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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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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.
IMPROVING OF JUNIOR HIGH SCHOOL SCIENCE TEACHERS COMPETENCY THROUGH LESSON STUDY Kusairi, Sentot; Khusaini, Khusaini; Sujito, Sujito; Ananingtyas, Ratika Sekar Ajeng; Irawan, Ivan Danar Aditya; Faizah, Revnika
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.v17i1.100673

Abstract

This study aims to improve the competence of junior high school science teachers through Lesson Study activities and the development of scientific articles. Participatory Action Research (PAR) was chosen as the research method. The study involved 17 science teachers who were members of the Malang City Science Teacher Working Group (MGMP IPA). The teachers carried out lesson study in groups with three cycles of plan, do, see, and reflect. Each group designed, implemented, observed, and reflected on the learning process during the three cycles. Data was obtained through observation and questionnaires to identify the competencies of science teachers. The results showed that the implementation of Lesson Study was able to improve teachers' understanding of the concepts and objectives of lesson study, observation skills, and the ability to analyze learning outcomes. Teachers also had a good knowledge of formative assessment in learning. The integration of Lesson Study followed by the development of scientific articles proved to be an effective strategy for improving teacher competence. The involvement of teachers in this research also created a professional learning culture oriented towards improving the quality of science learning in schools.
ANALYSIS OF THE MATHEMATICAL CRITICAL THINKING ABILITY OF STUDENTS AT SMP NEGERI 1 TAPUNG HULU ON THE SUBJECT OF LINEAR EQUATIONS Royanda, Shofia Putri; Roza, Yenita; Maimunah, Maimunah
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.v17i1.94511

Abstract

This study was motivated by the low level of students’ critical mathematical thinking skills in the topic of linear equations. The purpose of this research was to analyze the critical thinking abilities of eighth-grade students at SMP Negeri 1 Tapung Hulu. A descriptive research method was employed with a sample of 23 students. Data were collected through two essay-based test items developed based on four indicators of critical thinking: interpretation, analysis, evaluation, and inference. The results indicated that most students struggled to meet these indicators. The percentage of achievement for each indicator was as follows: interpretation (59.24%), analysis (48.91%), evaluation (43.48%), and inference (19.02%). The average critical thinking score was 42.66%, placing it in the very low category. These findings suggest that students’ critical mathematical thinking skills in solving linear equation problems remain underdeveloped. Therefore, it is necessary to implement learning strategies that foster critical thinking through contextual problem-solving activities.
AI-INTEGRATED DESMOS ACTIVITY FOR UNDERSTANDING THE CONCEPT OF STRAIGHT-LINE EQUATIONS: AN INTRINSIC CASE STUDY Claudya, Cindy; Fitriani, Fitriani; Faisal, Faisal; Anggreni, Fenny
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.v17i1.96948

Abstract

Students’ conceptual understanding of mathematics, particularly linear equations, remains a challenge at SMP Negeri 1 Langsa. Preliminary observations show that students struggle to connect algebraic and graphical representations, leading learning to emphasize procedural calculations rather than conceptual understanding. Moreover, the digital learning media used are not yet adaptive or personalized, resulting in general feedback that does not address individual learning differences and misconceptions. This study aims to analyze how the integration of AI features in Desmos Activity can improve students’ conceptual understanding of straight-line equations. In this study, conceptual understanding is operationally defined as students’ ability to interpret, represent, and explain the relationships among slope (m), intercept (c), and the graphical form of linear equations, measured using a reflection rubric and misconception identification indicators. A qualitative intrinsic case study was conducted with 30 eighth-grade students and two mathematics teachers at SMP Negeri 1 Langsa. The intervention was carried out over four weeks consisting of eight class meetings, during which Desmos was integrated with an E-learning module equipped with an adaptive chatbot and a personalized exploration-path recommendation system. Data from observations, activity logs, and interviews show improved conceptual understanding, indicated by higher reflection scores (50%–80%) and increased module interaction, highlighting the effectiveness of AI-integrated Desmos Activity in supporting adaptive and personalized learning., thereby supporting the creation of adaptive mathematics learning environments at the junior high school level.
DEVELOPMENT OF THE MASTER ULIL ALBAB MATHEMATICS LEARNING MODEL BASED ON SPIRITUAL, THEORETICAL, AND APPLICATIVE DIMENSIONS Aniqotizzahro, Salma; Abadiyah, Sa'diyatul; Maulidiyah, Faizzatul; Fathani, Abdul Halim
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.v17i1.97341

Abstract

Islamic boarding schools (pesantren) as educational institutions based on spiritual values face challenges in learning mathematics, which is often perceived as difficult by students. This study aims to develop and implement the MASTER Ulil Albab mathematics learning model, an extension of the MASTER model that explicitly integrates three dimensions (spiritual, theoretical, and applicative) of Ulil Albab concept to contextualize mathematics learning within Islamic values. The research employed a Research and Development (R&D) approach using the 4D model (Define, Design, Develop, and Disseminate). The study was conducted at MTs Ahmad Yani, Jabung, Malang Regency, involving 27 eighth-grade students (n = 27). This research uses the Research and Development (R&D) method with a 4D approach (Define, Design, Develop, Disseminate) to produce a valid and effective learning model. Data were collected using a needs analysis questionnaire and a posttest, and analyzed using descriptive quantitative techniques. The results of the needs analysis indicate that students require an integrative mathematics learning model. Furthermore, the posttest results show an average score of 87.59, exceeding the Minimum Completeness Criteria (KKM). These findings provide an indication of improved students’ understanding of mathematics after the implementation of the MASTER Ulil Albab model. This study highlights the novelty of integrating the MASTER learning syntax with the Ulil Albab concept, emphasizing the balance of spiritual awareness, theoretical understanding, and applicative skills in mathematics learning.
FOSTERING STUDENT’S SCIENCE LITERACY AND CREATIVITY THROUGH A STEM-INTEGRATED PROJECT-BASED LEARNING MODEL Zahra, Afida Ifanaula; Eralita, Norma
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.v17i1.94128

Abstract

Scientific literacy and creativity are essential present century competencies that students must develop. The implementation of the Project-Based Learning (PjBL) model integrated with STEM is applied as a solution to foster students' scientific literacy and creativity. This research aims to explore the implementation of the STEM integrated PjBL model in optimizing scientific literacy and student creativity in the environmental pollution learning process.. The research employed a quantitative descriptive approach using a quasi-experimental method. The design used was a non-equivalent control group design, with samples selected through cluster random sampling. The instruments included pretest and postest questions to assess scientific literacy, and observation sheets to measure students’ creativity. The collected data were first tested for homogeneity and normality. Further analysis was conducted using the Independent Samples t-Test and N-Gain test. The t-test results showed a significance value of 0.000, indicating a significant difference in the mean scores between the experimental and control classes. The N-Gain test revealed that the scientific literacy improvement in the experimental class reached 0.67 (moderate category), while the control class reached 0.40 (moderate category). Meanwhile, creativity in the experimental class achieved an N-Gain score of 0.79 (high category), and the control class scored 0.58 (moderate category). Therefore, it can be summarized that the PjBL-STEM model effectively enhances the scientific literacy and creativity of seventh-grade students at SMP Negeri 33 Semarang.

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