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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 615 Documents
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Epistemological Obstacles of Secondary School Students in Solving PISA-Standard Mathematical Literacy Problems Related to Functions Elisya, Nur; Dahlan, Jarnawi Afgani; Yulianti, Kartika
Jurnal Pendidikan MIPA Vol 25, No 4 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

Mathematical literacy is an essential 21st-century competency that students must possess to address global challenges. However, results from the Programme for International Student Assessment (PISA) show that Indonesian students' mathematical literacy remains low. This study aims to explore the epistemological obstacles experienced by students in understanding and solving PISA-standard mathematical literacy problems related to functions. Employing a qualitative approach through Didactical Design Research (DDR), this study focused on identifying epistemological obstacles among four 8th-grade students at a public secondary school in Bandung. Data were collected using tests, interviews, and documentation. The research findings revealed epistemological obstacles related to both conceptual knowledge and practical application, which were detailed in five main issues: understanding the concept of functions, representing functions in the form of equations, graphs, and tables, and solving context-based problems. These obstacles arose due to limited foundational knowledge, such as the concepts of domain, range, and variables, as well as a lack of practice in solving contextual problems.      Keywords: epistemological obstacles, mathematical literacy, PISA, function, mathematic education.  DOI: http://dx.doi.org/10.23960/jpmipa/v25i4.pp1771-1786
Trends in the Use of Critical Thinking as Mathematics Learning over the last 20 Years: Analysis Bibliometric Ariawan, Rezi; Sukestiyarno, Yohannes Leonardus; Pujiastuti, Emi; Sugiman, Sugiman; Zafrullah, Zafrullah
Jurnal Pendidikan MIPA Vol 25, No 2 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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This research aims to analyze research trends on the topic of critical thinking in mathematics learning using bibliometric analysis. By selecting documents in Scopus Database using the PRISMA method, 94 documents were obtained which were analyzed using the R Program and VOSviewer. From the results of the analysis, it can be concluded that research on the Scopus database began in 2004 to 2024 or the last 20 years, with a 3-fold increase in publications in the last 6 years. 2020 was the year with the highest citation impact, namely 130(10.53%) citations. Indonesia stands out as the country with the highest number of publications at 19(20.21%) and number of citations is 145(11.75%). International Journal of Instruction stands out as the source with the highest h-index, namely 5. Universitas Islam Negeri Mataram leads with a total of 8(8.51%) publications. Suparman from the Universitas Pendidikan Indonesia is the author with the highest contribution with an h-index of 5. The article with the highest number of citations of Şendağ et al. (2009) with 241 citations. 39 keywords were obtained which were divided into 7 groups, with the keywords "Problem Solving", "Flipped Learning", "Analysis", and "Mathematics Course" the latest keywords which can be used as recommendations for further research in the field of critical thinking in mathematics learning.         Keywords: critical thinking, mathematics learning, bibliometric, biblioshiny. DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp637-658
Students’ Thinking Process in Solving Mathematics Problems Oriented to Higher Order Thinking Skills Djong, Kristoforus Djawa; Lusi, Yutri Kormalina; Lakapu, Meryani; Guterres, Ilda
Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

Abstract: An educator needs to know the thinking process of their students in order to facilitate the transfer of knowledge and skills. HOTS can play a very big role in supporting students' academic achievement, with HOTS students are able to solve problems, and reflect on their problem-solving experience. The purpose of this research is to describe how students' thought process in solving HOTS-oriented mathematics problems. The method used in this research. The subjects in this study consisted of 7 students who were selected using purposive technique. This research starts from the preparation stage, the research implementation stage and the completion stage. The instrument in this research is HOTS-oriented test questions used to determine the thinking process of high, medium and low ability students.  The results of this study show that a person's ability or thought process depends on the level of the problem given. Of the seven subjects in working on two different HOTS problems, it was found that there were 2 high ability students who were able to fulfill the indicators of analysis, evaluation and creation. Three other students in question number 1, met all indicators, but in the second question only met the analysis and evaluation indicators. While the other two students in question number 1 met all the indicators, but in the second question did not meet any of the indicators. The results of this study can be used as a reference for lecturers in choosing media, models and learning methods used to transfer knowledge and skills to students.         Keywords: thinking process, HOTS, math problems.DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp155-165
Education Exploring The Role of Augmented Reality in Enhancing Student Engagement and Learning Outcomes Across Education Levels Dewanto, Riski; Pujianto, Pujianto; Wiyatmo, Yusman; Yani, Adam Daffa Ghifari
Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

