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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 268 Documents
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Science Communication for Sustainability: Exploring Students' Perceptions of an Extracurricular Chemistry Program Elza Priyanda; Riandi; Agus Setiabudi; Taufik Rahman; Adinan Yalaeka
Jurnal Inovasi Pendidikan IPA Vol. 12 No. 2 (2026): October 2026 (In Press)
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v12i2.98534

Abstract

This study investigated students’ perceptions toward Eco Chemistry Club, a sustainability-oriented chemistry extracurricular program designed to integrate environmental awareness and science communication within chemistry learning. The study employed a quantitative descriptive survey design involving 260 senior high school students. Data were collected using a 34 item Likert-scale questionnaire covering five dimensions: environmental chemistry activities, sustainability awareness, science communication, perceived benefits of Eco Chemistry Club, and students’ interest in participating in the program. The reliability analysis showed that the instrument had excellent internal consistency, with a Cronbach’s alpha coefficient of 0.967. Descriptive statistical analysis was used to determine the mean scores and standard deviations for each item and dimension. The findings revealed that students generally demonstrated positive perceptions toward sustainability-oriented chemistry extracurricular activities. The dimensions of Environmental Chemistry Activities and Sustainability Awareness obtained the highest mean scores, indicating strong student support for contextual chemistry learning connected to environmental issues. However, the Science Communication dimension showed comparatively lower scores, suggesting that students still lacked confidence in communicating scientific ideas publicly. The findings suggest that sustainability-oriented extracurricular programs such as Eco Chemistry Club have strong potential to support environmental awareness, active learning, collaboration, and science communication skills within chemistry education. This study highlights the importance of integrating sustainability issues and communication practices into extracurricular chemistry learning to support students’ scientific and environmental competencies. Keywords. sustainability education; chemistry education; science communication; extracurricular learning; students’ perceptions; environmental chemistry
The Implementation of Game-Based Learning in Science Education Trends: A Bibliometric and Systematic Literature Review 2016–2026 Muhamad Fauzan Daim; Sigit Saptono; Arif Widiyatmoko; Wiyanto; Hutkemri Zulnaidi
Jurnal Inovasi Pendidikan IPA Vol. 12 No. 2 (2026): October 2026 (In Press)
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v12i2.99869

Abstract

Science education often faces various challenges, such as low student engagement and difficulty understanding abstract concepts. One approach that has been widely developed to address these issues is Game-Based Learning (GBL). This study aims to analyze publication trends, topic development, implementation characteristics, as well as the effectiveness and challenges of applying GBL in science education. The study employed a combined method of bibliometric analysis and a Systematic Literature Review (SLR) based on the PRISMA protocol, analyzing 45 Scopus-indexed articles from 2016 to 2026 using Biblioshiny and RStudio. The results indicate that GBL publications in science education have shown a significant increase since 2023, peaking in 2025. The most dominant topics were gamification, science education, and game-based learning. GBL implementation was dominated by digital games and gamification, with the greatest focus on integrated science and junior high school levels. In general, GBL has been proven to improve students’ motivation, engagement, conceptual understanding, learning outcomes, and 21st-century skills. However, its implementation still faces challenges in the form of limited technological infrastructure, teacher competencies, and game design quality. These findings indicate that GBL has the potential to be an effective and relevant innovation in science education to support 21st-century learning.
Digital Learning in Physics Education: Trends, Epistemic Alignment, and Research Gaps - A Systematic Review (2015–2026) Efa Musrifah; Alim Mustofa; Iffah Khairiyah Ismayanti; Pujianto; Heru Kuswanto; Habib Abdullahi
Jurnal Inovasi Pendidikan IPA Vol. 12 No. 2 (2026): October 2026 (In Press)
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v12i2.98202

