JURNAL EKSAKTA PENDIDIKAN (JEP)
Jurnal Eksakta Pendidikan (JEP) merupakan suatu jurnal nasional yang secara khusus mempublikasi artikel-artikel dari hasil penelitian yang relevan dengan inovasi dan kreativitas dalam pendidikan Matematika dan Ilmu Pengetahuan Alam (MIPA). Ruang lingkup inovasi dan kreativitas hasil penelitian yang dipublikasi mencakup perencanaan pembelajaran, pelaksanaan pembelajaran, evaluasi pembelajaran, pengembangan perangkat pembelajaran, pengembangan pembelajaran, pengembangan evaluasi pembelajaran, dan kebijakan pendidikan dalam bidang pendidikan MIPA. JEP diterbitkan oleh Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Padang secara berkala dua kali dalam setahun yaitu bulai Mei dan November.
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333 Documents
<![CDATA[Analysis of Science Subject Evaluation Instruments in Elementary Schools based on Stimulus Types and Cognitive Process Dimensions ]]>
<![CDATA[Fajar Okta Widarta]]>;
<![CDATA[Ikhsan Ikhsan]]>;
<![CDATA[Muhammad Dekar]]>;
<![CDATA[Anggita Rahman]]>
<![CDATA[ JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 7 No 1 (2023): JEP (Jurnal Eksakta Pendidikan) ]]>
Publisher : <![CDATA[Fakultas Matematika dan Ilmu Pengetahuan Alam ]]>
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DOI: 10.24036/jep/vol7-iss1/742
<![CDATA[Students' critical thinking skills in Indonesia are still low, even though these skills are needed in the 21st century. Critical thinking skills must be learned at an early age. One of the ways to teach it is through subject evaluation instruments that are arranged based on higher-order thinking skills. So it is important to know the quality of the evaluation instrument made by the teacher. This study aims to analyze the evaluation instrument made by the teacher based on the type of stimulus and dimensions of cognitive processes. This was quantitative and qualitative descriptive research. Sampling data used the purposive sampling technique. Data was presented in the form of a percentage and then described. A qualitative test was conducted to identify the form of stimulus used in each item. Identifying the dimensions of cognitive processes used sheets based on Bloom's taxonomy. The results of this study indicate that most of the questions do not use a stimulus (> 75%) and are at the level of remembering (> 55%). Based on the results of the analysis, it is concluded that the teacher evaluation instrument is still poor. Training to formulate evaluation instruments for teachers needs to be done.]]>
<![CDATA[Application of Case-Based Learning Model on Science-11 Class Learning Outcomes on Digestive System Disorders ]]>
<![CDATA[Annida Rizka Aulia]]>;
<![CDATA[Aminuddin Prahatama Putra]]>;
<![CDATA[Aulia Ajizah]]>
<![CDATA[ JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 7 No 1 (2023): JEP (Jurnal Eksakta Pendidikan) ]]>
Publisher : <![CDATA[Fakultas Matematika dan Ilmu Pengetahuan Alam ]]>
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DOI: 10.24036/jep/vol7-iss1/745
<![CDATA[Applying an appropriate learning model affects learning quality because it can improve learning activities in the classroom and strengthen students' understanding to achieve learning objectives. This study aims to determine the effect of applying the case-based learning model on students’ cognitive, affective, and psychomotor learning outcomes and explain the response of science-11-grade students to the application of CBL in learning digestive system disorders. The subjects were 66 students from XI MIPA 1 (Control class) and XI MIPA 3 (treatment class) with the Quasi Experiment method. From the research results, it was concluded that there was a significant effect of CBL on cognitive product learning outcomes at the first and second meetings with a Sig. (2-tailed) 0.000 < 0.05. The N-gain value of experimental class students' cognitive product shows increased learning outcomes after learning with the CBL model. By applying the CBL model, cognitive process learning outcomes in the experimental class were higher than in the control class. Applying the CBL learning model affects affective and psychomotor learning outcomes and increases the positive response to 95.45%. The average percentage of student response questionnaire scores was 76.37%, meaning that students agreed that applying the CBL model can support their learning on digestive system disorders]]>
<![CDATA[The Influence of the R2L Learning Model on the Material of the Human Digestive System on Students’ Scientific Literacy ]]>
<![CDATA[Khairil Arif]]>;
<![CDATA[Olyivia Retdwina Rusma]]>;
<![CDATA[Trio Mahendro Alam Sad]]>
<![CDATA[ JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 7 No 1 (2023): JEP (Jurnal Eksakta Pendidikan) ]]>
Publisher : <![CDATA[Fakultas Matematika dan Ilmu Pengetahuan Alam ]]>
