Jurnal Pendidikan IPA Indonesia
<p>Jurnal Pendidikan IPA Indonesia published a scientific paper on the results of the study and review of the literature in the sphere of natural science education in primary education, secondary education and higher education. Each manuscript submitted will be reviewed by bebestari partners who specifically requested the appropriate fields.</p> <p>Description Publication: This journal was first published in April 2012 and every April and October.</p>
Articles
1,163 Documents
<![CDATA[Guided Discovery Learning-Based Chemistry E-Module and Its Effect on Students' Higher-Order Thinking Skills ]]>
<![CDATA[Yerimadesi, Y.]]>;
<![CDATA[Warlinda, Y. A.]]>;
<![CDATA[Rosanna, D. L.]]>;
<![CDATA[Sakinah, M.]]>;
<![CDATA[Putri, E. J.]]>;
<![CDATA[Guspatni, G.]]>;
<![CDATA[Andromeda, A.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 12, No 1 (2023): March 2023 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v12i1.42130
<![CDATA[This study aims to analyze the effectiveness of guided discovery learning-based e-modules in improving senior high school students' higher-order thinking skills. It belongs to quasi-experimental research with a nonrandomized control-group pretest-posttest design. Three schools in Padang, Indonesia, were chosen as the samples through a purposive sampling technique, and experimental and control classes in each school were assigned based on the homogeneity of their previous academic score. Research instruments were a higher-order thinking cognitive test using multiple-choice questions and worksheets in the guided discovery learning-based e-module made for salt hydrolysis, electrolyte and nonelectrolyte solutions, and chemical elements. Students' test scores were analyzed using the N-gain test and independent sample t-test. The results show that students' higher-order thinking skills in the experimental classes were significantly higher than in the control classes. Most students could fill in the worksheets in the e-modules whose problems were made according to higher-order thinking skills criteria. Multiple representations integrated with learning materials in the e-modules helped students understand chemistry concepts. The ordered stages of guided discovery learning integrated with complete and interactive multimedia in the e-modules facilitated students to engage in learning, investigating, and evaluating information to conclude; the attempts to train higher-order thinking skills. Therefore, it can be concluded that guided discovery learning-based chemistry e-module can effectively improve senior high school students' higher-order thinking skills.]]>
<![CDATA[Comparison of Student Achievement in Electricity Using Augmented Reality between Offline and Online Classes ]]>
<![CDATA[Ropawandi, D.]]>;
<![CDATA[Husnin, H.]]>;
<![CDATA[Halim, L.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 12, No 1 (2023): March 2023 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v12i1.35403
<![CDATA[The COVID-19 pandemic has affected education in Indonesia. The government has suggested alternatives to solve the learning problems during the pandemic. Offline and online classes were used to fulfil the various learning needs of students. This study investigated the effect of using augmented reality-assisted media in offline and online classes on student achievement amid the COVID-19 pandemic. This study used a quasi-experimental design by utilising augmented reality (AR) in each class for eight weeks. Validated test questions were used following the use of AR. According to the results of the independent t-test in the current study, student achievement from offline (n = 63, M = 74.71) and online (n = 64, M= 71.46) classes increased drastically with t = 1.994, p = 0.048. However, in terms of differences in achievement improvement between the two classes, students in offline classes had higher achievement compared to those in online classes. Thus, it can be concluded that student achievement in Physics has improved with the help of augmented reality-assisted media amidst the COVID-19 pandemic, particularly through offline learning mode. This study contributes to the development of AR for future education, particularly how to enhance student achievement in Physics. Future AR studies can be carried out in more classes from various regions or countries, considering that the 3D models in AR are useful to aid the learning of other subjects with abstract concepts.]]>
<![CDATA[Project-Based Learning and Problem-Based Learning Models in Critical and Creative Students ]]>
<![CDATA[Suradika, A.]]>;
<![CDATA[Dewi, H. I.]]>;
<![CDATA[Nasution, M. I.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 12, No 1 (2023): March 2023 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v12i1.39713
