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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 27 Documents
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Search results for , issue "Vol 26, No 2 (2025): Jurnal Pendidikan MIPA" : 27 Documents clear
Empowering Young Learners: Effects of Differentiation-Based Educational Curriculum and Literacy Engagement on Student Learning Outcomes in Elementary School Science Adisti, Fatimia Lady; Mulyani, Petra Kristi
Jurnal Pendidikan MIPA Vol 26, No 2 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i2.pp856-872

Abstract

This study examines the effect of implementing Indonesia's Educational Curriculum and literacy interest on grade IV students' Natural Science learning outcomes. The Indonesia's Educational Curriculum, which emphasizes independent and flexible learning, is expected to improve students' understanding and skills in Natural Science lessons. This study uses a quantitative approach with an ex post facto method. The population and sample in this study were all grade IV elementary school students in the same cluster, which amounted to 106 students. Data collection techniques using documentation and closed questionnaires with a Likert scale with four answer options. Documentation in this study is in the form of natural science learning outcomes of elementary school students obtained during the end-of-semester assessment. The data analysis technique uses the t-test, f-test, and the coefficient of determination test.  Based on t-test calculations, Indonesia's Educational Curriculum results are sig. 0.000 <0.05 and literacy interest sig. 0.042 <0.05, which indicates that both Indonesia's Educational curriculum and learning literacy have a significant effect on Natural Science learning outcomes. In the F test, the sig value was obtained. 0.000 <0.05 indicates that Indonesia's Educational Curriculum and Literacy Interest variables simultaneously affect Natural Science Learning Outcomes. The coefficient of determination test results obtained the adjusted R square value of 0.748, which indicates that the independent variable affects the dependent variable by 73.1%, which means that this regression model is effective. Based on the overall final test results of the data analysis used, it is known that there is a positive influence between the two variables.      Keywords: indonesia’s educational curriculum, literacy interest, learning outcomes, natural science.
Analysis of Students’ Mathematics Conceptual Understanding Based on Differences in Mathematics Thinking Styles Fauziyah, Nur; Hakim, Lukman El
Jurnal Pendidikan MIPA Vol 26, No 2 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i2.pp941-970

Abstract

This study aims to examine students’ thinking processes in understanding concepts by considering the variations in mathematical thinking styles. This research is motivated by the finding that students demonstrate different thinking styles and intelligence, which is evident in the distinct ways they represent and design their learning approaches. This study employs a qualitative research method, using interviews based on tasks through the think-aloud method for data collection. The research instrument consists of a written test designed to probe students' thinking processes in understanding mathematical concepts according to the indicators of conceptual understanding used in this study. The researchers used time triangulation techniques to ensure the validity of the research data. The data analysis followed a structured process: data classification, reduction, presentation, interpretation, and conclusion drawing. The research subjects comprised three students with different mathematical thinking styles, namely visual, analytical, and integrated, who shared similarly high mathematical ability levels. The findings show that subjects with a visual mathematical thinking style create representations in the form of images, tables, or graphs for each indicator of understanding. Subjects with an analytical mathematical thinking style create representations in the form of verbal sentences or mathematical models that are rich in mathematical symbols and variables. While subjects with an integrated mathematical thinking style create representations in the form of verbal sentences, images, diagrams, mathematical symbols, tables, mathematical models, or graphs. The study concludes that while the type of mathematical thinking style—visual, analytical, or integrated—does not significantly influence the depth of students’ conceptual understanding, it does shape the strategies they employ to construct that understanding. All three students demonstrated the ability to interpret, exemplify, classify, summarize, infer, compare, and explain concepts effectively, a consistency attributed to their shared high level of mathematical proficiency.     Keywords: mathematics, conceptual understanding, mathematical thinking style, cognitive process. 
Development of Smart Apps Creator Media with IDEAL Approach to Improve Mathematics Problem Solving Ability in Elementary School Ramadhani, Revita Helmalia Putri; Trimurtini, Trimurtini
Jurnal Pendidikan MIPA Vol 26, No 2 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i2.pp873-892

