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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 180 Documents
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The Development of Science Laboratory Safety Educational Comic for Secondary School Students in Malaysia Shaafi, Nur Farha; Yusof, Mohammad Mubarrak Mohd; Nasir, Suraya Md.; Ellianawati, Ellianawati
Jurnal Penelitian dan Pembelajaran IPA Vol 11, No 1 (2025): Available Online in May 2025 (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.v11i1.29217

Abstract

The traditional method of teaching science laboratory safety often involves lengthy, complex manuals that are difficult for students to understand. Despite the existence of the School Science Laboratory Management and Safety (SLMS) guidebook, students’ knowledge and awareness of lab safety remain low. Research shows that comics can enhance students’ interest and understanding of safety protocols. This study aimed to develop a science laboratory safety educational comic for secondary school students to raise awareness about lab safety. The educational comic was developed following the analysis, design, development, implement, and evaluate (ADDIE) model, with this study focusing on the first three stages. A needs analysis involved questionnaires given to 131 students in Kuala Lumpur and Kedah, revealing a moderate awareness of lab regulations (average score: 3.53) and strong support for developing a safety educational comic (average score: 3.90). The educational comic, designed by six experts from university academic and science teachers, and illustrated by a professional illustrator, covers topics such as laboratory preparation, waste disposal, laboratory accidents, and fire extinguishers. Validation was performed by experts in materials aspect (2 education academic experts), learning aspect (2 science teachers), and media design aspect (2 art and design academic expert), with scores of 4.80, 4.85, and 4.65, respectively, indicating high qualifications. In conclusion, the science laboratory safety educational comic was found to be valid and highly effective in meeting educational standards for lab safety.
Enhancing Students' Collaborative Problem Solving Competency through Creativity-Based Learning Combined with Collaborative Learning in Chemistry Learning Thongkorn, Patcharabhorn; Cojorn, Kanyarat
Jurnal Penelitian dan Pembelajaran IPA Vol 11, No 1 (2025): Available Online in May 2025 (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.v11i1.28557

Abstract

In an era demanding teamwork and innovation,collaborative problem-solving (CPS) equips students to negotiate diverse perspectives, co-construct knowledge, and tackle complex real-world challenges. This action research study investigated the effectiveness of Creativity-Based Learning (CBL) combined with Collaborative Learning (CL) in developing collaborative problem-solving (CPS) competencies among 18 Grade 10 students in a chemistry unit on Solutions. Conducted over three iterative cycles, the research employed a mixed-methods approach, collecting data through: (1) nine CBL-CL lesson plans, (2) a CPS competency assessment, (3) structured observations of student behaviors, and (4) semi-structured interviews. Quantitative analysis (means, percentages) of assessment scores revealed progressive improvement: 27.8% (5 students) met the high CPS standard in Cycle 1, increasing to 44.4% (8 students) in Cycle 2, and 88.9% (16 students) in Cycle 3. Qualitative findings from observations and interviews highlighted enhanced engagement, communication, and creative problem-solving strategies. The study demonstrates that CBL-CL significantly strengthens CPS skills in science education. Recommendations include integrating CBL-CL into broader curricula, teacher training on facilitation techniques, and extended implementation periods for sustained competency development.
Development of Culturally Responsive Physics Learning Materials Based on Batak Cultural Values Ida Wahyuni; Ratna Tanjung; Rugaya Rugaya; Yeni Megalina; Rizky Agassy Sihombing
Jurnal Penelitian dan Pembelajaran IPA Vol 12, No 1 (2026): Available Online in May 2026 (Web of Science Indexed)
Publisher : Department of Science Education, Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jppi.v12i1.39574

Abstract

Teachers need well-designed learning materials to achieve instructional objectives. In the P3FIS course, students are required to develop such materials; however, many still lack sufficient understanding to design them effectively. The required components include the Annual Teaching Flow (ATP), semester and annual programs, and teaching modules consisting of teaching materials, learning media, student worksheets, and learning evaluations. Observations of Class B Physics Education students in 2022 indicated that many students come from Batak ethnic backgrounds. To create more contextual and meaningful learning, culturally responsive learning materials grounded in Batak culture are necessary. This study aimed to develop learning materials that are valid, practical, and effective. The research was conducted in the Physics Department at Universitas Negeri Medan using a Research and Development (R&D) approach with the ADDIE model, which includes analysis, design, development, validation, implementation, and evaluation stages. The product developed was a comprehensive set of learning materials validated by three experts. Validation results showed scores of 81.7%, 83.1% and 80.3%, indicating high validity. Practicality results reached 83% in the small group and 93.62% in the large group. The effectiveness test produced an N-gain score of 0.65 (moderate category). Thus, the CRT-based learning materials grounded in Batak culture are considered highly valid, practical, and effective.
From Motivation to Identity: The Mediating Effect of Science Learning Self-efficacy Rochelle C. Gabaleño; Yien Philicity L. Padernos; Albert Andry E. Panergayo; Lorelyn C. Rescober
Jurnal Penelitian dan Pembelajaran IPA Vol 12, No 1 (2026): Available Online in May 2026 (Web of Science Indexed)
Publisher : Department of Science Education, Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jppi.v12i1.35875

