Systematic Literature Review and Meta-Analysis: The Effectiveness of Project-Based Learning in Science Learning
DOI:
10.29303/jppipa.v9i12.5544Published:
2023-12-20Issue:
Vol. 9 No. 12 (2023): DecemberKeywords:
Effect size, Meta-analysis, Project based learning, Science, Systematics literature reviewReview
Downloads
How to Cite
Downloads
Metrics
Abstract
This study aims to determine the effectiveness of the project-based learning model in science learning. This type of research is systematic literature review (SLR) research and meta-analysis. The source of data in this study came from 653 articles obtained 24 articles that met the criteria. The process of searching for data sources comes from the databases of google scholar, Taylor of Francis, Wley, ERIC, and ScienceDirect. Data selection process with PRISMA method. The inclusion criteria in this meta-analysis are that research must come from Scopus indexed journals and Science and Technology Index (SINTA), Research published from 2020-2023, Research must have an experimental class of project based learning models and conventional learning control classes, research must have complete data to calculate the value of effect size. Analyze data with the help of JSAP applications. The results concluded that the summary effect value or mean effect size was 0.86 with large criteria. This finding is that the project-based learning model can improve students' science learning ability.
References
Aho, W., Wright, E., & Marvel, J. (2020). Evaluating the influence of venue on experiential, project-based learning. International Journal for Business Education, 160(1), 1. https://doi.org/10.30707/IJBE160.1.1648090946.630696
Aidoo, B., & Ofori, I. (2016). Effect of Problem-Based Learning on Students ’ Achievement in Chemistry. Journal of Education and Practice, 7(33), 103–108. Retrieved from http://files.eric.ed.gov/fulltext/EJ1122651.pdf
Amin, S., Utaya, S., Bachri, S., & Susilo, S. (2020). Effect of problem-based learning on critical thinking skills and environmental attitude. Journal for the Education of Gifted Young Scientists, 8(2), 743–755. Retrieved from http://files.eric.ed.gov/fulltext/EJ1122651.pdf
Anazifa, R. D. (2017). Project- Based Learning And Problem- Based Learning : Are They Effective To Improve Student ’ S Thinking Skills ? Jurnal Pendidikan IPA Indonesia, 6(2), 346–355. https://doi.org/10.15294/jpii.v6i2.11100
Angganing, P., Budiningsih, C. A., & Haryanto. (2022). The Profile of Students’ Communication Skills on Science Learning in Elementary Schools. Pegem Egitim ve Ogretim Dergisi, 13(1), 117–124. https://doi.org/10.47750/pegegog.13.01.14
Annisa, Asrin, & Khair, B. N. (2022). Pengaruh Model Pembelajaran Problem Based Learning ( PBL ) terhadap Hasil Belajar IPA Siswa Kelas IV SDN Gugus I Kecamatan Kuripan Tahun. Jurnal Ilmiah Bahasa Dan Sastra, 7, 620–627. Retrieved from http://jipp.unram.ac.id/index.php/jipp/article/view/547
Ariani, R. F. (2020). Pengaruh Model Pembelajaran Problem Based Learning Terhadap Kemampuan Berpikir Kritis Siswa Sd. Jurnal Imiah Pendidikan Dan Pembelajaran, 4(3), 422–432. https://doi.org/10.23887/jipp.v4i3.28165
Asfihana, R. (2022). Students ’ English Learning Experiences on Virtual Project -Based Learning Instruction. International Journal of Language Education, 6(2), 196–209. Retrieved from https://eprints.unm.ac.id/26312/
Astra, I. M., Rosita, E. I., & Raihanati, R. (2019). Effect of project based learning model assisted by student worksheet on critical thinking abilities of high school students. AIP Conference Proceedings, 2169. https://doi.org/10.1063/1.5132637
Astuti, A., Wibawa, I. M. C., & Suarjana, I. M. (2020). The effectiveness of problem based learning toward students ’ science learning outcomes. Jurnal Ilmiah Sekolah Dasar, 4(4), 573–580. https://doi.org/10.23887/jisd.v4i4.25667
Aybirdi, N. (2023). The Impact of Flipped Learning on L2 Learners ’ Achievements : A Meta- Analysis. International Journal of Education, 11(1), 41–60. Retrieved from https://files.eric.ed.gov/fulltext/EJ1373405.pdf
Ayu Made Dwiyani Putri, G., Wayan Rati, N., & Putu Putrini Mahadewi, L. (2019). Pengaruh Model Pembelajaran Berbasis Proyek Terhadap Hasil Belajar Ipa. Journal of Education Technology, 3(2), 65–72. https://doi.org/10.23887/jet.v3i2.21705
Baysal et al. (2023). The Effect Of Gender On Motivation Towards Science Learning: A Meta-Analysis Study. Research in Pedagogy, 13(1), 1–18. https://doi.org/10.5937/IstrPed2301001B
Borenstein, M., & Hedges, L. V. (2009). Introduction to Meta-Analysis Introduction.
