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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 36 Documents
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Search results for "Teachers" : 36 Documents clear
Computational Thinking Process of Prospective Mathematics Teachers in Solving PISA Model Problems Gunawan, Gunawan; Setiyani, Setiyani; Widiyastuti, Erni; Akhsani, Lukmanul; Herdian, Herdian
Jurnal Pendidikan MIPA Vol 25, No 2 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

The research outlines the computational thinking process that prospective mathematics teachers use to solve PISA model problems. The Department of Mathematics Education conducted the research on 32 students in the Basic Mathematics course. This qualitative approach research used research instrument such as a computational thinking skill test and interview guidelines. The researchers grouped students into low, medium, and high ability categories based on previous tests. The researchers took as many informants as possible from each category using purposive sampling techniques. The applied technical data analysis included data reduction, presentation, and conclusions. The computational thinking process consisted of orientation, abstraction, decomposition, algorithms, and evaluation. The study provided several results, including high- and medium-category students being able to write information at the orientation and algorithm stages. The difference between the computational thinking processes of low- and medium-category students lies in the orientation stage and algorithms. Low-category students had to be more detailed in recording every step of the problem-solving process, as they could not write down all the primary information and problems. Those three lied in the orientation stage, the process of identifying information, and the key problems at the orientation stage as an early and important aspect of the computational thinking process. This research facilitates teachers improve students' computational thinking in solving high-level problems.         Keywords: computational thinking process, PISA model problems, problem-solving DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp961-971
Developing HOTS Instruments: Is It Difficult for Physics Teachers? Saepuzaman, Duden; Retnawati, Heri; Istiyono, Edi; Haryanto, Haryanto
Jurnal Pendidikan MIPA Vol 23, No 4 (2022): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

This study aims to identify the difficulties of physics teachers in making High Order Thinking Skills (HOTS).This research is phenomenological qualitative research. Data was collected through interviews, tests followed by FGD. The participants of this study were 33 physics teachers. The data were analysed using Bogdan and Biklen with reduction stages, looking for relationships between themes and conclusions. The results showed that the teacher was very familiar with HOTS. Overall, the teacher has understood the importance of HOTS and the learning process for teaching HOTS to students. But the thing that became the teacher's obstacle was assessing HOTS through an instrument that measures HOTS. If traced to the teacher's difficulties very sequential, start planning, constructing problem questions, making stimulus, combining concepts/formulas in physics, to the validation stage.Keywords: developing instruments, physics teachers' difficulty, HOTS.DOI: http://dx.doi.org/10.23960/jpmipa/v23i4.pp1802-1826
Readiness of Middle School Science Teachers in Implementing Kurikulum Merdeka: A Case of Public School in Sidoarjo Ruchmana, Nadia Indra; Sartika, Septi Budi
Jurnal Pendidikan MIPA Vol 24, No 3 (2023): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

Abstract: This study aims to analyze the readiness junior high school science teachers in planning, implementing, and assessing science learning for science subjects according to the Kurikulum Merdeka Belajar. Research uses a qualitative method case study. Data collection used questionnaires, documentation and interviews. Research subjects were six science teachers. Data analysis refer Miles & Hubberman, namely; data collection, data condensation, data presentation (display), and data verification or conclusion drawing. Results showed everything was well prepared and in accordance with the Kurikulum Merdeka guidelines. The learning planning stage, science teachers review CP, make ATP and TP, make Teaching Modules, and compile assessments. The stage of implementing science learning according this Kurikulum Merdeka, it has an impact on students, where students are encouraged to be able contribute actively in the learning process. Addition, assessment stage, science learning is also in accordance with the Kurikulum Merdeka, namely by using congnitive and non-cognitive diagnostic assessments        Keywords: Kurikulum Merdeka, middle school, teacher readiness, science learning. Abstrak: Penelitian ini bertujuan untuk menganalisis kesiapan guru IPA SMP dalam perencanaan, pelaksanaan, dan asesmen pembelajaran IPA untuk mata pelajaran IPA sesuai dengan Kurikulum Merdeka Belajar. Penelitian menggunakan metode kualitatif studi kasus. Pengumpulan data menggunakan kuesioner, dokumentasi, dan wawancara. Subjek penelitian adalah enam orang guru IPA. Analisis data mengacu pada Miles & Hubberman, yaitu; pengumpulan data, kondensasi data, penyajian data (display), dan verifikasi data atau penarikan kesimpulan. Hasil penelitian menunjukkan semuanya telah dipersiapkan dengan baik dan sesuai dengan pedoman Kurikulum Merdeka Belajar. Tahap perencanaan pembelajaran, guru IPA mengkaji CP, membuat ATP dan TP, membuat Modul Ajar, dan menyusun penilaian. Tahap pelaksanaan pembelajaran IPA sesuai Kurikulum Merdeka Belajar dan memberikan dampak pada siswa, dimana siswa didorong untuk dapat berkontribusi aktif dalam proses pembelajaran. Selain itu, tahap penilaian, pembelajaran IPA juga sesuai dengan kurikulum mandiri, yaitu dengan menggunakan penilaian diagnostik kongnitif dan non-kognitif.    Kata kunci: Kurikulum Merdeka, sekolah menengah pertama, kesiapan guru, pembelajaran IPA.DOI: http://dx.doi.org/10.23960/jpmipa/v23i3.pp528-544
Efectivity of a Hybrid Classroom-Based Reflective Microlearning Model for Prospective Physics Teachers Ariska, Melly; Akhsan, Hamdi; Sudirman, Sudirman; Berimah, Azizah Putri; Kurniawan, Ade
Jurnal Pendidikan MIPA Vol 24, No 3 (2023): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