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DOI: 10.24036/jep/vol7-iss1/750
<![CDATA[2018 PISA results show that Indonesia is ranked 71st out of 77 countries in the world. While Indonesia has been successful in increasing the access of 15-year-olds to the school system, greater efforts are still needed to educate them so that the percentage of low-achieving students is kept as low as possible. Based on the results of observations made, students' scientific literacy at SMP Negeri in Bukittinggi is still relatively low. This research was a quasi-experimental study with a non-equivalent control group design which aims to determine the scientific literacy profile of students using the Reading to Learn (R2L) model. The R2L model has a main focus on teaching students to read texts and then gain a deeper understanding of the contents of the reading and rewriting what they have learned (note-taking). Based on the results of statistical analysis, the data is normally distributed and homogeneous so that a parametric test (T-test) is carried out. The results of the calculation of the T-test obtain a value of 0.05, thus H0 is rejected and H1 is accepted. This shows that there is an influence of the Reading to Learn (R2L) model on the digestive system material on the scientific literacy skills of junior high school students.]]>
<![CDATA[Developing Website-based Interactive Learning Media Integrated with Kirchhoff's Law Experimental Tools ]]>
<![CDATA[Fani Mardianti]]>;
<![CDATA[Dian Purnama]]>;
<![CDATA[Siti Zaenab]]>;
<![CDATA[Dadi Rusdiana]]>
<![CDATA[ JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 7 No 1 (2023): JEP (Jurnal Eksakta Pendidikan) ]]>
Publisher : <![CDATA[Fakultas Matematika dan Ilmu Pengetahuan Alam ]]>
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DOI: 10.24036/jep/vol7-iss1/755
<![CDATA[Understanding the correct concept is a fundamental goal of learning physics. One material that is still vulnerable to conceptual understanding is Kirchhoff's law. For that, we need media that can bridge the understanding of the concept of this material. Media development by integrating real experimental tools with digital technology is the right solution to answer this problem. Integrated interactive Google site with tool practice form senior high school tool simplification designed for upgrade understanding concept science high school students on the material Kirchhoff's law electricity dynamic. Development used R&D with 4D stages (Define, Design, Development, Disseminate). Media implementation used limited tests with some students and implementation through one class in a high school in Bandung. Data analysis used the Rasch model. Based on the results of Rasch Model analysis, students tested have a medium category, and the given predictions in the Google Sites were high and low. Based on the analysis results of student responses to tools, students who used the tool directly agreed and strongly agreed that it and Google Sites could improve their conceptual comprehension skills.]]>
<![CDATA[Development of Edmodo-Based E-learning on Newton’s Laws ]]>
<![CDATA[Iis Hisna Husna Takiah]]>;
<![CDATA[Wita Puzi Lestari]]>;
<![CDATA[Linda Handayani]]>;
<![CDATA[Rahmat Rizal]]>
<![CDATA[ JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 7 No 2 (2023): JEP (Jurnal Eksakta Pendidikan) ]]>
Publisher : <![CDATA[Fakultas Matematika dan Ilmu Pengetahuan Alam ]]>
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DOI: 10.24036/jep/vol7-iss2/734
<![CDATA[The application of learning technology in the digital era, for example, the use of learning, has potential advantages to help educators and students achieve learning goals. Learning activities are still conventional and using less attractive learning media affect students' interest and learning motivation, so learning media are needed to increase motivation and help students to understand the material optimally. This study aims to determine the validity of Edmodo-based e-learning media in Newton's Law courses. This type of research is Research and Development (R&D) with a 4D research design (Define, Design, Development, and Disseminate). This research is limited to the development stage. The respondents of this study were two teachers who were subject experts and media experts. The study results show that Edmodo-based e-learning on Newton's Laws is due to the validity of the learning media. Subject expert validity is in the very good category, with a score of 4.77. Media expert validity is in the good category, with a score of 3.90. The results of this study have implications for the readiness of learning media to support the achievement of learning objectives in Newton's Laws subjects.]]>
<![CDATA[The Development of E-Handout Teaching Materials for the Sub-Concept of Structure and Function of Tissues in Plants ]]>
