PENDIPA Journal of Science Education 2023-03-06T12:30:09+00:00 M. Lutfi Firdaus Open Journal Systems <p><strong>PENDIPA</strong>: <strong>Jurnal Pendidikan Sains - Universitas Bengkulu</strong> or <strong>PENDIPA Journal of Science Education</strong> is a peer-reviewed, open-access journal covering all aspect of science and science education. PENDIPA journal welcomes the submission of scientific articles related to mathematics, physics, chemistry, biology, natural sciences and its implementation in a school, higher education and other educational institution. We encourage scientist, lecturer, teacher and student to submit their original paper to the journal. PENDIPA journal is published by Graduate School of Science Education - University of Bengkulu, three times a year on February, June and October.</p> <p>Starting from Volume 2 (2018), all articles in <strong>PENDIPA Journal of Science Education</strong> have been<strong> accredited by SINTA </strong>as stated by the Kemenristekdikti through their decree no: 28/E/KPT/2019, 26 September 2019. Furthermore, starting from 8 November 2019, the journal has been <strong>indexed by DOAJ.</strong></p> <p><a title="e-ISSN" href=";1532760433&amp;1&amp;&amp;" target="_blank" rel="noopener">e-ISSN 2622-9307</a><br /><a title="p-ISSN" href=";1348023431&amp;1&amp;&amp;" target="_blank" rel="noopener">p-ISSN 2086-9363</a></p> <p><img style="width: 0; height: 0; display: none; visibility: hidden;" src=";wid=52345&amp;sid=&amp;tid=7744&amp;rid=OPTOUT_RESPONSE_OK&amp;t=1599648170615" alt="" /><img style="width: 0; height: 0; display: none; visibility: hidden;" src=";wid=52345&amp;sid=&amp;tid=7744&amp;rid=OPTOUT_RESPONSE_OK&amp;t=1599648176292" alt="" /><img style="width: 0; height: 0; display: none; visibility: hidden;" src=";wid=52345&amp;sid=&amp;tid=7744&amp;rid=OPTOUT_RESPONSE_OK&amp;t=1599648944021" alt="" /><img style="width: 0; height: 0; display: none; visibility: hidden;" src=";wid=52345&amp;sid=&amp;tid=7744&amp;rid=LOADED&amp;;custom2=%2Findex.php%2Fpendipa%2Fmanager%2FsaveSetup%2F5&amp;;t=1600290442242" alt="" /><img style="width: 0; height: 0; display: none; visibility: hidden;" src=";wid=52345&amp;sid=&amp;tid=7744&amp;rid=BEFORE_OPTOUT_REQ&amp;t=1600290442243" alt="" /><img style="width: 0; height: 0; display: none; visibility: hidden;" src=";wid=52345&amp;sid=&amp;tid=7744&amp;rid=FINISHED&amp;;t=1600290442245" alt="" /><img style="width: 0; height: 0; display: none; visibility: hidden;" src=";wid=52345&amp;sid=&amp;tid=7744&amp;rid=LOADED&amp;;custom2=%2Findex.php%2Fpendipa%2Fmanager%2Fsetup%2F5&amp;;t=1600295087798" alt="" /><img style="width: 0; height: 0; display: none; visibility: hidden;" src=";wid=52345&amp;sid=&amp;tid=7744&amp;rid=BEFORE_OPTOUT_REQ&amp;t=1600295087798" alt="" /><img style="width: 0; height: 0; display: none; visibility: hidden;" src=";wid=52345&amp;sid=&amp;tid=7744&amp;rid=FINISHED&amp;;t=1600295087799" alt="" /><img style="width: 0; height: 0; display: none; visibility: hidden;" src=";wid=52345&amp;sid=&amp;tid=7744&amp;rid=FINISHED&amp;;t=1600295102817" alt="" /><img style="width: 0; height: 0; display: none; visibility: hidden;" src=";wid=52345&amp;sid=&amp;tid=7744&amp;rid=OPTOUT_RESPONSE_OK&amp;t=1600295113040" alt="" /></p> Deskripsi Pemahaman, Persepsi dan Kendala Terhadap Penerapan Asesmen Formatif pada Guru IPA di Wonosobo 2023-02-05T05:18:02+00:00 Ismun Nisa Nadhifah Agista Sintia Dewi Adila Ayu Lestari <p><em>Many studies have demonstrated the effectiveness of formative science assessments, which were utilized in education in many industrialized nations as recently as two decades ago. The adoption of formative assessment procedures in Indonesia has, however, fallen short of expectations due to a number of </em><em>factors</em><em>, including </em><em>the teachers</em><em>' lack of understanding, preconceptions, and </em><em>various</em><em> challenges. Using an exploratory descriptive qualitative methodology, this study aim</em><em>ed</em><em> to establish how teachers understand and perceive formative assessment, as well as the </em><em>various</em><em> implementation issues they experience in the classroom. Chi-square analysis </em><em>was</em><em> utilized to determine the correlations between </em><em>the </em><em>ordinal variables.