Abstract: Hybrid classes is combination of face-to-face learning and online learning, where some students attend physical classes while other take lessons online. This research aims to produce a reflective micro-learning model in hybrid classes that is valid, practical and effective for prospective Physics teachers. modifications to the Plomp model produced reflective Micro Teaching tools based on hybrid classes in the form of RPS, SAP, teaching materials and assessment instruments. Based on the N-Gain value in the Pre-Test and Post-test results, the Offline learning mode is 0.0010 (0.1%) and Online is 0.0392 (3.92%) Judging from the N-Gain value category and Effectiveness Interpretation Category means both learning modes are in the low and ineffective category. Online learning using Phet Colorado media has a greater N-Gain value so it can be concluded that the online learning mode using Phet Colorado is more effective than the offline learning mode using equipment in the Physics Laboratory. Keywords: reflective micro learning, hybrid classes, micro teaching Abstrak: Kelas hibrida mengacu pada kombinasi pembelajaran tatap muka dan pembelajaran daring, di mana sebagian siswa hadir di kelas fisik sementara siswa lainnya mengikuti pelajaran secara daring. Penelitian ini bertujuan menghasilkan model pembelajaran mikro reflektif pada kelas hybrid yang valid, praktis, dan efektif untuk calon guru Fisika. Penelitian pengembangan dengan modifikasi model Plomp menghasilkan perangkat pembelajaran Micro Teaching reflektif berbasis kelas hybrid berupa RPS, SAP, bahan ajar dan instrumen penilaian. Berdasarkan nilai N-Gain pada hasil Pre-Test dan Post test moda pembelajaran Luring adalah 0,0010 (0,1%) dan Daring adalah 0,0392 (3,92%) Dilihat dari kategori nilai N-Gain dan Kategori Tafsiran Efektivitas N-Gain maka kedua moda pembelajaran berada pada kategori rendah dan tidak efektif. pembelajaran Daring dengan menggunakan media Phet Colorado memiliki nilai N-Gain yang lebih besar sehingga dapat disimpulkan bahwa moda pembelajaran daring dengan menggunan Phet Colorado lebih efektif dibandingkan dengan moda pembelajaran luring dengan menggunakan peralatan pada Laboratorium Fisika.  Kata kunci: mikro reflektif, kelas hybrid, pembelajaran mikro DOI: http://dx.doi.org/10.23960/jpmipa/v24i3.pp710-716
Exploring Scientific Inquiry Literacy Among Physics Teachers Shintya, Rizki Eka; Harahap, Syafnah Aisyah Nauli; Suhandi, Andi; Sari, Ika Mustika
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.pp1149-1172

Abstract

This study aims to examine the Scientific Inquiry Literacy (SIL) of in-service physics teachers in West Java. focusing on three key aspects: knowledge. skills. and attitudes toward scientific inquiry. The research addresses the need to understand teachers' readiness to implement inquiry-based instruction as part of quality science education. A descriptive survey design was employed involving 27 physics teachers from various cities and regencies in West Java. Participants were selected through purposive sampling based on their active teaching status and academic background. Data were collected via an online questionnaire using the Scientific Inquiry Literacy Instrument (SILI). which comprises 35 multiple-choice items on knowledge. 39 on skills. and 30 attitude statements. Rasch Model analysis was applied to evaluate person and item measures. reliability. and item difficulty. with Wright Map outputs used to visualize the distribution of teacher abilities. Results showed that the overall SIL of participating teachers was relatively high. as indicated by a mean person measure above the item mean across all aspects. Among the three aspects. the attitude aspect (AA) yielded the highest person measure (1.57). followed by knowledge (KA) at 0.50 and skills (SA) at 0.13. Despite these strengths. the data revealed a mismatch between teacher ability and item difficulty in some areas. suggesting a potential ceiling effect and room for improvement. particularly in applying complex inquiry skills. While physics teachers in this study demonstrate a generally strong level of scientific inquiry literacy. the use of non-probability sampling and a small sample size limits the generalizability of the findings. Targeted professional development is recommended to strengthen teachers’ competencies in complex inquiry practices and to support the continued integration of inquiry-based learning in physics classrooms.     Keywords: scientific inquiry literacy. inquiry-based learning. physics teachers.
Analysis of Pre-service Mathematics Teachers' Representational Ability Regarding the Prime Numbers Concept Suciati, Indah; Rochaminah, Sutji; Hajerina, Hajerina
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.pp1253-1273