<![CDATA[Anisa Rahmatina]]>;
<![CDATA[Noorhidayati Noorhidayati]]>;
<![CDATA[Aulia Ajizah]]>
<![CDATA[ JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 7 No 2 (2023): JEP (Jurnal Eksakta Pendidikan) ]]>
Publisher : <![CDATA[Fakultas Matematika dan Ilmu Pengetahuan Alam ]]>
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DOI: 10.24036/jep/vol7-iss2/744
<![CDATA[Learning in the 21st century is supported by mastery of technology. The utilization of technology in education can be implemented in the use of electronic teaching materials, one of which is E-Handout. The purpose of this study was to describe the needs analysis, validity and practicality of the results of the Development of E-Handout Teaching Materials for the Sub-Concept of Structure and Function of Tissues In Plants. This research is categorized as research and development (R&D) based on the 4D model. Data collection used teacher and students needs instruments, validity and practicality questionnaires. The research subjects were 3 experts and 12 students of class XI MIPA at SMA Negeri 1 Alalak. The results showed that first, the results of the needs analysis were "good" (77.83), meaning that E-Handout teaching materials need to be developed on the Sub-Concept of Structure and Function of Tissues in Plants. Second, E-Handout have a validity of "very valid" (88.45), meaning that E-Handout is very valid and in accordance with learning objectives, language, format and media. Third, the practicality results are "very good" (91.88), meaning that the E-Handout is very practical and easy to read by students. This shows that the E-Handout developed is valid and practical so that it can be used as teaching material as needed. The implication of the research results is that students can learn independently anytime and anywhere using E-Handout via laptop or smartphone.]]>
<![CDATA[Media Development Interactive Learning Based Articulate Storyline Materials Movement Systems on Humans Class XI High School ]]>
<![CDATA[Raisa Novianti]]>;
<![CDATA[Noorhidayati Noorhidayati]]>;
<![CDATA[Bunda Halang]]>
<![CDATA[ JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 7 No 2 (2023): JEP (Jurnal Eksakta Pendidikan) ]]>
Publisher : <![CDATA[Fakultas Matematika dan Ilmu Pengetahuan Alam ]]>
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DOI: 10.24036/jep/vol7-iss2/746
<![CDATA[The development of learning media that can be an option so that it can support the times is an interactive learning media based on Articulate Storyline. Effective and interesting interactive learning media, especially for the concept of the human motion system which is classified as complex, can help students achieve the expected learning objectives. This study aims to describe the needs of teachers and student needs, validity, and practicality of the results of the development of interactive learning media on human motion system material. This research is a research and development (R&D) with the 4D model (Thiagarajan et al., 1974). Data collection techniques used instruments of teacher needs and learner needs, validity, and practicality. The research subjects were 3 (three) experts consisting of Biology Education lecturers and one partner teacher and tested at SMA Negeri 9 Banjarmasin Class XI MIPA as many as 12 (twelve) students. The test results show the need to develop interactive learning media on the material of the human motion system, very valid in the validity test, and very practical in the practicality test. This shows that the results of the development of interactive learning media on the material of the human motion system are valid and practical. This interactive media can be used by students anytime and anywhere using devices.]]>
<![CDATA[Effects of Flipping STEM Classroom Learning Model Assisted by Live Worksheet on Students' Science Literacy on Concept of Heat Transfer Material ]]>
<![CDATA[Dinda Aulia Oktaviana]]>;
<![CDATA[Rahmat Firman Septiyanto]]>;
<![CDATA[Asep Saefullah]]>
<![CDATA[ JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 7 No 2 (2023): JEP (Jurnal Eksakta Pendidikan) ]]>
Publisher : <![CDATA[Fakultas Matematika dan Ilmu Pengetahuan Alam ]]>
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DOI: 10.24036/jep/vol7-iss2/752
