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Jurnal Pendidikan IPA Indonesia
Journal Prestige (SJR): 0.206
Citation Impact (citeScore): 1
Number of Followers: 0  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2089-4392 - ISSN (Online) 2339-1286
Published by Universitas Negeri Semarang Homepage  [78 journals]
  • Project Assessment based on Flipped Classroom Approach Influence Concept
           Understanding and Critical Thinking Skills in Physics Learning

    • Authors: N. K. Rapi, I. W. Suastra, P. Widiarini, I. W. Widiana
      First page: 351
      Abstract: This study aims to analyzed the effect of project assessment based on the flipped classroom approach on critical thinking skills and physics learning outcomes. This type of research is quantitative research. This study used a post-test only non-equivalent control group design. The population is distributed into two classes. The methods used to collect the data are questionnaires and tests. The instruments used to collect data are questionnaires and test sheets. Data were analyzed using descriptive statistics and Manova. The results showed differences between critical thinking skills and physics learning outcomes simultaneously and partially between students who were given project assessments based on the flipped classroom approach and students who were given conventional assessments. The value of significance indicates more than 0.05. Thus, it can be concluded that project assessment based on the flipped classroom approach affects critical thinking skills and concept understanding. Project assessment based on flipped classroom approach is recommended as one type of innovative assessment based on constructivism that can be used to improve concept understanding and critical thinking. Critical thinking skills and good concept understanding will help students solve contextual problems. 
      PubDate: 2022-09-30
      DOI: 10.15294/jpii.v11i3.38275
      Issue No: Vol. 11, No. 3 (2022)
  • The Implementation of Local Context Modules as an Effort for Disaster Risk
           Reduction (An Empirical Study in Disaster-Affected Schools)

    • Authors: U. Wahyono, A. Kade, K. A. A. Untara
      First page: 363
      Abstract: The frequent increase of natural disasters enforces the need for disaster risk reduction implementation in education. This empirical study aims to determine the effectiveness of the module in the context of the Palu disaster threat in understanding the process of the earthquake, tsunami, liquefaction, and mitigation. This research was conducted in schools that were directly affected by the disaster. For those affected by the liquefaction, the research was carried out at SMP 21 Petobo. Then for those who were affected by the tsunami, the research was conducted at SMP 10 Kampung Lere, Palu. The results show that the students of disaster-affected schools already had initial knowledge regarding Disaster Risk Reduction before the module was implemented. Social media, mass media, and disaster locations contributed to the formation of their initial understanding. This study result indicates that the normal gain value for each disaster subject in disaster-affected schools increases. However, the normal gain for each topic affected by liquefaction is higher. The average increase in the normal gain of implementing modules in the school affected by liquefaction was 21.76 percent, and in the school affected by the tsunami was 10.49 percent.  The study concludes that understanding the local context disaster module is effective in disaster-affected schools and is more effective in schools that are heavily affected (liquefaction). 
      PubDate: 2022-09-30
      DOI: 10.15294/jpii.v11i3.37399
      Issue No: Vol. 11, No. 3 (2022)
  • Analysis of Students' Scientific Literacy Skill in terms of Gender
           Using Science Teaching Materials Discovery Model Assisted by PhET

    • Authors: B. Bahtiar, I. Ibrahim, M. Maimun
      First page: 371
      Abstract: This study aimed to analyze scientific literacy skills in terms of gender using discovery model science teaching materials assisted by PhET simulation. This study is a one-group pretest and posttest design and an experimental. This research was conducted at MTs Hidayatullah Mataram in class IXA students in three meetings for 80 minutes each. The material used is static electricity which consists of five sub materials, namely static electricity, atoms, electric charge, Coulomb's law, and electroscope. The collection method of the scientific literacy test is in the form of multiple-choice with the indicators of being to explain scientific phenomena, scientific discoveries, and statements, and use scientific data and evidence. Prior to use, a feasibility test was carried out. The results of the item analysis show that people have a good level of adjustment, reliability, and difficulty level. The research found that: (1) female and male students had different scientific literacy skills, where the scientific literacy skill of female students was higher (80) than male students (77.95); (2) there were three sub-materials dominated by female students, namely the sub-materials of electrical charge, Coulomb's Law, and electroscope; (3) there are two sub-materials of static electricity which are dominated by male students, namely the sub-materials of static electricity and atoms; (4) in the average percentage of the indicator of explaining phenomena scientifically and interpreting data and evidence scientifically, female students are higher than male students; and (5) the average percentage of evaluating and designing scientific statements is higher for male students than female students. Suggestions for teachers are to pay attention to the roles of female and male students in the learning process so that the abilities of female and male students are not much different.
      PubDate: 2022-09-30
      DOI: 10.15294/jpii.v11i3.37279
      Issue No: Vol. 11, No. 3 (2022)
  • Improving Environmental Sensitivity through Problem-Based Hybrid Learning
           (PBHL): An Experimental Study

