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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 343 Documents
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THE RELATIONSHIP BETWEEN SELF EFFICACY AND MATHEMATICAL CONNECTION SKILLS WITH STUDENTS"™ NUMERAC SKILLS Mustofa, Mustofa; Mulyono, Mulyono; Mariani, Scholastika; Agoestanto, Arief
Jurnal Pendidikan Matematika dan IPA Vol 16, No 3 (2025): September 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v16i3.93983

Abstract

Numeracy ability is the ability to think logically and systematically in solving contextual problems based on data and numbers. However, students' numeracy ability in Indonesia, including in Central Java, is still relatively low. This study aims to determine the relationship between self-efficacy and mathematical connection ability simultaneously on students' numeracy ability on the material of arithmetic sequences and series in class X MANU 3 Ittihad Bahari Bonang Demak. This study uses a quantitative approach with a correlational method. The research sample was taken using a cluster random sampling technique, and two classes were obtained, namely class X.1 and X.2. The research instruments were in the form of a self-efficacy questionnaire and a descriptive test to measure mathematical connection and numeracy abilities. Data analysis was carried out using multiple linear regression tests using SPSS 25. The results of the study showed that there was a significant positive relationship simultaneously between self-efficacy and mathematical connection ability on students' numeracy abilities, with a coefficient of determination (R ²) value of 0.599. This means that the two independent variables contributed 59.9% to students' numeracy skills, while 40.1% was influenced by other factors. These results indicate the importance of the role of self-efficacy and mathematical connections in improving students' numeracy skills, as well as being the basis for further research to examine other factors that contribute to the development of numeracy skills.
IMPLEMENTATION OF LEARNING WITH STEM APPROACH TO IMPROVE STUDENTS' MATHEMATIZATION SKILLS Rahmadini, Sabila Rizqia; Noer, Sri Hastuti; Triana, Mella
Jurnal Pendidikan Matematika dan IPA Vol 16, No 3 (2025): September 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v16i3.93000

Abstract

The purpose of the study was to determine the implementation of learning with the STEM approach to improving students' mathematization skills. The STEM approach includes science, technology, engineering, and mathematics in real context. The study population was all VIII grade students of SMP Negeri 33 Bandarlampung in the odd semester of the 2024/2025 academic year which were distributed in six classes, namely VIII A to VIII F heterogeneously. Sampling was done using cluster random sampling technique, VIII E class consisting of 32 students was selected as the experimental class and VIII D class consisting of 32 students as the control class. The research design used was pretest-posttest control group design. The data of this research is quantitative data obtained from the students' mathematization skills test. The test consists of three descriptive questions that have been tested and meet the validity and reliability criteria. Based on data analysis using Mann-Whitney U test, it was concluded that the improvement of mathematization skills of students who participated in learning with STEM learning was higher than the improvement of mathematization skills of students who participated in conventional learning. Thus, the implementation of STEM learning can improve students' mathematization skills.
THE CIREMAI MOUNTAIN CURRICULUM IN A BRAIN-BASED LEARNING E-MODULE: AN EFFORT TO ENHANCE STUDENTS"™ MATHEMATICAL CREATIVE THINKING ABILITY Adiastuty, Nuranita; Aeni, Dilla Dzahrotul; Syafari, Rahayu
Jurnal Pendidikan Matematika dan IPA Vol 16, No 3 (2025): September 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v16i3.93469

Abstract

This study aims to develop a Brain-Based Learning (BBL) e-module based on the Gunung Ciremai Curriculum to enhance junior high school students' mathematical creative thinking on plane figures. Using the ADDIE Research and Development model, the study involved 30 seventh-grade students from class VII C at SMP Negeri 1 Kramatmulya. Instruments included validation and practicality questionnaires, as well as pre- and post-tests. The e-module was rated highly valid by material experts (88.54%) and media experts (81.94%), and valid by cultural experts (72.5%). Practicality scores were very high from both teachers (95.31%) and students (84.93%). An average N-Gain of 0.6 indicated a moderate improvement in creative thinking. These results show that the e-module is valid, practical, and effective in fostering mathematical creative thinking by integrating local cultural elements, particularly Kuningan batik, into learning. This study contributes by developing and validating a Brain-Based Learning (BBL) E-Module integrated with ethnomathematics of the Gunung Ciremai Curriculum, which is proven practical and effective in enhancing students"™ mathematical creative thinking skills.
EXPLORATION OF INDIGENOUS LEAD (PB)-RESISTANT BACTERIA FROM RUBBER WASTEWATER AS CANDIDATES FOR BIOREMEDIATION AGENTS Putri, Emilya; Febria, Fuji Astuti; Tjong, Djong Hon
Jurnal Pendidikan Matematika dan IPA Vol 16, No 3 (2025): September 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v16i3.93437

