http://journal.um.ac.id/index.php/jps/issue/feedJurnal Pendidikan Sains2024-03-02T03:38:18+07:00Eny Latifaheny.latifah.fmipa@um.ac.idOpen Journal Systems<p style="text-align: justify;"><img style="float: left; margin: 0 9px 3px 0;" src="/public/site/images/roni_m38/cover_jps_2020.png" alt="" height="290" />Jurnal Pendidikan Sains (JPS) is published four times a year in March, June, September, and December. The journal publishes research-based articles within the fields of <strong>Education</strong> written in English. <span class="hps">Published articles </span><span class="hps">covering the fields: Biology Education; Chemistry Education; Physics Education; Mathematics Education; Basic Science Education; Vocational Education and; Science Education issues in general.</span></p><p style="text-align: justify;">Jurnal Pendidikan Sains (JPS) is published by Graduate School Universitas Negeri Malang with <a href="https://issn.brin.go.id/terbit/detail/1422946310" target="_blank">Electronic ISSN 2442-3904</a> <span>and Digital Object Identifier (DOI) Prefix: </span><strong>10.17977</strong>. <span>Authors are invited to submit articles that have not been published previously and are not under consideration elsewhere. </span>Jurnal Pendidikan Sains is indexed in DOAJ, Microsoft Academic, Index Copernicus, EBSCO, SHERPA/RoMEO, Google Scholar Metrics, etc</p><p>Why publish your article in Jurnal Pendidikan Sains?</p><p><em><strong>High visibility</strong></em></p><p>Jurnal Pendidikan Sains open access policy endorses published articles an utmost visibility and availability to an expansive public.</p><p><em><strong>Speed of publication</strong></em></p><p>Jurnal Pendidikan Sains promotes an expeditious timetable of publication process at the same time sustaining meticulous peer review; all papers are expected to be submitted online, and peer review is wholly conducted in the electronic process (articles are in the form of PDF file generated from the originally submitted files). Accepted articles will be published along with author's final citation in both thoroughly accessible web form and PDF file; the article indeed will be available within Jurnal Pendidikan Sains.</p><p><em><strong>Flexibility</strong></em></p><p>Jurnal Pendidikan Sains online publication offers a favourable space to publish large datasets, large amount of color illustrations and moving pictures, to expose readable data by other software packages and allow readers in manipulating the data as they require, and to generate all pertinent links (for example, to Scopus, Thomson Reuters, DOAJ, to sequence and other databases, and to other articles).</p><p><em><strong>Promotion and press coverage</strong></em></p><p>Articles published in Jurnal Pendidikan Sains promoted within articles alerts and notifications as well as regular email updates. Supplementary, it might be endorsed by press releases to neither the general nor scientific press. These will assuredly broaden the exposure and opportunity of accesses of articles published by Jurnal Pendidikan Sains.</p><p><em><strong>Copyright</strong></em></p><p>Authors of articles published in Jurnal Pendidikan Sains possess the copyright of the article and it is within authors' interest to reproduce and disseminate their product (further details are explained in the copyright and license agreement).</p>http://journal.um.ac.id/index.php/jps/article/view/25014Fostering Engagement and Learning Outcomes: A Comparative Analysis of Ethnochemical and STEM-based Pedagogies for Chemistry Learning in Vocational High Schools2024-03-01T22:40:14+07:00Maulidya Husnul Khatimahmaulidyahk18@gmail.comLismi Animatul Chisbiyahlismi.chisbiyah@um.ac.id<p><span lang="EN-US">In contemporary education, the perceived difficulty of learning chemistry, attributed to its abstract nature, remains a challenge for many students. This difficulty is compounded by a notable lack of alignment between chemistry concepts and students’ daily experiences, despite the inherent relevance of chemistry to their everyday phenomena. Building on previous research affirming the efficacy of ethnochemical modules in enhancing student learning and achievement, this study investigates the suitability of a STEM-based approach for chemistry education, particularly in vocational high school. The research methodology employs a literature study method, utilizing the PICO(T) framework for keyword selection. A rigorous review and analysis of 15 from 94 scientific papers were conducted to glean insights into the effectiveness of these pedagogical approaches. The literature synthesis emphasizing the importance of cultural relevance, interactive module design, and active learning strategies in shaping students’ engagement and learning outcomes in chemistry education in vocational high school.</span></p><p><strong><span lang="EN-US">DOI: <a href="https://doi.org/10.17977/jps.v12i12024p001">10.17977/jps.v12i12024p001</a></span></strong></p>2024-03-01T22:28:30+07:00Copyright (c) 2023 Maulidya Husnul Khatimah, Lismi Animatul Chisbiyahhttp://journal.um.ac.id/index.php/jps/article/view/24999Differences in Biology Students’ Self-Regulation During Online and Offline Learning and Its Relationship to Learning Outcomes2024-03-02T03:38:18+07:00Adi Kus Rochman Jkadi.kus.2103418@students.um.ac.idDwi Listyorinilistyorini.aljabari@um.ac.idFatchur Rohmanfatchur.rohman.fmipa@um.ac.idYessi Affriyenniy.affriyenni@unsw.edu.au<p><span lang="EN-US">The cultivation of self-regulatory skills holds paramount importance for individuals’ future success, particularly in the context of evolving educational modalities prompted by the Covid-19 pandemic. As learning transitions between online during the pandemic and offline post-pandemic, understanding the nuances of self-regulation becomes imperative. Thus, this study sought to achieve three objectives: (1) analyzing disparities in student self-regulation between online and offline settings, (2) examining the interplay between online and offline self-regulation, and (3) scrutinizing the relationship between self-regulation and learning outcomes. Employing a methodological approach involving questionnaire administration and interviews, data analysis was conducted utilizing the Wilcoxon Signed Ranks test and Spearman’s rho test. The findings reveal that offline self-regulation markedly surpasses its online counterpart, indicating a significant discrepancy. Furthermore, a robust correlation is observed between students’ self-regulation during online learning and the subsequent development of offline self-regulation. Additionally, while the correlation between self-regulation and learning outcomes is characterized as weak, it underscores the tangible influence of self-regulation on enhancing academic achievements. These findings underscore the critical role of self-regulation in navigating diverse learning environments and underscore the need for targeted interventions to bolster students’ self-regulatory competencies.</span></p><p><strong><span lang="EN-US">DOI: </span><a href="https://doi.org/10.17977/jps.v12i12024p007">10.17977/jps.v12i12024p007</a></strong></p>2024-03-01T22:28:30+07:00Copyright (c) 2024 Adi Kus Rochman Jk, Dwi Listyorini, Fatchur Rohman, Yessi Affriyenni