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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 51 Documents
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Search results for "Teacher" : 51 Documents clear
Development of Peer-Scaffolding-Based Learning Program to Train the Performance Assessment Ability of Prospective Science Teacher Jalmo, Tri; Hasnunidah, Neni; Fadiawati, Noor; Priadi, Median Agus
Jurnal Pendidikan MIPA Vol 23, No 1 (2022): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

The aim of the research is to develop a peer scaffolding-based learning program to equip prospective science teacher students with the ability to develop performance appraisals. This program was developed using a 4D model (Define, Design, Develop, and Disseminate), the development of which has reached the stage of feasibility testing (Develop). Data collection techniques with questionnaires to measure the validity of the feasibility of learning programs and essay tests for the ability to develop performance appraisals. The results of this study indicate that the learning program developed got an average score of 4.00 (very valid category) in all aspects of feasibility. The results of the program trial show that there is an increase in student abilities seen from their N-gain (0.41: moderate criteria). Improvement in the aspect of the ability to understand the scope of the assessment with “low” criteria (0.036), planning an assessment with “medium” criteria (0.72). Based on this, it is concluded that the program developed is quite effective in providing performance appraisal skills for prospective science teacher students.Keywords: learning program, peer scaffolding, performance assessment.DOI: http://dx.doi.org/10.23960/jpmipa/v23i1.pp284-293
Developing HOTS Instruments: Is It Difficult for Physics Teachers? Saepuzaman, Duden; Retnawati, Heri; Istiyono, Edi; Haryanto, Haryanto
Jurnal Pendidikan MIPA Vol 23, No 4 (2022): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

This study aims to identify the difficulties of physics teachers in making High Order Thinking Skills (HOTS).This research is phenomenological qualitative research. Data was collected through interviews, tests followed by FGD. The participants of this study were 33 physics teachers. The data were analysed using Bogdan and Biklen with reduction stages, looking for relationships between themes and conclusions. The results showed that the teacher was very familiar with HOTS. Overall, the teacher has understood the importance of HOTS and the learning process for teaching HOTS to students. But the thing that became the teacher's obstacle was assessing HOTS through an instrument that measures HOTS. If traced to the teacher's difficulties very sequential, start planning, constructing problem questions, making stimulus, combining concepts/formulas in physics, to the validation stage.Keywords: developing instruments, physics teachers' difficulty, HOTS.DOI: http://dx.doi.org/10.23960/jpmipa/v23i4.pp1802-1826
The Role of Laboratory Activities on Laundry Industry Waste Pollution to Improve Problem Solving skills: Teacher's Perception Kusnia, Dina Kiftatul; Fadiawati, Noor; Setyarini, M.
Jurnal Pendidikan MIPA Vol 23, No 1 (2022): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

This study aims to describe the teacher's perception of problem-solving-based laboratory activities to improve the problem-solving skills of junior high school. This study involved 30 science teachers in Lampung. Collecting data in this study using a questionnaire, then analyzed using descriptive analysis. The survey results show that 65% of science teachers have not carried out problem-solving-based laboratory activities in their learning activities. This is due to several factors including teachers not being able to manage time in learning activities and limited tools and materials in school laboratories. Whereas on environmental pollution material for class VII of Junior High School, students can be invited to carry out laboratory activities based on solving real problems such as water pollution by laundry industrial waste. Based on the survey results, it can be said that the laboratory activity program is needed by teachers and students to improve students' problem solving skills.Keywords: laboratory activities, problem-based learning, problem solving skills.DOI: http://dx.doi.org/10.23960/jpmipa/v23i1.pp327-334
Readiness of Middle School Science Teachers in Implementing Kurikulum Merdeka: A Case of Public School in Sidoarjo Ruchmana, Nadia Indra; Sartika, Septi Budi
Jurnal Pendidikan MIPA Vol 24, No 3 (2023): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