Abstract

A deep understanding of prime numbers remains a significant challenge, particularly for pre-service mathematics teachers responsible for conveying this essential knowledge to their students. Prime numbers have an essential role in mathematics, including in factorization, proof, and cryptography. Therefore, this study aims to describe and analyze the representational abilities of prospective mathematics teacher students at Alkhairaat University, regarding the prime numbers in Number Theory. This study uses a descriptive exploratory method with a mixed-methods approach based on a sequential explanatory design. Data collection was carried out through diagnostic tests, semi-structured interviews, and documentation, which were then analyzed using descriptive statistics for quantitative data and the Miles & Huberman model for qualitative data. Triangulation of methods and time was used to ensure the validity of the data. The findings showed that out of 17 students, only 29.41% were able to provide accurate verbal representations related to the prime and composite numbers, and only 5.88% were able to link the two meaningfully. In addition, while students were able to mention definitions, most of them had difficulties applying the prime numbers in the abstract problem context, including examples in algebraic notation. This study concludes that there is still a significant gap in the representation ability of prime number concepts of pre-service mathematics teachers. The implications emphasize the need for integrating multidimensional representation learning strategies into the mathematics education curriculum so that prospective teachers are better prepared to teach prime numbers in a comprehensive and meaningful way.    Keywords: representation, prime numbers, number theory, pre-service mathematics teachers.
Unravelling Affective Mathematical Disposition: Its Role in Strengthening Numeracy Among Pre-Service Mathematics Teachers Soesanto, Robert Harry; Dirgantoro, Kurnia Putri Sepdikasari
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.pp1323-1341

Abstract

This study investigates the relationship between affective mathematical disposition (MD) and numeracy among pre-service mathematics teachers in Indonesia. The research examines explicitly how different dimensions of MD influence students' numeracy skills. A total of 237 participants took part in a semester-long numeracy enrichment program, followed by a numeracy assessment and an MD questionnaire based on Beyers' seven affective dimensions. Using multiple linear regression analysis, the findings indicate that MD significantly affects numeracy (p = 0.018), with an adjusted R-squared value of 0.571, indicating that 57.1% of the variance in numeracy scores can be explained by MD. Notably, the dimensions "Nature in Mathematics" (β = 0.584, p = 0.033) and "Mathematics Self-Concept" (β = 0.612, p = 0.016) exhibit significant positive influences on numeracy. Highlighting the role of conceptual understanding and self-perception in mathematical learning. These results align with the program’s design, which emphasized conceptual understanding and reflective self-assessment elements directly tied to both dimensions. However, other dimensions, including "Usefulness," "Worthwhileness," "Sensibleness," "Attitude," and "Math Anxiety," did not show significant effects. This may be due to participants' shared perceptions as mathematics teacher candidates, resulting in low variability on those dimensions, or due to possible mediation effects (e.g., motivation) that were not examined in this study. The findings suggest that interventions aiming to strengthen numeracy should focus on enhancing students’ understanding of mathematical structures and fostering a strong self-concept as mathematics learners. This study contributes to mathematics education by highlighting the specific affective dimensions that most directly relate to numeracy, providing a nuanced perspective for teacher educators seeking to balance cognitive and affective development in their curriculum.   Keywords: mathematical disposition, affective domain, numeracy, pre-service mathematics teachers, mathematics education.
Mathematical Literacy of Prospective Teachers: A Systematic Review of Factors, Readiness, and Teacher Education Preparation Dirgantoro, Kurnia Putri Sepdikasari; Kusumah, Yaya Sukjaya; Jupri, Al; Melissa, Margaretha Madha
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.pp1355-1376

