cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
jpmipa.fkip@untan.ac.id
Editorial Address
Jl. Prof. Hadari Nawawi Pontianak 78124
Location
Kota pontianak,
Kalimantan barat
INDONESIA
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 354 Documents
 32   33   34   35   36 
Deep Learning–Based Problem-Based Learning: An Effort to Enhance the Mathematical Reflective Abilities of Junior High School Students
Jurnal Pendidikan Matematika dan IPA Vol 17, No 2 (2026): May 2026 (in press)
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v17i2.102342

Abstract

This study aims to investigate the implementation of learning using a Problem-Based Learning (PBL) approach based on deep learning to improve students’ mathematical reflective thinking skills. The population of the study consisted of all eighth-grade students of a junior high school in the odd semester of the 2024/2025 academic year, with one class selected as the research subject. The sample was taken using a purposive sampling technique. This study employed a quantitative approach with a quasi-experimental design of the One-Group Pretest–Posttest type. The data were collected through tests of students’ mathematical reflective thinking skills and classroom observations, and analyzed using descriptive and inferential statistics. The results showed that the average pretest score was 58.96, which increased to 74.96 in the posttest. Classroom observations indicated that students actively engaged in problem identification, group discussions, evaluation of solution strategies, and reflective reasoning during the learning process. The Kolmogorov–Smirnov normality test indicated that the data were normally distributed (p = 0.20), and Levene’s test showed homogeneous variances (p = 0.20). The paired-sample t-test revealed a significant improvement in students’ reflective thinking skills (t = -59.084; p < 0.05). The Normalized Gain (N-Gain) calculation showed an average of 0.40, categorized as medium. Thus, the implementation of PBL based on deep learning can significantly enhance students’ mathematical reflective thinking skills.
IDENTIFICATION OF FACTORS CONTRIBUTING TO STUDENTS’ DIFFICULTIES IN SOLVING CONTEXTUAL PROBLEMS ON CIRCLE TOPICS USING THE FISHBONE DIAGRAM METHOD
Jurnal Pendidikan Matematika dan IPA Vol 17, No 2 (2026): May 2026 (in press)
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v17i2.92759

Abstract

Mathematical problem solving ability is an important skill for students to face real-world challenges. One material that is closely related to everyday life is circles. However, in practice, many learners have difficulty linking the concept of circles with contextual situations, resulting in their low problem-solving ability. This gap shows the importance of in-depth analysis of the factors that cause these difficulties. This study aims to systematically identify the factors that cause students"™ difficulties in solving contextual problems of circle material using the Fishbone Diagram method. The type of research is descriptive with a qualitative approach involving 23 students of class XI.11 SMA Negeri 7 Cirebon City who were selected through purposive sampling. Data were collected through observation, interviews, and literature studies. The data analysis technique used the Miles and Huberman model and the Fishbone Diagram method. The results grouped the difficulty factors into five main categories, namely: Man (understanding of problems and formulas, lack of confidence, difficulty connecting concepts, lack of initiative to ask, and limited teacher guidance), Method (dominant lecture method, minimal contextual exercises, lack of group discussions), Material (learning resources do not contain contextual problems, lack of interactive media assistance, examples of problems are less varied), Environment (less conducive classroom environment), and Measurement (exam questions are more difficult than exercises and lack of exam time). These results show that learners"™ difficulties are influenced by internal and external factors simultaneously. This study recommends the need to develop learning strategies that are more contextual, interactive, and create a more supportive learning environment to strengthen students"™ critical thinking and applicative skills.
IMPLEMENTATION OF STEM-BASED DIGITAL TRANSFORMATION TO IMPROVE SCIENCE LITERACY OF JUNIOR HIGH SCHOOL STUDENTS IN PADANGSIDIMPUAN CITY
Jurnal Pendidikan Matematika dan IPA Vol 17, No 2 (2026): May 2026 (in press)
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v17i2.99085

