Formatif: Jurnal Ilmiah Pendidikan MIPA
Formatif: Jurnal Ilmiah Pendidikan MIPA (ISSN 2502 5457 for the electronic version and ISSN 2088 351X for the print version) first published in April 2011 is a double-blind peer-reviewed scientific open access journal. The journal is dedicated to publishing articles concerned with research, theory development, instructional methods, instructional strategy, instructional materials development, experiment, survey, and teacher development in Math and Science (Physic, Biology, and Chemistry) Education. The journal is published by Universitas Indraprasta PGRI.
Articles
384 Documents
<![CDATA[Pengaruh Adversity Quotient (AQ) dan Motivasi Berprestasi terhadap Prestasi Belajar Matematika ]]>
<![CDATA[Nurhayati Nurhayati]]>;
<![CDATA[Noram Fajrianti]]>
<![CDATA[ Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 3, No 1 (2013): Formatif: Jurnal Ilmiah Pendidikan MIPA ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/formatif.v3i1.110
<![CDATA[The study objective was to determine the effect of adversity quotient and achievement motivation of students to learn mathematics achievement. The method used in this study is a survey method. Analysis using multiple regression and correlation techniques. Sample size of 120 students obtained by random sampling technique. The instrument used was a questionnaire to measure the adversity quotient and achievement motivation, while performance is taken from the document teacher learning. Results of the hypothesis test, namely (1) a significant difference between adversity quotient and achievement motivation on mathematics achievement obtained (2) there is a significant relationship between adversity quotient on mathematics achievement and (3) there is a significant relationship between achievement motivation on achievement learn math]]>
<![CDATA[Pengaruh Model Pembelajaran Kooperatif Tipe Jigsaw Terhadap Hasil Belajar Matematika ditinjau dari Kecerdasan Emosional ]]>
<![CDATA[Maya Nurfitriyanti]]>
<![CDATA[ Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 7, No 2 (2017): Formatif: Jurnal Ilmiah Pendidikan MIPA ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/formatif.v7i2.2229
<![CDATA[The purposes of this study are to know: 1) the influence of Jigsaw type cooperative learning model on. 2) the influence of emotional intelligence on mathematics learning outcomes. 3) The interaction between jigsaw type cooperative learning model and emotional intelligence on mathematics learning outcomes. This study is a quantitative research with the experimental method. The statistical test performed is Two Way ANOVA. The samples taken are 60 people with random technique sampling. The results of this study are: 1) there is the influence of learning methods on the learning of mathematics at 5% error level with significant value is 0,023. 2) there is no effect of emotional intelligence on mathematics learning result at 5% error level with significant value is 0,123. 3) there is no interaction between learning method and emotional intelligence to mathematics learning result at 5% error level with significant value 0,286.]]>
<![CDATA[Penerapan Constructive Controversy dan Modified Free Inquiry Terhadap HOTS Mahasiswa Pendidikan Biologi ]]>
<![CDATA[Rosa Dewi Pratiwi]]>
<![CDATA[ Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 4, No 2 (2014): Formatif: Jurnal Ilmiah Pendidikan MIPA ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/formatif.v4i2.144
<![CDATA[The aims of this study was to determine the effect of the using Constructive Controversy (CC) and Modified Free Inquiry (MFI) Method, analytical skill, and it’s interaction toward biology students’ cognitive learning achievement and HOTS. The method used in the research was experimental method and it was conducted from November 2013 to January 2014. The population was the biology students in UNINDRA. The sample was consisted of three class R3A, R3B and R3C. The learning method applied to R3A was MFI, R3B was control and to R3C was CC. The data was collected through students’ cognitive learning achievement test, analytical skills test, HOTS test, and supported by questioner for measuring affective achievements and observation sheet for assessing psychomotor. The hypothesis was tested using parametric statistic. The finding showed that: 1) There was significant difference from the results of two compared learning methods towards students’ cognitive learning achievement and HOTS, 2) Analytical skills affected students’ cognitive learning achievement and HOTS, 3) There was interaction between learning method and analytical skills toward student s’ cognitive learning achievement and HOTS.]]>
<![CDATA[Pengaruh Jumlah Alternatif Jawaban dan Teknik Penskoran terhadap Reliabilitas Tes ]]>
<![CDATA[Yoga Budi Bhakti]]>
<![CDATA[ Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 5, No 1 (2015): Formatif: Jurnal Ilmiah Pendidikan MIPA ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/formatif.v5i1.168
