cover
Contact Name
Dr. Mohammad Budiyanto, M.Pd
Contact Email
jppipa@unesa.ac.id
Phone
-
Journal Mail Official
jppipa@unesa.ac.id
Editorial Address
C12 Building, 1st floor, Science Department, Faculty of Mathematics and Natural Sciences Universitas Negeri Surabaya, Jl. Ketintang, Surabaya 60231
Location
Kota surabaya,
Jawa timur
INDONESIA
Jurnal Penelitian Pendidikan IPA
ISSN : 25277537     EISSN : 25492209     DOI : http://dx.doi.org/10.26740/jppipa.v4n1
JPPIPA (Jurnal Penelitian Pendidikan IPA) is a scientific journal that is managed by Department of Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya and published by Universitas Negeri Surabaya in collaboration with Perkumpulan Pendidik IPA Indonesia (PPII). JPPIPA is published periodically (twice a year) in June and December.
Articles 7 Documents
Search results for , issue "Vol. 7 No. 1 (2022): Juni 2022" : 7 Documents clear
LEARNING BASED OCEANOGRAPHY LITERACY TO SEE THE RELATIONSHIP BETWEEN KNOWLEDGE COMPETENCIES AND ATTITUDES TO CARE FOR THE MARINE ENVIRONMENT Siti Nurul Hidayati; Millah Khoirul Muazzah; Hasan Subekti
Jurnal Penelitian Pendidikan IPA Vol. 7 No. 1 (2022): Juni 2022
Publisher : Perkumpulan Pendidik IPA Indonesia (PPII)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppipa.v7n1.p10-16

Abstract

Nowadays, marine environmental problems are already very worrying. Human activity is the main cause of lack of an attitude towards the environment. The research that has been carried out aims to describe the relationship between knowledge and attitudes towards caring for the marine environment that students have, after oceanographic literacy-based learning. The subjects in this study were 30 students in class VII in the area near Paciran beach. Data collection for students' knowledge uses the assignment assessment of poster making and uses questionnaire sheets for student attitudes. Based on the results of the study, 9 data students got poster scores in the very good knowledge category with a very strong attitude category, 13 students in the good knowledge category with 12 students had a very strong attitude category, and one person categorized as a strong attitude, 6 students in the category enough knowledge with very strong attitude categories, the remaining 2 students with less knowledge categories get very strong attitude categories and one of them is strong. Based on calculation using SPSS with a score of 0.695 is known a positive correlation the ability of knowledge and attitudes to care for the environment which is included in the strong category.
ANALYSIS OF MEDIA DEVELOPMENT NEEDS E-MAGAZINE MATERIAL INHERITANCE OF ISLAMIC INTEGRATED NATURE FOR GRADE IX STUDENTS AT ISLAMIC JUNIOR HIGH SCHOOL Pertiwi Adi Puji Astuti; Mukhlis Rohmadi; Ridha Nirmalasari
Jurnal Penelitian Pendidikan IPA Vol. 7 No. 1 (2022): Juni 2022
Publisher : Perkumpulan Pendidik IPA Indonesia (PPII)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppipa.v7n1.p17-21

Abstract

This research to conduct an analysis of the need to design science learning media. Needs analysis is done through interviews with teachers and students and field studies. The analytical technique used is qualitative descriptive analysis. The results of the interview concluded that 1) The use of learning media as a learning resource in the science learning process is limited to student worksheets books and modules, making it less attractive to students. 2) The learning process is only focused on the lecture method, so students are less active in the learning. The results of the teacher's needs analysis stated that 100% agreed to use e-magazine learning media of nature inheritance material. The results of the analysis of student is 92.7% of students stated the need for media development, 52.7% of students stated that the material inheritance of nature is difficult to understand, 67.3% of students want interesting, illustrative and easy to understand learning media and 94.5% of students stated that they agreed to develop learning media in the form of e-magazine nature inheritance material and 63.6% of students expressed the need to understand It is a learning process with Islamic integration.
A META-ANALYSIS STUDY OF IMPLEMENTING ACTIVE LEARNING STRATEGY TO IMPROVE STUDENTS’ COGNITIVE LEARNING OUTCOMES IN JUNIOR AND SENIOR HIGH SCHOOL FOR BIOLOGY SUBJECT Alni Isdayanti; Nani Aprilia
Jurnal Penelitian Pendidikan IPA Vol. 7 No. 1 (2022): Juni 2022
Publisher : Perkumpulan Pendidik IPA Indonesia (PPII)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppipa.v7n1.p22-29