Abstract

This study presents a systematic literature review of digital learning in physics education, synthesizing evidence from 54 Scopus-indexed articles published between 2015 and March 2026. Using the PRISMA 2020 framework, the review reveals a shift from general online and blended learning toward discipline-specific digital ecologies, including simulations, virtual laboratories, immersive technologies, mobile experimentation, gamification, and emerging artificial intelligence (AI) tools. Digital learning initiatives most commonly target engagement, laboratory skills, and conceptual understanding, while higher-order outcomes such as problem solving, metacognition, and long-term transfer remain limited. The literature is dominated by short-term intervention and perception-based studies, highlighting the need for longitudinal and multi-site research. By framing digital learning as an epistemically aligned pedagogical ecology, this review identifies four key gaps: limited AI integration in authentic classrooms, imbalance between access and pedagogy, insufficient evidence on sustained learning outcomes, and inadequate focus on teacher competence. The study offers a forward-looking research agenda to support theoretically grounded and context-sensitive digital innovation in physics education.
Effectiveness of STEM-Based E-Worksheets Through Project-Based Learning on Strategy and Tactics Indicator Silvya Isra; Muhammad Syukri; Saminan; Siti Maghfirah; Elmi Mahzum; Fitria Herliana; Tamil Selvan Subramaniam
Jurnal Inovasi Pendidikan IPA Vol. 12 No. 2 (2026): October 2026 (In Press)
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v12i2.100731

Abstract

The ability to formulate strategies and tactics, one of the critical thinking indicators, remains relatively low in physics education. Meanwhile, previous studies on STEM-based electronic student worksheets (E-LKPD) integrated with Project-Based Learning (PjBL) have generally assessed critical thinking as a whole rather than focusing on specific indicators. This study aimed to examine the effectiveness of STEM-based E-LKPD implemented through the PjBL model in improving students’ Strategy and Tactics ability on the topic of work and energy. A quantitative approach with a quasi-experimental nonequivalent control group design was employed. The participants consisted of 30 students in the experimental class and 32 students in the control class. Data were collected using an essay test measuring the Strategy and Tactics indicator and analyzed using the Shapiro–Wilk test and the Wilcoxon signed-rank Test. The findings revealed that students’ strategy and tactics ability improved in both classes, with a greater improvement in the experimental class. The Wilcoxon signed-rank Test indicated a significant difference between pretest and posttest scores in the experimental class (p < 0.05). These findings suggest that STEM-based E-LKPD through the PjBL model effectively enhances students’ Strategy and Tactics ability in physics learning.
The The Impact of Using Digital Flash Card Media in Problem-Based Learning on Enhancing Students' Scientific Argumentation Skills Andin Mirela; Suwito Singgih; Dea Santika Rahayu; Suryandari; Saefulloh
Jurnal Inovasi Pendidikan IPA Vol. 12 No. 2 (2026): October 2026 (In Press)
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v12i2.101580

Abstract

The purpose of this study was to determine the impact of using digital flash card media in PBL-based learning on improving students’ scientific argumentation skills. The subjects of this study were eighth-grade students in classes VIII B and VIII A at SMP Negeri 1 Secang. This study employed a quantitative method with a pretest-posttest experimental group design. The data obtained were subsequently analyzed using normality tests, the Mann-Whitney test, N-Gain based on the aspects of organizational completeness, scientific validity, and scientific argumentation, as well as the Inter-Rater Reliability (IRR) test. The results of the Mann-Whitney test for the pretest scores of the three aspects yielded Asymp. Sig. (2-tailed) values > 0.05, indicating that H₀ was accepted and Hₐ was rejected. Meanwhile, the posttest scores yielded Asymp. Sig. (2-tailed) values < 0.05, indicating that H₀ was rejected and Hₐ was accepted. The N-Gain test results for Experimental Class 1 yielded scores of 0.53, 0.50, and 0.52 (moderate category), while Experimental Class 2 yielded scores of 0.88, 0.83, and 0.84 (high category). The results showed that the use of digital flash card media supported the implementation of PBL, enabling students to formulate claims, data, warrants, and backings more completely, coherently, and relevantly.
The Effectiveness of Environment-Based Augmented Reality Media on Junior High Students’ Disaster Mitigation Literacy Dwi Ariani Finda Yuniarti; Berlian Juliartha Martin Putra; Candra Budi Susila; Isti Hidayah; Ridwan; Dwiani Listya Kartika; Adilah Abdul Ghopur
Jurnal Inovasi Pendidikan IPA Vol. 12 No. 2 (2026): October 2026 (In Press)
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v12i2.101586

