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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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Upaya Meningkatkan Aktifitas dan Hasil Belajar Kimia Pokok Bahasan “Tata Nama Senyawa Kimia“ Melalui Model Pembelajaran Demonstrasi dengan Alat Peraga Kartu Tata Nama Senyawa Berliana Y Pasaribu
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 3, No 2 (2013): 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.v3i2.120

Abstract

The purpose of this classroom action research was to determine the increase outcome because of using chemical compounds system cards methods. This method was used on the 35 X-C Class students in SMAN 3 South Jakarta. This research included a description of the research carried out by two cycles where every single cycle consists of 3 times meeting hour and each cycle consisting of planning,, observation and reflection with action approach research. The results of description analysis revealed, with the following data:First cycle, average achievement of chemical material chemical nomenclature is 73. 14, the percentage of completeness 42%, and the second cycle, the average results of studying chemistry has increased to 81 with a percentage of 90%, the percentage of active learners in the classroom are:First cycle average percentage of active learners from 58. 82% to 82. 56% in the second cycle. Thus, it can be concluded that the results of the chemical study of the nomenclature of chemicalcompounds can be enhanced by using chemical system cards method on 3 Senior High School XC Class 3 student atthe South Jakarta Setiabudi II.
Potential Local Physics Based Learning of Jepara District To Improve Science Process Skills and Students Entrepreneurship Ahmad Khoiri; Almira Syifa; Nurul Mubin
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 8, No 1 (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 | DOI: 10.30998/formatif.v8i1.2365

Abstract

Physics-based learning of local potentials on simple plan materials as a source of learning the art of carving through levers, incline, pulley and wheel pivot, learning that equip knowledge about the potentials become benchmarks and reference in developing Jepara regency. Design research using One Group Pretest-Postest Design.analysis included: normality and homogeneity, t-test hypothesis and gain test. Based on the result of t-test (thitung<ttabel = 0.0057 <2,00) there is difference of Science Process Skillsbefore and after physics learning based on local potency and gain test result there is an increase of 0.347 is moderate category. In the aspect of entrepreneurship spirit obtained an average of 83.3% good category, local Potential has been studied raises the spirit of fanaticism and high loyalty to a strong sense of ownership so as to contribute positively to the Science Process Skillsand entrepreneurial enthusiasm of learners through indicators: confidence ; task-oriented and results; dare to take risks; spirited leadership; thinking toward outcomes (benefits) and originality
Pengaruh Gaya Belajar dan Sikap Siswa pada Pelajaran Matematika Terhadap Kemampuan Berpikir Kritis Matematika Abdul Karim
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 4, No 3 (2014)
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v4i3.154

Abstract

The general objective of this research is to find and analyze empirically about the critical thinking skills of students towards mathematics courses in terms of students' learning styles and attitudes. Research carried out by the method exposes affordable facto population Junior High School eighth grade students Sukmajaya Depok District of the academic year 2013/2014 as much as 320 students. Large sample of 78 students, with Samling technique used simple random sampling. The results of hypothesis testing is concluded as follows: (1) critical thinking skills of mathematics students who have a kinesthetic learning style (?B3 = 68.69) was higher than the average of critical thinking skills of students who have a visual learning style (?B1 = 62.38) and auditory (?B2 = 67.08). (2) critical thinking skills of students who have a positive attitude in math (?A1 = 68.62) was higher than the mean of the critical thinking skills of students who have a negative attitude on the math (?A2 = 63.49). (3) There is no interaction between students' learning styles and attitudes in mathematics on the ability to think critically. Students as individuals have all three learning styles are mutually supportive even though there is a tendency in one type, therefore, students are expected to combine all three learning styles so that the impact will improve critical thinking skills.
Need Analysis of Science Textbook Based Jambi Local Wisdom to Improve Science Literacy of SMPN 7 Muaro Jambi Jufrida Jufrida; Fibrika Rahmat Basuki; Erina Sawitri; Elsi Afriani
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.v9i2.3340

Abstract

This study aims to analyze the need for science books based on Jambi local wisdom to improve student literacy at SMPN 7 Muaro Jambi. This research is a qualitative descriptive study. The subjects of this study were science teachers and 46 seventh grade students at SMPN 7 Muaro Jambi. The research data was collected by observation, interview, and questionnaire. Data analysis techniques were carried out descriptively. This study shows that 1) textbooks used in schools as a source of learning science have not integrated local wisdom and there are no scientific literacy questions, 2) students have high learning motivation and positive attitudes towards science, 3) supporting facilities including teaching materials and the science laboratory is adequate, 4) material that can be integrated with Jambi local wisdom including the IPA object and its observations, temperature and changes, and heat and displacement.
Pengaruh Metode dan Pendekatan Pembelajaran terhadap Penguasaan Konsep Matematika Ukti Lutvaidah
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 5, No 3 (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.v5i3.653

