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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 331 Documents
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Search results for "students" : 331 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.
Enhancing Students’ Understanding of Statistical Concepts through the Implementation of Lesson Study in Android-Assisted Learning Anita Dewi Utami; Ramdhan Fazrianto Suwarman; Nur Ayufauziyah; Sinta Agustin Ningseh; Steve B Anapi
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.pp1317-1337

Abstract

The integration of interactive digital media in mathematics learning has been widely recognized as an effective approach to enhancing students' conceptual understanding, particularly in statistics, a subject that demands both procedural fluency and meaningful data interpretation. Interactive media-assisted learning enables students to engage with abstract statistical concepts through visualization, simulation, and hands-on data manipulation, thereby fostering deeper comprehension and sustained motivation. Building on this premise, this study develops and implements a lesson study framework integrated with an Android-based application to improve junior high school students' understanding of statistical concepts. The lesson study method involved three cyclical stages: Plan, Do, and See. During the planning stage, the research team and collaborating mathematics teachers conducted a needs analysis, identified students' learning difficulties, developed discovery-learning-based instructional modules, and designed an Android application with data input, visualization, and statistical simulation capabilities. The implementation stage involved classroom instruction supported by the application, with systematic observation using a researcher-developed structured classroom observation protocol that covered student engagement, instructional alignment, and the quality of technology integration. The instrument was reviewed and validated by two experts in mathematics education before implementation. The reflection stage focused on collaborative evaluation of the learning process to iteratively refine instructional design and application functionality. Quantitative classroom observation data showed increased student participation and task completion across the implementation cycles. In addition, qualitative findings from classroom observations and reflective notes indicated improvements in students' conceptual understanding and classroom engagement. The integration of technology into the lesson study model fosters a more contextualized, interactive, and reflective learning environment, thereby enhancing the quality of statistics instruction at the junior high school level. Keywords: lesson study, Android application, statistics learning, student understanding, junior high school.
Students' Learning Outcomes in Organic Chemistry Using Edpuzzle via Google Classroom Dedi Irwandi; Pardiana Pardiana; R Ahmad Zaky El Islami
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.pp1280-1297

Abstract

This study aims to describe and analyze students' learning outcomes in the Organic Chemistry 1 course after the implementation of Edpuzzle-based interactive learning videos delivered through Google Classroom, and to examine the consistency of individual academic performance across two summative assessment points. A quantitative descriptive design was employed involving 52 undergraduate students enrolled in the Chemistry Education Program during the 2025/2026 Academic Year, consisting of Class A (n = 27) and Class B (n = 25). Four instructor-developed Edpuzzle videos (approximately 110 minutes in total) covering the topic of Atoms and Molecules were distributed via Google Classroom without embedded interactive checkpoints; the videos were designed for continuous, uninterrupted viewing. Learning outcomes were measured using essay-based Midterm (UTS) and Final (UAS) examinations, both of which were empirically validated and reliable (α = 0.801–0.882). Data were analyzed through descriptive statistics, the Shapiro-Wilk normality test, and correlation analysis (Pearson for Class A; Spearman for Class B). The results show that mean scores for Class A were 49.22 (UTS) and 43.52 (UAS), while Class B obtained 39.36 and 33.12, respectively, all below the institutional passing threshold. A strong positive UTS–UAS correlation was found in Class A (r = 0.822, p < 0.001) and Class B (r_s = 0.788, p < 0.001), indicating high relative rank-order stability of individual academic standing across the two assessment periods, rather than consistency of Organic Chemistry concept mastery (the two instruments differ in content domain and difficulty) or a causal effect of Edpuzzle. Interpreted through Mayer's Cognitive Theory of Multimedia Learning, the findings suggest that interactive video alone is insufficient to manage the intrinsic cognitive load of Organic Chemistry content. The study implies the need for structured video-based instructional designs integrating active learning, formative feedback loops, and early academic intervention for underperforming students. Keywords: edpuzzle, video-based learning, learning outcomes, organic chemistry, cognitive theory of multimedia learning.
Evaluation of Laboratory Activities and Students’ Self-Regulated Learning Using an Inquiry-Based Approach Yunita Arian Sani Anwar; Agus Abhi Purwoko; Muti&#039;ah Muti&#039;ah; Eka Junaidi; Lalu Rudyat Telly Savalas; Nadia Rizki Hutami
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.pp1361-1374

