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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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PjBL-STEM-based Animal & Plants Metamorphosis Multimedia Innovation: Improving Students' Critical Thinking Skills in Elementary School Widiyono, Aan; Attalina, Syailin Nichla Choirin; Zumrotun, Erna; Putri, Lola Aulia; Masturoh, Lulu' Lu'luatil
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.v15i1.26048

Abstract

This research develops PjBL-STEM-based Animal & Plants Metamorphosis interactive multimedia products in IPAS subjects with the topic of the life cycle of living things. The purpose of the development is to help students learn independently anytime and anywhere without an internet connection, as well as to improve critical thinking skills. The research design uses the ADDIE model development for the research method using pretest-posttest analysis through a test instrument whose results are continued in a paired t-test to evaluate the improvement of learning outcomes. The product validation process was carried out by subject matter experts, media experts, and learning design experts, all of whom were categorised as very good. Testing showed that the app is relevant to the learning outcomes and supports student-centred active learning. This application proved effective in improving students' understanding and critical thinking skills. The attractive appearance and interactive animations on the multimedia contribute to motivating students to learn more effectively. Although this application only focuses on IPAS material for phase B, the results show that this product is feasible to use and has a positive impact on the learning process.
School-Based Management to Improve Technology-Based Mathematics Learning at Junior High Schools in Jakarta Supadi, Supadi; Hasbullah, Hasbullah; Leonard, Leonard; Dalmeri, Dalmeri; Nuriah, Yuyun; Hamidah, Nur
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.v15i1.27435

Abstract

This study aims to analyse the application of School-Based Management (SBM) in improving technologyusing ChatGPT-based mathematics learning in Junior High Schools (SMP). This study uses a qualitative approach with a case study design, which involves observation, interviews, and documentation to collect data from several junior high schools that apply SBM in mathematics learning. The collected data was analysed using thematic analysis techniques to identify patterns that emerged related to the application of SBM and technology in the learning process. The results show that applying SBM can increase the use of technology in mathematics learning, which contributes to improving the quality of learning. The contribution of this research is to provide new insights into the role of SBM in optimising the use of technologyusing ChatGPTto enhance the quality of mathematics learning in junior high schools.
Analysis of Students' Mathematics Learning Outcomes on Matrix Concepts: A Comparative Study Palinussa, Anderson Leonardo; Limehuwey, Jean; Ayal, Carolina Selfiana
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.v15i1.22179

Abstract

21st-century education requires students to be skilled and excel in science, technology, and mathematics, but many countries complain about declining student achievement. Therefore, teachers can apply the right learning strategy to improve student learning outcomes. This study aimed to determine the differences in student learning outcomes taught using the TTW (Think Talk Write) type cooperative learning model and the NHT (Numbered Head Together) learning model on matrix material. The type of this research is experimental research. This research uses a research design, namely The posttest group design. The population in this study were all students of class XI Public Senior High School 19 West Seram, a total of 40 students. The sample in this study used saturated sampling, namely class XI MIA1 with a total of 20 students and class MIA2 with a total of 20 students, so the total sample in this study was 40 students. The instrument used in this study is a test instrument consisting of description questions. The results showed that students' math learning outcomes with the TTW model were superior to those taught with the NHT model. Therefore, the TTW model can be recommended for improving students' mathematics learning outcomes on matrix topics.
Development of Culturally Responsive Teaching-Learning Model Differentiated Learning to Improve Computational Mathematics Skills Kurniasi, Eka Rachma; Nurrahmah, Arfatin; Suhendri, Heri; Hartati, Leny
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.v15i1.27897