Abstract

This study investigated the effectiveness of local environment-based Augmented Reality (AR) media in improving junior high school students’ disaster mitigation literacy. The AR media integrated Pacitan Regency’s local environmental context and disaster-related topics, including forest conservation, floods, and landslides, into Grade VII ecology and biodiversity learning. A quantitative approach with a one-group pretest–posttest quasi-experimental design was employed. The intervention was implemented by junior high school science teachers in Pacitan Regency and involved 209 Grade VII students. Disaster mitigation literacy data were collected using pretest and posttest instruments and analyzed using descriptive statistics, Normalized Gain (N-Gain), the Kolmogorov–Smirnov normality test, the Wilcoxon Signed Rank Test, and effect size analysis. The mean score increased from 78.30 (pretest) to 93.95 (posttest), with a high average N-Gain of 0.76. The Wilcoxon Signed Rank Test indicated a significant difference between pretest and posttest scores (p < 0.001), while the effect size (r = 0.85) demonstrated a strong educational impact. These findings indicate that local environment-based AR media effectively enhances disaster mitigation literacy by providing contextual, interactive, and meaningful learning experiences for students in disaster-prone areas.
Twenty five years of physics problem solving research: intellectual foundations, evolution, and emerging research foci (2001-2025) Ilham Fajar Ramdhani; Haratua Tiur Maria Silitonga; Muhammad Musa Syarif Hidayatullah; Judyanto Sirait; Lilia Ellany Mohtar
Jurnal Inovasi Pendidikan IPA Vol. 12 No. 2 (2026): October 2026 (In Press)
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v12i2.102287

Abstract

This study examines the evolution and current research focus of problem solving in physics education using bibliometric analysis of the Scopus database from 2001 to 2025. Following the PRISMA protocol, 195 documents were retained from an initial pool of 292 records after three-phase screening. Data were analyzed using Biblioshiny (Bibliometrix R package) to trace annual growth, contributor countries and institutions, citation impact, keyword evolution, and thematic mapping. Results show an annual growth rate of 13.29%, occurring in three distinct phases: 2001-2015 (4.87 documents/year), 2016-2020 (12 documents/year), and 2021-2025 (12.4 documents/year). The United States led both productivity and impact, contributing 78 documents (52.77% of total citations), while Indonesia ranked second with 20 documents concentrated in 2019-2025. Four intellectual foundations were identified: cognitive frameworks of student reasoning, problem representation and expert-novice comparison, structured assessment instruments, and direct instructional interventions. The thematic map positioned higher education, cognitive, and metacognitive processes as motor themes, while teachers' perspectives, learning transfer, and generative artificial intelligence emerged as underexplored areas. These findings offer research directions for strengthening international collaboration and technology integration in physics problem solving instruction.
Analysis of Conceptual Understanding Levels of Temperature and Heat Using a Five-Tier Diagnostic Test in 7th Grade Junior High School Sri Wilujeng Toyyibatul Anisa; Septi Budi Sartika; Hidayah Binti Mohd Fadzil
Jurnal Inovasi Pendidikan IPA Vol. 12 No. 2 (2026): October 2026 (In Press)
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v12i2.102434

Abstract

Conceptual understanding plays a crucial role in the success of science learning, particularly regarding the topics of temperature and heat. Low levels of conceptual understanding must be identified using appropriate instruments. This study aims to analyze students’ levels of conceptual understanding using the Five-Tier Diagnostic Test. The study employed a quantitative approach using a survey method. The study population consisted of 80 seventh-grade students at a private junior high school in Sidoarjo Regency, with a sample of 80 students selected using saturated sampling. The research instrument was the Five-Tier Diagnostic Test, comprising 20 items. Based on the research results, it was found that the percentage of students in the “Conceptual Understanding” category was 14.69%, indicating that students’ level of conceptual understanding of temperature and heat remains in the “very poor” category. It is hoped that these findings will serve as a basis for teachers in determining appropriate teaching strategies and learning media to improve students’ conceptual understanding of temperature and heat.

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