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INDONESIA
JURNAL EKSAKTA PENDIDIKAN (JEP)
Published by Universitas Negeri Padang
ISSN : 26141221     EISSN : 2579860X     DOI : -
Core Subject : Science, Education, Agriculture,
Agriculture, Biological Sciences & Forestry Chemistry Education Mathematics Physics Other
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.
Arjuna Subject : -
Articles 338 Documents
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Integrating SOLE–TASC to Enhance Students’ Collaborative and Communicative Competencies in Science Learning Zahwa, Aisha Innayatul; Amelia, Rizki Nor; Astuti, Sri Rejeki Dwi; Fitriani, Ika Nur
JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 9 No 2 (2025): JEP (Jurnal Eksakta Pendidikan)
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jep/vol9-iss2/1052

Abstract

Collaboration and communication are essential 21st-century skills. Observations and interviews suggest that these are among students in science learning are still not fully developed. This study aims to analyze the differences in collaboration and communication skills between the experimental and control classes and examine the relationship between these two skills through implementation of the Self-Organized Learning Environment (SOLE) model, integrating thinking actively in a social context (TASC). The research employed a quantitative method with a quasi-experimental design. The study groups being a pretest–posttest control group involving two seventh-grade classes (VII G and VII H), selected through cluster random sampling. Research instruments included validation sheets, questionnaires, and observation rubrics. The data analysis techniques employed included the homogeneity test, the normality test, the independent sample t-test, and the correlation test. The findings revealed significant improvements in collaboration and communication skills in the experimental class compared to the control class (p < .05). Pearson correlation analysis further indicated a very strong positive relationship (r = .854; p < .05) between the two skills in the experimental class. These results suggest that integrating the SOLE-TASC is effective in enhancing students’ collaboration and communication skills in science learning compared to conventional instruction.
Enhancing Students’ Health Literacy Through PBL-CMM: An Innovative Approach in High School Biology Education Salim, Fitrah Amalia; Mahanal, Susriyati; Susanto, Hendra; Hardianto, Hardianto; Kusmahardhika, Noviansyah
JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 9 No 2 (2025): JEP (Jurnal Eksakta Pendidikan)
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jep/vol9-iss2/1053

Abstract

The enhancement of students’ health literacy represents a pivotal element in preparing them to confront contemporary health challenges. Accordingly, this study evaluates the impact of a combined problem-based learning and collaborative mind mapping (pbl-cmm) framework on improving students’ capacities for health literacy. Conducted with 110 senior high school students in Parepare, Indonesia, this quasi-experimental study employed a pretest–posttest non-equivalent control group design focused on the excretory and reproductive system topics in biology. Three groups were compared: PBL-CMM, PBL only, and conventional learning. Health literacy was measured through the Biology-Related Health Test (BRHT) and the Health Literacy Questionnaire (HLQ), which were developed based on four literacy dimensions: access, understand, appraise, and apply. The ANCOVA results revealed that students in the PBL-CMM group achieved significantly higher health literacy scores (corrected mean = 77.70) than those in the PBL (65.09) and conventional groups (56.20), p < .05. Similarly, the BRHT scores showed consistent patterns (PBL-CMM = 78.17; PBL = 70.26; Conventional = 65.95). The findings suggest that the PBL-CMM model is effective in fostering comprehensive health literacy through collaborative, problem-centered learning strategies. Future research is recommended to apply this model across diverse educational contexts, larger student populations, and different subject areas to examine its broader applicability and long-term impact on students’ critical thinking and decision-making in health-related issues
Digital Mathematics Module Based on Problem-Based Learning Model with Classpoint Mathematics Gamification Arnellis, Arnellis; Zulnaidi, Hutkemri; Yuanita, Putri; Yerizon, Yerizon; Sari, Atika; Syaputra, Hamdani
JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 9 No 2 (2025): JEP (Jurnal Eksakta Pendidikan)
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jep/vol9-iss2/1060

