Jurnal Penelitian dan Pembelajaran IPA
Jurnal Penelitian dan Pembelajaran IPA contains research publications in the field of science learning, including chemistry learning, physics learning, biology learning and natural sciences learning
Jurnal Penelitian dan Pembelajaran IPA is published by Department of Science Education, Faculty of Teacher Training and Education, University of Sultan Ageng Tirtayasa in Collaboration with Perkumpulan Pendidik IPA Indonesia (PPII)/Indonesian Society for Science Educators with the MoU No.14/PPII/J/2017
Articles
172 Documents
<![CDATA[Effects of Learning Agham Buddies (LAB) on the Conceptual Understanding of Matter among Fourth-Grade Pupils ]]>
<![CDATA[Rogayan, Danilo V.]]>;
<![CDATA[Macanas, Genalin A.]]>
<![CDATA[ Jurnal Penelitian dan Pembelajaran IPA Vol 10, No 1 (2024): Available Online in May 2024 (Web of Science Indexed) ]]>
Publisher : <![CDATA[Department of Science Education, Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jppi.v10i1.22501
<![CDATA[The current curriculum places a strong emphasis on learner-centered, activity-driven, and collaborative approaches to teaching and learning, particularly in the field of science. This action research aimed to investigate the impact of employing Learning Agham Buddies (LAB) on the conceptual understanding of matter among fourth-grade Science pupils. The study included 26 students from the experimental group (Grade IV Matikas) and 26 from the control group (Grade IV Mayumi) in a state-run elementary school in Zambales, Philippines. To assess the effectiveness of this intervention, both pre-tests and post-tests were administered before and after implementing LAB. The collected data included students' written work and performance tasks, which were analyzed to gauge improvements in their understanding of the topic. The results revealed a significant difference in conceptual understanding between the experimental and control groups, with LAB demonstrating a higher gain score (14.77) compared to traditional learning (11.81). This study recommends the adoption of LAB, a collaborative learning strategy, to enhance science students' conceptual understanding.]]>
<![CDATA[Investigation of Anthropomorphic Discourses in Biology Textbooks ]]>
<![CDATA[Dikmenli, Musa]]>;
<![CDATA[Gülcan, Betül Kamile]]>;
<![CDATA[Duran, Tuğçe]]>
<![CDATA[ Jurnal Penelitian dan Pembelajaran IPA Vol 9, No 2 (2023): Available Online in November 2023 (Web of Science Indexed) ]]>
Publisher : <![CDATA[Department of Science Education, Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jppi.v9i2.21622
<![CDATA[Although anthropomorphic language is known to be widely used in popular science textbooks and in classroom settings by both teachers and students to describe scientific concepts, little is known about how often and for which biology concepts it is used in high school biology textbooks. Since the issue of using anthropomorphic discourses in the language of science is controversial, it is important to analyze such discourses in biology textbooks. This study aimed to analyse the anthropomorphic discourses used in high school biology textbooks. In this study, anthropomorphic discourses used in high school biology textbooks were examined using the document analysis method. The process of analyzing sentences containing anthropomorphism was carried out in five stages: the naming stage; the elimination and separation stage; the compilation and category development stage; the validity and reliability stage; and the stage of digitizing the qualitative data. It was determined that a total of 1074 anthropomorphic discourses were used in relation to 177 biological concepts in the 4 biology textbooks examined. The anthropomorphic discourses in the books were classified into 19 categories. The findings showed that anthropomorphic discourses are used very frequently in high school biology textbooks and most of them are embedded in the language and consist of stereotyped terms and idioms.]]>
<![CDATA[TOSLS: Development, Implementation, and Quality Analysis of an Instrument for Assessing Scientific Literacy ]]>
<![CDATA[Pratiwi, Maulidatul Kurnia]]>;
<![CDATA[Kuntjoro, Sunu]]>;
<![CDATA[Sunarti, Titin]]>;
<![CDATA[Budiyanto, Mohammad]]>
<![CDATA[ Jurnal Penelitian dan Pembelajaran IPA Vol 10, No 1 (2024): Available Online in May 2024 (Web of Science Indexed) ]]>
Publisher : <![CDATA[Department of Science Education, Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jppi.v10i1.21828
