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Jurnal Pendidikan Matematika dan IPA
Published by Universitas Tanjungpura
ISSN : 20860234     EISSN : 25797530     DOI : 10.26418
Core Subject : Science, Education, Agriculture,
Agriculture, Biological Sciences & Forestry Chemistry Education Mathematics Physics
JPMIPA is a journal publishing the mathematic, biology, chemistry, and physic also natural science mathematic eduacation, biology education, physic education, chemistry education, natural science education.
Arjuna Subject : -
Articles 18 Documents
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Search results for , issue "Vol 17, No 1 (2026): January 2026" : 18 Documents clear
THE EFFECT OF THE ALQURUN TEACHING MODEL ON THE CRITICAL THINKING ABILITY OF STUDENTS IN MATHEMATICS Sulistia, Lutfiyah Hasna; Sutiarso, Sugeng; Setiawati, Santy
Jurnal Pendidikan Matematika dan IPA Vol 17, No 1 (2026): January 2026
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v17i1.94632

Abstract

This research aims to identify the influence of ALQURUN Teaching Model on students' mathematical critical thinking ability. The type of research used was a quasi experiment with a pretest-posttest control group design. The research subjects included all grade VIII students at SMP Negeri 9 Bandar Lampung in the even semester of the 2024/2025 school year, which was divided into ten groupses. The sample was selected using cluster random sampling technique, resulting in groups VIII-I as the experimental groups and VIII-J as the control groups, each consisting of 24 students. The quantitative data analyzed came from the students' mathematical critical thinking ability test. Then, the data analysis technique used is a nonparametric test, namely the Mann-Whitney U test. The findings revealed that students taught using the ALQURUN Teaching Model demonstrated greater improvements in their mathematical critical thinking ability than those who underwent conventional learning. Therefore, it is evident that the ALQURUN Teaching Model positively impacts students’ ability to think critically in mathematics.
INTEGRATING PROJECT-BASED LEARNING WITH SOCIO-SCIENTIFIC ISSUES IN SCIENCE EDUCATION: A SYSTEMATIC LITERATURE REVIEW Ningsih, Widia; Suwanto, Fevi Rahmawati; Fairuz, Tariza
Jurnal Pendidikan Matematika dan IPA Vol 17, No 1 (2026): January 2026
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v17i1.100382

Abstract

This systematic literature review examines the integration of Project-Based Learning (PjBL) with Socio-Scientific Issues (SSI) in science education, focusing on mapping empirical findings, implementation patterns, and research gaps that have not been widely studied. This study aims to identify the learning outcome variables measured, describe the characteristics of PjBL–SSI implementation, and reveal the main challenges and limitations of previous studies. Using PRISMA guidelines, 6 peer-reviewed journal articles (n = 6) published between 2020 and 2025 were analyzed. These articles covered various educational levels, from elementary school to higher education, with diverse research designs. The results of the study show that the integration of PjBL with SSI consistently has a positive impact on students' critical thinking, problem-solving, science literacy, digital literacy, and ethical awareness, especially through involvement in real-issue-based projects that require multidimensional analysis and value-based decision-making. However, this study also identified a number of key challenges, namely the limited readiness of teachers in designing SSI-based projects, the lack of standardized learning resources and assessment tools, and the dominance of research focus on the cognitive domain. Another important finding shows that the affective, social, and reflective aspects of students have received relatively little attention in previous studies, thus opening up opportunities for further research. Overall, this review provides a conceptual contribution by presenting a structured synthesis of the characteristics, impacts, and challenges of PjBL–SSI integration, as well as a practical contribution as a reference for educators and curriculum developers in designing contextual, relevant, and socially responsible science learning.
THE RELATIONSHIP BETWEEN GENDER AND UNDERGRADUATE PHYSICS STUDENTS’ LABORATORY PERFORMANCE Ananingtyas, Ratika Sekar Ajeng; Suwasono, Purbo; Kurniawan, Bakhrul Rizky; Prawitasari, Prawitasari; Munfaridah, Nuril
Jurnal Pendidikan Matematika dan IPA Vol 17, No 1 (2026): January 2026
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v17i1.101802

Abstract

Laboratory activities play a central role in fundamental physics courses because they support the development of procedural skills, experimental reasoning, and practical problem solving. This study investigates whether gender and class group are associated with the laboratory performance of undergraduate physics students. The participants were 54 first-year physics students enrolled in a fundamental physics laboratory course. Laboratory performance was measured through structured observation rubrics focusing on procedural accuracy and practical engagement, as well as an individual performance test assessing experimental readiness and data interpretation skills. Descriptive analysis showed that the mean score for performance observation was 88.44, while the mean score for performance test was 67.04. Both variables were non-normally distributed (Shapiro-Wilk = 0.92, p < 0.001) but showed homogeneous variances across gender and class group. Spearman analysis revealed a moderate positive association between observation and test scores ( = 0.399, p = 0.0028), suggesting that students who performed well during laboratory activities tended to achieve higher scores on individual performance test. Wilcoxon test showed that gender was linked to differences in observation scores (W = 480, p = 0.03748) but not on test scores (W = 368.5, p = 0.8892), whereas class group showed the opposite pattern. Overall, the findings highlights the importance of using multiple assessment approaches to capture laboratory performance more comprehensively and to avoid overinterpreting gender differences as deficits. The results contribute context-specific evidence form Indonesian physics education and support efforts to promote more equitable laboratory learning environments.
ANALYSIS OF HIGH SCHOOL STUDENTS’ CRITICAL AND COMPUTATIONAL THINKING SKILLS IN THERMOCHEMISTRY Wibowo, Aries Setyo; Patonah, Siti; Novita, Mega
Jurnal Pendidikan Matematika dan IPA Vol 17, No 1 (2026): January 2026
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v17i1.104115

