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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
The Challenges of Junior High School Students in Solving Fraction Problems Based on Newman's Error Analysis Doni, Petrus Kanisius Nama; Prabawanto, Sufyani
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.pp1274-1288

Abstract

This study aims to analyze the type of errors made by eighth-grade students in solving fraction problems at a public junior high school in Lembata Regency, East Nusa Tenggara. The analysis was conducted using the Newman Error Analysis (NEA). The research employed a qualitative descriptive method with nine eighth-grade students as the subjects. The instruments used included a written test consisting of 17 questions and interview guidelines based on the five stages of error identified in NEA: reading, comprehension, transformation, process skills, and encoding. The analysis revealed no errors in the reading stage, indicating that students were generally able to read and extract relevant information from the problems correctly. However, significant errors began to appear in the subsequent stages. In the comprehension stage, 16.84% of students failed to interpret the question correctly or misunderstood essential information, potentially leading to incorrect solution steps. Transformation errors occurred in 26.94% of cases, where students struggled to convert verbal information into a mathematical representation. In the process skills stage, 27.27% of students made mistakes in performing basic mathematical operations, such as fraction calculations. The highest error rate was observed in the encoding stage, where 28.96% students were unable to correctly write the final answer, even after processing the question appropriately. These findings indicate that students face difficulties not only in conceptual understanding but also in procedural fluency and mathematical expression.   Keywords: difficulty, fraction, newman error analysis, process skills, encoding. 
Development of STEM-PjBL-Based Teaching Materials to Enhance Students' Science Literacy on Acid-Base Topic Amdayani, Susilawati; Dibyantini, Ratu Evina; Syafriani, Dewi; Dalimunthe, Makharany
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.pp1289-1307

Abstract

An essential skill for learning chemistry is science literacy, which includes attitudes toward science, the scientific method, application in practical settings, and conceptual comprehension. However, the previous research revealed that students’ science literacy among Indonesian undergraduate students is still low, especially when it comes to abstract and complicated concepts like acids and bases. The study aims to develop STEM-PjBl-based teaching materials on acid acid-base topic and evaluate their effectiveness in enhancing students' science literacy. The study employs the 4D development model. The product effectiveness test was conducted at the development stage using a quasi-experimental design in the form of a one-group pretest-posttest design. The research subjects were 90 chemistry education undergraduate students who took basic chemistry courses in the 2024/2025 academic year, consisting of 3 classes. Data was gathered by a science literacy test, validation sheets, and practicality surveys for lecturers. The validity of questionnaire responses was obtained by three experts' judgment using the kappa coefficient, the practicality questionnaire was also assessed using the kappa coefficient, while the validity of data on science literacy improvement was obtained through pre-test and post-test results. The results showed that the average kappa coefficient of expert validation of STEM-PjBL-based teaching materials is 0.88 (high validity). The practicality questionnaire produced an average kappa coefficient of 0.89 (high practicality). The effectiveness test obtained an average n-gain value of 0.65 (moderate), as evidenced by student involvement in designing projects to create soft drinks from natural ingredients through the PjBL model. The designing and evaluating scientific investigations indicator (n-gain 0.67) shows the most significant improvement because students were required to systematically design experimental procedures, including problem identification, variable determination, hypothesis formulation, planning tools, materials, and work steps following scientific principles.    Keywords: teaching materials, STEM-PjBL, science literacy, acid-base.
Development of Statistical Literacy-based Mathematics Module for Junior High School Students in the Context of MSMEs’ Empowerment Subekti, Fitrianto Eko; Gunawan, Gunawan; Ong, Eng Tek; Akhsani, Lukmanul; Zuhrotunnisa, Zuhrotunnisa
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.pp1342-1354

Abstract

Statistical Literacy is needed by students in understanding information and presenting data in various forms of representation. This study aims to develop a mathematics module based on statistical literacy for junior high school students in the context of empowering Micro, Small, and Medium Enterprises (MSMEs) that is valid, practical, and effective. The research method uses a development research design with ASSURE stages. Twenty students of class VIII A were used as research samples, considering the ease and accessibility in conducting the research. Validity data were obtained through a validation questionnaire assessed by competent experts in their fields. Practicality data were obtained through a student response questionnaire. Effectiveness data were obtained based on the results of the statistical literacy pre-test and post-test. While observation data were used as supporting data to describe the module trial activities in learning. Quantitative data analysis used average values to analyze the results of the validation questionnaire and student responses, as well as the Wilcoxon test to determine the effectiveness of the developed module in learning. The validation results show that the developed module meets the validity criteria and receives positive responses from students and teachers. In addition, the Wilcoxon test results indicate the influence of module use in learning, that supported by the N-Gain test results of 0.59, indicating that the developed learning module is quite effective in improving students' statistical literacy. Although the development results are quite effective, students need to be accustomed to dealing with problems that contain the surrounding context, increase assignments, and integrate strategies, media, and learning models that focus on developing statistical literacy. Thus, the developed module has met the criteria of validity, practicality, and effectiveness. However, the results of the statistical literacy test evaluation indicate limitations in students' abilities to interpret and draw conclusions. This research provides an important contribution in developing relevant, innovative teaching materials, while highlighting crucial aspects for future learning, especially focusing on statistical literacy and contextual-based learning.    Keywords: statistical literacy, MSMEs empowerment, statistical module.
Development of a Science Literacy Test for Junior High School Students Based on the PISA 2025 Framework Valio, Farah Amara; Safira, Ledya; Aulliyah, Uunwanah Agustin; Suwarna, Iwan Permana
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.pp1377-1405