Borenstein, M., Hedges, L. V, Borenstein, M., Hedges, L. V, & Higgins, J. P. T. (2010). A basic introduction to fixed and random effects models for meta-analysis A basic introduction to fixed-effect and random-effects models for meta-analysis. Res. Syn. Meth, 1, 97–111. https://doi.org/10.1002/jrsm.12
Çakici, Y., & Türkmen, N. (2013). An investigation of the effect of project-based learning approach on children’s achievement and attitude in science. TOJSAT : The Online Journal of Science and Technology, 3(2), 9–17. Retrieved from https://www.tojsat.net/journals/tojsat/articles/v03i02/v03i02-02.pdf
Çevik, M., & Bakioğlu, B. (2022). The Effect of STEM Education Integrated into Teaching-Learning Approaches (SEITLA) on Learning Outcomes: A Meta-Analysis Study. International Journal of Progressive Education, 18(2), 119–135. https://doi.org/10.29329/ijpe.2022.431.8
Chamdani, M., Yusuf, F. A., Salimi, M., & Fajari, L. E. W. (2022). Meta-Analysis Study : The Relationship Between Reflective Thinking And Learning Achievement. ERIES Journal, 15(3), 181–188. Retrieved from http://files.eric.ed.gov/fulltext/EJ1364586.pdf
Cohen, L., Manion, L., Lecturer, P., Morrison, K., & Lecturer, S. (2007). Research Methods in Education. Routledge is an imprint of the Taylor & Francis Group, an informa business.
Dharma, I. L. V. V., Suardana, I. N., & Selamet, K. (2019). Pengaruh Model Problem Based Learning Terhadap Keterampilan Berpikir Kritis Siswa Kelas Vii Smp Pada Pembelajaran Ipa. Jurnal Pendidikan Dan Pembelajaran Sains Indonesia (JPPSI), 1(1), 44. https://doi.org/10.23887/jppsi.v1i1.21916
Diah, H. R., Dayurni, P., Evasufi, L., & Fajari, W. (2022). Meta-Analysis Study : The Effect of Android-Based Learning Media on Student Learning Outcomes. International Journal of Asian Education, 3(4), 253–263. https://doi.org/10.46966/ijae.v3i4.300
Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003). Effects of problem-based learning: A meta-analysis. Learning and Instruction, 13(5), 533–568. https://doi.org/10.1016/S0959-4752(02)00025-7
Elfira, I., & Santosa, T. A. (2023). Literature Study : Utilization of the PjBL Model in Science Education to Improve Creativity and Critical Thinking Skills. Jurnal Penelitian Pendidikan IPA, 9(1), 133–143. https://doi.org/10.29303/jppipa.v9i1.2555
Fahrezi, I., Taufiq, M., Akhwani, A., & Nafia’ah, N. (2020). Meta-Analisis Pengaruh Model Pembelajaran Project Based Learning Terhadap Hasil Belajar Siswa Pada Mata Pelajaran IPA Sekolah Dasar. Jurnal Ilmiah Pendidikan Profesi Guru, 3(3), 408. https://doi.org/10.23887/jippg.v3i3.28081
Han, H. (2023). A Study On the Perception of South Korean High School. Journal of Technology and Science Education, 13(1), 218–232. Retrieved from http://files.eric.ed.gov/fulltext/EJ1391676.pdf
Hariyadi, S., Santosa, T. A., & Sakti, B. P. (2023). Effectiveness of STEM-Based Mind Mapping Learning Model to Improve Students ’ Science Literacy in the Era of Revolution. Jurnal Penelitian Pendidikan IPA, 9(10), 791–799. https://doi.org/10.29303/jppipa.v9i10.5125
Heba Bani Issa1, A. K. (2021). The Effect of Using Project Based Learning on Improving the Critical Thinking among Upper Basic Students from Teachers ’ Perspectives. Pegem Journal of Education and Instruction, 11(2), 52–57. https://doi.org/10.14527/pegegog.2021.00
Hestiana, H., & Rosana, D. (2020). The Effect of Problem Based Learning Based Sosio-Scientific Issues on Scientific Literacy and Problem-Solving Skills of Junior High School Students. Journal of Science Education Research, 4(1), 15–21. https://doi.org/10.21831/jser.v4i1.34234
