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Jurnal Penelitian Pendidikan Matematika dan Sains
Published by Universitas Negeri Surabaya
ISSN : -     EISSN : 2580586X     DOI : -
Core Subject : Education, Social,
Education Mathematics Social Sciences Other
Jurnal Penelitian Pendidikan Matematika dan Sains (JPPMS) adalah jurnal yang dikelola oleh Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) Universitas Negeri Surabaya. Jurnal ini memuat artikel penelitian yang berorientasi pada pokok-pokok kajian pendidikan matematika dan sains (fisika, kimia, biologi, dan IPA). Fokus dan cakupan Jurnal Penelitian Pendidikan Matematika dan Sains meliputi: Inovasi Pembelajaran Asesmen dan Evaluasi Media Pembelajaran Konsepsi dan Miskonsepsi Kurikulum dan Filsafat Psikologi Kognitif
Arjuna Subject : Umum - Umum
Articles 140 Documents
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The Effectiveness of STEM-PBL Learning Innovation in Climate Awareness Material to Improve Critical Thinking and Sustainability Consciousness of High School Students: Literature Review Nurita Apridiana Lestari; Rosyidatul Mufida; Daniya Nabila Bayuputri; Muhammad Nur Hudha
JURNAL PENELITIAN PENDIDIKAN MATEMATIKA DAN SAINS Vol. 9 No. 2 (2025): JPPMS Vol. 9 No. 2 (2025)
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppms.v9n2.p76-86

Abstract

The climate crisis demands that secondary education systems not only improve factual knowledge, but also foster awareness and sustainable action among students. One relevant approach is Science, Technology, Engineering, and Mathematics Problem Based Learning (STEM-PBL), which integrates contextual problem solving, collaboration, and evidence-based inquiry. This article aims to examine the trends and effectiveness of STEM-PBL implementation in climate awareness material in high schools, with a focus on improving critical thinking skills and sustainability consciousness. The research uses the Systematic Literature Review (SLR) method with a narrative approach, following the PRISMA 2020 guidelines. Articles were obtained through a Google Scholar search for the period 2020–2025 with the criteria of STEM-PBL intervention in climate awareness material in high schools and the use of critical thinking and sustainability consciousness measurement instruments. Of the 100 initial articles, 46 passed the eligibility stage, and after quality assessment, 10 articles were selected for synthesis. The results of the study show that STEM-PBL consistently improves high school students' data-based analysis, evaluation, inference, and argumentation skills. In addition, sustainability awareness increases through students' authentic experiences in investigating local climate issues, designing engineering solutions, and reflecting on the socio-environmental impacts of their choices. Several studies confirm that critical thinking serves as a cognitive link that translates scientific understanding into sustainable values and actions. The conclusion of this study is that the integration of STEM-PBL not only strengthens 21st-century competencies through critical thinking but also shapes pro-environmental dispositions that support the achievement of the SDGs, particularly goal 13. Limitations identified include limited sample coverage, heterogeneity of designs, and the use of non-standardized instruments, making further longitudinal and cross-context research essential. Keywords: STEM-PBL, critical thinking, sustainability consciousness, climate awareness.
itu Efektivitas Pembelajaran IPA Berbasis Proyek Melalui Pembuatan Poster Terhadap Kesadaran Mitigasi Bencana Gempa Bumi Khansa Nur Shafa Felisyah
JURNAL PENELITIAN PENDIDIKAN MATEMATIKA DAN SAINS Vol. 9 No. 2 (2025): JPPMS Vol. 9 No. 2 (2025)
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppms.v9n2.p71-75

Abstract

This study aimed to investigate the effectiveness of a project-based learning (PjBL) model in science education through poster creation to enhance students’ awareness of earthquake disaster mitigation in Year 8 at SMP Negeri 3 Gresik. The research employed a quasi-experimental design using a pre-test–post-test control group. The participants consisted of two classes: the experimental group, which was taught using the PjBL model through poster projects, and the control group, which received conventional instruction. The research instrument was a disaster mitigation awareness questionnaire that had been validated beforehand. The findings revealed that the mean score of students’ awareness in the experimental group was higher than that of the control group, with the experimental group categorised as “very good” (88.4%) and the control group as “good” (76.5%). An independent samples t-test yielded a significance value of p = 0.014 < 0.05, indicating a significant difference between the two groups. These results suggested that project-based science learning through poster creation was effective in improving students’ awareness of earthquake disaster mitigation at the lower secondary level.
Dampak Artificial Intelligence Dalam Pembelajaran Matematika Di Era Society 5.0. Reyhan Hana Dwi Putra; Amelia Kusuma Wardhani; Felisa Okta Amelin; Arifta Nurjanah
JURNAL PENELITIAN PENDIDIKAN MATEMATIKA DAN SAINS Vol. 9 No. 2 (2025): JPPMS Vol. 9 No. 2 (2025)
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppms.v9n2.p64-70

