Indonesian Journal of Science and Mathematics Education
Indonesian Journal of Science and Mathematics Education is a journal which is managed by Research and Scientific Publication Unit collaborate with Physics Education Department of UIN Raden Intan Lampung. Indonesian Journal of Science and Mathematics Education is a medium of communication used by researchers, lecturers, teachers, practitioners, and University student for submitting result of studies and prioritized result of research in the field of science and mathematics education, include: development of instruments of evaluation science and mathematics, development of instructional media science and mathematics, and the development of learning model of science and mathematics. First published in 2018 and regularly published three (3) times a year, in March, July and November.
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321 Documents
<![CDATA[Elaboration of High School Student’s Metacognition Awareness on Heat and Temperature Material: Wright Map in Rasch Model ]]>
<![CDATA[Hikmah, Fitri Nur]]>;
<![CDATA[Sukarelawan, Moh. Irma]]>;
<![CDATA[Nurjannah, Tri]]>;
<![CDATA[Djumati, Jamaludin]]>
<![CDATA[ Indonesian Journal of Science and Mathematics Education Vol. 4 No. 2 (2021): Indonesian Journal of Science and Mathematics Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ijsme.v4i2.9488
<![CDATA[This study aims to elaborate on the interaction between students’ metacognitive awareness and the difficulty level of items in Heat and Temperature Metacognition Awareness Inventory (HeTMAI). This study uses a quantitative research method with the type of survey research. The respondents involved were 30 students and came from one the public high schools in eastern Indonesia. Metacognitive awareness was evaluated using the 26-item HeTMAI. Student responses are administered online, are voluntary and anonymous. The interaction between students’ metacognitive awareness and items in HeTMAI was analyzed using the Wright map based on the Rasch model. The analysis results show that the student’s average ability is 1.00 logit higher than the item difficulty level. The students’ abilities ranged from -1.34 to 5.98 logit, and the item difficulty level ranged from -0.51 to 0.70. In general, it appears that most students tend to agree more easily with the statements in HeTMAI. ]]>
<![CDATA[Web-Based Inquiry in Science Learning: Bibliometric Analysis ]]>
<![CDATA[Dewi, Pramita Sylvia]]>;
<![CDATA[Widodo, Ari]]>;
<![CDATA[Rochintaniawati, Diana]]>;
<![CDATA[Prima, Eka Cahya]]>
<![CDATA[ Indonesian Journal of Science and Mathematics Education Vol. 4 No. 2 (2021): Indonesian Journal of Science and Mathematics Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ijsme.v4i2.9576
<![CDATA[Web-based inquiry is an intermediary medium that supports broad sharing of data and ideas, in visualizing, analyzing, and offering knowledge integration. This study aims to analyze the scope of scientific research related to web-based inquiry using bibliometric studies starting from the last 10 years. Database information is obtained from Scopus indexed papers, via the Publish or Perish application. Based on the search and selection results, 65 articles were obtained which were then reviewed with Zotero and processed with the VOS viewer. The analysis used is based on the title area, according to web-based inquiry in supporting science education research. Overall, this study provides information regarding research opportunities in science learning with web-based inquiry, especially during this pandemic. This research also illustrates the publication opportunities in various countries that have a high interest in the topic of inquiry. The mapping of the bibliometric results also supports the scientific explanation between the theory and the evidence of probability. Therefore, the literature is expected to be a reference for further science research.]]>
<![CDATA[Flipped Classroom Model: Empowering Digital Literacy for Mathematics Learning in Society 5.0 ]]>
<![CDATA[Yanuarto, Wanda Nugroho]]>;
<![CDATA[Jaelani, Anton]]>;
<![CDATA[Purwanto, Joko]]>
<![CDATA[ Indonesian Journal of Science and Mathematics Education Vol. 4 No. 2 (2021): Indonesian Journal of Science and Mathematics Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ijsme.v4i2.9638
<![CDATA[In the era of society 5.0, technology and education are likely two side of coin. Teachers can use technology in the classroom. Also, teachers play a role in maximizing the quality of learning. This study employed descriptive qualitative research. This study aimed produced an overview of flipped classroom used in learning activities, particularly in learning mathematics. The research data in this study were observations, semi-structure interviews, and documentation of flipped classroom learning activities. The research subjects were 37 seventh-grade students of one of junior high school in Purwokerto, Indonesia. The data analysis technique in this study consisted of four stages:1) data collection, 2) data reduction, 3) data presentation and 4) drawing conclusions. The results of this study are: 1) flipped classroom improves teachers and students digital literacy; 2) flipped classroom as one alternative learning model; 3) flipped classroom expressed students’ positive activities with technology; and 4) flipped classroom provide opportunities for parents interact with students in home activities.]]>