Hugerat, M., Kortam, N., Kassom, F., Algamal, S., & Asli, S. (2021). Improving the Motivation and the Classroom Climate of Secondary School Biology Students Using Problem-Based–Jigsaw Discussion (PBL-JD) Learning. Eurasia Journal of Mathematics, Science and Technology Education, 17(12). https://doi.org/10.29333/ejmste/11304
Hutabarat, I. L., Bukit, N., & Derlina, D. (2018). The Effect Of Problem Based Learning Model On Student’s Creativity And Problem Solving Skill. Journal of Primary Education, 7(3), 356–362. https://doi.org/10.2991/aisteel-18.2018.5
Hutapea, J., & Simanjuntak, M. P. (2017). Pengaruh Model Pembelajaran Project Based Learning (PjBL) Terhadap Hasil Belajar Siswa SMA. INPAFI (Inovasi Pembelajaran Fisika), 5(1), 183–193. https://doi.org/10.24114/inpafi.v5i1.6597
Ichsan, I., Suharyat, Y., Santosa, T. A., & Satria, E. (2023). The Effectiveness of STEM-Based Learning in Teaching 21 st Century Skills in Generation Z Student in Science Learning: A Meta-Analysis. Jurnal Penelitian Pendidikan IPA, 9(1), 150-166. https://doi.org/10.29303/jppipa.v9i1.2517
Jagantara, I. M. W., Adnyana, P. B., & Widiyanti, N. L. P. M. (2014). Pengaruh model pembelajaran berbasis proyek (Project Based Learning) terhadap hasil belajar biologi ditinjau dari gaya belajar siswa SMA. Jurnal Pendidikan dan Pembelajaran IPA Indonesia, 4(1). Retrieved from https://ejournal-pasca.undiksha.ac.id/index.php/jurnal_ipa/article/view/1300
Juandi, D., Kusumah, Y. S., & Tamur, M. (2022). A Meta-Analysis of the last two decades of realistic mathematics education approaches. International Journal of Instruction, 15(1), 381–400. https://doi.org/10.29333/iji.2022.15122a
Kaçar, T., Terzi, R., Arıkan, İ., & Kırıkçı, A. C. (2021). The Effect of Inquiry-Based Learning on Academic Success : A Meta-Analysis Study. International Journal of Education & Literacy Studies, 9(2), 15–23. https://doi.org/10.7575/aiac.ijels.v.9n.2p.15
Kiliç, İ. (2022). A qualitative examination of parents’ views on the applicability of the project-based learning approach in science courses. African Educational Research Journal, 10(2), 190–199. https://doi.org/10.30918/aerj.102.22.031
Kiliç, S. (2023). Effectiveness of Gamification on the Community of Inquiry Development in Online Project-based Programming Courses Conducted on Facebook. Informatics in Education, 22(1), 21–44. https://doi.org/10.15388/infedu.2023.04
Kızkapan, O. (2017). The Effect of Project Based Learning on Seventh Grade Students’. International Journal of Instruction, 10(1), 37–54. Retrieved from https://acikerisim.nevsehir.edu.tr/handle/20.500.11787/3626
Kubiatko, M. (2014). Project-based learning : characteristic and the experiences with application in the science subjects. EEST Part B Social and Educational Studies, 1(4), 65–74. Retrieved from https://rb.gy/2xcy5i
Lazic, B. D. (2021). The influence of project-based learning on student achievement in elementary mathematics education. South African Journal of Education, 41(3), 1–10. Retrieved from https://www.ajol.info/index.php/saje/article/view/217137
Lestari, T. P., & Sumarti, S. S. (2018). STEM-Based Project Based Learning Model to Increase Science Process and Creative Thinking Skills of 5 th Grade. Journal of Primary Education, 7(1), 18–24. https://doi.org/10.15294/jpe.v7i1.21382
Li, S., & Wang, W. (2023). Effect of blended learning on student performance in K-12 settings : A meta-analysis. J Comput Assist Learn, 1–20. https://doi.org/10.1111/jcal.12696
Lim, S. W., Jawawi, R., Jaidin, J. H., Roslan, R., & Info, A. (2023). Learning history through project-based learning. Journal of Education and Learning (EduLearn), 17(1), 67–75. https://doi.org/10.11591/edulearn.v17i1.20398