Abstract

The study aims to develop a Culturally Responsive Teaching (CRT) learning model for differentiated learning to improve students' computational thinking skills. The urgency is based on research stating the low computational thinking skills. The importance of the culturally responsive teaching approach as a learning model and its application to differentiated learning in the independent curriculum. The type of development research with the ADDIE model development research design. The steps are Analysis, Design, Development or production, Implementation, and Evaluation. The product of the Culturally Responsive Teaching learning model development is differentiated learning in mathematics as an innovation and is applied to improve computational thinking skills. The research subjects were students of SMP Citra Nusa Cibinong. Data collection instruments were expert validation sheets, observation sheets, interview sheets, student response questionnaires, teachers and five essay-style mathematical computational thinking ability test questions. Data analysis techniques were quantitative and qualitative data analysis. The results of the study were a valid and practical CRT learning model for differentiated learning. The learning model was in groups with group divisions based on the ethnic background of the students and then given learning media in the form of LKPD where each story in the LKPD is different, namely Sundanese Tribe, Javanese Tribe, Minang/Padang Tribe, Betawi Tribe. The increase in mathematical computational ability based on the normalised gain test is 0.49 in the medium category (n-gain criteria 0.3<n-gain?0.7).
Implementation of 21st-Century Skills in General Mathematics and Its Impact on Student Performance: Bases for Developing a Self-Learning Module Pericano, Christine Impas Catyong; Leonard, Leonard
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.v15i1.23179

Abstract

Mathematics plays a crucial role in the 21st century because it emphasises logical and systematic problem-solving processes. This research evaluated the implementation of 21st-century skills in general mathematics instruction and the mathematics performance of the Cebu Technological University San Francisco Campus students for the Academic Year 2022-2023. The study employed a descriptive-correlational research design, utilising researcher-modified questionnaires anchored from the P21 framework, which were pilot-tested, expert-reviewed, and validated. It involved 203 students and perceived a very satisfactory implementation of the 21st-century skills of critical thinking, communication, problem-solving, collaboration, and perseverance in general mathematics instruction. Also, it assessed the students' mathematics performance using a 30-item multiple choice test and found poor performance in all six topics. The study found a weak but statistically significant relationship between the implementation of 21st-century skills and mathematics performance. Among the skills, collaboration showed the strongest positive relationship with mathematics performance, followed by communication, perseverance, and critical thinking. Surprisingly, problem-solving did not demonstrate a significant relationship, suggesting that other factors may also influence performance. The findings emphasise the importance of these skills in improving mathematics performance and provide a foundation for the development of a contextualised self-learning module in general mathematics. Further research is recommended to validate these findings.
Integrated Science Process Skills of Science, Technology and Engineering Students: Challenges and Opportunities for Improvement Ignacio, Jengil Dimacali; Yabut, Josephine David
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.v15i1.27760

Abstract

The Philippines has one of the lowest average scientific proficiency scores among the PISA-participating countries and economies. The present study investigates the integrated science process skills of grade 9 Science, Technology, and Engineering (STE) program students in Angeles City, Philippines. 79 grade 9 STE program students were invited to be part of the study. They were mostly female and came from non-special science elementary schools. This study utilised a 30-item integrated science process skills test by Kazeni (2005). The reliability of the instrument is 0.81. This study used statistical analysis, specifically descriptive statistics (frequency, mean, standard deviation, one-way ANOVA, and point-biserial correlation). Based on the results, there is no significant relationship between their score from the 30-point integrated science process skills test and their gender and previous elementary school, whether the students came from special science elementary school or non-special science elementary school. This investigation recommends integrating science process skills throughout the curriculum by embedding inquiry-based learning opportunities. Courses could be designed to progress from basic science process skills such as observing, measuring, communicating, classifying, and predicting to more complex tasks such as defining operationally, formulating hypotheses, interpreting data, experimenting, and formulating models. Aligning the curriculum with frameworks that emphasise critical thinking and problem-solving, which are core components of integrated science process skills, is suggested. A series of instructional strategies that foster active student engagement with these skills, such as case- and project-based learning strategies, are proposed. The use of formative assessments is recommended to track the science process skills over time. Integration of technology tools that design and simulate experiments to offer additional avenues for skill development is encouraged.
Belief System Theory in Learning Mathematics: The Case of Basic Education in the Philippines ; Aquis, Angelica Barquilla; Mendoza, Lester Flores; Devera, Renz Dragon; Famularcano, John Lloyd Dumlao; Dumlao, Prince Mark Daes
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.v15i1.26271