<![CDATA[A Meta-Analysis on The Effect of Inquiry Learning Model on Students’ Mathematical Problem-Solving Skills ]]>
<![CDATA[Ramadhani, Rizki]]>;
<![CDATA[Juandi, Dadang]]>;
<![CDATA[Nurlaelah, Elah]]>
<![CDATA[ Indonesian Journal of Science and Mathematics Education Vol. 4 No. 3 (2021): Indonesian Journal of Science and Mathematics Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ijsme.v4i3.9730
<![CDATA[This study examines the effect of the inquiry learning model on the mathematical problem solving ability of students in Indonesia through meta-analysis. This study analyzed seven primary studies that met the inclusion criteria. The effect size index was calculated using the Hedges g equation and statistical analysis using comprehensive meta-analysis (CMA) software. Effect size testing is done by analyzing four characteristics, namely class of study, year of study, and sample size. Based on the results of the analysis using CMA, the inquiry learning model has a moderate effect (0.652) on the overall mathematical problem-solving skills of students. The use of the inquiry learning model is more effectively used in 8th-grade, in the range of 2015-2017 and 2018-2020, the sample size is less than or equal to 30. Thus, it can be seen that the inquiry learning model is useful in improving mathematical problem-solving skills.]]>
<![CDATA[How to Improve Students’ Science Learning Outcome? An Application of Problem-based Learning Worksheets ]]>
<![CDATA[Erni, Erni]]>;
<![CDATA[Yuberti, Yuberti]]>
<![CDATA[ Indonesian Journal of Science and Mathematics Education Vol. 4 No. 3 (2021): Indonesian Journal of Science and Mathematics Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ijsme.v4i3.9826
<![CDATA[The low of learning outcomes is a learning problem that is always encountered in various schools, including in SD (Primary School) Negeri 2 Campang Raya. The purpose of this study was to determine the differences and the effect of the use of problem-based learning worksheets on the learning outcomes of 4th-grade students at SD Negeri 2 Campang Raya. The research method used is quasi-experimental with a nonequivalent control group design. This study used non-probability sampling with 30 students in grade 4 at SD Negeri 2 Campang Raya as research subjects. Test and non-test instruments were used to collect research data and analyze data using t-test and simple linear regression. The results of the study indicate that there is an influence from the use of problem-based learning worksheets on the learning outcomes of 4th-grade students at SD Negeri 2 Campang Raya.]]>
<![CDATA[Visual-spatial Skills and Mathematics Content Conceptualisation for Pre-service Teachers ]]>
<![CDATA[Makamure, Chipo]]>;
<![CDATA[Jojo, Zingiswa M]]>
<![CDATA[ Indonesian Journal of Science and Mathematics Education Vol. 4 No. 3 (2021): Indonesian Journal of Science and Mathematics Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ijsme.v4i3.9842
<![CDATA[Empirical evidence in literature identified significant association between spatial ability and educational performance particularly in science, technology, engineering and mathematics (STEM). The purpose of this study was to explore pre-service teachers’ spatial skills in solving mathematics problems, in the context of coordinate geometry. It is envisaged that spatial skills allow for the perception of visual information and, therefore, spatial cognition has been considered as a key skill in teaching mathematics. However, literature asserts that teachers are ill prepared to teach mathematics, hence there is limited use and misuse of spatial skills in teaching the subject. This study, therefore, examines the spatial orientation of pre-service teachers in teaching coordinate geometry. This is a mixed methods study in which pre-service teachers answered a coordinate geometry test to explore their content knowledge and their ability to interpret, analyse and apply visual spatial models to solve mathematical problems in coordinate geometry. The study established that the spatial orientation skills of pre-service teachers determine their performance in mathematics, especially coordinate geometry.]]>
<![CDATA[Improving Students’ Higher Order Thinking Skill with STEM-Oriented E-Module ]]>
<![CDATA[Chidayati, Nurul]]>;
<![CDATA[Distrik, I Wayan]]>;
<![CDATA[Abdurrahman, Abdurrahman]]>
<![CDATA[ Indonesian Journal of Science and Mathematics Education Vol. 4 No. 3 (2021): Indonesian Journal of Science and Mathematics Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ijsme.v4i3.9930
