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Formatif: Jurnal Ilmiah Pendidikan MIPA
Published by Universitas Indraprasta PGRI
ISSN : 2088351X     EISSN : 25025457     DOI : http://dx.doi.org/10.30998/formatif
Core Subject : Education,
Education Mathematics Other
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.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 384 Documents
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The Development of Engklek Geometri Learning Media to Preserve Traditional Game Nur Isnaini Utami; Iis Holisin; Himmatul Mursyidah
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 8, No 3 (2018): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (416.324 KB) | DOI: 10.30998/formatif.v8i3.2710

Abstract

Engklek Geometry is one of mathematics learning media for rectangular material. The purpose of this research is to describe the development process of Engklek Geometry learning media to be valid, reliable, and effective. The development model used in this research is the 4-D development model, and the research method is developed with quantitative descriptive approach. Engklek Geometry learning media generated in this development research is valid, reliable, and effective for rectangular material. The value product of Engklek Geometrimathematics learning media is 3.17, it is"valid" category. Media effectiveness is reviewed from four aspects, namely learning outcomes, student activities, student responses, and teaching ability. The result of this research in class VII C SMP Muhammadiyah 4 Surabaya with classical completion percentage 89,28%, student activity is in the “active” category with percentage 94,95%, student response is "very strong" category with percentage 87,5%, and the value of the teacher's ability is 3.72 classified as "very good" category. While in the second trial in class VII E SMP Muhammadiyah 2 Surabaya obtained the results of learning with a percentage of classical completeness 93.1%, student activity with a percentage of 95.85 is in the "very active" category, student responses obtained percentage 82.07% "very strong", and the value of the teacher's ability is 3.59 classified as "very good" category.
Math Comics, Vectors, and the Strategy of Preview, Question, Read, Reflect, Recite, Review (PQ4R) Kristina Kurniati; Rully Charitas Indra Prahmana; Alberta Parinters Makur; Silfanus Jelatu
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 8, No 3 (2018): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (818.847 KB) | DOI: 10.30998/formatif.v8i3.2716

Abstract

The study aims to develop a mathematical comic’s media of vector material on the subject of vector notation and its operation through the strategy of Preview, Question, Read, Reflect, Recite, Review (PQ4R). Furthermore, the product implemented for senior high school students at SMA N 1 Langke Rembong 2017/2018 academic years to know the quality of the media. The instruments used in this research are mathematical comic evaluation sheet, student response questionnaire, and student achievement mathematics test. The learning aid develops through the development model of ADDIE namely Analysis, Design, Development, Implementation, and Evaluation. The results show that the validity of learning aid with the criteria passes without revision based on the validator assessment of the material, language, and media with the score of 4.00, 4.00, and 3.75 respectively. For the aspect of practicality, the media includes in passing criteria and appropriate to be used without revision based on teacher's assessment of comic mathematics with score 4.47 and student response questionnaire with score 3.64 with criteria well used in the learning process. Lastly, the potential effects of mathematical comics include in the high standards based on student achievement test with the percentage of mastery by 75%.
Penelitian Pembelajaran Berbasis SETS (Science, Environment, Technology, And Society) dalam Pendidikan Sains Yulistiana Yulistiana
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 5, No 1 (2015): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v5i1.169

Abstract

Tujuan dari penelitian ini adalah : (1) peserta didik dapat terbiasa memiliki pola pikir yang menyeluruh (komprehensif) dalam memandang materi biologi sebagai science yang terintegrasi dengan environment, technology and society; (2) SETS dapat membuat peserta didik mengetahui bahwa teknologi mempengaruhi laju pertumbuhan sains, serta dampaknya bagi lingkungan dan masyarakat; (3) dengan SETS siswa menjadi lebih tertarik dalam mempelajari materi biologi karena dikaitkan dengan hal-hal nyata dalam kehidupan sehari-hari, sehingga memperoleh pemahaman yang mendalam tentang pengetahuan yang dimiliki. Dalam pembelajaran SETS terkandung harapan bahwa di dalam memanfaatkan sains untuk kepentingan masyarakat, yang di antaranya dalam bentuk teknologi, diharapkan agar praktik dan produknya tidak merusak atau merugikan lingkungan dan masyarakat itu sendiri. Pembelajaran berbasis SETS mensyaratkan pendidik dan peserta didik mengeksplorasi segala kemungkinan yang dapat terjadi dalam kesalingterkaitan antara konsep yang sedang dibelajarkan dengan pengaruhnya dengan proses pembelajaran. Dari penelitian ini diperoleh hasil, SETS akan bermakna apabila diperlakukan sebagai kemampuan kerja ilmiah yang dikembangkan, diterapkan dan diukur selama proses pembelajaran berlangsung. Kata kunci : SETS, metode, pendekatan, pembelajaran, sains.
Experimentation of Problem Based Learning (PBL) Model on Student Learning Motivation and Achievement on Circle Material Yunia Sari; Sutrisno Sutrisno; Sugiyanti Sugiyanti
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 9, No 4 (2019): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v9i4.3650

