cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
R. Ahmad Zaky El Islami
Contact Email
zakyislami@gmail.com
Phone
-
Journal Mail Official
jppi@untirta.ac.id
Editorial Address
-
Location
Kab. serang,
Banten
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
Arjuna Subject : -
Articles 172 Documents
 5   6   7   8   9 
Learning Multimedia Based on Science Literacy on the Lightning Theme Rubini, Bibin; Permanasari, Anna; Yuningsih, Winda
Jurnal Penelitian dan Pembelajaran IPA Vol 4, No 2 (2018): Available Online in November 2018 (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.v4i2.3926

Abstract

This study aims to develop of multimedia based on science literacy on the lightning themes and apply it on the science learning to improve of students' scientific literacy. The method used in this research is Research and Development with ADDIE (Analysis, Design, Development, Implementation and Evaluation) models. The research design at the multimedia implementation as small scale on the science learning by using one-group pretest-posttest design. Implementation was carried out in class IX with 31 students with cluster random sampling. The result of research showed: (1) multimedia based on science literacy on lightning themes in the form of text, images, animation, and videos that refer to the 2015 PISA framework are content, science competencies and science attitudes domains; (2) the feasibility test by the expert and teacher show all aspects of multimedia have a very good category, it is suitable for use in science learning; and (3) the using of multimedia can increase science literacy skills especially content and scientific attitude domains have medium category. As well as competency domains show is very good categories. This is supported by respon of student that multimedia is very good in the domain aspects of literacy and motivation, whereas in aspect of operating multimedia have good categories.
The Influence of Learning by Smartphone to the Conceptual Science Knowledge and the Independence of Students’ Learning at Junior High School Hasanah, Ibadul; Hasani, Aceng; Fatah, Abdul; Sari, Indah Juwita; Romdani, Andhy
Jurnal Penelitian dan Pembelajaran IPA Vol 4, No 2 (2018): Available Online in November 2018 (Web of Science Indexed)
Publisher : Department of Science Education, Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (277.967 KB) | DOI: 10.30870/jppi.v4i2.3925

Abstract

This study aims to determine the effect of using smart phone learning on science knowledge conceptual and independence of students’ learning in junior high school. The design of quadratic control groups is used on this research with all seventh grade students at Serang-Banten City Junior High School as the population. The random technique samples are VII A grade as an experimental class and VII B grade as the control class, so it can be measured the conceptual science knowledge and scaling the independence of students’ learning by questionnaire. Independent sample T Test survey result shows using the smart phone has an impact to science knowledge with a significance value of 0.002 and an independence of student’s learning with a significance value of 0.003.
The Effectiveness of Android-assisted Optical Devices Learning to Improve Students’ Conceptual Understanding Nanda, Oktama Azarya; Wilujeng, Insih
Jurnal Penelitian dan Pembelajaran IPA Vol 4, No 2 (2018): Available Online in November 2018 (Web of Science Indexed)
Publisher : Department of Science Education, Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (441.886 KB) | DOI: 10.30870/jppi.v4i2.4038

Abstract

This research aims to find the effectiveness of Android-assisted optical devices learning to improve students’ conceptual understanding. This research was a quasi-experimental research with a pretest-posttest design. This research involved 60 second year high school students in West Kutai Regency, East Kalimantan. The instrument for the data collection was comprehension questions about conceptual understanding on optical devices tested through pretest and posttest. The conceptual understanding data was analyzed using anava mix design. The result shows that learning optical devices using an android application is more effective in improving students’ conceptual understanding compared to conventional learning which is not using an android application
Fostering Scientific Creativity in Teaching and Learning Science in Schools: A Systematic Review Sidek, Rubaaiah; Halim, Lilia; Buang, Nor Aishah; Mohamad Arsad, Nurazidawati
Jurnal Penelitian dan Pembelajaran IPA Vol 6, No 1 (2020): Available Online in May 2020 (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.v6i1.7149

Abstract

Fostering creativity among the students will result in the production of a skillful workforce and human capital in the future. Creativity is a concept that has its roots in specific knowledge domains or disciplines including scientific creativity that is specific to science. This article attempts to fill the gap in understanding and identifying the factors and pedagogical approaches that influence and facilitate the effort to foster scientific creativity in science teaching and learning in schools. Thus, the questions arise of what pedagogical approaches and factors that foster students’ scientific creativity as well as support the teaching and learning in science classrooms. A systematic review of 30 studies was conducted to investigate effective interventions and variables that influence scientific creativity among students in school science classrooms. Pedagogical approaches and strategies such as teaching creative thinking techniques, problem-based, project-based, model-based, ICT-based, integrated STEM-based, and collaborative learning were found to improve scientific creativity among students. Meanwhile, students’ factors, teachers’ factors, and environmental factors were identified to facilitate the inculcation of creativity in science teaching and learning. This review suggests that the role of teachers is crucial in fostering scientific creativity in the science classrooms and there is a need to study teachers’ beliefs and practices in real settings. Also, future studies could also focus on identifying constraining factors that may hinder the fostering of scientific creativity by teachers in the classrooms.
Building Cognitive and Affective Learning Outcomes on the Concept of Linear Motion through Ticker Timer Experiment Using Problem Based Learning Khoiri, Nur; Huda, Choirul; Wiyanto, Wiyanto
Jurnal Penelitian dan Pembelajaran IPA Vol 6, No 2 (2020): Available Online in November 2020 (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.v6i2.9006