    • Authors: S. Amin, S. Sumarmi, S. Bachri, S. Susilo, R. L. Mkumbachi, A. Ghozi
      First page: 387
      Abstract: Students need to possess sensitivity to the environment in order to behave positively when they notice a problem and find the right solution. This study intends to investigate whether the PBHL model affects the environmental sensitivity of Social Science Education students on environmental issues and conservation materials. The quasi-experimental design of the pretest-posttest controlled group was used in this study. Students of the Social Science Education Department, Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia, were selected as research subjects using a purposive sampling technique. The research subjects were determined to consist of class D as the experimental class (29 students) and class B as the control class (29 students). Questionnaires with a Likert scale of 1 (strongly disagree) – 4 (strongly agree) were used in taking student environmental sensitivity data on environmental issues and conservation materials, totaling 28 items with indicators: knowledge, attitudes, and skills. Subsequently, the data were tested for normality and homogeneity and analyzed using an independent sample t-test. The results showed that the PBHL model had a significant effect on the environmental sensitivity of Social Science Education students on environmental issues and conservation materials ((p (0.009) < α (0.05)). The average results of the sensitivity of the experimental class environment (N-Gain = 13.29) were higher than the control class (N-Gain = 8.75). This goal can be achieved through the syntax in the PBHL model. The suggestion for further research is that it is necessary to develop further by combining the PBHL model and interactive mobile learning media as a means for students to investigate and actualize problem-solving.
      PubDate: 2022-09-30
      DOI: 10.15294/jpii.v11i3.38071
      Issue No: Vol. 11, No. 3 (2022)
  • Analysis of Technological Pedagogical Content Knowledge (TPACK) Ability
           Based on Science Literacy for Prospective Primary School Teachers in
           Learning Science Concepts

    • Authors: F. Fakhriyah, S. Masfuah, F. S. Hilyana, N. Mamat
      First page: 399
      Abstract: This study aims to analyze and describe the ability profile of Technological Pedagogy Content Knowledge (TPACK) based on scientific literacy for elementary school teacher candidates. The measurement of student TPACK skills is needed to determine the knowledge of technology that will be implemented in the learning process. Students' TPACK knowledge needs to be developed, because integration between pedagogical abilities, material content and technology is needed. This research is a quantitative survey research. This study tested a TPACK model which was described by the relationship between latent variables, namely from seven components including TK, PK, CK, TPK, TCK, PCK, and TPACK. Collecting data using a questionnaire instrument with 46 items. The questionnaire instrument was filled out by 206 elementary school teacher candidates who had taken the Science Concept, Science Application, Science Teaching Learning Course, and Field Experience Practice Courses. The results of filling out the questionnaire were then calculated and analyzed using a modeling test with a Structural Equation Modeling (SEM) approach. The results showed that PCK variability could be influenced by the CK and PK components of 51.5%. While the variability of TCK can be influenced by the components of CK and TK as much as 42.7%. The variability of the TPK can be influenced by the PK and TK components as much as 45.2%. Finally, the magnitude of the effect of PK, CK, TK, PCK, TPK and TCK components on TPACK is 61.0%. The TPACK profile of prospective elementary school teacher students is good with the factors that make the biggest contribution to the components that go into PK and CK. Therefore, The results of this study will help build a more comprehensive profil of the TPACK capabilities of prospective elementary school teachers, which in turn can improve their ability to integrate technology when becoming a teacher in the future.
      PubDate: 2022-09-30
      DOI: 10.15294/jpii.v11i3.37305
      Issue No: Vol. 11, No. 3 (2022)
  • The Mediating Role of Attitude in the Correlation between Creativity and
           Curiosity regarding the Performance of Outstanding Science Teachers