</em> <em>The data were gathered through an online survey followed by interviews with five teachers possessing various profiles</em><em>. </em><em>It was determined</em><em> that teachers' conceptual understanding and perceptions of formative assessment fell into the "fairly good" category, demonstrating that they had a clear understanding of the concept and favorable perceptions of it. There </em><em>was</em><em> significant </em><em>evidence</em> <em>of the relationship </em><em>between training and </em><em>comprehension</em><em> and between </em><em>comprehension</em><em> and the frequency of applying formative assessments in </em><em>science learning</em><em>. However, the teachers admitted that they had not regularly used formative assessments in the classroom. The biggest challenges, according to teachers, </em><em>were</em><em> too many students, a lack of time, a lack of practical knowledge, and insufficient or inappropriate training.</em></p> 2023-03-14T00:00:00+00:00 Copyright (c) 2023 Ismun Nisa Nadhifah, Agista Sintia Dewi Adila, Ayu Lestari Conceptual Validation of Project Based Learning in Buffer Solution 2022-12-24T12:36:59+00:00 Peri Oktiarmi Muhammad Rusdi Rayandra Asyhar <p><em>This research was applied to the project learning model of supporting learning materials at </em><em>high school </em><em>SMAN 3 Jambi City. The learning model in the 2013 curriculum must fulfill the </em><em>five steps scientific approach</em><em> namely Observing, Asking, </em><em>Experimenting, </em><em>Collecting data</em><em>, </em><em>and Communicating</em><em>,</em> <em>w</em><em>hich is the goal of a learning model like this to make students understand learning well, educational design-based research that adopts the substance of the formative evaluation type with the characteristics of substance experts in procedural assessment, one-on-one evaluation, small group evaluation and field presentation. The concept of formative evaluation can be integrated with research </em><em>and </em><em>development</em><em> method.</em> <em>T</em><em>he Project Based Learning </em><em>(</em><em>PjBL</em><em>)</em><em> model in Buffer Solution </em><em>was </em><em>using a development process type with a hybrid theory</em><em>-</em><em>based approach and directing eight-step practice. The theoretical steps are identifying data sources, collecting data and analyzing data, while the practical steps are generating model ideas, describing models, validating concepts and practitioners and formulating recommendations for testing models. </em><em>The product was</em><em> validated by a team of experts which includes practitioner validation to see the practicality of using the product being developed. </em><em>A</em><em> small group test was carried out to see the application of the product being developed. The results showed that learning chemistry using the P</em><em>j</em><em>BL model could increase the activity and results of students' chemistry learning on the concept of buffer solutions.</em> <em>The increase in student chemistry learning outcomes in the buffer solution concept can also be observed based on the value in general of the learning outcomes obtained by students in cycle I of 68.09 increased to 74.81 in cycle II and % completion in the classical way from 39.39 percent increased to 87.88 percent and this fulfills the marker of success is classical completeness reaching 85 percent with Minimum Completeness Criteria</em><em> of</em><em> 70.