Abstract

This study aims to examine the effects of guided inquiry and open inquiry approaches on students’ laboratory activity scores and self-regulated learning in chemistry instruction. A quasi-experimental research design was employed, involving two groups: a guided inquiry group consisting of 25 students and an open inquiry group consisting of 23 students. Laboratory activity was assessed using a rubric covering pre-lab, lab work, and post-lab activities. A questionnaire was used to measure students’ SRL across five dimensions: metacognitive skills, time management, environmental structuring, persistence, and help-seeking. The results showed that the guided inquiry group achieved the highest laboratory activity and SRL scores. The pre-lab, lab-work, and post-lab scores were consistent with the group’s overall laboratory activity score. Among SRL dimensions, the highest scores in the guided inquiry group were observed for metacognitive skills and environmental structuring. In contrast, the open inquiry group showed the highest SRL score in the help-seeking dimension. ANCOVA analysis revealed a significant relationship between the inquiry approach and both laboratory activity scores and students’ SRL. Students' tendency to experience difficulty initiating the investigative stages contributed to the lower effectiveness of open inquiry. These findings indicate that the effectiveness of guided inquiry is attributed to its structured support, which facilitates students in initiating the investigative phase. In contrast, although open inquiry provides greater opportunities for exploration, its limited implementation in instructional practice may impede students’ ability to effectively initiate the investigative process. Keywords: inquiry approach, chemistry instruction, metacognition, motivation, pre-laboratory.
Profiles and Error Patterns of Senior High School Students’ Scientific Reasoning on Static Fluid Topics: An Empirical Analysis Nerisa Dwita Eprilia; Lia Yuliati; Purbo Suwasono
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.pp1375-1393

Abstract

This study aims to analyze the profiles and error patterns in the scientific reasoning of upper secondary school students regarding static fluids. This study employs a quantitative approach using a survey design. The study involved 84 students in Malang as respondents, selected through purposive sampling based on the following criteria: having studied static fluids, being taught by the same physics teacher, being enrolled in an active physics specialization class, and being present for the full duration of the test. The test instrument consisted of 10 open-ended questions covering five indicators of scientific reasoning, namely correlational reasoning, proportional reasoning, probabilistic reasoning, control of variables, and hypothetical-deductive reasoning, with a Cronbach’s alpha reliability coefficient of 0.812. The reliability of the instrument and the inter-rater agreement were evaluated through a two-stage inter-rater test using Cohen’s Kappa and the Intraclass Correlation Coefficient (ICC), which yielded an ICC value of 0.981 (very high category). Data analysis was conducted in two stages: quantitatively to measure the level of scientific reasoning, and qualitatively through content analysis to identify patterns of students’ errors. The research shows that students’ average scientific reasoning ability falls within the moderate category (49.42), with the distribution of cognitive levels dominated by the Late Transition (37%) and Early Transition (35%) stages. Only 12% of students reached the Formal Operational level. Proportional reasoning indicators showed the highest achievement, whilst hypothetical-deductive reasoning was the lowest. The highest conceptual understanding was found in Pascal’s Law, followed by Archimedes’ Principle, and the lowest in hydrostatic pressure. The main error patterns identified were students’ difficulty integrating quantitative data into numerical probabilities and their inability to design systematic experiments and identify control variables. These findings indicate that although students passively understand basic concepts, they still struggle with logical justification and procedural reasoning. Keywords: error patterns, scientific reasoning, static fluid.
Development of a Geometry Module Based on Ethno–Collaborative Inquiry to Support Deep Learning Among Elementary School Students Intan Dwi Hastuti; Lukman Lukman; Lidia Rahmatullaeli; Sutarto Sutarto; Veerabhadraiah Lokesha
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.pp1394-1415

Abstract

This study aims to develop an Ethno–Collaborative Inquiry-Based Plane Figures Module to support deep learning among elementary school students. This study employed a Research and Development (R&D) approach using the ADDIE model, which comprised five stages: Analysis, Design, Development, Implementation, and Evaluation. The analysis stage was conducted to identify learning needs, student characteristics, curriculum requirements, and the potential of local ethnomathematics relevant to plane geometry. The design stage focused on developing the module structure, learning objectives, collaborative inquiry activities, learning materials, exercises, and evaluation instruments. The development stage involved producing the initial module and conducting expert validation. The implementation stage involved 38 fifth-grade students at Khadijah Bagik Nyaka Islamic Elementary School, East Lombok, West Nusa Tenggara. The evaluation stage assessed the module’s validity, practicality, and effectiveness. The module obtained an average validity score of 90.25% and was categorized as highly valid. The practicality assessment reached 90.49%, indicating that the module was highly practical. The mean pretest score increased from 51.55 to 78.29 on the posttest, yielding an N-Gain score of 0.56, which falls in the moderate category. These findings indicate that the module successfully integrates plane geometry concepts with Sasak weaving motifs, thereby facilitating more concrete, contextual, and meaningful mathematics learning. Keywords: plane geometry module, ethno–collaborative inquiry, ethnomathematics, deep learning, elementary school.
Development of RPG Maker-Based Games to Enhance Students' Mathematical Connections Alim Wicaksono; Al Jupri; Eyus Sudihartinih; Fatin Nasywa Kirana
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.pp1589-1601