Abstract

Problem solving skills is one of the most important skills students should achieve in mathematics. However, students' mathematical problem-solving skills still low. This research offers classpoint mathematics gamification in digital mathematics module based on problem-based learning. Thus, this research was conducted to develop a valid, practice, and effective mathematics digital module based on problem-based learning model with classpoint mathematics gamification (ChePomathGo) in improving students’ problem solving skills. This study used the Plomp development model, including the preliminary research, prototyping, and assessment phases. Preliminary research involving 32 students and 1 teacher and prototyping and assessment phase involving 9 students in seventh grade junior high school. Data analysis used are descriptive analysis. The result shows that the mathematics digital module based on problem-based learning model with ChePomathGo is valid with an average score of 3.67 (very valid category), practice based on students’ and teachers’ positive responses, and effective to improve students’ problem solving skills based on the results of the students' mathematical problem-solving skills test in small group evaluations with an average score of 75% (effective category). The implications of this research is the digital mathematical module developed can be a guidelines for researchers and teachers to improve students’ mathematical problem-solving skills.
Technology-Enhanced Learning (TEL): How Does It Affect Pre-Service Mathematics Teachers? Rani Rizka Ramdani; Kana Hidayati
JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 10 No 1 (2026): JEP (Jurnal Eksakta Pendidikan)
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jep/vol10-iss1/1046

Abstract

The rapid advancement of ICT has fundamentally reshaped the educational landscape, creating a critical need for educators to be proficient in technology integration. This study investigates the influence of Technology-Enhanced Learning on the professional development of pre-service mathematics teachers, focusing on its impact on their teaching competencies and overall readiness. This research employs a systematic literature review, adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Twenty-six relevant articles published between 2017 and 2025 were identified from six academic databases for in-depth analysis. The findings were categorised into cognitive, affective, and psychomotor domains. The results reveal that TEL significantly enhances PMTs' cognitive abilities, such as conceptual understanding, problem-solving, and reasoning skills, while also improving motivation, self-efficacy, and confidence in the affective domain. In the psychomotor domain, it develops essential technical competencies, creativity, and readiness for technology-based teaching. In conclusion, integrating TEL is pivotal for modern teacher education programs. It not only equips future mathematics teachers with the necessary 21st-century skills but also fosters a positive disposition towards technology in the classroom. Future research should conduct empirical studies to explore the pedagogical potential of emerging technologies for strengthening digital literacy, creativity, and pedagogical innovation among pre-service mathematics teachers.
The Effectiveness of STEM Inquiry-Based E-Book on Temperature and Heat to Improve Senior High School Students’ Scientific Literacy Nola Afri Jolida; Dadan Rosana
JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 10 No 1 (2026): JEP (Jurnal Eksakta Pendidikan)
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jep/vol10-iss1/1086

Abstract

Education in Indonesia faces low student abilities in scientific literacy. Scientific literacy is essential for students to understand, evaluate, and use knowledge so they can use scientific concepts in learning and daily life. This study aims to determine the effectiveness of STEM inquiry-based e-books on temperature and heat in improving high school students' scientific literacy skills. This study uses a quasi-experimental research design and cluster random sampling technique. Data analysis used statistical tests using the SPSS application. Prerequisite tests were carried out in stages, namely normality tests and homogeneity tests. Effectiveness tests include the N-gain test, Manova test, and Effect Size. The results of this study indicate that the use of STEM inquiry-based e-books on temperature and heat is better in improving students' scientific literacy skills. The effectiveness of STEM inquiry-based e-books on temperature and heat is obtained based on the difference in average pretest-posttest scores and the increase in pretest-posttest scores in each class. The experimental class that used STEM inquiry-based e-book learning products on temperature and heat material experienced higher improvement compared to the control class 1 that used regular e-books without inquiry models and the control class 2 that used printed school books.
Tren, Tema, dan Jaringan Konseptual Teknologi Imersif dalam Pembelajaran Sains Kuantum: Analisis Bibliometrik Muhammad Musyaddad; Lilik Hasanah; Ahmad Aminudin
JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 10 No 1 (2026): JEP (Jurnal Eksakta Pendidikan)
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jep/vol10-iss1/1100

