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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 Influence of Self-regulated Learning, Adversity Quotient, Self-Efficacy, and Learning Motivation on Academic Achievement Ridha, Ahmad Rifky; Sanusi, Wahidah; Mulbar, Usman
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.v15i1.28820

Abstract

This ex-post facto quantitative study seeks to analyze the influence of Self-Regulated Learning, Adversity Quotient, Self-Efficacy, and Learning Motivation on the Academic Achievement of 8th Grade Students at MTs Madani Alauddin, utilizing the complete population of 8th Grade students at the institution. This research employed cluster random sampling, yielding a sample size of 105 people. The questionnaire was employed to gather data on Self-Regulated Learning, Adversity Quotient, Self-Efficacy, and Learning Motivation among eighth-grade students at MTs Madani Alauddin. The research data were examined employing descriptive and inferential statistics through Partial Least Squares Structural Equation Modeling (SEM-PLS). The research findings indicate that self-regulated learning exerts both direct and indirect influences on academic accomplishment, with the direct influence being more significant than the indirect influence. The adversity quotient exerts both direct and indirect effects on academic achievement, with the direct effect being more pronounced than the indirect effect. Self-efficacy exerts both direct and indirect effects on academic accomplishment, with the direct effect being more pronounced than the indirect effect. The urge to learn directly influences academic performance.
The Influence of Learning Discipline, Anxiety, and Self-Efficacy through Critical Thinking Ability on the Mathematical Reasoning Ability of Eighth-Grade Students at UPTD SMPN 2 Barru Amaliah, Asri Ainun; Talib, Ahmad; Rosidah, Rosidah
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.v15i1.28865

Abstract

Mathematical reasoning skills are essential in understanding mathematical concepts and solving problems. This study aims to examine the influence of learning discipline, mathematical anxiety, and self-efficacy on students' mathematical reasoning ability through critical thinking skills. The study utilized an ex-post facto research design with a sample of 100 eighth-grade students from UPTD SMPN 2 Barru. Data were collected through questionnaires on learning discipline, mathematical anxiety, and self-efficacy, as well as critical thinking and mathematical reasoning tests. The findings indicate that learning discipline, mathematical anxiety, and self-efficacy significantly influence mathematical reasoning ability both directly and indirectly through critical thinking skills. Moreover, students with high discipline tend to have better reasoning skills, while those with high mathematical anxiety demonstrate lower reasoning ability. The study suggests that improving students' learning discipline and self-efficacy while reducing mathematical anxiety can enhance their mathematical reasoning ability.
Development of a Flipped Classroom Learning Model Using the Discord Application to Improve the Student Learning Effectiveness of Class XII of Zion Senior High School, Makassar Padaunan, Auditio; Djadir, Djadir; Bernard, Bernard
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.v14i2.28950

Abstract

This research is a development research or Research and Development (R&D). The product development process refers to the ADDIE model. The research was conducted at SMA Zion Makassar in the even semester of the 2024/2025 academic year. The operational test of the product was carried out in class XII Thames, which consisted of 34 students. The data analysis techniques used were descriptive and inferential statistical analysis on validity, practicality, and effectiveness. The research results showed: (1) the results of the lesson plan product assessment and other instruments from 2 validators were obtained at 0.83 in the valid category; (2) the results of practicality were assessed from the implementation and teacher responses obtained 93.5% in the very practical category; (3) the effectiveness of the product was assessed based on the aspect of student activity observation obtained 97% with a very high category, the aspect of student response obtained 89% in the very high category, the aspect of classical completeness obtained 88% in the high category, the aspect of normalized N-Gain obtained 0.78 very high, and the aspect of the average posttest results obtained 89.53, all aspects met the effective requirements. In addition, normality, homogeneity, and paired sample t-test tests were carried out. The results obtained data were normally distributed and homogeneous because the significance value was >0.05, and there were differences in learning outcomes because the significance value was 0.00 <0.05. Based on this, the product is valid, practical, and effective in improving student learning outcomes.
The Effect of Problem-Based Learning on Mathematical Connection Ability in the Context of Learning Style at UPT SMAN 6 Jeneponto Setiawan, Wawan; Tahmir, Suradi; Jafaruddin, Jafaruddin
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.v14i2.28949

Abstract

This study was motivated by the low mathematical connection ability of students at UPT SMAN 6 Jeneponto, which was caused by the dominance of teacher-centred learning and the lack of student involvement in the learning process. The focus of this research is to examine the effect of group and paired problem-based learning models on students' mathematical connection skills, by considering learning styles (visual, auditory, kinesthetic). The purpose of the study was to determine the effect of the PBL model on mathematical connection ability based on learning style. This research uses quantitative research with a quasi-experimental design and data analysis using ANCOVA. The results showed that the group PBL model was more effective in improving mathematical connection skills than paired PBL, with the highest improvement in kinesthetic learners. However, learning style did not have a significant effect on mathematical connection skills. This study concludes that the group PBL model can be an effective alternative in improving students' mathematical connection skills, regardless of their learning style.

Page 39 of 39 | Total Record : 384

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