi; Bahriah, Evi Sapinatul
Jurnal Pendidikan Sains Universitas Muhammadiyah Semarang Vol 14, No 1 (2026): JURNAL PENDIDIKAN SAINS UNIVERSITAS MUHAMMADIYAH SEMARANG
Publisher : Pendidikan Kimia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jps.14.1.2026.59-66

Abstract

Scientific literacy, particularly environmental science competency, is essential for enabling students to understand and respond to contemporary environmental challenges. However, research on chemical science literacy in Islamic senior high schools (madrasah), especially in suburban regions, remains scarce — particularly studies linking the Fundamental Laws of Chemistry to the PISA 2025 environmental science competency framework. This study aimed to identify the level of chemical science literacy of 578 students from State Islamic Senior High Schools in Bogor Regency using a quantitative descriptive survey. Data were collected through a 40-item science literacy test based on the PISA 2025 framework, assessing three indicators: explaining human interactions with Earth systems, evidence-based environmental decision making, and respecting diverse perspectives in socio- ecological crises. Results showed students achieved a high overall level of chemical science literacy. The highest achievement was explaining human interactions with Earth systems, while evidence-based decision-making was the lowest. These findings imply that chemistry teachers should integrate inquiry-based and socio-scientific strategies into instruction, and that curriculum developers should embed PISA-oriented environmental tasks to strengthen students' scientific decision-making competency.
The Effectiveness of the Discovery Learning Model Assisted by Javalab and Hands-on Activities to Improve Students' Conceptual Understanding Rochim, Achmad Nur; A Lende, Retno Sari Dewi; Nurohman, Sabar; Natadiwijaya, Ismail Fikri
Jurnal Pendidikan Sains Universitas Muhammadiyah Semarang Vol 14, No 1 (2026): JURNAL PENDIDIKAN SAINS UNIVERSITAS MUHAMMADIYAH SEMARANG
Publisher : Pendidikan Kimia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jps.14.1.2026.67-76

Abstract

Conceptual understanding is essential to science learning, yet Indonesian students still struggle, as evidenced by their low PISA 2022 science literacy score (383). Conventional teacher-centred instruction and limited laboratory facilities further limit opportunities to meaningfully explore and construct scientific concepts. This study aims to analyse the effectiveness of a discovery learning model integrated with JavaLab and hands-on activities in improving students’ conceptual understanding of work and energy. This Research used a pre-experimental one-group pretest-posttest involving 23 eighth-grade students at SMP Muhammadiyah 3 in Depok. Data were collected using a validated concept understanding test to assess reliability and analysed using descriptive statistics, normality tests, paired-samples t-tests, N-gain, and effect sizes. The findings showed that the mean score increased from 52.2 to 85.6, indicating a significant difference (Sig. = 0.000), with an N-gain of 0.69 (moderate). These results suggest that integrating virtual laboratories and hands-on activities within discovery learning can facilitate students’ conceptual understanding through exploration, verification, and concept generalisation. These findings suggest that teachers can adopt this approach to teach abstract concepts in schools with limited laboratory facilities. Future Research should use a quasi-experimental design with a control group and explore its application across broader topics and populations.
Artificial Intelligence (AI) for Problem-Solving in Chemistry Learning in Vocational High Schools: A Survey of Impact, Self-Efficacy, and Meaningfulness Mamluaturrahmatika, Annisa; Ni'mah, Aqilatun; Nurrachman, Aldi Pascagama
Jurnal Pendidikan Sains Universitas Muhammadiyah Semarang Vol 14, No 1 (2026): JURNAL PENDIDIKAN SAINS UNIVERSITAS MUHAMMADIYAH SEMARANG
Publisher : Pendidikan Kimia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jps.14.1.2026.XX-XX

Abstract

The rapid development of artificial intelligence (AI) in the 21st century is transforming education into a more interactive, adaptive, and student-centered system. Chemistry learning in vocational schools is often theoretical, lacking contextualization, and inadequate in fostering student problem-solving. This gap highlights the mismatch between industry competency demands and current classroom practices, necessitating innovation through AI integration. This study aims to examine the impact of AI use in vocational chemistry learning on students’ problem-solving, including impact, self-efficacy, and meaningfulness. The study involved 157 students from SMK IPTEK Jakarta selected through cluster random sampling. Data were collected using a questionnaire and analyzed through one-way ANOVA. The ANOVA results showed a significance value of 0.056, indicating no significant differences in AI use across classes. AI integration has a positive impact on student problem-solving, increases self-efficacy, and promotes a more meaningful learning experience. Support from teachers, schools, and policymakers is crucial, along with further research to develop AI-based models and test their long-term impact.

Page 21 of 21 | Total Record : 207

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