Jurnal Pendidikan IPA Indonesia最新文献

{"title":"Enhance The Understanding in Periodic Table of Element Using Crossword Puzzles among Form 4 Students","authors":"N. F. A. Rahayu, N. H. Ibrahim, J. Surif","doi":"10.15294/jpii.v12i2.41458","DOIUrl":"https://doi.org/10.15294/jpii.v12i2.41458","url":null,"abstract":"In this study, the researcher aimed to identify students’ level of understanding of the Periodic Table of Elements before and after using the crossword puzzles called Chem-PTE crossword puzzles. The quantitative approach was used as the methodology of this research and a pre-experimental base was applied to one group as the research design. 25 students were purposely selected as the respondents. The study started with a pre-test, followed by the implementation of Chem-PTE crossword puzzles for 3 lessons and subsequently ended with a post-test. Then, students’ achievement scores in both, pre-test and post-tests, were analysed with descriptive analysis and paired samples t-test by using SPSS software version 24.0. The analyses were conducted to obtain the mean values for both the pre-test and post-test and next to test whether there was a statistically significant difference before (pre-test) and after (post-test) using the Chem-PTE crossword puzzles. Furthermore, this research also examined students’ perspectives on the effectiveness of Chem-PTE crossword puzzles by using questionnaires. Overall, the findings showed that the use of Chem-PTE crossword puzzles had improved students’ level of understanding as there was an increase in students’ achievement scores in the post-test compared with students’ achievement scores in the pre-test. Subsequently, the paired sample t-test analysis also revealed statistically significant differences before (pre-test) and after (post-test) the use of Chem-PTE crossword puzzles. Lastly, almost all of the students provided positive feedback on the effectiveness of the Chem-PTE crossword puzzles in enhancing students’ understanding of the topic Periodic Table of Elements.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139363655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Correlation between Pro-Environmental Behavior and Environmental Values of Female Pre-Service Science Teachers in Indonesia","authors":"N. F. Sulaeman, A. Nuryadin, S. Dinurrohmah, L. Subagiyo, E. Andrianto","doi":"10.15294/jpii.v12i2.42261","DOIUrl":"https://doi.org/10.15294/jpii.v12i2.42261","url":null,"abstract":"In contrast with the global trend of male domination in science and technology, Indonesia’s pre-service science teacher program is widely attracted to female students. This study aims to investigate the correlations between pre-service science teachers’ pro-environmental behaviors (PEB) and values toward the environment through one-time cross-sectional survey studies. Information was collected from a sample of the predetermined population at one point, followed by correlational studies designed to explore the correlations between the variables under study. The questionnaire consists of three aspects of PEB (preservation, utilization, and appreciation) and four aspects of value (biospheric, altruistic, egoistic, and hedonic). A total of 273 female pre-service science teachers enrolling in four public universities in Indonesia participated through an online questionnaire. The purposive sampling method was chosen to constitute the sample of this study. In order to analyze the data collected, descriptive statistics and correlation tests were utilized. According to the results, it can be concluded that pre-service science teachers held good environmental behaviors and values. The aspects of preservation and appreciation have a positive correlation, while utilization is negative. The four aspects of value are all at high levels, as is their correlation. This result indicates that female pre-service science teachers have positive behavior and value toward the environment. Moreover, the pre-service science teacher program should encourage understanding and behavior toward the environment to prepare future science lessons more aligned with the environment.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136300954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Comparative Study of Basic Science Process Skills of Science Students at Higher Secondary Level in District Rawalpindi, Pakistan","authors":"M. Ahmed, F. R. Choudhary, S. Sultan","doi":"10.15294/jpii.v11i3.37775","DOIUrl":"https://doi.org/10.15294/jpii.v11i3.37775","url":null,"abstract":"Science process skills (SPS) had a pivotal role in scientific investigation. SPS are very important to be developed in science learning because with the help of SPS students develop their thoughts to make discoveries using scientific investigation. In the 21st century SPS are needed in science learning. In Pakistan results of many studies showed that private sector institutes’ students were performing better than the public sector institutes’ students in the subject of science. Better performance in science is only possible when students have a high level of science process skills. The main purpose of this study was to determine students’ level of performance on basic science process skill and to compare the performance of public and private school Physics students in science process skills at the H.S.S.C. level. A Simple comparative research design was used to compare the skill level of students. In the present study four aspects, of basic science process skills (Observation, Communication, Measurement, and Relationship) were observed. Through purposive sampling technique two top-level colleges, one from the public school system and one from the private school system of the city of Rawalpindi, were selected for the study. For data collection researcher used an observation sheet and worksheet based on four experiments of physics at higher secondary school certificate level. Measurement of SPS was done when students were performing experiments in practical labs. t-test was employed to compare the performance of public and private school students. The result of the research stated that there was a significant difference in basic science process skills of public and private school physics students at the H.S.S.C level. The mean score of performance of public and private school students was observed to be good in the aspects of observation and relationship skills but still teachers need to improve the performance of students in the aspects of communication and measurement skills. Further it is recommended that exam system may give more weightage to science process skills so that students and teacher of science subjects may be able to concentrate more on this aspect of learning.