</em></p> 2023-02-24T00:00:00+00:00 Copyright (c) 2023 Peri Oktiarmi, Muhammad Rusdi, Rayandra Asyhar Multidimensional Impact: Environmental Degradation in Nigeria 2023-02-01T01:33:11+00:00 Remir Joseph Eklou I Dewa Ketut Kerta Widana Suwito <p><em>Over the years, the Nigerian government has not given the necessary attention to environmental problems. As a result, environmental resources have suffered the consequences for decades and this remains one of the most complex problems in Nigeria. This study aims to describe the multidimensional impact of environmental degradation in Nigeria. This research was conducted qualitatively using a descriptive research design. The data analysed in this study were obtained from secondary sources in the form of books and scientific journals that were published and were relevant to the topic discussed. This study shows that environmental degradation is a major problem that must be addressed by all levels of Nigerian society. This study presents several recommendations that can be implemented to improve environmental management in Nigeria. </em></p> 2023-02-24T00:00:00+00:00 Copyright (c) 2023 Remir Joseph Eklou, I Dewa Ketut Kerta Widana, Suwito Technological Pedagogical Content Knowledge (TPACK): Survey Persepsi pada Mahasiswa Calon Guru IPA 2023-03-06T12:30:09+00:00 Ayu Lestari Dea Santika Rahayu <p><em>Technological Pedagogical Content Knowledge (TPACK) refers to a combination of three crucial elements: </em><em>pedagogical knowledge, content knowledge, and the integration of technology used by teachers in the learning</em><em>. TPACK knowledge is needed to improve the quality of </em><em>pre-service </em><em>science</em><em> teachers</em><em>. This study aims to describe the perceptions of </em><em>pre-service </em><em>science</em> <em>teachers </em><em>regarding TPACK knowledge. This research </em><em>was</em><em> survey research using a quantitative descriptive method involving 60 </em><em>students at Universitas Tidar</em><em>. Data were collected using a self-assessment questionnaire containing 31 </em><em>item</em><em>s that include 7 (seven) TPACK indicators, namely Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPACK). Data were analyzed with</em><em>in</em><em> 3 (three) stages, i.e.</em> <em>data reduction, data display, and drawing conclusions. Furthermore, the data were converted into qualitative assessment criteria to describe the perceptions of </em><em>pre-service </em><em>science</em> <em>teachers</em><em>. The results showed that the TPACK knowledge of </em><em>pre-service </em><em>science</em><em> teachers </em><em>was categorized as good. The findings are expected to be a reference in improving the education program.</em></p> 2023-03-17T00:00:00+00:00 Copyright (c) 2023 Ayu Lestari, Dea Santika Rahayu Pengembangan Media Pembelajaran Mobile Learning Berbasis Android Pada Pembelajaran IPA di Kelas VIII SMP/MTs Tema Makananku Kesehatanku 2023-02-10T01:18:48+00:00 Desma Laelasari Lukman Nulhakim Adi Nestiadi <p><em>This research was conducted because of the difficulties experienced by students in learning, especially in the use of learning resources, teaching materials, or learning tools in the classroom. The conclusion of the interview with the resource person, namely the eighth grade science teacher, was that the learning resources available at school, especially for natural science learning, are still very minimal. Student books, student worksheets, and power points are still often used by teachers to deliver learning materials. WhatsApp is one of the technological intermediaries that students must use to learn independently during pandemic conditions, so students do not understand the material presented, especially science. This affects the process, objectives, and learning outcomes of students. In addition, the delivery of learning materials has not been integrated, so it takes a long time to develop one basic competency. The purpose of this study is to determine the validity of android-based mobile learning media for science learning in grade 8 (grade eight) junior high school or MTs with the theme of "my food, my health." The Borg and Gall R&amp;D model was adapted by Sugiyono and modified by the author into five stages, including potential and problems, collecting data, designing products,</em><em> </em><em>validating product designs, and improving final product designs. Based on the results of data analysis, the expert validation score is included in the "very valid" category and can be used in science learning, with a percentage of findings of 84% from the results of material validation, 84.8 percent from media validation, and 86.6 percent from teacher assessment.</em></p> 2023-03-15T00:00:00+00:00 Copyright (c) 2023 Desma Laelasari, Lukman Nulhakim, Adi Nestiadi