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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
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Pengaruh Intensitas Penilaian Formatif terhadap Hasil Belajar IPA dengan Mengontrol Pengetahuan Awal Siswa Muh. Ilyas Ismail
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 2, No 1 (2012): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (473.911 KB) | DOI: 10.30998/formatif.v2i1.82

Abstract

This study aims to determine the effect of intensity of formative assessment of science learning outcomes. Experimental studies with the study population was all students in grade V SD 03, and 05 am in East Jakarta, 80 samples of students, inferential statistical testing with the conclusion of the study are: (1). By controlling the initial knowledge of science students, there is a difference between the groups of students studying science are given formative assessment on each face to face with groups of students are given formative assessment on each standara competence (2). By controlling the students' prior knowledge of science, science learning outcomes of students who were given group of formative assessment on each face is higher than the group of students who were in the formative assessment of each competency standard.
Pengaruh Kemampuan Berpikir Kritik dan Konsep Diri Terhadap Prestasi Belajar Matematika Dona Katarina
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 7, No 1 (2017): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (762.861 KB) | DOI: 10.30998/formatif.v7i1.1288

Abstract

The direct effect of the ability to think criticism of the concept of self-esteem, self-concept directly determine the effect of students' mathematics achievement and to determine the effect of indirect criticism of the ability to think mathematics achievement through student self-concept. Data analysis using descriptive statistical methods and testing techniques of data analysis requirements. The results showed: (1). there are a significant direct influence thinking skills of criticism and self-concept of the student mathematics achievement. (2). there is a significant direct influence thinking skills critique of mathematics achievement. (3). there is a significant direct effect on the achievement of self-concept study mathematics. (4) there is an indirect effect is not significant ability to think criticism of mathematics achievement through self-concept.
Pengaruh Metode Pembelajaran Problem Solving terhadap Hasil Belajar Matematika Ditinjau dari Kemandirian Belajar Huri Suhendri
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 3, No 2 (2013): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (253.739 KB) | DOI: 10.30998/formatif.v3i2.117

Abstract

The purpose of this study is analyzing the interaction effect of teaching methods of problem solving and independent learning on learning outcomes of mathematics. The research was conducted at Charity SDIT Honor, Depok, West Java class V students with affordable population by 46 students. While the number of samples in the study consisting of 40 students from class VA (experimental class) as many as 20 students and class VB (grade control) as many as 20 students. The research method used is a truly experimental (true experimental) with hypothesis testing techniques used in this study is two lanes with a factorial ANOVA 2 x 2. Test requirements of data analysis is the test of normality and homogeneity tests. The test results showed that all groups of data are normally distributed and homogeneous. Hypothesis testing results showed no interaction effect of learning methods of problem solving and independent learning on learning outcomes of mathematics. Based on these results, it is necessary that the teacher in the learning of mathematics applying problem solving and learning methods work to improve student learning independence.
Task and Forced Instructional Strategy: Instructional Strategy Based on the Character and Culture of the Indonesian Nation Leonard, Leonard
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 8, No 1 (2018): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (152.911 KB) | DOI: 10.30998/formatif.v8i1.2408

Abstract

The application of instructional strategy must consider the characteristics and students' culture to get an optimal learning result. The Indonesian character is to be based on this strategy and not finish the task well if there is no compulsion or punishment. This character is a background of purpose tasks and forced instructional strategy. This strategy emphasised a routine task and a plan for the students, noticing the deadline for finishing the task and the punishment if the task is not finished well. This strategy can be an alternative strategy to increase learning quality, especially to develop the student's awareness about how studying is important for them.
Pengembangan Desain Pembelajaran Matematika Sekolah Dasar Kelas 1 Dwi Setia Ningrum; Leonard Leonard
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 4, No 3 (2014)
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (966.974 KB) | DOI: 10.30998/formatif.v4i3.151