Abstract

This study aims to develop a valid, reliable, and practical science literacy test instrument based on the PISA 2025 framework as a tool for assessing the science literacy abilities of junior high school students in a contextual and in-depth manner. The issue of low science literacy in Indonesia, where 53.60% of students are in the very low category, highlights the urgency of providing an evaluation instrument that can comprehensively represent scientific thinking abilities. This achievement is closely related to the lack of student training using international assessment-based testing instruments such as PISA during the learning process. The research method used was Research and Development (R&D) with a 4-D development model (Define, Design, Development, Dissemination). The instrument was developed based on four dimensions of science literacy (competence, context, knowledge, and cognitive level) within the PISA 2025 framework and covers topics in the science subject, namely electricity, waves, and magnetism. Content validation was conducted by content, instrument, and language experts, while empirical testing was carried out to evaluate the quality of the test items. The research results showed that the instrument had high content validity (CVI = 0.93; CVR = 0.8–1). The average validity of each item reached 0.60. The instrument showed good consistency in terms of reliability, as indicated by the Omega McDonald coefficient of 0.79 for the combination of essay and complex multiple-choice questions, and the Cronbach’s Alpha value of 0.68 for multiple-choice questions analysed separately. Most items were categorized as moderately difficult (72.73%) and had good discriminative power (63.63%). Additionally, the practicality value of 78.85% indicates that the instrument is easy to use in an educational context. Therefore, this instrument is suitable for use as a science literacy assessment tool aligned with the PISA 2025 framework and supports the development of higher-order thinking skills in national assessments.    Keywords: science literacy, instruments, assessment, PISA.
Development of Problem-Based Physics E-Book on The Topics of Work And Energy to Improve Students' Conceptual Understanding and Digital Literacy Artanti, Francisca Happy; Widiatmono, Restu; Jumadi, Jumadi
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.pp1479-1495

Abstract

This study aims to develop an electronic book (e-book) based on the Problem-Based Learning (PBL) approach to enhance students' conceptual understanding and digital literacy on the topic of work and energy. Responding to the growing demand for interactive and student-centered learning media in physics education, the e-book is designed to serve as a learning resource that fosters engagement in problem-solving and critical thinking. The research adopts the ADDIE development model, comprising Analysis, Design, Development, Implementation, and Evaluation, and applies a quantitative approach using a one-group pretest-posttest design. Participants in this study were tenth-grade students from State Senior High School 9, Yogyakarta. Data were collected through the use of the developed e-book, conceptual understanding tests, digital literacy questionnaires, and student response surveys. Validators rated the e-book as “highly valid” and suitable for use. The implementation results showed a significant improvement in students' conceptual understanding, with an N-gain score of 0.71, which falls into the high category. Additionally, there was an improvement in digital literacy, with an N-gain score of 0.66, which also falls into the high category. The effectiveness of this e-book was also tested using a T-test and showed significant improvements before and after learning for both variables. Additionally, students responded positively, finding the e-book engaging, easy to access, and beneficial in supporting their learning process. These preliminary findings indicate that the PBL-based e-book has the potential to be an effective learning tool for high school physics education.    Keywords: e-book, problem-based learning, work and energy, conceptual understanding, digital literacy.
Analysis of Students' Mathematical Connections Ability on HOTS Questions Based on Jambi Culture in View of Personality Types Putri, Rahmi; Vrasetya, Arshinta; Nasution, Eline Yanty Putri; Casanova, Anriany
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.pp1406-1427

Abstract

This study aims to analyze students’ mathematical connections ability in solving Higher Order Thinking Skills (HOTS) problems based on Jambi culture, viewed from judging and perceiving personality types as categorized by the Myers-Briggs Type Indicator (MBTI). A total of 21 twelfth-grade students from SMA Negeri 3 Sungai Penuh participated in the MBTI test for personality identification. Based on the highest scores in each category, four students (two with judging and two with perceiving personalities) were purposefully selected for detailed analysis. A qualitative case study approach was employed, utilizing HOTS problems with local cultural stimuli, specifically the Kajang Leko traditional house and Padamaran cake, along with structured interview guidelines. Data were analyzed through the stages of reduction, presentation, and conclusion drawing. The results revealed that students with judging personality types had higher scores (average 75%, high category) in mathematical connections ability compared to those with perceiving types (62.5%, moderate category). This difference can be attributed to the characteristics of judging individuals, who tend to be more systematic, structured, and consistent in constructing problem-solving steps, allowing them to connect mathematical concepts more logically. In contrast, perceiving students as flexible and spontaneous tended to be less organized, resulting in difficulties establishing comprehensive conceptual relationships. The novelty of this study lies in its integration of local Jambi culture as contextual stimuli in assessing mathematical connection ability based on personality types. The findings potentially diverge from previous studies, which suggested that perceiving types were more adept at making conceptual connections. This research indicates that local cultural contexts may influence students’ cognitive performance according to personality, highlighting the importance of incorporating cultural factors and individual characteristics into the design of mathematics instruction. Keywords: judging personality, perceiving personality, mathematical connections ability, HOTS questions, jambi culture.
Mapping Critical Thinking Skills through Newman’s Error Analysis in Secondary Students’ Problem-Solving Hariri, Dewi Damayanti; Kania, Nia
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.pp1464-1478

