cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Andrian Saputra
Contact Email
andriansaputra@fkip.unila.ac.id
Phone
+6285768233166
Journal Mail Official
jpmipa@fkip.unila.ac.id
Editorial Address
FKIP Universitas Lampung Jl. Prof. Dr. Ir. Sumantri Brojonegoro, Gedong Meneng, Kec. Rajabasa, Kota Bandar Lampung
Location
Kota bandar lampung,
Lampung
INDONESIA
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 35 Documents
 1   2   3   4 
Search results for , issue "Vol 25, No 1 (2024): Jurnal Pendidikan MIPA" : 35 Documents clear
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

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

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
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

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

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
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

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

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
Investigating Students’ Conception of Acid-Base Indicators Using Three Scientific Questions-Enhanced Conceptual Change Model Rosalina Eka Permatasari; Suyono Suyono; Leny Yuanita
Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Investigating Students’ Conception of Acid-Base Indicators Using Three Scientific Questions-Enhanced Conceptual Change Model. Objectives:The aims of this research is to obtain the results of the analysis process and changes in students' conceptions on acid base indicators concept from the implementation of the conceptual change model enriched with three scientific questions (CCM-EWTSQ). The stages of CCM-EWTSQ are verification of misconceptions, creation of cognitive conflict conditions, providing assistance for equilibration, and reconstruction of final understanding. Methods: The research is using mixed methods which immersed quantitative research into qualitative research. The research subjects were students of the Chemistry Education Study Program, which consisted of four test students on the concept of acid-base indicators.  The data obtained were analyzed descriptively qualitatively. Findings: The results of this study are as follows. Based on the results of two misconceptions verification, students found misconceptions about the concept of acid-base indicators (4 students).  Each individual (research target) has undergone a process of changing cognition or conception in each stage of the CCM-EWTSQ on concept that students learn. The roadmap of changes in conception from stage to stage of CCM-EWTSQ experienced by each individual cannot be equated. The implementation of CCM-EWTSQ has succeeded in reducing the misconception of prospective chemistry teacher students who have verified misconceptions. Conclusion: Not all individuals who were verified had misconceptions at first and then turned into concept-aware after proceeding with CCM-EWTSQ        Keywords: misconception, CCM-EWTSQ, CCMo, accommodation. DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp341-350
How Self-Regulation and Environmental Knowledge Shape Eco-Friendly Attitudes: Insights from Adiwiyata High School Students in Serang, Banten Khastini, Rida Oktorida; Hendriyani, Mila Ermila; Usman, Usman; Gunawan, Yusep
Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

