cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Andrian Saputra
Contact Email
andriansaputra@fkip.unila.ac.id
Phone
+6285768233166
Journal Mail Official
jpmipa@fkip.unila.ac.id
Editorial Address
FKIP Universitas Lampung Jl. Prof. Dr. Ir. Sumantri Brojonegoro, Gedong Meneng, Kec. Rajabasa, Kota Bandar Lampung
Location
Kota bandar lampung,
Lampung
INDONESIA
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
 27   28   29   30   31 
Search results for "Students" : 304 Documents clear
AR-Math: Augmented Reality–Based Assistive Learning for Enhancing Numeracy Skills Among Students with Intellectual Disabilities Ferawati, Ferawati; Saputri, Fiqih Hana; Hidayati, Rina
Jurnal Pendidikan MIPA Vol 26, No 4 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i4.pp2101-2123

Abstract

Numerical ability is essential for all students, particularly for those with intellectual disabilities who often face challenges in understanding basic mathematical concepts. This study aims to develop AR-Math, an Augmented Reality (AR)-based learning media designed to improve basic numeracy skills through an inclusive and gender-responsive approach. The development process followed the ADDIE model, which includes five stages: Analysis, Design, Development, Implementation, and Evaluation. This study employed a quasi-experimental design with a non-equivalent control group design. In this design, there were two groups, namely the experimental class and the control class. The experimental class used AR-Math as the main learning medium, while the control class continued learning with conventional methods. Data were collected using multiple instruments, including validation sheets, practicality questionnaires, pretests and posttests, classroom observation sheets, interview guides, and documentation. The sample consisted of 20 eighth-grade students with mild to moderate intellectual disabilities at SKh YKDW 01 Tangerang, divided into two groups. The results showed that AR-Math met the criteria of validity, practicality, and effectiveness. The effectiveness test revealed a significant improvement in students’ basic numeracy skills, as indicated by a n-gain score of 0.50 and categorized as medium. Beyond cognitive achievement, AR-Math enhanced student engagement, accessibility, and ease of use for students with special needs. A key finding pertains to inclusivity and gender responsiveness. Equal participation between male and female students was observed, as evidenced by comparable levels of interaction, motivation, and task completion during the learning process. This indicates that AR-Math not only strengthens basic numeracy skills but also provides fair opportunities for all learners. Thus, AR-Math can be considered a relevant and innovative tool for inclusive education, supporting both academic development and gender equity in classroom practice.    Keywords: assistive, numerical, learning, intellectual, disabilities, augmented reality.
Adversity Quotient as a Predictor of Creative Thinking Skills in Solving Algebraic Problems among Junior High School Students Hariyani, Sri; Mustafa, Sriyanti; Musa, Muzirah
Jurnal Pendidikan MIPA Vol 26, No 4 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i4.pp2153-2170

Abstract

This study emphasizes the importance of creative thinking skills as a key 21st-century student competency. Observations at a junior high school in Malang City revealed that 68% of 31 students could not solve simple algebra problems. This inability could be caused by several factors, one of which is low creative thinking skills. There is still limited research on creative thinking skills. Therefore, this study aimed to assess pupils’ original ideas and abilities in algebra questions based on AQ (Adversity Quotient) categories. In this qualitative descriptive research, 33 students were selected based on various AQ categories. The AQ data were collected through a questionnaire and categorized as follows: 11 students in the Climbers category, 17 in the Campers category, and five in the Quitters category. Three subjects were selected based on the highest scores in each category: AQ, representative, and communicative. The subjects were further analyzed using a creativity component test (fluency, flexibility, and originality). The data collection methods in this investigation were the AQ questionnaire, a creative thinking ability test, and semi-structured interviews. The interviews aimed to gather more in-depth information about students’ thought processes while solving algebra problems. The study’s results indicate that the majority of students are in the Campers category (51.51%), followed by Climbers (33.33%) and Quitters (15.15%). Students with AQ Climbers profiles meet the fluency, flexibility, and originality criteria. Students with AQ Campers appear confident, but their solutions did not meet the fluency component (fulfilling the components of flexibility and originality). Meanwhile, pupils who are AQ Quitters cannot meet the requirements for creative thinking. The conclusion of this study is that the higher the level of resilience (AQ) of students, the higher their ability to think creatively and solve mathematical problems fluently, flexibly, and originally. This research can inspire teachers to use the open-ended problem-solving method by considering students’ AQ levels, helping students enhance their creative thinking skills. Keywords: adversity quotient, creative thinking skills, algebra.
Integrating Local Wisdom into Numeracy Literacy: An Analysis of Students’ Competence in the Number Domain in Sigi Regency, Indonesia Hajerina, Hajerina; Napitupulu, Mery; Lefrida, Rita; Walanda, Richard Albert
Jurnal Pendidikan MIPA Vol 26, No 4 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i4.pp2139-2152

