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All Journal BIOCHEPHY: Journal of Science Education Edumath
Caroline Glorya Manurung
Universitas Pendidikan Indonesia
Education Mathematics Social Sciences

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ANALISIS KEMAMPUAN PENALARAN DAN STRUKTUR ARGUMENTASI LOGIS MAHASISWA PGSD PADA KONSEP IMPLIKASI MATEMATIS Mochamad Ilham Abdillah; Adit Rizki Sudrajat; Arina Zahra Saskia; Caroline Glorya Manurung; Hafiziani Eka Putri
Edumath : Jurnal Program Studi Pendidikan Matematika Vol 18 No 2 (2026): Volume 18 Nomor 2 Mei 2026
Publisher : Program Studi Pendidikan Matematika Universitas PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/3kgwpn38

Abstract

: Kemampuan argumentasi logis sangat krusial bagi calon guru, namun miskonsepsi pada materi implikasi matematika masih sering ditemukan. Penelitian kualitatif deskriptif ini bertujuan menganalisis pola penalaran dan struktur argumentasi matematis mahasiswa. Subjek penelitian terdiri atas 30 mahasiswa PGSD, yang datanya dikumpulkan melalui tes tertulis uraian berbasis Higher Order Thinking Skills (HOTS) dan dianalisis menggunakan tahapan pemecahan masalah Polya serta skema Toulmin. Hasil penelitian menunjukkan bahwa sebagian besar Mahasiswa berada pada tingkat kemampuan tinggi dan sukses menyusun argumen deduktif formal dengan jaminan logis yang valid. Sisanya, mahasiswa pada tingkat sedang, masih terjebak pada representasi verbal, mengandalkan intuisi naratif, dan kerap melakukan kesalahan logika affirming the consequent. Disimpulkan bahwa mayoritas mahasiswa telah memiliki tingkat penalaran formal yang tinggi, namun penguatan pemahaman konsep dasar tetap diperlukan.
Effect of the Pancaniti Learning Model Assisted by Flashcard Media and a Simple Biogas Project on the Science Literacy of Elementary School Students Leni Nurhafidah; Afridha Laily Alindra; Dania Widia Cahyani; Yuhaniz Aqila; Nurlaila Ramadhan; Mochamad Ilham Abdillah; Caroline Glorya Manurung
BIOCHEPHY: Journal of Science Education Vol. 6 No. 1 (2026)
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52562/biochephy.v6i1.1900

Abstract

Science literacy among Indonesian elementary school students remains below international benchmarks, while locally grounded instructional approaches that integrate sustainability education are still limited. This study investigated the effect of the Pancaniti learning model, a five-stage pedagogical framework based on Sundanese values, combined with flashcard media and a simple biogas project, on fifth-grade students’ science literacy. A one-group pre-test–post-test quasi-experimental design was conducted with 32 Grade 5 students at SDN Purwamekar selected through purposive sampling. Science literacy was measured using three PISA-aligned indicators: identifying scientific problems, explaining scientific phenomena, and using scientific evidence. Data analysis employed the Wilcoxon Signed-Rank Test due to non-normal post-test data. Results showed a significant improvement in science literacy, with mean scores increasing from 6.44 to 8.44 (Z = ?4.112, p < .001) and a large effect size (r = 0.727). The overall N-Gain was 0.58 (moderate), with the highest gain in using scientific evidence (0.72; high). These findings indicate that the Pancaniti model effectively enhances elementary students’ science literacy.
Systematics of Student Misconceptions on the Topics of Gravity and Potential Energy: A Systematic Literature Review Rizky Nurul Muslih; Caroline Glorya Manurung; Dzikri Anjar Susilo Sasongko; Afridha Laily Alindra
BIOCHEPHY: Journal of Science Education Vol. 6 No. 1 (2026)
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52562/biochephy.v6i1.1965

Abstract

Understanding of basic science concepts is often hindered by students' misconceptions regarding phenomena in their surroundings. If left unaddressed, these misconceptions will obscure and interfere with students' future comprehension of more complex physics material. This study aims to identify the patterns of misconceptions among elementary school students on the topics of gravity and potential energy, evaluate the effectiveness of the diagnostic instruments used, and identify the contributing factors. Employing a descriptive qualitative approach, this systematic literature review analyses various scientific sources published between 2022 and 2026. The findings reveal consistent conceptual errors, particularly the assumption that mass affects the falling speed of an object and the belief that potential energy exists only in moving objects. The primary triggering factors include students' personal intuition, conventional teaching methods, and limitations in visual media. In conclusion, the regular implementation of tiered diagnostic instruments, accompanied by a shift toward technology-based learning models, is essential for overcoming these learning obstacles.
Co-Authors Adit Rizki Sudrajat Afridha Laily Alindra Arina Zahra Saskia Dania Widia Cahyani Dzikri Anjar Susilo Sasongko Hafiziani Eka Putri, Hafiziani Eka Leni Nurhafidah Mochamad Ilham Abdillah Nurlaila Ramadhan Rizky Nurul Muslih Yuhaniz Aqila