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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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INTERACTIVE ANIMATION VIDEO DEVELOPMENT BASED ON DISCOVERY LEARNING USING ADOBE CREATIVE CLOUD AND THE LEARNING MANAGEMENT SYSTEM MOODLE Sitorus, Patar Ariyanto; Pujianto, Pujianto
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.v16i3.95335

Abstract

This study aims to measure the feasibility of interactive animated videos based on discovery learning, assisted by Adobe CC and LMS Moodle, that have been developed. The method used in this study is research and development/(R&D) with a 4D development model. The 4D development model process carried out in this study includes the definition, design, and development stages; the dissemination stage was not carried out in this study. The feasibility of this product was validated by two material experts and two media experts who have a minimum educational background of a doctorate and a minimum of 3 years of teaching experience at the University, based on the validation results using a questionnaire, the following results were obtained: a total final score of 93.3% by material experts and a total final score of 100% by media experts. After receiving the validation results from experts, the next stage is to conduct a limited test with a sample of 12 students and two science teachers. Limited testing was carried out to determine the practicality and readability of the product being developed. Based on the limited test results, a total score of 97.5% was obtained for the practicality of the product by science teachers and 100% for the readability of the product by students. Based on the research results, it can be concluded that interactive animation videos based on discovery learning, assisted by Adobe CC and LMS Moodle, meet the requirements to be implemented at the dissemination stage. The urgency in this study is the lack of learning media in the form of interactive animation videos based on discovery learning on earthquake material. This implies that the developed media can be effectively integrated into science classes to enhance students' understanding of earthquake concepts. Furthermore, the development approach used can serve as a practical framework for educators and developers to develop similar products in other science topics.
DIDACTIC ANALYSIS OF FRACTION LEARNING IN PROSPECTIVE MATHEMATICS TEACHERS Rapa, Zulfahmi Mustapa; Masaniku, Rizal
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.v16i3.93155

Abstract

Understanding the concept of fractions is a significant challenge for prospective mathematics teachers. This study aims to analyze the didactic understanding of fraction learning among prospective mathematics teachers and evaluate the use of visual representations in improving the understanding of fractions. This study uses a qualitative approach with a case study design involving three students from the mathematics education program at a private university in Gorontalo Province as research subjects. The subjects were selected through purposive sampling based on the criteria of their level of understanding of fractions and representations, visual approaches and daily applications, and didactic abilities. Data were collected through a fraction concept understanding test and in-depth interviews, then analyzed using the Miles et al (2014). approach, which includes three stages: data collection, data reduction, and data presentation. The results of the study indicate that although students demonstrated a good basic understanding of fraction concepts, they experienced difficulties in connecting these concepts to more complex real-life applications. In addition, although visual representation approaches were used, there were still shortcomings in relating fractions to broader contextual situations. Based on these findings, it is recommended that mathematics teacher education focus on developing Pedagogical Content Knowledge (PCK) that can enrich students' understanding in teaching fractions with a more applicable and contextual approach.
SYSTEMATIC LITERATURE REVIEW: THE IMPLEMENTATION OF THE CREATIVE PROBLEM SOLVING LEARNING MODEL IN RELATION TO STUDENTS' CREATIVE THINKING ABILITY Soraya, Selfina; Hartono, Hartono; Fajriah, Noor; Sidi, Noraidah binti
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.v16i3.92447

Abstract

It is important to develop student"™s mathematical creative thinking skill. Increasing students' mathematical creative thinking skills can occur in learning, one of which is learning with the Creative Problem Solving (CPS) model. This study aims to find out he application of the CPS learning model to improving students' mathematical creative thinking skills. The method used is a literature review, with 15 articles reviewed. The result are: 1) the CPS learning model is proven to be able to improve creative thinking skills, problem solving, and adaptive reasoning; 2) the CPS learning model uses four stages, namely: problem classification, expressing opinions, evaluation and selection, and implementation. During the learning process with the CPS model, it is necessary to create a conducive environment. CPS learning model is effective in enhancing students' creative thinking skills, particularly in mathematics education. Most studies implement four main stages: problem clarification, idea generation, evaluation, and implementation. The application of CPS demonstrates flexibility, with the number of steps ranging from three to eight depending on context and teacher innovation. Successful implementation is influenced by student motivation, time management, and a conducive learning environment. Findings consistently indicate that CPS fosters higher creativity compared to conventional learning models.
DEVELOPMENT OF AN E-MODULE CONTAINING ICARE (INSTRUCTION, CONNECTION, APPLICATION, REFLECTION, AND EXTENSION) IN THE TOPIC OF TRIANGLES FOR EIGHTH GRADE Nurfaojah, Ojah Siti; Wahyuni, Sulis; Dewi, Irmawati Liliana Kusuma; Nopriana, Tri
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.v16i3.95132

Abstract

The development of mathematics e-modules to support learning has been widely conducted; however, e-modules designed with ICARE components on the topic of triangles remain limited. This study aims to develop mathematics teaching materials in the form of an ICARE-based e-module for the topic of triangles for eighth-grade students. The research type used is development or Research and Development (R&D) employing the ADDIE development model. However, the implementation was limited to three stages: Analysis, Design, and Development. The subjects of this study were two mathematics teachers. The e-module was validated by content experts and design experts. Instruments used to collect data included interviews, validation questionnaires, and educator response questionnaires. The analysis stage results indicate that students require alternative digital teaching materials to support learning. In the design stage, an ICARE-approach mathematics e-module on triangles was developed to facilitate student understanding. The development stage included validation tests by content and design experts, yielding highly valid results. The e-module"™s content validity reached 91.35%, categorized as very valid, while its design validity reached 87.21%, also categorized as very valid. Additionally, a practicality test by educators yielded a result of 66.80%, categorized as sufficiently practical. Thus, this e-module is expected to serve as an alternative digital teaching material that effectively supports the mathematics learning process and acts as a self-learning medium for students, thereby increasing student motivation. It is also expected that future research will consider this e-module as an additional learning resource for teachers that can support differentiated instruction.
ALLELOPATHIC EFFECTS OF ARABICA COFFEE (Coffea arabica) ON GERMINATION AND GROWTH OF UPLAND RICE VARIETY MAPAN P-02 (Oryza sativa) Sipahutar, Lasro Yulistiawati; Nugroho, Wahyu; Susilawati, Puspita Ratna
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.v16i3.92876

Abstract

Coffea arabica is generally a monoculture, resulting in a lack of land for other crops, especially staple foods such as rice. One way to optimise land utilisation is through intercropping. This study aimed to determine the effect of Coffea arabica allelopathy on germination and growth of upland rice variety Mapan P-02 (Oryza sativa). The method used in this study was a completely randomised design (CRD) with the treatment of variations in the concentration of Coffea arabica allelopathy, namely 2.5; 5; 7.5; and 10% with five repetitions. The data obtained were analysed using One-Way ANOVA. The results showed that the effects of Coffea arabica allelopathy with different concentrations did not significantly differ on plant height, number of leaves, wet weight, and dry weight of upland rice of established variety Mapan P-02 (Oryza sativa). This research implies that upland rice of the established variety Mapan P-02 can be used as a companion plant for Coffea arabica in the intercropping system.
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.

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