Abstract

Mathematical literacy is a crucial competency for 21st-century teachers to foster critical thinking and problem-solving skills in various educational contexts. However, several pieces of evidence suggest that many prospective teachers struggle to develop mathematical literacy, which may hinder the effectiveness of mathematics learning. This study aims to provide a comprehensive overview of the mathematical literacy of prospective teachers through a systematic literature review of previous research. The study used the PRISMA protocol by searching articles from five reputable databases (ERIC, ProQuest, Taylor & Francis, Emerald Insight, and Scopus) using predefined inclusion and exclusion criteria. Of the initial search results of 8659 articles, only 13 articles were eligible for further review after the screening and duplication removal process. The analysis was focused on six research questions which included: (1) the geographical distribution of the research, (2) the academic background of the research subject, (3) the research topic, (4) factors that affect mathematical literacy, (5) the readiness of prospective teachers, and (6) the form of debriefing by the teacher education program. The results showed that the mathematical literacy of prospective teachers was influenced by both internal factors, such as conceptual comprehension, self-efficacy, and anxiety, as well as external factors, including pedagogical training and sociocultural contexts. However, most teacher education programs have not optimally emphasized the development of contextual and applicative mathematical literacy. This study highlights the importance of strengthening the teacher education curriculum through a contextual, activity-based, and culturally responsive approach, enabling prospective teachers to develop and effectively implement mathematical literacy in diverse learning contexts.     Keywords: mathematical literacy, prospective teacher, systematic review, teacher education, pedagogical preparation.
Misconceptions on Interpreting and Modeling the Concept of Division Among Elementary School Teachers Krisnadi, Elang; Kandaga, Thesa; Adnan, Mazlini
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.pp1496-1514

Abstract

This study investigates the nature and extent of conceptual misconceptions held by elementary school teachers in interpreting and modeling the mathematical concept of division. Motivated by the recognition that students’ misunderstandings often originate from teachers’ inadequate conceptual grasp, particularly regarding the use of partitive and quotative models, this research addresses a critical gap in the literature on teachers' mathematical representations. Although division is a foundational concept in mathematics instruction, limited empirical research has explored how teachers misconstrue its meanings in classroom contexts. Employing a descriptive qualitative design within a multiple-case study framework, the study involved 80 fifth-grade teachers from four major Indonesian cities: Jakarta, Bandung, Yogyakarta, and Surabaya. Participants were selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and lesson plan analysis. Thematic analysis was used to identify recurring patterns of misconception across instructional practices.  Findings in this study revealed misconceptions among many teachers in distinguishing between the partitive (repeated subtraction) and quotative (equal sharing) interpretations of division. This confusion results in the use of inappropriate, rigid, or overly simplified concrete models. The misconception distorts mathematical representations and contributes directly to the propagation of student misconceptions. The most prominent patterns occurred during story problem interpretation, where teachers struggled to match the semantic structure with the appropriate division model. These conceptual misconceptions not only distort instructional representations but also contribute to students' way of thinking. These findings highlight the urgent need for targeted professional development programs. Those would emphasize semantic analysis of word problems and the flexible use of multiple representations. Such interventions are essential to help teachers deliver instruction that fosters conceptual understanding beyond procedural fluency. Aligning teacher training with findings in this study may prevent the transfer of fundamental misconceptions to students and promote deeper mathematical thinking in early education contexts.    Keywords: misconceptions, interpretations, division, elementary school, teacher.
Development and Evaluation of Massive Open Online Courses to Support Sustainable Learning for Informatics Teachers in Indonesia Sulistiyarini, Dewi; Feladi, Vindo; Sabirin, Febrianto; Wahab, Noorjima Abd
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.pp1813-1837

Abstract

Informatics teachers in West Kalimantan face challenges in continuously updating their knowledge and pedagogical skills due to the rapid development of information technology and the implementation of a new curriculum that makes informatics compulsory. However, there is a lack of structured learning facilities to support their professional development. This study aims to develop and evaluate the feasibility of a Massive Open Online Course (MOOC) as a platform for continuous professional development of informatics teachers. This study employed a Research and Development approach using the ADDIE model involving two design experts, two system experts, and thirty informatics teachers. The MOOC was developed using the Moodle platform and integrated features aligned with teacher needs, UI/UX design, and expert validation, including diverse learning materials, quizzes, and discussion forums. Validation was carried out by experts, while teacher responses and learning outcomes were evaluated using questionnaires and pre-test/post-test analysis. Expert validations indicated that the MOOC was of very high quality, and teacher responses showed strong enthusiasm and satisfaction. Furthermore, post-implementation evaluation revealed significant improvements in both teachers’ knowledge and motivation (p-value less than 0.05). The normalized gain score reached 47.91% for competence, indicating a moderate improvement, and 29.96% for motivation, indicating a low improvement. This demonstrates that the MOOC effectively supports both cognitive and affective growth. The developed MOOC has proven to be both feasible and effective as a professional learning platform for informatics teachers. Beyond improving knowledge and motivation, it offers scalability and accessibility, providing a sustainable solution for professional development in remote or under-resourced regions. Its implementation has the potential to bridge gaps in continuous education, particularly in Indonesia’s 3T (frontier, outermost, disadvantaged) areas, while also serving as a pilot model for other subject teachers.    Keywords: MOOC, lifelong learning, teacher competencies, informatics teachers.

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