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INDONESIA
Jurnal Inovasi Pendidikan IPA
Published by Universitas Negeri Yogyakarta
ISSN : 24069205     EISSN : 24774820     DOI : 10.21831
Core Subject : Education, Agriculture,
Agriculture, Biological Sciences & Forestry Education Mathematics
Arjuna Subject : -
Articles 248 Documents
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Diagnosing Students’ Problem-Solving Challenges in Rotational Dynamics Using Two-Tier AR Flashcard Tests Isnaini, Fiqran; Maria Silitonga , Haratua Tiur; Syarif Hidayatullah, M. Musa; Sirait, Judyanto; Afrizon, Renol
Jurnal Inovasi Pendidikan IPA Vol. 11 No. 2: October 2025
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v11i2.80461

Abstract

The inadequate capacity of students to recognize and resolve difficulties, particularly with intricate concepts, has emerged as a significant concern in physics education. This project aims to develop a two-tier diagnostic assessment that utilizes augmented reality (AR) flashcards to identify students' challenges in problem-solving. This media-assisted assessment aims to visually represent concepts interactively while examining students' comprehension and the origins of their challenges. The study methodology employs the ADDIE development paradigm, encompassing analysis, design, development, implementation, and evaluation. Validation is performed by subject matter and media specialists, subsequently followed by trials with secondary education students. The study equipment comprises validation sheets, answer questionnaires, and diagnostic examinations supplemented by augmented reality flashcards. The study demonstrates that the two-tier diagnostic test augmented with AR flashcards effectively identifies students' challenges, particularly in grasping concepts and problem-solving processes, as indicated by a Cronbach's alpha reliability coefficient of 0.89. This media-assisted assessment enhances student engagement, as evidenced by survey findings indicating that students perceive it as easier to comprehend physics concepts through the instrument. This research is anticipated to motivate educators and institutions to create more creative AR-based learning media for evaluations and interactive learning
A Systematic Review of PjBL in Chemistry Education: Bridging Theory and Practice Aslam, Shazia; Ikhsan, Jaslin; Ali, Salman; Ali, Safdar
Jurnal Inovasi Pendidikan IPA Vol. 11 No. 2: October 2025
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v11i2.81122

Abstract

Project-based learning (PjBL) is an innovative educational approach that integrates real-world contexts to enhance student engagement and learning outcomes, particularly in chemistry education. This systematic review examines the effectiveness of PjBL in teaching organic compound separation techniques, a critical area in both academic and industrial applications. Based on a synthesis of 10 selected studies from the last five years, the review highlights the impact of PjBL on improving student engagement, conceptual understanding, and laboratory competencies. Students involved in PjBL activities showed greater motivation and deeper conceptual learning, particularly in mastering complex techniques such as chromatography and distillation. Furthermore, PjBL enhanced collaboration, critical thinking, and problem-solving through active participation in hands-on tasks. Despite these benefits, several challenges were identified, including limited resources, time constraints, and insufficient teacher training. This review offers strategic recommendations, including the development of low-cost resources and the expansion of professional development programs. Future research should investigate the long-term effects of PjBL on academic achievement and career readiness, especially within STEM education contexts
Psychometric Validating a Video-Based Rubric for Physics Teacher Assessment Using the Rasch Model Kusumaningtyas, Dian Artha; Bakri, Yuhanis Mhd; Adhantoro, Muhammad Syahriandi; Ishafit, Ishafit; Kurniasari, Efi
Jurnal Inovasi Pendidikan IPA Vol. 11 No. 2: October 2025
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v11i2.82060

