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Jurnal Penelitian dan Pembelajaran IPA
Published by Universitas Sultan Ageng Tirtayasa
ISSN : 24771422     EISSN : 24772038     DOI : -
Core Subject : Education,
Education
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
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Articles 172 Documents
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Implementation of Retrieval Practice After Learning the Immune System in High School: Students' Perceptions and Self-Efficacy Cahyani, Raditha Putri; Rahmat, Adi; Suwandi, Tri
Jurnal Penelitian dan Pembelajaran IPA Vol 10, No 1 (2024): Available Online in May 2024 (Web of Science Indexed)
Publisher : Department of Science Education, Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jppi.v10i1.24269

Abstract

Retrieval practice is a learning strategy that has been shown to be effective in improving student learning. However, more research needs to be done on a classroom scale that examines students' perceptions of retrieval practice and its relationship to self-efficacy. The purpose of this study was to examine students' perceptions of retrieval practice and its influence on self-efficacy in the context of immune system learning. The research was conducted with 128 high school students from four 11th-grade science classes who were divided into two groups: two classes as the experimental group and two classes as the control group. Students in both groups underwent classroom learning about the immune system using Discovery Learning. Three days after the classroom learning, students in the experimental group received additional learning in the form of retrieval practice followed by feedback. Meanwhile, two classes of the control group were spent re-reading. Data on self-efficacy and students' perceptions of retrieval practice were collected after three weeks of learning. Differences in self-efficacy data between the experimental and control groups were analyzed using the Independent Samples t-test. The Spearman Rho test was used to determine the relationship between self-efficacy and students' perceptions in the experimental group. Research has shown that retrieval practice has a positive effect on self-efficacy. However, students' perceptions of retrieval practice vary widely, although most students have shown positive perceptions. These perceptions have a significant positive relationship with self-efficacy. Students who perceive retrieval practice positively generally have high self-efficacy. Therefore, students who use retrieval practice tend to have higher self-efficacy than those who do not. The difference was significant. It suggests that students' perceptions of retrieval practice play an essential role in determining the effect of retrieval practice on self-efficacy.
Science Teachers’ Instructional Experiences in Learning Flexibility Modality Geverola, Immar Jun R.; Mutya, Romel C.; Sumayao, Ernil D.; Pogoy, Angeline M.
Jurnal Penelitian dan Pembelajaran IPA Vol 9, No 2 (2023): Available Online in November 2023 (Web of Science Indexed)
Publisher : Department of Science Education, Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jppi.v9i2.19722

Abstract

This study aimed explore the lived experiences of science teachers’ instructions in the learning flexible modality in preparing instructions, teaching, and assessing students' learning in science. A descriptive phenomenological research design was employed with thirteen secondary science teachers who met the inclusion criteria using a purposive sampling technique. Colaizzi’s seven-step method was utilized to extract the codes, categories, and themes from the semi-structured interviews. Findings revealed three major themes: The Enthusiasm for Science Instructions, Teaching with the Spirit of Invictus, and Changeability and Rigorousness of Assessments. Science teachers face challenges in the learning flexible modality; however, their dedication and resourcefulness in teaching are the main reasons for staying on track in education. They have learned to promote inter-collegial intellectual discussions, allowing them to fill in their teaching gaps and seek improvement areas. In this study, science teachers passionately teach to support the needs of the students and cleverly update themselves with their science instructions in the flexible teaching modality. Although science teachers were able to adapt to the present changes, it is highly suggested that an avenue be provided for them to voice their concerns and make them feel that support is there from the educational sector.
Learning Loss in Chemistry: Basis for Conceptualizing a Remedial Program Cascolan, Honelly Mae Segui
Jurnal Penelitian dan Pembelajaran IPA Vol 10, No 1 (2024): Available Online in May 2024 (Web of Science Indexed)
Publisher : Department of Science Education, Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jppi.v10i1.24798

Abstract

The abrupt lockdown due to COVID-19 pandemic challenges the education institutions. School closure challenges the education institutions to develop strategies to continue instruction. Classes was moved online preventing students and teachers from meeting face-to-face. This study was conducted to determine the learning loss in Chemistry and to conceptualize a remedial program based on the identified learning loss. One hundred Bachelor of Secondary students major in Science academic year 2022-2023 was the respondents of the study. Researcher-made survey instrument was administered to the students through google form. Result showed that the learning loss of students is on the problem-solving skill and the analyzation of problems. There is also a learning loss on the basic concepts in Chemistry which is the foundation as you move to the higher Chemistry subject. It is recommended to have remedial program on the problem-solving skills of student, a laboratory experiment is also necessary for the students to visualized the volumetric and gravimetric analysis and to solve titration problems. A review of the basic concepts of Chemistry is also part of the remedial program in order that the students will have a strong background of chemistry concepts.
Effect of Inquiry-based Laboratory Approach on Scientific Process Skills, Critical Thinking Skills, and Opinions of Ninth Grade Students: Cell Unit Example Basak Erkacmaz, Kubra; Bakirci, Hasan; Kara, Yılmaz
Jurnal Penelitian dan Pembelajaran IPA Vol 9, No 2 (2023): Available Online in November 2023 (Web of Science Indexed)
Publisher : Department of Science Education, Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jppi.v9i2.19733

