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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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Improving Student Performance in Secondary School Chemistry through Strategic Intervention Materials Integrating Real-World Scenarios Cumilang, Girly Fin B.; Derilo, Reymund C.; Umlano, Marjorie C.; Pusawen, Novie A.; Evangelista, Anita A.; Discaya, Florence I.; Tallungan, Jenifer Raymond R.
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 15, No 1 (2025): 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.v15i1.24086

Abstract

This study used a quasi-experimental pretest-posttest design with non-equivalent groups to assess the effectiveness of a Strategic Intervention Material (SIM) incorporating interactive real-world scenarios on secondary school chemistry performance. Eighth-grade students from a rural public secondary school in southern Nueva Vizcaya, Philippines, participated, with the experimental group receiving the SIM intervention and the control group receiving traditional classroom instruction. The findings demonstrated significant improvement in posttest scores among students exposed to SIM integrated with real-world scenarios, contrasting with minimal gains observed in students taught through conventional methods. These results highlight the effectiveness of integrating real-world contexts into educational materials to enhance student engagement and comprehension of complex chemistry concepts. The findings underscore the importance of incorporating real-world scenarios into educational strategies to optimise learning outcomes in secondary school chemistry. Educators are encouraged to adopt innovative teaching approaches that stimulate active engagement and practical and contextualised application of knowledge to enhance student academic achievement.
The Impact of Online Learning Preferences and Challenges on Learning Effectiveness and Outcomes in Biology Education Students: Using SMART PLS-SEM Usman, Usman; Repelita, Rudi; Setiawan, Rizki; Ruhiyat, Yayat
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 15, No 1 (2025): 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.v15i1.27114

Abstract

This study aims to analyse the impact of learning preferences and challenges of online learning on the effectiveness and learning outcomes of Biology Education students using Partial Least Squares - Structural Equation Modeling (PLS-SEM). Data were collected through an online survey using a Likert-scale questionnaire from 76 fifth-semester students who had participated in online learning for at least five semesters. The research variables included online learning preferences (PD), online learning challenges (TD), online learning effectiveness (ED), and learning outcomes (HD). The results of the analysis showed that online learning preferences and challenges had a significant effect on online learning effectiveness, while online learning effectiveness did not directly affect learning outcomes. Online learning preferences had a significant impact on learning outcomes, but challenges did not show a direct effect on learning outcomes. These findings indicate the importance of strengthening interactive online learning strategies, technical support, and developing motivation to optimise student learning outcomes. The implications of this study include the development of flexible curricula, providing training for lecturers, and integrating appropriate learning technology to create a more effective and inclusive learning experience in the future.
The Effect of Fraction Adventure Gamification Media in Improving Fraction Calculation Operation Skills and Learning Motivation of Phase C Students Wibowo, Ayu Radiandara; Gunarhadi, Gunarhadi; Karsono, Karsono
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 15, No 1 (2025): 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.v15i1.27637

Abstract

This study aims to examine the effect of Fraction Adventure gamification media on fraction calculation operation skills and learning motivation of Phase C elementary school students. The research method used was quantitative with a 2x2 factorial pseudo-experimental design. This study involved 102 students from four elementary schools in Selogiri District, Wonogiri, who were grouped into experimental and control classes. The experimental class used Fraction Adventure gamification media, while the control class used a quartet card game. Data were collected through a fraction calculation skill test and a learning motivation questionnaire. The results of the analysis showed that there was a significant effect between learning motivation and fraction calculation operation skills. However, Fraction Adventure media directly had no significant effect when viewed separately from student motivation. This finding suggests that Fraction Adventure media is more effective on students with high learning motivation. The conclusion of the study confirms the importance of considering students' characteristics in choosing learning strategies, as well as the potential development of Fraction Adventure to support mathematics learning.
Evaluation of Developed Learning Module in General Physics 2 as a Self-Paced Distance Learning Material Avenir, Fernando Aguilar; Bacani, Dr. Brenda Bulos
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 15, No 1 (2025): 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.v15i1.26093

Abstract

Comparison of the Effectiveness of Realistic Mathematics Approach and Inquiry Approach in Improving Creative Thinking Ability and Problem-Solving Skills Farida, Elna; Syaharuddin, Syaharuddin; Mandailina, Vera; Abdillah, Abdillah
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 15, No 1 (2025): 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.v15i1.27388

