cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kab. sleman,
Daerah istimewa yogyakarta
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 258 Documents
 22   23   24   25   26 
Improving Students’ Learning Outcomes in Problem Solving Through Problem Solving Method: Systematic Literature Review Salwa Aiyesi Aiyesi; Sri Bona Ayu; Heru Kuswanto; Pretty Oktianti Menur Kusuma Putri
Jurnal Inovasi Pendidikan IPA Vol. 12 No. 1 (2026): April 2026
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v12i1.82372

Abstract

Problem-solving must be owned by students in learning process, which is the ability of students to solve physics problems effectively. Ineffective problem solving skills will impact on students’ learning outcomes. Then, structured and appropriate efforts are needed to improve students’ ability to solve physics problems. The particular study employed the Systematic Literature Review (SLR) method, which is designed to systematically identify, categorize, review, evaluate, and interpret relevant journal articles based on criteria. The SLR approach followed a structured and replicable process that ensures transparency and rigor in synthesizing existing research following the research objectives. The findings indicated that the difficulties experienced by students in learning physics are caused by several factors, such as: students’ thoughts that always consider physics as a difficult subject, the use of inappropriate learning methods, and limited facilities and infrastructure to support learning. In addition, there are internal factors, such as students difficulties in adapting to learning and the differences in students’ learning styles
Boosting Student Motivation and Science Understanding in the GCE 'O' Level Combined Science through AT-TPACK Framework Yong Chin Chen; Sallimah Binti Hj Mohd Salleh; Iwan Wicaksono
Jurnal Inovasi Pendidikan IPA Vol. 12 No. 1 (2026): April 2026
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v12i1.84389

Abstract

The particular study examined the impact of science boost camp interventions, utilizing the activity theory and TPACK (AT-TPACK) framework, on the achievements of sixty-eight Year 11 combined science students following the new Cambridge 5129 syllabus, including Paper 3 components, in Muara, Brunei. These students, learning combined science in English as their second language for three years, scored below 60% in their SPE Year 8 science exams, placing them in the Applied Secondary Education Programme (one class of 20 students) and the Special Applied Program (three classes of 48 students). The study used a pre-test-post-test and delayed post-test experimental design to evaluate the effectiveness of the proposed three-phase AT-TPACK model. The primary goal was to enhance students' combined science achievement and reduce the number of students receiving ungraded (below 30%) grades in the GCE O-Level examinations. After the mock exams, the sixty-eight students were randomly assigned to fourteen intervention groups based on their academic performance. Each group, led by a higher achiever (HA) student, participated in science interventions. This study examines the impact of science boost camp interventions, utilizing the activity theory and TPACK (AT-TPACK) framework, on the achievements of sixty-eight Year 11 combined science students following the new Cambridge 5129 syllabus, including Paper 3 components, in Muara, Brunei. The students were selected through purposive sampling, involving 20 students from Year 11A (General Applied Program) and 48 from Year 11B to 11C2 (Special Applied Program). These students, learning combined science in English as their second language for three years, scored below 60% in their SPE Year 8 science exams, placing them in the Applied Secondary Education Programme. The aspects measured in this study included students' motivation, conceptual understanding, and collaborative learning performance. The results revealed significant improvement in achievement scores postintervention and a reduction in ungraded grades, with thematic analysis indicating sustained retention of scientific concepts even after the 20-week intervention period. Students' GCE O-level exam performance improved, with the school achieving its 2023 target for combined science, increasing from 19% to 35%, placing the school in the second-highest rank in the country. These findings highlight the potential of targeted interventions to address challenges in combined science education, offering insights for educators seeking to enhance student outcomes in similar contexts.
Effect of Treffinger Model with Open-Ended Approach on Junior High Science Critical Thinking Lulu Romadhoni Hanifah; Icha Kurnia Wati; Fairusy Fitria Haryani
Jurnal Inovasi Pendidikan IPA Vol. 12 No. 1 (2026): April 2026
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v12i1.89796

Abstract

The study examined the effect of implementing the Treffinger learning model with an open-ended approach on students’ critical thinking skills in ecology and Indonesian biodiversity topics. It used a quantitative method with a quasi-experimental nonequivalent control group design. The participants were seventh-grade students of Junior High School 24 Surakarta in the 2024/2025 academic year. Two classes were selected through cluster random sampling, with 30 students of Grade 7C played as the experimental group, taught using the Treffinger model with an open-ended approach. Meanwhile, 30 students of Grade 7D played as the control group, taught using the discovery learning model. Data were collected using pre-test and post-test instruments. Before the study, all samples were through an initial equivalence test to ensure the groups had similar baseline conditions. The validity of the instruments was confirmed using the Gregory test and the Product Moment correlation, while reliability was assessed using Cronbach’s alpha. It indicated a high to very high reliability. The pre-test and post-test scores were subsequently tested for normality and homogeneity. Data analysis using an independent samples t-test revealed a significant difference in students’ critical thinking skills between the experimental and control groups (p < 0.05). In addition, the means of pre-test and post-test scores of the experimental group were higher than those of the control group. The findings demonstrated that the Treffinger learning model, integrated with an open-ended approach, significantly enhanced students’ critical thinking skills in science learning
Enhancing Scientific Literacy and Numeracy Using Ethnobiology E-Modules Integrated with AK-Based Multimodal Learning Activities Lesy Luzyawati; Idah Hamidah; Husamah; Putri Slamet; Ahmad Adnan Mohd Shukri
Jurnal Inovasi Pendidikan IPA Vol. 12 No. 1 (2026): April 2026
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v12i1.92796

