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Jurnal Pendidikan MIPA
Published by Universitas Lampung
ISSN : 14112531     EISSN : 26855488     DOI : http://doi.org/10.23960/jpmipa
Core Subject : Education,
Education
Jurnal Pendidikan MIPA (JPMIPA) focused on mathematics education, science education, and the use of technology in the educational field. In more detail, the scope of interest are, but not limited to: STEM/STEAM Education Environmental and Sustainability Education Scientific Literacy Computer-based Education and Digital Competence Higher Order Thinking Skills Multicultural and Inclusive Education Attitude towards Mathematics and Science Learning Models, Methods, Strategies of Math & Science Learning Virtual and Blended Learning Teacher Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 615 Documents
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Development of Discovery-Based Nervourssy Media on the Topics of Nervous System to Improve Digital Literacy and Critical Thinking Skills Purwanti, Purwanti; Subiantiro, Agung Wijaya
Jurnal Pendidikan MIPA Vol 25, No 2 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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This research aims to determine the characteristics, feasibility and effectiveness of Nervourssy learning media based on discovery learning on the nervous system material to improve students’ digital literacy and critical thinking skills. This research is Research and Development (R&D) research which refers to the ADDIE development model, which consists of 5 stages, namely: analysis, design, development, implementation and evaluation. The limited trial subjects were 22 students and the field test subjects were 65 students from two classes. The field test was carried out using a quasi-experiment with a pretest-posttest control group design. The data collection instruments used were interviews, observations, feasibility assessment sheets, digital literacy ability observation sheets and critical thinking ability test instruments. The results of the research show that: (1) The characteristics of Nervourssy learning media based on discovery learning have interactive content so that it becomes an attraction for students, an emphasis on group discussions, and a complete integration of the discovery learning model so as to encourage students to be actively involved in the learning process by searching, investigating and formulating their own findings; (2) Nervourssy learning media based on discovery learning on nervous system material is feasible and practical to use in the learning process; (3) Nervourssy learning media based on discovery learning on nervous system material is effective in improving digital literacy and critical thinking skills. Based on the paired-sample t-test, digital literacy skills in the control class did not experience a significant increase (P=0.888), while the experimental class experienced a significant increase (P=0.000). Meanwhile, critical thinking abilities in the control (P=0.022) and experimental (P=0.022) classes experienced significant improvement. Independent sample t-test results for digital literacy skills (P=0.001) and critical thinking skills (P=0.000)         Keywords: learning media, discovery learning, nervous system material, digital literacy, critical thinking.DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp620-636
Development and Validation of the Relativity Concept Inventory Test Using Item Response Theory Generalized Partial Credit Model 3PL Mafudi, Innal; Istiyono, Edi
Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract: This research aims to develop a valid and reliable Relativity Concept Inventory Test instrument. This instrument is based on relativity material, which includes Einstein's first and second postulates, time dilation, velocity addition, and length contraction. Methods for preparing instruments include 1) test design, 2) test validation, 3) test trials, and 4) test data analysis. The design of the test grid is based on Bloom's taxonomy C2 to C5 and produces 13 questions. The instrument is made in the form of multiple-choice questions and is equipped with a level of confidence. Instrument validation was carried out by 6 physics education lecturers and 1 high school teacher, with analysis using the V Aiken formula. The validated instrument was then tested on 130 students from 2 high schools in Madiun. Trial data was analyzed using the Generalized Partial Credit Model 3PL (GPCM-3PL). The development results show that: 1) 13 multiple choice Relativity Concept Inventory Test questions with a level of confidence were successfully developed, 2) expert validation showed that all question items got a score of 0.93, which is included in the valid, with instrument reliability of 0, 42 (very low category), 3) the results of the trial test showed that the relativity concept inventory was proven to be fit with the GPCM, with different power of the items of 0.407 and the level of difficulty showed that 11 items were valid with a range of -1.05 to 1.64, while 2 questions (numbers 8 and 9) are invalid with a value of more than -2. Apart from that, the question items have no potential to be guessed, as evidenced by the guessing value of 0 (zero). This Relativity Concept Inventory Test instrument meets the requirements for use in measuring students' conceptual understanding         Keywords: assessment, inventory concept, relativity. DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp142-154
