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Andrian Saputra
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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 40 Documents
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Search results for , issue "Vol 25, No 3 (2024): Jurnal Pendidikan MIPA" : 40 Documents clear
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
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
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
A Review of Toulmin's Argumentation in Mathematics dan Science Learning: Implementation, Impact and the Role of the Teacher Badjeber, Rafiq; Supriyatman, Supriyatman; Afadil, Afadil; Hadi, Windia
Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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A Review of Toulmin's Argumentation in Mathematics dan Science Learning: Implementation, Impact and the Role of the Teacher. Objective: This review study aims to analyze and provide a complete study of the role of Toulmin's argumentation model in math and science learning Methods: This study uses a systematic literature review by following the PRISMA form. We found 396 documents on the Toulmin’s argumentation model published in 2020-2024, which were collected through the Scopus database. After the screening process, 19 articles were selected for analysis using thematic analysis. Findings: The review findings show that Toulmin's argumentation model is flexible enough to be used in learning, either as an argumentation analysis tool or as part of an innovative learning design. The positive impact can be seen in improving students' critical thinking skills, conceptual understanding, reasoning, and justification abilities. In addition, teachers have a vital role in supporting students' argumentation. The teacher is a facilitator, guide, and feedback provider that helps students develop and effectively deliver arguments. Conclusion: This study confirms that Toulmin's argumentation is relevant to improving students' higher-order thinking skills. It highlights the need for professional development for teachers to optimally support argumentation-based learning and select the most appropriate ways of integrating scientific argumentation into learning practice.        Keywords: mathematics learning, role of teacher, science learning, student's skills, toulmin's argumentation.DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1199-1213
Chemistry Teachers’ Perspectives to Enchancing Representational Competence in Learning Thermochemistry Rosyida, Ima; Widarti, Hayuni Retno; Yahmin, Yahmin
Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Representational competence is very essential for students because it is associated with the students' ability to use, interpret, translate and integrate chemical representations to understand chemical concepts properly. In this case, implementation of the various representations utilization is required in learning Thermochemistry to improve students' representational competence to fully understand Thermochemistry. Therefore, this study aims to analyze teachers' perceptions towards the understanding and implementation of chemical representations in chemistry learning to improve students' representational competence in thermochemistry. This research is a descriptive quantitative research conducted using survey method that involved 30 chemistry teachers. The sample in this study was taken by purposive random sampling at public and private high schools in East Java. The data were collected through a questionnaire using google form application. According to the results of the study 63.3% of teachers still have difficulty in teaching students the concept of thermochemistry using submicroscopic representations. The majority of teachers only use symbolic representations, even though the other two representations are very important. Although 77% of teachers have understood chemical representations, in teaching and measuring concept understanding, teachers have not integrated chemical representations. This is due to their lack of self-awareness about the importance of using various representations in improving students’ representational competence. Thus, training on representations is necessary in improving teachers’ understanding on chemical representations. The findings of the study stated that teachers’ understanding of representation and teachers’ experience in participating in the trainings contributed to the effectiveness of the implementation of various chemical representations utilization to improve students’ representational competence on the concept of thermochemistry.       Keywords: representational competence, chemical representation, and thermochemistry.DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1559-1576
Trends and Development of Digital Learning Research to Train Science Literacy in Physics Learning: Literature Review and Bibliometric Analysis Wardi, Ladika Zuhrotul; Wasis, Wasis; Widodo, Wahono; Satriawan, Muhammad; Nisa, Khoirun
Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA
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In the current era, the ability to face the challenges posed by advances in science and technology is needed. One of the skills needed is science literacy. The development of technology affects the world of education, namely the development of digital learning. This study aims to provide an overview of trends, methods, and research findings related to digital learning in training science literacy in physics learning. The method used in this research is Systematic Literature Review (SLR) with the help of visualization using vosviewer software. Article data for the last 10 years (2014-2023) were collected from the Scopus database, with 10 articles selected using the PRISMA technique and bibliometric analysis. Quantitative and qualitative analysis techniques were used. Research on digital learning to train science literacy skills has increased significantly over the past 10 years with Spain as the country with the most research contributions. Digital learning supports a lot in improving students' science literacy skills in physics learning. The focus of future research can also be directed at developing 21st century skills through digital learning media in various disciplines.        Keywords: digital learning, science literacy, physics.DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1051-1066