<![CDATA[Despite the importance of scientific literacy for learning, Indonesian students typically lack adequate literacy skills. The goal of this study is to determine whether teaching methods that use live worksheets and the flipping stem class paradigm can aid students in developing their scientific literacy. A quantitative quasi-experimental research design was used for this investigation. All pupils in class XI IPA 1–5 at a high school in Serang District made up the study's population. Class XI IPA 1 served as the experimental class for this study, and class XI IPA 2 served as the control class. Pretest, posttest, and student response questionnaires were the instruments used in this study. The posttest findings revealed that the experimental class outperformed the control class in terms of average score. This is demonstrated by utilizing the t-test to assess the outcome of the final test, where the values of t-count> t-table are 5.56>2.00. The control class's N-Gain scores 0.52 in the medium category and the experiment class 0.76 in the high category. According to the results of the student response survey, learning was put to good use in 87.1% of cases. According to the research, teaching with live worksheet while having the class turn around can enhance students' reading abilities, particularly in physics classes on heat transfer materials.]]>
<![CDATA[Application of Problem-Based Learning to Improve Problem Solving Skills and Creative Thinking Skills of Class XI Students ]]>
<![CDATA[Ariadna Safitri]]>;
<![CDATA[Husnul Chotimah]]>;
<![CDATA[Atok Miftachul Hudha]]>;
<![CDATA[Abdulkadir Rahardjanto]]>
<![CDATA[ JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 7 No 2 (2023): JEP (Jurnal Eksakta Pendidikan) ]]>
Publisher : <![CDATA[Fakultas Matematika dan Ilmu Pengetahuan Alam ]]>
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DOI: 10.24036/jep/vol7-iss2/757
<![CDATA[The learning paradigm shift emphasizes the integration of 21st century skills into learning activities. SMAN 4 Malang as a driving school in Malang City has implemented Independent Curriculum in producing students who have the competence and character of the Pancasila Student Profile. The Pancasila Student Profile has relevance to the skills needed in the 21st century. Problem solving skills and creative thinking skills as dimensions of the Pancasila Student Profile are classified into the main abilities that students need to have to face the challenges of the 21st century. However, based on observations of problem-solving skills and creative thinking skills of students in class XI MIPA 3 are still low. Efforts can be made by implementing Problem-based Learning. This study aims to improve problem solving skills and creative thinking skills of XI grade students in Biology learning using Problem-Based Learning. This type of research is a Classroom Action Research which was conducted in two cycles. Each cycle includes planning, implementation, observation, and reflection stages. The research subjects were students of class XI MIPA 3 totaling 31 students. The research data in the form of qualitative data were reduced, grouped, and narrated. Quantitative data were analyzed descriptively inferentially using paired sample t test. The results showed a difference in the average problem-solving skills and creative thinking skills before and after PBL was applied, so this study proves that the application of PBL can improve students' problem-solving skills and creative thinking skills in Biology learning.]]>
<![CDATA[Problem Based Learning to Improve Creative Thinking Skills and Technological Literacy on Virus Material ]]>
<![CDATA[Zelvia Aprima Putri]]>;
<![CDATA[Dewi Insyasiska]]>;
<![CDATA[Poncojari Wahyono]]>
<![CDATA[ JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 7 No 2 (2023): JEP (Jurnal Eksakta Pendidikan) ]]>
Publisher : <![CDATA[Fakultas Matematika dan Ilmu Pengetahuan Alam ]]>
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DOI: 10.24036/jep/vol7-iss2/767
<![CDATA[Creative thinking skills and technological literacy are important skills possessed by students in the 21st century. However, many students are still poorly trained these skills, so they need learning strategy that can improve them. This classroom action research aims to improve creative thinking skills and technological literacy through the application of PBL. The method used is Stephen Kemmis and Robyn McTaggart (2007) model, includes planning, acting, observing and reflecting stages in each cycle. The research subjects were 34 students of class X-10 State Senior High School 1 Batu. The results obtained in the form of the average value of creative thinking skills in the precycle of 55.37%, cycle I of 73.97%, while in cycle II of 84.19%, while the average score of technological literacy in the precycle of 66.43, cycle I of 75.62, while in cycle II of 87.68. This shows that the application of PBL can improve creative thinking skills and technological literacy in students of Class X-10 State Senior High School 1 Batu. The implication of this research is that the application of PBL develops problem solving skills, creative thinking in formulating solutions, and being able to utilize the role of technology appropriately so that students can continue to adapt in the digital era.]]>
