cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Leonard
Contact Email
leo.eduresearch@gmail.com
Phone
+6281382939050
Journal Mail Official
jurnalformatif@gmail.com
Editorial Address
Jl. Nangka No. 58c Tanjung Barat, Jakarta Selatan, 12530
Location
Kota adm. jakarta selatan,
Dki jakarta
INDONESIA
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
 30   31   32   33   34 
Meta-analysis of the Effect of STEM-Based Integrated Science E-books on Students' Scientific Literacy Asrizal Asrizal; Fleony Dea Amanda; Endang Aldilla; Jufiani Ulfa
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 13, No 2 (2023): 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.v13i2.15654

Abstract

This research aims to accomplish three things. first, to see how much influence is exerted by the use of STEM-based integrated science e-books in terms of education level. Second, to determine its magnitude is exerted by the use of STEM-based integrated science E-books in terms of the teaching model. Third, to determine the extent of use's impact of STEM-based integrated Science E-Books has on students' scientific literacy. Meta-analysis research is the method used which aims to review several past studies using a quantitative approach. Based on the learning material that was carried out with heterogeneity tests, only three subjects had different populations, namely impulse and momentum material, vibration and waves, and environmental pollution, the results obtained were Q > df so that the hypothesis test obtained from the results of p < a in three H0 subjects was rejected . Based on the level of education with heterogeneity tests, namely junior high and high school, the value of Q> df was obtained so that the hypothesis test for elementary, junior high and high school p> a H0 was accepted and PT p <a H0 was rejected. Based on scientific literacy testing of heterogeneity obtained Q > df and using hypothesis testing the value of p < a H0 is rejected. The Integrated Science E-book has an effect on students' scientific literacy skills, according to the analyzed data.
The Contribution of Communication Skills and Digital Literacy to Students’ Critical Thinking Skills Astuti Muh. Amin; Romi Adiansyah
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 13, No 2 (2023): 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.v13i2.16525

Abstract

Past studies rarely reported the contribution of communication skills and digital literacy to students’ critical thinking skills in biology. The present study identified the correlation between communication and digital literacy skills and its contribution to students’ critical thinking skills by implementing three learning models. This study employed a correlational research design and involved all biology education students in Ternate, North Maluku, Indonesia. The research sample included 60 students from IAIN Ternate and STIKIP Kie Raha, Ternate. The study was conducted in the even semester of the 2021/2022 academic year. Data were gathered using a questionnaire, observation sheets, and an essay test. Multiple linear regression analysis showed the simultaneous contribution of communication and digital literacy to critical thinking in the WE-ARe classroom (73.3%); STAD (63.6%); and conventional (50.4%). These results suggest that the contribution of the predictors to critical thinking was higher in the WE-ARe class than in STAD or conventional classes
Geometry Learning Design for Facilitate Pancasila Student Profile Critical Reasoning Dimensions of Elementary School Students Bagus Ardi Saputro; Hana Tsania Maurizka; Veryliana Purnamasari
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 13, No 2 (2023): 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.v13i2.17754

Abstract

The background of the problem in this research is the lack of developing reasoning abilities in studying geometry material so that student have difficulty accepting geometric concepts in flat shape material, especially those related to sides, lines, spaces, angles, and symbols. The purpose of this study was to analyze students’ critical reasoning abilities inn using the geometry learning design and to describe the effevctiveness of using the geometry learning design that facilitates the students’ profiles of Pancasila dimensions of critical reasoning. This study uses Didactial Design Research (DDR). The existence of this geometry learning design is very helpful for fostering students’ critical reasoning abilities simply through triggering questions that are made to form geometric concepts independently based on their reasoning, learning activities that involve students increase student enthusiasm, besides that, GeoGebra media is a means to students in understanding the geometry of interesting flat shapes. It can be concluded that the use of geometry learning design to facilitate the profile of Pancasila students on the dimension of critical reasoning is effective in learning.
The Influence of Brainstroming Learning Methods on Mathematics Learning Motivation in Class X Students of SMK Koperasi Pontianak Risalah, Dewi; Lasmi, Lasmi; Meilania, Hendrika; Elisa, Bella
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 13, No 2 (2023): 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.v13i2.19333

