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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 Integration of Socioscientific Issues-Based Education in Disaster Readiness and Risk Reduction in Enhancing Student Science Achievement Villarojo, Bryan Paul; Floro, Mercedita
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 14, No 2 (2024): 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.v14i2.21771

Abstract

This research paper investigates the effects of integrating Socioscientific Issues-Based Education (SSIBE) into formal classroom instruction, specifically within the Disaster Readiness and Risk Reduction (DRRR) course for Grade 11 STEM students. The study employed a quasi-experimental pretest-posttest non-equivalent group design, comparing an experimental group exposed to SSIBE and a control group taught through traditional instruction. Findings revealed that both groups improved their post-test mean percentage scores, with the experimental group achieving mastery-level proficiency. Notably, the experimental group outperformed the control group in post-test scores, indicating the effectiveness of SSIBE in enhancing student science achievement. The integration of socioscientific issues was associated with improved critical thinking, problem-solving skills, and interdisciplinary understanding. Recommendations encompass active student engagement in SSIBE, teacher adoption of innovative methodologies, support from school administrators and government sectors, and avenues for future research exploring long-term impacts and potential challenges of SSIBE implementation.This research paper investigates the effects of integrating Socioscientific Issues-Based Education (SSIBE) into formal classroom instruction, specifically within the Disaster Readiness and Risk Reduction (DRRR) course for Grade 11 STEM students. The study employed a quasi-experimental pretest-posttest non-equivalent group design, comparing an experimental group exposed to SSIBE and a control group taught through traditional instruction. Findings revealed that both groups improved their post-test mean percentage scores, with the experimental group achieving mastery-level proficiency. Notably, the experimental group outperformed the control group in post-test scores, indicating the effectiveness of SSIBE in enhancing student science achievement. The integration of socioscientific issues was associated with improved critical thinking, problem-solving skills, and interdisciplinary understanding. Recommendations encompass active student engagement in SSIBE, teacher adoption of innovative methodologies, support from school administrators and government sectors, and avenues for future research exploring long-term impacts and potential challenges of SSIBE implementation.
The Effectiveness of The Song-Assisted Discovery Learning Model on Science Learning Outcomes at Sragen 06 State Elementary School Wati, Putri Sih Fanta; Sutikno, Putri Yanuarita
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 14, No 2 (2024): 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.v14i2.24830

Abstract

Fostering Self-efficacy for Future Physics Teachers: Recommendation of Future Direction of Teacher Education Institutions Efwinda, Shelly; Haryanto, Zeni; Sulaeman, Nurul Fitriyah
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 14, No 2 (2024): 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.v14i2.15078

Abstract

Self-efficacy in teaching is essential for pre-service teachers, and its development needs to be started as soon as possible. This research is descriptive research that aims to recommend policies that can be carried out by universities, faculties, and study programs related to the development of pre-service physics teachers' self-efficacy in teaching. The research participants were 113 pre-service physics teachers in one of the teacher education institutions in Indonesia. The research instrument used was an open-ended question questionnaire totaling eight questions, which explores self-efficacy in three aspects, namely general definitions, influencing factors, and lecture activities that can increase teaching self-efficacy. The answers of pre-service physics teachers are grouped based on the study program's authority, faculty, or university. The results show that self-efficacy in teaching is influenced mainly by 1) the mastery experiences, 2) the mastery of content knowledge, 3) social persuasion, and 4) the mastery of pedagogical knowledge. Based on these results, it is necessary to have a policy by the Universities, Faculties, and Study Programs related to the development of self-efficacy in teaching. Policies needed from universities and faculties are to increase the number and length of teaching practice for pre-service teachers. The policy required from the study program is self-efficacy integration in courses, especially courses related to teaching practice. In addition, the study program also needs to make rules or guidelines for lecturers who teach subjects related to teaching practice courses, to provide feedback and reflection, and strengthen teaching practice activities for pre-service teachers.
Application of Contextual Approach in Improving Computational Operation Skills in Students with Learning Delays Puteri, Novita Cahyo; Leonard, Leonard; Astuti, Natalia Tri
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 14, No 2 (2024): 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.v14i2.25031

Abstract

This study aims to analyze and determine the effect of applying the contextual approach in improving the ability of calculation operations in students with learning delays. This study uses a quantitative approach with a single-subject experiment method, often called Single Subject Research (SSR), with an A-B-A design. The subject of this study is grade VIII students at SMP Islam Mandiri. The data collection technique in this study was carried out using observation and a test of computational operation ability. The results of the baseline-1 phase showed a stable score and increased when the treatment was carried out in the intervention phase; after the treatment was carried out, the research subjects were then given a test in the baseline-2 phase, and the results obtained increased with a score of 100 in each session. The percentage overlap of the three phases is at the level of 0%. Thus, the results show that applying the contextual approach positively improves the ability to calculate operations in students with learning delays.
Recent One Decade Trends in Mathematical Representation Research: Systematic Mapping Study Nizaruddin, Nizaruddin; Murtianto, Yanuar Hery; Muhtarom, Muhtarom
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 14, No 2 (2024): 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.v14i2.21652