    • Authors: Z. Ramdani, D. Hadiana, A. Amri, J. Warsihna, W. Widodo, D. Teguh Chandra, E. Sopandi
      First page: 412
      Abstract: Significant and unexpected changes need to be anticipated by all teachers, especially when facing difficult situations in the learning process. This study aims to determine the mediating role of attitude in the correlation between creativity and curiosity regarding the performance of outstanding science teachers. A quantitative causal method was used which involves 100 teachers that were selected using a purposive sampling technique. Collection of research data using four questionnaire instruments with a Likert-scaled were derived from the existing grand theory and met the psychometric properties as a suitable instrument to use. Multiple regression analysis is used to identify the relationship between these variables. The results of the data analysis showed that the creativity affects attitude directly and attitude also affects performance. Other results show that curiosity has a direct effect on performance, and has no indirect effect on performance. Meanwhile, other results also explained that the investigated variables are positively correlated with the outstanding science teachers. The results of the study concluded that attitude can act as an effective mediator in the relationship between creativity and performance. Creativity and curiosity are important variables to support the performance of outstanding science teachers. The limitations of this study and discussions were subsequently explained in this article. 
      PubDate: 2022-09-30
      DOI: 10.15294/jpii.v11i3.37272
      Issue No: Vol. 11, No. 3 (2022)
  • Project-Based Scaffolding TPACK Model to Improve Learning Design Ability
           and TPACK of Pre-Service Science Teacher

    • Authors: N. R. Dewi, A. Rusilowati, S. Saptono, S. Haryani
      First page: 420
      Abstract: Learning design abilities and TPACK are very much needed by prospective science teachers to prepare science learning in the 21st century. The specific objectives of this research were to analyze the improvement of the learning design ability and TPACK possessed by pre-service science teachers after taking lectures with the Project-Based Scaffolding TPACK (PBST) model and analyze the correlation between TPACK and learning design abilities. The research used was quantitative research with non-equivalent control group design. The samples selected were 4 classes of pre-service science teachers who were taking Science Learning Strategy and Design courses. The instrument used in this study consisted of a lesson plan assessment sheet and a TPACK evaluation test. Data analysis used was independent t test, N-Gain test, and bivariate correlation test using SPSS. The results showed that the experimental class obtained an increase in the high category on learning design ability and the medium category on TPACK. After being given PBST model treatment in the experimental class, there is a significant difference in the learning design ability and TPACK between the experimental and control classes. In addition, the results also show that there is a correlation between TPACK and learning design ability. The PBST model is expected to be a solution offer to prepare pre-service science teachers at higher education in line with the demands of 21st century learning based on technology integration.
      PubDate: 2022-09-30
      DOI: 10.15294/jpii.v11i3.38566
      Issue No: Vol. 11, No. 3 (2022)
  • Grade-11 Students’ Conceptual Understanding of Chemical Reaction Rate
           from Learning by Using the Small-Scale Experiments

    • Authors: K. Wuttisela, A. Moonsarn, P. Khajornklin, S. Supasorn, P. Jarujamrus, S. Chairam
      First page: 433
      Abstract: The purpose of this study was to investigate grade-11 students’ conceptual understanding of chemical reaction rate through 5E inquiry approach in which the students were requested to explore data for answering the engaged question using the small-scale syringe-vial experiment (SSVE) and elaborate their understanding using the AR interactive Particulate-level Visualization (ARiPV). The data collecting tools consisted of the two-tier diagnostic conceptual test and semi-structured interview questions. Thirty-three grade-11 students participated in the series of four two-hour 5E learning activities for a total of 8 hours. Paired samples T-test analysis revealed that the mean score of the post-conceptual test (mean 29.77, S.D. 6.77, 66.16%) was statistically higher than that of the pre-conceptual test (mean 11.68, S.D. 10.14, 25.96%) at the significance level of 0.05. Their actual gain was 40.20% and their normalized gain was 0.54, a medium gain. The majority of them were moved from the less correct category, Partial Understanding with Specific Misunderstanding (PMU, 43.03%), to the more correct category, Partial Understanding (PU, 43.84%). The semi-structured interview revealed that the 5E inquiry approach using SSVE in conjunction with ARiPV was enjoyable and effective to recognize and improve their understanding. This verified that this integrated intervention can promote students to change their conceptual understanding of reaction rate to the more desirable categories. 
      PubDate: 2022-09-30
      DOI: 10.15294/jpii.v11i3.36535
      Issue No: Vol. 11, No. 3 (2022)
  • The Integration of Augmented Reality and Virtual Laboratory based on the
           5e Model and Vark Assessment: A Conceptual Framework