Abstract

Critical and computational thinking skills are two essential 21st-century competencies that are highly relevant in chemistry education, particularly in thermochemistry topics that require deep conceptual understanding and scientific reasoning. This study aims to provide an in-depth analysis of the profile of high school students’ critical and computational thinking skills in thermochemistry. A descriptive quantitative method was employed, involving 36 eleventh-grade students from SMAN 1 Kedungwuni. The instruments consisted of diagnostic tests based on Facione’s and Brennan & Resnick’s indicators, classroom observations, semi-structured interviews with teachers and students, and student perception questionnaires. The analysis revealed that students’ critical thinking skills were at a moderate level, with the highest score in interpretation (65.3%) and the lowest in evaluation (58.1%) and explanation (59.4%). Similarly, computational thinking skills were also in the moderate category, with the highest score in decomposition (63.2%) and the lowest in abstraction (57.3%). Observational and interview data indicated that learning was still dominated by conventional lecture methods with limited exploratory activities that promote higher-order thinking. However, students expressed strong motivation toward the use of more interactive learning media, such as websites or Android-based applications. In conclusion, these findings underscore the need for innovative, contextual, and technology-based learning media to enhance students’ critical and computational thinking skills and better align chemistry education with 21st-century learning demand.
THE EFFECT OF PROJECT-BASED LEARNING (PjBL) MODEL ON STUDENTS' LEARNING OUTCOMES IN SOCIAL ARITHMETIC MATERIALS IN GRADE VII OF SMP NEGERI 1 TOMPASOBARU Liando, Natalia Kintania; Tumalun, Nicky Kurnia; Pitoy, Cory
Jurnal Pendidikan Matematika dan IPA Vol 17, No 1 (2026): January 2026
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v17i1.93866

Abstract

The mismatch of learning models with student competencies has the potential to inhibit classroom interaction and reduce learning engagement. This impact is seen in the decline of academic achievement. An effective solution is the implementation of Project Based Learning (PjBL), a student-centred approach based on creative-innovative methods. This study examined the effect of PjBL on improving learning outcomes using a quantitative experimental design. The research subjects consisted of students of class VII A (experimental) and VIII B (control) at SMP Negeri 1 Tompaso Baru.. Based on the results of research using the t-test, obtained tcount= 3.605 and ttable value at a significant level α = 0.05 and df = 38 is 1.685, thentcount> ttable (3.605> 1.685). This shows that the Project Based Learning (PjBL) learning model is higher than the conventional learning model on student learning outcomes in social artimatics class VII SMP Negeri 1 Tompaso Baru.
STUDENTS’ PERCEPTIONS OF THE USE OF ARTIFICIAL INTELLIGENCE IN COMPLETING MATHEMATICS ASSIGNMENTS Afianti, Delima; Laswadi, Laswadi
Jurnal Pendidikan Matematika dan IPA Vol 17, No 1 (2026): January 2026
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v17i1.97979

Abstract

The use of Artificial Intelligence (AI) in education has brought attention to how students view its role in helping them complete mathematics tasks. This study explores these perceptions by considering seven indicators: cognitive, affective, conative, usefulness, ease of use, critical awareness, and independence versus dependence. The research employed a descriptive quantitative design involving 33 Mathematics Education students at IAIN Kerinci. Data were gathered through a Likert-scale questionnaire and processed using descriptive statistical techniques. The results indicate that students tend to have positive perceptions, reflected in a mean score of 3.3470. While AI is generally seen as useful and easy to operate, some students still express concerns about becoming too dependent and losing opportunities to learn independently. These findings point to the need for instructional approaches that utilize AI wisely while still fostering critical, ethical, and independent learning habits.
STUDENTS RESPONSE TO THE READABILITY OF POGIL-BASED INTERACTIVE E-MODULE ON HEAT TOPIC Irsalina, Fian Rifqi; Aviyanti, Lina; Iryanti, Mimin
Jurnal Pendidikan Matematika dan IPA Vol 17, No 1 (2026): January 2026
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v17i1.99768