Martin, F., & Carolina, N. (2022). A Meta-Analysis on the Community of Inquiry Presences and Learning Outcomes in Online and Blended Learning Environments. Online Learning Journal, 26(1), 325–359. https://doi.org/10.24059/olj.v26i1.2604
Mihardi, S., Harahap, M. B., & Sani, R. A. (2013). The Effect of Project Based Learning Model with KWL Worksheet on Student Creative Thinking Process in Physics Problems. Journal of Economics and Sustainable Development, 4(18), 93–107. Retrieved from https://rb.gy/qxd1hq
Miterianifa, M., Trisnayanti, Y., Khoiri, A., & Ayu, H. D. (2019, December). Meta-analysis: The effect of problem-based learning on students’ critical thinking skills. In AIP Conference Proceedings (Vol. 2194, No. 1). AIP Publishing. https://doi.org/10.1063/1.5139796
Mursid, R., Saragih, A. H., & Hartono, R. (2022). The Effect of the Blended Project-based Learning Model and Creative Thinking Ability on Engineering Students’ Learning Outcomes. International Journal of Education in Mathematics, Science and Technology, 10(1), 218–235. https://doi.org/10.46328/ijemst.2244
Mutakinati, L., & Anwari, I. (2018). Analysis of Students’ Critical Thinking Skill of Middle School Through Stem Education Project-Based Learning. Jurnal Pendidikan IPA Indonesia, 7(1), 54–65. https://doi.org/10.15294/jpii.v7i1.10495
Net, W. W. W. P., Nurhayati, R., Suranto, S., Irene, S., Dwiningrum, A., Retnawati, H., & Herwin, H. (2023). The Effect of Innovative Learning on Student Achievement in Indonesia : A Meta-Analysis. Pegem Journal of Education and Instruction, 13(3), 159–167. https://doi.org/10.47750/pegegog.1
Niswara, R., Muhajir, M., & Untari, M. F. A. (2019). Pengaruh model project based learning terhadap high order thinking skill. Mimbar PGSD Undiksha, 7(2), 85–90. https://doi.org/10.23887/jjpgsd.v7i2.17493
Nurhidayah, I. J., Wibowo, F. C., & Astra, I. M. (2021, October). Project Based Learning (PjBL) learning model in science learning: Literature review. In Journal of Physics: Conference Series (Vol. 2019, No. 1, p. 012043). IOP Publishing. https://doi.org/10.1088/1742-6596/2019/1/012043
Özkan, Z. C. (2023). The effect of project-based learning in visual arts lesson on lesson The Effect of Project-Based Learning in Visu. International Journal on Social and Education Sciences, 5(2), 367–380. Retrieved from http://files.eric.ed.gov/fulltext/EJ1393390.pdf
Öztürk, B., Kaya, M., & Demir, M. (2022). Does inquiry-based learning model improve learning outcomes ? A second-order meta-analysis. Journal of Pedagogical Research, 6(4), 201–216. https://doi.org/10.33902/JPR.202217481
Parwati, N. W., Suarni, N. K., Suastra, I. W., & Adnyana, P. B. (2019). The effect of project based learning and authentic assessment on students’ natural science learning outcome by controlling critical thinking skill. Journal of Physics: Conference Series, 1318(1). https://doi.org/10.1088/1742-6596/1318/1/012096
Payoungkiattikun, W., Intanin, A., Thongsuk, T., & Hemtasin, C. (2022). Project-Based Learning Model to Promote Preservice Science Teachers’ Metacognitive Skills. Journal of Educational Issues, 8(2), 576. https://doi.org/10.5296/jei.v8i2.20282
Permatasari, B. D., & Info, A. (2019). The influence of problem based learning towards social science learning outcomes viewed from learning interest. International Journal of Evaluation and Research in Education (IJERE), 8(1), 39–46. https://doi.org/10.11591/ijere.v8.i1.pp39-46
Puspita, A. D., Maryani, I., & Sukma, H. H. (2023). Problem-based science learning in elementary schools: A bibliometric analysis. Journal of Education and Learning, 17(2), 285–293. https://doi.org/10.11591/edulearn.v17i2.20856
