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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
Analysis of Students’ Higher Order Thinking Skills on Science Subject Using Liveworksheet Argumentative Through Discovery Learning Hasnunidah, Neni; Amanda, Dhea Olivia; Meriza, Nadya; Lengkana, Dewi; Dewi, Pramita Sylvia
Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

Analysis of Students’ Higher Order Thinking Skills on Science Subject Using Liveworksheet Argumentative Through Discovery Learning. Objective: This research aims to analyze students HOTS on the Classification of Living Creatures material using Liveworksheet argumentative worksheets through the Discovery Learning model at SMP Negeri 1 Natar. Methods: This research is a quasi-experiment with a non-equivalent pretest-posttest control group design. The research subjects were 69 class VII students sampled from a population of 384 people using simple random sampling techniques. Cognitive tests (C4, C5, & C6) were analyzed using the Independent sample t-test. Data on student responses were collected using a questionnaire and analyzed descriptively. Findings: The results of the research show that there is a significant difference in the N-gain value (P<0.05) between learning using the Discovery Learning model and discovery-model based argumentative liveworksheet. The high scores in the experimental class were the evaluate skills (N-gain 0.63) and analyze skills (N-gain 0.62), while in the control class the three HOTS indicators were low. Based on the results of the student response questionnaire, it was found that almost all students (82.25%) gave very positive responses to the use of argumentative lifeworksheets. Conclusion: The liveworksheet effectively improve students' HOTS.        Keywords: HOTS, classification of living things, liveworksheet argumentative worksheet, discovery learning model.DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp351-372
Problem-Based vs Design-Based Learning: Which Better Develops Computational Thinking in Middle School Science Students? Fadilah, Rizka Elan; Supeno, Supeno; Rusdianto, Rusdianto; Nuha, Ulin; Firdausi, Soraya; Prasetya, Ferry Budi; Izza, Nuril Ayyamil; Khasfiyatin, Siti
Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Computational thinking has become a crucial skill for students because it gives them the tools to solve complicated issues using organized methods. Implementing Problem-based learning and Design-based learning in science learning has significantly enhanced students' skills. This research aims to ascertain which of the two models is better for facilitating computational thinking skills among middle school students in science learning. The study used a sample of 69 middle school students selected through random sampling. This research employs a quasi-experimental, multi-group, post-test-only design. The instrument utilized in this research is a computational thinking skills test comprising five questions. The data were analyzed using one-way ANOVA to test the hypotheses. Tukey test results indicate that the mean difference score between the PBL and DBL groups is 1.2609, with a significance value greater than 0.05. The study confirms that Problem-based learning is more effective than Design-based learning in facilitating students' computational thinking skills. However, the difference between the two is not particularly noteworthy. PBL and DBL represent viable pedagogical approaches that can enhance middle school students' computational thinking skills in science learning.         Keywords: problem-based learning, design-based learning, computational thinking skill. DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1214-1223
Discovery Learning Model Assisted by Geogebra-based Napier Bones on Students’ Division Problem Solving Ability Palupi, Salsa Risky Eka; Andrijati, Noening
Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Problem-solving ability is a basis that students must have in the learning process. This research aims to analyze the influence of the Discovery Learning model with Geogebra-based Napier Bones on improving students' division problem-solving ability. The population in this study was fourth-grade students of SDN Gugus Diponegoro. Sampling was done using the cluster random sampling technique. The sample in this research was fourth-grade students of SDN 1 Kalen and SDN 2 Nglandeyan. This research was carried out using quantitative research methods with experimental research types. The research design used a Quasi-experimental design. Data collection in this research was carried out by test techniques. The data analysis techniques used were normality test, homogeneity test, independent t test, and N-gain. The result of the research showed that there was a difference in division problem-solving ability in the experimental class which is higher than the control class. Based on the independent sample t-test, the significance value obtained 0,038 < 0,05. The N-Gain results show that the value in the experimental class was 0.501, which is in the medium category, while the value of the control class was 0.235 in the low category. This research concludes that the Discovery Learning model with Geogebra-based Napier Bones media has a significant influence on students' division problem-solving abilities.         Keywords: discovery learning, geogebra-based napier bones, problem solving ability.DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp223-235
Wordwall Interaction Media Development to Increase Mathematical Connection and Visual Thinking of Junior High School Students Putra, Muhammad Allegra Prima Aristya; Baiduri, Baiduri; Zukhrufurrohmah, Zukhrufurrohmah
Jurnal Pendidikan MIPA Vol 25, No 2 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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In today's digital era, optimizing the use of technology in education has become a primary focus for enhancing the quality of learning. One potential innovation in this area is the use of interactive media in the teaching and learning process, which not only increases students' interest but also deepens their understanding of concepts and mathematical skills. This study aims to develop an interactive learning media based on Wordwall that can improve mathematical connection abilities and visual thinking skills among junior high school students. This research is a development study (R&D) following the ADDIE research method, which begins with the analysis phase, followed by the design phase, the development phase, the implementation phase, and concludes with the evaluation phase. The study was conducted in the even semester of the 2023/2024 academic year, involving eighth-grade students as research subjects. The research instruments used include media validation sheets, student response questionnaires, and tests of mathematical connection abilities and visual thinking skills. The results indicate that the Wordwall-based learning media has very high validity, with a validation score of 95.2%. The tests of mathematical connection abilities and visual thinking skills show that this media can improve students' mathematical connection abilities at a moderate level, with an N-Gain value of 0.419, and enhance visual thinking skills at a low level, with an N-Gain value of 0.241. Additionally, this media was also rated as highly practical, with a practicality score of 88.8%. Overall, this Wordwall-based learning media is valid, effective, and practical, making it recommended for use in teaching to improve students' mathematical connection abilities and, to a lesser extent, their visual thinking skills.         