<![CDATA[This research is experimental research with a 2 x 2 factorial design involving students in the critical and creative categories. Data collection used a description test instrument. Data were analyzed inferentially by hypothesis testing ANACOVA comparison. Problem-Based Learning (PBL) directs students to learn, directs individual and group investigations, generates and performs work, and assesses the problem-solving process. While the syntaxes for Project-Based Learning (PjBL) are starting learning with essential questions, designing a plan for the project, creating the schedule, monitoring students and project progress, assessing the outcome, and evaluating. This study concludes that there is no difference in chemistry learning outcomes between students who are taught using PBL and PjBL, and students who are critical and creative. For syntax, there are similarities in the activities of critical and creative students, at the PjBL stage, in designing a project and evaluating a product, and at the PBL stage, in guiding individual investigations and developing and presenting results.]]>
<![CDATA[The Pattern of Physics Education Students’ Diagrams and Answers in Solving Force Problems ]]>
<![CDATA[J. Sirait]]>;
<![CDATA[J. Ainley]]>;
<![CDATA[M. Barstow]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 12, No 2 (2023): June 2023 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v12i2.43020
<![CDATA[Force diagrams or some say free body diagrams (FBDs), as physics representations, are usually employed to teach and learn physics concepts such as force. Physics education studies indicate that the use of FBDs can support or hinder students’ performance in solving physics problems. This study aims to investigate the type of representations drawn by students and the patterns of students’ answers while solving force problems. By involving 230 preservice physics teachers, questions about the application of Newton’s laws were administered to students to elicit the patterns of students’ diagrams and answers. Results were analysed into three categories: complete, incomplete, and inappropriate force diagrams. In addition, some students did not draw diagrams in solving the problems. Based on students’ answers, the percentage of students drawing incomplete diagrams (54% for horizontal problems and 42% for inclined problems) is higher than drawing complete diagrams (18% for horizontal problems and 35% for inclined problems). The percentage of students who drew inappropriate diagrams in solving horizontal and inclined problems is 20% and 10%, respectively. A few students (8% and 13%) did not draw diagrams for both questions. Students who drew complete diagrams tended to obtain the correct final answer. Some students who drew incomplete diagrams were not able to find the correct answers and even finish the problem. However, some students who drew incomplete diagrams could successfully solve the problem. The group of students who drew diagrams in the inappropriate category tended to demonstrate incorrect and unfinished answers. This study suggests that instructors should not only focus on the correctness of the diagrams but also focus on the completeness of diagrams drawn by students while solving the problems. ]]>
<![CDATA[Differences in the Triplechem Learning Model with Balinese Local Wisdom and the Discovery Learning Model in Influencing Students' Visual Literacy and Mental Models about Acid-Base Solutions ]]>
<![CDATA[I. W. Suja]]>;
<![CDATA[I. M. G. Jayadiningrat]]>;
<![CDATA[I. N. S. Ardiyasa]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 12, No 2 (2023): June 2023 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v12i2.44456
<![CDATA[This study intends to investigate the differences in the effect of the TripleChem learning model with Balinese local wisdom and the Discovery Learning model on students' visual literacy and chemical mental models about acid-base solutions. The research was designed using a quantitative approach and classified as quasi-experimental. The research design used was a pretest-posttest non-equivalent control group design. The population of this study was 206 junior high school students with Balinese cultural backgrounds with various beliefs (religions), namely Hindus, Muslims, and Christians. Cultural content will cause learning to be more contextual, more interesting, and bring students closer to their own culture. The sampling was done using a simple random sampling technique, and obtained two sample classes, one class as the experimental group, and the other as the control group. The experimental group was taught using the TripleChem learning model containing Balinese local wisdom, while the control group was taught using the Discovery Learning model. The dependent variable in this research was visual literacy and students' mental models of chemistry. Data collection was carried out using a visual literacy test (10 items in total; item validity between 0.520 – 0.893; and test reliability coefficient of 0.895) and a chemical mental model test (8 items in total; item validity between 0.669 – 0.878; and test reliability coefficient of 0.922). Data analysis was carried out descriptively and MANCOVA. The results show that the TripleChem learning model is more effective to be applied to improve students' visual literacy and mental models about acid-base solutions compared to the Discovery Learning model. This condition is caused by the syntax of the TripleChem learning model which is more sequential and structured to build students' visual literacy and chemistry mental models. The application of the TripleChem learning model in chemistry learning needs to be supported by laboratory facilities to display chemical macroscopic phenomena and animated media to explain these phenomena at the level of matter particles.]]>