Abstract

Tujuan penelitian ini adalah untuk mengetahui pengaruh metode pembelajaran dan pendekatan pembelajaran terhadap penguasaan konsep matematika siswa. Metode yang digunakan dalam penelitian ini adalah metode eksperimen. Subjek penelitian sebagai populasi seluruh siswa SMP Negeri di Kota Tegal dengan populasi terjangkau siswa di SMP Negeri 17 dan SMP Negeri 18 Kota Tegal dan sampel dipilih secara random 120 orang. Penelitian dilaksanakan mulai 22 Oktober sampai 20 November 2014. Data yang digunakan diperoleh melalui teknik tes sertadianalisis menggunakan analisis kuantitatif dengan teknik anava dua jalan. Dalam hal ini perhitungan hipotesis menggunakan SPSS 20.0. Hasil penelitian diperoleh: (1) Terdapat pengaruh yang sangat signifikan pengaruh metode pembelajaran terhadap penguasaan konsep Matematika siswa. (2) Terdapat pengaruh pendekatan pembelajaran yang signifikan terhadap penguasaan matematika siswa. (3) Tidak terdapat pengaruh yang signifikan interaksi metode pembelajaran dan pendekatan pembelajaran terhadap penguasaan konsep Matematika siswa. Hasil penelitian menunjukkan bahwa penguasaan konsep matematika dengan menggunakan metode pembelajaran Complette Sentence dan pendekatan pembelajaran konsep lebih tinggi dibandingkan dengan pendekatan pembelajaran proses. Kata Kunci. Metode Pembelajaran, Pendekatan Pembelajaran, Penguasaan Konsep Matematika 
Analisis Kemampuan Berpikir Kreatif Kimia Ditinjau dari Adversity Quotient, Sikap Ilmiah dan Minat Belajar Fatwa Patimah Nursa&#039;adah; Novrita Mulya Rosa
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 6, No 3 (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.v6i3.992

Abstract

Tujuan dari penelitian adalah untuk menganalisis kemampuan berpikir kraetif kimia ditinjau dari adversity quotient, sikap ilmiah dan minat belajar. Subjek penelitian adalah mahasiswa Program Studi Pendidikan Matematika Universitas Indraprasta PGRI semester genap tahun akademik 2014/2015 , yang mengikuti perkuliahan Kimia Dasar II berjumlah 66 orang. Pemilihan kelas sampel menggunakan teknik multistage random sampling. Teknik pengumpulan data dilakukandengan melaksanakan tes kemampuan berpikir kreatif kimia berupa soal uraian. Data adversity quotient, sikap ilmiah dan minat belajar diperoleh dengan menggunakan angket skala sikap.Analisa data penelitian menggunakan korelasi dan regresi dengan bantuan program SPSS. Dari hasil penelitian disimpulkan bahwa ada pengaruh adversity quotient, sikap ilmiah dan minat belajar secara bersama-sama terhadap kemampuan berpikir kreatif dengan korelasi sebesar 0,359 dan koefisien determinasi sebesar 12,9%. Pengujian Signifikasi Koefisien Regresi diperoleh nilai sig 0,034  dan Fhitung = 3,066.  Uji pengaruh masing-masing variabel diperoleh terdapat pengaruh adversity quotient terhadap kemampuan berpikir kreatif dengan nilai sig = 0,012  dan thitung = 2,595. Tidak terdapat pengaruh sikap ilmiah terhadap kemampuan berpikir kreatif dengan nilai sig = 0,646  dan thitung = - 0,461. Tidak terdapat pengaruh minat belajar  terhadap kemampuan berpikir kreatif dengan nilai sig = 0,508  dan thitung = - 0,666. Kata kunci : kemampuan berpikir kreatif
Hubungan Budaya Organisasi dan Kepuasan Kerja dengan Komitmen Organisasi Guru Honorer Priarti Megawanti
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 3, No 1 (2013): 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.v3i1.111

Abstract

The purpose of this research are to know: (1) about correlation between culture organization and commitment organization; (2) about correlation between job satisfaction and commitment organization; (3) about correlation between culture organization and job satisfaction with commitment organization. This research had done in several state elementary schools that placed on Kramatjati, East Jakarta. The method of this research is quantitative description approach. The purpose of using this method was to analyze the correlation between two or more variable through hypothesis test and also to identificate social phenomena that happened in real situation. The result of the research answering the hypothesis which are: (1) there’s a positive correlation between culture organization and commitment organization; (2) there’s a positive correlation between culture organization and commitment organization; (3) there’s significance correlation between culture organization and job satisfaction. Nevertheless, if school start to improve all of them, state elementary school will have honorary teacher with high dedication.
Peran Efikasi Diri (Self-Efficacy) dan Kemampuan Berpikir Positif terhadap Kemampuan Pemecahan Masalah Matematika Rahmawati Yuliyani; Shinta Dwi Handayani; Somawati Somawati
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 7, No 2 (2017): 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.v7i2.2228