Keywords: interactive media, Wordwall, mathematical connections, visual thinking.DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp569-581
Problem Solving Skills of Mathematics Education Students with Lack Number Sense Ability Arjudin, Arjudin; Turmuzi, Muhammad; Kurniati, Nani; Wulandari, Nourma Pramestie
Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract: Problem-solving in mathematics is a fundamental skill that must be mastered by individuals. However, previous research indicates that students' problem-solving abilities tend to be moderate to low. Many factors contribute to this, including the factor of number sense ability. The objective of this study is to describe how number sense and problem-solving skills are used by mathematics education students with low number sense ability in solving linear programming problems using the simplex method. This research is qualitative descriptive involving 36 third-year mathematics education students as participants. Subjects were selected using purposive sampling technique based on a number sense ability test to identify those with low number sense ability. Participants were given an advanced test involving linear programming problems solved using the simplex method. The results indicate that mathematics education students with low number sense ability struggle to solve problems accurately. Stages of problem-solving that were not performed effectively included gathering information, planning, and implementing the plan. Furthermore, students did not engage in the reviewing stage. Moreover, students were not flexible in manipulating numbers, especially when dealing with large numbers. As a result, more time was required for computations, and the iteration process in the simplex method could not be effectively completed.        Keywords: linear programming, number sense, number sense ability, problem solving, simplex method.DOI: https://dx.doi.org/10.23960/jpmipa/v25i1.pp103-115
The Exploration of APOS-based PBL Model to Improve the Students’ Mathematics Problem-Solving Skills Rahayu, Ratri; Kartono, Kartono; Agoestanto, Arief
Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Math majors must be excellent problem solvers because problem-solving is the foundation of teaching mathematics. Their problem-solving skills will help them create service initiatives as math teachers. This research investigated how well the APOS-based PBL model enhances students' skills in solving mathematical problems. This quasi-experimental design used a non-equivalent post-test-only control group, which is quantitative. Students at a university in Central Java, Indonesia, participated in the study. Tests of problem-solving skills were useful to collect the data. The results of the study showed that (1) students' problem-solving skills lead to learning completion (71); (2) students taught using a modified PBL model based on APOS theory have a different proportion of learning completeness than students taught using an average class using a direct learning model; (3) students' average problem-solving skills taught using the modified PBL model based on APOS theory are superior to those taught in the average class using a direct learning model; (4) increasing students' problem-solving skills taught using a modified PBL model based on APOS theory is preferable to improving students' skills taught using a direct learning model. This study offers insightful insights into the PBL model's implementation, incorporating APOS theory at every stage. These results suggest that to maximize students' problem-solving skills, consideration of the theory of thinking processes must be given when putting the learning model into practice      Keywords: APOS, mathematics, PBL, problem-solving skills.DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1577-1592
The Enhancement of Mathematical Problem-Solving Skills among Junior High School Students Using Problem-based Learning Patunah, Siti; Herman, Tatang; Hasanah, Aan
Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Improving problem-solving in mathematics education can be achieved by applying a Problem-Based Learning (PBL) approach that prioritizes active student involvement. This research offers a PBL model that is integrated with digital technology to improve students' problem-solving skills more effectively and efficiently. This study aims to analyze the effectiveness of the implementation of the problem-based learning model in improving the problem-solving ability of junior high school seventh-grade students. The research method used was quasi-experimental with a pretest-posttest design of the control group. The research sample consisted of 66 randomly selected seventh-grade students. The selection of 66 students as a research sample was carried out to ensure adequate representativeness, taking into account the diversity of academic backgrounds and problem-solving skills, so that the results of the study can accurately describe the impact of the implementation of Problem-Based Learning (PBL) on various levels of student ability. The instruments used include problem-solving ability tests berjumlah 5 soal and observation sheets for learning activities. The data analysis technique used was the Mann Whitney to see the difference in improvement from the two groups of research samples. The results showed that students' mathematical problem-solving skills experienced a high improvement (Ngain = 0.813) after learning mathematics using problem-based learning. Furthermore, the implementation of the problem-based learning model significantly improves students' mathematical problem-solving skills. These findings indicate that open-ended problem-based learning is one of the effective alternative interventions in improving students' mathematical problem-solving skills. Therefore, educators in the field of mathematics, such as teachers and lecturers, can use open-ended problem-based learning to improve students' mathematical problem-solving skills.         Keywords: problem-based learning, problem-solving skills. DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1067-1079