<![CDATA[Ethnochemistry Potential of Vines Contained in Lontar Usada Taru Pramana on Students’ Scientific Explanation Skills through Task-Based Learning ]]>
<![CDATA[I. G. L. Wiratma]]>;
<![CDATA[I. A. A. Yuliamiastuti]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 12, No 2 (2023): June 2023 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v12i2.42826
<![CDATA[This research focuses on the analysis of the ethnochemistry potential of the vines contained in the Lontar Usada Taru Pramana. Lontar Usada Taru Pramana is a note written on palm leaves about plants that are useful as medicines used as a reference for traditional Balinese medicine. This study aims to analyze the effectiveness of task-based learning that utilizes the ethnochemistry potential of vines contained in Lontar Usada Taru Pramana, on students’ scientific explanations skills. This research was conducted during the post-Covid-19 period in vocational and high schools with 234 students. This research was quantitative and applied The One-Group Pretest-Posttest Design with replication where there was no control class and all research subjects were given the same treatment. Task instructions were passed through pre-task, process task, and post-task. The type of task in learning is to make scientific studies of ethnochemistry by sharing personal experiences and solving problems. The data collection technique used tests as descriptive essay questions to measure students’ scientific explanation skills on some materials in booklets of Taru Pramana Lontar. The tests in this study described several components: plant classification, chemical content, benefits and methods of concocting it as medicine, and the scientific version of the Lontar Usada Taru Pramana composition. The effectiveness of task-based learning was analyzed using the N-Gain and T-test. The results of this study indicate that giving assignments based on Lontar Usada Taru Pramana in chemistry learning is effective in increasing students’ ability to explain the scientific study of vines as medicine. The N-gain results are in the high category of 0.76 for vocational students and 0.72 for high school students. While the T-test result shows that there is a significant difference between students’ pretest and posttest results in both vocational school and high school with a significance of .01. Students tend to correctly give scientific explanations to the plants they often encounter. This study shows that the ethnochemistry potential of the vines on Lontar Usada Taru Pramana can improve students’ scientific explanation skills. This study recommends elaborating chemistry concepts in the preservation of cultural heritage through transferring knowledge on using traditional and modern medicinal plants and their development in research.]]>
<![CDATA[Physics Argumentation-Based Computer-Supported Collaborative Hybrid Learning to Increase Concept Mastery and Argumentation Skills ]]>
<![CDATA[E. Murdani]]>;
<![CDATA[A. Suhandi]]>;
<![CDATA[M. Muslim]]>;
<![CDATA[A. Setiawan]]>;
<![CDATA[A. Samsudin]]>;
<![CDATA[B. Costu]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 12, No 2 (2023): June 2023 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v12i2.42457
<![CDATA[This study aims to increase the level of concept mastery and argumentation of senior high school students in Singkawang City, West Kalimantan Province, Indonesia. The Physics Argumentation-Based Computer-Supported Collaborative Hybrid Learning (PABCSCHL) model in Socio-Scientific Issues (SSI) especially on the topic of the forest fire on the peatlands has been developed with good validation categories by three pedagogical validators and three assessment validators and been implemented to 200 students. Their argumentation skill levels are measured based on Toulmin Argumentation Pattern. The syntax of the PABCSCHL model is Reading (online), Concept Building, Discussing and Debating (offline), Experiment Designing (online), and Experiment Doing (offline). The core of this model is student collaboration in arguing, debating, and experimenting. From this research, most student solution to anticipate the fire forest on peatlands is burning and waiting until the fire is extinguished perfectly (70 students), monitoring periodically that the fire is completely extinguished (60 students), and limiting the burned area by digging trenches around the site (50 students). Student solutions describe students’ understanding of solving problems posed in group discussion sessions and debates and prove their arguments with experimental data. Before implementing the model, no student has the highest level of argumentation and concept mastery. After that, 23 students have the highest level of concept mastery, and 25 students have the highest level of argumentation. The PABCSCHL model can increase the level of concept mastery and argumentation skills. This model is a new alternative hybrid learning in the post COVID-19 pandemic. Many more SSI can be learning topics to be implemented in this model.]]>
