Main Article Content
Abstract
The implementation of science practicums in junior high schools should support meaningful learning. However, in reality, they are often considered merely a supplement to theory. This study aims to compare the perceptions of students and teachers regarding the meaningfulness of science practicums in junior high schools in Pontianak City. The research was conducted using a survey method with a closed-ended questionnaire, the Meaningful Learning in the Laboratory Instrument (MLLI), which had been modified for use at the junior high school level. There were four indicators in accordance with the MLLI, namely motivation, critical thinking, procedural skills, and the benefits of practical work. Samples were randomly selected from 12 junior high schools that granted permission for the research. The results showed that students rated the meaningfulness of practical work at an average of 74% (in the high category), while teachers rated the meaningfulness of practical work at an average of 79% (in the very high category). The indicator of practical benefits received the highest score, while the indicators of critical thinking and skills were still low. These findings suggest that practical work has provided valuable learning experiences, but requires optimization through a more intensive inquiry and guidance approach to further develop students' critical thinking skills.
Article Details
Copyright (c) 2026 Nia Amalia Pradana, Asriah Nurdini Mardiyyaningsih, Eka Ariyati
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This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
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References
Purwaningsih, E. (2021). Studies in Learning and Teaching Studies in Learning and Teaching Natural Science Visual Model Videos for Online Learning: Effect on Students’ Achievement. Studies in Philosophy of Science and Education SiLeT, 2(1), 52–58.
Ausubel, D. P. (1963). The Psychology of Meaningful Verbal Learning. Grune & Stratton.
Elsa, F., Ibrahim, I., & Almukarramah, A. (2023). Pengembangan Bahan Ajar Ipa Berbasis Masalah Tentang Klasifikasi Benda Untuk Siswa Smp Kelas Tujuh. Jurnal Pembelajaran Dan Sains (JPS), 2(1). https://doi.org/10.32672/jps.v2i1.152
Fitra, D. K. (2022). Analisis Penerapan Pembelajaran Berdiferensiasi Dalam Kurikulum Merdeka Pada Materi Tata Surya Di Kelas Vii Smp. Tunjuk Ajar: Jurnal Penelitian Ilmu Pendidikan, 5(2), 278. https://doi.org/10.31258/jta.v5i2.278-290
Galloway, K. R., & Bretz, S. L. (2015). Measuring Meaningful Learning in the Undergraduate Chemistry Laboratory: A National, Cross-Sectional Study. Journal of Chemical Education, 92(12), 2006–2018. https://doi.org/10.1021/acs.jchemed.5b00538
Hamidah, A., et al. (2014). Pengaruh Praktikum Kimia Terhadap Pemahaman Konsep Peserta didik. Journal of Educational Research, 15(1), 112-120.
Jayakusuma, L. I. (2023). Analisisis Kemampuan Berpikir Kritis dalam Pembelajaran IPA dengan Pendekatan Pembelajaran Inkuiri Terbimbing pada Siswa Sekolah Dasar. Jurnal Pendidikan dan Pembelajaran Sains Indonesia (JPPSI), 6(1), 1-8.
Kemdikdasmen. (2025). Naskah Akademik Pembelajaran Mendalam: Menuju Pendidikan Bermutu untuk Semua. Jakarta: Pusat Kurikulum dan Pembelajaran Kemendikbudristek.
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why Minimal Guidance during Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41, 75-86.
https://doi.org/10.1207/s15326985ep4102_1
Nabila, SM, Septiani, M., Fitriani, F., & Asrin, A. (2025). Pendekatan Deep Learning untuk Pembelajaran IPA yang Bermakna di Sekolah Dasar. Primera Educatia Mandalika: Jurnal Pendidikan Dasar , 2 (1), 9 - 20.
Ningsih, H., & Fauziah, N. (2023). Praktikum sains berbasis alat dan bahan sederhana sebagai solusi keterbatasan laboratorium. Jurnal Sains dan Pembelajaran, 7(1), 12–19. https://doi.org/10.24815/jsd.v7i1.25382.
Nisrina, N., Rokhmat, J., kosim, kosim, sutrio, sutrio, & 'Ardhuha, J. (2025). Membangun Minat dan Motivasi Belajar Sains Melalui Pengenalan Praktikum di SMPN 2 Jonggat. Jurnal Pengabdian Pendidikan IPA Kontekstual , 3 (2), 1–5. https://doi.org/10.29303/jppik.v3i2.1043
Nuai, A., & Nurkamiden, S. (2022). Urgensi Kegiatan Praktikum Dalam Pembelajaran Ilmu Pengetahuan Alam di Sekolah Menengah Pertama. Science Education Research (Search)Journal, 48–63.
Nurfauziyah, S., Marjono, M., & Sugiharto, B. (2015). Penerapan guided inquiry untuk meningkatkan rasa ingin tahu siswa pada pembelajaran biologi di kelas XI IPA SMA Al Muayyad Surakarta tahun pelajaran 2014/2015. In Prosdiding Seminar Nasional XII Pendidikan Biologi (pp. 235-239).
Rahmah, N., Iswadi, I., Asiah, A., Hasanuddin, H., & Syafrianti, D. (2021). Analisis Kendala Praktikum Biologi di Sekolah Menengah Atas. Biodik, 7(2), 169-178.
Sadiah, TL, Farhurrohman, M., Leksono, SM, Nur DS, Y., & Firmansyah, Y. (2024). Analisis Media Pembelajaran Digital pada Kurikulum Merdeka. Penas, 9(1), 5250–5255.
Sari, A. W., & Arta, D. J. (2025). Implementasi Deep Learning: Suatu Inovasi Pendidikan. WASPADA (Jurnal Wawasan Pengembangan Pendidikan), 13(1), 121. https://doi.org/10.61689/waspada.v13i1.727
Sudijono, A. (2008). Pengantar Statistik Pendidikan. Jakarta: PT. Raja Grafindo Persada.
Vaughan, E. B., Montoya-Cowan, A., & Barbera, J. (2023). Investigating evidence in support of validity and reliability for data collected with the meaningful learning in the laboratory instrument (MLLI). Chemistry Education Research and Practice, 25(1), 313–326. https://doi.org/10.1039/d3rp00121k