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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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Developing Students’ Critical Thinking Skills through Contextual Case-Based Learning: A Quasi-Experimental Study Sirajudin, Nuraini; Suratno, Joko; Sahjat, Sumarni
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.pp1057-1067

Abstract

Rarely was there a learning exercise that could reliably enhance critical thinking abilities in the classroom.  Consequently, a different approach was required to address the issue.  Contextual Case-Based Learning (CCBL) is an alternative learning activity that could be utilized as a tool to enhance the fundamental abilities required in this century.  It was proposed that 21st-century learning incorporate CCBL.   This study aimed to investigate the impact of the learning model in helping students develop their critical thinking skills.  This study employed a posttest-only design with non-equivalent groups, utilizing a quasi-experimental approach. The total sample class is 44 pre-service biology teachers. There were 22 students in the traditional class and 22 students in the Contextual Case-Based Learning (CCBL) session.  Students in the CCBL class had an average critical thinking score of 53.64, with a standard deviation of 19,160.  However, in the conventional classroom, pupils' critical thinking scores averaged 36.82 with a standard deviation of 18,358.  The standard deviation was 20,402, and the average for both groups was 45.23. Moreover, the learning approach factor has a p-value of less than 0.05, as determined by a two-way ANOVA.  It suggests that learning strategies have a significant impact on students' ability to think critically.  The p-value for the factor of students' prior critical thinking skill levels is less than 0.05.  This suggests that students' earlier critical thinking abilities have a statistically significant impact of 5% on their subsequent critical thinking abilities.  A p-value greater than 0.05 was found for the interaction between the model learning elements and the students' pre-existing critical thinking skills.  Therefore, it follows that the two elements taken together do not affect pupils' capacity for critical thinking. Students' critical thinking skills ranged from poor to moderate, and their responses to the test's questions were generally below average.      Keywords: contextual case-based learning; critical thinking skills.
Analysis of Student’s Initial Concept on Genetic Material in Pontianak City Lestari, Aini; Candramila, Wolly
Jurnal Pendidikan MIPA Vol 24, No 3 (2023): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract: This research aims to determine the initial concepts and knowledge source factors that have the greatest influence on student’s understanding on genetic material in Pontianak City. This is a descriptive research with a quantitative approach. Samples are 90 second-grade students at State High Schools in Pontianak City. The instruments used were a diagnostic test consisting of 25 multiple choice questions and a Response Certainty Index (CRI) as well as a genetic knowledge source questionnaire. The test results are analyzed by categorizing students' conceptual understanding based on correct or incorrect answers and low or high CRI scores which are then grouped into understanding the concept, not understanding the concept, guessing, and misconceptions. Student answers showed that only 29% understood the concept, 27% did not understand, 12% guessed, and 32% had misconceptions. School teachers are the highest source of knowledge at 79%, and the study group is the lowest at 22%. The percentage of students who understand the concept is lower than students who do not understand, guess and experience misconceptions, so teachers must handle class XII optimally, for example by planning the best learning models and media to overcome the low understanding of genetic concepts among students at school. Keywords: certainty of response index (CRI), genetics material, initial concept, student’s understanding. Abstrak: Penelitian ini