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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 304 Documents
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Search results for "Students" : 304 Documents clear
Interest in Science and Scientific Habits of Mind of High School Students in West Kalimantan Province Ahsani, Mar’atuzzakiya; Prodjosantoso, Anti Kolonial
Jurnal Pendidikan MIPA Vol 25, No 2 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

This study investigates the interest in science and scientific habits of mind among high school students in West Kalimantan Province. It examines the relationship between these two factors and explores differences based on gender and school status. The study used a survey method, involving 38 schools from six districts selected through a two-stage cluster random sampling technique. Data were collected via questionnaires with 22 statements on interest in science and 32 on scientific habits of mind. Results indicated that both male and female students showed good levels of interest in science, with private school students displaying higher interest than public school students. Similarly, scientific habits of mind were higher among private school students. A moderate relationship between interest in science and scientific habits of mind was found. Male students showed a significantly higher interest in science, but no significant gender difference in scientific habits of mind, though males scored slightly higher on average. Significant differences were also found when comparing interest in science and scientific habits of mind simultaneously between genders and school statuses, with males and private school students outperforming their counterparts.       Keywords: gender, interest in science, school status, scientific habits of mind. DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp765-783
Achievement of Students' Mathematical Understanding Through ICT-Assisted Analytical Geometry Learning Sudihartinih, Eyus; Ghaida, Silmi; Pebrianti, Aneu
Jurnal Pendidikan MIPA Vol 26, No 1 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i1.pp626-642

Abstract

Analytical geometry is a crucial component of the curriculum for prospective mathematics teacher education, as it serves as a foundational skill for teaching in schools. However, recent studies have revealed that some students possess a limited comprehension of analytical geometry. In the current era, characterized by rapid technological advancement, there is an imperative for innovation in the pedagogy of analytical geometry, including the integration of ICT. This study aims to describe ICT-assisted analytical geometry learning and learning outcomes in the form of students' mathematical understanding achievements. The present study employs a mixed methods approach, integrating a sequential explanatory design. The quantitative research design employed is descriptive in nature, as it aims to articulate the students' mathematical understanding. To enhance the comprehension of the quantitative findings, qualitative research was conducted employing a holistic case study design, enabling a more profound examination of the data by incorporating students' perspectives and interpretations. The population of this study comprised second-semester prospective teacher students in classes A and B who had enrolled in analytical geometry courses at a university in Bandung City, Indonesia. The sample of this study was selected by purposive sampling, namely class A with a total of 40 students (12 males and 28 females). The study's findings suggest that the incorporation of ICT, specifically GeoGebra software and e-learning, enhances the effectiveness of learning analytical geometry, particularly the plane geometry topic. This enhancement is evident in the students' achievement in terms of mathematical understanding, which is satisfactory. Consequently, it is imperative to extend the application of ICT to other subjects or instructional segments.    Keywords: ICT, geogebra, analytical geometry.
Development of Scrapbook Media to Improve Critical Thinking Skills of Junior High School Students in Science Learning Sari, Winda Raina; Nuha, Ulin
Jurnal Pendidikan MIPA Vol 24, No 1 (2023): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

Critical thinking is a high-level skill that is very urgent for students. Nevertheless, the critical thinking skills of junior high school students in science learning still need to be improved. This research was conducted to produce an educational product, namely, scrapbook media in science learning to enhance the critical thinking skills of junior high school students. Researchers used the Plomp development model to collect data, including preliminary research, prototyping stage, and assessment phase. The validation results from the experts reached 86%, with very valid criteria in all four aspects. In the practicality test results from the learning implementation observation sheet, 98% of the results were obtained with convenient criteria. The result of the N-gain analysis with high criteria. Based on these results, it can be concluded that the scrapbook media in science learning to improve the critical thinking skills of junior high school students is valid, practical, and effective. Furthermore, scrapbook media can be used to facilitate students in science learning. Scrapbook media can be designed by integrating learning activities that require active students so that their critical thinking skills can develop. Students can learn to interpret, analyze, evaluate, explain, and make inferences about various scientific phenomena using scrapbook media so that their critical thinking skills develop. Science teachers can use scrapbook media and create it for quality science learning.Keywords: scrapbook media; critical thinking; science learning.DOI: http://dx.doi.org/10.23960/jpmipa/v24i1.pp235-247
Learning Mathematics through Students’ Worksheets with Open-Ended Approach: A Students’ Errors Analysis on Mathematical Problem-Solving Ability Wulanningtyas, Melania Eva; Arfin, Arfin; Linling, Yudiani; Setiana, Dafid Slamet; Boriboon, Gumpanat
Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