Abstract

The presence of heavy metals such as lead (Pb) in rubber processing wastewater originates from coagulant materials, vulcanization processes, and raw water contamination. Pb is toxic and persistent, thus requiring proper treatment. This study aims to isolate indigenous bacteria from rubber wastewater that are resistant to Pb and have potential as bioremediation agents. Isolation was performed using the dilution-pour plate method, with selection on a medium containing Pb(NO₃)â‚‚. Resistance tests were conducted at increasing concentrations (100"“350 ppm). Three isolates (IS-1, IS-2, IS-3) were obtained, with IS-3 exhibiting the best growth (μ = 0.641 day⁻ ¹; generation time (G) 1.08 days). Molecular identification of the best bacterial isolate revealed that IS-3 is Pseudomonas protegens. This isolate shows potential as a bioremediation agent for Pb contamination.
ERROR ANALYSIS IN SOLVING MATHEMATICAL LITERACY PROBLEMS ON THE MATERIAL OF ARITHMETIC SEQUENCES AND SERIES Syahadat, Prasasti Bumi; Kamaliyah, Kamaliyah; Sari, Asdini
Jurnal Pendidikan Matematika dan IPA Vol 16, No 3 (2025): September 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v16i3.91480

Abstract

Mathematical literacy equips students with the skills to solve real-life problems effectively. However, many students struggle to understand and apply mathematical concepts effectively. This study aims to analyze the types of errors made by 35 students of the X2 class of SMA Negeri 9 Banjarmasin in solving mathematical literacy problems on the material of arithmetic sequences and series based on Newman's procedure. This procedure was chosen because it provides a structured framework that identifies specific stages where learners commonly make mistakes in solving mathematical problems, such as reading, comprehension, transformation, process skills, and encoding. Data were collected through written tests and interviews, then analyzed using a descriptive qualitative method based on the Miles and Huberman technique. The results showed that encoding errors (27.48%) were the most frequent, where students often skipped verification and struggled to draw accurate conclusions. Process skills errors (26.06%) occurred when students were confused about the next step despite knowing the correct formula. Transformation errors (21.81%) stemmed from incorrect application of formulas due to reliance on memorization without contextual understanding. Comprehension errors (21.53%) resulted from misunderstanding the problem, especially in identifying known and unknown information. Reading errors (3.12%), the least frequent, are typically caused by unfamiliarity with mathematical terms or symbols. These findings indicate that students"™ difficulties are both procedural and conceptual. Therefore, instructional strategies should emphasize concept mastery, promote strategic problem-solving, encourage self- verification, and connect mathematics to real-world situations.
FROM TRADITION TO COMPREHENSION: LEVERAGING THE WISDOM OF 'KENTONGAN' IN DISCOVERY LEARNING TO FOSTER SCIENTIFIC LITERACY Septiana, Adela; Tyas, Rizki Arumning
Jurnal Pendidikan Matematika dan IPA Vol 16, No 3 (2025): September 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v16i3.94231

Abstract

Scientific literacy is essential for equipping students to solve real-world problems and engage meaningfully with scientific concepts. However, Indonesian students continue to exhibit low performance in international assessments, including PISA and TIMSS. This study aims to examine the effectiveness of the discovery learning model enriched with the local wisdom of kentongan"”a traditional wooden instrument used in community communication"”to enhance students"™ scientific literacy in the topic of vibrations, waves, and sound. This research uses a quasi-experimental design involving 62 eighth-grade students from a public junior high school in Indramayu, divided, divided into control and experimental groups The instruments used include pretest and posttest questions as well as observation sheets, while data analysis was conducted through Independent Sample T-test and effect size. The intervention used student worksheets and teaching modules that linked physics concepts with the cultural function of kentongan. Results showed a significant difference in scientific literacy outcomes between the groups, with the experimental group demonstrating higher normalized gain scores across three key aspects: explaining phenomena scientifically, evaluating and designing scientific investigations, and interpreting data. The effect size was very high (Cohen"™s d = 2.41), confirming the strong impact of the model. The findings suggest that integrating local culture into discovery-based learning can create more meaningful and contextual science education, fostering students"™ engagement and scientific understanding.
CAPTURING CURRENT RESEARCH TRENDS ON THE UTILIZATION OF CHATGPT IN SCIENCE EDUCATION Utami, Amaira; Rusmana, Ai Nurlaelasari; Rahayu, Dita Puji
Jurnal Pendidikan Matematika dan IPA Vol 16, No 3 (2025): September 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v16i3.93046

Abstract

In this modern era, the emergence of artificial intelligence (AI) in the educational context has brought significant benefits to teachers and students. One widely used artificial intelligence type is large language models (LLMs) like ChatGPT. This study aims to capture the current research trend related to the use of ChatGPT in the context of science education. A bibliometric analysis was conducted using the Scopus database to analyze current research trends on ChatGPT and Science Education. A total of 74 documents published in 2023-2025 were collected. Rstudio, OpenRefine, VOSviewers, and Microsoft Excel were utilized to analyze the data. It is perceived that Goethe University Frankfurt, National Cheng Kung University, Technical University of Munich, and University College London are the most productive affiliations, with eight publications over the timespan. Moreover, the USA is the leading country, with 51 publications, as one of the high-yielding countries. Citation analysis was carried out to define the most impactful author. It is known that Grant Cooper from Curtin University is the most impactful author. To sum up, this study contributes to presenting current research trends related to the use of ChatGPT in science education that might provide insightful information for future research.
ERROR ANALYSIS OF EIGHTH-GRADE STUDENTS AT SMP N 6 PALU IN SOLVING AKM NUMERACY PROBLEMS VIEWED FROM A GENDER PERSPECTIVE Juliartini, Ni Kadek; Mubarik, Mubarik; Sukayasa, Sukayasa; M, Bakri
Jurnal Pendidikan Matematika dan IPA Vol 16, No 3 (2025): September 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v16i3.93169