Abstract: This study aims to analyze the readiness junior high school science teachers in planning, implementing, and assessing science learning for science subjects according to the Kurikulum Merdeka Belajar. Research uses a qualitative method case study. Data collection used questionnaires, documentation and interviews. Research subjects were six science teachers. Data analysis refer Miles & Hubberman, namely; data collection, data condensation, data presentation (display), and data verification or conclusion drawing. Results showed everything was well prepared and in accordance with the Kurikulum Merdeka guidelines. The learning planning stage, science teachers review CP, make ATP and TP, make Teaching Modules, and compile assessments. The stage of implementing science learning according this Kurikulum Merdeka, it has an impact on students, where students are encouraged to be able contribute actively in the learning process. Addition, assessment stage, science learning is also in accordance with the Kurikulum Merdeka, namely by using congnitive and non-cognitive diagnostic assessments        Keywords: Kurikulum Merdeka, middle school, teacher readiness, science learning. Abstrak: Penelitian ini bertujuan untuk menganalisis kesiapan guru IPA SMP dalam perencanaan, pelaksanaan, dan asesmen pembelajaran IPA untuk mata pelajaran IPA sesuai dengan Kurikulum Merdeka Belajar. Penelitian menggunakan metode kualitatif studi kasus. Pengumpulan data menggunakan kuesioner, dokumentasi, dan wawancara. Subjek penelitian adalah enam orang guru IPA. Analisis data mengacu pada Miles & Hubberman, yaitu; pengumpulan data, kondensasi data, penyajian data (display), dan verifikasi data atau penarikan kesimpulan. Hasil penelitian menunjukkan semuanya telah dipersiapkan dengan baik dan sesuai dengan pedoman Kurikulum Merdeka Belajar. Tahap perencanaan pembelajaran, guru IPA mengkaji CP, membuat ATP dan TP, membuat Modul Ajar, dan menyusun penilaian. Tahap pelaksanaan pembelajaran IPA sesuai Kurikulum Merdeka Belajar dan memberikan dampak pada siswa, dimana siswa didorong untuk dapat berkontribusi aktif dalam proses pembelajaran. Selain itu, tahap penilaian, pembelajaran IPA juga sesuai dengan kurikulum mandiri, yaitu dengan menggunakan penilaian diagnostik kongnitif dan non-kognitif.    Kata kunci: Kurikulum Merdeka, sekolah menengah pertama, kesiapan guru, pembelajaran IPA.DOI: http://dx.doi.org/10.23960/jpmipa/v23i3.pp528-544
Efectivity of a Hybrid Classroom-Based Reflective Microlearning Model for Prospective Physics Teachers Ariska, Melly; Akhsan, Hamdi; Sudirman, Sudirman; Berimah, Azizah Putri; Kurniawan, Ade
Jurnal Pendidikan MIPA Vol 24, No 3 (2023): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

Abstract: Hybrid classes is combination of face-to-face learning and online learning, where some students attend physical classes while other take lessons online. This research aims to produce a reflective micro-learning model in hybrid classes that is valid, practical and effective for prospective Physics teachers. modifications to the Plomp model produced reflective Micro Teaching tools based on hybrid classes in the form of RPS, SAP, teaching materials and assessment instruments. Based on the N-Gain value in the Pre-Test and Post-test results, the Offline learning mode is 0.0010 (0.1%) and Online is 0.0392 (3.92%) Judging from the N-Gain value category and Effectiveness Interpretation Category means both learning modes are in the low and ineffective category. Online learning using Phet Colorado media has a greater N-Gain value so it can be concluded that the online learning mode using Phet Colorado is more effective than the offline learning mode using equipment in the Physics Laboratory. Keywords: reflective micro learning, hybrid classes, micro teaching Abstrak: Kelas hibrida mengacu pada kombinasi pembelajaran tatap muka dan pembelajaran daring, di mana sebagian siswa hadir di kelas fisik sementara siswa lainnya mengikuti pelajaran secara daring. Penelitian ini bertujuan menghasilkan model pembelajaran mikro reflektif pada kelas hybrid yang valid, praktis, dan efektif untuk calon guru Fisika. Penelitian pengembangan dengan modifikasi model Plomp menghasilkan perangkat pembelajaran Micro Teaching reflektif berbasis kelas hybrid berupa RPS, SAP, bahan ajar dan instrumen penilaian. Berdasarkan nilai N-Gain pada hasil Pre-Test dan Post test moda pembelajaran Luring adalah 0,0010 (0,1%) dan Daring adalah 0,0392 (3,92%) Dilihat dari kategori nilai N-Gain dan Kategori Tafsiran Efektivitas N-Gain maka kedua moda pembelajaran berada pada kategori rendah dan tidak efektif. pembelajaran Daring dengan menggunakan media Phet Colorado memiliki nilai N-Gain yang lebih besar sehingga dapat disimpulkan bahwa moda pembelajaran daring dengan menggunan Phet Colorado lebih efektif dibandingkan dengan moda pembelajaran luring dengan menggunakan peralatan pada Laboratorium Fisika.  Kata kunci: mikro reflektif, kelas hybrid, pembelajaran mikro DOI: http://dx.doi.org/10.23960/jpmipa/v24i3.pp710-716
Exploring Scientific Inquiry Literacy Among Physics Teachers Shintya, Rizki Eka; Harahap, Syafnah Aisyah Nauli; Suhandi, Andi; Sari, Ika Mustika
Jurnal Pendidikan MIPA Vol 26, No 2 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i2.pp1149-1172

