Jurnal Pendidikan Sains Indonesia
Not a member yet
530 research outputs found
Sort by
Implementation of The Merdeka Belajar Kurikulum Merdeka Curriculum to Improve The Quality of Prospective Chemistry Teachers
Full text linkCurriculum is a plan used to guide teaching and learning activities. This study aimed to identify the alignment of the Chemistry Education Study Program curriculum documents at University X with the merdeka belajar kurikulum merdeka (MBKM) policy, evaluate its implementation, and assess lecture and student perceptions regarding MBKMs impact on prospective teachers competencies. A case study approach was employed, utilizing analysis of curriculum document, observation of course, questionnaires, and interviews. Data collected through triangulation were then analyzed descriptively. The results indicated that the curriculum documents were aligned with the higher education curriculum development guide-MBKM, including the formulation of graduate profiles, learning outcomes, curriculum maps, and course plans. These elements supported prospective teachers in developing competencies relevant to field demands and enabled student participation in MBKM activities. The MBKM implementation in this study program showed active involvement of lecture and students in activities such as kampus mengajar and wirausaha merdeka, which positively impacted prospective teachers' competencies. Institutional support was a key factor in the programs success. However, areas for improvement remained, particularly in the use of innovative learning methods such as problem based learning, project-based learning, discovery, and inquiry to help enhance prospective chemistry teachers' critical thinking skill
Simple Practical Design of Making Purple Cabbage Indicator Paper as Acid-Base Indicator in Chemistry Learning
Full text linkThe curriculum is the basis for implementing the learning activity method, and the practicum method can be one way to achieve learning outcomes. The acid-base practicum learning method in chemistry learning uses indicators to identify acid-base compounds. The indicator that can be used is the use of natural materials with purple cabbage. Purple cabbage has a distinctive color, namely purple, which is caused by the presence of a color pigment, namely anthocyanin. This study is a qualitative descriptive study with data collection techniques of triangulation data (literature study, observation, and experiment). This study aims to optimize the manufacture of indicator paper from purple cabbage, and to analyze the feasibility of its application experiment through curriculum analysis and learning outcomes. The methods used are maceration, anthocyanin test, indicator paper success test, indicator paper stability and durability test and analysis of learning outcomes. The results obtained are that purple cabbage indicator paper can be used to identify acids and bases effectively, especially strong acid and strong base compounds and can be used in chemistry learning to achieve learning outcomes. The stability and durability test of purple cabbage indicator paper can be used for 15 days of storage at room temperature
Enhancing Creative Thinking Skills and Technological Literacy through Project-Based Microteaching: A Study on Prospective Physics Teachers at UIN Raden Intan Lampung
Full text linkThis study explores the impact of project-based learning (PjBL) integrated with microteaching on the creative thinking skills and technological literacy of prospective physics teachers at UIN Raden Intan Lampung with a mixed methods approach. As the demands of 21st-century education emphasize the importance of these skills, it is critical to evaluate innovative teaching methods that address these needs. A quasi-experimental design was used, involving two groups: an experimental group taught using the PjBL microteaching model and a control group using conventional methods. Creative hhinking skills was assessed using torrance tests of creative thinking (TTCT), measuring fluency, flexibility, originality, and elaboration. Technological literacy was evaluated through a structured questionnaire assessing skills in technology use, understanding, and integration in learning contexts. Results revealed a significant improvement in both creative thinking skills and technological literacy in the experimental group compared to the control group. Specifically, the PjBL microteaching model was more effective in enhancing students' ability to generate diverse ideas and utilize technology effectively in educational settings. These findings suggest that integrating PjBL with microteaching can better prepare future physics educators for the technological and creative demands of modern teaching environment
Development Augmented Reality as a Learning Media for Sensory System Material for Class XI in Biology Learning