Abstract

Indonesia's scientific literacy and numeracy skills remain relatively low compared to those of other countries. This deficiency is often linked to factors such as inappropriate textbooks, non-contextual learning, and low reading proficiency. This study aimed to determine the effect of an interactive, ethnobiology-based e-module, integrated with Visual, Auditory, and Kinesthetic (VAK)-based multimodal learning activities, on students' numeracy and scientific literacy skills in biodiversity material, considering different learning styles. This study employed a quantitative approach using a posttest-only quasi-experimental design with a 2 × 3 factorial structure. The population comprised all tenth-grade students at SMA Negeri 1 Indramayu. Two classes, X-4 (experimental) and X-3 (control), were selected through cluster random sampling at the class level, with a total of 87 students (43 in the experimental class and 44 in the control class). The experimental class learned through an interactive ethnobiology-based e-module accompanied by multimodal visual, auditory, and kinesthetic activities. Meanwhile, the control class learned through the school’s conventional instruction using PowerPoint, textbook-based explanation, teacher-led discussion, and instructional videos. Data analysis was conducted using a two-way ANOVA test on the composite posttest score. The results indicated a highly significant difference in students’ posttest achievement between the experimental group and the control group (sig. 0.000<0.05). Conversely, learning style alone did not show a significant difference (sig. 0.303>0.05). Furthermore, the analysis revealed no significant interaction between the use of the e-module and students' learning styles (sig. 0.510>0.05). These findings indicate that, within this research context, the ethnobiology-based interactive e-module effectively supported higher students' numeracy and scientific literacy skills, irrespective of their individual learning styles. The study contributes empirical evidence that contextualized digital teaching materials support science learning while also showing that multimodal instruction may be more influential than learning-style categorization itself.
Reconstructing Indigenous Knowledge of Kasepuhan Girijaya for High School Biology Learning: An Ethnoscience Approach Nadhifa Rohadatul Aisy; Siti Sriyati; Amprasto; Indriyani Rachman
Jurnal Inovasi Pendidikan IPA Vol. 12 No. 1 (2026): April 2026
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v12i1.94508

Abstract

Biology learning on ecosystem topics frequently encounters epistemological challenges arising from a disconnect between formal academic science and students' socio-cultural realities, a gap widely recognised in contemporary science education research. The study aimed to reconstruct the Indigenous Knowledge (IK) of Kasepuhan Girijaya into scientifically validated concepts for integration into high school biology curricula. A qualitative approach with an ethnographic design was employed; data were collected through participatory observation, in depth interviews with traditional leaders, and document analysis, and analysed using an interactive model encompassing data condensation, science reconstruction, and pedagogical relevance mapping. The findings suggest that Kasepuhan Girijaya's three tier land zoning system (Leuweung Tutupan, Titipan, and Garapan) demonstrates conceptual alignment with watershed management and soil conservation principles. Twelve IK practices were identified as providing plausible scientific mechanisms, including light intensity regulation, riparian bio engineering, and ecological rest each mappable to Biology Learning Outcomes in the Merdeka Curriculum. These findings are theoretical and analytical in nature; empirical testing of their pedagogical effectiveness remains a direction for future research.
Analysis of Computerized Adaptive Test to Reveal Misconceptions and Science Literacy in Science Courses Muhammad Azzarkasyi; Ani Rusilowati; Endang Susilaningsih; Ibrahim; Mohd Isha Awang
Jurnal Inovasi Pendidikan IPA Vol. 12 No. 1 (2026): April 2026
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v12i1.94641