Abstract

Students' less-than-optimal ability to solve math problems is crucial in today's education. This research aims to develop Smart Apps Creator media with the IDEAL approach to improve students' ability to solve math problems. The method used is Research and Development (R&D) with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The research subjects in the small-scale trial were 15 fourth-grade students of SDN Karangayu 03, while the large-scale trial was 27 fourth-grade students of SDN Karangayu 01. The initial data collection in this study involved documentation, interviews, questionnaires, and observations. The research instruments used include pretest and post-test to measure the effectiveness of the media, as well as expert validation to assess the feasibility of the developed media. The paired sample t-test analysis in the small group showed a t-count value of -19.587, smaller than the t-table value of 2.145, while in the large group, the t-count value obtained was -33.771, smaller than the t-table value of 2.056. This result shows a significant difference between both groups' pre-test and post-test results. The use of smart apps creator learning media with the IDEAL approach proved to be very effective in improving students' problem solving abilities. This is evidenced by an increase in pretest and post-test scores, with an N-gain test value in the small group of 0.69, which is included in the medium category, while in the large group, it is 0.83, which is included in the high category. Developing smart apps creator learning media with an IDEAL approach is valid, practical, and effective in improving students' mathematical problem-solving abilities.      Keywords: learning media, smart apps creator, problem-solving, IDEAL.
Investigating Culinary Vocational Students’ Sustainability Action through Learning of Physical and Chemical Changes Sari, Ilma Indana; Agustini, Rudiana; Setiawan, Beni; Satriawan, Muhammad
Jurnal Pendidikan MIPA Vol 26, No 2 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i2.pp971-986

Abstract

Vocational education is pivotal in advancing the Sustainable Development Goals (SDGs), particularly SDG 12, which emphasizes responsible consumption and production. However, preliminary studies indicate that sustainability action competence among culinary vocational high school students remains relatively low. This study aims to investigate the current level of such competence and analyze how learning about physical and chemical changes within culinary contexts contributes to its enhancement. An exploratory sequential mixed-methods design utilized a validated questionnaire as the primary instrument. Findings reveal that while students generally performed well in the cognitive domain (68%), their competence in the socio-emotional domain (40%) and behavioral domain (30%) were low. Integrating the concept of substance changes with sustainable culinary practices offers promising potential for fostering sustainability competence. The implications of this study underscore the urgent need for curriculum development and instructional strategies aligned with Education for Sustainable Development (ESD), particularly within vocational culinary education.
Implementation of Project-Based Learning in Improving Students' Problem-Solving in Chemistry Learning: A Systematic Literature Review Halimatuzzahra, Halimatuzzahra; Louise, Isana Supiah Yosephine
Jurnal Pendidikan MIPA Vol 26, No 2 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i2.pp810-822

Abstract

One of the 21st-century skills that needs to be developed is problem-solving. Problem-solving ability is understanding problems, planning solutions, applying solutions, evaluating, and finding solutions to problems. In fact, problem-solving ability in chemistry learning is still low, so a strategy is needed to overcome this problem, one of which is the application of project-based learning. Project-based learning is a learning model that involves students directly in the learning process through research activities. This study aims to evaluate the effect of implementing the Project-Based Learning (PjBL) model on students' problem-solving skills in learning chemistry. The method used is a Systematic Literature Review (SLR). Articles were obtained from Google Scholar, Scopus, and DOAJ, and 9 articles met the inclusion criteria set and were analyzed further. The results of the analysis show that the PjBL model has a positive influence on students' problem-solving skills. Project-based learning allows learners to be creative, work together, and develop solutions within a particular time, improving their collaboration, communication, and critical thinking skills. Implementing PjBL also provides a more interesting and realistic learning experience, helping learners understand the learning material and practice practical skills. Overall, implementing PjBL shows positive results in achieving chemistry learning objectives in cognitive, affective, and psychomotor domains.      Keywords: chemistry learning, problem-solving, project-based learning.
The Influence of the Flipped Classroom Based on the Problem-Based Learning Model on the Material of Reaction Rate on Students' Problem-Solving Abilities Inviolata, Lusia; Laksono, Endang Widjajanti
Jurnal Pendidikan MIPA Vol 26, No 2 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i2.pp893-904