Abstract

The development of Artificial Intelligence (AI) technology in the Society 5.0 era presents both opportunities and challenges for mathematics learning. Although AI can improve motivation, conceptual understanding, and provide more adaptive learning, various findings indicate the risk of student dependence on technology, which can potentially reduce critical and creative thinking skills. This study aims to examine the impact of AI use in mathematics learning, focusing on the phenomenon of dependence and its influence on the thinking process. The method used was a literature review through searching articles from Google Scholar and selecting based on relevance to the topic. Five articles were analyzed to identify patterns of benefits, challenges, and risks of using AI in the context of mathematics education. The results of the study indicate that AI is effective in increasing efficiency, personalization, and learning engagement. However, excessive use without pedagogical supervision can reduce students' analytical, evaluation, and creativity skills. These findings emphasize the importance of wisely integrating AI with the support of digital literacy, the active role of educators, and clear regulations. This study is expected to provide a basis for consideration in developing mathematics learning strategies that balance the use of technology and strengthening higher-order thinking skills.
Analisis Kesalahan Siswa Bergaya Kognitif Reflektif dalam Pemecahan Masalah Kontekstual Ucik Fitri Handayani; Mukhtamilatus Sa’diyah; Lailatul Anggraini
JURNAL PENELITIAN PENDIDIKAN MATEMATIKA DAN SAINS Vol. 9 No. 2 (2025): JPPMS Vol. 9 No. 2 (2025)
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppms.v9n2.p53-63

Abstract

There are several mistakes made by students in solving mathematical problems. Students' mistakes are also influenced by cognitive style. The purpose of this study is to describe the mistakes made by students with reflective cognitive styles in solving contextual problems. This study is a descriptive study with a qualitative approach conducted at MA Mambaul Ulum Banjarejo. The material used in this study is linear programming. Data collection was carried out through written tests and interviews with each subject. The instruments used in this study were (1) the MFFT (Matching Familiar Figures Test) cognitive style test, (2) a linear programming problem-solving ability test, and (3) interview guidelines. There were two students with reflective cognitive styles as subjects in this study. The analysis of student errors was based on Newman's Theory. The results of this study are [1] both students with reflective cognitive styles made different mistakes, one student made conceptual errors, namely incorrect determination of inequality signs and transformations, and the other made procedural errors, namely the student was unable to continue working on the problem-solving process and also made mistakes in the transformation stage, process skills, and writing the final answer. [2] Both students with reflective cognitive styles also made the same errors; both made errors in the process skill stage and in the final answer writing stage.
Validitas Booklet pada Materi Analisis Proksimat Guna Meningkatkan Keterampilan Proses Sains Peserta Didik SMK Kompetensi Keahlian Kimia Analisis Salsabila Ameilia As-Sahra; Rusmini Rusmini
JURNAL PENELITIAN PENDIDIKAN MATEMATIKA DAN SAINS Vol. 9 No. 2 (2025): JPPMS Vol. 9 No. 2 (2025)
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppms.v9n2.p45-52