<![CDATA[The aim of this research is to develop a practical and effective STEM-oriented e-module to improve students' higher order thinking skills. This research uses research and development method with ADDIE model. Data collection techniques used test and non-test instruments by analyzing the feasibility, practicality, and effectiveness of the product. The results showed that the average value of content validity was 82.2% and the average value of construct validity was 83.9%, thus indicating that this product is suitable for use as teaching materials. Based on the results of the practicality test, the average value of the practicality of this product is 76.3%. Meanwhile, based on the results of the product effectiveness test, 27 students gave a score of 77.8%, which means this product is effective for use as teaching materials. The N-Gain score from the application of this product is 0.45 which means there is an increase in the moderate category. Based on the results of the study, it was concluded that this STEM-oriented e-module is feasible, practical, and effective to be used as a stimulus to train students' higher-order thinking skills during the covid-19 pandemic.]]>
<![CDATA[The Improvement of Physics Teachers’ Competence in Developing an Interactive Recitation Programs to Remediate Students’ Misconception ]]>
<![CDATA[Sundari, Putri Dwi]]>;
<![CDATA[Dewi, Wahyuni Satria]]>;
<![CDATA[Saputra, Defrizal]]>;
<![CDATA[Mairizwan, Mairizwan -]]>;
<![CDATA[Hidayat, Rahmat]]>
<![CDATA[ Indonesian Journal of Science and Mathematics Education Vol. 4 No. 3 (2021): Indonesian Journal of Science and Mathematics Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ijsme.v4i3.10053
<![CDATA[During learning from home, the teacher is very limited in giving feedback on assignments. Consequently, students’ understanding of physics concepts is still low and experiencing misconceptions. Therefore, teachers should able to develop an interactive recitation program completed by corrective feedback that could remediate students’ misconceptions. The research objective is to improve the competence of physics teachers at Sijunjung Regency through mentoring in developing an interactive recitation program. This sort of research is quasi-experimental with one-group pretest-posttest design. The research data was obtained from the pretest and posttest about understanding of the interactive recitation programs. The results showed that there was an increase in the knowledge of high school physics teachers in understanding the interactive recitation program with a percentage of 32.4%, and the provision of mentoring activities have a significant effect on increasing the competence of physics teachers in developing interactive recitation programs.]]>
<![CDATA[What are The Difficulties in Learning Percentages? An Overview of Prospective Mathematics Teachers’ Strategies in Solving Percentage Problems ]]>
<![CDATA[Lestiana, Herani Tri]]>
<![CDATA[ Indonesian Journal of Science and Mathematics Education Vol. 4 No. 3 (2021): Indonesian Journal of Science and Mathematics Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ijsme.v4i3.10132
<![CDATA[Many studies showed that teachers and prospective teachers have difficulty solving percentage problems. This research is a qualitative descriptive study that aims to investigate the prospective teachers’ strategies in solving problems on the topic of percentages. A total of 250 students majoring in Mathematics Education and Primary Education at IAIN Syekh Nurjati and IAIN Pekalongan were purposively selected to participate in this study. The results showed that only less than half of the participants (40.1%) could give the correct answer. Qualitative data on the strategies used by prospective teachers on the percent question show that (1) teacher candidates ignore the importance of the % symbol and consider the % symbol only as a unit of measurement, (2) teacher candidates ignore the essential role of the reference quantity in the percent question, (3 ) teacher candidates are not used to solving percent problems related to determining initial values before discounts and assume that any percent problem can be solved using multiplication or division.]]>
<![CDATA[Scaffolding on Student Construction Errors in Mathematics Problem Solving ]]>
<![CDATA[Isnania, Isnania]]>;
<![CDATA[Huda, Nizlel]]>;
<![CDATA[Hariyanto, Hariyanto]]>
<![CDATA[ Indonesian Journal of Science and Mathematics Education Vol. 4 No. 3 (2021): Indonesian Journal of Science and Mathematics Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ijsme.v4i3.10173
<![CDATA[The Purpose of this study is to find out what forms of conceptual construction errors experienced by students in solving mathematical problems and the appropriate form of scaffolding for each concept construction error experienced. This type of research is descriptive qualitative research. In determining the subject of this study using purposive sampling technique. The research subjects were students of class XII, the subjects of this study were 6 people which were then reduced to 2 people representing medium and low abilities. The instruments used in this study were test questions and interview sheets. The data obtained were analyzed by the steps (1) Reducing the data. (2) presenting data and (3) drawing conclusions. The results of this study are that S1 experienced more “correct” pseudo construction errors and mis-logical construction with the scaffolding provided, namely level 2 (reviewing, explaining and restructuring) while S2 experienced four types of errors with the scaffolding provided, level 2 scaffolding. each individual will be different because it must be adjusted to the actual development zone of each.]]>