Abstract

Numeracy literacy is one of the basic competencies that support students' success in academic and social life. This study aims to analyze the numeracy literacy skills of junior high school students in Sigi Regency, Central Sulawesi Province, Indonesia, particularly in the domain of numbers, based on local wisdom such as the traditional Souraja buildings and agricultural practices of the residents of Sigi Regency. The sample comprised 120 eighth-grade students from six public junior high schools in Sigi Regency, representing diverse geographical characteristics (mountainous, rural, and urban) and varying educational performance levels. They were selected through purposive sampling and the mixed methods approach with an Explanatory Sequential Design as the research methodology. Data were collected using a numeracy literacy test developed using the AKM framework and numeracy competence indicators from the Ministry of Education, Culture, Research, and Technology (2023).  The results showed that only 10% of pupils reached the "Proficient" level. Most of them (65%) are in the ‘Basic’ or ‘Requiring Special Intervention’ group.  This decline in results is due to traditional teaching methods that fail to connect the material to the students' local environment.  Teaching math has not fully utilized local knowledge, such as how to do business in traditional markets and how to farm. These results indicate the need to revise the approach to teaching mathematics in schools, with an emphasis on integrating local knowledge into learning, namely, developing teaching methods that link mathematical concepts to students' daily lives, so that they are more relevant and engaging for students. In addition, this locally-based approach is expected to improve students' numeracy understanding and skills, especially for those who are still at a basic level or need special intervention. The development of a more contextual curriculum based on students' real experiences can also enrich the learning process and encourage significant improvement in academic outcomes.    Keywords: numeracy literacy, number domain, local wisdom of sigi. 
Profile of Students’ Creative Thinking Skills and Implementation of Free Inquiry in Senior High School Faatehah, Putri; Lestari, Nurita Apridiana
Jurnal Pendidikan MIPA Vol 22, No 2 (2021): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: This study aims to determine the profile of students' creative thinking skills and the implementation of inquiry free in schools. The descriptive research design used a qualitative approach and involved 31 high school students. The data were obtained from interviews, tests, and questionnaires. The data collection instruments used were (1) interview instruments with teachers, (2) test question sheets with indicators of creative thinking skills, namely fluency, flex ibility, originality, and elaboration, also (4) questionnaires. The results showed six students in the very creative, four in the creative, eight in the moderately creative, six in the less creative, and seven in the non-creative. Creative thinking skills in each category are fluency by 63%, flexibility by 48%, originality by 45%, and elaboration by 35%. The research concludes that the inquiry free learning model can be applied in schools to help improve students' creative thinking skills, especially on the elaboration indicator.Keywords: creative thinking, free inquiry, linear motion. DOI: http://dx.doi.org/10.23960/jpmipa/v22i2.pp292-304
Teachers' Perceptions toward Student Worksheets Based on Sugarcane Waste Treatment Projects to Improve Students' Creative Thinking Skills Abida, Rahma; Fadiawati, Noor; Setyarini, M.
Jurnal Pendidikan MIPA Vol 23, No 1 (2022): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to describe teachers’ perceptions towards students’ worksheets based on bagasse waste processing projects to improve students' creative thinking skills. This research was conducted in Lampung Province involving 42 junior high school science teachers. This study uses the ADDIE research and development method by Branch. At the analysis stage, performance analysis and needs analysis are carried out. At the development stage, two education experts validated the suitability of the content with project-based learning steps and indicators of creative thinking skills according to Torrance and validated the suitability of the construction with the components of the student worksheets. At the implementation stage, it will be tested in class VII at SMP Negeri 3 Kotabumi. The evaluation stage is by evaluating the results of students after the learning is carried out. The success of increasing students' creative thinking skills is seen based on the results of n-gain and effect size.Keywords: students’ worksheet, project based learning, creative thinking skills.DOI: http://dx.doi.org/10.23960/jpmipa/v23i1.pp335-344
Analysis of Indonesian Students’ Error in Solving Mathematical Literacy Problems Based on PISA 2015 Results Setiawati, Santy; Herman, Tatang; Jupri, Al
Jurnal Pendidikan MIPA Vol 21, No 1 (2020): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to describe the students’ error in solving mathematical literacy problems with focused on level 3 and 4 based on PISA 2015. Qualitative research was used in this study with a descriptive approach. The subjects of this study were 61 students at seventh grade consisted of 28 students from SMPN 14 Bandung and 33 students from SMPN 9 Bandung. The instrument consisted of four questions designed and interview guidelines. Data were analyzed descriptively based on written test results and interviews to confirm students’ work. The results of this study showed that 65.3% of students made mistakes in solving mathematical literacy level 3 and 73.68% of students made mistakes in solving mathematical literacy level 4. Students’ error that arise in solving these mathematical literacy problems are understanding the problem and choosing the information to get a solution. Based on the results, researcher suggest that the preparation of sentences in the mathematical literacy problem, it should be emphasized with the precise sentences, so that the purpose of the problem is well understood by students. Keywords: students’ error, mathematical literacy problems level 3 and 4, PISA 2015 results, junior high school students. DOI: http://dx.doi.org/10.23960/jpmipa/v21i1.pp67-77 
Education Sustainable Development-Integrated Organic Waste Management to Improve Students Sustainability Literacy Havita, Vivit Nurhikmah; Hamidah, Ida; Sriyati, Siti
Jurnal Pendidikan MIPA Vol 22, No 2 (2021): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: This article aims to explore a startegi in the form of the implementation of organic waste management to create sustainable skills and mindsets. The method used in this study is the weak method of experimentation. Instruments used in research in the form of instruments about 15 questions are tested before and after learning. The sample used in this study as many as 32 students in one of the junior high schools in Pandeglang. The results showed an increase between the pretest and postest student results with a significance level of 0.00 which showed that there was an influence between sustainable development education integrated organic waste management and improved sustainability literacy. While the acquisition of N-Gain score of 46.87% with low category, 46.87% medium category and 6.25% in the high category. N-Gain scores show less than optimal results, because some students get low N-Gain grades. Thus, this research can be concluded to be able to increase the sustainability literacy of students with low categories. Therefore, it needs to be re-studied for further research. The results of this study are also useful for anyone who wants to learn about sustainable lifestyles, especially in organic waste management.Keywords: science learning, sustainable development education, sustainability literacy. DOI: http://dx.doi.org/10.23960/jpmipa/v22i2.pp262-269
Autonomy-Based STEM Learning: An Innovative Solution to Improve Students’ Digital Literacy Suyidno, Suyidno; Maisarah, Siti; Miriam, Sarah; Mahtari, Saiyidah
Jurnal Pendidikan MIPA Vol 23, No 3 (2022): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

