cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Andrian Saputra
Contact Email
andriansaputra@fkip.unila.ac.id
Phone
+6285768233166
Journal Mail Official
jpmipa@fkip.unila.ac.id
Editorial Address
FKIP Universitas Lampung Jl. Prof. Dr. Ir. Sumantri Brojonegoro, Gedong Meneng, Kec. Rajabasa, Kota Bandar Lampung
Location
Kota bandar lampung,
Lampung
INDONESIA
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 36 Documents
 1   2   3   4 
Search results for "Teachers" : 36 Documents clear
The Impact of Mathematics Anxiety and Self-Efficacy Towards Prospective Mathematics Teachers’ Performance Yanti, Liza Puspita; Suryanti, Sri; Siripala, Wannaporn
Jurnal Pendidikan MIPA Vol 26, No 4 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i4.pp2063-2076

Abstract

Mathematics anxiety is one of the serious emotional aspects that may impair the academic performance and interest in mathematics in students. This paper presents a study of the correlation between mathematics anxiety, mathematics self-efficacy, and mathematics performance among 150 future mathematics teachers in Indonesia, who were identified through purposive sampling of an undergraduate teacher education program. The Mathematics Anxiety Rating Scale- Revised (MARS-R), Mathematics Self-Efficacy Scale- Revised (MSES-R), and a self-developed Mathematics Achievement Test (MAT) were used to collect data. Pearson correlation and multiple regression were used to address the relationship and the predictive attributes of these variables. Descriptive analysis indicated that participants had moderately high mathematics anxiety (M = 82.4, SD = 15.2), moderately high self-efficacy (M = 72.8, SD = 12.5), and good performance (M = 78.3, SD = 10.7). Pearson correlation analysis revealed a negative correlation between mathematics anxiety and performance (r = -0.62, p < 0.001). In contrast, self-efficacy had a positive correlation with performance (r = 0.6). Regression analysis showed that both anxiety (β = -0.45, p < 0.001) and self-efficacy (β = 0.49, p < 0.001) were significant predictors. The results of the multiple regressions showed that the model was significant, F(2, 147) = 68.24, p < 0.001, and accounted for 55.7% of the variance in performance (R² = 0.557). Anxiety (B =-0.45) and self-efficacy (B =0.49) were both significant predictors of performance (B = -0.45, t = -7.62 p = 0.001) and self-efficacy (B = 0.49, t = 8.15, p = 0.001) turned out to be the stronger predictors. The practical implications of these findings are most significant, as strategies aimed at diminishing mathematics anxiety and enhancing self-efficacy should be the primary focus of mathematics teacher education programs, as these aspects directly relate to the competency and confidence of future teachers in teaching mathematics.   Keywords: mathematics anxiety, self-efficacy, academic performance, future mathematics teachers, mathematical confidence, mathematical teacher education. 
Microteaching Frequency and the Development of Teaching Skills and Pedagogical Content Knowledge among Prospective Mathematics Teachers Rosnawati, Raden; Wijaya, Ariyadi; Tuharto, Tuharto; Caturiyati, Caturiyati; Santos, Mariano Dos
Jurnal Pendidikan MIPA Vol 26, No 4 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i4.pp2124-2138