bertujuan untuk mengetahui konsep awal dan faktor sumber pengetahuan yang mempunyai pengaruh paling besar terhadap pemahaman siswa pada materi genetika di Kota Pontianak. Penelitian ini merupakan penelitian deskriptif dan menggunakan pendekatan kuantitatif. Sampel adalah 90 orang siswa SMA Negeri kelas XI di Kota Pontianak. Instrumen yang digunakan adalah tes diagnostik yang terdiri dari 25 soal dan Indeks Kepastian Respon (CRI) serta angket sumber pengetahuan genetik. Hasil tes dianalisis dengan mengkategorikan pemahaman konsep siswa berdasarkan jawaban benar atau salah dan nilai CRI rendah atau tinggi yang kemudian dikelompokkan menjadi memahami konsep, tidak memahami konsep, tebakan, dan miskonsepsi. Jawaban siswa menunjukkan bahwa hanya 29% yang memahami konsep, 27% tidak memahami, 12% menebak, dan 32% mengalami miskonsepsi. Guru sekolah merupakan sumber pengetahuan tertinggi sebesar 79%, dan kelompok belajar terendah sebesar 22%. Persentase siswa yang memahami konsep lebih rendah dibandingkan siswa yang tidak memahami, menebak-nebak, dan mengalami miskonsepsi sehingga guru harus menangani kelas XII secara maksimal, misalnya dengan merencanakan model dan media pembelajaran terbaik untuk mengatasi rendahnya pemahaman konsep genetik siswa di sekolah.  Kata kunci: certainty of response index (CRI), materi genetika, konsep awal, pemahaman siswaDOI: http://dx.doi.org/10.23960/jpmipa/v24i3.pp627-639
Validity and Reliability of the Global Warming Instrument: A Pilot Study Using Rasch Model Analysis Amiruddin, Mohd Zaidi Bin; Samsudin, Achmad; Suhandi, Andi; Kaniawati, Ida; Costu, Bayram; Aminuddin, Adam Hadiana; Kuniawan, Fatah
Jurnal Pendidikan MIPA Vol 24, No 4 (2023): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract: This research aims to determine the profile of students regarding literacy skills for global warming material. This research uses a quantitative descriptive method to reveal the results of the research obtained based on students' responses to the 10 questions developed. This research was conducted at a school in Surabaya with a total of 15 respondents consisting of 4 men and 11 women. The results obtained were then analyzed using the Rasch Model with Winstep software to make it easier to map the level of instrument validity and the level of students' literacy skills. The results of this research reveal that the relationship between the instrument developed and students has very poor validity and reliability values with a value obtained of 0.22. However, the results of further analysis can map item difficulty levels and students' ability levels based on the Wright Map where students who have very high literacy skills are coded 01LK and 08PK while the most difficult item is Q2. Apart from that, students who have very poor literacy skills are good at coding 07LK while the easiest item is with code Q1. In this way, there is a need to improve problem instruments and further research to continue to develop the potential of scientific literature, not only on global warming material. Keywords: instruments, literacy scientific, measurements, rasch model. Abstrak: Penelitian ini bertujuan untuk mengetahui profil siswa mengenai kemampuan literasi untuk materi pemanasan global. Penelitian ini menggunakan metode deskriptif kuantitatif untuk mengungkap hasil penelitian yang diperoleh berdasarkan respon siswa terhadap 10 pertanyaan yang dikembangkan. Penelitian ini dilakukan di salah satu sekolah di Surabaya dengan jumlah responden sebanyak 15 orang yang terdiri dari 4 laki-laki dan 11 perempuan. Hasil yang diperoleh kemudian dianalisis menggunakan Rasch Model dengan software Winstep untuk memudahkan dalam memetakan tingkat validitas instrumen dan tingkat kemampuan literasi siswa. Hasil dari penelitian ini mengungkapkan bahwa hubungan antara instrumen yang dikembangkan dengan siswa memiliki nilai validitas dan reliabilitas yang sangat buruk dengan nilai yang diperoleh sebesar 0,22. Namun, hasil analisis lebih lanjut dapat memetakan tingkat kesulitan butir soal dan tingkat kemampuan siswa berdasarkan Wright Map dimana siswa yang memiliki kemampuan literasi sangat tinggi diberi kode 01LK dan 08PK sedangkan butir soal yang paling sulit adalah Q2. Selain itu, siswa yang memiliki kemampuan literasi yang sangat kurang baik diberi kode 07LK sedangkan butir soal yang paling mudah diberi kode Q1. Dengan demikian, perlu adanya perbaikan instrumen soal dan penelitian lebih lanjut untuk terus mengembangkan potensi literatur ilmiah, tidak hanya pada materi pemanasan global.  Kata kunci: instrumen, literasi sains, pengukuran, model rasch. DOI: http://dx.doi.org/10.23960/jpmipa/v24i4.pp912-922
