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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 31 Documents
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Search results for , issue "vol 27, no 1 (2026): jurnal pendidikan mipa" : 31 Documents clear
Exploring the Gap: Creative Mathematical Reasoning of Pre-service Teachers in Solving Multiple Solution Analytical Geometry Tasks Muhammad Iqbal Harisuddin; Wardono Wardono; Adi Nur Cahyono; Riyan Hidayat; Zaenuri Zaenuri; Yohanes Leonardus Sukestiyarno; Stevanus Budi Waluya
Jurnal Pendidikan MIPA Vol 27, No 1 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i1.pp39-62

Abstract

With the rapid changes in the times, the emphasis in education has also shifted, from equipping students with highly codified knowledge to developing routine skills to empower them to face and overcome complex and non-routine cognitive challenges. Students must be able to think flexibly and creatively when asked to solve problems for which they do not yet have strategies. The purpose of this study was to describe the creative mathematical reasoning (CMR) abilities of students in solving multiple solution tasks (MSTs) in analytical geometry problems. The CMR indicators in this study were novelty, plausibility, and mathematical foundation. The research used a qualitative descriptive design, describing how students' CMR abilities and their own abilities in solving MSTs questions. The subjects of this study were second-semester students in the mathematics education program at a university in Subang in the 2024/2025 academic year. The subjects were given MSTs questions, grouped into high, medium, and low groups based on their scores. Then, two participants were selected from each group. The criteria for selecting research subjects were: fulfilling the CMR ability aspect; being able to solve several MSTs questions to assess novelty, plausibility, and mathematical foundation, including the stages of initiating reasoning, developing reasoning (incubation, illumination), verifying reasoning, and justifying reasoning; and being able to communicate well. The research subjects were divided into three groups based on the MSTs' question scores: high, medium, and low.  The results of the study illustrate that students' mathematical creative reasoning abilities in solving MSTs questions are not optimal, as reflected in the solutions they provide. Therefore, to optimize students' CMR abilities, assignments should combine question types and use interactive, practical, relevant, comfortable, and connected learning models. For example, project-based or technology-based learning models. Keywords: analytical geometry, creative reasoning, multiple solution tasks.
Biogas in Science Education: A Systematic Literature Review and Bibliometric Mapping of Trends, Challenges, and HOTS Integration (2015–2024) Rinda Fitri Handayani; Rendy Wikrama Wardana; Afrizal Mayub; Fitri April Yanti; Euis Nursaadah; Suzieleez Syrene Abdul Rahim; Noorzana Khamis
Jurnal Pendidikan MIPA Vol 27, No 1 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i1.pp63-81

Abstract

Biogas is a renewable, environmentally friendly energy source with significant potential for science education, offering an alternative to the global fossil fuel crisis. This study aims to provide a brief overview of research trends, publication contributions, methodologies used, thematic coverage, and teaching integration in the biogas-based science education literature. This study is a Systematic Literature Review (SLR) with bibliometric analysis, supported by Publish or Perish and VOSviewer, including 720 selected articles from the period 2015 to 2024. The results show that, since 2020, publications related to biogas have increased significantly, with three main research focuses: the use of organic waste for renewable energy development; the application of biogas as an alternative global energy source through technological innovation; and its integration into HOTS learning and education. The majority of the publications come from reputable international journals such as Energies and Sustainability. Case studies and reviews remain the dominant research protocols, while empirical designs such as experiments and surveys are still relatively rare, leaving room for more applied follow-up studies. This review also finds that the application of biogas in science education can support the development of Higher Order Thinking Skills (HOTS). However, this application remains limited in the existing literature. Therefore, the findings highlight the need for further empirical research to more deeply explore the potential of biogas for science education and HOTS development. This study provides new insights that the biogas literature has not fully integrated practical applications for HOTS development, thus requiring further creative and applied research to address this gap. Keywords: alternative energy, biogas, environmentally friendly, HOTS, science education.
Fostering Statistical Reasoning and Numeracy Literacy: The Role of Scratch-Based Interactive Multimedia in Seventh-Grade Mathematics Muhammad Ryan Ramadhan; Megita Dwi Pamungkas; Arifta Nurjanah
Jurnal Pendidikan MIPA Vol 27, No 1 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i1.pp82-99