Abstract

This study aims to determine whether the motivation and learning achievement of class VIII students who get treatment with the Problem Based Learning model is better than the conventional learning model. This type of research is quantitative research. In this study using a questionnaire to determine student learning motivation and tests to determine student learning achievement. The sampling technique with Cluster Random Sampling from the population of class VIII students. Data collection techniques with documentation, tests, and questionnaires. Data analysis techniques in this study were Multivariate Normality Test, Homogeneity Test of Covariance Matrix, T2 Hotelling Trace Test and independent t-test. From the initial data the daily test scores and learning motivation questionnaire scores are used to determine whether the conditions of the two classes are balanced. From the final data of the experimental and control classes with data analysis techniques such as preliminary data, it can be concluded that motivation and learning achievement of students using the Problem Based Learning model is better than conventional learning models.
The Transition of Pre-service Chemistry Teachers' Concept Mastery about Solutions in Multiple Representations-Based Learning Muhamad Imaduddin; Sri Haryani
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 9, No 3 (2019): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v9i3.3248

Abstract

The purpose was to analyze the transition of pre-service chemistry teachers' concept mastery about solutions in multiple representations-based learning. This research was set through pre-experimental design which is one-group pretest-posttest design. Multiple representations-based learning was applied to Basic Chemistry II course involving 31 first-year pre-service chemistry teachers. The instruments were a self-assessment sheet on the ability to connect multiple levels of representation (PD-MLP) and the concept mastery tests about solutions (TPKL). Self-assessment and concept mastery was measured based on the scores of the pre-test and post-test and analyzed through normalized gain calculations. Mastery of the concept consists of five mastery indicators. The gain of the concept mastery is at a moderate level (0.30) entirely. Mastery of concept I and IV are much lower than the mastery of other concepts. The shifting groups from TMK category (Not Mastering the Concept) to MSKK (Mastering a Small Part of the Concept) are the most group of pre-service teachers. There is a pre-service teacher who has changed the category from TMK to MK (Mastering the Concept). This pattern can be understood by reviewing the process of concept formation and memory workspace. The instructional content is able to reduce the barrier of feeling difficult. This can be seen from the results of the teachers’ self-assessment of their ability to connect the level of chemical representations leading to a positive direction. This indicates that conceptual understanding increases. The transition of pre-service chemistry teachers’ concept mastery is heading towards a better direction after experiencing multiple representations based-learning.
Problem Based Learning Implementation to Increase The Students’ Conceptual Understanding of Elasticity Muhammad Reyza Arief Taqwa; Lugy Rivaldo; Revnika Faizah
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 9, No 2 (2019): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v9i2.3339

Abstract

This study aims to determine the effectiveness of the implementation of problem based learning in elasticity and Hooke's law. The design of this study is the Embedded Experimental Model with a mixed method approach. Implementation was carried out at SMAN 5 Jambi in 34 students of Class XI IPA in the 2018/2019 school year. From the results of the analysis obtained there was an increase in conceptual understanding scores from 42.31 at pretest became 57.01 at posttest. The results of different tests using paired sample t-test were obtained t = - 4,901 (sig. 0,000) so it can be concluded that the pretest and posttest scores is differ significantly. Obtained the value of N-gain = 0.255 and effect size (d) = 0.930 shows an increase in the medium category and there is the influence of the implementation of the problem based learning model that is strong enough to increase understanding of students' concepts. Although students and teachers experience obstacles in implementing problem based learning learning models, this learning must continue to be carried out with improvement so students are accustomed to construct their own knowledge.
Uncover Student’s Alternative Conception in Acid-Base Theory Using a Modified Certainty of Response Index Instrument Satya Sadhu
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 9, No 1 (2019): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v9i1.2646