<![CDATA[Effect of E-Readiness Skills, Metacognitive Awareness, and Biological Literacy on the High School Students' Misconceptions ]]>
<![CDATA[J. Jamaluddin]]>;
<![CDATA[A. W. Jufri]]>;
<![CDATA[A. Ramdani]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 12, No 2 (2023): June 2023 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v12i2.37536
<![CDATA[This study aims to determine the effect of e-readiness skills, metacognitive awareness, and biological literacy on students’ misconceptions about the ecosystem concept. This type of research is quantitative descriptive with a survey method. The research subjects were 182 West Lombok high school students Regency. Data collection used an e-readiness questionnaire, MAI inventory, and a biological literacy test combined with the CRI method. Data analysis used descriptive analysis techniques and multiple regression analysis. The data analysis using multiple regression analysis with the help of the SPSS 26 program obtained the following results: partial multiple linear regression analysis found that e-readiness skills (sig. 0.0000.05) and biological literacy (sig. 0.0070.05) have a significant effect on students’ misconceptions, while metacognitive awareness (sig 0.0880.05) does not affect students’ misconceptions. This study concluded that partially e-readiness skills and biological literacy had a significant effect on students’ misconceptions, while metacognitive awareness had no significant effect on students’ misconceptions. Simultaneously, e-readiness skills, metacognitive awareness, and biological literacy positively affect high school students’ misconceptions about the ecosystem concept. Biology teachers are expected to pay attention to efforts to improve e-readiness skills, metacognitive awareness, and students’ biology literacy to minimize their misconceptions about biology concepts in high school.]]>
<![CDATA[The Connection between Students' Retention and Critical Thinking Skills in Diverse Academic Skills in Biology Learning ]]>
<![CDATA[M. Danil]]>;
<![CDATA[A. D. Corebima]]>;
<![CDATA[S. Mahanal]]>;
<![CDATA[I. Ibrohim]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 12, No 2 (2023): June 2023 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v12i2.39983
<![CDATA[This research aims to investigate the connection between students’ retention and critical thinking skills in diverse academic skills in biology learning. The research samples were 202 tenth-grade students in the second semester who learned biology. A class equivalence test determined four high and four low academic skills classes. An essay test was employed in this study to examine retention and critical thinking skills. The study indicates a significant connection between students’ retention and critical thinking skills in various academic skills in high school biology learning. High academic skills have a lower contribution of critical thinking skills to retention than low academic skills. Students’ less serious learning attitudes and practices give a low contribution of critical thinking skills to retention in high academic skills. The regression equation lines between students’ retention and critical thinking skills in diverse academic skills are not parallel and do not coincide. The regression equation line for low academic skills seems steeper than that for high ones. It means that students’ retention improvement rate due to the influence of critical thinking skills in high academic skills is lower than in low academic skills.]]>
<![CDATA[Design, Development, and Evaluation of DivTCell App: Gamifying Eukaryotic Cell Division and its Effects on Academic Achievement ]]>
<![CDATA[S. A. A. Mantilla]]>;
<![CDATA[L. A. Macababat]]>;
<![CDATA[R. D. S. Nasayao]]>;
<![CDATA[A. M. P. Walag]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 12, No 2 (2023): June 2023 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v12i2.43852
<![CDATA[Due to the increasing popularity of digital games, educators worldwide have grown interested in designing and developing gamified learning systems to facilitate learning. The study utilized a design and development research design to develop a gamified learning app, DivTCell, to teach eukaryotic cell division to high school students. The application was designed based on suggestions from science teachers and emerging themes in the literature. It was then evaluated by science teachers using an application evaluation rubric. The DivTCell was implemented in one in-tact class to examine its effects in improving students’ academic achievement. Results from the evaluation show that the application have accurate concepts, accessible, and functional. Similarly, improvements in academic achievement were also noted after the implementation of the app as shown in the significant difference in the scores for the pretest (M=26.80, SD=2.32) and posttest (M=30.76, SD=2.44) conditions; t(45)= -8.49, p = 0.00. Effect size was also calculated at d=1.25, indicating high practical significance. Game elements such as badges, leaderboards, challenges, and autonomy are essential in motivating students to learn. These results demonstrate that when end users are in mind in developing a gamified learning system that positively affects students’ academic achievement.]]>