Abstract

Interactive learning multimedia is needed to improve students’ numeracy literacy skills. Based on this, this study aims to analyze the validity, practicality, and effectiveness of interactive learning multimedia assisted by Scratch to improve students’ numeracy literacy skills. Based on this, this study aims to develop and evaluate interactive multimedia learning assisted by Scratch to improve students' numeracy literacy skills. This study used a Research and Development (R&D) method based on the ADDIE model. In this study, the sample comprised 32 students from class VII A at SMP Negeri 2 Temanggung. The Sampling technique used was cluster random sampling. Data collection techniques used questionnaires, interviews, completing test questions, and observations. The novelty of this research lies in the development of interactive multimedia using Scratch, a tool that has not previously been used to improve numeracy literacy skills. The multimedia developed was categorized as very valid, with material validity of 85.64% and media validity of 85.78%. Its practicality was also rated very high, as indicated by student responses of 85.94% and teacher responses of 90%.  The multimedia also proved effective in improving numeracy literacy skills, as indicated by the N-Gain score of 0.5550 (moderate category) and significant differences between pretest and posttest results (t = 9.554, df = 31, p < 0.05). Interactive multimedia learning assisted by Scratch was also found to be very practical, with 85.94% of students responding positively in the student response questionnaire and 90% in the teacher response questionnaire. Thus, it can be concluded that interactive multimedia developed using Scratch is valid, practical, and effective in improving students’ numeracy literacy skills. Keywords: numeracy literacy, interactive multimedia, scratch.
Enhancing Elementary Students' Interest in Physical Geography: The Development of BENAPRO PBL-Based Interactive E-Module Anggun Febriyanti; Arina Restian
Jurnal Pendidikan MIPA Vol 27, No 1 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i1.pp01-17

Abstract

The challenge in teaching Natural and Social Sciences (IPAS) in elementary schools often lies in the difficulty of visualizing abstract concepts, particularly regarding landscape diversity and its relationship to community professions. Preliminary observations at Dadaprejo 01 Public Elementary School revealed a critical issue: fourth-grade students exhibited low engagement, characterized by a lack of focus and visible boredom during conventional lessons that relied heavily on static worksheets. Consequently, this study aims to develop the "BENAPRO" (Bentang Alam dan Profesi) e-module, designed to meet the criteria of validity, practicality, and effectiveness, specifically to increase students' interest in learning. This research employs a Research and Development (R&D) approach based on the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The subjects in the field trial were 18 fourth-grade students. Data collection instruments included expert validation sheets, teacher and student response questionnaires using a Likert scale, and pre-test/post-test questionnaires to measure learning interest. The data were analyzed both descriptively and quantitatively. The results show that the e-module is "highly valid," with material experts providing an average score of 86% and product experts rating it at 96%. Practicality tests demonstrated excellent reception, with educators rating the module at 97.9% and students at 98.6%, citing the module's interactive features and ease of use. Crucially, the effectiveness test showed a significant surge in student interest, indicated by an N-Gain score of 0.82, which falls into the "High" category. It is concluded that the BENAPRO e-module is a valid, practical, and effective tool. By integrating Problem-Based Learning syntax with contextual visualization, this innovation effectively transforms passive learning into active engagement, making it a suitable alternative to the Independent Curriculum. Keywords: e-modules, natural and social sciences, diversity of landscapes and community professions, learning interests.
Bridging Sustainability and Chemistry Education: A Systematic Review of Problem-Based Learning in Green Chemistry for Enhancing Scientific Literacy Rani Ratna Kusuma; Rudiana Agustini; Achmad Lutfi; Muhammad Satriawan; Fathimah Soraya
Jurnal Pendidikan MIPA Vol 27, No 1 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i1.pp100-123