The Influence of Riko the Series on the Learning Outcomes of the Water Cycle for Elementary School Students Angga, Wahyu Septi; Aeni, Ani Nur; Karlina, Dety Amelia
Jurnal Pendidikan MIPA Vol 24, No 4 (2023): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract: This research aims to determine the impact of the Riko the Series on the learning outcomes of elementary school students in the water cycle material. The learning outcomes referred to in this study pertain to the achievement at the level of conceptual understanding in the cognitive domain. This is a quantitative study with quasi-experimental research as its method. The research utilizes a Nonequivalent Control Group design, involving pretest and posttest assessments in each group, with the population being all fourth-grade students of elementary school of Negeri Sukaraja 1. The sampling technique used is purposive sampling The sample consists of 31 students from Class IV A and 31 students from Class IV B, both from elementary school of Sukaraja 1. The preliminary findings indicate a significant impact on the learning outcomes of elementary school students in the water cycle material, whether or not the Riko the Series is used. Subsequent research findings reveal that the learning approach involving the Riko the Series leads to better learning outcomes, as evidenced by higher average scores. However, when comparing the learning outcomes between the experimental and control groups, no significant impact is found. To measure the influence in more detail, an effect size calculation is performed. The result of the effect size calculation, based on Cohen's D criteria, considering the entire population of fourth-grade students at elementary school of Negeri Sukaraja 1 Sumedang, suggests that the Riko the Series has a low impact on the learning outcomes of elementary school sukaraja 1 Sumedang with an effect size of 0.254. Keywords: riko the series, elementary school, water cycle Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh Riko the Series terhadap hasil belajar siswa sekolah dasar pada materi siklus air. Hasil belajar yang dimaksud dalam penelitian ini adalah pencapaian pada tingkat pemahaman konsep dalam ranah kognitif. Penelitian ini merupakan penelitian jenis kuantitatif dengan kuasi eksperimen sebagai metode penelitiannya. Dalam penelitian ini, digunakan desain Nonequivalent Control Group, yang melibatkan pengujian pretest sebelum perlakuan dan pengujian posttest setelah perlakuan di setiap kelompok, populasi dalam penelitian ini adalah seluruh siswa kelas IV SD Negeri Sukaraja 1 teknik pengambilan sampel menggunakan purposive sampling dengan sampel 31 siswa kelas IV A SD Negeri Sukaraja 1 dan 31 siswa kelas IV B SD Negeri Sukaraja 1. Hasil penelitian awal menunjukkan adanya pengaruh yang signifikan terhadap hasil belajar siswa sekolah dasar pada materi siklus air, baik saat Riko the Series digunakan maupun tidak. kemudian hasil penelitian lanjutan menemukan bahwa pendekatan pembelajaran yang melibatkan Riko the Series menghasilkan hasil belajar yang lebih baik, seperti terlihat dari nilai rata-rata yang lebih tinggi. Namun, saat perbandingan hasil belajar antara kelas eksperimen dan kelas kontrol dilakukan, tidak ditemukan dampak yang signifikan antara keduanya. Untuk mengukur pengaruh secara lebih terperinci, dilakukan perhitungan effect size. Dari hasil perhitungan effect size ditemukan bahwa berdasarkan kriteria effect size Cohen’s D dengan ketentuan bahwa populasi dalam penelitian ini adalah seluruh siswa kelas IV SD Negeri Sukaraja 1 Sumedang. Maka dapat disimpulkan bahwa riko the series berpengaruh rendah terhadap hasil belajar siswa sekolah dasar Negeri Sukaraja 1 Sumedang pada materi siklus air dengan pengaruh sebesar 0,254.  Kata kunci: riko the series, sekolah dasar, siklus air DOI: http://dx.doi.org/10.23960/jpmipa/v24i4.pp784-800
