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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 317 Documents
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Search results for "students" : 317 Documents clear
Design and Evaluation of a Culturally Responsive Flipbook E-Module on Quantities and Units for Improving Students’ Critical Thinking Skills Ellianawati Ellianawati; Figi Anggun Yossindy; Bambang Subali; Suharto Linuwih; Lolly Jean C. Simbulas
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; Nurain Suryadinata; Siti Mutmainah
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.
The Efficacy of The Open-Ended Approach in Fostering Students’ Mathematical Conceptual Understanding in Terms of Initial Ability Rusdian Rifai; Trisnawati Trisnawati; Heryani Heryani; Jaka Wijaya Kusuma; Saran Chantarasri
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.pp656-671

Abstract

The low mathematical ability of vocational high school (SMK) students is a strategic problem because mathematics is the foundation of technical competence in the era of the Industrial Revolution 4.0. Various pedagogical innovations have been proposed to overcome this problem, but previous studies have often encountered obstacles in effectively improving the conceptual understanding of students with low Initial Mathematical Ability (KAM). This quasi-experimental study was designed to test the effectiveness of the open-ended approach as an alternative learning method and to investigate the role of KAM as a moderating variable, particularly regarding aspects that have not received attention in vocational education research. The research sample consisted of 72 students in grade XI majoring in Computer and Network Engineering (TKJ), divided into a non-equivalent control group design, with the experimental group receiving open-ended approach learning (N=36) and the control group receiving conventional learning (N=36). Data collection was conducted using a mathematics concept comprehension test instrument and an observation sheet for the implementation of learning. Statistical analysis was conducted using the Kruskal-Wallis H test on the normalized N-Gain scores. The results show a significant difference in conceptual understanding between the two groups, with the experimental group's N-Gain score (0.72; high category) statistically higher than the control group's (0.62; medium category). These findings contribute to the literature by demonstrating that the open approach not only improves average academic achievement but also reduces the learning gap through differential mechanisms responsive to heterogeneity in initial abilities. Thus, this study recommends the Open Approach as a pedagogical framework with the potential to transform vocational mathematics learning practices toward a more equitable and adaptive system. Keywords: initial mathematical ability, open-ended approach, conceptual understanding ability.
Gamification as a Pedagogical Strategy for Religious Moderation: Evidence from a Quasi-Experiment on Generation Z Students Umi Liwayanti; Ratih Widya Nurcahyo; Febrianto Sabirin; Dewi Sulistiyarini; Norazila binti Abdul Talip
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.pp539-561

Abstract

Religious moderation is an essential competency for Generation Z students to maintain social cohesion in the digital era. Despite this importance, students may demonstrate tolerant dispositions without strong conceptual literacy. This study examined the effectiveness of gamification in Islamic Religious Education (IRE) as a strategy to strengthen the internalization of religious moderation by improving both religious moderation knowledge (MK) and religious moderation attitude (MA). The study employed a quasi-experimental, non-equivalent control group design involving 128 undergraduate students at Universitas PGRI Pontianak (experimental group, n = 63; control group, n = 65). MK was measured using a knowledge test, and MA was assessed using an attitude questionnaire. Data were analyzed using descriptive statistics and multivariate analysis of covariance (MANCOVA), with pretest scores treated as covariates. Descriptive findings showed that MA increased from high to very high in both groups (control: M = 59.28 to 70.92; experimental: M = 58.86 to 73.43). MK also increased from very low to high (control: M = 43.08 to 71.54; experimental: M = 42.30 to 78.49). After controlling for baseline scores, the multivariate analysis indicated a significant group difference on the combined outcomes (p < .001) with a very large effect size (partial η² = 0.543). Follow-up univariate tests confirmed significant effects of gamification on MK (p < .001; partial η² = 0.508) and MA (p < .001; partial η² = 0.255), indicating that the gamified class achieved higher posttest outcomes than the control class. These results suggest that gamification is a promising strategy for IRE learning in the digital era because it supports conceptual mastery of moderation while also strengthening moderation attitudes among Generation Z students.   Keywords: gamification, religious moderation, islamic religious education, generation Z students.
Cognitive Obstacles and Textbook Praxeological Limitations Underlying The Low Mathematical Creative Thinking of Elementary Students Ghany Taufik Sidik; Tatang Herman; Sufyani Prabawanto; Arie Rakhmat Riyadi; Mohd Salehudin Marji
Jurnal Pendidikan MIPA Vol 27, No 2 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i2.pp693-720