Open-ended approach has a valuable impact in supporting students’ mathematical problem solving ability. This approach allows students’ to explore different ways in solving mathematical problems, not only focusing on one solution but also considering other alternatives. However, students inevitably make mistakes in solving the problems in their learning process. Therefore, it is important to analyze the errors made by students in mathematics learning using student worksheets with an open-ended approach. This research is a descriptive qualitative study conducted in 6 Private National Junior High Schools in Yogyakarta. These schools were randomly selected using a spinning wheel from 13 schools in the third quartile. The subjects of this study were 384 students selected from 12 classes out of 22 classes in all the research schools. Data were collected using a problem-solving ability test on the subject of systems of linear equations in two variables and interviews. Student errors were categorized based on Newman's Error Analysis, which includes: (1) reading errors, (2) comprehension errors, (3) transformation errors, (4) process skill errors, and (5) encoding errors. The results of this study show that the dominant error sequence made by students is process skill errors, reading errors, comprehension errors, transformation errors, and encoding errors. These errors are caused by students' inaccuracy in calculations, difficulties in calculations, errors in reading the questions, comprehension errors in understanding the given mathematical problems, errors in translating the information provided in the questions, and errors in concluding the problem-solving results due to students not understanding the question instructions properly, and the given mathematical problems being unfamiliar to the students         Keywords: student errors, student worksheet, open-ended approach, problem-solving skills.DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp468-485
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. 
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.
Digital-Based Physics Pocket Book Design with Short Counting Methods for Junior High School Students Yanti, Fitri April; Kristiawan, Muhammad; Riastuti, Reny Dwi; Muthoharoh, Luluk; Noperi, Hendri
Jurnal Pendidikan MIPA Vol 23, No 3 (2022): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

This study aims to design a digital-based physics pocket book with a short calculation method for junior high school students. This type of research and development is used in this study. At the design stage, we selected the ADDIE model. The design phase includes: the analysis phase, the stage design, the stage of development. Research data obtained by reviewing the curriculum, interviews, and validation questionnaires. Class VII, VIII, IX students, as many as 9 people, became the subject of a limited trial in this study. Data analysis was carried out by reviewing curriculum content, descriptive interview results, and quantitative analysis for validation. The results showed that the design of a digital-based physics pocket book with a short calculation method was valid and could be used by Junior high school students.Keywords: digital book, pocket book, short count method, physics learning.DOI: http://dx.doi.org/10.23960/jpmipa/v23i3.pp1030-1039
Development of Structured Inquiries-based Live Workssheet with Chemical Representations to Improve Students’ Higher Order Thinking Skills Dewi, Suci Firma; Azhar, Minda; Dewata, Indang; Yerimadesi, Yerimadesi; Sovia, Eka; Nofrianto, Nofrianto
Jurnal Pendidikan MIPA Vol 23, No 3 (2022): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

Twenty-first century learning means learning designed for millennials to keep up with modern technology. as a result, it requires students to master four learning skills (4Cs), namely: critical thinking, creativity, communication and collaboration. These four skills support students in the learning process now. This study aims uncover the validity, practicality and effectiveness of structured inquiry-based e-modules that use representation to improve student HOTS. The research means research and development (R&D) and the Plomp development model. The query-based E-Module buffer solution is structured and a 3-layer representation is created based on the Plomp development example, which is divided into 3 stages, namely: preliminary research; prototyping; and the assessment stage. The validity test was analyzed using aiken's V derived formula from which validity will occur obtained 0.85 with the category valid. what will happen is that the structured inquiry-based buffer solution module is valid and easy to use for chemical learners. Keywords: e-modules, buffer solutions, live worksheets, multiple representations, structured inquiry DOI: http://dx.doi.org/10.23960/jpmipa/v23i3.pp792-803
Analysis of Mathematics Education Students' Reasoning in Determining the Truth Value of Quantification Suhendar, Uki; Juniati, Dwi; Khabibah, Siti; Sumaji, Sumaji
Jurnal Pendidikan MIPA Vol 26, No 1 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i1.pp657-672

Abstract

Reasoning refers to the structured and logical process of drawing conclusions from given premises. Students of mathematics education, who are being prepared as future educators, are expected to possess strong logical reasoning skills in order to comprehend and convey more advanced mathematical concepts. This study aims to analyze the reasoning abilities of mathematics education students in determining the truth value of quantified statements. The central research question is: How do students' reasoning abilities relate to the accuracy of their problem-solving in the context of quantification? An explorative qualitative approach was employed to explore students' reasoning in evaluating the truth values of quantified statements. The study involved 13 students from the Mathematics Education Department at Universitas Muhammadiyah Ponorogo who were enrolled in the Mathematical Foundations course during the 2024/2025 academic year. Data collection instruments included a set of test questions and open-ended interview protocols. The analysis focused on indicators of mathematical reasoning, including: (1) identifying facts, patterns, properties, and relationships, (2) drawing logical conclusions, (3) making predictions and solving problems, and (4) constructing systematic and valid arguments. Following the written assessment, three students representing different levels of performance were selected for in-depth interviews. The findings revealed that while all three participants demonstrated potential in mathematical reasoning, each exhibited specific areas requiring further development. Subject N was proficient in deconstructing quantification problems and drawing logical conclusions, although further probing during the interview revealed gaps in deeper conceptual understanding. Subject A displayed semantic comprehension of quantification but lacked precision in applying formal logic and integrating numerical analysis. Subject F demonstrated a verbal understanding of truth value criteria and was capable of drawing conclusions, yet faced challenges with formal notation, particularly with singular quantifiers. Overall, the participants exhibited promising reasoning abilities but required reinforcement in interpreting formal notation, constructing valid arguments, and accurately applying logical structures. Misinterpretations of quantifier symbols and formal argument patterns were identified as common errors.      Keywords: mathematical reasoning, truth valu, quantification.

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