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136300957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implementation the Ethnoscience-Based Smart Module to Improve Students’ Patriotism","authors":"S. D. Ardianti, S. Wanabuliandari, A. B. Tanghal","doi":"10.15294/jpii.v12i2.43789","DOIUrl":"https://doi.org/10.15294/jpii.v12i2.43789","url":null,"abstract":"Patriotism begins to fade in the younger generation of Indonesians. The loss of patriotism will cause concern for the nation. Thus, there must be innovation in teaching to cultivate patriotism. The ethnoscience-based smart module helps students learn independently in a fun way and contributes to improving their patriotism. This study aims to analyze the improvement of students’ patriotism through implementing the ethnoscience-based smart module. This research used the research and development (R D) model by Borg and Gall. The research and development stages of ethnoscience-based smart modules included preliminary research, product development and validation, and product testing. The study was conducted in three primary schools in Kudus. The research design used in this study was a single-group pretest and posttest design. The data were analyzed using the N-gain test to determine the improvement of students’ patriotism. The results of the N-gain test show an increase in patriotism, with an average initial score of 50 increasing to an average final score of 80, and classically, the normalized gain value is 60% or 0.60, which means an increase in the medium category through the application of the ethnoscience-based smart module. Based on research results, it can be concluded that implementing an ethnoscience-based smart module can improve students’ patriotism in elementary schools.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136300962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Project-Based Learning Via Traditional Game in Physics Learning: Its Impact on Critical Thinking, Creative Thinking, and Collaborative Skills","authors":"N. Khoiri, S. Ristanto, A. F. Kurniawan","doi":"10.15294/jpii.v12i2.43198","DOIUrl":"https://doi.org/10.15294/jpii.v12i2.43198","url":null,"abstract":"This study aims to investigate how PjBL via traditional games impact students’ critical thinking, creative thinking, and collaborative skills. The research sample is a local school in Semarang. The research design was a quantitative study using the pre-experimental design type one group pretest-posttest method. There is only one predetermined group in this design. The theme of the game that the project will create was revealed following the pre-test. The research results show students’ creative thinking skills in applying the PjBL model via game techniques are 61.53% in high criteria and 38.46% in medium criteria. The study results also show a fair increase in the N-Gain value for the four indicators of creative thinking skills: improvisation, elaboration, creativity, vision, effectiveness, and efficiency. The results show it is effective for six students (25%), fairly effective for 13 students (54.16%), and less effective for five students (20.83%). The study’s results also show that the Mann-Whitney U statistical test is 69. It means that the PjBL model impacts students’ collaborative skills. This research has a big impact on increasing students’ creative thinking skills and collaboration.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135504111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Introducing CAPAB(L)E: A Learning Model to Promote Prospective Biology Teacher’s Entrepreneurship Skills","authors":"B. Supriatno, D. Kusumawaty, T. E. Tallei, T. B. Emran, T. Suwandi","doi":"10.15294/jpii.v12i2.40741","DOIUrl":"https://doi.org/10.15294/jpii.v12i2.40741","url":null,"abstract":"Biology is one of the fields of study that has a lot of scopes that have the potential to be directed to the entrepreneurship aspect. Currently, there is no report on a particular learning model that prepares prospective teachers to design and implement businesses related to the use of biological principles, processes, and products. This study aims to develop and validate an entrepreneur-oriented learning model of biology in higher education, later known as CAPAB(L)E. CAPAB(L)E, stands for Characterizing, Analyzing, Prototyping, Assessing, Building up, and Exposing, a bioentrepreneurship learning model to promote biology education students’ entrepreneurial skills was successfully designed through this research. This design-based research (DBR) used the ADDIE model, which consisted of five stages, namely: analysis, design, development, implementation, and evaluation. The logical validation sheet consisted of six objective items with four Likert scales and an open question regarding recommendations for improving the developed learning model filled by two validators or experts (a lecturer in biology learning design and a lecturer in entrepreneurship). In addition, to obtain an overview of students’ perceptions of the CAPAB(L)E learning model, a questionnaire was used containing six items of Likert Scale 4-level statements and an open question about skills that were most trained during learning. Research data were analyzed descriptively. The results of the logical validation of the hypothetical model of CAPAB(L)E bioentrepreneurship learning model indicate that the learning model is valid and can be implemented, with a score of 81,25%. The students’ perceptions are generally positive on the structure and content of the material. Students suggest using teamwork strategies in planning and implementing student businesses. Based on this research results, it is necessary to carry out further research to determine the effectiveness of CAPAB(L)E bioentrepreneurship learning on students’ skills, knowledge, and attitudes toward entrepreneurship.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135746242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Design, Development, and Evaluation of DivTCell App: Gamifying Eukaryotic Cell Division and its Effects on Academic Achievement","authors":"S. A. A. Mantilla, L. A. Macababat, R. D. S. Nasayao, A. M. P. Walag","doi":"10.15294/jpii.v12i2.43852","DOIUrl":"https://doi.org/10.15294/jpii.v12i2.43852","url":null,"abstract":"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.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136085000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effect of E-Readiness Skills, Metacognitive Awareness, and Biological Literacy on the High School Students' Misconceptions","authors":"J. Jamaluddin, A. W. Jufri, A. Ramdani","doi":"10.15294/jpii.v12i2.37536","DOIUrl":"https://doi.org/10.15294/jpii.v12i2.37536","url":null,"abstract":"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.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135904718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Ethnochemistry Potential of Vines Contained in Lontar Usada Taru Pramana on Students’ Scientific Explanation Skills through Task-Based Learning","authors":"I. G. L. Wiratma, I. A. A. Yuliamiastuti","doi":"10.15294/jpii.v12i2.42826","DOIUrl":"https://doi.org/10.15294/jpii.v12i2.42826","url":null,"abstract":"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.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135089517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Pattern of Physics Education Students’ Diagrams and Answers in Solving Force Problems","authors":"J. Sirait, J. Ainley, M. Barstow","doi":"10.15294/jpii.v12i2.43020","DOIUrl":"https://doi.org/10.15294/jpii.v12i2.43020","url":null,"abstract":"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.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135421095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}