Abstract

The importance of mathematical creative thinking skills in the 21st century differs from the creative thinking skills of current elementary school students. A 5th-grade student at a public elementary school in West Bandung Regency, Indonesia, has low levels of creative thinking. This study aimed to analyze fifth-grade students' mathematical creative thinking skills during problem-solving, identify the underlying causes of their low performance, and propose instructional strategies to foster their development. The method used was qualitative, with a descriptive–interpretive design. Participants comprised 15 fifth-grade students from a single public elementary school in West Bandung Regency, Indonesia, selected via convenience sampling. The primary research instrument was the researcher, supported by a creative thinking skills test instrument and an interview guide. The results of this study are 1 student had a high level of creative thinking skills able to achieve indicators of flexibility, originality, awareness, and elaboration; 1 student had a moderate level of creative thinking skills able to achieve indicators of originality, awareness, and elaboration; and 13 students had low levels of creative thinking skills able to achieve indicators of fluency/originality/awareness/originality and awareness/ had not even achieved all indicators of mathematical creative thinking skills. Further analysis revealed fundamental misconceptions, particularly confusion between area and perimeter, fragmented procedural reasoning, and limited metacognitive verification during mathematical problem-solving. To improve students’ creative thinking skills, it is recommended to use learning activities oriented towards problem- and project-based learning, realistic mathematics, and mathematics textbooks that also support the problem-solving process. In conclusion, most fifth-grade students demonstrate low levels of mathematical creative thinking skills, shaped by conceptual misconceptions and limited metacognitive regulation, underscoring the importance of targeted, conceptually grounded, and problem-oriented instructional interventions. Keywords: creative thinking skills, mathematics, problem-solving.
Development of a Techno-mathematical Literacy: Integrated SMARTECH and Its Impact on Junior High School Students' Cognitive Engagement Luvy Sylviana Zanthy; Ronny Mugara; Alfa Mitri Suhara; Tommy Tanu Wijaya
Jurnal Pendidikan MIPA Vol 27, No 2 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i2.pp976-1005

Abstract

This study aims to develop a SMARTECH e-module integrated with Techno-mathematical Literacy (TmL) and to analyze its content validity, practicality, and the observed changes in students' cognitive engagement following the e-module's implementation. The study used a mixed-methods design with a Design-Based Research (DBR) approach. The subjects consisted of 120 junior high school students selected through purposive sampling from three schools in different areas in West Java. In the implementation stage, a one-group pretest-posttest design was used. Data were collected through expert assessment sheets, student and teacher practicality questionnaires, cognitive engagement questionnaires, observation sheets, and interviews. Data analysis was conducted using descriptive qualitative methods to identify the e-module design characteristics; Aiken's V to assess content validity based on expert judgment; descriptive analysis to assess practicality; and paired-samples t-test, Cohen's d, and N-gain to examine changes in students' cognitive engagement. The results of the study indicate that the developed e-module has the main characteristics of a systematic learning flow, an easy-to-use digital interface, activities that encourage active thinking, and support for independent learning. The results of expert validation indicate that the e-module has adequate content validity across mathematical content suitability, TmL integration, instructional design, and activity flow (0,80 each), as well as language and readability (0.79). The results of the practicality test showed an average score of 4.35 (87%), which is classified as very practical. The pretest-posttest results showed that the use of the SMARTECH e-module was associated with a significant increase in students' cognitive engagement, with t(119) = 55.46, p < 0.001, Cohen's d = 0.97, and N-gain = 0.44. Qualitative findings support these results, namely, students were more active in exploring various strategies, comparing representations, engaging in conceptual discussions, and being more persistent in solving non-routine problems. Thus, the SMARTECH e-module is declared valid, highly practical, and has the potential to increase students' cognitive involvement in mathematics learning in junior high school. Keywords: e-module, SMARTECH,  techno-mathematical literacy, cognitive engagement, design-based research.
Empowering Students’ Problem-Solving Skills through the RADEC Model on Flood Topic Silfa Dwi Nurani; Ani Nur Aeni; Atep Sujana; Ahmad Zaldi
Jurnal Pendidikan MIPA Vol 27, No 2 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i2.pp1006-1027

Abstract

Education in the 21st century requires students to have various important skills, one of which is problem-solving skills. However, many students still experience difficulties solving problems and applying scientific knowledge to contextual situations. To support the development of problem-solving skills, teachers need to implement learning models that actively involve students. Effective learning provides opportunities for students to explore ideas, discuss, and build knowledge independently. Thus, this research aims to enhance students' problem-solving skills by applying the RADEC (Read, Answer, Discuss, Explain, and Create) model to the topic of flooding in science learning in elementary schools. This research uses a quantitative approach with a quasi-experimental method using a nonequivalent control group design. The research involved 30 fifth-grade students in the experimental class and 24 in the control class. Data collection was carried out using descriptive tests to measure students' problem-solving skills and observation sheets to document the implementation of the learning model. Data analysis included a normality test, a homogeneity test, independent sample t-test, and N-Gain analysis. The research results indicate that the application of the RADEC learning model falls into the very good category based on the observations. The average score of students' problem-solving skills in the experimental class increased from 59.63 in the pretest to 72.47 in the posttest, while in the control class it increased from 54.38 to 64.12. The results of the hypothesis test indicated a significant difference between the two groups (p < 0.05). In addition, the N-Gain analysis results show an increase in the medium category in the experimental class and a decrease in the low category in the control class. These findings indicate that the RADEC learning model effectively empowers students' problem-solving skills through contextual learning on flood-related topics. Keywords: RADEC learning model, problem-solving skills, flood natural disaster, science learning, elementary school.

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