Abstract

The low level of science literacy among junior high school students, especially in regions such as Padangsidimpuan City, remains a major obstacle to delivering education that meets the demands of the 21st century. Digital transformation, combined with the STEM (Science, Technology, Engineering, and Mathematics) approach, is considered a promising solution by integrating technology into instruction and enhancing students"™ critical thinking abilities. This study aims to: (1) assess the science literacy levels of junior high school students in Padangsidimpuan City before and after the implementation of the instructional intervention; (2) describe the implementation of science learning designed around digital transformation and the STEM approach; and (3) evaluate its effectiveness in improving science literacy. A mixed-methods approach was adopted, utilizing a quasi-experimental design with a nonequivalent control group. Data were collected through science literacy assessments, classroom observations, student questionnaires, and interviews with both students and teachers. Quantitative data were analyzed using t-tests and normalized gain (N-Gain), while qualitative data were interpreted through thematic analysis. The findings demonstrate a significant increase in science literacy among students in the experimental group compared to those in the control group, with an average N-Gain of 0.62, categorized as moderate to high. The results suggest that science instruction incorporating digital transformation and the STEM approach is effective in improving students"™ science literacy and promoting active participation in the learning process. Moreover, this study produced a contextual digital learning module and offered policy recommendations to support science and technology-oriented education.
A COMPARATIVE STUDY OF THE QUALITY OF MATHEMATICS LEARNING ASSESSMENT INSTRUMENTS BASED ON THE 2013 CURRICULUM AND THE MERDEKA CURRICULUM FROM THE PERSPECTIVE OF TEACHERS IN JUNIOR HIGH SCHOOLS IN WEST TONDANO DISTRICT
Jurnal Pendidikan Matematika dan IPA Vol 17, No 2 (2026): May 2026 (in press)
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v17i2.106609

Abstract

The transition period between the 2013 Curriculum and the Independent Curriculum presents challenges for teachers in designing and implementing mathematics learning assessment instruments that align with curriculum requirements. The problem in this research stems from teachers' suboptimal understanding of how to develop assessment instruments for both curricula. This study aims to describe the quality of mathematics learning assessment instruments and examine their comparison based on teachers' experiences implementing the 2013 Curriculum and the Independent Curriculum in junior high schools in West Tondano District. This study used a qualitative phenomenological approach to understand teachers' subjective experiences in designing and using assessment instruments. Data were collected through in-depth interviews, observations, and documentation with mathematics teachers who have implemented both curricula. Data analysis was conducted through phenomenological reduction, grouping themes into meaningful themes, and extracting the essence of teachers' experiences related to assessment practices. Data validity was maintained through triangulation and member checking. The results showed that teachers perceived the assessment instruments in both curricula as accommodating aspects of knowledge, attitudes, and skills and utilizing diagnostic, formative, and summative assessments on an ongoing basis. However, teachers' experiences indicated that the Independent Curriculum provided more flexibility in developing contextual assessments and using technology, while the 2013 Curriculum was more structured in its assessment procedures. These findings confirm that assessment quality is not solely determined by the curriculum, but by how teachers interpret and implement assessment in their learning practices.

Page 36 of 36 | Total Record : 354

 32   33   34   35   36 

Filter by Year

2010 2026


Reset
Filter By Issues
All Issue Vol 17, No 2 (2026): May 2026 (in press) Vol 17, No 1 (2026): January 2026 Vol 16, No 3 (2025): September 2025 Vol 16, No 2 (2025): May 2025 Vol 16, No 1 (2025): January 2025 Vol 15, No 3 (2024): September 2024 Vol 15, No 2 (2024): May 2024 Vol 15, No 1 (2024): January 2024 Vol 14, No 2 (2023): July 2023 Vol 14, No 1 (2023): January 2023 Vol 13, No 2 (2022): July 2022 Vol 13, No 1 (2022): January 2022 Vol 12, No 2 (2021): July 2021 Vol 12, No 1 (2021): January 2021 Vol 11, No 2 (2020): Juli 2020 Vol 11, No 1 (2020): Januari 2020 Vol 10, No 2 (2019): Juli 2019 Vol 10, No 1 (2019): Januari 2019 Vol 9, No 2 (2018): Juli 2018 Vol 9, No 1 (2018): Januari 2018 Vol 8, No 2 (2017): Juli 2017 Vol 8, No 1 (2017): Januari 2017 Vol 7, No 2 (2016): Juli 2016 Vol 7, No 1 (2016): Januari 2016 Vol 6, No 2 (2015): Juli 2015 Vol 6, No 1 (2015): Januari 2015 Vol 5, No 2 (2014): Juli 2014 Vol 5, No 1 (2014): Januari 2014 Vol 4, No 2 (2013): Juli 2013 Vol 4, No 1 (2013): Januari 2013 Vol 3, No 2 (2012): Juli 2012 Vol 3, No 1 (2012): Januari 2012 Vol 2, No 2 (2011): Juli 2011 Vol 2, No 1 (2011): Januari 2011 Vol 1, No 2 (2010): Vol. 1 No.2 Juli 2010 Vol 1, No 1 (2010): Vol.1 No. 1 Januari 2010 More Issue