Abstract

This study is aimed to determine the impact of the ticker timer experiment using Problem Based Learning (PBL) model on students’ cognitive and affective learning outcomes in Physics. The research used a quasi-experimental method which is conducted in one of the senior high schools in Semarang, Indonesia. The research subject for both experimental and control classes was chosen randomly from the population. The experimental class carried out the learning using the PBL model-based experiment and the control class implemented the Direct Instruction model. The cognitive and affective learning outcomes were collected through the test and the observation sheets. The data analysis used the t-test statistical method. The results showed that there were differences in cognitive learning outcomes between the control class and the experiment class (tcount = 1.993> ttable = 1.667). Based on the results of the observations also found differences in students' affective learning outcomes with the average value of the experimental class was 25 which is in the very good category and 23.21 for the control class which is in the good category. Based on the results of the discussion, it can be concluded that the PBL model-based experiment has a significant impact on students' cognitive and affective learning outcomes
Analysis of Students’ Comprehension and Misconception towards the Topic of Salt Solubility Izzati, Sabila; Rochmah, Nur
Jurnal Penelitian dan Pembelajaran IPA Vol 6, No 1 (2020): Available Online in May 2020 (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.v6i1.7324

Abstract

This study aimed to analyze students’ comprehension and misconception towards the topic of salt solubility both on the level of microscopic representation and understanding. This study utilized essay diagnostic test as instruments and interviews based on a case study of 10 students in grade 11 at senior high school in Bogor who were given 8 questions regarding salt solubility. The results showed that there was a misconception, 40% of the students misled in drawing microscopically the system of salt and sugar solubility and 50% of the students incorrectly drew the system due to the absence of interaction between salt particle and water, while 10% of the students sketched correctly though it is difficult to notice the result of salt ionization on the solvent. Moreover, 80% of the students were unable to find a link between the alteration system of solvent equilibrium caused by additional salt with various solvents on the macroscopic concept of an insoluble salt equilibrium system and the effect of adding similar ions on the equilibrium system.
Engaging STEM Education for High School Student in Japan: Exploration of Perception to Engineer Profession Sulaeman, Nurul Fitriyah; Putra, Pramudya Dwi Aristya; Mineta, Ippei; Hakamada, Hiroki; Takahashi, Masahiro; Ide, Yuhsuke; Kumano, Yoshisuke
Jurnal Penelitian dan Pembelajaran IPA Vol 6, No 2 (2020): Available Online in November 2020 (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.v6i2.8449

Abstract

While Science-Technology-Engineering-Mathematics (STEM) education is expanding worldwide, engineering reminds as both valuable and difficult element to integrate. Understanding students’ perceptions of the engineering profession might be key to enhancing their interest in engineering careers in the future and insight to science educators who demand to develop more STEM activities in their classroom. In our framework, a case study was used to explore the perceptions of 16 students (aged 14-15) as they participated in STEM activities at Japan Junior High School. After participating in the activities, students completed an open-ended questionnaire about the profession. Data analysis was guided by a focus on general perceptions of engineering, the clustering of those perceptions, and discussions of how the perceptions related to the literature. Text analysis was conducted, especially in terms of frequency network and hierarchical cluster analysis. Our findings indicate that students’ perceptions were related to making or creating, technology, and machines. Five clusters of responses were found. The “design, make, develop new technology” and “solve the problem faced by society” clusters were influential. There were disparities between the students’ perceptions and the definition of engineering, especially regarding constraints and the use of science and mathematics concepts.
Crucial Cognitive Skills in Science Education: A Systematic Review Hasanah, Uswatun; Shimizu, Kinya
Jurnal Penelitian dan Pembelajaran IPA Vol 6, No 1 (2020): Available Online in May 2020 (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.v6i1.7140

Abstract

This systematic review focuses on identifying three common cognitive skills in science education—process skills, critical thinking skills, and reasoning skills—in order to find the crucial skills in science education. The inclusion and exclusion criteria were created. In total, 78 articles published in 17 countries, namely the USA, Turkey, Indonesia, Malaysia, Iran, Palestine, Thailand, Nigeria, Jamaica, Israel, Kenya, Oman, Columbia, China, Philippines, Korea, Canada, were selected. The reviewed studies were published from 1998 to 2019. Fifty-seven studies were reported as journal publications and 21 studies came from conference proceedings. The results indicate that crucial skills exist such as science process skills (inference, measuring, identifying and controlling variable, definition operational variable, and explanation), critical thinking skills (interpreting data, inference, and evaluation), and reasoning skills (all subskills), and also revealed the relationship among them. This study concludes that the crucial skills in science education are mostly located in the reasoning skills domain.
Teaching Science Books Based on Bakpia Local-Potential to Improve Students’ Critical Thinking and Communication Skills Nisa, Wilda Muhimmatun; Wilujeng, Insih
Jurnal Penelitian dan Pembelajaran IPA Vol 6, No 2 (2020): Available Online in November 2020 (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.v6i2.8716