Abstract

Digital Game-Based Learning Interventions on Students' Numeracy Skills and Engagement Sari, Nenden Mutiara; Yaniawati, Poppy; Supianti, In In; Indriani, Rina
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.v15i1.23356

Abstract

Numeracy skills play a crucial role in various aspects of life, both in mathematical learning and in daily life. Numeracy is the key to understanding and mastering various mathematical concepts. However, several research findings indicate that these skills are still relatively low. The low numeracy skills are attributed to the low engagement of students in mathematical learning. When students feel actively engaged in learning, they tend to be more motivated to learn and better able to understand the concepts taught. One effort to engage students in learning activities is by interestingly presenting learning content. Digital game-based learning is expected to improve numeracy skills and student engagement in mathematical learning. This study is a mixed-method research. The participants in this study were fourth-grade elementary school students divided into two groups: the experimental group and the control group. The instruments used were numeracy ability tests and observation sheets. The results of the study indicate that (1) the numeracy skills of students who received digital game-based learning are better than those of students who received traditional learning; (2) there are differences in the mean numeracy skills of students based on the intensity of playing games; and (3) Student engagement in digital game-based learning is classified as very high.
Optimizing Mathematics Teacher Candidates' Complex Problem-Solving Skills: A Comprehensive Analysis of The Effectiveness of The Problem-Based Learning Model Pamungkas, Megita Dwi; Rahmawati, Fadhilah; Kusuma, Jaka Wijaya; Kontoko, Kintoko; Purnomo, Eko Andy
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.v14i2.28014

Abstract

Complex problem solving" ability as a 21st-century skill students need to solve dynamically changing problems. Students of prospective mathematics teachers are said to master complex problem situations if possible, therefore a learning model is needed that can improve the ability to solve complex problems for prospective mathematics teacher students, one of which uses problem-based learning (PBL). The purpose of this study is to get an overview of improving the ability to solve complex problems of prospective mathematics teacher students after learning with the Problem Based Learning (PBL) model at Tidar University with the subject of second semester students of the Mathematics Education Study Program. This research will be conducted using a quasi-experimental method, with a nonequivalent control group pretest-posttest research design. Research instruments in the form of complex problem solving tests, observation sheets on learning implementation, and interview guidelines. The results showed that PBL is more effective than conventional learning on complex problem-solving skills. In addition, the results also show that problem-based learning (PBL) is effective in improving the complex problem-solving ability of prospective mathematics teacher students. The results of the increase test with N-Gain obtained an average of 0.43 which belongs to the category of moderate increase
Analysis of Increasing Students' Learning Interest Through the Implementation of the Project-Based Learning Model Sormin, Elferida; Simatupang, Nova Irawati; Lamsari, Leony Sanga; Azzahra, Siti Fatimah; Simanjuntak, Familia Novita
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.v14i2.28555

Abstract

The purpose of this study is (1) to find out whether there is an increase in students' interest in learning chemistry through the application of project-based learning methods, (2) to find out how much increase in students' interest in learning chemistry through the application of project-based learning methods to the material nature of chemistry. This research design uses Pre-Experiment: Group Pretest-Posttest. The population of this study was all students of class x, with a total of 35 samples. The research instrument in the form of observation sheets and questionnaire instruments amounted to 25 statements using a Likert scale, and the number of answer choices was a choice from never to always. The test requires analysis using the data before showing that the data is normally and evenly distributed. Hypothesis testing was carried out using a parametric test, namely the One Samples T-test, at a significance level of 0.05 with the help of the SPSS for Windows Version 22 program. The results of this study obtained t_count (122,978) > t_table (1,69092) and sig. 0.000 < 0.05. Based on data analysis and hypothesis testing, it is known that students' interest in learning chemistry increases through the application of project-based learning methods. Increasing students' interest in learning chemistry through applying project-based learning methods using gain testing with a score of 0.5 in the medium category.

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