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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 322 Documents
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Search results for "students" : 322 Documents clear
Understanding Students’ Learning Obstacles in Geometric Transformations and Their Implications for Didactical Design Pebi Pitri Anasari; Turmudi Turmudi; Didi Suryadi; Muhammad Alif
Jurnal Pendidikan MIPA Vol 27, No 3 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i3.pp1232-1248

Abstract

Geometric transformations are one of the essential topics in mathematical learning, as they support students’ spatial reasoning, spatial visualization, and understanding of geometric relationships. Despite its importance, many students still have difficulties in interpreting transformation concepts beyond routine procedural exercises, particularly problems that are presented in unfamiliar or contextual situations. Therefore, this study aimed to explore students' learning obstacles in learning geometric transformations and examine their implications for the development of didactical design. Qualitative approach with a didactical design research framework was employed using a phenomenological perspective. Participants involved were 36 ninth-grade students and one mathematics teacher from a junior high school in West Bandung Regency, Indonesia. Research data were collected through a written test on mathematical spatial ability consisting of four contextual problems, a semi-structured interview, and a praxeological analysis of a textbook. The written-test instrument was validated by two mathematics education experts and one experienced teacher before implementation. The data were analyzed using the Miles and Huberman interactive model, involving data reduction, display, and conclusion drawing, to categorize students’ difficulties into epistemological, ontogenic, and didactical obstacles. The research revealed that students experienced interconnected categories of learning obstacles. Epistemological obstacles appeared in students’ inability to concept generalization, misconceptions of the transformations’ properties, and dependence of procedural examples. Ontogenic obstacles related to limited spatial relations ability, weak understanding of Cartesian coordinates, and difficult to interpret contextual problems. Lastly, didactical obstacles emerged from teacher-centered instructions, limited use of interactive visual media or technology, and emphasis on procedural completion compared to conceptual exploration. These obstacles interacted with one another and influenced students' understanding of geometric transformations.  The study implies that effective didactical design should integrate conceptual understanding, spatial visualization, multiple representations, contextual learning, and dynamic technology to facilitate meaningful learning of geometric transformations. Keywords: learning obstacles, geometric transformation, epistemology, ontogenic, didactic.
The Impact of Environmentally Oriented Project-Based Learning on Students’ Environmental and Science Literacy Andi Zulfikar Syaiful; Ridwan Ridwan; Djusdil Akrim; Imaduddin Murdifin; Irfan Tawakkal
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.pp1151-1167

Abstract

Used cooking oil is a type of liquid waste that can pollute land and water. Processing used cooking oil requires knowledge and the application of scientific principles because it contains various chemical compounds formed during frying. Reusing it or processing it into other products requires an understanding of its chemical properties and the reactions that occur; therefore, education on handling used cooking oil waste requires appropriate learning methods. One appropriate learning method to implement is Project-Based Learning (PjBL). This research aimed to analyze the impact of implementing PjBL for Soap Production from vegetable oil waste on improving students' environmental and science literacy. The study was quasi-experimental and conducted using a pretest-posttest control group design. The sample included students from Muhammadiyah Lajoa Secondary School in Soppeng Regency, South Sulawesi, Indonesia. The total sample size was 76 students, divided into 38 in the comparison group and 38 in the experimental group. In line with the research findings, teaching the basics of ecology and natural science using PjBL yielded superior outcomes compared to traditional methods. The Mann-Whitney test revealed a significant difference in the normalized gain (N-gain) scores for knowledge of natural science and the environment (p<0.001) between the control and PjBL groups. Students using the PjBL method produced solid soap by following the correct steps of the soap-making process. A Wilcoxon signed-rank test showed a significant increase (p<0.001) after two stages of the soap-making cycle. Thus, the implementation of PjBL has a significant impact on improving students' literacy. Keywords: project-based learning, environmental literacy, science literacy, used cooking oil, soap.

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