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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 Impact of Problem-Based Learning on Creative Thinking and Learning Motivation of Elementary School Students Firawaty, Firawaty; Wijayanto, Zainnur; Nisa, Ana Fitrotun; Jarapa, Amelia A.
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.pp1705-1722

Abstract

This study aims to examine the effect of the Problem-Based Learning (PBL) model on elementary school students’ creative thinking skills and motivation to learn mathematics. The background of this research is based on findings from several elementary schools in Cluster 2 of Jatinom Subdistrict, which indicate low levels of learning motivation, creative thinking ability, and suboptimal mathematics learning outcomes. Low participation in discussions, difficulty solving word problems, and lower mathematics scores compared to other subjects are key indicators of the issue. This research employed a quantitative approach with a quasi-experimental nonequivalent control group design. The population consisted of all fourth-grade students, totaling 224 students. The sample was drawn from four classes, two experimental and two control classes, using purposive cluster random sampling. Data were collected through tests, observations, and documentation. The research instruments were tested for content and construct validity, and their reliability was calculated using Cronbach’s Alpha. Data were analyzed using normality and homogeneity tests, as well as hypothesis testing through paired sample t-tests and independent sample t-tests using SPSS 30. The results showed that both the PBL model and the expository method had a positive impact on improving students’ creative thinking skills and learning motivation in mathematics. However, there was a significant difference between the two, with the PBL group consistently demonstrating higher improvement. The effectiveness of PBL is attributed to a learning process that actively engages students in contextual problem-solving, encourages collaboration, and fosters understanding through direct experience. Its emphasis on student-centered inquiry, deeper cognitive engagement, and active problem-solving likely contributes to its superior outcomes. Thus, PBL is proven to be more effective than the expository method in enhancing both aspects among elementary school students.    Keywords: problem-based learning, creative thinking, learning motivation.
Development and Evaluation of the PIKIBAR Game: A Gamified Approach to Reducing Math Anxiety in University Students Siskawati, Fury Styo; Zayyadi, Moh
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.pp1796-1812

Abstract

Math anxiety is not a simple thing that can be ignored because it has an impact on not maximizing the achievement of mathematics learning outcomes. Based on the condition, the PIKIBAR game was developed to reduce math anxiety in algebra learning. This research aims to describe the process and results of developing the PIKIBAR game to reduce mathematical anxiety among University students. This development research utilized the ADDIE model and pre-service mathematics students from Universitas Islam Jember as the research sample. Data collection methods included interviews, observations, questionnaires, tests, and documentation, as well as data analysis methods that utilize percentages. The research results indicate that the development of the PIKIBAR game progressed through the ADDIE stages, which encompass analysis, design, development, implementation, and evaluation. Several parts need revision, with a score of 3.03 out of a maximum score of 4. At the same time, the practicality is very high, namely at a value of 86.25%. In terms of its effectiveness, it is said to be effective in reducing mathematical anxiety, as evidenced by a lower percentage among students who use it, specifically 40%, compared to the group of students who do not use it, at 80%. Judging from the average score of the questionnaire results given before using the game and after using the game. This game was designed with simple language and gradually guided the user from the beginning, starting with an easy level, then progressing to a medium level, and concluding with a difficult level, all without the user realizing it directly. For further research, if you want to use the same application to develop test and non-test instruments, avoid using the short form model because differences in writing can affect the results. For mathematical anxiety, it should be considered for monitoring material because it has a significant impact on learning outcomes and achievement, especially in mathematics.   Keywords: PIKIBAR game, math anxiety, algebra.
The Effect of Science e-Module to Enhance Students’ Critical Thinking Skills on the Object Classification Topic Fahmi, Fahmi; Irhasyuarna, Yudha; Suryajaya, Suryajaya; Fajeriadi, Hery
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.pp1624-1641

