Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education)
Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) offers an interdisciplinary forum for the publication of original peer-reviewed, contributed and invited research articles of the highest quality that address different topics of science education with implications for improving and enhancing science education practices and theories. The topics involves biology, chemistry, physics, as well as some applications pedagogy and teacher development. The journal provides an invigorating and informative variety of research papers that expand and deepen our theoretical understanding. It also provides practice and policy based implications in the relevant contexts of science education.
Articles
451 Documents
<![CDATA[Persepsi Pendidik terhadap Pembelajaran IPA secara Terpadu di SMP/MTs Kota Banda Aceh ]]>
<![CDATA[Fajrina Humayra*]]>;
<![CDATA[Sulastri Sulastri]]>;
<![CDATA[Abdul Gani]]>
<![CDATA[ Jurnal Pendidikan Sains Indonesia Vol 10, No 4 (2022): OCTOBER 2022 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jpsi.v10i4.26013
<![CDATA[Based on the Curriculum 2013, science learning in junior high schools is provided in an integrated way. However, the quality of science learning in fact is not encouraging. This is evidenced by science learning achievement in Indonesia is categorized as still low based on National Examination. The recent studies found that teachers conducted integrated science matter separately. This approach requires the ability of teachers, whereas not all science teachers in SMP/MTs are prepared from science education. This research was conducted in Banda Aceh. The research objective is to identify the teacher's perspective regarding integrated science based on teacher knowledge. This research uses descriptive qualitative research with questionnaire and semi-structured interviews. Data collection was carried out by proportional stratified random sampling. Respondents in questionnaire filling were 105 science teachers and in the interview were 21 people. The data analysis techniques are data collection, data reduction, data display, and conclusion drawing. The results showed that based on the teacher's perspective on integrated science, there is a high awareness of creating an effective teaching and learning environment for students regardless of the out of scientific field that is not linear according to sarjana pendidikan IPA. Subject matter of teachers is relevant to understand the concepts in integrated science which are interconnected with each other which continues to be strengthened for professional development. In addition, integrated science teachers have the ability to explore their beliefs with actual practice when teaching and it means that the theoretical knowledge possessed by teachers can be applied]]>
<![CDATA[PENGEMBANGAN MODUL KOMPOS TERINTEGRASI KONSEP KIMIA SEBAGAI BAHAN AJAR UNTUK SISWA PROGRAM AGRIBISNIS TANAMAN PERKEBUNAN (ATP) SMKN ACEH TIMUR ]]>
<![CDATA[Jofrishal Jofrishal]]>;
<![CDATA[Adlim Adlim]]>;
<![CDATA[Yusrizal Yusrizal]]>
<![CDATA[ Jurnal Pendidikan Sains Indonesia Vol 2, No 1 (2014): APRIL 2014 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[Kurikulum pembelajaran di SMK merupakan kurikulum yang menggabungkan mata pelajaran adaptif, normatif dan produktif. Kelompok mata pelajaran tersebut diharapkan agar saling mendukung dan saling melengkapi, namun pada kenyataannya kedua kelompok pelajaran tersebut tidak saling mendukung sehingga terjadi kesenjangan antara pelajaran adaptif dan produktif. Tujuan penelitian ini adalah (1) mengembangkan modul pembelajaran untuk pelajaran produktif (teknik pengomposan) yang mengintegrasikan konsep pelajaran adaptif (kimia), (2) mengumpulkan tanggapan guru dan siswa terhadap modul, (3) penilaian kualitas modul oleh ahli, (4) uji efektivitas modul. Metode penelitian mencakup pengembangan modul kimia kompos dilakukan dengan menggunakan model ADDIE yang terdiri dari analisis kebutuhan modul, perancangan modul, pengembangan modul, implementasi modul dan evaluasi modul. Hasil penelitian menunjukkan bahwa 92% guru dan 85% siswa memberikan respon positif terhadap modul, penilaian ahli untuk kualitas modul menunjukkan skor sebesar 3,36 (baik), dan uji efektivitas modul menunjukkan kriteria sangat baik, hasil ini diukur dari hasil tes belajar siswa dengan perolehan nilai rata-rata total sebesar 87 (sangat baik). ]]>