Enhancing Students' Mathematical Creative Thinking through Ethnomathematics - Based Differentiated Learning Ningsih, Ade Gusti; Firmansyah, Firmansyah; Hastuti, Woro Sri; Kawuryan, Sekar Purbarini; Kuswidyanarko, Arief; Rizki, Iqbal Ainur
Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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This study focused on the impact of differentiated learning based on ethnomathematics on students’ mathematical creative thinking skills, with particular attention to the influence of differences in their readiness and initial abilities. The aim of this study is to analyses the efficacy of ethnomathematics-based differentiated learning in enhancing students’ mathematical creative thinking abilities. The study was conducted with 47 students enrolled in the elementary school teacher education program at Yogyakarta State University. The data were collected using a pretest and posttest, employing a descriptive quantitative approach. The findings revealed a notable enhancement in mathematical creative thinking proficiency, with an initial mean score of 68.55 on the pretest, which increased to 86.10 on the posttest following the implementation of an ethnomathematics-based differentiated learning approach. The Shapiro-Wilk normality test, conducted on SPSS 25, indicates that the data are not normally distributed, as the significance value (Sig) is less than α. The Wilcoxon nonparametric test yielded an Asymp. Sig (2-tailed) value of 0.001. The results demonstrate that ethnomathematics-based differentiated learning notably impacts students’ mathematical creative thinking abilities. This approach integrates local culture into mathematics learning, improving concept understanding and encouraging students’ active involvement in discussions and presentations. Developing an approach that combines differentiated strategies with elements of ethnomathematics makes a practical and theoretical contribution to mathematics education. This study confirms that the integration of local culture is relevant in mathematics learning and is essential for shaping future teachers who can create inclusive, adaptive, and meaningful learning environments.        Keywords: differentiated learning, ethnomatematics, mathematics creative thinking (MCT).DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1618-1634
Learning Readiness toward Critical Reasoning Skill of Third Grade Students in Social Science Learning Cahyaningtyas, Dwi; Ariawan, Vina Anggia Nastitie; Masjid, Akbar Al; Nisa, Ana Fitrotun; Cahyani, Berliana Henu
Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Learning Readiness toward Critical Reasoning Skill of Third Grade Students in Social Science Learning. Objective: This research aims to analyze the relationship between learning readiness and the critical reasoning skill third grade students in social science learning. Method: This research used quantitative research methods with a correlation research type. The population in the study were third grade elementary school students in Jogonalan sub-district. Meanwhile, the research sample used a convenience sampling technique with a sample size of 30 students. The data validity test used construct validity tests, while the data analysis technique used statistical inference tests. Findings: The research results show that there are students with good learning readiness but whose critical reasoning skill have not yet developed. Then, there are students with moderate learning readiness but whose critical reasoning skill develop as expected. Lastly, there is a linear relationship between good learning readiness and critical reasoning skill which develop as expected. The learning preparation of third grade students obtained an average score of 82 in the good category, while the critical reasoning skill of third grade students obtained an average score of 80 in the developing category. Conclusion: Based on the research results, the researcher concluded that there was a positive relationship between learning readiness and the critical reasoning skill of third grade students in social science learning.         Keywords: social science, learning readiness, critical reasoning skill, primary school. DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1113-1132
Indonesian Students’ Numeracy Skills Based On PISA Mathematical Problems In Secondary School: A Meta-Synthesis Marhami, Marhami; Juandi, Dadang; Dasari, Dadan
Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract: Objectives: This study aimed to describe the Indonesian students’ numeracy skills in secondary school in solving PISA mathematical problems based on four contents namely space and shape, change and relationships, quantity, uncertainty and data. Methods: A meta-synthesis was used in this study. The final 18 articles used in this study which were published in national and international journals in 2016 to 2023, obtained from databases in Publish or Perish software. This entire articles use descriptive qualitative research that describes the numeracy abilities of Indonesian students in solving PISA model questions. The included studies were structured using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) 2020 flow diagram and analyzed using Braun & Clarke's six-step thematic analysis. Finding: The results of this study indicate that overall Indonesian students in secondary school still have difficulties in using mathematical operation, understanding problems, using strategies, and interpreting the results of solving the PISA model questions in terms of space and shape, change and relationships, quantity, uncertainty, and data content. Conclusion: Numeracy skills are fundamental for students to navigate and solve problems effectively, especially in assessments like PISA. Teachers were recommended to frequently provide non-routine problems like the PISA model, which can explore students' numeracy skills, so that students become accustomed to solving high-level problems and their numeracy skills also improve.         Keywords: numeracy skills, PISA mathematical problems, and meta-synthesis. DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp14-26
The Effect of the PODE Learning Model Assisted by Digital Pop-Up Books on Science Conceptual Understanding and Critical Thinking Skills of Elementary Students Muntaqiyah, Inayatul; Bektiarso, Singgih; Wardani, Rizki Putri
Jurnal Pendidikan MIPA Vol 25, No 4 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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One of the fundamental skills in science learning is concept understanding and critical thinking. However, science learning in schools has not focused on developing these two abilities. The purpose of this research is to examine the effect of the PODE learning model assisted by a digital pop-up book on the understanding of science concepts and critical thinking skills of elementary school students. The method applied in this study is experimental with a quasi-experimental design through a post-test-only non-equivalent control group approach. Based on the data analysis, it was found that PODE learning assisted by digital pop-up book media has a significant effect on concept understanding and critical thinking skills. Multivariate analysis showed a significant difference simultaneously on both dependent variables with a significance value of 0.000. Referring to the data obtained in this study, researchers suggest using the PODE model assisted by digital pop-up book media to improve students' understanding of science concepts and critical thinking skills. For future researchers, it is recommended to conduct longitudinal research on the PODE model and digital pop-up book media, as well as examine its effect on other variables such as creative thinking skills, higher-order thinking skills (HOTS), science process skills, and others.        Keywords: PODE learning model, digital pop-up book, science concept understanding, critical thinking skills, elementary school students.DOI: http://dx.doi.org/10.23960/jpmipa/v25i4.pp1961-1975
Enhancing Critical Thinking Skills and Environmental Awareness through Problem-Based Learning: A Meta-Analytical Approach Aripin, Nurul; Kurniati, Tuti; Festiyed, Festiyed; Asrizal, Asrizal; Diliarosta, Skunda; Helendra, Helendra
Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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This study aims to analyze the influence of the Problem-Based Learning model on the development of students' critical thinking skills and environmental concern through meta-analysis research. Meta-analysis was carried out on 33 relevant national and international articles. Data collection was carried out through a systematic literature search on academic databases such as Sinta, Scopus, Web of Science, Google Scholar, and Eric Journal. Based on the results of the study, it showed an increase in the average pretest score of 67.09 to 80.98 on the posttest, as well as the size effect (ES) which ranged from 0.66 to 0.89. Data shows that the application of PBL is able to improve students' analytical thinking skills while fostering awareness of environmental issues. PBL, as an authentic problem-solving-based model, has a significant positive impact with consistent results at various levels of education, both secondary and tertiary. This study also identifies factors that support the success of PBL, such as learning design, the quality of interaction between students and teachers, and the relevance of the context of the problems presented. With an average error standard of ≈ 0.05, the results of this study have a high level of reliability. These results have important implications for the development of education policies to integrate the PBL model in the curriculum to improve students' critical thinking skills and environmental concerns. This study concludes that PBL is an effective learning strategy in shaping students who are not only intelligent, but also care about environmental sustainability.       Keywords: meta-analysis, problem-based learning, critical thinking, environmental awareness.DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1480-1497