Abstract

Mathematics plays a crucial role in fostering students’ logical, critical, and analytical thinking skills. However, many students still face challenges in understanding and applying mathematical concepts. This study aims to map students' critical thinking skills through an analysis of student errors in solving problems involving systems of linear equations in three variables using Newman Error Analysis (NEA).  The research was conducted using a qualitative descriptive approach, supported by written tests and interviews. The research sample was 33 eleventh-grade high school students in Majalengka Regency, West Java.  The findings revealed that while no errors occurred at the reading stage, 48% of students made comprehension errors, 57% made transformation errors, 66% experienced process skill errors, and 82% committed encoding errors. The most dominant errors were encoding errors, reflecting weaknesses in the aspects of evaluating evidence and drawing conclusions. Most encoding errors were influenced by students' lack of confidence and learning motivation. These results suggest that difficulties in earlier stages of problem-solving significantly affect students’ ability to arrive at correct final answers. The study emphasizes the importance of strengthening students’ procedural fluency and supporting their cognitive processes to improve mathematical problem-solving performance.    Keywords: contextual, critical thinking skills, Newman’s error analysis, three-variable linear equation.
Development of a Geometric Transformation Pop-Up Book to Improve Students’ Problem-Solving Skills Fitriana, Laila; Munawaroh, Fathul
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.pp1738-1749

Abstract

Problem-solving skills are crucial in mathematics education as they are one of the mathematics learning objectives. However, based on PISA results, students' problem-solving skills in Indonesia are still low, necessitating efforts to address this issue. Based on this problem, this study aims to develop a valid, practical, and effective pop-up book learning media to improve problem-solving skills in geometry transformation materials. This developmental study used the ADDIE development model, which consisted of analysis, design, development, implementation, and evaluation. This research employed a quasi-experimental design using two classes with similar problem-solving abilities as the experimental and control classes, as demonstrated by an average balance test on pretest scores. Each class contains 31 students. Learning media is considered valid and practical if its validity and practicality scores are 61% or higher. Learning media is deemed effective if it can improve students' problem-solving skills, as evidenced by a t-test on the students' post-test scores. The research results show that the pop-up book learning media is very valid, with an average score of 81.25% from material experts and 83.33% from media experts. The pop-up book media is considered very practical based on the teacher's response score of 83.33% and students' response score of 84.11%. Additionally, the experimental class in this study showed a statistically significant improvement with a p-value of 0.004 (less than 0.05) compared to the control class; thus, the pop-up book learning media can be declared effective in improving students' problem-solving skills. Therefore, it can be concluded that the pop-up book learning media is very valid, practical, and effective in enhancing students' problem-solving abilities in geometric transformation.    Keywords: pop-up book, learning media, problem-solving skills. 
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.
Students’ Self-Confidence and Mathematical Creativity through Visual Media-Assisted Problem-Based Learning: A Descriptive Study Raudhatunnur, Raudhatunnur; Dewanti, Sintha Sih
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.pp1838-1851

Abstract

Self-confidence and mathematical creativity are two essential competencies in 21st-century learning, yet they are often insufficiently addressed through conventional instructional models. This study aims to describe and analyze students’ self-confidence and mathematical creativity after participating in a Problem-Based Learning approach supported by visual media. This study employed a quantitative approach using a quasi-experimental posttest-only control group design. The sample consisted of 50 fourth-grade students divided into an experimental and a control group. The research instruments included a self-confidence questionnaire and a mathematical creativity test, both of which had been validated and found reliable. Data were analyzed using an independent samples t-test after confirming the assumptions of normality and homogeneity. The results showed that the experimental group obtained significantly higher self-confidence scores (M = 67.68) than the control group (M = 61.28), with p < .001. Similarly, the mathematical creativity scores of the experimental group (M = 85.60) were higher than those of the control group (M = 75.80), with a p-value of .003. These results suggest a positive association between participation in visual media-based PBL and students’ self-confidence and mathematical creativity. The findings indicate that the visual media-based PBL approach may support the development of both affective and cognitive competencies in elementary students. This study provides practical insights for educators in implementing contextual learning strategies that align with the demands of 21st-century education.   Keywords: problem-based learning, visual media, self-confidence, mathematical creativity.

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