<![CDATA[Penerapan Model Discovery Learning dengan Pemanfaatan Virtual Laboratory untuk Meningkatkan Keterampilan Proses Sains dan Hasil Belajar Peserta Didik pada Materi Sistem Ekskresi ]]>
<![CDATA[Khairuna Khairuna*]]>;
<![CDATA[Hafnati Rahmatan]]>;
<![CDATA[M Ali Sarong]]>;
<![CDATA[Supriatno Supriatno]]>;
<![CDATA[Andi Ulfa Tenri Pada]]>
<![CDATA[ Jurnal Pendidikan Sains Indonesia Vol 9, No 2 (2021): APRIL 2021 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jpsi.v9i2.18875
<![CDATA[Practical skills play an important role in learning to achieve maximum learning outcomes. Lack of involvement in skills activities has an impact on learning outcomes achieved by students.This study aims to analyze the improvement of science process skills and student learning outcomes by applying the discovery learning model and the use of a virtual laboratory. The research method was a quasi-experimental design with a pretest-posttest control group design. The population was 165 students of class XI IPA who came from two schools. The research sample was 113 students, 57 experimental group and 56 control group. This research was conducted in MAN 1 and MAS Oemar Diyan Aceh Besar, Aceh, Indonesia. The research was conducted in the even semester of the 2019/2020 Academic Year. The parameters measured were science process skills and learning outcomes, data collection instruments were multiple choice questions with pretest-postest techniques. Science process skills data and learning outcomes were analyzed using parametric statistics using the independent sample t test. The results showed the correlation between science process skills and student learning outcomes was obtained r = 0.842, this indicates that between science process skills and student learning outcomes has a positive corelation with strong interpretation after being taught with the application of discovery learning models and the use of virtual laboratory on excretory system topic]]>
<![CDATA[PENERAPAN PRAKTIKUM DENGAN MODEL PROBLEM BASED LEARNING (PBL) PADA MATERI LAJU REAKSI DI SMA NEGERI 1 LEMBAH SELAWAH ]]>
<![CDATA[Fathimah Zahrah]]>;
<![CDATA[A. Halim]]>;
<![CDATA[M. Hasan]]>
<![CDATA[ Jurnal Pendidikan Sains Indonesia Vol 5, No 2 (2017): OKTOBER 2017 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jpsi.v5i2.9826
<![CDATA[Abstrak Mata pelajaran kimia dapat diajarkan menggunakan metode praktikum. Namun, metode praktikum mempunyai kelemahan sehingga diperlukan suatu model seperti Problem Based Learning (PBL) yang dapat membantu proses analisis siswa. Penelitian ini bertujuan untuk mengetahui pengaruh model PBL dengan metode praktikum terhadap peningkatan keterampilan berfikir kritis dan sikap ilmiah siswa. Penelitian ini menggunakan metode eksperimen dengan desain penelitian Control group pretest-postest design. Sampel dalam penelitian adalah dua kelas siswa kelas XI sebagai kelas eksperimen dan kelas kontrol. Penelitian ini menggunakan instrumen tes berpikir kritis, tes skala sikap, dan angket respon siswa yang telah divalidasi. Data hasil tes yang diperoleh dianalisis secara deskriptif dan secara statistik pada taraf signifikan 95%. Hasil penelitian menunjukkan bahwa model PBL dengan metode praktikum dapat meningkatkan keterampilan berfikir kritis dan sikap ilmiah siswa pada konsep laju reaksi. Terbukti dari nilai rata-rata skor awal siswa kelas eksperimen sebesar 4,50 meningkat menjadi 7,10 pada postes. Peningkatan keterampilan berfikir kritis kelas eksperimen signifikan secara statistik terhadap kelas kontrol. Selanjutnya, skor awal sikap ilmiah kelas eksperimen dengan nilai rata-rata 57,75 menjadi 72,21 pada postes. Secara statistik sikap ilmiah kelas eksperimen signifikan lebih baik dibandingkan kelas kontrol. Siswa menunjukkan respon yang positif terhadap model PBL dengan metode praktikum. Kata Kunci: metode praktikum, berpikir kritis, PBL, Laju reaksi.]]>