Abstract

The purpose of this study is to describe the mistakes of male and female students in solving numeracy AKM problems based on Newman procedures. The method used in this study is a qualitative descriptive method. Some of the results obtained from this study are: (1) mistakes made by male students including comprehension errors occurred because students read the questions once quickly and did not know which ones to write because the questions were too long, process skill errors occurred because students were not careful in calculating multiplication and division operations, and encoding errors occurred because students were in a hurry to do the problems; (2) mistakes made by female students include comprehension errors occurring because students read the questions once and do not know which ones to write because the questions are too long, transformation errors occur because students do not know the formula for finding averages, process skills errors occur because students are not able to calculate correctly, and encoding errors occur because students are not careful in reading what is asked in the questions.(3) The most dominant mistake made by male and female students is comprehension error. This mistake occurs because students read the questions only once, making them unable to fully understand the information provided in the questions and not knowing which points to write down due to the questions being too lengthy.
THE EFFECT OF FORMATIVE ASSESSMENT OF PROGRAMMED DAILY ASSESSMENT ON LEARNING MOTIVATION AND ITS IMPACT ON STUDENTS' ACADEMIC ACHIEVEMENT Sukowati, Berliani Ardelia; Nisita, Indriastri; Sukimin, Sukimin; Setyaningsih, Nining
Jurnal Pendidikan Matematika dan IPA Vol 16, No 3 (2025): September 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v16i3.93623

Abstract

Programmed Daily Assessment is an assessment that is scheduled systematically and programmatically by schools with provisions for time, form, and frequency that are adjusted for all teachers. The purpose of this study was to examine the direct effect of programmed daily assessment on learning motivation, examine the direct effect of programmed daily assessment and learning motivation on learning achievement, and examine the indirect effect of programmed daily assessment on learning achievement through learning motivation. This research method is quantitative with a correlational design. The research subjects were 82 8th-grade students at one of the junior high schools in Karanganyar Regency. Data collection techniques used questionnaires to measure learning motivation and math tests for learning achievement. The data were analyzed using path analysis with the SPSS version 25 program which was preceded by prerequisite analysis tests (normality, linearity, multicollinearity, heteroscedasticity). The results of the study show that programmed daily assessment has no direct effect on students"™ learning motivation, as indicated by a significance level of 0.960. Furthermore, learning motivation did not act as a mediator in the relationship between programmed daily assessment and learning achievement, meaning there was no indirect effect between these variables. This is indicated by the significance values obtained, where programmed daily assessment was 0.415 and learning motivation was 0.914. This finding indicates that the programmed daily assessment mechanism, in the context of this study, is not effective in improving learning achievement.
DEVELOPMENT OF CONTEXTUAL ELECTRONIC LEARNER WORKSHEET FOR PRACTICAL MATHEMATICS (E-LKPD) BASED ON LIVEWORKSHEETS TO IMPROVE THE MOTIVATION OF GRADE X STUDENTS TO LEARN MATHEMATICS Azzahro', Qissiisiina; Handayani, Ucik Fitri
Jurnal Pendidikan Matematika dan IPA Vol 16, No 3 (2025): September 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v16i3.92780

Abstract

The implementation of mathematics learning in class X of SMK As-Salam revealed that students have difficulty in understanding mathematical concepts because learning methods are predominantly conventional and lack the connection of material to real life. Therefore, an e-LKPD based on live worksheets with contextual problems was developed. This study focuses on testing the validity, practicality, and effectiveness of the e-LKPD based on Liveworksheets. This study aims to develop a contextual e-LKPD based on live worksheets to increase the learning motivation of mathematics students in class X at SMK As-Salam. The research method used is the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development model. The developed e-LKPD was validated by experts and tested for practicality through teacher and student responses. The validation results showed that the e-LKPD fell into the highly valid category with a score of 3.668. The product's effectiveness was tested using a paired sample t-test. Based on the analysis of data from 31 students, the average learning motivation score was 51% before treatment and 66% after treatment. The calculated t-value was -3.655, indicating that the e-LKPD is effective, and the sig. (2-tailed) value was 0.000, which is less than 0.05. Therefore, there was a significant increase in student learning motivation after using the e-LKPD. The conclusion of this study shows that contextualized e-LKPD based on live worksheets is effective in increasing students' motivation to learn exponent material. Therefore, it is expected that this e-LKPD can be used as an alternative to innovative learning media to improve the quality of mathematics learning.

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