<![CDATA[The research aimed to develop an appropriate cognitive assessment for scientific literacy to measure science education students' abilities to identify learning strengths and weaknesses. This research used the R & D method. The normality test and a one-sample t-test was conducted. The specific topic covered in the research is fermented material. The study participants are science education students at a public university in Surabaya, Indonesia. The results indicated that the percentage of question difficulty levels, with 11.11% categorized as difficult and 44.44% categorized as easy. The analysis of test item discrimination reveals that 66.67% fall into the very good category, 11.11% into the good category, and 22.22% into the bad category. The one-sample t-test is conducted, yielding a significance value of 0.0314. Based on the obtained data, with 0.314 > 0.05, the null hypothesis (Ho) is accepted. This implies that the TOSLS instrument influences assessing students' level of scientific literacy ability. The findings of this study serve as a reference and best practice for tertiary institutions seeking to evaluate students' scientific literacy abilities.]]>
<![CDATA[Cognitive of Pre-service Teachers in Designing STEM-based Learning Using CODE-PLAN Model ]]>
<![CDATA[Isnaini, Muhammad]]>;
<![CDATA[Farwati, Ratna]]>;
<![CDATA[Metafisika, Kartika]]>;
<![CDATA[Nasrudin, Dindin]]>
<![CDATA[ Jurnal Penelitian dan Pembelajaran IPA Vol 9, No 2 (2023): Available Online in November 2023 (Web of Science Indexed) ]]>
Publisher : <![CDATA[Department of Science Education, Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jppi.v9i2.21557
<![CDATA[STEM-based learning implementation plan aims to integrate aspects of natural science, technology, engineering, and mathematics in a holistic learning activity. In the educational context, pre-service teachers have an important role in developing effective learning implementation plans to achieve learning goals and facilitate the student learning process. This study aimed to explore the cognitive abilities of prospective teachers in designing STEM-based learning implementation plans using the CODE-Plan model. This research was conducted using qualitative research methods involving several pre-service chemistry teachers as participants. Pre-service chemistry teachers design lesson plans based on the CATUR STEM guidebook (how to organize STEM Learning). This guidebook is a product developed by researchers. Data was collected through interviews, observations and analysis of documents related to learning implementation plans that pre-service chemistry teachers had made. The cognitive abilities of pre-service chemistry teachers in designing STEM-based learning implementation plans are assessed through several indicators, including clarity in formulating objectives, accuracy of integration of context and content, accuracy of a series of STEM-based learning activities, and completeness of the assessment. The results of the research show that most pre-service chemistry teachers have been able to make plans for implementing STEM-based learning by adapting the methods in the CATUR STEM guidebook. Some of the pre-service chemistry teachers have been able to formulate learning objectives in accordance with the chemistry curriculum, design STEM-based learning activities that are oriented towards learning objectives, and plan evaluations. Various chemistry issues in everyday life are correlated with chemistry material and presented in STEM-based learning activity plans by pre-service chemistry teacher students. However, pre-service chemistry teacher students still need to improve in planning the total lesson hours needed for each meeting, and some of the chemical issues used in these learning activities are difficult to implement in the classroom]]>
<![CDATA[Enhancing Physics Engagement Among School Students Through Virtual Laboratory Inquiry ]]>
<![CDATA[Shaafi, Nur Farha]]>;
<![CDATA[Zakaria, Rosnah]]>;
<![CDATA[Mohd Yusof, Mohammad Mubarrak]]>;
<![CDATA[Ellianawati, Ellianawati]]>;
<![CDATA[Afandy, Mohamad Iffat Taqiuddin]]>
<![CDATA[ Jurnal Penelitian dan Pembelajaran IPA Vol 10, No 1 (2024): Available Online in May 2024 (Web of Science Indexed) ]]>
Publisher : <![CDATA[Department of Science Education, Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jppi.v10i1.19931
<![CDATA[Physics is recognized as one of the most difficult topics, which has resulted in a lack of enthusiasm and engagement among secondary students. Therefore, this study aims to (i) identify the difficulties encountered by students in learning Physics, (ii) determine the significant difference in students' performance in Force and Motion in Physics when using virtual laboratories based on gender, and (iii) identify the significant difference in students' performance in Force and Motion in Physics when using a virtual laboratory based on urban and suburban settings. Quasi-experimental research was employed to investigate students' difficulties in Force and Motion, with the research objective being to identify students' perception of computer simulation. The questionnaire was distributed via Google Forms to 40 respondents from secondary school students from Selangor, Malaysia. The findings of this study demonstrated that students encountered the expected problems and provided positive feedback after utilizing the virtual laboratory for learning Physics, indicating the effectiveness of computer simulation in Physics education. The data also revealed that gender did not influence interest in learning Physics, and rural areas showed no significant differences in student performance during the learning sessions. Furthermore, students provided positive feedback and agreed that the virtual laboratory teaching methods offer numerous advantages over traditional methods for teaching and learning Physics.]]>