In the current era of technology and information, digital literacy is a critical factor for life and career success, but it has received less attention in schools. Therefore, this study aims to analyze the effectiveness of Autonomy-Based STEM learning (A-STEM learning) in improving students' digital literacy. This research uses the ADDIE development model. The implementation test used a one-group pre-test post-test design on 29 students in class XI MIPA in one of the high schools in Banjarmasin, South Kalimantan, Indonesia. Data collection used a digital literacy questionnaire that emphasized indicators of the intensity of application and utilization of digital literacy in learning activities; the number and variety of teaching materials and digital-based teaching aids; the frequency of accessing digital teaching materials; having operational skills in using ICT for learning and learning outcomes tests. The results obtained the n-gain value of digital literacy and learning outcomes of 0.74 and 0.85, respectively, with a high criteria. Thus, the developed A-STEM learning effectively improves students' digital literacy in physics. Keywords: Autonomy-based STEM learning, digital literacy, learning outcomes. DOI: http://dx.doi.org/10.23960/jpmipa/v23i3.pp1069-1081
Thinking About Thinking in Physics: A Systematic Review on Metacognitive Approaches for Secondary Students Kurniaty, Dewi; Muslim, Muslim; Novia, Hera
Jurnal Pendidikan MIPA Vol 26, No 4 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i4.pp2246-2266