Abstract

This study aims to validate the psychometric properties of a video-based assessment rubric designed to evaluate the pedagogical and professional competencies of physics prospective teachers. The validation process employed the Rasch model to examine item reliability, person reliability, item fit, category functioning, and the separation index. Data were collected from 61 participants using a 25-item rubric that covered various aspects, including Pancasila values, instructional structure, student-centered learning, professional ethics, and evaluation of learning. The results showed that the item reliability was high (0.83), while person reliability was moderate (0.75), with a person separation index of 1.75. Some items exhibited misfit with the Rasch model, indicating the need for revision or refinement. Analysis of category functioning revealed overlapping probabilities between adjacent categories, suggesting that the response scale could benefit from more precise distinctions. Overall, the rubric demonstrated acceptable psychometric quality for assessing the competencies of physics prospective teachers, although several items and scale structures require improvement to enhance measurement precision
An Examination of Students’ Critical Thinking Skills in the Context of the Digestive System Safitri, Tiffany; Kurniasih, Surti; Rachman, Indriyani; Yayoi, Kodama
Jurnal Inovasi Pendidikan IPA Vol. 11 No. 2: October 2025
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v11i2.82696

Abstract

Critical thinking is vital in education, helping students analyze and evaluate information for better decision-making. However, research on fostering critical thinking in science education remains limited, particularly in topics like the digestive system. The digestive system topic is conceptually rich and closely related to students' daily lives, making it a suitable context to assess critical thinking. This study aims to reveal the essential thinking profiles of junior high school students in Bogor City on the topic of the digestive system, focusing on Ennis’s indicators. A quantitative method was employed, involving 108 students who completed an essay test with five open-ended questions assessing critical thinking across five indicators: providing simple explanations, building basic support, making inferences, offering further explanations, and setting strategies. Participants were selected using purposive sampling, targeting students who had completed the digestive system topic. Semi-structured interviews with three science teachers supplemented the findings. The findings indicated that students demonstrated very low critical thinking abilities, with the lowest scores in providing further explanations (22.83%) and the highest in setting strategies (43.58%) among 108 junior high school students in Bogor. Based on teacher interviews, the current instructional approach predominantly employs lecture-based and textbook-oriented methods, which emphasize factual recall over critical analysis. This traditional approach significantly contributes to students' low performance in essential indicators of thinking. The study offers valuable insights into the challenges and opportunities for fostering critical thinking in science education, highlighting the importance of targeted interventions to address specific deficiencies
Effectiveness of Discovery Learning Assisted by Chemical Monopoly on Critical Thinking and Learning Outcomes Martanisa, Mutiah; Hastuti, Budi; Setyowati, Widiastuti Agustina Eko; Kamari, Azlan
Jurnal Inovasi Pendidikan IPA Vol. 11 No. 2: October 2025
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v11i2.84674

Abstract

The purpose of this research is to determine the effect of the discovery learning model using chemistry monopoly media on the critical thinking skills and learning outcomes of 11th-grade students. This research employs a quantitative descriptive approach with a quasi-experimental design and a pretest-posttest nonequivalent control group design, utilizing instruments in the form of tests and an observation guide. The sampling technique used is cluster random sampling. Both the experimental class and the control class have 35 students. This study collected data through tests (pretest and posttest). Data analysis was conducted using normality and homogeneity tests, followed by the Mann-Whitney U test (since the data are not normally distributed), and the N-Gain test for assessing learning effectiveness. The research results indicate that the experimental class achieved a 58.79% increase in learning outcomes, whereas the control class experienced a 36.51% increase. In terms of critical thinking ability, the experimental class showed an improvement of 56.00%, while the control class improved by 37.18%. The Mann-Whitney U hypothesis test revealed the significance of cognitive learning outcomes to be 0.041 and the significance of critical thinking ability to be 0.019. Thus, the implementation of discovery learning affects students' critical thinking skills and learning outcomes in the context of acid-base chemistry
Effect of Learning Intervention on the Improvement of Students' Questioning Skills in Physics Learning Andrian; Evendi; Saminan; Hamid, Abdul; Susanna; Ngadimin; Saputri, Mawarni; Cooper, Katelyn M; Nguyen, Tuan Dinh
Jurnal Inovasi Pendidikan IPA Vol. 11 No. 2: October 2025
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v11i2.86425