The Development of Scratch Based Interactive Mathematics Learning Media “Zuma Function” to Enhance Understanding in Relations and Functions Sari, Merisa Ammelia; Sudihartinih, Eyus; Usdiyana, Dian; Elisya, Nur; Nurhidayat, Indra
Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA
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Objective: This study aims to describe the process of developing educational multimedia, specifically the “Zuma Function” game, using Scratch programming for mathematics learning on the topic of relations and functions. Methods: The research employed a Research and Development (R&D) approach, following the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The study involved 35 mathematics education students from a university in West Java and 6 eighth-grade students from a junior high school in Bandung, Indonesia. Data were collected using various instruments, including questionnaires, tests, interviews, and documentation. Findings: The developed learning media was evaluated by experts, receiving a material expert test score of 81%, and a learning media expert test score of 83%, both categorized as feasible. The functionality test, measured through User Acceptance Testing, yielded an average score of 85.1%, indicating a very feasible category, while the effectiveness test showed a 30.5% improvement in students’ conceptual understanding, with scores rising from 64.83 to 95.33. Conclusion: Based on the study’s findings, the Scratch-based multimedia for teaching relations and functions in mathematics was successfully developed using the ADDIE model. Positive user feedback and significant improvements in student test scores suggest that this multimedia is effective in enhancing students’ understanding of the concept, though there are areas that could be further refined.        Keywords: learning media, mathematics game, function, Scratch, ADDIE.DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1410-1427
Rethinking the Connection Between GPA and Self-Regulated Learning: A Study in Indonesian Private Universities Rizki, Lussy Midani; Kusumah, Yaya Sukjaya
Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA
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This study investigates the relationship between self-regulated learning (SRL) strategies and academic performance, measured by grade point average (GPA), among undergraduate students at a private university in Indonesia. Using a quantitative correlational design, data were collected from 25 students through an online survey measuring four SRL dimensions cognition, metacognition, social behavior, and motivational regulation—and verified GPA records. Regression analysis revealed a non-significant relationship, with SRL explaining only 1.2% of GPA variance (R Square = 0.012, p = 0.601). These findings suggest that SRL strategies alone are insufficient to predict academic performance and highlight the context-dependent nature of their effectiveness. External factors, such as prior academic achievement, socio-economic status, and institutional support, likely play a more dominant role in influencing GPA. The study acknowledges its limitation in not empirically examining these external factors and calls for future research to explore their mediating or moderating roles. To maximize the effectiveness of SRL, integrating it with additional support mechanisms, such as coaching, technology-enhanced tools, and culturally tailored interventions, is recommended. This study underscores the need for a holistic approach that considers diverse influences on academic success to better address the complexities of student achievement in higher education.         Keywords: GPA, self-regulated learning, academic achievement, higher education. DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1273-1280
Education Exploring The Role of Augmented Reality in Enhancing Student Engagement and Learning Outcomes Across Education Levels Dewanto, Riski; Pujianto, Pujianto; Wiyatmo, Yusman; Yani, Adam Daffa Ghifari
Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA
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This study aims to explore the role of Augmented Reality (AR) in enhancing student engagement and learning outcomes across various educational levels, focusing on its effectiveness compared to traditional teaching methods. A systematic literature review (SLR) was conducted, gathering relevant articles from the Scopus database based on pre-determined eligibility criteria. The review followed the PRISMA approach to ensure transparency, rigor, and a comprehensive examination of existing research. Initially, 166 articles were identified, with 32 meeting the inclusion criteria after a thorough screening process that assessed the title, abstract, and full text. Thematic analysis was employed to synthesize the findings, which revealed that AR significantly improves student engagement and understanding of complex concepts, particularly within physics education. Experimental studies demonstrated that students utilizing AR tools consistently outperformed their peers in traditional learning environments, showcasing higher levels of motivation and improved academic performance. Furthermore, the interactive nature of AR fosters a more engaging learning experience, prompting students to participate actively in their educational journey. However, the review also identified several challenges in implementing AR in educational settings. Issues such as limited access to technology, adequate teacher training, and potential cognitive overload were noted as barriers to effective integration. Despite these challenges, the findings underscore the potential of AR as a transformative educational tool capable of enhancing traditional learning methodologies. In conclusion, integrating AR into educational practices is crucial for fostering interactive and immersive learning experiences that can improve student outcomes. Continued research and investment in AR technologies are recommended to maximize their benefits and address the challenges identified, ultimately enhancing the quality of education across various levels and subjects. This study contributes to the growing body of literature on innovative teaching methods and highlights the importance of adapting educational practices to meet the needs of modern learners.        Keywords: augmented reality in education, student engagement, learning motivation, interactive learning technologies, systematic literatrue review. DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1635-1647

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