The Implementation of JiRQA Model to Improve Biology Learning Outcomes at Indonesia Junior High School Bustami, Yakobus; Wahyuni, Florentina Rahayu Esti
Jurnal Pendidikan MIPA Vol 24, No 3 (2023): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract: Biology is a material that requires an understanding of students' learning outcomes. This research aims to determine the effect of the JiRQA learning model on the learning outcomes of class VIII students at Yoseph Khatulistiwa Middle School and Nusantara Indah Sintang Middle School. This research was a quantitative approach with a weak experiment design method. The population was all class VIII students at Yoseph Khatulistiwa Middle School and Nusantara Indah Sintang Middle School, consisting was 29 students, 16 students at Yoseph Khatulistiwa Middle School and 13 students at Nusantara Indah Sintang Middle School. The instrument to measure students' learning outcomes is in the form was 20 multiple choice questions. The data obtained was analyzed using descriptive statistical analysis and inferential analysis in the form of a paired sample t test. The results of descriptive statistical analysis showed an increase in the average pretest and posttest scores was 38.62%. The results of inferential statistical analysis show that the significance value for learning outcomes was 0.000 and is greater than alpha 0.05, so it can be concluded that there is a significant influence of the implementation of the JiRQA learning model on students' learning outcomes in Biology material. Keywords: JIRQA learning model, learning outcomes, biology learning. Abstrak: Biologi merupakan materi yang memerlukan pemahaman terhadap prestasi belajar siswa. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran JiRQA terhadap prestasi belajar siswa kelas VIII di SMP Yoseph Khatulistiwa dan SMP Nusantara Indah Sintang. Penelitian ini merupakan penelitian kuantitatif dengan metode weak eksperimen. Populasi adalah seluruh siswa kelas VIII SMP Yoseph Khatulistiwa dan SMP Nusantara Indah Sintang yang terdiri dari 29 siswa, 16 siswa SMP Yoseph Khatulistiwa dan 13 siswa di SMP Nusantara Indah Sintang. Instrumen untuk mengukur prestasi belajar siswa berupa 20 soal pilihan ganda. Data yang diperoleh dianalisis menggunakan analisis statistik deskriptif dan analisis inferensial berupa Paired sample t test.. Hasil analisis statistik deskriptif menunjukkan adanya peningkatan rata-rata skor pretest dan posttest sebesar 38,62%. Hasil analisis statistik inferensial menunjukkan nilai signifikansi prestasi sebesar 0,000 lebih besar dari alpha 0,05 sehingga dapat disimpulkan bahwa terdapat pengaruh yang signifikan penerapan model pembelajaran JiRQA terhadap prestasi belajar siswa pada materi Biologi.  Kata kunci: model pembelajaran JIRQA, prestasi belajar, pembelajaran biologi. DOI: http://dx.doi.org/10.23960/jpmipa/v24i3.pp690-698
Analysis of Junior High School Students' Scientific Argumentation Skills in Argument-Driven Inquiry (ADI) Learning Based on Gender Zakaria, Zaky; Singgih, Suwito; Dewantari, Nuryunita; Suryandari, Suryandari
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.pp987-1006

Abstract

Scientific activities, such as communication, are essential skills in the 21st century. Scientific argumentation is a fundamental component of communication and serves as a foundation for students to engage in a series of scientific processes, leading to valid conclusions based on empirical data. This study aims to examine whether there are differences in the scientific argumentation abilities of male and female students following the implementation of Argument-Driven Inquiry (ADI) learning, as well as to analyze their respective argumentation patterns. This study employs an experimental research design with a pretest-posttest experimental group approach. The sample was selected using a purposive sampling technique. Data collection