Abstract

The development of diagnostic instruments that accurately capable in assessing interdisciplinary science literacy and identifying misconceptions represents a strategic imperative in higher education, particularly within integrated science courses that demand concept transfer across physics, chemistry, biology, and earth sciences. The study advanced both theoretical and methodological frontiers by developing and psychometrically validating a Computerized Adaptive Test (CAT) instrument, which is grounded in a Four-Tier Diagnostic Test framework and designed to profile students’ science literacy and misconception patterns in integrated science contexts. The study employed a quantitative instrument development design with 150 students of science education from three universities in Aceh, Indonesia. The study moved beyond Classical Test Theory by utilizing Item Response Theory (IRT), specifically the Rasch model and two-parameter logistic (2PL) model to evaluate item parameters essential for CAT calibration. The findings demonstrated strong psychometric properties, with Rasch infit and outfit statistics within acceptable ranges confirming unidimensional, while item difficulty parameters spanned from 2.1 to 1.8 logits, providing adequate ability continuum coverage. Critically, domain-specific analysis revealed that items requiring cross-disciplinary concept transfer, particularly those integrating physics and biology, exhibited significantly higher discrimination parameters than items confined to isolated disciplinary content, offering a novel theoretical insight that science literacy is inherently an integrative construct rather than a sum of disciplinary knowledge components. Methodologically, this study advances CAT development by demonstrating that rigorous IRT-based calibration and iterative quality control are essential for ensuring measurement accuracy. The identification of invalid items underscores that item attrition is a necessary feature of responsible test development.  Generally, these findings contribute to the broader movement toward adaptive, personalised assessment in higher education, providing a replicable model for researchers and practitioners seeking to leverage CAT technologies to enhance diagnostic precision and support targeted remediation in interdisciplinary science education worldwide.
Exploring Preservice Science Teachers’ Conceptual Understanding of Wave–Particle Duality through Prompt-Based Learning Jadnika Amrullah; Nur Ahmad; Sri Rejeki Dwi Astuti; Firdha Yusmar; Ika Dewi Sumiati; Soraya Firdausi; Bartolomeus Kristi Brahmantia Putra; Israel Ametepey
Jurnal Inovasi Pendidikan IPA Vol. 12 No. 1 (2026): April 2026
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v12i1.96211

Abstract

This study aims to explore preservice science teachers’ conceptual understanding of wave–particle duality and to examine the role of prompt-based learning in supporting conceptual change. A qualitative-dominant mixed-methods design was employed involving 32 preservice science teachers enrolled in a physics education course. Data were collected through pre- and post-instruction open-ended conceptual tasks and written responses to structured prompts during instruction. Quantitative analysis was used to identify trends in conceptual understanding, while qualitative thematic analysis examined the nature and development of participants’ explanations. The results indicate that prior to instruction, most participants demonstrated classical or hybrid reasoning regarding wave–particle duality. After engaging in prompt-based learning, there was a significant increase in quantum-consistent conceptual understanding, accompanied by a shift from ontological to epistemic, model-based reasoning. The findings also reveal that explanation, reflective, and prediction–evaluation prompts played a key role in fostering conceptual coherence and metacognitive awareness, although some hybrid reasoning persisted. These results highlight the potential of prompt-based learning as an effective instructional approach for supporting preservice science teachers’ understanding of abstract quantum concepts.
Inclusive STEM Learning for Enhancing Student Participation: A Bibliometric and Systematic Literature Review Abdurrohman Khotim Nugraha; Chaerul Rochman; Dindin Nasrudin; Siti Rahaimah Binti Ali; Evi Muliyah; Sitti Maesuri Patahuddin
Jurnal Inovasi Pendidikan IPA Vol. 12 No. 1 (2026): April 2026
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v12i1.96355

Abstract

The study aimed to analyze the thematic focus and review the literature on the implementation of inclusive STEM education to enhance student participation in learning, as well as to address four research questions of the STEM education system, inclusive teaching practices, the principles of diversity, equity, and inclusion (DEI), and access to quality education. The particular study integrated bibliometric analysis (BA) and a systematic literature review (SLR). Article metadata from Scopus was extracted on December 7, 2025, and rigorously selected using the PRISMA 2020 protocol. Applying specific inclusion and exclusion criteria to ensure the study’s relevance and depth yielded 52 core journal articles that published between 2021 and 2025. The analysis identified four thematic clusters: the STEM learning system, inclusive teaching, diversity, equity, and inclusion (DEI), and access to quality education. The synthesis indicates that students’ participation in inclusive STEM learning is shaped by a student-centered, contextual, flexible, and collaborative system design; inclusive pedagogy through differentiation, a safe classroom climate, and equitable formative assessment; the application of DEI principles; and support for access to quality education through institutional support and a transformation of the learning culture.

Page 26 of 26 | Total Record : 258

 22   23   24   25   26 

Filter by Year

2015 2026


Reset
Filter By Issues
All Issue Vol. 12 No. 1 (2026): April 2026 Vol. 11 No. 2: October 2025 Vol. 11 No. 1: April 2025 Vol. 10 No. 2: Oktober 2024 Vol. 10 No. 1: April 2024 Vol. 9 No. 2: Oktober 2023 Vol. 9 No. 1: April 2023 Vol 8, No 2: Oktober 2022 Vol 8, No 1: April 2022 Vol 7, No 2: Oktober 2021 Vol 7, No 1: April 2021 Vol. 6 No. 2: October 2020 Vol 6, No 2: October 2020 Vol 6, No 1: April 2020 Vol 5, No 2: October 2019 Vol. 5 No. 2: October 2019 Vol 5, No 1: April 2019 Vol 4, No 2: October 2018 Vol 4, No 1: April 2018 Vol. 3 No. 2: October 2017 Vol 3, No 2: October 2017 Vol 3, No 1: April 2017 Vol 2, No 2: October 2016 Vol. 2 No. 2: October 2016 Vol 2, No 1: April 2016 Vol 1, No 2: October 2015 Vol 1, No 2: Oktober 2015 Vol. 1 No. 1: April 2015 More Issue