JPPIPA (Jurnal Penelitian Pendidikan IPA): Issue Information Vol 11 No 1 June 2026

Abstract

JPPIPA (Jurnal Penelitian Pendidikan IPA) Volume 11, Number 1 (June 2025) presents a collection of empirical and review studies that reflect current trends and innovations in science education across elementary, secondary, and higher education. The articles in this issue emphasize the development of innovative instructional media, technology-enhanced learning, and evidence-based teaching strategies designed to strengthen students’ scientific understanding, higher-order thinking skills, and engagement in science learning. Together, these studies demonstrate the growing commitment to creating meaningful, contextual, and learner-centered educational experiences that respond to contemporary educational challenges. Several studies focus on the design, development, and evaluation of instructional media and teaching materials that support effective science learning. These include Smart Box media integrated with the Problem-Based Learning model, e-book teaching materials for elementary science education, Android-based educational games for Earth and Solar System topics, augmented reality applications for tsunami mitigation education, and STEM-integrated ethnoscience e-modules in biotechnology learning. In addition, research on the validity and practicality of STEM Project-Based Learning-based thermochemistry teaching materials for chemistry education students highlights continued efforts to produce high-quality learning resources that are engaging, relevant, and applicable in diverse educational contexts. Another prominent theme in this issue is the implementation of innovative instructional approaches aimed at improving students’ learning outcomes, conceptual understanding, and critical thinking skills. The articles investigate differentiated learning strategies in teaching the human respiratory system, project-based learning through the use of mini solar panels to promote critical thinking, and the relationship between the use of PhET simulations and students’ conceptual understanding of science concepts. Complementing these classroom-based investigations, the issue also features a literature review and correlational meta-analysis examining the relationship between learning motivation and problem-solving ability, offering broader evidence on the factors that influence students’ academic success in science education. Overall, the studies published in this volume provide valuable theoretical insights and practical implications for improving science teaching and learning. The findings are expected to serve as useful references for educators, researchers, curriculum developers, and policymakers seeking to enhance the quality, effectiveness, and relevance of science education through innovative pedagogy, technology integration, and student-centered learning practices.