Abstract

This study aimed to analyze the readability of a POGIL-based interactive e-module on heat for 12th-grade students. This study is urgent due to the abstract nature of heat concepts in physics and the increasing use of digital learning resources, which require instructional materials that are not only technologically advanced but also readable and pedagogically effective. The research employed a descriptive survey with a quantitative approach, collecting data via a questionnaire designed to assess three main aspects of the e-module: format, language, and content. A purposive sampling technique was employed, selecting 33 students who had previously studied the heat topic and had experience with e-modules. The data obtained were analyzed using a Likert scale to evaluate the effectiveness and practicality of the e-module. The results showed that the e-module received high ratings across all aspects, with an overall average score of 91.89%, categorizing it as “Very Practical.” The format aspect scored 90.06%, indicating that the e-module's design and structure were user-friendly and supported comprehension. The language aspect scored 92.73%, reflecting the clarity and simplicity of the language used. The content aspect scored 92.88%, indicating that the e-module effectively enhanced student engagement and understanding of the material. Overall, the study concludes that the e-module is a highly effective learning resource and is recommended for future instructional use.
EFFECTIVENESS OF USING META AI IN IMPROVING UNDERSTANDING OF ALGEBRA CONCEPTS BY GRADE VII STUDENTS AHMAD YANI JUNIOR HIGH SCHOOL Prastyo, Feri; Hakim, Wildan
Jurnal Pendidikan Matematika dan IPA Vol 17, No 1 (2026): January 2026
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v17i1.97483

Abstract

This study aims to analyze the effectiveness of using Meta AI in improving the understanding of algebra concepts of seventh-grade students at Ahmad Yani Pagelaran Junior High School. The background of the problem shows that students have difficulty understanding basic algebra concepts, including the introduction of variables, coefficients, constants, and simplification of algebraic equations due to the use of conventional learning methods that are less interactive. The study used a quasi-experimental design with 42 students divided into an experimental group (using Meta AI) and a control group (conventional method). Data were collected through pretests, posttests, and learning observations, then analyzed using descriptive and inferential statistics with t-tests and N-Gain analysis. The results showed a significant difference between the two groups (p < 0.05). The experimental group achieved an average posttest of 83 with an N-Gain of 73.4% (high category), while the control group only achieved 35 with an N-Gain of 17% (low category). The classical completeness of the experimental group reached 100%, exceeding the minimum standard of 85%. Meta AI has been shown to increase student engagement by up to 90%, reduce procedural errors by 70%, and improve the accuracy of identifying algebraic components by up to 85%. The study concluded that Meta AI is highly effective in improving understanding of algebraic concepts through adaptive, personalized, and interactive learning tailored to individual students' needs.
IMPLEMENTATION OF THE COLLABORATIVE PROBLEM SOLVING (CPS) LEARNING MODEL IN MATHEMATICS INSTRUCTION ON THE TOPIC OF SYSTEMS OF TWO-VARIABLE LINEAR EQUATIONS (SPLDV) Dosniroha, Devitha; Sulistyaningsih, Murni; Tilaar, Anetha L.F.
Jurnal Pendidikan Matematika dan IPA Vol 17, No 1 (2026): January 2026
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v17i1.104388

Abstract

This study aims to identify whether the average learning outcomes of students who learn using the Collaborative Problem-Solving learning model are higher than the average learning outcomes of students who learn using the Direct learning model (lecture method) on the Two-Variable Linear Equation System material. This study uses a posttest-only control group design. The population of this study was all eighth-grade students and the sample in this study was class VIII-A as an experimental class consisting of 20 students and class VIII-B as a control class consisting of 10 students at SMP Negeri 3 Tondano in the even semester of the 2024/2025 academic year. The results revealed that there was a difference in the average learning outcomes of students taught using the Collaborative Problem-Solving learning model with students taught using the Direct learning model. Based on the above results, it can be concluded that using the Problem-Based Learning model can improve students' mathematics learning outcomes in the topic of Two-Variable Linear Equation Systems.
DEVELOPMENT OF AN SCIENCE LEARNING MODULE BASED ON THE ERP (ENGAGE, RESEARCH, AND PRESENT) LEARNING MODEL TO ENHANCE STUDENTS’ METACOGNITIVE SKILLS Rondias, Najwa Salsabila; Ismawati, Riva; Muhlisin, Ahmad
Jurnal Pendidikan Matematika dan IPA Vol 17, No 1 (2026): January 2026
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v17i1.96773

Abstract

This study aims to develop a valid, effective, and practical science learning module based on the ERP (Engage, Research, and Present) model to improve students' metacognitive skills. The background of the study was the low metacognitive skills of students at SMP Negeri 5 Magelang, the lack of supporting teaching materials, and learning that does not support independent learning. The study used a Research and Development (R&D) method with the ADDIE development model. The subjects were 31 eighth-grade students. The instruments used included an expert validation sheet, a metacognitive skills test, the Metacognitive Awareness Inventory (MAI) questionnaire, and a student response questionnaire. The results of the study showed that: (1) the learning module was declared valid based on expert validation results with an Aiken’s V score of 0.85; (2) the module was effective in improving students' metacognitive skills, as indicated by the increase in pretest and posttest scores and an N-Gain score of 0.72, categorized as high; and (3) the module was considered practical based on student response questionnaires, with a practicality score of 84.7%, categorized as very practical. The findings indicate that the science learning module based on the ERP model is valid and feasible to be used as teaching material, and it is effective and practical in improving students’ metacognitive skills. The limitations of this study lie in the research design, which did not employ a control group. Therefore, the findings of this study require further investigation.

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