<![CDATA[Content Validity in Android-Based Augmented Reality Media for High School Science Students on Covalent Bonds Topic: Rasch Model Analysis ]]>
<![CDATA[Sri Yamtinah*]]>;
<![CDATA[Mega Candra Dewi]]>;
<![CDATA[Nanik Dwi Nurhayati]]>;
<![CDATA[Endang Susilowati]]>;
<![CDATA[Isma Aziz Fakhrudin]]>;
<![CDATA[Dimas Gilang Ramadhani]]>;
<![CDATA[Ari Syahidul Shidiq]]>;
<![CDATA[Sulistyo Saputro]]>
<![CDATA[ Jurnal Pendidikan Sains Indonesia Vol 10, No 2 (2022): APRIL 2022 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jpsi.v10i2.23280
<![CDATA[The 21st-century chemistry learning that teaches abstract and complex concepts needs to develop learning media that can increase students' learning motivation and visualize abstract concepts in chemistry. One of the media in the 21st century developed in this study is Android-based augmented reality media. The purpose of this study was to test the validity of the Android-based Augmented Reality media and see the differences in perceptions between teachers and students in assessing media. The validation of android-based Augmented Reality learning media uses a questionnaire and is quantitative. The Rater for assessing the product consisted of 6 senior chemistry teachers at 5 different schools in Surakarta and 20 students who had obtained the material for covalent bonding at SMA N 1 Ngemplak Boyolali. The data obtained were analyzed by Rasch Model using Facets software. The results of the analysis show that exact agreements are 35.1% and exacted agreements are 35.2%. This happens because the aspects are considered easy by the teacher, but the students consider these aspects difficult. The aspect or item that is considered the most difficult to achieve is the suitability of the example with the material and improving understanding of the material. Based on this research, in developing media, it must be packaged properly so that it is easily understood and understood by students]]>
<![CDATA[PENERAPAN MODEL PROBLEM BASED LEARNING (PBL) BERBASIS EKSPERIMEN UNTUK MENINGKATKAN PEMAHAMAN KONSEP USAHA DAN ENERGI DITINJAU DARI GAYA BERPIKIR SISWA DI MAN RUKOH BANDA ACEH ]]>
<![CDATA[Suriana Suriana]]>;
<![CDATA[A. Halim]]>;
<![CDATA[Mursal Mursal]]>
<![CDATA[ Jurnal Pendidikan Sains Indonesia Vol 4, No 1 (2016): APRIL 2016 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengetahui peningkatan pemahaman konsep siswa ditinjau dari gaya berpikir setelah penerapan model PBL berbasis eksperimen pada materi usaha dan energi. Penelitian ini menggunakan metode quasi experimental, dengan bentuk nonequivalent control group design dengan melibatkan dua kelompok belajar yaitu kelas eksperimen dan kontrol yang dilaksanakan di MAN Rukoh Banda Aceh kelas XI semester ganjil pada tahun pelajaran 2015/2016 yang terdiri dari 24 siswa kelas eksperimen dan 25 siswa kelas kontrol. Instrumen pengumpulan data; 1) Tes untuk melihat peningkatan pemahaman konsep; 2) Tes angket gaya berpikir untuk mengetahui jenis gaya berpikir yang dimiliki siswa dalam menyerapkan informasi. Hasil menunjukkan bahwa; 1) Terdapat peningkatan pemahaman konsep siswa dengan penerapan model pembelajaran PBL berbasis eksperimen lebih tinggi dibandingkan dengan pembelajaran konvensional dilihat dari N-Gain kedua kelas yaitu mencapai 71% kategori tinggi untuk kelas eksperimen dan 32% untuk kelas kontrol. 2) Pada jenis gaya berpikir acak abstrak kelas ekeperimen lebih baik dibandingkan kelas kontrol. Pada jenis gaya berpikir sekuensial konkret peningkatan pemahaman konsep kelas eksperimen lebih baik dari pada kelas kontrol. Pada jenis gaya berpikir sekuensial abstrak peningkatan pemahaman konsep kelas eksperimen lebih baik dari pada kelas kontrol. Pada jenis gaya berpikir acak konkret peningkatan pemahaman konsep kelas kontrol mencapai (4,00) sedangkan kelas eksperimen (0,00) karena kelas eksperimen tidak memiliki gaya berpikir acak konkret.]]>