involved pretest and posttest scores. The analysis of research results was tested using Inter-Rater Reliability (IRR), score conversion, normality test, Mann-Whitney test, and N-Gain test. The study population consisted of eighth-grade students at SMP IT Ihsanul Fikri Mungkid, from which two classes were selected through purposive sampling: VIII D (experimental class 1 - male students) and VIII H (experimental class 2 - female students). The findings indicate that the ADI model effectively enhances students’ scientific argumentation skills in both experimental groups. The N-Gain analysis revealed that in the argument completeness aspect, experimental class 1 (male students) achieved an N-Gain of 0.70 (moderate category), whereas experimental class 2 (female students) scored 0.93 (high category). In the scientific validity aspect, experimental class 1 obtained an N-Gain of 0.63 (moderate category), while experimental class 2 scored 0.84 (high category). Regarding overall scientific argumentation, experimental class 1 achieved an N-Gain of 0.67 (moderate category), whereas experimental class 2 reached 0.82 (high category). Further analysis of the argument completeness aspect identified a statistically significant difference between male and female students (p < 0.05); However, in the scientific validity aspect, no significant difference was observed between male and female students (p > 0.05); In the overall scientific argumentation aspect, a significant difference was found between male and female students (p < 0.05).     Keywords: gender, scientific argumentation, argument driven inquiry (ADI).
A Systematic Review on Interdisciplinary STEM: Integration of Humanities, Arts, and Social Scientific Issues in Science Learning Budiman, Budiman; Suwarma, Irma Rahma; Aba, Akbar; Irawan, Hendri
Jurnal Pendidikan MIPA Vol 24, No 3 (2023): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract: The aim is to understand the application and impact of STEM Humanities in science education as an implementation reference. This review systematically explores papers published between 2018-2022 through keyword searches and a snowballing approach on the Scopus database; 16 journal papers were included. The analysis shows that Implementation of Interdisciplinary STEM (STEM Humanities), Interdisciplinary Potential of STEM (Students’ perceptions of the relationship between science and non-science), Impact of Interdisciplinary STEM (STEM Humanities). The collective findings of 16 papers show that STEM interdisciplinarity opportunities to combine learning between science and non-science. Allows students to understand problems that exist in the real world. By grasping real-world issues, students can enhance their problem-solving skills, aligning with the demands of the 21st century. Moreover, interdisciplinary STEM ensures that students with disabilities and people of colour feel comfortable in their learning environment, preventing discrimination against students from diverse backgrounds. Keywords: interdisciplinary stem; stem humanities; problem-solving Abstrak: Artikel ini mengeksplorasi temuan terkait interdisipliner STEM dengan fokus integrasi Humaniora, Seni, dan Sosial Sains (STEM Humanistik). Tujuannya adalah untuk memahami penerapan dan dampak Humanistik STEAM dalam pendidikan sains sebagai referensi implementasi. Tinjauan ini secara sistematis mengeksplorasi makalah yang diterbitkan antara tahun 2018 dan 2022 melalui pencarian kata kunci dan pendekatan snowballing pada database Scopus; 16 makalah jurnal dimasukkan dalam ulasan ini. Analisis menunjukkan bahwa Implementasi Interdisipliner STEM (STEM Humanistik) Potensi Interdisipliner STEM (Persepsi siswa pada hubungan antara sains dan non sains) Dampak Interdisipliner STEM (STEM Humanistik). Temuan kolektif dari 16 makalah menunjukkan bahwa interdisipliner STEM membuka peluang untuk menggabungkan pembelajaran antara sains dengan non sains. Hal tersebut, dapat membuat peserta didik memahami masalah yang ada di dunia nyata. Dengan memahami masalah dunia nyata, peserta didik dapat meningkatkan keterampilan pemecahan masalah yang sesuai dengan keterampilan tuntutan abad 21. Selain itu, interdisipliner STEM memberikan kenyamanan peserta didik disabilitas dan kulit berwarna dalam belajar sehingga tidak terdapat deskriminasi pada siswa dengan latar belakang yang berbeda.  Kata kunci: kemampuan berpikir kreatif matematis, means-ends analysis, pendekatan realistik, kemandirian belajar siswaDOI: http://dx.doi.org/10.23960/jpmipa/v24i3.pp571-583
