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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 12 Documents
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Search results for "Enhancing Students" : 12 Documents clear
Enhancing Students’ Mathematical Representation and Learning Motivation through Problem-Based Learning Worksheets in the Sound Wave Topic Watuna, Monica Ananda; Dwandaru, Wipsar Sunu Brams; Nasir, Muhammad Hilmi; Wiyatmo, Yusman
Jurnal Pendidikan MIPA Vol 26, No 3 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i3.pp1610-1623

Abstract

This study aims to examine the implementation of student worksheets based on the problem-based learning model to enhance students’ mathematical representation skills and learning motivation in the topic of sound waves. Problem-based learning (PBL) makes the study of sound waves more engaging for students by emphasizing the comprehension of ideas and their application in the real world, rather than memorizing formulas. The research was conducted in Class XI of SMA Negeri 1 Godean, Yogyakarta, involving 33 students, using a quantitative approach and a pre-experimental design in the form of a one-group pretest-posttest design. The instruments used were a mathematical representation ability test and a learning motivation questionnaire. The data analysis results showed an increase in the average post-test scores compared to the pre-test. Based on the paired sample t-test, students' mathematical representation skills showed a statistically significant improvement (p < 0.001) with an N-gain score of 0.68, resulting in an increase in scores from 51 to 85. This result is supported by the effectiveness test using Cohen's d, which indicated a very large effect size (d = 2.35). Meanwhile, students' learning motivation showed a statistically non-significant increase (sig. = 0.055 > 0.05), with an N-gain score of 0.038 and a slight increase in scores from 48 to 50. Cohen's d effect size test for learning motivation fell into the small effect category (d = 0.32). Although not statistically significant, there was an indication of improved student learning outcomes after the intervention, as reflected in the mean score differences. These results show that problem-based learning models integrated into student worksheets are highly effective in enhancing students' mathematical representation abilities and raising their motivation to learn. Therefore, the implementation of problem-based learning student worksheets can serve as an effective alternative instructional strategy in physics education, particularly in improving students' cognitive aspects. Further research with a more extended implementation period and a more comprehensive approach is recommended to optimize the impact on affective aspects.   Keywords: problem-based learning, student worksheet, mathematical representation, learning motivation, sound waves.
The Effectiveness of Problem-Based Learning in Enhancing Students’ Explaining Competence on the Thermodynamics Topic Sari, Siska Nilam; Zulkarnaen, Zulkarnaen; Hakim, Abdul; Efwinda, Shelly; Takebayashi, Tomohiro
Jurnal Pendidikan MIPA Vol 26, No 3 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i3.pp1594-1609

Abstract

Scientific literacy, particularly the competence to explain phenomena scientifically, is an important skill for enabling students to apply scientific concepts to everyday contexts and participate in informed decision-making. This study explores the effectiveness of the Problem-Based Learning (PBL) model in enhancing students’ competence to explain scientific phenomena within the topic of thermodynamics, focusing on the cases of LPG and LNG. Using a quasi-experimental design with a pretest–posttest control group, participants were drawn from several public senior high schools in Samarinda, Indonesia, through cluster random sampling. The experimental group was taught using PBL supported by context-based student worksheets, while the control group received conventional, lecture-based instruction. The assessment instrument used essay questions aligned with six PISA indicators for explaining scientific phenomena, validated by experts, and confirmed to have high reliability. The findings show that students in the PBL group achieved greater improvement across all measured indicators compared to those in the conventional group. The most significant gains were observed in constructing and evaluating models, and in explaining the societal implications of scientific knowledge. These improvements were closely related to the structured stages of PBL, including problem orientation, organization of learning activities, guided investigation, development and presentation of solutions, and analysis and evaluation of the problem-solving process. Each stage fostered active engagement, collaborative discussion, the use of multiple representations, formulation and testing of hypotheses, and reflection on both process and outcome. The results suggest that PBL is effective for enhancing students’ scientific literacy, particularly in explaining competence by connecting abstract thermodynamic concepts with real-life contexts. This study supports the broader adoption of PBL as a strategy to strengthen critical thinking and scientific reasoning in line with Indonesia’s long-term educational objectives under the RPJPN 2025–2045 framework.    Keywords: problem-based learning, scientific literacy, thermodynamics, competence in explaining scientific phenomena.

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