<![CDATA[Analisis Kompetensi TPACK pada Media Pembelajaran Guru Biologi SMA ]]>
<![CDATA[Nevrita Nevrita]]>;
<![CDATA[Nurul Asikin]]>;
<![CDATA[Trisna Amelia]]>
<![CDATA[ Jurnal Pendidikan Sains Indonesia Vol 8, No 2 (2020): OKTOBER 2020 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jpsi.v8i2.16709
<![CDATA[Abstrak. Tecnnology pedagogycal and content knowledge (TPACK) merupakan kompetensi abad 21 yang harus dikuasai oleh guru. Telah banyak penelitian yang dilakukan tentang TPACK namun menghubungkan TPACK dengan media pembelajaran masih terbatas. Penelitian ini bertujuan untuk menganalisis kompetensi TPACK pada media pembelajaran guru Biologi SMA. Penelitian dilaksanakan pada seluruh SMA negeri yang ada di Kota Tanjungpinang sebanyak 7 SMA Negeri dengan sampel sejumlah 22 guru biologi. Prosedur penelitian diawali koordinasi awal dengan pihak sekolah dan kesepakatan jadwal penelitian, dilanjutkan dengan penyusunan instrumen dan pelaksanaan penelitian. Teknik pengumpulan data dengan menggunakan angket terbuka yang berisi sesuai dengan aspek TPACK terdiri atas Tecnologycal Knowledge dan Pedagogycal Content Knowledge. Hasil dari penelitian ini menunjukkan bahwa guru biologi sebagian besar telah memanfaatkan media dalam pembelajarannya dan juga memiliki kemampuan yang sederhana dalam mendesain media pembelajaran. Media pembelajaran yang dimanfaatkan dan didesain sebagian besar baru berupa powerpoint. Kompetensi TPACK untuk aspek TK berada pada kategori sangat baik, begitu juga untuk aspek PCK guru biologi SMA kota Tanjungpinang berada pada kategori sangat baik. Kompetensi TPACK pada media pembelajaran guru biologi SMA kota Tanjungpinang baru sebatas memanfaatkan media pembelajaran berbasis teknologi yang sederhana dan mudah untuk digunakan serta mudah dalam pengembangan dan mendesain. Kata kunci: guru biologi SMA, media pembelajaran, TK, PCK, kompetensi TPACK Abstrack. Pedagogycal technology and content knowledge (TPACK) is a 21st century competence that must be mastered by the teacher. There have many studies conducted on TPACK but connecting TPACK with learning media is still limited. This study aims to analyze TPACK competence at learning media Biology high school teachers in Tanjung Pinang City. It was conducted in 7 senior high schools in Tanjungpinang City with 22 biology teachers as a samples. Procedure started by coordination with the school and an agreement of tstudy schedule, followed by preparation of instrument and implementation of the study. This study used open questionnaires in accordance with aspects of TPACK such as Tecnologycal Knowledge and Pedagogycal Content Knowledge. The results of this study indicate that most biology teachers have used the media in their learning and also have a simple ability to design instructional media. The learning media that are utilized and designed are mostly new in the form of powerpoints. TPACK of biology teachers is in the excellent category for TK, as well as for PCK category Tanjungpinang city high school biology teacher is in the very good category. TPACK competence in the learning media of biology teachers in Tanjung Pinang City is only limited for utilizing simple technology-based learning media easy to use ,easy to develop and design.Keywords: High school biology teacher; Learning media; TK; PCK; TPACK competency]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN BERBASIS PROYEK PADA MATERI SUHU DAN KALOR UNTUK MENINGKATKAN KETERAMPILAN PROSES ]]>
<![CDATA[Sitti Asmi]]>;
<![CDATA[Muhammad Hasan]]>;
<![CDATA[Rini Safitri]]>