Student Worksheet Model Learning Cycle 7E to Practice 4C Skills Learners Mumtaza, Nazifa; Agustinaningsih, Wiwik
Jurnal Pendidikan MIPA Vol 24, No 4 (2023): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract: Students' 4C skills cannot be trained properly because there are no 7E learning cycle model worksheets available on temperature and heat. So students still have difficulty understanding abstract concepts in the material. The aim of this research is to determine students' 4C skills after using the 7E learning cycle model worksheet. The development method used is Research and Development (R&D) with a 4D model (define, design, develop and disseminate). The participants in this research consisted of 2 physics education lecturers and 1 psychology lecturer as validators, as well as 30 class XI MIPA students at MAN 3 Amuntai. The instruments of this research are validity questionnaires, pretest-posttest questions, communication and collaboration self-assessment sheets, and creative thinking observation sheets. 4C skills after using the 7E learning cycle model worksheet, namely critical skills obtained N-gain, namely 0.54% in the "medium" category, creative thinking skills were 60.78% at the first meeting and 62.01% at the second meeting, with the category " quite creative”, communication skills got 78.8% in the “good” category and collaboration skills got 78.2% in the “good” category. Keywords: 4C skills, learning cycle 7e, worksheet Abstrak: Keterampilan 4C peserta didik belum dapat terlatih dengan baik dikarenakan belum tersedianya lembar kerja model learning cycle 7E pada materi suhu dan kalor. Sehingga pserta didik masih kesulitan memahami konsep abstrak pada materi tersebut. Adapun tujuan penelitian ini untuk mengetahui keterampilan 4C peserta didik setelah menggunakan lembar kerja model learning cycle 7E. Metode pengembangan yang digunakan adalah Reseacrh and Development (R&D) dengan model 4D (define, design, develop dan disseminate). Partisipan penelitian ini terdiri dari 2 dosen pendidikan fisika dan 1 dosen prikologi sebagai validator, serta 30 peserta didik kelas XI MIPA di MAN 3 Amuntai. Instrumen penelitian ini yakni angket validitas, soal pretest-posttest, lembar penilaian diri komunikasi dan kolaborasi, serta lembar observas berpikir kreatif. keterampilan 4C setelah menggunakan lembar kerja model learning cycle 7E yakni keterampilan kritis memperoleh N-gain yaitu 0,54% kategori “sedang”, keterampilan berpikir kreatif sebesar 60,78% pada pertemuan pertama dan 62,01% pada pertemuan kedua, dengan kategori “cukup kreatif”, keterampilan komunikasi memperoleh 78,8% kategori “baik” dan keterampilan kolaborasi sebesar 78,2% kategori “baik”  Kata kunci: keterampilan 4c, learning cycle 7e, lembar kerja DOI: http://dx.doi.org/10.23960/jpmipa/v24i4.pp846-858
ICT-Based Statistical Learning Design to Train Middle School Students Higher Order Thinking Skills Wahana, Nadhilah Putri; Abadi, Abadi
Jurnal Pendidikan MIPA Vol 24, No 4 (2023): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract: This research aims to develop a statistical learning design for ICT-based data presentation material to train HOTS skills for junior high school students using the Successive Approximation Model (SAM) development method. The research was conducted at a junior high school in the city of Surabaya with 33 class VIII students as research subjects. The assessment of the feasibility of the learning design was validated by 2 lecturers and 1 mathematics teacher. The validation results for the HOTS questions obtained an assessment result of 80.4% (feasible), the material received 80.9% (feasible), and the media 83.7% (very feasible) so that the design instrument could be declared suitable for