Abstract

Several researchers have documented alternative conception concerning chemistry subject on high school, for instance, in acid base theory. Acid base theory is a basic concept to learn other level of concept but the volume of research on student’s alternative conception on acid-base has increased tremendously. It reveals that the complexity of acid base concept can tend to create student’s alternative conception. Futhermore, this study addressed to reveal the student’s alternative conception in acid-base theory using modified certainty of response index. The modified CRI test were administered to 148 participants who enrolled in the high school in Mataram, Indonesia. In addition, several students were interviewed in order to scrutinize their alternative conceptions. The findings revealed a number of student’s alternative conceptions in acid-base theory. Student’s alternative conceptions occurred because they partially understand the concept and tend to memorize it. The results have suggestion that a substantial review of teaching is needed to reduce student’s alternative conception
Uncovering the Students’ Mathematical Concept Understanding Ability: a Based Study of Both Students’ Cognitive Styles Dependent and Independent Field in Overcoming the Problem of 3D Geometry Sudirman Sudirman; Aloisius Loka Son; Rosyadi Rosyadi; Rizkiah Nurul Fitriani
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 10, No 1 (2020): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v10i1.3789

Abstract

The present study aims at uncovering Mathematical Concept Understanding Ability in solving the problem of 3D Geometry from the perspective of both cognitive styles dependent and independent field. As the instrument, this study adopts Group Embedded Figure Test, Observation worksheet, test, interview, and documentation. In dealing with data analysis, it relies on qualitative analysis consisting data reduction, data display, and conclusion drawing. Based on the investigation, it could be inferred that the students with cognitive dependent field could solve the problem with 3D Geometry; however, they still need some improvements to realize a proper way in using such method. On the other hand, the students with cognitive independent field, they could correctly operationalize the 3D Geometry concept to solve the same problem. In addition, this study also recommends that to minimize the problem above, the teacher is supposed to give proportional distribution in implementing either individual or group task.
Flipped Classroom Learning Innovation as an Attempt to Strengthen Competence and Competitiveness of Students in the 4.0 Industrial Revolution Era Halimatus Syakdiyah; Basuki Wibawa; Zulfiati Syahrial
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 9, No 4 (2019): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v9i4.2929

Abstract

Industrial era 4.0, is an era of challenges and hopes for the world of education. In this disruptive era, education must be able to improve and innovate in order to survive and continue to face the challenges of the times. The world of education has great hopes in the era of digitalization in an effort to facilitate the achievement of educational goals. This article wants to provide an overview of flipped classroom learning strategies in the 4.0 era with all the challenges. Based on the results of research that have been carried out proven flipped classroom strategy can effectively improve student chemistry learning outcomes. The research was carried out through a quantitative approach using an experimental method with 2x2 Treatment by Level design on chemistry subjects on Thermochemistry subject matter and rate of reaction. Thermochemistry and rate of reaction are the subjects with the lowest achievement in the 2016 National Examination (UN) results, which is 27% in Thermochemistry and 31% in the rate of reaction. Therefore, it is necessary to innovate learning strategies that are expected to be appropriate and can improve student learning outcomes in this 4.0 era. Then how should flipped classroom learning strategies be packaged in this disruptive era?
Penerapan Model Pembelajaran Kooperatif Tipe Numbered Head Together (NHT) Ditinjau dari Aktivitas Belajar Siswa Kelas VIII SMP Muhamad Firdaus
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 6, No 2 (2016): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v6i2.942

Abstract

The purpose of this study was to find out the results belejar junior high school students after application of cooperative learning model NHT the terms of the learning activities. Forms of research is quasy Experiment with the design of a 1x3 factorial design. The population in this study were all students of class VIII SMP Negeri 1, while the sample is a class VIII-D randomly selected using random cluster sampling technique. Data collection tool used is a test instrument that consists of four essay and activity questionnaire consisting of 23 questions. Based on analysis test, one way ANOVA with different cells obtained by (1) the learning outcomes of students with high activity category as well as students with moderate activity category. (2) the learning outcomes of students with moderate activity category better with students with low activity category. (3) the learning outcomes of students with high activity category better with students with low activity category. Keywords: Cooperative learning NHT type, learning activities

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