Advance Physics Virtual Laboratory (ADPHYLAB): Its Implication in Improving Students' Science Process Skills in Atomic Spectroscopy Practicum Guntara, Yudi; Fitriani, Nur Shabrina; Tabrani, Rizqi A’mal Hibatullah; Tanjung, Winnei Ray Beatrix; Marwanti, Kissi; Wibowo, Firmanul Catur; Bunyamin, Muhammad Abd Hadi
Jurnal Pendidikan MIPA Vol 25, No 2 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Understanding the concept of physics students can not be achieved through lectures alone, but required practicum. However, limited equipment makes practicum difficult to do as an example of atomic spectroscopy. However, the use of information technology-based media in the form of virtual laboratories can be used as an alternative choice without losing its essence to facilitate Science Process Skills (SPS). This study aims to compare the improvement of students' SPS in atomic spectroscopy practicum using Advance Physics Virtual Laboratory (ADPHYLAB) and LABSTER. This research is a modified type of comparative research. The research time was conducted for 3 meetings, located in the Physics Laboratory of FKIP UNTIRTA. The research subjects were 8 physics laboratory assistants. The results showed that the SPS N-Gain score in the group using ADPHYLAB obtained consecutive values for classification, measurement, data interpretation and inferring indicators of 0.73; 0.89; 0.71 and 0.94, falling into the high category. While the group using LABSTER obtained scores on classification and measurement indicators of 0.40 and 0.53, falling into the medium category. While in the data interpretation and inferring indicators of 0.79 and 0.80 fall into the high category. Based on the results of the study, it can be concluded that ADPHYLAB-based learning media can improve student SPS compared to LABSTER-based learning media.         Keywords: ADPHYLAB, virtual laboratory, LABSTER, science process skills, atomic spectroscopy. DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp932-945
Designing Performance Assessment for Ethnomathematics Project-Based Learning to Assess University Students’ Mathematical Thinking Skills Ulya, Himmatul; Rahayu, Ratri; Sa’dijah, Cholis; Qohar, Abd; Saad, Muhamad Ikhwan Mat
Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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The skills involved in the mathematical thinking process are crucial for university students pursuing Mathematics Education. However, most of them lack proficiency in seeing patterns while addressing an issue and articulating the problem in mathematical terms. The objectives of this research are (1) to analyze students' mathematical thinking process skills; (2) to ascertain students' expectations regarding the learning process and assessment in Ethnomathematical education; (3) to develop a performance assessment model design; (4) to evaluate the quality of the performance assessment model within Ethnomathematics-based Project-based Learning (PjBL) for measuring students' mathematical thinking process skills; and (5) to report the outcomes of measuring students' mathematical thinking process skills. This study employs a research and development (R&D) design. This study's population comprises all 6th-semester students enrolled in the Mathematics Education program at Muria Kudus University. The research sample was obtained by a saturation sampling procedure, comprising 107 students. The study instruments employed consist of assessment tools designed to evaluate students' mathematics cognitive processing skills. The acquired data were analyzed descriptively. The research findings indicate that: (1) students' mathematical thinking process skills are suboptimal, with a mean value of 54.14%; (2) students desire greater engagement in an active learning process that connects to real-life situations and cultural contexts, incorporating assessments that reflect individual performance; (3) a performance assessment model design for Ethnomathematics-based Project-Based Learning (PjBL) has been developed, encompassing objectives, components, instruments, syntax, and model guidelines. The created performance assessment approach for ethnomathematics-based project-based learning is both valid and reliable, and the evaluation of mathematical thinking process abilities demonstrates exceptional outcomes. This study suggests the necessity of implementing the ethnomathematics-based Project-Based Learning (PJBL) performance evaluation model to enhance students' mathematical thinking skills through an active, contextual, and culturally relevant method.         Keywords: ethnomathematics, performance assessment, pjbl, project-based learning.DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1281-1296
Computational Thinking of Indonesian Junior High School Students in Solving Geometry Problems Rianto, Budi; Kusnandi, Kusnandi; Jupri, Al
Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Mathematics education in the digital era needs to develop computational thinking as a problem-solving skill relevant to the challenges of the 21st century. This skill is closely related to logic and problem solving, which are the core of mathematics learning, such as in geometry. However, how computational thinking is implemented by students when they face geometry problems still needs to be explored further. This study aims to analyze and describe the computational thinking (CT) of junior high school students in Indonesia in solving geometry problems. The Participants were 25 students in grade VIII of an Indonesian junior high school. This study used a qualitative research design. Data collection techniques were carried out through tests and interviews. Data analysis techniques consisted of data reduction, data presentation, and conclusion. The results showed that 60% of students could use CT to solve geometry problems (achieving KKM), while 40% were still below KKM. CT components that students with scores above KKM can achieve include abstraction, decomposition, and algorithms. Meanwhile, students with low scores were identified as having not achieved any of the specified CT components. The computational thinking of junior high school students in geometry has developed quite well. Integrating CT into geometry learning can be a powerful tool for students to solve complex geometry problems.         Keywords: computational thinking, problem solving, geometry.DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp300-312

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