<![CDATA[Development of Force and Motion Concept Self-Efficacy Inventory (FMCSEI) for Senior High School Students ]]>
<![CDATA[Panergayo, Albert Andry E.]]>
<![CDATA[ Jurnal Penelitian dan Pembelajaran IPA Vol 9, No 2 (2023): Available Online in November 2023 (Web of Science Indexed) ]]>
Publisher : <![CDATA[Department of Science Education, Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jppi.v9i2.20983
<![CDATA[This study aimed to develop and validate the Force and Motion Concept Self-Efficacy Inventory (FMCSEI), a content-specific self-efficacy inventory for the senior high school level. This study involved 1361 senior high school students from the Schools Division Office of San Pablo City, Laguna. Exploratory Factor Analysis (EFA) was initiated to determine the underlying factors within the initial 39-item scale. Based on EFA, FMCSEI managed to capture three factors related to force and motion learning self-efficacy, namely: applications of knowledge of force and motion, conceptual understanding of force concept, and real-life application of Newton’s laws of motion. FMCSEI component structure obtained an excellent reliability index as revealed by the Cronbach’s alpha (>0.80). Correlation analysis among the extracted components emerged to be strongly associated which further established high internal consistency of the developed instrument. Therefore, FMCSEI, composed of 34 items, can be utilized as a valid and reliable instrument by educators or researchers to assess the self-efficacy towards learning force and motion concept in senior high school level. This tool can provide physics teachers, useful insights in instructional planning and designing towards improved attitude and disposition of senior high students in physics courses.]]>
<![CDATA[Improving Students' Eco-literacy through the Development of Electronic Interactive Teaching Materials on Climate Change ]]>
<![CDATA[Rubini, Bibin]]>;
<![CDATA[Pursitasari, Indarini Dwi]]>;
<![CDATA[Suriansyah, Muhammad Iqbal]]>;
<![CDATA[Ramadhanti, Ghina Nisrina]]>;
<![CDATA[Rachman, Indriyani]]>
<![CDATA[ Jurnal Penelitian dan Pembelajaran IPA Vol 9, No 2 (2023): Available Online in November 2023 (Web of Science Indexed) ]]>
Publisher : <![CDATA[Department of Science Education, Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jppi.v9i2.20051
<![CDATA[This study aimed to produce electronic interactive teaching material that can build students’ eco-literacy of climate change. This study used ADDIE design, which began with analyzing needs as a reference and consideration for compiling electronic interactive teaching materials on climate change (e-ITMCC). This study began with analyzing needs as a reference in designing e-ITMCC. Furthermore, a feasibility test was carried out on the e-ITMCC design. Feasibility tests are conducted by material content and multimedia experts using expert judgment sheets. Research instruments use tests, questionnaires, and observations. e-ITMCC was declared suitable for use based on expert judgment and the acquisition of CVR and CVI of teacher assessment results. This e-ITMCC effectively applies them in science learning in junior high school class VII. The implementation results showed that the student's eco-literacy increased after studying climate change with e-ITMCC. Students also responded very well to the use of these teaching materials.]]>
<![CDATA[Science Pre-service Teachers’ TPACK, Readiness, Self-Efficacy, and Challenges Toward Online Teaching Internship ]]>
<![CDATA[Espinosa, Renz John Bryan C.]]>;
<![CDATA[Gilbuena, Sheena Marie D.]]>;
<![CDATA[Ibale, Tyra Lee L.]]>;
<![CDATA[Inot, Clifford M.]]>;
<![CDATA[Laurito, Ryan A.]]>;
<![CDATA[Sanchez, Joje Mar Perino]]>
<![CDATA[ Jurnal Penelitian dan Pembelajaran IPA Vol 10, No 1 (2024): Available Online in May 2024 (Web of Science Indexed) ]]>
Publisher : <![CDATA[Department of Science Education, Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jppi.v10i1.20903