<![CDATA[This study aimed to determine the effect of the number of alternative answers and scoring techniques to reliability test. Forms of this test includes multiple choice test three answer choice and multiple choice test four answer choices with penalty scoring techniques (Punishment Score) and scoring techniques compensation (Reward Score). The method uses the experiment, while the designused istreatment bylevel 2 x 2. Research hypotheses were tested using two way analysis of variance (ANOVA). The result concluded that: (1) reliability tests with three multiple choice answer options is higher than the multiple choice test four answer choices, (2) reliability tests with scoring techniques penalty higher than the reliability of the technique of scoring compensation, and (3) No interaction between the number of alternative answers to the scoring technique. The results of this study can be considered for the teacher to give test using a form of multiple choice test three answer choice and multiple choice test four answer choices test scoring with a penalty techniques. Keywords : reliability, scoring techniques, alternative answers.]]>
<![CDATA[Pengaruh Konsep Diri dan Motivasi Berprestasi terhadap Hasil Belajar Matematika Siswa Kelas X (Survei pada SMK Se-Kecamatan Ciracas) ]]>
<![CDATA[Sariningsih Tiorenna]]>
<![CDATA[ Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 1, No 2 (2011): Formatif: Jurnal Ilmiah Pendidikan MIPA ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/formatif.v1i2.66
<![CDATA[The purpose of this study was to determine how large a) Effect of self-concept and mathematics student learning outcome 2) The influence of achievement motivation with students 'mathematics learning outcomes 3) Effect of self-concept and achievement motivation of students' mathematics learning outcomes. The research method used is survey method correlational path analysis (path analysis). The sample populations of this study were drawn from affordable with simple random sampling technique, as many as 232 respondents. Instrument used in this study is a questionnaire instrument; to measure the variable self-concept and achievement motivation, as well as a test instrument to measure the outcome variables studied mathematics. After testing, the third such instrument is valid and reliable, so worthy to be used for further research. Furthermore, the data were analyzed descriptively and performed tests that include requirements analysis test for normality and linearity test so that further analysis using statistical parametric. The calculation result shows that the data is normally distributed, as well as the linearity of regression test showed that the linear regression form. The results of hypothesis testing showed that students' self-concept have a significant relationship with students' mathematics learning outcomes, achievement motivation has a significant relationship with learning outcomes and self-concept and mathematics achievement motivation also had a significant relationship with students' mathematics learning outcomes.]]>
<![CDATA[Identifikasi Keanekaragaman Jenis Burung dan Kearifan Tradisional Masyarakat dalam Upaya Konservasi di Pulau Rambut Kepulauan Seribu ]]>
<![CDATA[Mashudi Alamsyah]]>;
<![CDATA[Giry Marhento]]>
<![CDATA[ Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 6, No 2 (2016): Formatif: Jurnal Ilmiah Pendidikan MIPA ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/formatif.v6i2.945
<![CDATA[Tujuan penelitian ini adalah untuk: (1) Menganalisis keanekaragaman jenis burung di Pulau Rambut Kepulauan Seribu menggunakan metode encounter rates (tingkat pertemuan) yaitu pengamatan langsung dengan cara menjelajah dan menghitung setiap individu yang ditemui, (2) Menjelaskan bentuk kearifan tradisional masyarakat Pulau Untung Jawa Kepulauan Seribu, dan (3) Menjelaskan ancaman terhadap kearifan serta menganalisis cara menangkal ancaman dalam upaya melestarikan burung. Pencarian data menggunakan observasi langsung berupa eksplorasi dan wawancara pada narasumber yang dapat dipercaya. Pengamatan dilakukan dengan teropong binokuler merk carton dengan ukuran 8 x 30 tipe 430 FT/1000 YDS made in Japan. Setiap burung yang dijumpai diperhatikan ukuran, warna, dan suaranya sera ciri-ciri khasnya, kemudian diidentifikasi. Masyarakat Pulau Untung Jawa menganggap burung yang ada di Pulau Rambut merupakan anugerah dan berkah yang harus dilestarikan. Keanekaragaman jenis burung di Pulau Rambut Kepulauan Seribu cukup tinggi yaitu ditunjukkan dengan 24 jenis burung. Adanya aktivitas masyarakat Pulau Untung Jawa diduga memberikan pengaruh terhadap keanekaragaman jenis burung yang terdapat di Pulau rambut Kepulauan Seribu. Kata Kunci: Identifikasi Keanekaragaman, Jenis Burung, Kearifan Tradisional, Pulau Rambut, Kepulauan Seribu.]]>
<![CDATA[Efektifitas Penggunaan Media ICT dalam Peningkatan Pemahaman Konsep Matematika ]]>
<![CDATA[Indra Martha Rusmana]]>
<![CDATA[ Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 2, No 3 (2012): Formatif: Jurnal Ilmiah Pendidikan MIPA ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/formatif.v2i3.102
