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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 312 Documents
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Search results for "Students" : 312 Documents clear
Design and Evaluation of a Culturally Responsive Flipbook E-Module on Quantities and Units for Improving Students’ Critical Thinking Skills Ellianawati, Ellianawati; Yossindy, Figi Anggun; Subali, Bambang; Linuwih, Suharto; Simbulas, Lolly Jean C.
Jurnal Pendidikan MIPA Vol 27, No 1 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i1.pp175-193

Abstract

This study reports the development and empirical evaluation of a culturally responsive flipbook e-module for teaching quantities and units in Indonesian senior secondary physics. Developed using the ADDIE framework and grounded in Culturally Responsive Teaching (CRT), the module integrates local measurement systems, mud, tala, lot, and deben, as epistemic resources for scientific reasoning. A quasi-experimental field trial involved 117 Grade 10 students across three intact classes: two experimental groups (digital: n = 41; print: n = 40) and one control group (conventional worksheets: n = 36). Expert validation confirmed strong content validity (Aiken’s V = 0.87), particularly in cultural authenticity and alignment with critical thinking constructs. Student surveys indicated high practicality (89.55%) and positive perceptions (85.75%), with learners highlighting how culturally familiar contexts, such as zakat unit analysis or land measurement using lots, enhanced relevance and cognitive engagement. To evaluate learning impact, a pretest–posttest design was implemented, with critical thinking measured via a validated open-response instrument. Analysis of covariance (ANCOVA), controlling for pretest scores, revealed a statistically significant effect of instructional modality on posttest performance, F(2, 113) = 58.34, p < 0.001, with a large effect size (partial η² = 0.513). Adjusted means showed that the experimental groups significantly outperformed the control group (Madj = 79.14 (digital); Madj = 80.72 (print); Madj = 42.13 (control); p < 0.001), while there was no meaningful difference between the delivery modes (p = 0.682). These findings suggest that the CRT-based design, rather than the medium, influences learning outcomes, supporting scalable implementation across diverse infrastructural contexts. When cultural knowledge is structurally integrated into disciplinary reasoning, students engage more deeply, affirming the module’s potential as an equitable, contextually relevant tool for improving rigorous science education. Keywords: critical thinking skills, e-module, culturally responsive teaching.
Comparative Effects of Problem-Based Learning, Creative Problem Solving, and Problem Posing on Junior High School Students' Mathematical Reasoning Nurhanurawati, Nurhanurawati; Suryadinata, Nurain; Mutmainah, Siti
Jurnal Pendidikan MIPA Vol 27, No 1 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i1.pp383-396

Abstract

Junior high school students in Indonesia consistently face systemic challenges in their mathematical reasoning skills, leading to consistently poor performance on international tests like PISA. This enduring educational disparity underscores an immediate need for pedagogical reforms that transcend rote memorization and promote approaches that foster cognitive adaptability. Our study was driven by the need to evaluate and compare the efficacy of three prominent student-centered frameworks: Problem-Based Learning (PBL), Creative Problem Solving (CPS), and Problem Posing, in enhancing students' reasoning outcomes. Our study utilized a quasi-experimental design featuring a post-test-only control group. The sample consisted of 93 seventh-grade students from Bandar Lampung. The data underwent statistical testing because the CPS group exhibited a non-normal distribution, as determined by preliminary normality testing (Sig. = 0.000). Therefore, the non-parametric Kruskal-Wallis Test was employed to ensure analytical integrity. The findings revealed a statistically significant disparity in reasoning achievement across the three experimental groups (Asymp.Sig. = 0.006). Detailed pairwise comparisons using the Bonferroni correction demonstrated that while PBL and CPS yielded comparable results (Adj.Sig. = 1.000), likely due to their shared reliance on structured problem-solving foundations, the Problem Posing model emerged as the most potent intervention. It significantly outperformed both PBL (Adj. Sig. = 0.007) and CPS (Adj. Sig. = 0.035). This superiority stems from the unique cognitive demands of problem-solving, which necessitate that students engage in thorough, divergent thinking and careful structural analysis of mathematical concepts. This model enhances metacognitive skills essential for advanced reasoning by transforming students' roles from problem solvers to creators. This study recommends problem posing as a core approach for educators aiming to improve students' mathematical reasoning. Keywords: mathematical reasoning, problem posing, problem-based learning, creative problem solving.

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