Abstract

This research aims to develop and validate a booklet on proximate analysis to enhance the science process skills (SPS) of vocational high school students majoring in chemical analysis. The study employs a Research and Development (R&D) approach, specifically using the 4D model (Define, Design, Develop, and Disseminate), although this research is limited to the Develop stage. The Define stage involved needs analysis, student analysis, task analysis, and concept analysis. The Design stage focused on media selection (booklet), format selection based on SPS indicators, and initial booklet design, including components like cover, content list, learning objectives, and practice questions. The Develop stage involved expert validation by two chemistry lecturers and one chemistry teacher, assessing content and construct validity using a Likert scale (1-5). The booklet was deemed valid if the mode of the scores from all validators was in the "good" or "very good" category. The results showed that the booklet achieved a "very good" rating for content validity, including the accuracy of the material, alignment with learning objectives, relevance to current scientific developments, suitability of practicum activities, and the appropriateness of practice questions. Construct validity, assessing the presentation, layout, and readability, also received a "very good" rating. Overall, the validation results indicate that the developed proximate analysis booklet is valid and suitable for improving the science process skills of vocational high school students in chemical analysis. The booklet is deemed ready for the next stage of research, which is implementation in the classroom.
Pengembangan Video Animasi Kontekstual Berbantuan Animaker Untuk Meningkatkan Minat Belajar Siswa Pada Materi Perbandingan Kelas VII di MTsN 5 Tanah Datar Fani Rahmadani; Isra Nurmai Yenti
JURNAL PENELITIAN PENDIDIKAN MATEMATIKA DAN SAINS Vol. 10 No. 1 (2026): JPPMS Vol. 10 No. 1 (2026)
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppms.v10n1.p17-26

Abstract

The low level of student interest in mathematics, particularly in the topic of ratios, among seventh-grade students at MTsN 5 Tanah Datar served as the background for this study. As a result of this low interest, students were not motivated or engaged in the learning process. The purpose of this study is to determine whether the use of contextual animated videos created with Animaker to increase students’ interest in learning about ratios is valid, beneficial, and effective. This study employs a research and development (R&D) design utilizing the 4-D development model—comprising the definition, design, development, and dissemination stages—as a framework. However, this study did not implement the dissemination stage. Questionnaires were used to collect data. The research instruments included a validation sheet, a teacher feedback questionnaire, a student feedback questionnaire, and a student learning interest questionnaire. Learning interest data were analyzed using N-Gain, while percentages were used to analyze data from the validation sheet, as well as the teacher and student feedback questionnaires. Based on the research findings, contextual animated videos created using Animaker have a very high validity rate of 90.8%. The results of the practicality test were classified as highly practical, with a teacher response rate of 88.75% and a student response rate of 83.96%. Meanwhile, this medium’s ability to increase learning interest resulted in a moderate N-Gain score of 0.63. Therefore, this medium is considered valid, useful, and sufficiently effective in increasing students’ learning interest.
Validitas Lembar Aktivitas Peserta Didik (LAPD) Berbasis Problem Based Learning (PBL) untuk Meningkatkan Kemampuan Berpikir Kritis pada Materi Asam Basa Fase F Izzy Eka Nur Rochmad; Rusmini
JURNAL PENELITIAN PENDIDIKAN MATEMATIKA DAN SAINS Vol. 10 No. 1 (2026): JPPMS Vol. 10 No. 1 (2026)
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppms.v10n1.p1-7

Abstract

This study aimed to develop and validate a Problem Based Learning (PBL)-based Student Worksheet to enhance students’ critical thinking skills on acid-base material in Phase F. This research employed a Research and Development (R&D) approach using Thiagarajan’s 4D development model, consisting of define, design, develop, and disseminate stages. However, this study was limited to the develop stage. The define stage included front-end analysis, learner analysis, task analysis, concept analysis, and learning objectives analysis. The design stage focused on selecting the Student Worksheet as the learning media, determining the format based on Facione’s critical thinking indicators, and designing worksheet components, including cover page, instructions, concept map, reading material links, contextual phenomena, and learning activities. The develop stage involved expert validation by two chemistry lecturers and one chemistry teacher to assess content and construct validity using a Likert scale of 1–5. The Student Worksheet was considered valid if the mode score was categorized as “good” or “very good.” The results showed that the Student Worksheet achieved a “very good” category for content validity, covering material accuracy, relevance of critical thinking skills to learning objectives, alignment of learning outcomes, and linguistic appropriateness. Construct validity, which assessed the suitability of the worksheet with critical thinking indicators, also obtained a “very good” category. Overall, the findings indicated that the developed PBL-based Student Worksheet on acid-base material was valid and feasible for improving students’ critical thinking skills in Phase F and is ready for further classroom implementation.
Validitas Lembar Aktivitas Peserta Didik (LAPD) dengan Pendekatan Contextual Teaching and Learning untuk Meningkatkan Keterampilan Proses Sains Peserta Didik pada Materi Hidrolisis Garam Fase F Wahyuni Wulandari; Rusmini Rusmini
JURNAL PENELITIAN PENDIDIKAN MATEMATIKA DAN SAINS Vol. 10 No. 1 (2026): JPPMS Vol. 10 No. 1 (2026)
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppms.v10n1.p35-44