How Self-Regulation and Environmental Knowledge Shape Eco-Friendly Attitudes: Insights from Adiwiyata High School Students in Serang, Banten. Objective: This study investigates how self-regulation and environmental knowledge influence eco-friendly attitudes among Adiwiyata High School students in Serang, Banten. Methods: A descriptive correlational approach was employed to analyze the relationships between environmental knowledge, self-regulation, and attitudes toward environmental conservation. The population comprised students from SMAN 3 Serang City (classes XI-13 and XII MIPA-2) and SMAN 1 Ciruas (classes XI MIPA-6 and XII MIPA-2). Using purposive random sampling, a sample of 150 students was selected. Data collection involved an environmental care attitude survey, an environmental knowledge exam, and a self-regulation questionnaire, all of which were validated and tested for reliability. The analysis included Pearson correlations, linear regressions, and path analysis to understand both direct and indirect effects. Findings: The results showed that the average self-regulation score was 76.25, the environmental knowledge score was 64.10, and the environmental care attitude score was 79.40. There is a positive and significant relationship between self-regulation and environmental knowledge with environmental care attitudes. Students with greater environmental awareness and self-control often exhibit more environmentally conscious attitudes. Conclusion: The findings emphasize the importance of including comprehensive environmental education programs that convey information and educate students on self-regulation skills to promote sustainable environmental behaviors.         Keywords: self regulation, environmental knowledge, environmental care attitudeDOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp210-222
Misconceptions of Physics Students on the Concept of Equilibrium of Rigid Bodies: A Case Study of Keku Culture Batlolona, John Rafafy; Jamaludin, Jamaludin; Dulhasyim, Ashari Bayu P.; Silahooy, Stevi
Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: Physics scientists have paid serious attention to student misconceptions at various levels of education. The results show that learners have different ideas, which need to be more accurate about what is accepted in a scientific context. Student misconceptions in physics education have been assessed to date through various tests and found to be high. One less explored topic in physics teaching is the equilibrium of rigid bodies. Students consider this to be one of the most complicated topics. Therefore, this research used a test to measure students' misconceptions. This study aimed to determine the extent of student's misconceptions about the concept of equilibrium of rigid bodies in the case of Keku culture. This research is ethnographic research using a survey technique. One hundred prospective physics teachers participated in this study. Findings in the field showed that students experienced high misconceptions. It is because teachers at the lower level do not accustom students to learn from natural phenomena around them related to cultural concepts, and they are given scientific questions to search for and provide answers and solutions related to these natural phenomena. Teachers explore more conditions and physics problems in textbooks and less explore contextual things. Future researchers are advised that teacher teaching must be improved by developing physics teaching using appropriate strategies that can encourage students' understanding of concepts to reduce student misconceptions so that they impact students' academic performance.         Keywords: concept understanding, misconceptions, ethnophysics, object equilibrium, keku.DOI: https://dx.doi.org/10.23960/jpmipa/v25i1.pp87-102
Identifying Learning Obstacles in Pre-Service Mathematics Teachers' Understanding of Circle Concepts: A Preliminary Study within A Didactical Design Research Framework Febrianti, Tri Sedya; Fatimah, Siti; Dahlan, Jarnawi Afgani
Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Identifying Learning Obstacles in Pre-Service Mathematics Teachers' Understanding of Circle Concepts: A Preliminary Study within A Didactical Design Research Framework. Objective: This research aims to identify the types of learning obstacles that pre-service mathematics teachers encounter when solving problems related to circles. Methods: A qualitative research approach with a case study design was employed to obtain in-depth information regarding the learning obstacles faced by pre-service mathematics teachers. This involved administering a written test on circle material and conducting in-depth interviews using an interview guide to explore the participants' responses. Findings: The research was conducted from May 21 to June 14, 2024, at a national university in Java, Indonesia. The participants included 33 pre-service mathematics teachers enrolled in the Flat Analytical Geometry course (2nd semester) who had been exposed to circle material. While almost all 33 participants were able to provide answers, they were not always completely correct. The analysis focused on 8 participants selected for data confirmability through in-depth interviews. The diversity of learning obstacles (LOs) found among these 8 participants was representative of the LOs identified in the test results of all participants. The results indicate that all pre-service mathematics teachers experienced learning obstacles in solving circle-related problems. The study identified all three types of learning obstacles ontogenic, epistemological, and didactical among the participants. In summary, pre-service mathematics teachers face ontogenic, epistemological, and didactical learning obstacles when solving circle problems. Conclusion: The analysis of learning obstacles, which is part of Didactical Design Research (DDR), was conducted in this study. The results of this research can serve as a reference in creating learning designs that minimize learning obstacles related to the circle material experienced by pre-service mathematics teachers.         Keywords: learning obstacles, pre-service, mathematics teachers, circle, DDR. DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp419-439
Independent Learning in A Classroom-Based Curriculum: Cognitive Strategies and Students’ Self-Confidence in Learning Mathematics Effendi, Moh. Mahfud; In’am, Akhsanul; Rosyadi, Alfiani Athma Putri; Hamid, Abdul
Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: Independent learning is active, initiative and responsible student learning independently. Independent learning can be done in various contexts, where the teaching module is a learning guide. Independent learning requires self-confidence and cognitive strategies in achieving learning goals, and this is difficult to develop in a classroom-based curriculum. On this basis, the aim of this research is to analyze students' cognitive strategies and self-confidence, and determine the influence of cognitive strategies on students' self-confidence in classroom-based independent learning. To achieve the research objectives, the research location was SMAN 8 Malang City with 28 classes consisting of science, social studies and language programs. Meanwhile, the sample was class 12 of the science program which was chosen randomly. To obtain data about students' cognitive strategies and self-confidence, document, questionnaire and interview techniques were used. The data obtained was then analyzed using an interactive and quantitative qualitative approach with regression tests. Based on the results of the analysis, it was found that the use of cognitive strategies was relatively high, while the strategies used were repetition, organization and elaboration respectively. Students' self-confidence is also high, but students lack the courage to express opinions, lack self-concept, and lack responsibility. Simultaneously, this cognitive strategy influences self-confidence, with an influence level of 33.8%, but what has a significant influence is organizational strategy. So it can be said that independent learning is less suitable in implementing a class-based curriculum.         Keywords: classroom-based curriculum, cognitive strategies, independent learning, learning mathematics, self-confidence.DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp285-299
Students’ Thinking Process in Solving Mathematics Problems Oriented to Higher Order Thinking Skills Djong, Kristoforus Djawa; Lusi, Yutri Kormalina; Lakapu, Meryani; Guterres, Ilda
Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: An educator needs to know the thinking process of their students in order to facilitate the transfer of knowledge and skills. HOTS can play a very big role in supporting students' academic achievement, with HOTS students are able to solve problems, and reflect on their problem-solving experience. The purpose of this research is to describe how students' thought process in solving HOTS-oriented mathematics problems. The method used in this research. The subjects in this study consisted of 7 students who were selected using purposive technique. This research starts from the preparation stage, the research implementation stage and the completion stage. The instrument in this research is HOTS-oriented test questions used to determine the thinking process of high, medium and low ability students.  The results of this study show that a person's ability or thought process depends on the level of the problem given. Of the seven subjects in working on two different HOTS problems, it was found that there were 2 high ability students who were able to fulfill the indicators of analysis, evaluation and creation. Three other students in question number 1, met all indicators, but in the second question only met the analysis and evaluation indicators. While the other two students in question number 1 met all the indicators, but in the second question did not meet any of the indicators. The results of this study can be used as a reference for lecturers in choosing media, models and learning methods used to transfer knowledge and skills to students.         Keywords: thinking process, HOTS, math problems.DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp155-165
Hidden Chem Card to Improve Students’ Motivation and Learning Outcomes Fatma, Anggun Zulfa; Lutfi, Achmad
Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: One of the causes of low student motivation is due to the lack of learning media support in learning activities. The purpose of this research is to obtain a hidden chem card game media that is feasible to increase students' motivation and learning outcomes in stoichiometry material. This research uses the type of Research & Development (R&D) research that was tested limited to 30 students grade 10 in senior high school. Data collection techniques used questionnaire method for students' response and motivation, observation method to observe students' activities, and test method for students' learning outcomes. The results showed that students' learning motivation increased, all statement items obtained high criteria, namely students' enthusiasm (increased by 12%), students' pleasure with chemistry subjects (increased by 9%), and a sense of wanting to study chemistry diligently (increased by 11%). The paired t-test results based on pretest-posttest scores showed a significant increase with the acquisition of moderate (44%) and high (23%) n-gain scores more than the low category (33%). This shows that the hidden chem card game media can increase students' motivation and learning outcomes.         Keywords: hidden chem card, stoichiometry, learning motivation, learning outcomes. DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp27-33