Abstract

This review examines the literature on metacognitive strategies implemented in high school physics from 2021 to 2025, using Schraw's control framework, which encompasses planning, monitoring, and evaluation. The goal is to identify structural weaknesses that hinder overall theoretical progress and practical application in the classroom. Using PRISMA principles, an article search in ERIC yielded 244 documents, 22 of which were Scopus-indexed studies that met the criteria. We outline study designs, evaluation instruments, types of interventions, participants, and study objectives. A thematic synthesis addressed three guiding questions: (1) which instructional strategies contribute to metacognitive growth, (2) which evaluative instruments were used, and (3) what implementation conditions and challenges exist. Four main intervention categories were identified. Cognitive-reflective strategies foster self-awareness and introspection. Various inquiry methods combine metacognitive control with scientific investigation. Tools that aid visualization and representation of concepts, particularly simulations and concept maps, are key to organizing and maintaining coherent information. Gender-sensitive sociocultural and affective strategies foster motivation and inclusivity. All studies reported that these interventions had positive impacts on problem-solving, self-efficacy, and conceptual understanding. However, based on Schraw's hypothesis, this review identified planning as the most underdeveloped and neglected aspect of metacognitive regulation. Most studies relied heavily on self-reporting, leaving limited opportunities for task-embedded or multimodal assessments. Most designs were quasi-experimental or survey-based, and very few included mixed-methods or technology-mediated assessments. This research suggests combining structured insights, including goal setting, preemptive questioning, and activity design, with authentic assessments such as portfolios and think-aloud rubrics. Using these approaches within an equity-centered and culturally responsive pedagogy can foster active and self-directed learning in physics. Future research should aim to expand planning elements, diversify assessment techniques, and use educational technology to enhance and simplify metacognitive instruction in instructional design.    Keywords: metacognition, physics education, high school students, systematic literature review, thinking awareness.
Development of E-Comic-Based Teaching Module to Enhance Students’ Mathematical Argumentation Skills Azizah, Laili Nur; Tristanti, Lia Budi; Iffah, Jauhara Dian Nurul
Jurnal Pendidikan MIPA Vol 26, No 4 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i4.pp2283-2307

Abstract

This study aims to develop an e-comic-based teaching module to enhance students’ mathematical argumentation skills on the topic of Systems of Linear Equations in Two Variables (SPLDV), referring to the Toulmin Argumentation Framework (data, claim, warrant, backing, rebuttal, and qualifier). The study employed a Research and Development (R&D) design using the ADDIE development model. It was conducted at one of the public junior high schools in Jombang, East Java, Indonesia, involving 25 students and two teachers as respondents. The research instruments included expert validation sheets, questionnaires for teachers and students, and a mathematical argumentation skills test developed based on the elements of the Toulmin framework. The effectiveness was evaluated using a one-group pretest–posttest approach, in which all participants were given mathematical argumentation tests before and after learning with the e-comic module. Data were analyzed using a paired sample t-test with SPSS to determine significant differences between the pre-test and post-test results. The expert validation results showed that the e-comic-based module obtained an average score of 94.23%, categorized as very valid, indicating strong content alignment, instructional design quality, and classroom applicability. The practicality test revealed that teacher responses averaged 94% and student responses 82%, both categorized as very practical, demonstrating that the module is easy to use, engaging, and relevant to students’ learning needs. The effectiveness test yielded a significance value of 0.000 (< 0.05), which reflects the module’s potential to enhance students’ mathematical argumentation skills. Pedagogically, the integration of the Toulmin framework in the e-comic context effectively helps students construct logical, structured, and evidence-based mathematical arguments through contextual narrative visualization. This approach also enhances students’ motivation, engagement, and reflective thinking during the learning process. Therefore, the developed e-comic-based teaching module is valid, practical, and effective in improving students’ mathematical argumentation skills and in supporting active, reflective, and meaningful mathematics learning.    Keywords: teaching module, digital technology, e-comic, mathematical argumentation skills. 

Page 30 of 31 | Total Record : 304

 27   28   29   30   31 

Filter by Year

2019 2025


Reset
Filter By Issues
All Issue Vol 26, No 4 (2025): Jurnal Pendidikan MIPA Vol 26, No 3 (2025): Jurnal Pendidikan MIPA Vol 26, No 2 (2025): Jurnal Pendidikan MIPA Vol 26, No 1 (2025): Jurnal Pendidikan MIPA Vol 25, No 4 (2024): Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA Vol 25, No 2 (2024): Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA Vol 24, No 4 (2023): Jurnal Pendidikan MIPA Vol 24, No 3 (2023): Jurnal Pendidikan MIPA Vol 24, No 2 (2023): Jurnal Pendidikan MIPA Vol 24, No 1 (2023): Jurnal Pendidikan MIPA Vol 23, No 4 (2022): Jurnal Pendidikan MIPA Vol 23, No 3 (2022): Jurnal Pendidikan MIPA Vol 23, No 2 (2022): Jurnal Pendidikan MIPA Vol 23, No 1 (2022): Jurnal Pendidikan MIPA Vol 22, No 2 (2021): Jurnal Pendidikan MIPA Vol 22, No 1 (2021): Jurnal Pendidikan MIPA Vol 21, No 2 (2020): Jurnal Pendidikan MIPA Vol 21, No 1 (2020): Jurnal Pendidikan MIPA Vol 20, No 2 (2019): Jurnal Pendidikan MIPA Vol 20, No 1 (2019): Jurnal Pendidikan MIPA Vol 19, No 2 (2018): Jurnal Pendidikan MIPA Vol 19, No 1 (2018): Jurnal Pendidikan MIPA Vol 18, No 2 (2017): Jurnal Pendidikan MIPA More Issue