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INDONESIA
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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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.

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