Abstract

Mobile-Based Realistic Mathematics Learning Design to Improve Students' Reasoning Ability and Problem-Solving Ability Umam, Khoerul; Suhendri, Huri; Nurhayati, Lilis; Nuriadin, Ishaq
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 14, No 2 (2024): 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.v14i2.25822

Abstract

Investigating the Relationship Between Self-Regulation, Environmental Literacy, and Students' Problem-Solving Skills in Environmental Pollution Oetari, Feni; Komala, Ratna; Sigit, Diana Vivanti
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 14, No 2 (2024): 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.v14i2.27616

Abstract

The environmental issues that occur could be addressed, one of which was through environmental education applied within the concept of biology regarding environmental pollution. This research aimed to determine the relationship between self-regulation and environmental literacy with problem-solving abilities regarding environmental pollution among high school students. The research method used was descriptive with a cross-sectional survey technique. The sample of this study consists of 150 high school students. The instruments used in this study were tests and questionnaires. The results of the hypothesis test showed a positive relationship between self-regulation and environmental literacy with problem-solving abilities in addressing environmental pollution, both partially and collectively. Based on the research findings, the ability to solve environmental pollution issues among high school students could be improved through self-regulation and environmental literacy. The relationship between self-regulation and environmental literacy collectively contributes to problem-solving ability, so if self-regulation and environmental literacy were high, it was expected that the problem-solving ability regarding environmental pollution among high school students will also improve, thereby providing beneficial actions in the form of prevention and resolution of contemporary environmental problems.
Increasing Teachers' Commitment to the Organization through Strengthening Self-Efficacy, Organizational Climate and Job Satisfaction Kurniawan, Andika; Harijanto, Sutci; Wulandari, Farida
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 14, No 2 (2024): 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.v14i2.27751

Abstract

In an effort to create quality educational institutions that are able to provide knowledge and skills to students and the best educational services, schools must be supported by teachers who are able to support a comfortable learning atmosphere and an effective learning process to develop students' potential. Unfortunately, preliminary research shows that teachers' commitment to the organisation is not fully optimal, so efforts need to be made to improve. This study aims to determine the effect of self-efficacy, organisational climate, and job satisfaction on teachers' commitment to the organisation. Respondents to this study were 126 permanent teachers at private high schools in the Cibinong sub-district, Bogor district, using a questionnaire instrument that was compiled based on indicators of all research variables. This study used a quantitative method with path analysis (path analysis) and SITOREM. The results of the study concluded that there was a very significant positive direct effect: 1) self-efficacy on teachers' commitment to the organisation (?y1=0.351, sig<0.00); 2) organisational climate on teachers' commitment to the organisation (?y2=0.208, sig<0.00); 3) job satisfaction on teachers' commitment to the organisation (?y3=0.419, sig<0.00). 4) there was a direct effect of the self-efficacy variable on job satisfaction, 5) there was a direct effect of the organisational climate variable on job satisfaction, 6) The positive indirect effect of a self-efficacy variable on teacher commitment to the organisation through job satisfaction is equal to (?x13=0.147). 7) The positive indirect effect of organisational climate variables on teacher commitment to the organisation through job satisfaction (?x23=0.087).
Implementation of the Nested Integrated Learning Model in IPAS Material for 4th Grade Chasanah, Maghfirotun; Wiyani, Novan Ardy
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 14, No 2 (2024): 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.v14i2.27798

Abstract

This study explores the Nested Integrated Learning Model as part of the Fogarty approach and its application in teaching Natural Sciences and Social Studies (IPAS) within the context of the independent curriculum. The primary focus is to analyse the impact of this model on students' comprehension, utilising the Classroom Action Research (CAR) method across multiple cycles. The research findings indicate that the nested integrated learning model positively influences students' understanding of IPAS subjects. The hierarchical and nested approach in delivering the content provides a more in-depth understanding. The study also highlights the crucial role of collaboration among teachers in effectively implementing this model. This research contributes to our understanding of the effectiveness of the Nested Integrated Learning Model, particularly in enhancing students' comprehension of interdisciplinary concepts. Practical implications include the potential adoption of this model within the independent curriculum at the elementary school level. By strengthening the empirical foundation, this research can serve as a guide for educational practitioners and policymakers in designing a curriculum that is holistic and relevant to student's development in the current educational landscape.
Students' Critical Thinking in Solving Geometry Problems Based on Honey & Mumford's Learning Styles Miswanto, Miswanto; Muniri, Muniri
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 14, No 2 (2024): 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.v14i2.27911

Abstract

The purpose of this study is to describe students' critical thinking in solving geometry problems based on Honey & Mumford's learning styles. The research approach is a qualitative research with a descriptive exploratory research type. The subjects in this study were students of the Mathematics Education Department, Faculty of Tarbiyah and Teacher Training, UIN SATU Tulungagung, semester 1. First, the critical thinking of subjects in solving geometry problems based on the learning styles of activist and reflective groups is in the fairly critical category. Second, the critical thinking of subjects in solving geometry problems based on the reflective group learning style and category theory is quite critical. Third, the subject's critical thinking in solving geometry problems based on the learning styles of the theoretical and pragmatic groups in the critical category. Fourth, critical thinking of subjects in solving geometry problems based on the learning styles of the pragmatic and activist groups in the critical category.

Page 35 of 39 | Total Record : 384

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