Abstract

This study aims to identify models for developing teaching materials based on problem-based learning (PBL) in the context of green chemistry and to document the skills reported to have improved in these studies. In addition, this review examines how integrating PBL and green chemistry strengthens science culture, an area where research gaps persist, as previous results have not been systematically summarized. The method used in this study is a Systematic Literature Review (SLR) by following the PRISMA guidelines. Data are obtained from various scientific databases, including Scopus, SINTA, Web of Science (WoS), DOAJ, and Google Scholar, covering publications from 2022 to 2025. A total of 20 peer-reviewed articles that met the criteria were analyzed using a descriptive and bibliometric approach in VOSviewer. The results of the study show that most research reports an improvement in conceptual understanding, critical thinking skills, and environmental awareness when PBL is applied in the context of green chemistry. This approach helps students become aware of environmental issues through relevant problem-solving, such as energy efficiency and the use of environmentally friendly chemicals. The bibliometric analysis highlights five key themes: PBL, green chemistry, scientific literacy, local knowledge, and digital learning, pointing to a growing trend of integrating environmental, cultural, and technological perspectives in research. The thematic synthesis indicates that combining PBL with approaches such as SSI, context-based learning, or ethnoscience can further enhance scientific literacy. This review maps how PBL teaching materials are developed in Green Chemistry and how they relate to scientific literacy. The findings also emphasize the need for quantitative meta-analysis and longitudinal research to examine the long term effects of PBL, a gap not addressed in the 20 reviewed studies. Keywords: systematic literature review, science literacy, green chemistry, problem-based learning.
Bridging Culture and Technology: Integrating Minangkabau Ethnomathematics into Virtual Reality for Geometry Learning Zulfa Amrina; Joni Alfino; Syafni Gustina Sari; Ade Sri Madona; Nurham Hahsa
Jurnal Pendidikan MIPA Vol 27, No 1 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i1.pp18-38

Abstract

This research is based on the fact that younger generations have difficulty understanding mathematics and are also less culturally aware. Observing this phenomenon, it is necessary to develop a culture-based (ethnomathematics) learning media. The purpose of this study is to develop an ethnomathematics-based mathematics learning media by exploring the Minangkabau Rumah Gadang (traditional house) through virtual reality technology. The research method used in this study was research and development (R&D), which followed the ADDIE model, which consists of five phases: analyze, design, develop, implement, and evaluate. The media was developed using the Artsteps application. The media developed was validated by experts before being tested on students as research subjects. Data were collected from two material-expert lecturers and one media-expert lecturer, as well as from one class of 44 students, serving as the product trial sample. The instruments used in this study were the material expert validation sheet, the media expert validation sheet, the student response questionnaire, and the mathematics learning achievement test. The results of this study showed that the material expert gave a score of 98%, the media expert 97%, and the practitioners (student responses) 98%, with an average score of 97.7%, which falls into the “excellent” category. Meanwhile, the mathematics learning achievement test showed that 84.1% of the students met the passing criteria in this course, while 15.9% failed. Based on the research results and discussion, it can be concluded that the Minangkabau culture-based ethnomathematics learning media developed through the ADDIE model meets the criteria for validity and practicality for implementation with Elementary School Teacher Education students. Keywords: ethnomathematics, virtual reality, mathematics, learning_media.
Ethnoscience in the Digital Age: A Systematic Review of Pedagogical Strategies for Scientific and Digital Literacy Development Reza Akmar; Sudarmin Sudarmin; Edy Hafizan; Dwi Septiana Sari
Jurnal Pendidikan MIPA Vol 27, No 1 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i1.pp194-218