Abstract

The Philippines consistently ranked bottom among different countries in international large-scale assessments. This stems from traditional teaching and lack of real-world application, affecting student engagement in science. Beyond structural reforms, students' long-term engagement in science may be increased by targeting these affective factors: science motivation (SM), science identity (SI), and science self-efficacy (SSE). Thus, this study investigated the Grade 10 students’ level among three variables and examined the influence of science motivation on students’ science identity, focusing on the mediating role of science self-efficacy. A descriptive correlational research design was utilized, and data were gathered from a random sample of 200 students using three adapted survey questionnaires: Science Motivation Questionnaire II, Students’ Science Identity Questionnaire, and Science Self-efficacy Scale. Mean and standard deviation uncovered that student’s level of SM, SI, and SSE are all high. Path analysis shows that the three variables have a strong positive predictive relationship. Mediation analysis further revealed that about 33.5% of the total effect is mediated by SSE, while 66.5% shows direct effect of SM to SI. The study found that SSE partially mediates the relationship between SM and SI, indicating that while motivation directly influence science identity, an increase in self-efficacy could further strengthen this connection. Teachers can enhance students’ science motivation and self-efficacy by incorporate hands-on activities, real-world applications, and success in scientific tasks, which increase their science identity.
Analyzing Students’ Experimental Design Skills: Insights from a Rasch Model Study Yudi Kurniawan; Andi Suhandi; Achmad Samsudin; Muslim Muslim
Jurnal Penelitian dan Pembelajaran IPA Vol 12, No 1 (2026): Available Online in May 2026 (Web of Science Indexed)
Publisher : Department of Science Education, Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jppi.v12i1.37109

Abstract

This study aimed to investigate first-year university students’ experimental design skills in regional context of at a private teacher training institution (LPTK) in Singkawang, West Kalimantan. Utilizing a survey design, data were collected from 112 participants with diverse genders and secondary education backgrounds (Science, Vocational, and Social Sciences). The assessment utilized four targeted items from the Scientific Inquiry Literacy (ScInqLit) instrument developed by Wenning, translated and contextualized into the Indonesian context. Data were evaluated using Rasch model analysis to examine both overall competence levels and potential demographic bias through Differential Item Functioning (DIF). The results indicated that the students’ ability in designing experiments was remarkably low, as evidenced by a mean person measure of -1.15 logits, which falls substantially below the item difficulty baseline (0.0 logit). Furthermore, the DIF analysis revealed that all item probabilities exceeded 0.05, demonstrating that the instrument was free from gender and academic background biases. This neutrality implies that the low competence in designing experiments is a widespread issue across all student demographics. These findings emphasize an urgent need for LPTKs to redesign foundational science curricula, shifting from conventional “cookbook” laboratory tasks to explicit inquiry-based interventions to foster robust experimental design skill.
Shifts in Middle School Students’ Environmentally Friendly Behaviors and Attitudes During the Covid-19 Pandemic in Turkey Dilek Türkoğlu; Recep Bozyiğit; Esme Hacıeminoğlu
Jurnal Penelitian dan Pembelajaran IPA Vol 12, No 1 (2026): Available Online in May 2026 (Web of Science Indexed)
Publisher : Department of Science Education, Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jppi.v12i1.31538

Abstract

The study aimed to examine the eco-friendly behaviors and environmental attitudes exhibited by middle school students during the COVID-19 pandemic. This survey-based study compiles data collected from 191 middle school students across various regions of Turkey. Given the lockdown restrictions implemented due to the pandemic, the data was collected online by students who voluntarily set aside time to participate. The study utilized a survey focused on eco-friendly behaviors and attitudes. The findings reveal that middle school students demonstrated eco-friendly behaviors and held positive attitudes toward the environment. More than half of the students reported a change in their attitudes and behaviors toward the environment. This change was examined as part of the research, focusing on environmental protection, recycling, and other related topics. On the other hand, more than a quarter of the students reported no change in their relationship with the environment and noted that they had already adopted a positive and environmentally friendly attitude toward nature.
Development and Evaluation of MilleaLab-Based Virtual Reality Media for Learning Plant Anatomy, Cell Biology, and the Nervous System Dea Diella; Ryan Ardiansyah; Egi Nuryadin
Jurnal Penelitian dan Pembelajaran IPA Vol 12, No 1 (2026): Available Online in May 2026 (Web of Science Indexed)
Publisher : Department of Science Education, Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jppi.v12i1.33005