Socio Scientific Issue (SS1) Approach as a Momentum to Instill Cultural Literacy and Scientific Literacy Through Natural Science Learning Wijaya, I Komang Wisnu Budi; Suryaningsih, Ni Made Ayu; Astiti, Kadek Ayu; Poerwati, Christiani Endah; Syahputra, Andika
Jurnal Pendidikan MIPA Vol 25, No 2 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Education is a process of cultural inheritance. Moreover, culture and science are also interconnected. However, the fact is that cultural and scientific literacy among students in Indonesia is still low. Therefore, improvements are needed in the learning process. One of the recommended learning approaches is learning with the SSI approach. This research aims to analyze how to instill cultural literacy and scientific literacy within the SSI approach. This research is classified as a literature review. Data is sourced from various literature such as journals, proceedings, theses, and other scientific sources. The collected data is then selected, reviewed, and analyzed, and subsequently synthesized in the discussion. The results of the discussion are summarized to form a conclusion. The research results state that the SSI approach can instill cultural literacy through the process of internalization, so that at every stage of the SSI approach, aspects of cultural literacy can be instilled, starting from the introduction of culture, cultural complexity, and cultural care. In addition, aspects of science literacy are also developed simultaneously, starting from the introduction of science in context, knowledge and processes of science, and the development of scientific attitudes. In applying the SSI approach to science education, teachers should be able to design lessons that integrate cultural and sociocultural aspects into science learning, as well as facilitate learning and assess the success of the education.       Keywords: SSI approach, cultural literacy, scientific literacy.DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp972-985
Video-Assisted Problem Based Learning Model to Improve Students’ Critical Thinking Skills in Environmental Pollution Maulina, Dina; Priadi, Median Agus; Viyanti, Viyanti; Wijaya, Agung Putra; Ibirilia, Elvira Sesie; Nurhadian, Yardan Permata
Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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This study investigated the effect of using a video-assisted problem-based learning model on class VII students' critical thinking abilities on environmental pollution material. This research was conducted using quasi-experimental research design with a non-equivalent control group. The research data were in the form of qualitative data (critical thinking skills) and quantitative (student responses to learning using the video-assisted PBL model). Data analysis used the T-test (p<0.05). The results showed that there was an influence of using the video-assisted PBL model on students' critical thinking skills on environmental pollution material (p<0.05). The indicator for building basic skills obtained the highest average N-gain, namely 0.82 in the very good category. Meanwhile, the results of the student response questionnaire regarding the use of the video-assisted PBL model showed positive student responses with an average score of 89.67% in the very good category.         Keywords: critical thinking skills, PBL, environmental pollution and video. DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp486-495
Alternate Reality Game and Augmented Reality: Do They Complement in Promoting Students' Self-Efficacy for Science Learning Indayati, Tatik; Rahayu, Wulan; Karinsa, Hanah
Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Self Efficacy (SE) plays an important role in improving students' academic achievement in science education. This study explores the integration of Alternate Reality Games (ARG) and Augmented Reality (AR) technology to improve students' SE during science learning. Employing a Systematic Literature Review (SLR) guided by the PRISMA framework, this research analyzes 41 studies published between 2020 and 2024. The PICO methodology was applied: Participants (students in science education), Intervention (ARG and AR implementation), Comparison (traditional teaching methods), and Outcome (improved SE). ARG immerses students in interactive narratives and problem-solving scenarios, fostering critical thinking and resilience, while AR enhances conceptual understanding through immersive and visual simulations of scientific phenomena. The combined ARG and AR app offers a comprehensive learning experience, facilitating deeper engagement and increased confidence in academic abilities. However, challenges such as technological infrastructure and educator readiness remain significant barriers to implementation in developing countries. These findings highlight the complementary roles of ARG and AR in advancing science education, demonstrating their potential to create inclusive and engaging learning environments. However, AR plays a more significant role than ARG, particularly in enhancing students' conceptual understanding and active participation, which directly impacts their self-efficacy.        Keywords: self efficacy, alternate reality games, augmented reality.DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1329-1346

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