Abstract

The quality of good education can be seen from the learning process which is carried out. A few phenomena occur in relation to learning problems which is caused by students’ lack of interest and poor learning outcomes in Biology subject. This research aims to find out the improvement of students’ learning outcomes in Junior and Senior High School Biology subject using active learning strategy through meta-analysis study. This research was a literature review study through meta-analysis research design with a proportion. The articles were found on the website of international journal, accredited national journal, and non-accredited national journal, proceedings, undergraduate thesis, and repository. Those articles were validated by adapting three criteria, which were up to date (last 10 years) and PTK with Minimum Completeness Score of 75. Therefore, 30 articles were obtained from two international journals, four national journals, 17 accredited journals, and three undergraduate theses. The data were analyzed using Cohen’s effect size technique. The result of the meta-analysis research showed that an active learning strategy was able to improve students’ cognitive learning outcomes in Biology subject with an effect size average of 0.857 in the big category. The learning model that had the highest effect size score was a team quiz possessing effect size score of 0.975 in the big category. The result of the Q test for homogeneity was 26.833 and the p-value was 0.001, meaning homogeneous. The Z test result was 78.540 and the p-value was 0.01 which showed significant analysis results. The florest plot result of students who completed was around 86% which showed that students who completed the KKM were more than 75%. The result of Eiger’s Test p-value was 0.527, meaning that there was no bias on publication of the meta-analysis study which was conducted. The Fail-Safe N score was 65485 and p-value was 0.001, meaning that there was no bias on publication of meta-analysis study, so it could be scientifically justified.
IMPLEMENTATION OF THE GUIDED INQUIRY MODEL LEARNING TO REDUCE MISCONCEPTIONS OF STATIC FLUID MATERIALS STUDENTS OF STATE JUNIOR HIGH SCHOOL 19 SAMARINDA SEMESTER II, 2019/2020 ACADEMIC YEAR Helda Verawahyuni
Jurnal Penelitian Pendidikan IPA Vol. 7 No. 1 (2022): Juni 2022
Publisher : Perkumpulan Pendidik IPA Indonesia (PPII)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppipa.v7n1.p1-9

Abstract

This classroom action research (CAR) aimed to describe teacher performance in implementing laboratory-based guided inquiry with the main target of reducing the number of students' misconceptions about static fluid material. Three indicators of the success of the action, namely: (1) the implementation and quality of static fluid learning using guided inquiry, (2) changes in student activity and motivation shown from cycle to the next cycle, and (3) a decrease in the number of target students experiencing fluid misconceptions (MK). Implementation, learning quality, and student activity were collected using observation and documentation techniques. The number of MK students was determined based on the results of the conception test on static fluid material before and after the action. CAR was conducted at SMP Negeri 19 Samarinda with the source of teacher observations, the learning process in class, and students of class VIII-A. The data were analyzed descriptively. Reflection and evaluation of data is the final step in the action research process. The results of this CAR show that the three indicators for the success of the action have been achieved. Static fluid learning using laboratory-based guided inquiry can be carried out with very good qualifications. Increased activity and motivation showed by students during the learning process from cycle to cycle. The number of target students who experience liquid fluid misconceptions has decreased from cycle to cycle.
BLENDED LEARNING METHOD ASSISTED BY GOOGLE FOR EDUCATION AND PhET INTERACTIVE SIMULATION TO TRAIN SCIENCE PROCESS SKILLS FOR JUNIOR HIGH SCHOOL STUDENTS Abdul Ghofur; Mohamad Nur; Wasis Wasis
Jurnal Penelitian Pendidikan IPA Vol. 7 No. 1 (2022): Juni 2022
Publisher : Perkumpulan Pendidik IPA Indonesia (PPII)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppipa.v7n1.p47-51