Abstract

This research was conducted with the purpose of knowing the influence of self-efficacy and positive thinking towards problem-solving ability in mathematics. The hypothesis of this research includes: 1) there is a direct influence of self-efficacy against mathematical problem-solving ability. 2) there is a direct influence ability of positive thinking towards problem-solving ability in mathematics. 3) there is a direct influence of self-efficacy against the ability of positive thinking. 4) there is an indirect influence self-efficacy against the ability of problem-solving through positive thinking. The methods used in this research is a survey method and hypothesis testing using path analysis. Large sample as many as 60 students, with a sampling technique used, was a combination of proportional and random, taken from the three high schools. The research instrument used is self-efficacy of 30 statements, positive thinking of 40 statements, test problem-solving skills in the form of essays as many as 10 questions, which have been tested the validity. The results of hypothesis testing indicate that: 1) there is a significant direct influence self-efficacy against the ability of mathematical problem-solving. 2) there is a significant direct influence ability of positive thinking towards problem-solving ability in mathematics. 3) there is a significant direct influence self-efficacy against the ability of positive thinking. 4) there is a significant indirect influence efficacy of self against the ability of problem-solving through positive thinking.
Pengaruh Metode Pembelajaran dan Sikap Siswa pada Pelajaran IPA Terhadap Hasil Belajar IPA Fatwa Patimah Nursa&#039;adah
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 4, No 2 (2014): 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.v4i2.145

Abstract

The purpose of this study was to determine the effect of teaching methods on student learning outcomes IPA. Determine the effect on students' attitudes toward science  teaching science student learning outcomes. Knowing the interaction effect of learning methods and attitudes of students in science lessons together to learn science student  outcomes. The study was conducted with the experimental method. The population is affordable Junior High School eighth grader Mangunreja District of Tasikmalaya in 2013 as many as 320 students. Large sample of 68 students, with the sampling technique used is multi-stage sampling. The research instrument used is the science achievement test multiple choice with as many as 25 a matter which option has tested its validity with reliability coefficient = 0.89; and student attitude questionnaire on teaching science as much as 32 grains which have tested the validity of the reliability coefficient = 0.93. The results of hypothesis testing is concluded as follows: (1) The results of students taught science learning with learning methods based learning resorce significantly higher than those taught with conventional teaching methods. (2) Students who have a positive attitude to teaching science has science learning outcomes are higher than the students who had a negative attitude to science lessons. (3) There is an interaction effect between teaching methods and student attitudes toward teaching science in science learning outcomes. (4) There is the influence of the learning method on a group of students who have a positive attitude toward teaching science in science learning outcomes. (5) There is no effect on group learning methods of students who have a negative attitude toward teaching science in science learning outcomes. (6) There is the influence of the Resource Based Learning teaching methods to students who have a positive attitude and a negative result on science lessons to learn science. (7) There is no effect of conventional learning methods of students who have positive and negative attitudes toward teaching science in science learning outcomes. 
Meta Analysis Study: Effect of STEM (Science Technology Engineering and Mathematic) towards Achievement Ahmad Khoiri
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.v9i1.2937

Abstract

Research on the effect of STEM integration on learning outcomes is determined through Effect Size (ES). The ability of researchers to summarize articles on statistical domains (Mean, SD, Pre Test, Post Test, Chi Square, Coefficient r, t-Value, P-value) that are reviewed to place research positions as consideration in the needs analysis and introduction. Literature research results obtained from 42 articles sourced from Google Scholar, Science Direct and Elvesier relating STEM and learning outcomes. Meta analysis study based on the form of STEM learning outcomes, Integration Type, Publication Year, Education Level and ES value. The results of data analysis show the greatest use of STEM in the integration of Project Based Learning (PjBL) from the 8 integrations formed. Most of the research conducted at the level of Higher Education 47.6% had an effect on the learning outcomes of S-T-E-M. The ES value obtained ranges from 0.684 to 4.44 with an average of 0.93 high categories and ES determination R2 = 0.7458 or 74.58% contributing to the influence of STEM on learning outcomes. Based on data analysis, the learning outcomes are in the form of conceptual understanding, 21st century students' motivation and skills which include critical thinking skills, creative and problem solving as a provision for career skills preparedness in the future by solving global issues.

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