Abstract

This research aimed to investigate the effect of the inquiry-based laboratory approach on the science process and critical thinking skills of 9th-grade students as well as opinions about the approach. The study was designed according to the case study research model. The research was conducted with 56 students, 28 in the experimental group and 28 in the control group, studying at a high school. While the lessons in the experimental group were carried out with the inquiry-based laboratory approach, the subjects were carried out according to the current teaching in the control group. Science Process Skills Test, Critical Thinking Disposition Inventory, and Semi-Structured Interview Form were used as data collection tools. Data were analyzed both through inferential and content analysis. As a result of the research, the inquiry-based laboratory approach effectively improves ninth-grade students' science process skills and critical thinking dispositions. In addition, the inquiry-based laboratory approach enabled students to be successful in subjects such as active participation in the lesson, obtaining permanent information, creating information themselves, group work, and experimenting. An inquiry-based laboratory approach to various topics is recommended, and teachers should be trained in it.
STEM ESD-Based Learning with "Arduino Uno-Based Trash Can" to Improve Students' Critical Thinking Skills and Sustainable Awareness in Learning Environmental Pollution Annisa, Dea Puspha; Kaniawati, Ida; Eliyawati, Eliyawati
Jurnal Penelitian dan Pembelajaran IPA Vol 10, No 1 (2024): Available Online in May 2024 (Web of Science Indexed)
Publisher : Department of Science Education, Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jppi.v10i1.24008

Abstract

STEM ESD-based learning with "Arduino UNO-Based Trash Can" is a learning model that integrates STEM learning with the principles of Education for Sustainable Development (ESD). ESD recognizes critical thinking and sustainable awareness as the competencies that help develop one's personal qualities for tackling sustainability challenges in the future. Therefore, this research investigated whether STEM ESD-based learning with "Arduino UNO-based Trash Can" improves students' critical thinking skills and sustainable awareness in learning about environmental pollution. A pre-experimental design with one group pretest-posttest design was employed. The participants in this research study were thirty-six 7th-grade junior high school students in one public school in Subang. Critical thinking skills were assessed through ten essay questions and evaluated using a rubric on a scale of zero to three. Sustainable awareness was measured by a 4-point Likert scale questionnaire comprising 27 statements. Data from both instruments were analyzed using IBM SPSS Statistics software. The results showed that the STEM ESD-based learning with "Arduino UNO-Based Trash Can" contributed positively to improving students' critical thinking skills. However, the improvement was not uniformly distributed among all indicators and remained low, with 0.202 of the N-Gain score. On the other hand, the study revealed that the STEM ESD-based learning with "Arduino UNO-Based Trash Can" did not significantly improve students' sustainable awareness, with only a 0.040 N-Gain score. This study's results contribute to future research or teaching as references for integrating STEM learning with ESD in presenting environmental pollution in the context of sustainability.
Cognitive Process of Pre-service Science Teachers Using Problem-based Learning on Nervous System Concepts Hodijah, Siti Romlah Noer; Rahmat, Adi; Priyandoko, Didik; Wahyudin, Wahyudin
Jurnal Penelitian dan Pembelajaran IPA Vol 9, No 2 (2023): Available Online in November 2023 (Web of Science Indexed)
Publisher : Department of Science Education, Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jppi.v9i2.21274

Abstract

Cognitive Process (CP) is a mental process that occurs when a person forms new knowledge with fully conscious or unconscious actions. This study aimed to obtain an overview of the CP of students who are pre-service science teachers in learning the nervous system using a problem-based learning model. The sample of the research was 37 student pre-service science teachers, who were taking the 4th semester. Students’ CP is measured using a CP instrument that refers to Marzano’s taxonomy. Data is analyzed by looking at the average value and frequently occurring answers, then interpreting the findings with the underlying theory. The description of 4th semester pre-service students in science education on nervous system concepts shows that the ability to think in the cognitive system has not been well formed compared to the ability to believe in the metacognitive system and self-system. Based on these conditions, developing more appropriate learning strategies to develop the CP of science teacher candidates is still necessary.
Video Teleconferencing as a Tool for Science Education: Perceptions and Experiences of Tertiary Students in a Rural School in a Post-Pandemic Era Pattung, Agustina
Jurnal Penelitian dan Pembelajaran IPA Vol 10, No 2 (2024): Available Online in November 2024 (Web of Science Indexed)
Publisher : Department of Science Education, Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jppi.v10i2.25536