Full text linkBiological material, one of which is the sensory system, whose objects are difficult to approach directly, requires more sophisticated learning media. This is because the sensory system learning process still uses 2D-based learning media which is difficult to display biological objects in real terms. Teachers and students need media that can visualize material well and can be accessed flexibly via smartphone. Technology AR, with its characteristics of being able to display objects in more detail in 3D and being able to be used on smartphones, could be a solution. This research aims to develop AR on human sensory system material. This research uses the ADDIE (analysis, design, development, implementation, and evaluation). Data collection was carried out through expert validation and implementation of student responses. The material expert validation results were 98.25% and the media expert validation results were 89.25% (very good category). The teacher assessment results were 96.75%, and student responses were 83.5% (very good category). Based on these results, it is known that the AR media developed is suitable for use in learning sensory system material in biology learnin
Developing an Instrument to Assess Chemical Literacy for Prospective Chemistry Teachers
Full text linkThe lack of instruments designed to assess chemical literacy among prospective chemistry teachers highlights the need for robust tools to support science education. This study develops and validates an instrument to measure chemical literacy, addressing this gap and contributing to improved pedagogical practices. In this study, a chemical literacy instrument for general chemistry was developed, drawing on existing frameworks of chemical literacy. This research employs a development-based approach (RD), encompassing literature review, instrument development, and quality testing. The quality of the instrument was evaluated based on its reliability and validity. The validity was evaluated by expert panel review, difficulty index, discrimination index, and pearson correlation value. In this study, a multiple-choice chemical literacy test instrument was successfully developed using the PISA 2025 scientific literacy framework, resulting in 23 valid items. The PISA framework was chosen for its perceived dynamism compared to other frameworks. The reliability of the developed instrument reached 0.818, indicating that the questions are highly reliable. Future improvements to the instrument are necessary, with a focus on ensuring that all items fully meet the established validity criteri
Exploring the Impact of Mini Labs and Hands-On Learning in Magnetism on Students Cognitive and Critical Thinking Abilities
Full text linkMany students struggle to understand abstract physics concepts such as magnetism due to limited practical engagement and conventional teaching methods. This study aims to explore the impact of a mini lab and hands-on learning approach to magnetism on students cognitive and critical thinking abilities (CTA). The study employed a pre-experimental one-group pretest-posttest design and was conducted in a junior high school in South Tangerang City, with 25 ninth-grade students serving as research subjects. Learning took place through six mini lab stations presenting different topics, as well as hands-on activities involving the design of a simple compass. Data were collected through cognitive and CTA tests, as well as documentation from the students' worksheets and KWL (know-want-learned) charts. The analysis revealed a significant increase in cognitive abilities, with moderate gain scores. Conversely, the increase in CTA was not statistically significant, with low gain scores. Limited time and inadequate conceptual reflection space were the main factors. These findings suggest that mini labs and hands-on approaches effectively build conceptual understanding, but strategies are needed to optimize the development of students' CT
Development of E-Worksheet based Liveworksheets with STEM-5E Approach to Improve Science Process Skills Students Class VIII on Vibration and Wave Material
Full text linkScience learning should offer students meaningful learning experiences to develop their skills. In facing the era of globalization, 21st century skills are an important aspect that students must have. This research aims to develop e-worksheet based on liveworksheets with STEM-5E approach to improve science process skills on vibration and wave material that valid to be used by the aspect of validity, practically, and effectiveness. This type of research is research and development using the 4D model (define, design, development, disseminate). The research design used was quasi-experimental, namely select control group and select experimental group. The two classes used were class VIII B as control class with 30 people and VIII A as experimental class with 31 people. The research location was carried out at Junior High School 01 Karangploso. Data collection techniques were obtained using research instruments including validation sheets, response questionnaire sheets, pretest-posttest questions, and e-worksheet observation sheet. The validity results obtained a validity of 92.88%, with very valid criteria. This validity was carried out on the aspect of material, media, STEM-5E and SPS which received value of 87.41%, 91.25% and 100%. Practicality results in terms of students and teacher response questionnaires received value of 87.64% and 88.16% with very practical criteria. Effectiveness result in the terms of e-worksheet observation sheets received value of 96.78% and the N-Gain score (%) of the experimental class which got value of 66.76% in the quite effective category and the control class was 45.53% in the less effective category. Therefore, it can be concluded that this e-worksheet is valid, practical, and effective used to improve science process skills in class VIII vibration and wave materia