<![CDATA[Sekolah Dasar (SD) merupakan jenjang dasar dalam pendidikan formal, banyak hal yang peserta didik dapatkan dari jenjang SD. Hal ini dikarenakan SD merupakan langkah awal dalam melangkah ke jenjang selanjutnya. Matematika yang diajarkan di SD akan lebih bermakna dan berguna saat peserta didik duduk di bangku sekolah lanjutan, oleh karena itu diperlukan media dalam menyampaikan materi agar konsep tentang materi yang diajarkan dapat terserap dengan baik. Salah satu media yang diharapkan dapat membantu siswa paham akan konsep matematika adalah media ICT. Tujuan penelitian ini yaitu untuk mengetahui pengaruh dan efektivitas dari penggunaan media ICT terhadap pemahaman konsep matematika bagi peserta didik SDN. Penelitian ini menggunakan metode kuasi eksperimen dengan mengambil sampel sebanyak 4 (empat) SDN dari 29 SDN yang ada. Pengujian hipotesis dilakukan dengan menggunakan software SPSS 13.0 for windows pada taraf signifikansi 0,05. Penelitian ini menghasilkan dua kesimpulan utama, yaitu ; pertama, terdapat pengaruh yang signifikan antara penggunaan media ICT terhadap pemahaman konsep matematika karena didapatkan nilai thitung sebesar 1,967 lebih besar dari ttabel yaitu 1,960 dengan Sig. 0,794 > ? (0,05); kedua, media ICT efektif dalam meningkatkan pemahaman konsep matematika peserta didik karena didapatkan nilai effect size sebesar 0,328. ]]>
<![CDATA[Pengaruh Model Pembelajaran Kooperatif Terhadap Kemampuan Berpikir Kreatif Matematis Siswa ]]>
<![CDATA[Noviyani Florentina]]>;
<![CDATA[Leonard Leonard]]>
<![CDATA[ Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 7, No 2 (2017): Formatif: Jurnal Ilmiah Pendidikan MIPA ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/formatif.v7i2.1877
<![CDATA[Penelitian ini dilakukan untuk memperoleh gambaran tentang pengaruh model pembelajaran kooperatif terhadap kemampuan berpikir kreatif matematis siswa.Metode penelitian yang digunakan yaitu metode eksperimen. Sampel dalam penelitian ini diambil dengan teknik simple random sampling dengan jumlah 60 orang terdiri dari 30 kelas eksperimen yang diajarkan menggunakan Jigsaw dan 30 kelas kontrol yang diajarkan menggunakan Think Pair Share (TPS). Instrumen untuk pengambilan data berupa tes uraian. Uji normalitas data menggunakan Chi-Kuadrat dan uji homogenitas menggunakan uji Fisher. Pengujian hipotesis menggunakan uji-t, menunjukkan thitung = 2,286 > ttabel = 2,002 dengan =0,05yang menyatakan bahwa H0 ditolak, sehingga dapat di simpulkan bahwa terdapat perbedaan kemampuan berpikir kreatif matematis peserta didik yang diajarkan menggunakan model pembelajaran Jigsaw dan Think Pair Share (TPS). Dengan demikian terdapat pengaruh model pembelajaran kooperatif terhadap kemampuan berpikir kreatif matematis peserta didik.]]>
<![CDATA[Pemberian Umpan Balik Dalam Meningkatkan Hasil Belajar dan Minat Belajar Mahasiswa ]]>
<![CDATA[Seruni Seruni]]>;
<![CDATA[Nurul Hikmah]]>
<![CDATA[ Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 4, No 3 (2014) ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/formatif.v4i3.158
<![CDATA[The purpose of this study is to find and analyze the effect of feedback on learning outcomes in mathematics and an interest in basic statistics course. The population in this study are affordable Information Technology Student cademic Year 2012/2013 Semester II Indraprasta PGRI University of South Jakarta. Sample The study sample was obtained through random sampling. This study used an experimental method to the analysis using the MANOVA test. This study has three variables, consisting of: one independent variable, namely the provision of feedback (immediate and delayed), and two dependent variable is the result of interest in the study of mathematics and basic statistics course. The data was collected for the test results to learn mathematics, and a questionnaire for the interest in basic statistics course. Collected data were analyzed using the MANOVA test. Before the data were analyzed, first performed descriptive statistical analysis and test data analysis requirements (test data normality and homogeneity of covariance matrices). The results show that the learning outcomes of interest in mathematics and basic statistics course for students who are given immediate feedback higher than students given feedback delayed.]]>
<![CDATA[Pengaruh Minat Belajar Terhadap Prestasi Belajar Matematika ]]>
<![CDATA[Erlando Doni Sirait]]>
<![CDATA[ Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 6, No 1 (2016): Formatif: Jurnal Ilmiah Pendidikan MIPA ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/formatif.v6i1.750
<![CDATA[Tujuan penelitian ini adalah mengetahui adanya pengaruh minat belajar terhadap prestasi belajar matematika pada kelas VIII di SMP Negeri 160 Jakarta.Metode penelitian yang digunakan adalah metode survey dengan analisis korelasional, dengan jumlah sampel sebanyak 65 orang, yang diambil menggunakan teknik simple random sampling.Instrumen yang digunakan adalah instrumen pengisian angket yang terdiri dari 20 soal. Dari hasil penelitian perhitungan analisis regresi minat belajar dengan prestasi belajar matematika diperoleh persamaan dengan Fhitung< F tabel (-1,52<1,63) hal ini menunjukkan bahwa regresi X atas Y berpola linear. Sedangkan untuk pengujian hipotesis, diperoleh koefisien korelasi X terhadap Y sebesar 0,706 dengan koefisien determinasi sebesar 49,8% dan diperoleh thitung> ttabel (7,914 > 1,670) sehingga Ho ditolak pada taraf 0,05. Maka kesimpulannya terdapat hubungan yang signifikan antara minat belajar terhadap prestasi belajar matematika. Kata Kunci: Minat Belajar, Prestasi Belajar Matematika ]]>