Abstract

A qualitative study that tries to investigate perceptions and experiences of tertiary students regarding the application of video teleconferencing as an educational tool in science learning among students of a rural school post-pandemic. Interviews, focus group discussions, and observation revealed rich insights into how video teleconferencing technology could indeed be integrated in science courses. Various themes from research findings are brought out; among them is the influence video teleconferencing exerts on the level of students' engagement and their comprehension of the science curriculum. Others include approaches to pedagogy and challenges which face the students. To this end, students described having a more active engagement in science education via video teleconferencing, for it was interactive, thus allowing maneuverability around. However, they encountered challenges such as technical issues, accessibility barriers, and distractions. Nonetheless, video teleconferencing was found to be a crucial component of the educational process, which increases accessibility, broadens chances, and fosters the development of lifetime learning abilities. These results emphasize the necessity of resolving issues in order to maximize the efficiency of video teleconferencing in science instruction.
Analysis of Computational Thinking Test Using Bioinformatics Database: A Convergent Parallel Mixed‐Methods Study Sari, Indah Juwita; El Islami, R. Ahmad Zaky; Rafik, Muhammad
Jurnal Penelitian dan Pembelajaran IPA Vol 10, No 2 (2024): Available Online in November 2024 (Web of Science Indexed)
Publisher : Department of Science Education, Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jppi.v10i2.28572

Abstract

Computational thinking is an approach to understanding and solving complex problems by applying computational concepts and techniques. This study uses a bioinformatics database to analyze the computational thinking test question items qualitatively and quantitatively. The method used in this study is mixed, with the research design being a convergent parallel design. The qualitative data collection technique is a sheet of suggestions, inputs, and comments from experts in assessment in education, computational thinking, and bioinformatics. In contrast, the quantitative data collection technique is an expert assessment sheet and a test of questions to 127 pre-service biology teachers by producing reliability values and an infit-outfit index. The results obtained qualitatively show that CTT has high recency and complexity, and there are improvements related to the language and multiple answer options used. The quantitative results showed that the computational thinking problem was included in the very feasible category with a value of 91.83; the reliability value that was included in the category was very low, but each item was included in the accepted category with an infit-outfit index range of 0.7-1.3. Based on these results, following up on the measurement of students' computational thinking more widely using CTT is interesting.
Uncovering Climate Change Education-enabling Themes in the South African Grade 7 Natural and Social Sciences School Curricula Hebe, Headman
Jurnal Penelitian dan Pembelajaran IPA Vol 10, No 2 (2024): Available Online in November 2024 (Web of Science Indexed)
Publisher : Department of Science Education, Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jppi.v10i2.29026

Abstract

Environmental sustainability is perennially threatened by many challenges including drought, flooding, declining biodiversity, pollution, desertification, etcetera. Global warming, an offshoot of the greenhouse effect, is central to most of these environmental issues. Climate change education (CCE) has been touted as the main vehicle for the mitigation of climate change challenges. Accordingly, this study investigated whether the Grade 7 school curricula in South Africa provide for possible integration of CCE in pedagogy. The in-depth scoping review of the school subjects curricula taught in Grade 7 public schools classes suggests that, relative to other subjects, the Natural and Social Sciences provide greater opportunities for CCE. Accordingly, in this interpretive qualitative study, the researcher used content analysis to tease out some of the themes that could enable CCE from the Curriculum and Assessment Policy Statements (CAPS) which guide pedagogy in the two subjects. Aided by the abductive, deductive and inductive modes of extrapolation, the researcher found that there are several themes that could enable CCE in the Grade 7 Natural and Social Sciences subjects. However, the findings also suggest that there is, virtually, no guidance in the policy documents on how to infuse CCE in pedagogy. Furthermore, the literature points to the dearth of research in this area. Accordingly, the researcher recommends that the South African school curriculum be reviewed to accommodate the integration of CCE in pedagogy, and that scholars conduct more studies like this one, globally.
Development of Problem-Based Electronic Comics on Environmental Pollution Subject Baga, Sisean; Hasanah, Uswatun; Astra, I Made
Jurnal Penelitian dan Pembelajaran IPA Vol 10, No 2 (2024): Available Online in November 2024 (Web of Science Indexed)
Publisher : Department of Science Education, Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jppi.v10i2.25422

Abstract

This study aimed to measure the eligibility of problem-based electronic comics that have been developed. The method used is research and development, with the 4-D model development by Thiagarajan (1974). The process consisted of three stages: define, design, and develop, concluding with the limited testing stage. The dissemination stage, however, is not covered in this paper. Product eligibility was evaluated using a validation questionnaire, assessed by 12 experts with a minimum educational background of a doctoral degree and more than 3 years of teaching experience at a university. The development of teaching materials in problem-based electronic comics was conducted in two trials: a small group trial of 12 students, which scored 95.7%, and a large group trial of 34 students, which scored 96.6%. These two results showed that the trial is highly eligible. Therefore, the problem-based electronic comics developed can be utilized as a learning resource on environmental pollution and can proceed to field tests or experiments. The urgency of this teaching material development was due to the limited resource of teaching materials in the form of electronic comics with the syntax of the Problem-Based Learning (PBL) model. This study revealed that problem-based electronic comics on environmental pollution subjects in this study are highly eligible to proceed to the dissemination stage.

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