    • Authors: D. A. Purwaningtyas
      First page: 449
      Abstract: Augmented Reality integrated with laboratory activities is an opportunity to improve learning outcomes for vocational education training in an online learning platform. Radar equipment used for air traffic control is one of the keys to the safety of flight operations, engineers need to understand the operation and troubleshooting of radar equipment. The high cost of equipment and the inflexibility of current learning make radar training less effective and students' cognitive achievement less promising. This study aims to find the problem of student learning in radar and propose the framework of integration radar laboratory with augmented reality. This research used a descriptive analysis approach and a literature study. A survey at four Aviation Polytechnics in Indonesia found cognitive load and troubleshooting skills the main problem. The proposed framework concept for laboratory integration with Augmented Reality by adding a learning style: the VARK framework and Augmented Reality design with a 5E-based Model theory approach. The framework concept also uses evaluation models and learning analytics to provide information on learning outcomes to students. Laboratory integration with Augmented Reality with learning style assessment and evaluation in virtual laboratories is a laboratory optimization framework concept for aviation vocational education to achieve learning outcomes with the efficiency of facilities and effectiveness of learning.
      PubDate: 2022-09-30
      DOI: 10.15294/jpii.v11i3.36367
      Issue No: Vol. 11, No. 3 (2022)
  • Investigating the Effectiveness of Videos Designed Using Cognitive Load
           Theory on Biology Students’ Academic Achievement

    • Authors: A. N. Azman, M. Johari
      First page: 461
      Abstract: This study seeks to investigate the effect of videos designed based on cognitive load theory on students’ academic performance. A one-group pre-test-post-test design was employed, with 25 lower sixth Biology students in one of the sixth form centres in Brunei as participants of the study. The participants were conveniently selected (non-random sampling). Twelve cycles of lessons on twelve different biology topics were conducted. For each cycle, a pre-test was administered before students learned from the videos (self-learning), then a post-test was administered after they watched the videos. This study finds a significant increase in test scores after watching the video for all of the cycles, with a large effect size ranging from .76 to .93 according to Cohen’s interpretation. The current study shows how the cognitive load theory can help instructional designers accomplish better learning content to encourage student learning. It can be concluded that carefully curated videos can help reduce students’ extrinsic load. Thus this finding had implication on the importance of theory based video creation in helping students’ learning that most technology innovative pedagogies seemed to leverage on. One recommendation for future study worth delving into would be to directly measure students’ comparative cognitive load to investigate how their cognitive load changes before and after watching the video.
      PubDate: 2022-09-30
      DOI: 10.15294/jpii.v11i3.37324
      Issue No: Vol. 11, No. 3 (2022)
  • Android-Based Mobile Learning Application Design, Implementation and
           Evaluation for Aiding Secondary School Students Skills to Review Inorganic
           Compound Nomenclature

    • Authors: C. Kurniawan, M. Dhiyaulkhaq, N. Wijayati, K. Kasmui, D. Nasekhah, M. H. Ismail
      First page: 469
      Abstract: Inorganic compounds nomenclature is one of the most basic concepts in chemistry. Correct naming of chemicals by the students is then needed before they learn advanced chemistry. However, the nomenclature topics consist of rules and require frequent practice. The tenth grader will face difficulties if they should remember thousands of chemicals name. The study aims are to develop as well as to validate the effectiveness of android-based learning media on chemical compound nomenclature topics. The stages consist of (1) information collection, (2) planning, (3) product draft development, (4) small-scale trials, (5) product revisions, (6) large-scale trials. The stages aim to determine the validity and effectiveness of learning media on the basis of android on the nomenclature of chemical compounds. The experts were agreeing to validate the media both for the content and media-aspects. This indicate that the media can be used as a media in the learning process.  While the effectiveness of mobile-app media was measured using post-test questions with a percentage of student achievement of 87.88%. 
      PubDate: 2022-09-30
      DOI: 10.15294/jpii.v11i3.38243
      Issue No: Vol. 11, No. 3 (2022)
  • Problem-Based Learning-Collaboration (PBL-C) Model Framework in Elementary
           School Natural Science Learning in the Era of Industrial Revolution 4.0
           and Indonesia Society 5.0