Page 1 of 4 | Total Record : 35

 1   2   3   4 

Filter by Year

2024 2024


Reset
Filter By Issues
All Issue Vol 26, No 4 (2025): Jurnal Pendidikan MIPA Vol 26, No 3 (2025): Jurnal Pendidikan MIPA Vol 26, No 2 (2025): Jurnal Pendidikan MIPA Vol 26, No 1 (2025): Jurnal Pendidikan MIPA Vol 25, No 4 (2024): Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA Vol 25, No 2 (2024): Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA Vol 24, No 4 (2023): Jurnal Pendidikan MIPA Vol 24, No 3 (2023): Jurnal Pendidikan MIPA Vol 24, No 2 (2023): Jurnal Pendidikan MIPA Vol 24, No 1 (2023): Jurnal Pendidikan MIPA Vol 23, No 4 (2022): Jurnal Pendidikan MIPA Vol 23, No 3 (2022): Jurnal Pendidikan MIPA Vol 23, No 2 (2022): Jurnal Pendidikan MIPA Vol 23, No 1 (2022): Jurnal Pendidikan MIPA Vol 22, No 2 (2021): Jurnal Pendidikan MIPA Vol 22, No 1 (2021): Jurnal Pendidikan MIPA Vol 21, No 2 (2020): Jurnal Pendidikan MIPA Vol 21, No 1 (2020): Jurnal Pendidikan MIPA Vol 20, No 2 (2019): Jurnal Pendidikan MIPA Vol 20, No 1 (2019): Jurnal Pendidikan MIPA Vol 19, No 2 (2018): Jurnal Pendidikan MIPA Vol 19, No 1 (2018): Jurnal Pendidikan MIPA Vol 18, No 2 (2017): Jurnal Pendidikan MIPA More Issue