Abstract

This study aims to develop innovative science teaching materials based on higher-order thinking skills (HOTS) to enhance students’ critical thinking skills on the topic of object classification. The research adopted the ADDIE development model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The study involved 60 seventh-grade junior high school students as research subjects. Data were collected using expert validation sheets, student response questionnaires, and pretest-posttest instruments to assess students’ critical thinking skills. The results of expert validation indicated that the developed teaching materials were categorized as “highly valid,” with an average score of 92.5%, reflecting the quality in terms of content, presentation, language, and design. During implementation, students showed an increase in critical thinking performance. The average pretest score was 58.3, which improved to 78.7 in the posttest. A paired sample t-test analysis revealed a statistically significant difference between pretest and posttest scores (t = 8.624; p < 0.001), indicating the effectiveness of the developed material in improving critical thinking skills. Furthermore, student responses to the teaching materials were very positive, with an average score of 88.4%, suggesting that the materials were well-received and engaging. This study provides empirical support for integrating innovative HOTS-oriented learning materials into science instruction, particularly for foundational topics such as object classification. The findings contribute to the field of science education research and offer practical implications for the development of curriculum materials that foster critical thinking in junior high school students. These results can be used as a reference for educators and curriculum developers in designing effective, student-centered science learning tools.    Keywords: ADDIE model, critical thinking, instructional design, object classification, science teaching materials.
POGIL, Guided, and Free Inquiry: Which Model Best Enhances Students' Critical Thinking in Biology Learning? Wiwik, Wiwik; Adnan, Adnan; Ali, Alimuddin
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.pp1723-1737

Abstract

This study aims to determine the effect of inquiry-based learning models (POGIL, guided inquiry, and free inquiry) on improving students' critical thinking skills in biology. Biology learning requires high-level thinking skills, one of which is critical thinking, which must be developed through effective learning strategies. This study uses a quantitative approach with a quasi-experimental design. The study population consists of all eleventh-grade students at State High School 9, Makassar. The sample comprises 130 students, distributed across four classes: three experimental classes that implement inquiry-based learning models and one control class using the STAD learning model. The topic used in this study is the respiratory system. The instrument used was a critical thinking skills test administered before and after the treatment (pretest and posttest). Data analysis was conducted using Analysis of Covariance (ANCOVA) to determine the effect of the treatment, followed by the Least Significant Difference (LSD) test to identify significant differences between groups. The results of the study showed that there were significant differences in the improvement of critical thinking skills between the four models based on the ANCOVA test with a significance value of less than 0.05. The LSD test results showed that POGIL was superior to guided inquiry, free inquiry, and STAD. Meanwhile, guided inquiry and free inquiry did not show any differences, and STAD, as the control class, showed the lowest effect. In biology education, teachers should consider implementing the POGIL learning model as an alternative learning strategy to develop students' critical thinking skills. Teachers can also vary the use of inquiry models according to student characteristics and lesson content, and optimize the role of collaborative learning to enhance learning outcomes.   Keywords: POGIL, guided inquiry, free inquiry, critical thinking skills, STAD.
Integrating Articulate Storyline into Problem-Based Learning to Enhance Students’ Conceptual Understanding Saputri, Mawarni; Musdar, Musdar; Rizvia, Fuddhah; Nurulwati, Nurulwati; Susanna, Susanna; Nithieahvathiy, Nithieahvathiy
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.pp2003-2019

Abstract

Low conceptual understanding in physics remains a recurring problem in secondary education, particularly because learning is often dominated by conventional methods. Although the Problem-Based Learning (PBL) model can promote critical thinking, its potential is not maximized without the support of interactive media. This study aims to determine the effectiveness of integrating Articulate Storyline into PBL as a strategy to enhance students’ conceptual understanding of physics. This quasi-experimental research employed a non–equivalent control group pretest–posttest design, involving 50 tenth-grade students at SMAN 1 Labuhan Haji Barat, South Aceh, Indonesia. Class X IPA 1 (25 students) served as the experimental group, while Class X IPA 2 (25 students) acted as the control group, which was selected by the purposive sampling technique. Instruments consisted of a two-tier concept test and a student response questionnaire. Data were analyzed using N-Gain, an independent t-test, and qualitative categorization of conceptual understanding. The results showed that the experimental group achieved a higher N-Gain of 0.52, categorized as medium, compared to the control group of 0.26, which was categorized as low. An independent t-test revealed a significant difference between the two classes with an alpha value of 0.05. Qualitative analysis revealed a significant shift in students’ conceptual categories, as the number of students in the “not understanding” and “misconception” groups decreased. In contrast, those in the “understanding concept” category increased substantially. Moreover, 91.2% of students responded positively to the use of Articulate Storyline, particularly appreciating its visual simulations, structured learning flow, and interactive quizzes. Integrating Articulate Storyline into PBL effectively enhances students’ conceptual understanding and engagement in physics. This synergy provides empirical evidence that technology-enhanced PBL not only improves learning outcomes but also reduces misconceptions and fosters more meaningful learning experiences.    Keywords: articulate storyline, conceptual understanding, problem-based learning. 
Technology and Engineering Literacy Profile of High School Students: Comparison between STEM and Non-STEM Learning Sumiati, Sumiati; Suwarma, Irma Rahma; Utama, Judhistira Aria; Riandi, Riandi; Kuroda, Tomotaka
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.pp1580-1593