Abstract

Mathematics learning in schools often requires innovative approaches to make abstract concepts more concrete and engaging for students. In particular, digital game-based learning has emerged as an effective strategy for increasing motivation and deepening conceptual understanding. Mathematical connection is an important competency for understanding the relationships among mathematical ideas, concepts, and procedures; however, most students still struggle to apply this ability, especially when solving geometry problems. This research aims to develop learning media in the form of a game using RPG Maker to enhance students' mathematical connection abilities in geometric transformations. The educational game learning media was designed and developed using the ADDIE development model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. Instruments included expert validation sheets, student response questionnaires, and pretest-posttest assessments to measure media validity, practicality, and effectiveness. The results show that the RPG Maker-based learning media is highly valid, with an average expert validation score of 87.0% from media experts and 86.0% from material experts. Students also rated the media as very practical, with an average score of 84.2%. Learning improvement from this media is evident in the increase in the average student score from 70.14 on the pretest to 89.17 on the posttest. Furthermore, the non-parametric Wilcoxon test confirmed a statistically significant difference (Z = -5.25, p < .001). This improvement is also supported by a large effect size (d = 3.63) and an average N-Gain of 0.57, which falls into the moderate category. These findings indicate that the RPG Maker-based learning media is valid, practical, and holds potential to enhance students' mathematical connection skills in geometry transformation learning, offering an engaging solution for abstract mathematical learning. Keywords: mathematical connections, geometric transformations, learning media, RPG maker, ADDIE model.
Development of an Encyclopedia of Unique Biota Based on the Local Potential of Sabang Island to Improve Students' Conceptual Understanding Anita Noviyanti; Dian Aswita; Dewi Febriyanti; Nafisah Hanim; Jendri Mamangkey; Sri Ismulyati
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.pp1516-1537

Abstract

Learning about marine ecosystems is often hampered by students' difficulty in visualizing abstract concepts and a lack of contextual teaching materials relevant to their surroundings. This study aims to develop teaching materials in the form of an encyclopedia of unique biota based on Sabang Island's local potential and to evaluate its validity, practicality, and initial effectiveness in improving students' conceptual understanding. The research used a Research and Development method, applying the 4D model (Define, Design, Develop, and Disseminate). Seven material and media experts comprehensively assessed the product's feasibility and validity, while five education practitioners evaluated its practicality. Additionally, an initial evaluation of the shift in student learning outcomes was conducted using a one-group pretest–posttest design involving 46 high school students in a coastal area socio-ecologically equivalent to Sabang Island. The results showed that experts declared the developed encyclopedia highly valid, giving it a “Very Good” rating across all evaluated aspects (General Appearance, Word Usage & Language, Presentation, and Content Suitability). In terms of practicality, the product was also deemed highly practical for learning, earning a “Very Good” rating in three key aspects (Ease of Use, Usefulness, and Efficiency) and a “Good” rating in the Interest aspect. Furthermore, the analysis of learning outcomes showed an average N-Gain of 0.3844, which falls into the moderate category, indicating a positive trend in student conceptual understanding after product utilization. Based on these findings, the local potential-based encyclopedia "Umbak Gembara" is highly feasible and practical, showing strong initial indications as an independent learning resource that can meaningfully bridge abstract biological concepts with the reality of coastal ecosystems. However, since this initial effectiveness finding relies on a single trial group, future comparative experimental studies are needed. Keywords: encyclopedia, unique biota, local potential, sabang island, conceptual understanding.
Interrelationships Between Emotional Intelligence, Academic Self-Efficacy, and Physics Performance: Evidence from Indonesian Secondary School Students Andi Hikma Wardani; Kaharuddin Arafah; Khaeruddin Khaeruddin
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.pp1602-1616

Abstract

This study aims to analyze the relationship between emotional intelligence, self-efficacy, and physics learning outcomes of tenth-grade students at public high schools in Wajo Regency. This research used a quantitative correlational design. The study population was tenth-grade students at public high schools in Wajo Regency, with a sample of 472 students from five public high schools. Data were collected using questionnaires on emotional intelligence and self-efficacy, as well as physics learning test results. Data were analyzed using Spearman's rank correlation and multiple linear regression in Jamovi. The results show that there is a positive and significant relationship between emotional intelligence and physics learning outcomes (ρ = 0.193; p < 0.001), a positive and significant relationship between self-efficacy and physics learning outcomes (ρ = 0.203; p < 0.001), and a positive, significant, and strong relationship between emotional intelligence and self-efficacy (ρ = 0.769; p < 0.001). The regression results indicate that emotional intelligence and self-efficacy contribute significantly to physics learning outcomes, with an R² value of 0.0528 (5.28%). These findings suggest that emotional intelligence and self-efficacy are psychological factors that support students' learning outcomes. Keywords: emotional intelligence, self-efficacy, physics learning outcomes, correlation, students.

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