Abstract

The Creativity of Mentally Retarded Students in Solving Plane Problems with Image Media Ambar Ningrum Yelly Astuti; Betty Kusumaningrum; Sri Adi Widodo; Novi Asmarani Kusuma Dewi; Muhammad Irfan
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 13, No 2 (2023): 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.v13i2.16177

Abstract

Mental retardation is a condition of someone who has intellectual skills below average. For this reason, the learning process for mentally disabled students requires a different strategy when compared to learning for regular students. Mathematics has the characteristics of an abstract concept. Learning requires media so that the message conveyed by the teacher to students can be adequately achieved. For this reason, learning mathematics requires media such as pictures. In this regard, the purpose of this study was to determine the increase in the creativity of mentally disabled students in solving mathematical problems using media images. This study used one subject with mental retardation characteristics selected by purposive sampling. This single-subject research uses an ABA design. The instrument used in this study was a mathematical creativity test given to subjects in each session. Data analysis techniques use visual techniques, including analysis within and between conditions. The results showed that the subjects were in stable condition at the first baseline, with an average of 66.63. The issues were stable at the intervention, with an average of 79.18. in the retrieval or the second baseline phase, the subjects were in an unstable situation with an average of 62.72. Apart from that, in between conditions, it was found that between the first conditions had increased. Between the second condition, it decreased because media images were not used in learning mathematics. These results indicate that using media images can improve the creative mathematical abilities of mentally disabled students.
Students’ Perceptions About What Aspects Can Make Them Like to Learn The Science Sitti Jauhar; Muliadi Muliadi; Adnan K.; Sudarto Sudarto
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 13, No 2 (2023): 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.v13i2.17819

Abstract

This research was a survey method that aimed to find out the students’ perception about the aspects that can make them happy to learn the Science. Amount of the samples: 74 people . The data was collected by using questionnaire and interview technique and processed using descriptive statistics. Result: There are seven aspects that can make the students happy  in learning the Science: awareness of the need to learn the science, the science contents are about our selves, the way of the teacher/lecturer in teaching the science is fun, Science makes us understand abut the nature,  Science makes us getting know the animals and the plants better and better, Science material is exact, and the exictence of the encouragement or parental attention. Conclusion: Abaout the students, there are seven aspects that can make them happy in learning the Science.
Leveraging ChatGPT for Developing Learning Object Material: A Multi-representation Approach to Teaching Water Pollution Ririn Alfiani; Dwi Sulisworo
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 13, No 2 (2023): 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.v13i2.19472

Abstract

This study aims to explore the utilization of ChatGPT, in conjunction with Canva and Renderforest applications, to develop learning object material with a practical multi-representational approach. The objective is to create engaging and interactive educational content on water pollution, catering to diverse learning preferences and enhancing students' understanding of the subject. The study employs a mixed-methods research design, combining qualitative data from the developed learning object material with quantitative data gathered through a USE questionnaire. The research participants consisted of 23 seventh-grade students grouped into four teams who engaged in a 30-minute group learning session with the learning object material. Following the group activity, a 10-minute question-and-answer session addresses any queries. Subsequently, students individually attempt test questions in multiple-choice, matching, and true/false formats. The results indicate positive student responses to the learning object material, demonstrating its effectiveness in promoting water pollution awareness. Most students agree on the material's usefulness, ease of use, ease of learning, and satisfaction. The findings emphasize the potential of AI-driven content creation and its seamless integration with creative tools in transforming the educational landscape. The study recommends continued research and development in AI integration in education to enhance the application's performance, usability, and adaptability to cater to diverse learning needs and preferences. The positive impact of AI integration in education holds promise for fostering better understanding and promoting the transformation of traditional learning approaches into technology-driven.
The Relevance of Mathematical Critical Thinking Skill with Numerical Intelligence and Learning Independence Imam Suseno; Mamik Suendarti; Supeno Supeno; Yeyen Suhendar
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 13, No 2 (2023): 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.v13i2.16228