Abstract

This study aims to reveal the effect of a learning intervention on the questioning ability in physics learning of the students of SMA Negeri 1 Kuta Baro. Employing a quantitative approach with a nonequivalent control group quasi-experimental design, the research involved 84 students, comprising 41 students in the experimental group (Classes X-1 and XI-1) and 43 students in the control group (Classes X-2 and XI-2). The learning intervention in the experimental class integrated the problem-based learning (PBL) model, teacher-student question-and-answer interactions, collaborative group discussions, and inter-group Q&A sessions. The research results showed that the learning intervention significantly and substantially enhanced students' questioning ability, as measured by the dimensions of questioning skills, including clarity, focus, conciseness, depth of information, and cognitive level. There was a 27.56% increase in the quantity of written questions in the experimental class, far exceeding the 7.9% increase in the control class. Although the quantity of oral questions increased in the experimental class, the cognitive level of oral questions in both groups remained low; however, their effectiveness (clarity and focus) was categorized as high. Overall, the learning intervention proved effective in facilitating the development of students' questioning skills, although further strategies were still needed to encourage questions at higher cognitive levels. Further follow-up is required to enhance students' oral questioning ability at the mental level by improving their prior knowledge of the subject matter and critical thinking skills
Mapping Project-Based Learning E-Modules: A Bibliometric and Systematic Literature Review Asa Dyah Ayu Nuralita; Bambang Subali; Sunyoto Eko Nugroho; Wiyanto, Wiyanto; Mohd Yusof, Mohammad Mubarrak
Jurnal Inovasi Pendidikan IPA Vol. 11 No. 2: October 2025
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v11i2.87903

Abstract

Electronic modules (e-modules) are widely used learning media that support both classroom and independent study. They offer an alternative for students to learn at home and have evolved by integrating various learning models, including project-based learning (PjBL). This study aims to reveal research trends in the development of PjBL-integrated e-modules from 2016 to 2025 using the PRISMA method. Article data were collected systematically through the Publish or Perish tool on Google Scholar with keywords such as “development,” “electronic module,” “e-module,” and “project-based learning.” From 344 initial articles, 92 met the inclusion criteria for content analysis, and 51 were selected for analysis based on keyword relevance, complete metadata, and citation data. These were visualized using VOSviewer. The results indicate that PjBL-integrated e-modules have significant potential to improve student learning outcomes and engagement. In addition to academic insights, this research offers practical contributions. For teachers, it presents a clear model for implementing interactive, contextualized science learning. For curriculum developers, it provides strategies for integrating 21st-century skills and independent learning into digital tools. Overall, the findings support the development of adaptive, student-centered learning materials aligned with current educational needs
Enhancing Critical Thinking Through Coastal Culture-Based Differentiated Science Learning April Yanti, Fitri; Wikrama Wardana, Rendy; Khamis, Noorzana
Jurnal Inovasi Pendidikan IPA Vol. 11 No. 2: October 2025
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v11i2.88295

Abstract

The purpose of this study was to enhance critical thinking skills through the implementation of coastal culture-based differentiated science learning. The research was conducted from August to November 2024 using a quasi-experimental nonequivalent control group design at SMP Negeri 2 Bengkulu, Indonesia. The sample consisted of three eighth-grade classes: experimental group 1 (8A), experimental group 2 (8B), and the control group (8C), selected through purposive sampling. Students’ critical thinking skills were assessed using a validated and reliable test instrument (r = .89). Data were analyzed with one-way ANOVA, which revealed significant differences among groups (p < .001). The average N-gain score of critical thinking skills in experimental group 1 (.40, medium category) was higher than that of experimental group 2 (.20, low category) and the control group (.009, low category). Based on the hypothesis testing, it can be concluded that coastal culture-based differentiated science learning has a significant effect on students’ critical thinking skills (p < .001). These findings confirm that culturally contextualized differentiated learning significantly enhances critical thinking. Theoretically, this model contributes to science pedagogy by integrating cultural relevance to support effective, innovative instruction

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