Abstract

Technology Engineering Literacy (TEL) represents an essential competency in the 21st century, encompassing the ability to understand, evaluate, and apply technological and engineering concepts in everyday life and professional settings. This study was conducted to compare the TEL profiles of high school students engaged in Science, Technology, Engineering, and Mathematics (STEM) and non-STEM fields, with a particular emphasis on the renewable energy topic. The research employed a quantitative approach and involved 125 high school students, who were selected by purposive sampling techniques. Data were collected utilizing a TEL test instrument specifically designed for this research. Mann-Whitney analysis using SPSS 26 revealed a significant difference between STEM and non-STEM groups. Additionally, the TEL profiles of STEM and non-STEM students were evaluated by examining the percentages of complete and incomplete achievements. The findings show that students participating in STEM learning demonstrated a superior TEL profile compared to their non-STEM peers. Specifically, regarding the understanding of technological principles, 89% of STEM students completed the assessment, whereas only 75% of non-STEM students achieved this. In the context of developing solutions and reaching goals, 84% of STEM students met the completion criteria, in contrast to 63% of non-STEM students. For the technology and society dimension, 87% of STEM students completed the assessment, compared to only 59% of non-STEM students. In the design and systems area, 89% of STEM students completed the tasks, while 81% of non-STEM students did. Lastly, in the Information and Communication Technology (ICT) domain, 82% of STEM students reached the completion category, while merely 60% of non-STEM students did. These results emphasize the significant impact of STEM learning in enhancing students’ technology engineering literacy, thereby equipping students with essential skills relevant to the needs of the 21st century.    Keywords: technology_and_engineering_literacy, STEM, renewable_energy.
Challenge-Based Learning in Probability: Developing Digital Teaching Materials for High School Students Arifia, Adhelia Putri; Jumroh, Jumroh; Lusiana, Lusiana; Vucelja, Stevan
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.pp1659-1678

Abstract

This study aims to develop digital teaching materials on probability using the Challenge-Based Learning (CBL) model that meets the criteria of being valid, practical, and potentially effective. This is motivated by the low level of difficulty students face in understanding abstract probability material and the lack of interesting and effective learning resources. The development of these teaching materials is expected to provide an innovative solution to overcome the limitations of existing learning resources, particularly in mathematics learning, such as those related to probability. The research used a Research and Development (R&D) approach following the ADDIE model, which includes five stages: analysis, design, development, implementation, and evaluation. Instruments used included expert validation questionnaires, student learning outcome tests, and student response questionnaires. This research trial was conducted on class X students of SMA Negeri 4 Palembang. Data were analyzed both descriptively and quantitatively to assess the quality and impact of the developed materials. The validation results show that the digital teaching materials fall into the “highly valid” category with an average score of 88.66%. The practicality assessment based on student response questionnaires obtained an average score of 89.67% and was categorized as “highly practical”. Data collection on learning outcomes was conducted through pretest and posttest learning assessments. Data analysis included normality tests, N-Gain tests to determine the extent of learning improvement, and paired t-tests to determine the significance of differences. The t-test results yielded a Sig. (2-tailed) value of 0.000 less than 0.05, indicating a significant difference between the pretest and posttest scores. The N-Gain test yielded a value of 0.77, categorized as high. The developed product not only meets quantitative criteria but also contributes pedagogically by increasing students' active engagement in the learning process. The integration of the CBL model and digital media enhances students' motivation, participation, and understanding of abstract mathematical concepts. By utilizing Flip PDF software, teaching materials are converted into interactive e-book formats that are more engaging and accessible. This product is worthy of broader application in mathematics education at the high school level.   Keywords: digital teaching materials, challenge-based learning, flip PDF professional, probability.
Contextual-STEM-Based E-Module Development in Enhancing Junior High School Students’ Mathematical Reasoning Abilities Arifin, Sujinal; Efriani, Arvin; Cintania, Wella; Komarudin, Komarudin
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.pp1932-1957