Evaluating the Quality of STEM-PjBL Learning Materials on Stoichiometry Supported by a Simple Photometer: An Aikens Index Approach
Full text linkThe development of STEM-project-based learning (STEM-PjBL) materials demands rigorous validation to ensure their quality, effectiveness, and relevance to learning objectives, particularly in complex chemistry topics such as stoichiometry. However, many existing tools lack rigorous validation, potentially undermining the credibility of both research outcomes and educational practices. This study aims to evaluate the quality of STEM-PjBL learning materials on stoichiometry supported by a simple photometer, by assessing the content validity of various instructional and assessment instruments using Aikens Index. A quantitative document analysis approach was employed, with validation conducted through a focus group discussion (FGD) involving seven experts: four chemistry education lecturers from Sebelas Maret University and Padang State University, and three experienced high school chemistry teachers from Surakarta. The instruments evaluated included a teaching module, student worksheet, STEM-PjBL implementation and sustainability literacy questionnaire, sustainability literacy pre-test and post-test, observation sheet for student performance during practicum, water filtration project scoring rubrics, and a cognitive pre-test and post-test on stoichiometry. Expert judgments focused on the clarity, relevance, and alignment of each item with intended learning indicators. The Aikens V coefficient was used to measure inter-rater agreement, with a threshold of 0.76 indicating acceptable content validity. All instruments met the criteria for high content validity. These findings confirm that the developed STEM-PjBL materials and assessment tools are valid and suitable for classroom implementation, offering strong support for enhancing students conceptual understanding, performance skills, and sustainability literacy in chemistry educatio
The Impact of STEM-Integrated Teaching Factory Student Worksheets on Vocational School Students' Entrepreneurial Readiness
Full text linkThe high unemployment rate among vocational school graduates, which reached 8.62%, reflects the gap between the purpose of establishing vocational schools as a creator of skilled labor and the real conditions in the field. This study aims to analyze the effect of using student worksheets (LKPD) based on the teaching factory model integrated with the science, technology, engineering, and mathematics (STEM) approach on the entrepreneurial readiness of vocational school students.Using a quantitative approach with a pretest-posttest design in a single group, this study involved eleventh-grade students majoring in electrical installation, focusing on solar power installation materials. The research instrument was an entrepreneurial readiness questionnaire covering six key indicators: self-confidence, task and result orientation, risk-taking, leadership, originality, and entrepreneurial readiness. The analysis results showed that the data were normally distributed based on the normality test with a value 0.05. Furthermore, the T-test results showed a significance value of 0.001, indicating a significant difference before and after the treatment. All indicators of entrepreneurial readiness significantly increased, with an average N-Gain score of 0.85, categorized as high. These findings confirm that the teaching factory-based learning model integrated with STEM is effective in improving students' practical skills, conceptual understanding, and readiness to face the workforce and build independent businesses. Therefore, this study recommends using teaching factory-based LKPD integrated with STEM as an innovative learning medium to enhance vocational students' entrepreneurial competencie
Implementation of PjBL-STEM Learning to Improve Students' Higher Order Thinking Skills in Direct Current Electricity
Full text linkImproving the quality of education is crucial in ensuring that students are equipped to adapt to rapid advancements in science and technology. This study aims to examine the effect of implementing a STEM-integrated project-based learning (PjBL) model on students higher-order thinking skills (HOTS). The research used a quantitative approach with a quasi-experimental method, employing a pretest-posttest non-equivalent control group design. The participants were 71 students from a school in Riau province, divided into an experimental class (35 students) and a control class (36 students). The results indicate that students in the experimental class achieved a good category of HOTS with an average posttest score of 61.90. A significant improvement was observed in the posttest scores across three HOTS indicators: analyzing, evaluating, and creating. The obtained N-gain score of 0.48 indicates a moderate level of improvement. Specifically, the average score for the analyzing (C4) domain increased to 68.73 (good), the evaluating (C5) domain reached 55.24 (fair), and the creating (C6) domain rose to 48.10 (fair). The results of the Mann-Whitney U test indicated a significant difference between the experimental and control groups (Asymp Sig 2-tailed = 0.000). Further analysis showed a moderate N-Gain score of 0.488 and a strong effect size (d = 0.76), confirming that the implementation of the PjBL-STEM model effectively enhanced students' HOTS in the topic of direct current electricit