This study aims to explore the role of Augmented Reality (AR) in enhancing student engagement and learning outcomes across various educational levels, focusing on its effectiveness compared to traditional teaching methods. A systematic literature review (SLR) was conducted, gathering relevant articles from the Scopus database based on pre-determined eligibility criteria. The review followed the PRISMA approach to ensure transparency, rigor, and a comprehensive examination of existing research. Initially, 166 articles were identified, with 32 meeting the inclusion criteria after a thorough screening process that assessed the title, abstract, and full text. Thematic analysis was employed to synthesize the findings, which revealed that AR significantly improves student engagement and understanding of complex concepts, particularly within physics education. Experimental studies demonstrated that students utilizing AR tools consistently outperformed their peers in traditional learning environments, showcasing higher levels of motivation and improved academic performance. Furthermore, the interactive nature of AR fosters a more engaging learning experience, prompting students to participate actively in their educational journey. However, the review also identified several challenges in implementing AR in educational settings. Issues such as limited access to technology, adequate teacher training, and potential cognitive overload were noted as barriers to effective integration. Despite these challenges, the findings underscore the potential of AR as a transformative educational tool capable of enhancing traditional learning methodologies. In conclusion, integrating AR into educational practices is crucial for fostering interactive and immersive learning experiences that can improve student outcomes. Continued research and investment in AR technologies are recommended to maximize their benefits and address the challenges identified, ultimately enhancing the quality of education across various levels and subjects. This study contributes to the growing body of literature on innovative teaching methods and highlights the importance of adapting educational practices to meet the needs of modern learners.        Keywords: augmented reality in education, student engagement, learning motivation, interactive learning technologies, systematic literatrue review. DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1635-1647
Teacher’s Role in Enhancing Students’ Environmental Literacy: A Systematic Literature Review 2019-2024 Larasaty, Dwi; Rohmat, Dede; Somantri, Lili; Fitriana, Almala Nur
Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