Abstract

This study aims to develop and validate Student Activity Sheets (LAPD) using a contextual teaching and learning approach to improve students' science process skills on the topic of salt hydrolysis. This type of research uses Research and Development (R&D) with the 4D development model (Define, Design, Develop, and Disseminate), which is limited to the Develop stage. The Define stage includes front-end analysis, student analysis, task analysis, and concept analysis. The Design stage includes media selection, format selection, initial design, and preparation of science process skills tests. The Develop stage involves assessing the LAPD based on content validity and construct validity using a Likert scale (1-5), conducted by two chemistry lecturers and one chemistry teacher. The LAPD is considered valid if it receives a mode score from all validators with the criteria of "good" or "very good". The research results indicate that the LAPD received a “very good” category for content validity, which includes the suitability of the material with learning outcomes and learning objectives, the accuracy of knowledge concepts, the appropriateness of answer keys, the alignment of material with cognitive levels, consistency with the learning model, and indicators of science process skills. Construct validity, which encompasses language, presentation, graphics, and features, also received a “very good” category. Overall, the validation results show that the LAPD with a contextual teaching and learning approach is considered valid and feasible to use to enhance students' science process skills in the topic of salt hydrolysis.
Validitas Lembar Tugas Proyek STEM pada Topik Perbandingan untuk Menganalisis Berpikir Kritis Siswa SMP Yassirly Amry; Yurizka Melia Sari
JURNAL PENELITIAN PENDIDIKAN MATEMATIKA DAN SAINS Vol. 10 No. 1 (2026): JPPMS Vol. 10 No. 1 (2026)
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppms.v10n1.p27-34

Abstract

This study aims to examine the content validity of a STEM project task sheet instrument developed to analyze junior high school students' critical thinking skills. The task sheet was developed based on five indicators of critical thinking and was validated by two experts in mathematics education. Content validity was assessed using Aiken’s V index with a 1–4 Likert scale to measure the level of agreement among experts regarding the relevance of each item to the critical thinking indicators. The analysis results showed that, of the 11 items evaluated, 2 items obtained an Aiken’s V value of 0.83 and 9 items obtained a value of 1.00. These findings indicate that the developed task sheet instrument has high content validity and is suitable for use in analyzing junior high school students' critical thinking skills.
Pengembangan Model Pembelajaran Kontekstual Berbasis Etnomatematika Tradisi Weaving Bima untuk Meningkatkan Identitas Budaya dan Pemahaman Simetri Rizcky Juliawan; Muhammad Salahuddin
JURNAL PENELITIAN PENDIDIKAN MATEMATIKA DAN SAINS Vol. 10 No. 1 (2026): JPPMS Vol. 10 No. 1 (2026)
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppms.v10n1.p8-16

Abstract

Mathematics education in schools still faces various problems, especially on abstract materials such as geometry and symmetry. Students often experience difficulties in understanding concepts because learning is still conventional, lacks media, and rarely connects the material with students' life experiences. In addition, the utilization of local Bima culture in mathematics learning has not been optimal, although the Bima weaving tradition has many elements that can be used as learning contexts, including woven motifs that are rich in geometry and repeating patterns. This study aims to develop a contextual learning model based on the ethnomathematics of the Bima weaving tradition that is valid, practical, and effective to enhance students' cultural identity and understanding of symmetry. This study uses an Educational Design Research (EDR) approach with the McKenney and Reeves model, which includes three stages: analysis and exploration, design and construction, and evaluation and reflection. The research subjects consisted of material experts, learning experts, Bima cultural experts, mathematics teachers, and grade VIII students of SMPN 3 Woha. Research data were obtained through observations, interviews, questionnaires, symmetry comprehension tests, and documentation. The results showed that the developed learning model met the criteria of valid with an average validity score of 91.2% (very valid), practical with an average practicality score of 91.5% (very practical), and effective with an N-Gain value of 0.59 (moderate to high category). Furthermore, this model is also effective in enhancing students' cultural identity from a score of 68% before learning to 86% after learning. The final product of this study is a contextual learning model based on the ethnomathematics of the Bima weaving tradition, equipped with learning syntax, teaching devices, LKPD, evaluation instruments, and implementation guidelines for teachers.

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