Abstract

The disconnect between mathematics content and real-world applications creates significant challenges for students' understanding of fraction operations, resulting in procedural learning without conceptual depth. This study develops and evaluates a STEM-based e-module integrating authentic contexts with systematic instructional design to enhance junior high school students' mathematical reasoning abilities. The research employed the ADDIE development model to create a STEM-based e-module on fraction operations using snack nutritional values as context. The Engineering Design Process (EDP) served as the central pedagogical framework, structuring activities through seven systematic stages: Define, Research, Plan, Create, Communicate, Redesign, and Evaluate, transforming abstract mathematical concepts into meaningful problem-solving experiences. Three experts validated the e-module across five dimensions: content feasibility, presentation quality, language appropriateness, practicality, and STEM integration. Practicality testing involved progressive trials: one-to-one (3 students), small group (6 students), and field implementation (30 students). Mathematical reasoning effectiveness was measured using contextual problem-solving assessments evaluating five indicators: conjecturing, pattern identification, mathematical manipulation, justification provision, and conclusion drawing. Validation results demonstrated exceptional quality, with the e-module achieving a 95.2% overall validity index. Practicality testing revealed an average satisfaction of 90.28%, categorized as "very practical." Students demonstrated substantial improvement in mathematical reasoning, with an average final assessment score of 77.68. Students performed strongest in drawing conclusions (87%) and providing justification (81.67%), while conjecturing achieved a rate of 64%. Qualitative analysis revealed that while high-ability students employed formal reasoning and symbolic representation, some medium-ability students relied more on narrative responses, reflecting a gap between intuitive understanding and formal expression. The study concludes that the developed e-module is valid, practical, and effective in fostering students' mathematical reasoning. Integrating EDP into STEM-based e-modules provides a promising pathway to bridge procedural knowledge and conceptual depth, promoting meaningful and transferable learning experiences.    Keywords: contextual learning, engineering design, fractions context, mathematical reasoning, STEM e-module.
AR-Assisted RME Model in Enhancing Mathematics Learning Outcomes and Literacy of Teacher Professional Education Students Dahlan, Taufiqulloh; Hamdani, Acep Roni; Ginanjar Putra, Beni Yusepa
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.pp1778-1795

Abstract

The purpose of this study is to develop AR media based on Realistic Mathematics Education (RME) that is valid, practical, and effective in improving learning outcomes and literacy of Teacher Professional Education (TPE) students in basic mathematics lessons. The novelty of the study lies in the combination of AR media and the appropriate RME model at the TPE student level. The research method used the ADDIE development model. The number of respondents was 50 TPE students from Pasundan University, which divided into two classes. The mean scores for validity, as assessed by material experts, were 92.11%; learning model experts, 92.22%; media experts, 92.39%; and lecturers, 92.39%, with all categories demonstrating very high validity. For the mean practicality of student assessment of AR media and RME models, the mean was 92.01%, which falls into a very good category. A significant increase was observed in small group trials using AR Media based on the RME model, which has been proven effective, as evidenced by a 29.6-point increase from pre-test scores of 61.2 to post-test scores of 90.8. In large group trials, differences in learning outcomes were found between students who used AR media based on the RME model, with a mean of 90.8, and students who used other media based on the discussion model, with a mean of 69.5. The difference proved effective and very significant, with a mean difference of 21.3. Conclusion: Using RME-based AR media in mathematics learning for TPE students is more effective than using media with other learning models. The implication of this study is that TPE lecturers should encourage the implementation of AR media based on the RME model in the learning process.    Keywords: design, mathematical literacy, AR media, RME. 
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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