Abstract

The research, which was conducted in Jombang while still adhering to the health protocol, aims to produce high- quality learning tools using the blended learning method assisted by Google for education and PhET interactive simulation to train science process skills in terms of validity, practicality, and effectiveness. The research was carried out in two stages by adapting the 4D model from Thiagarajan followed by the implementation of learning with One Group Pretest-Posttest Design. The results obtained include the validity of the device of 3.68 with a very valid category, practicality in terms of the implementation of learning is very good with an assessment of 3.8. As for the effectiveness in terms of science process skills, students are in the high category with an N-Gain of 0.77 with an average science process skill of 83.33. In practicing science process skills, students still need to deepen in determining variables and defining variables. In addition to an increase in the aspect of science process skills, there is an increase in the cognitive assessment aspect of the product at an N-Gain of 0.78 with an average of 81.67. The obstacle to the application of the blended learning model is that students have not received full permission to operate the device, so there is a need for alternatives to reduce these obstacles. Based on the results of the data analysis, it is concluded that the blended learning device developed is able to train students' science process skills, but requires adjustments to the situation and conditions of students and education units.
THE EFFECT OF COOPERATIVE MODEL TYPE OF STUDENT TEAM ACHIEVEMENT DIVISION (STAD) ASSISTED WITH VIDEO MEDIA LEARNING ON THE INTERACTION OF LIVING THINGS WITH THEIR ENVIRONMENT ON STUDENT LEARNING OUTCOMES Diah Permatasari; Elok Sudibyo; Mohammad Budiyanto
Jurnal Penelitian Pendidikan IPA Vol. 7 No. 1 (2022): Juni 2022
Publisher : Perkumpulan Pendidik IPA Indonesia (PPII)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppipa.v7n1.p40-46

Abstract

The goal of this study is to determine how the Student Team Achievement Division (STAD) cooperative learning model, along with video learning media, affects student learning results. With a quantitative approach, the researchers used the Pre-test Post-test Nonequivalent Control Group Design. Test and non-test data gathering methods were used. The experimental class was 32 students from SMPN 1 Sidoarjo from class VII-B, and the control class was 32 students from class VII-C. One science teacher and one science student served as observers in this investigation. Pre-test and post-test sheets, student response surveys, and learning implementation sheets were among the instruments used. Quantitive data used in the data analysis technique. The learning outcomes in this study were based on the post-test paired t-test at α = 0,05 getting the value of tcount = 8,02 and ttable = 2,040 where tcount > from ttable, indicating that using the cooperative model type Student Team Achievement Division (STAD) assisted by learning video media has an effect on student learning outcomes on the interaction of living things with their environment. Student answers to STAD learning aided by video media are extremely favorable, with an average percentage value of 95.70, placing them in the very good category. According to the high success rate in the implementation of learning in the experimental class at the first meeting, the average percentage was 87,17%, at the second meeting, the average percentage was 97,9% and in the control class, the average percentage was 89,13%, at the second meeting the average percentage was 89,97%. Both classrooms received high marks for learning implementation. Students' enthusiasm and learning outcomes are affected by the usage of the STAD cooperative model and video media. The study concludes that using a STAD type cooperative model in conjunction with video learning media to explore the interactions of living things with their environment can improve student learning outcomes.
THE EFFECT OF CONTEXTUAL TEACHING AND LEARNING MODEL THROUGH ENERGY IN LIVING SYSTEMS VIDEO ON STUDENTS’ ACHIEVEMENT Diah Ayu Noviantoro; Laily Rosdiana; Dhita Ayu Permatasari; Ernita Vika Aulia
Jurnal Penelitian Pendidikan IPA Vol. 7 No. 1 (2022): Juni 2022
Publisher : Perkumpulan Pendidik IPA Indonesia (PPII)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppipa.v7n1.p30-39

Abstract

This study aims to determine students’ achievement after applying the Contextual Teaching and Learning (CTL) learning model with the SETS approach through Energy-in-Living Systems video. The method was pre-experimental with one-group pretest-posttest design. The sampling method was purpose sampling involving class VII-H students at SMPN 26 Surabaya as many as 22 people. Data was collected through observation sheets (student activities and learning implementation), learning outcomes tests, and response questionnaires. Observation sheets were analyzed using a Likert scale (score range 1-4), learning outcomes tests included pretest and posttest (15 questions each) which were analyzed using the N-Gain test, and the response questionnaire using the Gutmann scale (Yes and No ). The results of student activities and the implementation of learning in two meetings were categorized very well. The learning outcomes of 15 students reached a percentage of 68% (criteria: high) and 7 students reached a percentage of 32% (criteria: moderate). The increase in the N-Gain score was obtained by 0.76 which was categorized as high and a total of 22 students completed so that the classical mastery of learning reached 100%. The responses of students who are interested in the application of the CTL model through video obtained an average percentage of 91.6%. It is concluded that the application of the CTL learning model with the SETS approach through Energy-in-Living Systems video was appropriate and succeeded in improving students’ achievement.

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