Abstract

This quantitative research examines the effectiveness of Realistic Mathematical Education (RME) and Inquiry-Based Learning approaches in enhancing students' creative thinking and problem-solving abilities. A Two two-group pretest-posttest design was used, involving 22 students in the RME group and 20 students in the Inquiry group. Data collection involved questionnaires and written tests. Descriptive analysis and independent sample t-tests were applied to analyse the data. The independent sample t-test for the questionnaire revealed a significant difference between the groups, indicating a higher score for the RME group. The findings indicate that RME is more effective in improving both creative thinking and problem-solving skills, showing smaller variations and better consistency, suggesting that RME may be a more suitable approach for teaching mathematics.
The Role of Problem-Based Learning in Developing Science Literacy and 21st-Century Skills in High School Students: A Meta-Analysis Aripin, Nurul; Mufit, Fatni; Lufri, Lufri; Andromeda, Andromeda; Festiyed, Festiyed
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 15, No 1 (2025): 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.v15i1.27799

Abstract

This study aims to analyse the role of the Problem-Based Learning learning model in developing science literacy and 21st-century skills in science learning for students from junior high to high school levels. This study uses a quantitative model with a meta-analysis method. The source of research data was obtained from the analysis of national and international articles indexed by SINTA, Google Scholar, Eric, and Scopus. The articles sampled were national and international articles published between 2020 and 2024, with a total of 36 articles. Sample selection was carried out through searches on Google Scholar, Eric Journal, and Scopus using the Publish or Perish application and purposive sampling techniques. The research sample was selected through a purposive sampling technique, with a focus on an article that discusses the role of the Problem-Based Learning learning model in developing science literacy and 21st-century skills in science learning for junior and senior high school students. Data analysis was carried out using Microsoft Excel software and JASP 0.18.2.0. The data produced shows that the average score of science literacy and skills in the 21st century increased. The results of the study prove that Problem-Based Learning (PBL) is very effective in developing science literacy and 21st-century skills in science learning in high school students. Thus, meta-analysis research makes the problem-based learning model an innovative learning model to support educational transformation in developing science literacy and 21st-century skills in high school students.
The Effect of STEM Integration in Science and Physics Learning on Students' Scientific Attitudes: A Meta-Analysis Hikmah, Nur; Siregar, Irdes Hidayana; Mufit, Fatni; Lufri, Lufri; Andromeda, Andromeda
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 15, No 1 (2025): 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.v15i1.27275

Abstract

The Dynamics of Scientific Attitudes in Fostering Creativity: A Study on Secondary School Putri, Dela; Fadly, Wirawan; Demboh, Primus; Winarno, Nanang
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 15, No 1 (2025): 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.v15i1.27811

Abstract

Preparation of a Strategic Plan in an Effort to Improve the Quality of Physics Learning at SMAN Depok T.W., Alhidayatuddiniyah; Hidayat, Rais
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 15, No 1 (2025): 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.v15i1.26521

Abstract

The decline in the quality of Physics learning, which often fails to meet the learning outcomes that students are expected to achieve, has become a major problem. Based on this problem, this research aims to develop a strategic plan to improve the quality of Physics learning at SMAN Depok. The main focus of this research is identifying strategic needs in terms of developing teacher competency and optimising the use of technology in learning. The research method used is a qualitative descriptive method with a case study approach. Data collection was carried out through in-depth interviews with school principals, teachers and students. In addition, SWOT analysis is used to identify strengths, weaknesses, opportunities and threats that influence the quality of learning. The strategic plan is focused on increasing teacher competency, providing facilities, and using technology in learning. The results show that the main strength of SMAN Depok is the quality of teachers and adequate laboratory facilities, but the weakness lies in the lack of innovation in learning. Opportunities arise from government policy support through Merdeka Belajar, while threats come from competition from other, more innovative schools. The discussion recommends strategies for developing teacher competency, integrating learning technology, and external collaboration to improve learning. The research suggestion is regular evaluation and strengthening the use of digital technology in the teaching and learning process.
Integration of Local Culture in the Search, Solve, Create and Share (SSCS) Learning Model to Improve Scientific Literacy: A Literature Review Listia, Amanda Putri; Wijayanti, Astuti; Ernawati, Tias; Septiani, Devi
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 15, No 1 (2025): 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.v15i1.27945

Abstract

Scientific literacy is an essential competency for students in the 21st century, yet its development in Indonesia remains a challenge. One of the contributing factors is the lack of contextual learning models that connect scientific concepts with students' daily lives. This study explores the integration of local culture into the Search, Solve, Create, and Share (SSCS) learning model as a potential approach to improving students' scientific literacy. A Systematic Literature Review (SLR) was conducted by analysing relevant studies published between 2021 and 2024 in Sinta 1, Sinta 2, and ERIC databases. The articles were selected based on predefined inclusion and exclusion criteria and analysed using thematic analysis. The findings indicate that while science literacy and local culture have been widely discussed separately, research explicitly integrating the SSCS model with local culture remains limited. The results highlight the potential of this integration in enhancing students' engagement and conceptual understanding while addressing challenges in its implementation. This study provides recommendations for developing contextual and culturally relevant science education, which not only fosters scientific literacy but also contributes to the preservation of local wisdom.

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