Abstract

This study is aimed at determining the effectiveness of the use of a science textbook integrated with the local potentials of bakpia in improving the critical thinking and communication skills of the junior high school students. The study was a quasi-experiment with a pretest-posttest control group research design. The experiment and control groups were taken by cluster random sampling by considering the location of the school, which is within proximity of the local potentials in question. The study was conducted in the 7th grade, at one of the junior high schools in Yogyakarta, both for the experiment and control classes. The research instruments were an open-reasoned multiple-choice test and observation sheets to obtain data on students’ critical thinking skills and communication skills. Data analysis was done by the Manova difference test assisted by the SPSS 2.0 computer program with a significance value lower than 0.05. Results showed that the value of the partial Eta squared from the Manova test was 0.981, indicating that the effectiveness of the science textbook integrated with the bakpia local potentials to improve students’ critical thinking and communication skills was in the “high” category. The test of between subject effects of the Manova test showed a significant value of students’ critical thinking and communication skills of less than 0.05. Therefore, it can be said that the science textbook was effective in increasing students’ critical thinking and communication skills, simultaneously. A limitation to the study can be in the fact that the study is not conducted directly in the bakpia factory and that it involves only 60 subjects for both the experiment and control groups. The integrated textbook of bakpia local potentials can be used as a reference for future researchers with other local potentials. The local potential integrated book can also become an alternative-learning mode, e.g.: based on STEM, with materials suitable for local potentials in other regions.
Designing an Innovative Assessment of HOTS in the Science Learning for the 21st Century Ichsan, Ilmi Zajuli; Hasanah, Risky; Ristanto, Rizhal Hendi; Rusdi, Rusdi; Cahapay, Michael Bobias; Widiyawati, Yeni; Rahman, Md. Mehadi
Jurnal Penelitian dan Pembelajaran IPA Vol 6, No 2 (2020): Available Online in November 2020 (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.v6i2.4765

Abstract

Science learning in the 21st century should develop the abilities of the students to find solutions to the problems. This task requires a set of skills called Higher Order Thinking Skills (HOTS) and innovative assessment should be designed to gauge the acquisition of these skills. Thus, this study aimed to create an innovative HOTS-based assessment tool in science learning. It entailed a method following the research and development model. It covered the topic of genetics and involved biology experts and junior high school students. The result initially showed that the assessment tool has high content validity. It further revealed that the items have a high-reliability index and they loaded on components based on the three HOTS intended for the test. Thus, this paper concludes that the HOTS-based assessment tool is a good classroom test to gauge the science learning of the students.

Page 7 of 18 | Total Record : 172

 5   6   7   8   9 

Filter by Year

2015 2025


Reset
Filter By Issues
All Issue Vol 11, No 1 (2025): Available Online in May 2025 (Web of Science Indexed) Vol 10, No 2 (2024): Available Online in November 2024 (Web of Science Indexed) Vol 10, No 1 (2024): Available Online in May 2024 (Web of Science Indexed) Vol 9, No 2 (2023): Available Online in November 2023 (Web of Science Indexed) Vol 9, No 1 (2023): Available Online in May 2023 (Web of Science Indexed) Vol 8, No 2 (2022): Available Online in November 2022 (Web of Science Indexed) Vol 8, No 1 (2022): Available Online in May 2022 (Web of Science Indexed) Vol 7, No 2 (2021): Available Online in November 2021 (Web of Science Indexed) Vol 7, No 1 (2021): Available Online in May 2021 (Web of Science Indexed) Vol 6, No 2 (2020): Available Online in November 2020 (Web of Science Indexed) Vol 6, No 1 (2020): Available Online in May 2020 (Web of Science Indexed) Vol 5, No 2 (2019): Available Online in November 2019 (Web of Science Indexed) Vol 5, No 1 (2019): Available Online in May 2019 (Web of Science Indexed) Vol 4, No 2 (2018): Available Online in November 2018 (Web of Science Indexed) Vol 4, No 1 (2018): Available Online in May 2018 (Web of Science Indexed) Vol 3, No 2 (2017): Available Online in November 2017 (Web of Science Indexed) Vol 3, No 1 (2017): Available Online in May 2017 (Web of Science Indexed) Vol 2, No 2 (2016): Available Online in Desember 2016 (Web of Science Indexed) Vol 2, No 1 (2016): Available Online in June 2016 (Web of Science Indexed) Vol 1, No 1 (2015): Available Online in November 2015 (Web of Science Indexed) More Issue