<![CDATA[ Jurnal Pendidikan Sains Indonesia Vol 5, No 1 (2017): April 2017 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengetahui peningkatan keterampilan proses siswa melalui penerapan model pembelajaran berbasis proyek dan penilaian portofolio pada materi suhu dan kalor. Jenis penelitian yang digunakan adalah pre eksperimen dengan adanya kelas perbandingan pada kelompok kontrol terhadap tes awal dan tes akhir. Tehnik pengambilan sampel dilakukan secara random dengan menggunakan dua kelas yaitu kelas XA sebagai kelompok eksperimen dan XB sebagai kontrol di MAS Al-Furqan Bambi tahun ajaran 2014-2015. Pengumpulan data dilakukan dengan soal pilihan ganda dan uraian yang dianalisis menggunakan uji N-Gain. Hasil penelitian yang diperoleh terhadap nilai tes awal sebesar 46% dan tes akhir 76,7%. Hal ini menunjukkan bahwa pembelajaran melalui penerapan metode berbasis proyek dapat meningkatkan keterampilan proses pada materi suhu dan kalor.]]>
<![CDATA[Blended Learning: Interests, Responsibilities, and Students' Metacognitive Abilities Using the Discovery Model ]]>
<![CDATA[Fuldiaratman Fuldiaratman*]]>;
<![CDATA[Issaura Sherly Pamela]]>;
<![CDATA[Dewi Mariana Elisabeth]]>
<![CDATA[ Jurnal Pendidikan Sains Indonesia Vol 11, No 2 (2023): APRIL 2023 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jpsi.v11i2.27810
<![CDATA[Metacognitive activities in the learning process will help students gain lasting memories and understanding. Students should be directed to achieve high competence through various innovative learning activities, one of which is by applying the discovery learning model. This study aims to describe the interests, learning responsibilities and metacognitive abilities of students through the discovery learning model based on blended learning. This study uses a mixed qualitative-quantitative approach with an embedded research design. The sample in this study were 50 students of class XI MIA at SMA Negeri 4 Jambi City who were selected using a purposive sampling technique. The data collection instruments used were learning interest and learning responsibility questionnaires, students' metacognitive ability tests, and interview sheets. The data will be analyzed qualitatively using miles and hubarman and quantitatively using descriptive statistics and inferential statistics. The inferential statistics performed consist of assumption tests (normality test, homogeneity test, and linearity test) and hypothesis testing (T test and correlation test). The results of this study indicate that there are significant differences between learning interest, learning responsibility, and metacognitive abilities of students in class XI MIA 1 and class XI MIA 2, with a significance value of 0.012 for student learning interest, then 0.010 for student learning responsibility, and 0.007 for students' metacognitive abilities. In addition, it is known that there is a significant relationship between the variables of student interest and the metacognitive abilities of class XI MIA students at SMA Negeri 4 Jambi City, which is equal to 0.000]]>
<![CDATA[Kelayakan Media Pembelajaran Booklet Buah Hyphaene thebaeca (L.) Mart ]]>
<![CDATA[Ruqiah Ganda Putri Panjaitan*]]>;
<![CDATA[Titin Titin]]>;
<![CDATA[Eko Sri Wahyuni]]>
<![CDATA[ Jurnal Pendidikan Sains Indonesia Vol 10, No 1 (2022): JANUARY 2022 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jpsi.v10i1.22402
<![CDATA[Learning that is carried out using learning media is proven to be easier to understand and makes learning more fun. This study aims to determine the feasibility of booklets as learning media. The method used is research and development. The stages of this research include analyzing potential and problems related to learning media, collecting information on learning media booklets, designing and compiling booklets, validation by two validators, and revising products based on suggestions from validators. The assessment of the feasibility of the booklet includes aspects of format, content, and language. The validation results were then analyzed using Gregory's calculations. The results of this study indicate that the validity value of the format aspect, content aspect, and language aspect is 1.00 each, and the average validity value of the three aspects is 1.00. Overall, the criteria for the validity of the booklet are very high and the booklet is worthy of being used as a learning medium]]>