Abstract

Student engagement in biology learning remains a significant challenge, particularly when students are required to understand abstract concepts such as plant anatomy, cell biology, and the nervous system. Virtual Reality (VR) offers immersive and interactive learning environment that has potential to enhance students’ learning experiences and engagement. This study aimed to develop and evaluate MilleaLab-based Virtual Reality learning media for teaching plant anatomy, cell biology, and the nervous system. The study employed the ADDIE development model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The feasibility of the developed media was assessed by subject matter expert and VR media expert using validation sheets, while student engagement was measured through a student engagement questionnaire. The result indicated that the VR-based learning media achieved feasibility scores above 80%, demonstrating that the media is highly feasible for biology learning. Furthermore, the findings revealed that the VR media contributed positively to students’ behavioral and psychological engagement, with average score above 3.0, while cognitive engagement showed a lower average score below 3.0. These findings suggests that MilleaLab-based VR media can serve as innovative learning alternative for teaching complex biology concepts by promoting active participation and positive learning experiences among students.
Development and Validation of an Informal Learning Experience Level Assessment Scale Ataman Karaçöp; Tufan İnaltekin
Jurnal Penelitian dan Pembelajaran IPA Vol 12, No 1 (2026): Available Online in May 2026 (Web of Science Indexed)
Publisher : Department of Science Education, Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jppi.v12i1.35756

Abstract

This study aimed to develop and validate an Informal Learning Experience Level Assessment Scale (ILE-LAS) designed to assess middle and high school students’ participation in informal learning experiences that support their cognitive, intellectual, and personal development across everyday social, cultural, and material environments. The sample of the study consists of 5th to 10th-grade students studying in central, district, and village schools in a city in the northeastern region of Türkiye (1st phase: 1224 students, 2nd phase: 1312 students). This study follows a survey design. The construct validity of the ILE-LAS was assessed using Confirmatory Factor Analysis (CFA) for the factors revealed by Exploratory Factor Analysis (EFA). The results of the study show that the ILE-LAS contains a valid and reliable structure consisting of seven factors (social media usage, time spent on shopping and entertainment activities, leisure activities, technology use, hobbies, travel and interesting activities, educational, cultural, and sports activities related or unrelated to school, library and research activities, and activities requiring independent decision-making) and 25 items. As a result of this research, the ILE-LAS, which allows the identification of participation in activities that promote informal learning through interactions with other individuals or independently within social and material environments, has been made available for use within the Turkish educational and cultural context and contributes to the broader body of research on informal learning.
An Innovative Project-Based Active Learning Model with Scientific Literacy for Enhancing HOTS Christina Sitepu; Manihar Situmorang; Saronom Silaban
Jurnal Penelitian dan Pembelajaran IPA Vol 12, No 1 (2026): Available Online in May 2026 (Web of Science Indexed)
Publisher : Department of Science Education, Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jppi.v12i1.38996

Abstract

Higher-order thinking skills (HOTS) are essential for scientific problem-solving and lifelong learning; however, General Chemistry instruction in higher education is often lecture-centered and insufficient in fostering cognitive engagement and scientific literacy. This study develops and evaluates an project-based active learning model with scientific literacy to enhance students’ HOTS. Using a mixed-methods Research and Development approach with a sequential explanatory design, the study involved needs analysis, development of scientific literacy–based mini-projects on chemical bonding and acid–base solutions, instructional design, and model implementation. Quantitative data were analyzed using SEM-PLS. The measurement model demonstrated adequate convergent and discriminant validity (AVE > 0.50) and high internal consistency. The structural model showed a strong and significant effect of project-based active learning model with scientific literacy on HOTS (path coefficient = 0.911), with high explanatory and predictive power (R² = 0.911; Q² = 0.898). Learning motivation, engagement, self-regulated learning, instructional design quality, collaboration, and lecturer facilitation significantly contributed to HOTS. Scientific literacy strengthened the effects of several learning factors on HOTS. These findings indicate that integrating scientific literacy into project-based learning is effective strategy to improving HOTS in undergraduate General Chemistry.
Generative AI for Ecological Research and Ecology Education: A Systematic Literature Review Djohar Maknun; Jajang Aisyul Muzakki; Ipin Aripin; Bambang Ekanara
Jurnal Penelitian dan Pembelajaran IPA Vol 12, No 1 (2026): Available Online in May 2026 (Web of Science Indexed)
Publisher : Department of Science Education, Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jppi.v12i1.34721

Abstract

Gen AI has been applied widely in applied science research, but its use in ecological research and ecology education is still rarely studied. This research aims to systematically examine the use of Gen AI in ecological research and ecology education. This study applied the PRISMA method to analyze relevant studies in Scopus. The study found 23 relevant articles related to the use of Gen AI in ecological reseach (n=17) and ecology education (n=7). In the field of ecological research, Gen AI is utilized for ecological monitoring, landscape ecology, species identification, industrial ecology, conservation, human ecology, and as an ecological research tool. Gen AI in ecology education is used to personalize learning content, support an AI-based automatic assessment system, enable digital field simulations, and foster student innovation and creativity. This study emphasizes the importance of establishing clear guidelines and providing training for both lecturers and students to optimize the benefits of Gen AI and to mitigate the associated risks. The findings of this study are expected to provide recommendations for educators and researchers on utilizing AI to support ecological research and the effective teaching of ecology. This research has practical implications regarding the importance of digital literacy and ethical AI use in the academic context.

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