Abstract

In the 21st century, achieving proficiency in both scientific and digital literacies is crucial for effective societal participation and addressing complex global challenges. However, a significant cultural disconnect often persists in formal science education, marginalizing students' indigenous knowledge. This systematic literature review aims to investigate the efficacy of ethnoscience-based instruction in bridging this gap and enhancing students’ scientific and digital literacies within the Indonesian educational context. Following PRISMA guidelines, a systematic search was conducted in Google Scholar, Scopus, Dimensions, and ERIC. This process identified 28 eligible studies published between 2016 and 2025. Data were analyzed and compared using reported gain scores to evaluate the impact of various instructional interventions. The findings reveal that research in this field is predominantly characterized by Research and Development (R&D) designs (60%), with a primary focus on the secondary school level. The analysis demonstrates that ethnoscience serves as a powerful pedagogical bridge, linking students' local cultural backgrounds to modern scientific concepts. While publications are increasing, a significant disparity exists between the widespread focus on scientific literacy and the emerging, yet underdeveloped, area of digital literacy. Interventions that integrate ethnoscience with digital modalities are effective for general knowledge acquisition but are limited in fostering higher-level scientific attitudes and inquiry when used without a robust pedagogical framework. The results indicate that integrating ethnoscience into established learning models, particularly Project-Based Learning (PjBL) and Problem-Based Learning (PBL), yields significantly more holistic outcomes compared to media-only interventions. These models are uniquely effective in promoting complex competencies, including scientific inquiry, citizenship literacy, and cultural awareness. This study concludes that future pedagogical practices should prioritize structured, model-based integration to fully harness the potential of ethnoscience for comprehensive 21st-century skill development. Keywords: ethnoscience, scientific literacy, digital literacy, systematic review.
Integrating Ethnomathematics into Mobile Learning: The Effect of Senimatika on Junior High School Students' Problem-Solving Abilities Melania Eva Wulanningtyas; Ardhika Fajar Ramadhan; Satriya Ary Hapsara
Jurnal Pendidikan MIPA Vol 27, No 1 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i1.pp314-335

Abstract

This study aims to develop and describe the characteristics, feasibility, practicality, and effectiveness of Senimatika, an Android-based mathematics learning media integrated with an ethnomathematics approach to support junior high school students’ mathematical problem-solving skills, particularly in understanding the problem, devising a solution plan, carrying out the plan, and reviewing or verifying the solution. The development of Senimatika was driven by the need for contextual learning media that connect mathematical concepts with students’ cultural backgrounds. The research employed the ADDIE development model, consisting of the Analyze, Design, Develop, Implement, and Evaluate stages. The final product, Senimatika, presents ethnomathematics-based content through interactive features, contextual problem-solving tasks, and culturally relevant visual designs. Data were collected using expert validation questionnaires, student response questionnaires, pretest, and post-test instruments. The validity analysis using Aiken’s V indicated that Senimatika is valid for instructional use, with material experts’ ratings classified as “High Validity” ( ) and media experts’ ratings classified as “Moderate Validity” ( ). These results demonstrate that the product is valid and feasible for use in mathematics learning. Furthermore, student response data revealed a score of 85.86, categorized as “Very Good”, indicating that Senimatika is practical, enjoyable, and easy to use. In terms of effectiveness, the Wilcoxon signed-rank test showed a statistically significant improvement in students’ mathematical problem-solving abilities ( , ). The effect size analysis yielded a moderate effect ( ), confirming the positive impact of Senimatika on students’ learning outcomes. Overall, this study concludes that Senimatika is an innovative, effective, and culturally responsive learning media that enhances students’ engagement and mathematical problem-solving skills by integrating local cultural elements into digital learning environments. Keywords: learning media, android, ethnomathematics, geometric transformation, mathematical problem-solving.
Integrating Comprehensive Mathematics Instruction into Google Classroom: Effects on Students’ Mathematical Critical Thinking and Self-Efficacy Nita Delima; Ismi Jamesti Sayekti; Nurhayati Nurhayati; Endang Irawan Supriyadi; Mazlan Che Soh
Jurnal Pendidikan MIPA Vol 27, No 1 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i1.pp219-239