Abstract

The teaching skills developed by prospective teachers are often repeated in different situations. Therefore, the optimal frequency of microteaching practices may influence both teaching skills and pedagogical content knowledge. This study used a cross-sectional design to compare teaching skills and pedagogical content knowledge among groups based on the frequency of microteaching practices conducted by prospective mathematics teachers. A total of 79 students were randomly selected from three universities in Yogyakarta that implemented microteaching with varying frequencies. These frequencies were classified into four categories: once, twice, three times, and more than three times. Teaching skills were assessed using observation sheets that outlined aspects such as explaining skills, asking questions, providing guidance, providing reinforcement, managing whiteboard use, and regulating body movement (non-verbal cues). Pedagogical content knowledge was measured using a test instrument. Data were analyzed using descriptive statistics and a one-way ANOVA test. The results showed that the frequency of practice has a different impact on teaching skills and pedagogical content knowledge. Prospective teachers who practiced microteaching more than three times significantly differed in their explaining skills, while their providing reinforcement differed significantly from those who practiced at least three times. Conversely, prospective teachers who practiced twice performed similar levels of skill in asking questions, whiteboard management, and regulating body movement compared to those who practiced more frequently. Pedagogical content knowledge of prospective teachers who practiced more than three times was significantly higher than that of those who practiced three or fewer times. These findings suggest that universities should carefully regulate the frequency of microteaching practices to optimize students' teaching skills and pedagogical content knowledge in mathematics education for those who aspire to become effective mathematics teachers. These findings suggest that universities should carefully regulate the frequency of microteaching practices to optimize students' teaching skills and pedagogical content knowledge in mathematics education students who aspire to become effective mathematics teachers.    Keywords: teaching skills, microteaching, mathematics.  
Teachers' Perceptions toward Student Worksheets Based on Sugarcane Waste Treatment Projects to Improve Students' Creative Thinking Skills Abida, Rahma; Fadiawati, Noor; Setyarini, M.
Jurnal Pendidikan MIPA Vol 23, No 1 (2022): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to describe teachers’ perceptions towards students’ worksheets based on bagasse waste processing projects to improve students' creative thinking skills. This research was conducted in Lampung Province involving 42 junior high school science teachers. This study uses the ADDIE research and development method by Branch. At the analysis stage, performance analysis and needs analysis are carried out. At the development stage, two education experts validated the suitability of the content with project-based learning steps and indicators of creative thinking skills according to Torrance and validated the suitability of the construction with the components of the student worksheets. At the implementation stage, it will be tested in class VII at SMP Negeri 3 Kotabumi. The evaluation stage is by evaluating the results of students after the learning is carried out. The success of increasing students' creative thinking skills is seen based on the results of n-gain and effect size.Keywords: students’ worksheet, project based learning, creative thinking skills.DOI: http://dx.doi.org/10.23960/jpmipa/v23i1.pp335-344
The Effect of Microsoft Whiteboard-Assisted Environmental Mathematics towards Environmental Care Attitudes of Pre-Service Elementary School Teachers Prihastari, Ema Butsi; Widyaningrum, Ratna
Jurnal Pendidikan MIPA Vol 23, No 2 (2022): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The low concern for the environment after the pandemic period which gradually ended, especially when learning in Higher Education has been carried out face-to-face. There are indications of an increasing amount of litter and an acute sense of indifference. This study determines the influence and effectiveness of the application of Microsoft whiteboard-assisted environmental mathematics on students' environmental care attitudes. The research population is pre-service elementary school teachers in semester 4 who took part in geometry and measurement courses in elementary schools and the research sample was 69 pre-service elementary school teachers in semester 4 in the course with a simple random sampling technique. Data collection techniques use environmental care questionnaires, observations, and documentation. The data analysis technique uses paired sample t test and N-gain. Based on the results of data analysis, it was found that the value of t count = 10.197 > t table = 2.201, so there is an influence of the influence of the application of Microsoft whiteboard assisted environmental mathematics on students' environmental care attitudes and an N-gain value of 56% is got, so the application of Microsoft whiteboard-assisted environmental mathematics is quite effective in improving student environmental care attitudes. Keywords: math environment, Microsoft whiteboard, care environment. DOI: http://dx.doi.org/10.23960/jpmipa/v23i2.pp486-495
Exploring the Gap: Creative Mathematical Reasoning of Pre-service Teachers in Solving Multiple Solution Analytical Geometry Tasks Harisuddin, Muhammad Iqbal; Wardono, Wardono; Cahyono, Adi Nur; Hidayat, Riyan; Zaenuri, Zaenuri; Sukestiyarno, Yohanes Leonardus; Waluya, Stevanus Budi
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.pp39-62