Abstract

Several studies show point out the ability of mathematical critical thinking of Indonesian students is still low, students often have difficulty dealing with situations that require problem-solving skills using Mathematics. Through a survey method, this research seeks to reveal the causal relationship between variables, namely whether the students’ mathematical critical thinking skills of SMAN Serang Regency, West Java are influenced by numerical intelligence and are also influenced by students’ learning independence. The research targets were class X students from SMAN 1 Anyar, SMAN 1 Mancak, and SMAN 1 Gunungsari which are in Serang Regency, West Java. A total of 88 students as respondents or research samples were selected using the proportional cluster random sampling technique. Data collection on students' mathematical critical thinking skills were used as an instrument for essay tests, data on students' numerical intelligence was used as a multiple choice test instrument, and learning independence was obtained by distributing a questionnaire. The results of the research show that there is an influence of numerical intelligence and learning independence partially and/or jointly on the students’ mathematical critical thinking skills of SMAN Serang Regency. Students' mathematical critical thinking skills can be improved by optimizing internal and external factors within themselves. Through fun Mathematics learning activities, prioritizing the scientific method approach in solving mathematical problems, as well as increasing awareness of learning independence by utilizing other sources of learning Mathematics besides from the teacher. In addition, seeking a positive attitude of students towards the importance of Mathematics learning to continue to be appropriately organized.
The Development of Mathematics Module Based on the Contextual Apporach in Algebraic Forms Material Fitriani Nur; Nurpaidah Nurpaidah; Suharti Suharti; Sri Sulasteri; Thamrin Tayeb
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 13, No 2 (2023): 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.v13i2.18260

Abstract

The purpose of this study was to analyze the process and results of developing a mathematics module based on the contextual approach in algebraic forms which was valid, effective, and practical in the VII grade of Junior High School. This study was research and development (R&D) adapted from the ADDIE development model. The product developed was a mathematics module containing algebraic form materials based on the contextual approach, the subject of the study were students of junior high school. Data collection techniques in this study were validation sheets, questionnaires, learning outcomes tests, and observation sheets. The data analysis technique used was descriptive data analysis. Based on the research findings, it was found that the process of developing teaching materials in this study using the ADDIE instructional development model included five stages, namely analysis, design, development, implementation, and evaluation. The mathematics module has met the criteria of validity, effectiveness, and practicality, which means that this module is suitable to be applied in the interaction of teaching and learning activities. The developed module to optimize students understanding of concepts and be able to make students more focus on the learning process in the classroom.
The Effect of Project-Based Learning Through Teaching Performance on Students’ learning achievement of English for mathematics Syarifa Rafiqa; Ridwan Ridwan; Rustam Effendy Simamora
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 13, No 2 (2023): 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.v13i2.19785

Abstract

This study aims to determine student learning outcomes by using a project-based learning model. One learning model that can improve student learning outcomes with teaching performance can use project-based learning. The research method uses pre-experimental with a one-shot case study design. The determination of the sample used a purposive sampling method with 29 students in the English for mathematics class at the Borneo University of Tarakan. The data collection used the post-test instrument which was then analyzed using the one-sample t-test. The results of the analysis show 7,489 > 4,060, with a sig. 0.001 < 0.05, it can be concluded that there are significant differences in student English for mathematics achievement using project-based learning (PBL). The results showed that there was an effect of the project-based learning model on student achievement in English for mathematics classes at Borneo Tarakan University.

Page 32 of 39 | Total Record : 384

 30   31   32   33   34 

Filter by Year

2011 2025


Reset
Filter By Issues
All Issue Vol 15, No 1 (2025): Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 14, No 2 (2024): Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 14, No 1 (2024): Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 13, No 2 (2023): Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 13, No 1 (2023): Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 12, No 2 (2022): Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 12, No 1 (2022): Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 11, No 2 (2021): Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 11, No 1 (2021): Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 10, No 2 (2020): Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 10, No 1 (2020): Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 9, No 4 (2019): Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 9, No 3 (2019): Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 9, No 2 (2019): Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 9, No 1 (2019): Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 8, No 3 (2018): Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 8, No 2 (2018): Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 8, No 1 (2018): Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 7, No 3 (2017): Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 7, No 2 (2017): Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 7, No 1 (2017): Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 6, No 3 (2016): Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 6, No 2 (2016): Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 6, No 1 (2016): Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 5, No 3 (2015): Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 5, No 2 (2015): Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 5, No 1 (2015): Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 4, No 3 (2014) Vol 4, No 2 (2014): Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 4, No 1 (2014): Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 3, No 3 (2013): Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 3, No 2 (2013): Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 3, No 1 (2013): Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 2, No 3 (2012): Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 2, No 2 (2012): Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 2, No 1 (2012): Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 1, No 3 (2011): Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 1, No 2 (2011): Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 1, No 1 (2011): Formatif: Jurnal Ilmiah Pendidikan MIPA More Issue