Abstract

Problem-solving ability is one of the skills that must be possessed in the 21st century. Problem-solving ability needs to be possessed by students to overcome problems in everyday life and academically. This study aims to analyze the significant differences in students' problem-solving ability on the reaction rate material between students who use flipped classroom learning based on problem-based learning and those who use scientific learning. This type of research is a quasi-experiment with a pretest-posttest control group design. The population in this study was a state high school in West Yogyakarta. The sampling technique used was random sampling of the class. The sample used in this study consisted of two classes, namely the experimental class and the control class. The experimental class used flipped classroom learning based on problem-based learning, while the control class used learning with a scientific approach. Data were obtained through problem-solving ability test instruments in the form of pretests and posttests. The test instruments used were validated theoretically and empirically. Indicators of problem-solving ability measured in the pretest and posttest include understanding the problem, preparing a problem-solving plan, implementing the problem-solving plan, and rechecking the results of the problem-solving. Based on the results of the t-test significance analysis of 0.000 < 0.005, it shows that there is a significant difference in problem-solving ability between students who use flipped classroom learning based on problem-based learning and those who use a scientific approach. Flipped classroom learning based on problem-based learning is one of the innovative learning methods to improve students' problem-solving abilities.      Keywords: flipped classroom, problem-based learning, problem-solving ability, reaction rate.
Influence of Challenge-Based Learning (CBL) Incorporating Pulo Gold-craft Ethnoscience to Improve Science Students' Creative Thinking Skills Ahmad, Nur; Laela, Rizka Amalia; Ridlo, Zainur Rasyid; Amrullah, Jadnika Dwi Rakhmawan; Putra, Pramudya Dwi Aristya
Jurnal Pendidikan MIPA Vol 26, No 2 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i2.pp823-832

Abstract

The Challenge-Based Learning (CBL) model synthesises problem-based, project-based, and contextual learning approaches into an integrative pedagogical framework. Ethnoscience connects indigenous knowledge systems with scientific inquiry and provides cultural relevance to science education. This study focuses on the gold and silver craftsmanship of Pulo Village in Tempeh Subdistrict—a generational practice rooted in local ethnoscientific traditions, where artisans employ empirically derived metallurgical techniques. By embedding these indigenous practices into CBL, the research investigates how ethnoscience-informed pedagogy enhances junior high school students' creative thinking skills in understanding temperature, heat, and thermal expansion. Quasi-experimental research followed a posttest-only control group design and was conducted using a purposive sampling technique in the 7th grade at SMPN 7 Tempeh, Lumajang, Indonesia. Primary data was a creative thinking skills posttest, while secondary data was interviews and documentation. Sample data were analysed using homogeneity and normality tests using Kolmogorov-Smirnov. The data proved normal, so the hypothesis test used the Independent Sample T-test. The results obtained showed that there was an effect of creative thinking on students with a two-sample t-test value of significance (2-tailed) (0.003 ≤ 0.05) and the right-tailed t-test, which obtained the value of tcount> ttable (3.097> 2.005). It was concluded that this study, with the application of the ethnoscience-based Challenge-Based Learning (CBL) approach, will influence the improvement of the creative thinking of junior high school students. In the CBL, the learners would collaboratively compose their ideas to solve problems and adjust some results to strengthen creative thinking skills aligned with culturally relevant real-world challenges.      Keywords: challenge-based learning, ethnoscience, creative thinking skills.
Didactic Praxeological Analysis of Indonesian and Singaporean Mathematics Textbooks: Mathematical Practices in Transformation Geometry Zakiah, Nur Eva; Suryadi, Didi; Suhendra, Suhendra
Jurnal Pendidikan MIPA Vol 26, No 2 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i2.pp905-923

