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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 135 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 Lestari, Nurita Apridiana; Mufida, Rosyidatul; Bayuputri, Daniya Nabila; Hudha, Muhammad Nur
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 Felisyah, Khansa Nur Shafa
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. Dwi Putra, Reyhan Hana; 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 Handayani, Ucik Fitri; 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 As-Sahra, Salsabila Ameilia; 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.

Page 14 of 14 | Total Record : 135

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