Rahman, A. A., Santosa, T. A., Nurtamam, M. E., & Widoyo, H. (2023). Meta-Analysis : The Effect of Ethnoscience-Based Project Based Learning Model on Students ’ Critical Thinking Skills. Jurnal Penelitian Pendidikan IPA, 9(9), 611–620. https://doi.org/10.29303/jppipa.v9i9.4871
Razak, A., Santosa, T. A., Lufri, & Zulyusri. (2021). Meta-Analisis: Pengaruh HOTS (Higher Order Thinking Skill) terhadap Kemampuan Literasi Sains dan Lesson Study Siswa pada Materi Ekologi dan Lingkungan pada Masa Pandemi Covid-19. Bioedusiana: Jurnal Pendidikan Biologi, 6(1), 79–87. https://doi.org/10.37058/bioed.v6i1.2930
Safaruddin, S., Ibrahim, N., Juhaeni, J., Harmilawati, H., & Qadrianti, L. (2020). The Effect of Project-Based Learning Assisted by Electronic Media on Learning Motivation and Science Process Skills. Journal of Innovation in Educational and Cultural Research, 1(1), 22–29. https://doi.org/10.46843/jiecr.v1i1.5
Santosa, T. A., Razak, A., Arsih, F., & Sepriyani, E. M. (2021). Meta-Analysis : Science Learning Based on Local Wisdom Against Preserving School Environments During the Covid-19 Pandemic. Journal of Biology Education, 10(2), 244–251. https://doi.org/10.15294/jbe.v10i2.48533
Saripudin, A., Haryani, S., & Wardani, S. (2015). Characterized Project based learning to improve critical thinking skill. In International Conference on Mathematics, Science, and Education (ICMSE 2015) (Vol. 2015). Retrieved from https://icmseunnes.com/2015/wp-content/uploads/2016/03/46_CE.pdf
Sihaloho, R. R., Sahyar, S., & Ginting, E. M. (2017). The Effect of Problem Based Learning (PBL) Model toward Student’s Creative Thinking and Problem Solving Ability in Senior High School. IOSR Journal of Research & Method in Education (IOSRJRME), 07(04), 11–18. https://doi.org/10.9790/7388-0704011118
Sofianora, A., Suharyat, Y., Santosa, T. A., & Supriyadi, A. (2023). Pengaruh Profesionalitas Guru Matematika Dalam Meningkatkan Kompetensi Siswa Era Revolusi Industri 5.0 di Indonesia: Sebuah Meta-Analisis. Jurnal Math-UMB. EDU, 10(2), 49-58. https://doi.org/10.36085/mathumbedu.v10i2.4868
Suendarti, M., & Virgana, V. (2022). Elevating natural science learning achievement: Cooperative learning and learning interest. Journal of Education and Learning (EduLearn), 16(1), 114–120. https://doi.org/10.11591/edulearn.v16i1.20419
Suhaimi, Santosa, T. A., & Aprilisia, S. (2022). Analisis Pendekatan Saintifik Dalam Pembelajaran IPA Selama Pandemi Covid-19 di Sekolah Dasar. Jurnal Didika: Wahana Ilmiah Pendidikan Dasar, 8(1), 92–101. https://doi.org/10.29408/didika.v8i1.5776
Sulastri, S., & Pertiwi, F. N. (2020). Problem Based Learning Model Through Constextual Approach Related With Science Problem Solving Ability of Junior High School Students. INSECTA: Integrative Science Education and Teaching Activity Journal, 1(1), 50. https://doi.org/10.21154/insecta.v1i1.2059
Sumarni, W., & Kadarwati, S. (2020). Ethno-stem project-based learning: Its impact to critical and creative thinking skills. Jurnal Pendidikan IPA Indonesia, 9(1), 11–21. https://doi.org/10.15294/jpii.v9i1.21754
Suryandari, K., Rokhmaniyah, & Wahyudi (2021). The effect of scientific reading based project model in empowering creative thinking skills of preservice teacher in elementary school. European Journal of Educational Research, 10(3), 1329-1340. https://doi.org/10.12973/eu-jer.10.3.1329
Tamur, M., Fedi, S., Sennen, E., Marzuki, Nurjaman, A., & Ndiung, S. (2021). A meta-analysis of the last decade STEM implementation: What to learn and where to go. Journal of Physics: Conference Series, 1882(1). https://doi.org/10.1088/1742-6596/1882/1/012082