Environmental issues are often heard, but there are many people who do not have awareness of these issues. Environmental ethics in everyday life are sometimes overlooked. People still need to understand how environmental bad habits will have a negative impact in the future. To have environmental awareness, environmental literacy is required. Environmental literacy can be obtained through formal and non-formal education. To improve students' environmental literacy through formal education, teachers have an important role in improving students' environmental literacy. This research aims to explore the role of teachers in improving students' environmental literacy through various effective learning methods to improve students' environmental literacy. The method used in this research is a systematic literature review with a data synthesis process using qualitative data analysis through thematic analysis. Using the PRISMA method, data selection obtained 27 articles from 678 articles on the Google Scholar and Scopus page. The results showed that teachers in various subject areas and levels can adjust the curriculum by integrating environmental literacy into learning. Effective environmental education can bridge textual learning with real-world applications. Learning outside school and interacting with the surrounding community can also improve students' environmental literacy.         Keywords: environmental literacy, teacher, students, teaching methods.DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1133-1150
Hidden Chem Card to Improve Students’ Motivation and Learning Outcomes Fatma, Anggun Zulfa; Lutfi, Achmad
Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract: One of the causes of low student motivation is due to the lack of learning media support in learning activities. The purpose of this research is to obtain a hidden chem card game media that is feasible to increase students' motivation and learning outcomes in stoichiometry material. This research uses the type of Research & Development (R&D) research that was tested limited to 30 students grade 10 in senior high school. Data collection techniques used questionnaire method for students' response and motivation, observation method to observe students' activities, and test method for students' learning outcomes. The results showed that students' learning motivation increased, all statement items obtained high criteria, namely students' enthusiasm (increased by 12%), students' pleasure with chemistry subjects (increased by 9%), and a sense of wanting to study chemistry diligently (increased by 11%). The paired t-test results based on pretest-posttest scores showed a significant increase with the acquisition of moderate (44%) and high (23%) n-gain scores more than the low category (33%). This shows that the hidden chem card game media can increase students' motivation and learning outcomes.         Keywords: hidden chem card, stoichiometry, learning motivation, learning outcomes. DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp27-33
Enhancing Students’ Critical Thinking Skills and Motivation Using STEM Project-Based Learning (PjBL-STEM) Through a Simple Hydraulic Jack Project Hartono, Rudi; Winarno, Nanang; Hernani, Hernani
Jurnal Pendidikan MIPA Vol 25, No 4 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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This study presents an investigation of the use of STEM Project-Based Learning (PjBL-STEM) as a treatment in the experimental class compared to conventional learning in the control class in improving students' critical thinking skills and learning motivation. The focus of the study was Pascal's Law lessons with a special project in the form of developing a simple hydraulic jack. So far, science learning carried out in schools has made students complain, as it is still rote, teacher-centered, unrelated to real-life developments, and rarely integrates technology. This study, therefore, used a quantitative method with a quasi-experimental design involving 60 ninth-grade students in Pasaman Regency who were evenly divided into control and experimental classes using purposive random sampling techniques. Data was collected through a questionnaire on critical thinking skills and learning motivation, after the implementation of PjBL-STEM. The results demonstrated a significant difference between the two groups, with an independent T-test yielding a value of 0.24 for critical thinking skills and 0.33 for learning motivation. The PjBL-STEM model has been proven to improve student's critical thinking skills with an N-Gain of 0.46 (moderate category) and students' learning motivation with an N-Gain of 0.49 (moderate category).      Keywords: critical thinking skills, learning motivation, Pascal's Law, PjBL-STEM. DOI: http://dx.doi.org/10.23960/jpmipa/v25i4.pp1976-1999
Detection Student Misconception in Chemical Bonding using a Virtual Reality-Integrated Two-Tier Multiple-Choice Instrument with Ethnochemistry Context Pamungkas, Yoga Prasetyo; Yamtinah, Sri; Saputro, Sulistyo; Shidiq, Ari Syahidul
Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Two-Tier Multiple Choice Virtual Reality (TTMCVR) with ethnochemical content is used to measure the level of misconceptions and understanding of students on chemical bond materials that have good quality and tested. This development aims to test the readability and effectiveness of TTMCVR based on the results of validity and limited trials as a reference that the developed assessment is feasible to use to identify students' misconceptions and understanding of chemical bonding materials. This research method applies Research and Development (R&D) with the ADDIE model (Analysis, design, development, implementation and evaluation). This study used 18 students and 3 teachers in 3 public high schools in Surakarta. The sampling technique used purposive sampling. Data obtained in the form of instrument results include interview tests, TTMCVR assessments and open-ended questionnaires. The results showed that TTMCVR obtained validation based on aspects of context, language, and construction on the items and storyboard from 16 experts, namely 9 chemistry education lecturers from UNS, UNY and UM and 7 high school chemistry teachers in Surakarta resulting in 15 items and 16 valid storyboard indicators with Aiken index ≥ 0.73. The limited trial stage shows that TTMCVR is able to detect the level of understanding and misconceptions of students with criteria, namely understanding the concept of 26%, misconceptions 32% and not understanding 41% on ethnochemically charged chemical bonding material on ice gempol pleret. In addition, TTMCVR is classified as having a high level of readability and effectiveness as an assessment assessment from the material and media aspects of 90% from student responses and teacher responses. Therefore, it can be concluded that based on the validity and readability of TTMCVR, it is feasible to be further developed for assessment.     Keywords: chemical bonding, ethnochemistry, misconceptions, two-tier multiple choice virtual reality.DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1498-1517
Contextual Physics Learning Based on Geothermal Areas to Improve Scientific Literacy and Scientific Communication Skills Salman Hamja Siombone; Fitri Ayu Lestari; Wiyono Wiyono
Jurnal Pendidikan MIPA Vol 25, No 2 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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This study aims to develop a learning physics module through contextual learning design based on geothermal areas to improve scientific literacy ability and scientific communication skills on temperature and heat concepts. The sample in this study was 27 respondents of Mathematics Education STKIP Gotong Royong Masohi who are taking general physics subjects. The method used in this study is educational design research with the Plomp & Nieveen development model. The main instrument developed in this study is a prototype of a contextual physics learning module. The average percentage value of the validation results of the contextual physics learning module (prototype-1) from three experts on content (substance), language, and construct aspects is 88.41%, which shows that it is in the very valid category. The results of the trial of the practicality of the learning module in the one-to-one test obtained an average percentage value of 95.45%, and the results of the limited class trial (small group) received an average percentage value of 95.88%, which shows that the learning module developed is very practical. The results of the student's scientific literacy competency test at the field test (large class) showed an increase with an average N-gain of 0.75, which is in the high category; these results indicate that the learning physics module developed has been effective. The results of implementing the contextual physics learning module (prototype-2) in the field showed that students' average total scientific communication skills increased from 90.95 at the first meeting to 92.85 at the second meeting. Based on the results of the data analysis obtained, it can be concluded that the contextual physics learning module developed has met the valid, practical, and effective categories and can increase scientific literacy and scientific communication skills so that they are suitable for use in the learning process in the field.         Keywords: contextual physics learning, geothermal area, educational design research, science literacy and scientific comunication skills.DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp986-1011
Skepticism of Students Participating in National Science Olympiad in Solving Geometry Problems across Gender Differences Orrissa, Rahmadina Dwi; Suwarno, Suwarno
Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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This study is a qualitative descriptive study that aims to determine and describe the skeptical attitudes of female and male students involved in solving logical problems in geometry material and identify differences in problem-solving strategies between them. The researcher refers to the skeptical stages developed by Berta (2024) which consist of two stages, namely skepticism confirming and skepticism dismissing. This study involved two tenth grader female students and two eleventh grade male students participating in national science olympiad from MAN 1 Jembrana, Indonesia. The data analysis techniques in this study were data reduction, data presentation, and drawing conclusions or verification. Data collection used in this study was in the form of Logical problems-III questions, interviews and the think aloud method. The findings of this study indicate that there are significant differences between the ways male and female national science olympiad students deal with illogical questions. Male national science olympiad students tend to show higher skepticism, characterized by a tendency to dismiss work and calculations without alternative solutions. In contrast, female national science olympiad students tend to use a more careful and systematic approach to solving problems and are more careful in questioning the information provided and getting alternative solutions that result in more systematic solutions. Although this sometimes causes confusion or doubt that can slow down the decision-making process but can get calculated results. This study concludes that gender differences in skepticism affect students' approaches to solving Logical problems-III which emphasizes the importance of adaptive learning strategies to support the development of critical and logical thinking skills in both groups of students.         Keywords: geometri,logical problems-iii, skeptis. DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp496-511

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