Abstract

This research aimed to make the development of an effective instructional design for Elementary School student’s class 1 to facilitate the development of mathematics learning process based on expert assessment, the achievement of problem-solving abilities, and the student’s response. The development Procedure is adapted from instructional development models M. Atwi Suparman including the step definition, analysis and development of a prototype system, and conducting formative evaluation. The yielded products included of book learning model, student activity sheets, and student test results. This product has several times revised based on suggestions and feedback from lecturers, validators, and limited testing. The results showed that (1) the quality of the Mathematics learning materials Grade 1 of Elementary School based on expert assessment is fair; (2) the students response to the learning material products classified as very positive. After using Math instructional design is expected to facilitate either students or teacher of elementary school in Mathematics Learnig Grade 1.
Peningkatan Hasil Belajar IPA melalui Penerapan Siklus Belajar “Model 7E” (Engage, Elicit, Explore, Explain, Elaborate, Evaluate, Extend) Mashudi Alamsyah
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 5, No 2 (2015): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (447.959 KB) | DOI: 10.30998/formatif.v5i2.420

Abstract

Tujuan dari penelitian ini adalah untuk mengetahui peningkatan hasil belajar siswa kelas VIII melalui penerapan siklus belajar “Model 7E” (Engage, Elicit, Explore, Explain, Elaborate, Evaluate, Extend) di SMPN 241 Jakarta. Metode yang digunakan dalam penelitian ini adalah pendekatan kualitatif dengan teknik penelitian tindakan kelas (class room action reseach), yaitu suatu tindakan yang dilakukan oleh Guru untuk memperbaiki pengajaran dengan cara melakukan perubahan dan mempelajari akibat dari perubahan itu. Teknik yang digunakan dalam pengumpulan data adalah: tes akhir siklus, observasi Guru, observasi siswa dan dokumentasi. Hasil penelitian menunjukkan bahwa proses pembelajaran IPA dengan penerapan siklus belajar model 7E (Engage, Elicit, Explore, Explain, Elaborate, Evaluate, Extend) dalam proses belajar mengajar sangat sesuai dengan hasil belajar siswa sangat tinggi. Hasil yang diperoleh pada siklus I adalah 77,3%, kemudian diperbaiki pada siklus II, dengan hasil diperoleh adalah 80,2%. Sedangkan pada siklus III hasil yang diperoleh 88,0%. Hal ini menunjukkan kemajuan, dimana siswa telah mendapatkan hasil belajar yang baik dari siklus I sampai dengan siklus III. 
Efektivitas Pembelajaran Kontekstual dalam Mengajarkan Matematika Giry Marhento
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 1, No 3 (2011): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (272.662 KB) | DOI: 10.30998/formatif.v1i3.73

Abstract

Penelitian ini bertujuan untuk menemukan dan menganalisis secara empiris pengaruh persepsi siswa terhadap kompetensi guru mengajar dan motivasi belajar secara bersama-sama terhadap hasil belajar IPA siswa (Studi pada SMP Se-Kecamatan Periuk Kota Tangerang Banten). Populasi terjangkau pada penelitian ini adalah siswa kelas VII SMP di Kecamatan Periuk Kota Tangerang. Sampel penelitian diperoleh melalui metode simple random sampling yaitu peneliti mencampurkan subjek-subjek didalam populasi sehingga semua subjek dianggap sama. Rancangan penelitian yang digunakan melalui teknik korelasi dengan tiga variabel yang terdiri dari dua variabel bebas, yaitu persepsi siswa terhadap kompetensi guru mengajar dan motivasi belajar serta satu variabel terikat yaitu hasil belajar IPA. Pengumpulan data dilakukan dengan teknik tes untuk variabel bebas dan dokumen akhir untuk variabel terikat. Data yang terkumpul selanjutnya dianalisis menggunakan teknik korelasi dan regresi sederhana serta korelasi dan regresi ganda. Sebelum data dianalisis, terlebih dahulu dilakukan analisis statistic deskriptif dan uji persyaratan data (uji normalitas, uji linieritas dan uji multikolinieritas dan uji hipotesis). Hasil penelitian menunjukan bahwa : terdapat pengaruh yang positif tetapi tidak signifikan antara persepsi siswa terhadap kompetensi guru mengajar dan motivasi belajar secara bersama-sama terhadap hasil belajar IPA. Dengan koefisien korelasi sebesar 0,929 dan koefisien determinasi 0,864 atau 86,4 % persepsi siswa terhadap kompetensi guru mengajar dan motivasi belajar secara bersama-sama mempengaruhi hasil belajar IPA. Persamaan regresi yang dihasilkan Y= 24,094 + 0,357X1 + 0,356X2 hal ini dapat diartikan bahwa semakin tinggi persepsi siswa terhadap kompetensi guru mengajar maka semakin tinggi pula hasil belajarnya dan semakin tinggi motivasi belajar maka akan semakin tinggi pula hasil belajar IPA-nya.
Pengaruh Kecerdasan Emosional dan Minat Belajar Terhadap Prestasi Belajar Matematika di SMAN Jakarta Selatan Indah Mayang Purnama
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 6, No 3 (2016): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (610.842 KB) | DOI: 10.30998/formatif.v6i3.995