Abstract

With the rapid changes in the times, the emphasis in education has also shifted, from equipping students with highly codified knowledge to developing routine skills to empower them to face and overcome complex and non-routine cognitive challenges. Students must be able to think flexibly and creatively when asked to solve problems for which they do not yet have strategies. The purpose of this study was to describe the creative mathematical reasoning (CMR) abilities of students in solving multiple solution tasks (MSTs) in analytical geometry problems. The CMR indicators in this study were novelty, plausibility, and mathematical foundation. The research used a qualitative descriptive design, describing how students' CMR abilities and their own abilities in solving MSTs questions. The subjects of this study were second-semester students in the mathematics education program at a university in Subang in the 2024/2025 academic year. The subjects were given MSTs questions, grouped into high, medium, and low groups based on their scores. Then, two participants were selected from each group. The criteria for selecting research subjects were: fulfilling the CMR ability aspect; being able to solve several MSTs questions to assess novelty, plausibility, and mathematical foundation, including the stages of initiating reasoning, developing reasoning (incubation, illumination), verifying reasoning, and justifying reasoning; and being able to communicate well. The research subjects were divided into three groups based on the MSTs' question scores: high, medium, and low.  The results of the study illustrate that students' mathematical creative reasoning abilities in solving MSTs questions are not optimal, as reflected in the solutions they provide. Therefore, to optimize students' CMR abilities, assignments should combine question types and use interactive, practical, relevant, comfortable, and connected learning models. For example, project-based or technology-based learning models. Keywords: analytical geometry, creative reasoning, multiple solution tasks.
A Mixed-Methods Analysis of Critical Thinking Skills and Contributing Factors: The Case of Indonesian Pre-service Biology Teachers Astutik, Fuji; Ruswan, Ruswan; Mindiana, Agnes Tasya; Wijayanti, Erna
Jurnal Pendidikan MIPA Vol 26, No 4 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i4.pp2777-2798

Abstract

The purpose of this study was to measure the critical thinking skills of student teachers and the factors influencing them. The survey involved 477 participants from an Islamic university, including six lecturers. Data were collected in three stages. The level of critical thinking skills was measured using a test whose items were developed based on the Watson-Glaser Critical Thinking Appraisal (WGCTA) indicators. The study also reviewed lesson plans, student worksheets, and cognitive test questions. Interviews were conducted with four students from each year, the highest- and lowest-skilled, as well as with six lecturers. A one-way ANOVA was used to examine differences in critical thinking skills across university study lengths. Qualitative data were analyzed using content analysis methods. The study's findings indicated that four groups had critical thinking skills in the "moderate" category and showed no significant differences among themselves (p = 0.215 > 0.05). The ANOVA was performed separately for each indicator to identify any that differed significantly. The results indicate that the indicators of interpretation (0.02 < 0.05) and argument evaluation (0.041 < 0.05) differ significantly among groups. There was a significant difference in the interpretation indicator between freshmen and junior students. Meanwhile, there was a significant difference between freshmen (the highest average) and sophomores in terms of argument evaluation. Student learning experiences, including the use of learning models, assignments, student worksheets, and evaluation questions (learning assessments), were the main factors influencing critical thinking skills. As a potential step toward developing critical thinking skills, students are expected to read, review, and complete assignments independently. Study programs can evaluate curricula that emphasize critical thinking skills.   Keywords: contributed factor, critical thinking skills, pre-service biology teachers.

Page 4 of 4 | Total Record : 36

 1   2   3   4 

Filter by Year

2020 2026


Reset
Filter By Issues
All Issue Vol 27, No 1 (2026): Jurnal Pendidikan MIPA Vol 26, No 4 (2025): Jurnal Pendidikan MIPA Vol 26, No 3 (2025): Jurnal Pendidikan MIPA Vol 26, No 2 (2025): Jurnal Pendidikan MIPA Vol 26, No 1 (2025): Jurnal Pendidikan MIPA Vol 25, No 4 (2024): Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA Vol 25, No 2 (2024): Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA Vol 24, No 4 (2023): Jurnal Pendidikan MIPA Vol 24, No 3 (2023): Jurnal Pendidikan MIPA Vol 24, No 2 (2023): Jurnal Pendidikan MIPA Vol 24, No 1 (2023): Jurnal Pendidikan MIPA Vol 23, No 4 (2022): Jurnal Pendidikan MIPA Vol 23, No 3 (2022): Jurnal Pendidikan MIPA Vol 23, No 2 (2022): Jurnal Pendidikan MIPA Vol 23, No 1 (2022): Jurnal Pendidikan MIPA Vol 22, No 2 (2021): Jurnal Pendidikan MIPA Vol 22, No 1 (2021): Jurnal Pendidikan MIPA Vol 21, No 2 (2020): Jurnal Pendidikan MIPA Vol 21, No 1 (2020): Jurnal Pendidikan MIPA Vol 20, No 2 (2019): Jurnal Pendidikan MIPA Vol 20, No 1 (2019): Jurnal Pendidikan MIPA Vol 19, No 2 (2018): Jurnal Pendidikan MIPA Vol 19, No 1 (2018): Jurnal Pendidikan MIPA Vol 18, No 2 (2017): Jurnal Pendidikan MIPA More Issue