Abstract

This study presents a bibliometric analysis of research on immersive technologies in quantum-related education, based on 32 Scopus-indexed publications published between 2017 and 2025. The dataset was obtained through a structured search and screened using predefined inclusion and exclusion criteria, focusing on empirical studies implementing immersive technologies (e.g., virtual reality, augmented reality, and extended reality) in quantum-related learning contexts. The analysis was conducted using Bibliometrix and Biblioshiny, applying techniques such as publication trend analysis, country productivity mapping, keyword co-occurrence, and thematic analysis. The results show a steady increase in the number of scientific publications, with the United States, Indonesia, and China emerging as major contributors. Keyword co-occurrence analysis and thematic mapping identified virtual reality and augmented reality as dominant themes, reflecting their central role in supporting visualization and learning processes. Trend analysis also indicates increasing attention to virtual laboratories and modern physics contexts. However, given the relatively small size of the dataset, these findings should be interpreted with caution and viewed as early indications of a developing research domain, rather than as definitive trends. Overall, this study highlights the growing importance of immersive technologies in addressing representation challenges in quantum science education and identifies opportunities for deeper conceptual integration, methodological diversification, and interdisciplinary collaboration in future research.
Integrasi Inventaris Tanaman Sekolah pada Situs Web Herbarium Digital untuk Pembelajaran Keanekaragaman Hayati Anggita Shafira Rizky; Dina Chamidah; Marmi Marmi; Dwi Haryanta
JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 10 No 1 (2026): JEP (Jurnal Eksakta Pendidikan)
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jep/vol10-iss1/1138

Abstract

A digital herbarium is a herbarium that has been digitized using technology to convert information from conventional data into digital form. This research study uses the concept of a digital herbarium based on real photos from school plant inventories and equipped with metadata on scientific names and morphological characteristics integrated in the form of a website. The purpose of this study is to develop technology-based learning media to improve students' understanding of abstract concepts of biodiversity. This study was conducted using an R&D method, with a one-group pretest-posttest design implemented during the product trial. The research instruments used multiple-choice comprehension test questions and expert validation sheets. The results of the study obtained the final form of the website containing 21 plant species from 17 families. The digital herbarium website learning media is classified as highly valid based on expert media validation results of 88%, subject matter expert validation of 96%, and student response of 84%. Based on expert validation, the developed product was declared valid for use in learning. In addition, the t-test analysis showed a significant difference between pretest and posttest scores (p = 0.001 < 0.05), which indicates the effectiveness of the product in enhancing students’ learning outcomes. The results indicate that the digital herbarium website learning media effectively improved students’ understanding of biodiversity material, with an N-Gain score of 0.63 in the moderate category. Based on the results of the study, the digital herbarium website learning media was valid and effective in improving students’ understanding of biodiversity material in biology learning.
Implementation of Project-Based e-LKPD on Banana Peel Waste Processing to Enhance Students’ Creative Thinking Skills Dwi - Pratiwi; Kartini Herlina; Ryna Aulia Falamy; Abdurrahman Abdurrahman
JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 10 No 1 (2026): JEP (Jurnal Eksakta Pendidikan)
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jep/vol10-iss1/1159

Abstract

The lack of creative thinking skills of students in learning alternative electrical energy highlights the need for more contextual and project-oriented learning activities. This study investigated the effectiveness of project-based electronic worksheets on banana peel waste processing implemented through the PjBL-STEM learning model in improving students’ creative thinking skills. A quasi-experimental design supported by qualitative interview data was employed in this research to obtain a deeper understanding of students’ learning experiences. The participants consisted of two classes from a state senior high school in Lampung, Sumatra. Data were collected using essay-based test instruments developed to assess the indicators of fluency, flexibility, originality, and elaboration. The quantitative findings showed that students’ creative thinking skills improved significantly after the implementation of the project-based e-LKPD, as indicated by high N-gain scores of 0.72 and 0.75, along with significant paired sample t-test results (sig. < 0.05). Furthermore, no statistically significant difference was found based on gender (sig. > 0.05), although several indicators demonstrated descriptive variations. Overall, the implementation of project-based e-LKPD through the PjBL-STEM learning model contributed positively to the development of students’ creative thinking skills and may serve as an innovative alternative in physics learning.

Page 34 of 34 | Total Record : 338

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