Tang, X., & Zhang, D. (2020). How informal science learning experience influences students ’ science performance : a cross- cultural study based on PISA 2015. International Journal of Science Education, 0(0), 1–19. https://doi.org/10.1080/09500693.2020.1719290
Tempera, T., & Tinoca, L. (2023). Project-Based Learning in Initial Teacher Education: The Practice of Three Higher Education Institutions in Portugal. Center for Educational Policy Studies Journal, 13(2), 57–77. https://doi.org/10.26529/cepsj.1141
Tiarini, N. P., Dantes, N., & Yudiana, K. (2019). Pengaruh model pembelajaran problem based learning (PBL) berorientasi Tri Hita Karana terhadap hasil belajar IPA. Mimbar Ilmu, 24(3), 299-309. https://doi.org/10.23887/mi.v24i3.21422
Uluçinar, U. (2023). The Effect of Problem-Based Learning in Science Education on Academic Achievement: A Meta-Analytical Study. Science Education International, 34(2), 72–85. https://doi.org/10.33828/sei.v34.i2.1
Utami, N. M. S., & Astawan, I. G. (2020). Meta-Analisis Pengaruh Model Problem Based Learning Terhadap Hasil Belajar IPA Siswa Sekolah Dasar. Jurnal Pedagogo Dan Pembelajaran, 3(3), 416–427. https://doi.org/10.23887/jp2.v3i3.27030
Utomo, W., Suryono, W., Santosa, T. A., & Agustina, I. (2023). The Effect of STEAM-Based Hybrid Based Learning Model on Students ’ Critical Thinking Skills. Jurnal Penelitian Pendidikan IPA, 9(9), 742–750. https://doi.org/10.29303/jppipa.v9i9.5147
Viro, E., Lehtonen, D., Joutsenlahti, J., & Tahvanainen, V. (2020). Teacher´s perspectives on proning in mathematics and sciences. European Journal of Science and Mathematics Education, 8(1), 12–31. https://doi.org/10.30935/scimath/9544
Vo, H. M., Zhu, C., & Diep, N. A. (2017). Studies in Educational Evaluation The effect of blended learning on student performance at course-level in higher education : A meta-analysis. Studies in Educational Evaluation, 53, 17–28. https://doi.org/10.1016/j.stueduc.2017.01.002
Wuttphan, N., & Klinhom, N. (2023). The Role of Project-Based Learning in Promoting Preservice Teachers ’ Communicative Capabilities. Journal of Education and Learning, 12(1), 52–60. https://doi.org/10.5539/jel.v12n1p52
Yıldırım, N. (2022). Argumentation-Based Teaching in Science Education: Meta- Analysis. Education Quarterly Reviews, 5(2), 226–237. https://doi.org/10.31014/aior.1993.05.02.483
Yusuf, F. A. (2023). International Journal of Educational Methodology Meta-Analysis : The Influence of Local Wisdom-Based Learning Media on the Character of Students in Indonesia. International Journal of Educational Methodology, 9(1), 237–247. https://doi.org/10.12973/ijem.9.1.237
Zulkifli, Z., Satria, E., Supriyadi, A., & Santosa, T. A. (2022). Meta-analysis : The effectiveness of the integrated STEM technology pedagogical content knowledge learning model on the 21st century skills of high school students in the science department. Psychology, Evaluation, and Technology in Educational Research, 5(1), 32–42. https://doi.org/10.33292/petier.v5i1.144
Author Biographies
Lusy Tunik Muharlisiani, Universitas Wijaya Kusuma Surabaya
Susantinah Nugrahini Wisnujati, Universitas Wijaya Kusuma Surabaya
Titik Purwati, IKIP Budi Utomo, Surabaya
Kartini Marzuki, Universitas Negeri Makassar
Bachtiar Nasution, Universitas Asahan, Medan
Tomi Apra Santosa, Akademi Tekni Adikarya, Jambi
License
Copyright (c) 2023 Lusy Tunik Muharlisiani, Susantinah Nugrahini Wisnujati, Titik Purwati, Kartini Marzuki, Bachtiar Nasution, Tomi Apra Santosa
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).