Abstract

Indonesian students’ mathematics performance remains below the OECD average, particularly on items requiring reasoning, interpretation of data, and problem-solving in real-world contexts. Although PISA outcomes are influenced by multiple factors, including curriculum alignment, learning opportunities, and socioeconomic conditions, prior studies indicate that students’ difficulties with non-routine, reasoning-based tasks reflect limitations in higher-order mathematical thinking. In this context, strengthening students’ mathematical critical thinking remains an urgent instructional challenge. This study aimed to determine whether students’ mathematical critical thinking skills improved more significantly after using a Google Classroom-based Comprehensive Mathematics Instruction (CMI) model than after regular learning. Additionally, this research examined changes in students’ mathematics self-efficacy before and after the intervention and explored the relationship between mathematical critical thinking skills and mathematics self-efficacy. A quasi-experimental nonequivalent control group design was employed. The population consisted of all tenth-grade students at SMAN 1 Jalancagak, with a purposive sample of 70 students drawn from two classes (X-10 and X-9). Data were collected using a mathematical critical thinking test and a mathematics self-efficacy questionnaire. The results show that students using the Google Classroom-based CMI model achieved significantly greater improvements in mathematical critical thinking skills than those in standard learning. Moreover, students’ mathematics self-efficacy increased significantly following implementation of the model. The analysis also found a statistically significant, though modest, relationship between mathematical critical thinking skills and mathematics self-efficacy. These results indicate that combining structured cognitive instruction with digital learning environments can enhance students’ mathematical critical thinking and mathematics self-efficacy, while recognising that broader contextual factors influence their mathematics development achievement. Keywords: CMI model, google classroom-based CMI model, google classroom, mathematical critical thinking skills, mathematics self-efficacy.
Enhancing Individual Critical Thinking and Collaborative Skills: A CinQASE-Based Interactive E-Module for Physics Education Hunaidah Hunaidah; Sitti Kasmiati; Erniwati Erniwati; Nilawati Ute; Md Asri bin Ngadi
Jurnal Pendidikan MIPA Vol 27, No 1 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i1.pp336-356

Abstract

This study aims to develop an e-module based on the CinQASE learning model supported by Flip PDF Professional and evaluate its effectiveness in improving students' Individual Critical Thinking (InCT) and collaborative skills in Momentum and Impulse materials. This study employed an R&D approach based on the 4D development model (Define, Design, Develop, Disseminate), comprising four main stages. In the Define stage, a needs analysis was conducted to identify the essential competencies and materials aligned with the curriculum and students' needs. The Design stage focused on designing the e-module structure, determining learning strategies, and compiling learning components, including worksheets and supporting media. The Develop stage included product development, validation by subject matter and media experts, and revisions based on feedback to ensure content quality and suitability. The Disseminate stage was conducted through limited and extensive trials to assess the practicality, readability, and effectiveness of e-modules in real-world learning contexts. Research instruments included expert validation sheets, student and teacher response questionnaires, collaborative activity observation sheets, and InCT tests to assess individual improvements in critical thinking skills. The results showed that the e-module had very high validity across construct, content, graphics, electronic media, materials, presentation, and language, and was considered practical and easy to use by both students and teachers. N-Gain analysis indicated a significant increase in all InCT indicators, from the moderate category in limited tests (0.40–0.45) to the high category in extensive tests (0.68–0.74). Collaborative activities through CinQASE indicator-based worksheets proved effective in encouraging active participation, critical discussion, and peer evaluation. These findings indicate that CinQASE-based e-modules supported by Flip PDF Professional serve as effective interactive learning media for improving students' critical and collaborative thinking skills, while also providing an engaging, flexible, and accessible learning tool for both teachers and students. Keywords: CinQASE, e-modul, Flip PDF, critical thinking skills, collaborative abilities, momentum, and impulse.

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