Abstract

This study aims to examine the Scientific Inquiry Literacy (SIL) of in-service physics teachers in West Java. focusing on three key aspects: knowledge. skills. and attitudes toward scientific inquiry. The research addresses the need to understand teachers' readiness to implement inquiry-based instruction as part of quality science education. A descriptive survey design was employed involving 27 physics teachers from various cities and regencies in West Java. Participants were selected through purposive sampling based on their active teaching status and academic background. Data were collected via an online questionnaire using the Scientific Inquiry Literacy Instrument (SILI). which comprises 35 multiple-choice items on knowledge. 39 on skills. and 30 attitude statements. Rasch Model analysis was applied to evaluate person and item measures. reliability. and item difficulty. with Wright Map outputs used to visualize the distribution of teacher abilities. Results showed that the overall SIL of participating teachers was relatively high. as indicated by a mean person measure above the item mean across all aspects. Among the three aspects. the attitude aspect (AA) yielded the highest person measure (1.57). followed by knowledge (KA) at 0.50 and skills (SA) at 0.13. Despite these strengths. the data revealed a mismatch between teacher ability and item difficulty in some areas. suggesting a potential ceiling effect and room for improvement. particularly in applying complex inquiry skills. While physics teachers in this study demonstrate a generally strong level of scientific inquiry literacy. the use of non-probability sampling and a small sample size limits the generalizability of the findings. Targeted professional development is recommended to strengthen teachers’ competencies in complex inquiry practices and to support the continued integration of inquiry-based learning in physics classrooms.     Keywords: scientific inquiry literacy. inquiry-based learning. physics teachers.
Analysis of Pre-service Mathematics Teachers' Representational Ability Regarding the Prime Numbers Concept Suciati, Indah; Rochaminah, Sutji; Hajerina, Hajerina
Jurnal Pendidikan MIPA Vol 26, No 2 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i2.pp1253-1273

Abstract

A deep understanding of prime numbers remains a significant challenge, particularly for pre-service mathematics teachers responsible for conveying this essential knowledge to their students. Prime numbers have an essential role in mathematics, including in factorization, proof, and cryptography. Therefore, this study aims to describe and analyze the representational abilities of prospective mathematics teacher students at Alkhairaat University, regarding the prime numbers in Number Theory. This study uses a descriptive exploratory method with a mixed-methods approach based on a sequential explanatory design. Data collection was carried out through diagnostic tests, semi-structured interviews, and documentation, which were then analyzed using descriptive statistics for quantitative data and the Miles & Huberman model for qualitative data. Triangulation of methods and time was used to ensure the validity of the data. The findings showed that out of 17 students, only 29.41% were able to provide accurate verbal representations related to the prime and composite numbers, and only 5.88% were able to link the two meaningfully. In addition, while students were able to mention definitions, most of them had difficulties applying the prime numbers in the abstract problem context, including examples in algebraic notation. This study concludes that there is still a significant gap in the representation ability of prime number concepts of pre-service mathematics teachers. The implications emphasize the need for integrating multidimensional representation learning strategies into the mathematics education curriculum so that prospective teachers are better prepared to teach prime numbers in a comprehensive and meaningful way.    Keywords: representation, prime numbers, number theory, pre-service mathematics teachers.
Strengthening the Primary Mathematics Teacher's Self-Efficacy Through Online Professional Learning Communities Saragih, Melda Jaya; Listiani, Tanti; Seleky, Jacob Stevy; Tamba, Kimura Patar; Nagaratnam, Shalini
Jurnal Pendidikan MIPA Vol 26, No 3 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i3.pp1308-1322