    • Authors: S. Sajidan, S. Suranto, I. R. W. Atmojo, D. Y. Saputri, R. Etviana
      First page: 477
      Abstract: This study aims to describe the problem-based learning-collaboration (PBL-C) model framework on natural science learning in elementary schools in the era of Industrial Revolution 4.0 and Indonesia Society 5.0. This research is included in development research with preliminary, development, and product testing stages. This article resulted from the preliminary stage and development of the learning model framework. Data collection activities at the preliminary stage were carried out by exploring elementary school teachers' perceptions of problem-based learning and its application in natural science learning in elementary schools in Surakarta City, Indonesia. Focus group discussions (FGD) were conducted on 20 elementary school teachers employing the open inquiry method. The discussion reviewed several topics related to the teacher's perception of the problem-based learning application, the advantages and disadvantages of problem-based learning, which became the basis for modifying the learning model, and the importance of collaboration skills for elementary school students. In addition, the PBL-C model framework for natural science learning in elementary schools consists of six syntaxes: (1) Student orientation to the problem to facilitate critical thinking and solutions to problems; (2) Organizing students to learn to facilitate creativity and maximizing and planning; (3) Guiding individual and group investigations to facilitate creativity; (4) Developing and presenting the work to facilitate communication and articulating or displaying output; (5) Analyzing and evaluating the problem-solving process to facilitate critical thinking and making considerations.
      PubDate: 2022-09-30
      DOI: 10.15294/jpii.v11i3.30631
      Issue No: Vol. 11, No. 3 (2022)
  • The Influence of Digital Literacy Capabilities and Self-Regulation on the
           Student's Creativity in Online Physics Teaching

    • Authors: S. Sukarno
      First page: 489
      Abstract: This research aims to determine the effect of digital literacy skills and self-regulation on student creativity in carrying out online physics learning practices. The approach used in this research is quantitative with the data collection technique being a survey model. The research design used is a quasi-experimental model with a pretest and posttest design. The samples used in this study were physic education students of UIN Sulthan Thaha Saifuddin Jambi, with a total sample of 42 students. Data analysis was carried out through several stages, namely: a) the first stage was to analyze category classification, namely classifying student abilities into very good category (A), good category (B), sufficient category (C), and poor category (D), based on the score of the measurement results of the three variables, b) the second stage is to test the correlation between variables. Correlation data analysis was carried out with the help of SPSS 25 software. Based on the data and discussions that have been carried out, it can be concluded that there is an influence between digital literacy skills and self-regulation on students' creativity in carrying out online physics learning practices. The effect of digital literacy skills on student creativity in carrying out online physics learning practices is 85%, while self-regulation has an effect of 78%. Both variables together affect the creativity of students in learning physics online by 74%.
      PubDate: 2022-09-30
      DOI: 10.15294/jpii.v11i3.31811
      Issue No: Vol. 11, No. 3 (2022)
  • Implications of Online Learning: Trends of Science Misconceptions about
           Forces in Elementary School

    • Authors: E. Munastiwi, B. Saputro, S. Fatonah, E. Suhendro
      First page: 500
      Abstract: This study aims to understand the tendency of science misconceptions about "forces" and to distinguish the influence of school origin on students' misconceptions. The research method is a quantitative experimental survey. A total of 83 fourth-grade elementary school students from public school 1 (School A), private school 2 (School B), and private school 3 (School C) were involved in this study. Data is collected through online surveys. Teachers and researchers formulated question instruments in the form of quizzes. Before being distributed, the synchronization and verification stages of the material are carried out. Then the quiz is distributed to students via WhatsApp during an online class. After 15 minutes, students return the answers to the class teacher in photos via WhatsApp to be evaluated and graded. The results show that the average level of students' misconceptions was relatively low. However, the level of individual misconceptions tended to be high, proving that the development of learning practices needs to pay attention to conceptual understanding. Students' misconceptions should not occur, especially in science learning. This study concludes that there are differences in the level of misconceptions between clusters in science learning. Students in each cluster experienced similar obstacles. The researchers suggest an effort to adjust the learning model on the instructional, interaction, supervision, and independent learning models. 
      PubDate: 2022-09-30
      DOI: 10.15294/jpii.v11i3.37696
      Issue No: Vol. 11, No. 3 (2022)
  • A Comparative Study of Basic Science Process Skills of Science Students at
           Higher Secondary Level

    • Authors: F. R. Choudhary, M. Ahmad
      First page: 511
      Abstract: Science process skills (SPS) have 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 21st century SPS are needed in science learning. The main purpose of this study was to compare the performance of public and private school Physics students in science process skills at H.S.S.C. level. In the present study four aspects, of basic science process skills (Observation, Communication, Measurement, and Relationship) were observed. The research design for the study was causal comparative design. Through purposive sampling technique two top level colleges, one from public school system and one from private school system of city Rawalpindi, were selected for study. For data collection researcher used 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  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 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 skill 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 should give more focus on science process skills so as teacher of science subjects. 
      PubDate: 2022-09-30
      DOI: 10.15294/jpii.v11i3.37775
      Issue No: Vol. 11, No. 3 (2022)
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