<![CDATA[This embedded mixed method research study examined the pre-service teachers’ (PST) technological, pedagogical, and content knowledge (TPACK) towards their readiness and self-efficacy considering their foresight challenges in online Science teaching internship. It is revealed that PSTs have adequate levels of expertise in TPACK, ranging from moderate to ample in all areas, interconnected with their reflected moderate levels of readiness and self-efficacy. The results of partial least squares-structural equation modeling (PLS-SEM) showed that out of all areas of TPACK, only the pedagogical knowledge (PK) manifested a significant relationship with the PSTs’ readiness and self-efficacy in the online teaching internship. PSTs were challenged by their issues, uncertainties toward teaching training, complicated roles of teacher interns, concerns on TPACK, and external threats. In conclusion, the PSTs are proficient and prepared enough to perform an upright Science lesson delivery and have excellent classroom management skills, albeit with some challenges as teachers in online education. Moreover, a pre-service science teacher who is well-oriented and well-prepared is already on the journey to meet accomplishment and proficiency. Training on online pedagogies and mentorship is recommended.]]>
<![CDATA[Pre-service Science Teachers’ Experiences in their Virtual Internship ]]>
<![CDATA[Turingan, Archie]]>;
<![CDATA[Joyce Silva, Erika]]>;
<![CDATA[Formoso, Cinderella]]>;
<![CDATA[Tindowen, Darin Jan C.]]>;
<![CDATA[Batulan, Anjanette]]>
<![CDATA[ Jurnal Penelitian dan Pembelajaran IPA Vol 9, No 2 (2023): Available Online in November 2023 (Web of Science Indexed) ]]>
Publisher : <![CDATA[Department of Science Education, Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jppi.v9i2.18937
<![CDATA[The emergence of the Novel Corona Virus in 2019 has been the root cause of severe disruptions in economic opportunities and educational curriculum implementation, affecting people's daily lives worldwide. The pandemic has brought about changes in the educational system. The mode of learning and teaching has shifted from face-to-face to online education. This study aimed to explore the experiences of the pre-service science teachers as well as their recommendations to improve the implementation of online teaching delivery in their virtual internship. This basic qualitative research was carried out to explore the experiences of the pre-service science teachers as well as their recommendations to improve the implementation of online teaching delivery in their virtual internship. Twenty pre-service teachers took part in this study through an online interview. The findings revealed three major recurring themes: (1) Pre-deployment experiences of pre-service science teachers in their virtual internship; (2) Deployment experiences of pre-service science teachers in their virtual internship; and (3) Post-deployment experiences of pre-service science teachers in their virtual internship. The study concludes that pre-service science teachers have both positive and negative experiences during their virtual teaching internship. The recommendations of the informants focused primarily on the implementation of virtual internship program during the pandemic.]]>
<![CDATA[Examining Views of Science Teacher Candidates about E-Books ]]>
<![CDATA[ÖCAL, Zekiye Merve]]>;
<![CDATA[YÜZÜAK, Ahmet Volkan]]>
<![CDATA[ Jurnal Penelitian dan Pembelajaran IPA Vol 10, No 1 (2024): Available Online in May 2024 (Web of Science Indexed) ]]>
Publisher : <![CDATA[Department of Science Education, Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jppi.v10i1.25048
<![CDATA[This research aimed to investigate and obtain the opinions of science teacher candidates about e-books. The study was designed following the phenomenology research model which is one of the techniques of qualitative research. The research was carried out with 11 science teacher candidates. Every participant in the research was given access to a course that involved creating an electronic book with topic modules, relevant posters, and videos. This e-book was created with the assistance of the Exe-Learning software program. With the help of this program, users may produce their own books, movies, tests, and other e-learning resources. After learning how to use the application, participants selected the subjects and began to develop their own teaching-learning environment. Within the context of this study, science teacher candidates' comments about the e-book were gathered using a semi-structured interview form created by the researchers. Within the framework of this study, teacher candidates have constructed the e-book material sources. However, by building an e-book around the integration of creativity and self-regulation skills, in-service teachers may also create their own digital e-books with additional resources that effectively increase their students' creativity and self-regulation skills.]]>