Abstract

Tujuan penelitian ini untuk mengetahui pengaruh kecerdasan emosional dan minat belajar terhadap prestasi belajar matematika.Metode penelitian yang digunakan yaitu survei dengan pendekatan korelasional. Sampel berukuran 98 siswa yang dipilih secara random dari seluruh siswa SMAN di Kota Madya Jakarta Selatan. Analisis data dengan metode statistik deskriptif dan analisis jalur. Hasil penelitian menunjukkan bahwa: (1) terdapat pengaruh langsung yang signifikan Kecerdasan Emosional terhadap Prestasi Belajar Matematika. (2) Terdapat pengaruh langsung yang signifikan Minat Belajar Matematika terhadap Prestasi Belajar Matematika. (3) Terdapat pengaruh langsung yang signifikan Kecerdasan Emosional terhadap Minat Belajar Matematika. (4) Terdapat Pengaruh tidak langsung yang signifikan Kecerdasan Emosional terhadap Prestasi Belajar Matematika melalui Minat Belajar Matematika. Upaya meningkatkan prestasi belajar matematika siswa dapat dilakukan dengan meningkatkan kecerdasan emosional siswa dan minat belajar matematika siswa. Kecerdasan emosional siswa dapat ditingkatkan melalui kesadaran diri terhadap lingkungan sosialnya sehingga kecerdasan emosional siswa meningkat dan minat belajar matematika siswa ikut meningkat. Selain kecerdasan emosional yang tinggi yang dapat meningkatkan minat belajar matematika siswa metode yang guru gunakan dalam mengajar juga dapat meningkatkan minat belajar matematika. Kata Kunci: Kecerdasan Emosional, Minat Belajar, Prestasi Belajar Matematika
Meningkatkan Kerja Sama Siswa Melalui Pembelajaran Kooperatif Tipe Think Pair Share Ita Rosita; Leonard Leonard
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 3, No 1 (2013): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (301.29 KB) | DOI: 10.30998/formatif.v3i1.108

Abstract

Human beings as social creatures need cooperative with others due to their independencies. It means that cooperative is needed by all the people. Recently, some of the problems in education are the students’ cooperative is still not optimal and the low point of students’ achievement in the learning process. In cooperative learning, one of the methods is Think Pair Share method that can improve the students’ achievement. This method is focused on student-center that allows students to think independently forming ideas of their own then they are grouped in pairs to discuss their thoughts and train their social interaction to articulate their ideas and to consider those of others. Improving the students’ teamwork in cooperative learning through Think Pair Share habitually will achieve the purpose of studying.
Peran Kedisiplinan Belajar dan Kecerdasan Matematis Logis Dalam Pembelajaran Matematika Supardi Supardi
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 4, No 2 (2014): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1157.46 KB) | DOI: 10.30998/formatif.v4i2.142

Abstract

The purpose of this study was to determine the influence of learning discipline and logical mathematical intelligence on mathematics achievement. This study is a survey design. This research did in student class XI IPA SMA Negeri 98 Jakarta semester 2012/2013. The sample taken by simple random sampling technique, involved 40 students. The instrument were in the forms of questionnaires and tests. The data were analyzed first by test requirements, the normality test, linearity and multicollinearity. Based on the fulfillment of the criteria in terms of the tes analyzed, inferential analysis to the test the research hypothesis. The data were analyzed using correlation and multiple regression. The findings showed that (1) learning discipline and logical mathematical intelligence had a positive and significant simultaneous impact on mathematics achievement. (2) learning discipline had a positive and significant impact on mathematics achievement. (3) logical mathematical intelligence had a positive and significant impact on mathematics achievement.

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