Abstract

The perseverance, characteristics, and competencies of teachers can enhance the professional quality, motivation, and attitude of mathematics teachers. Recognizing the significance of professional development and personal growth for elementary school mathematics teachers, a Professional Learning Community (PLC) was implemented. This study aims to examine the impact of online PLC on teachers' self-efficacy in teaching mathematics. The research method used was mixed methods, quantitative and qualitative research. Data was collected by survey and interviews with 16 6th-grade mathematics teachers at Lentera Harapan School (SLH) in Indonesia. The questionnaire data were analysed by the Wilcoxon test, and the interview results were analysed qualitatively. The results find that after being given online PLC, there was a significant increase in teacher self-efficacy in teaching mathematics. Teachers respond positively to this activity because they can collaborate with other teachers from various elementary schools and support each other in their professional development. Teachers enjoyed the session of sharing experiences in overcoming learning difficulties faced by students in class. Thus, teachers' self-efficacy can be strengthened by ongoing online PLC activities that help teachers develop as professionals and provide optimal support for students' learning. By continuing to enhance teachers' self-efficacy, they may provide the best service for students and help students succeed in learning.     Keywords: self-efficacy, professional learning communities, primary mathematics teachers.
Unravelling Affective Mathematical Disposition: Its Role in Strengthening Numeracy Among Pre-Service Mathematics Teachers Soesanto, Robert Harry; Dirgantoro, Kurnia Putri Sepdikasari
Jurnal Pendidikan MIPA Vol 26, No 3 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i3.pp1323-1341

Abstract

This study investigates the relationship between affective mathematical disposition (MD) and numeracy among pre-service mathematics teachers in Indonesia. The research examines explicitly how different dimensions of MD influence students' numeracy skills. A total of 237 participants took part in a semester-long numeracy enrichment program, followed by a numeracy assessment and an MD questionnaire based on Beyers' seven affective dimensions. Using multiple linear regression analysis, the findings indicate that MD significantly affects numeracy (p = 0.018), with an adjusted R-squared value of 0.571, indicating that 57.1% of the variance in numeracy scores can be explained by MD. Notably, the dimensions "Nature in Mathematics" (β = 0.584, p = 0.033) and "Mathematics Self-Concept" (β = 0.612, p = 0.016) exhibit significant positive influences on numeracy. Highlighting the role of conceptual understanding and self-perception in mathematical learning. These results align with the program’s design, which emphasized conceptual understanding and reflective self-assessment elements directly tied to both dimensions. However, other dimensions, including "Usefulness," "Worthwhileness," "Sensibleness," "Attitude," and "Math Anxiety," did not show significant effects. This may be due to participants' shared perceptions as mathematics teacher candidates, resulting in low variability on those dimensions, or due to possible mediation effects (e.g., motivation) that were not examined in this study. The findings suggest that interventions aiming to strengthen numeracy should focus on enhancing students’ understanding of mathematical structures and fostering a strong self-concept as mathematics learners. This study contributes to mathematics education by highlighting the specific affective dimensions that most directly relate to numeracy, providing a nuanced perspective for teacher educators seeking to balance cognitive and affective development in their curriculum.   Keywords: mathematical disposition, affective domain, numeracy, pre-service mathematics teachers, mathematics education.
Mathematical Literacy of Prospective Teachers: A Systematic Review of Factors, Readiness, and Teacher Education Preparation Dirgantoro, Kurnia Putri Sepdikasari; Kusumah, Yaya Sukjaya; Jupri, Al; Melissa, Margaretha Madha
Jurnal Pendidikan MIPA Vol 26, No 3 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i3.pp1355-1376

Abstract

Mathematical literacy is a crucial competency for 21st-century teachers to foster critical thinking and problem-solving skills in various educational contexts. However, several pieces of evidence suggest that many prospective teachers struggle to develop mathematical literacy, which may hinder the effectiveness of mathematics learning. This study aims to provide a comprehensive overview of the mathematical literacy of prospective teachers through a systematic literature review of previous research. The study used the PRISMA protocol by searching articles from five reputable databases (ERIC, ProQuest, Taylor & Francis, Emerald Insight, and Scopus) using predefined inclusion and exclusion criteria. Of the initial search results of 8659 articles, only 13 articles were eligible for further review after the screening and duplication removal process. The analysis was focused on six research questions which included: (1) the geographical distribution of the research, (2) the academic background of the research subject, (3) the research topic, (4) factors that affect mathematical literacy, (5) the readiness of prospective teachers, and (6) the form of debriefing by the teacher education program. The results showed that the mathematical literacy of prospective teachers was influenced by both internal factors, such as conceptual comprehension, self-efficacy, and anxiety, as well as external factors, including pedagogical training and sociocultural contexts. However, most teacher education programs have not optimally emphasized the development of contextual and applicative mathematical literacy. This study highlights the importance of strengthening the teacher education curriculum through a contextual, activity-based, and culturally responsive approach, enabling prospective teachers to develop and effectively implement mathematical literacy in diverse learning contexts.     Keywords: mathematical literacy, prospective teacher, systematic review, teacher education, pedagogical preparation.

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