Abstract

This study aims to compare the contents of mathematics textbooks from Indonesia and Singapore, focusing on the activities of learning mathematics on transformation geometry material at the junior secondary level. We adopt the concept of didactic praxeology, which is a sub-theory of the Anthropological Theory of The Didactic (ATD). Using the ATD framework, our approach considers textbooks as empirical sources that can reveal knowledge that will be taught in the didactic transposition process. This study uses content analysis techniques with a qualitative approach. Textbooks are analyzed using praxeological analysis; types of tasks and techniques (praxis block) and technology and theory (logos block). The results of the didactic praxeological analysis show that there are differences in mathematical practices between the two textbooks. These differences can be used to complement the activity section in understanding the material. We further discuss our findings to outline the theoretical and methodological aspects of this study, which can potentially contribute to future research on textbooks in mathematics education.      Keywords: ATD, praxeology, textbook, transformation geometry.
Enhancing Students' Biodiversity Literacy Through the Sundanese Ethnoscience-Based Discovery Learning Model Nursalima, Irfan; Fitriani, Rita; Diella, Dea
Jurnal Pendidikan MIPA Vol 26, No 2 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i2.pp796-809

Abstract

Biodiversity literacy encompasses students' understanding of biodiversity concepts, its utilization, and conservation efforts. This study aims to determine the effect of the ethnoscience-based discovery learning model on biodiversity literacy and students' scientific explanation skills in the classification of living organisms in Grade X at SMA Negeri 3 Tasikmalaya for the 2024/2025 academic year. The research method used was a quasi-experimental design. This study was conducted at SMA Negeri 3 Tasikmalaya during the 2024/2025 academic year, with the population consisting of 432 students from twelve classes in grade X. The sample was selected using purposive sampling, resulting in class X.E-1 as the experimental group and class X.E-2 as the control group. Data collection techniques included a biodiversity literacy test consisting of 33 multiple-choice questions. The result showed that the average score for biodiversity literacy in the experimental class was 75.85 (SD = 12.89), while in the control class, it was 65.15 (SD = 15.74). The ANCOVA analysis yielded a significance value of 0.006 (p < 0.05), indicating a statistically significant effect. Therefore, the result concludes that the Sundanese ethnoscience-based discovery learning model significantly influences biodiversity literacy in the classification of living organisms among Grade X students at SMA Negeri 3 Tasikmalaya.      Keywords: biodiversity literacy, discovery learning, ethnoscience, biology.
Developing Students’ Critical Thinking Skills through Contextual Case-Based Learning: A Quasi-Experimental Study Sirajudin, Nuraini; Suratno, Joko; Sahjat, Sumarni
Jurnal Pendidikan MIPA Vol 26, No 2 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i2.pp1057-1067

Abstract

Rarely was there a learning exercise that could reliably enhance critical thinking abilities in the classroom.  Consequently, a different approach was required to address the issue.  Contextual Case-Based Learning (CCBL) is an alternative learning activity that could be utilized as a tool to enhance the fundamental abilities required in this century.  It was proposed that 21st-century learning incorporate CCBL.   This study aimed to investigate the impact of the learning model in helping students develop their critical thinking skills.  This study employed a posttest-only design with non-equivalent groups, utilizing a quasi-experimental approach. The total sample class is 44 pre-service biology teachers. There were 22 students in the traditional class and 22 students in the Contextual Case-Based Learning (CCBL) session.  Students in the CCBL class had an average critical thinking score of 53.64, with a standard deviation of 19,160.  However, in the conventional classroom, pupils' critical thinking scores averaged 36.82 with a standard deviation of 18,358.  The standard deviation was 20,402, and the average for both groups was 45.23. Moreover, the learning approach factor has a p-value of less than 0.05, as determined by a two-way ANOVA.  It suggests that learning strategies have a significant impact on students' ability to think critically.  The p-value for the factor of students' prior critical thinking skill levels is less than 0.05.  This suggests that students' earlier critical thinking abilities have a statistically significant impact of 5% on their subsequent critical thinking abilities.  A p-value greater than 0.05 was found for the interaction between the model learning elements and the students' pre-existing critical thinking skills.  Therefore, it follows that the two elements taken together do not affect pupils' capacity for critical thinking. Students' critical thinking skills ranged from poor to moderate, and their responses to the test's questions were generally below average.      Keywords: contextual case-based learning; critical thinking skills.

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