use. The learning design used in the learning process got a result of 97.7% (very practical) in observing the implementation of learning and a result of 95.8% (very practical) in observing student activities. Based on these results, the learning design was practical to use. The learning process obtained student responses to learning tools showing 94% of students agreed that learning tools helped in the learning process, and student responses to ongoing learning activities showed 89.8% of students agreed that learning activities helped in understanding the material. The students' posttest results of 84.84% met the minimum standard score, because the results of student responses were positive and above 80% of students met the minimum standard score, learning was effective to use. Based on these results, it can be concluded that the learning design is valid, practical and effective to use. Keywords: high order thinking skill, information and communication technology, learning design. Abstrak: Penelitian ini bertujuan untuk mengembangkan desain pembelajaran statistika materi penyajian data berbasis ICT untuk melatih keterampilan HOTS siswa SMP dengan metode pengembangan Successive Approximation Model (SAM). Penelitian dilakukan di SMP yang ada di Kota Surabaya dengan subjek penelitian siswa kelas VIII sebanyak 33 siswa. Penilaian kelayakan desain pembelajaran divalidasi oleh 2 dosen dan 1 guru matematika. Hasil validasi soal HOTS mendapatkan hasil penilaian 80,4% (layak), materi mendapatkan 80,9% (layak), dan media 83,7% (sangat layak) sehingga instrument desain dapat dinyatakan layak untuk digunakan. Desain pembelajaran digunakan dalam proses belajar mendapatkan hasil 97,7% (sangat praktis) pada pengamatan keterlaksanaan pembelajaran dan hasil 95,8% (sangat praktis) pada pengamatan aktivitas siswa, berdasarkan hasil tersebut desain pembelajaran praktis untuk digunakan. Proses pembelajaran mendapatkan respon siswa terhadap perangkat pembelajaran menunjukkan 94% siswa setuju bahwa perangkat pembelajaran membantu dalam proses pembelajaran, serta respon siswa terhadap kegiatan pembelajaran yang berlangsung menunjukkan 89,8% siswa setuju bahwa kegiatan pembelajaran membantu dalam memahamkan materi. Hasil posttest siswa 84,84% memenuhi standart nilai minimum, karena hasil respon siswa prositif dan diatas 80% siswa memenuhi standart nilai minimum maka pembelajaran efektif untuk digunakan. Berdasarkan hasil tersebut dapat disimpulkan bahwa desain pembelajaran valid, praktis, dan efektif untuk digunakan.  Kata kunci: keterampilan berpikir tingkat tinggi, teknologi informasi dan komunikasi, desain pembelajaran. DOI: http://dx.doi.org/10.23960/jpmipa/v24i4.pp742-752
Exploring the Impact of Adversity Quotient on Students' Mathematics Achievement in Junior High School Mustafa, Sriyanti; Sulvianti, Sulvianti; Rasmi, Rasmi; Yunus, A. Andriani
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.pp1068-1085

Abstract

Adversity Quotient (AQ) is an individual’s ability to face and overcome obstacles and has been found to be an important non-cognitive factor in student learning outcomes, especially in mathematics, a subject often perceived as difficult and stressful. This study aimed to examine the effect of AQ on grade VIII students’ mathematics learning achievement at SMP Negeri 2 Parepare. A quantitative approach was used with 36 students selected through cluster random sampling. Data was collected using a validated AQ questionnaire based on Stoltz’s CO2RE model, consisting of Control, Origin and Ownership, Reach, and Endurance, as well as students’ mathematics learning achievement scores. Descriptive analysis showed that students generally had moderate AQ, with the highest dimension score in endurance, which means optimism and persistence, while the control dimension was the weakest. This means that although students are motivated to face challenges, they still struggle to manage their responses to learning pressure. The study applied Spearman’s rho correlation analysis. This finding implies that non-cognitive skills such as AQ in mathematics education will improve their academic outcomes. A high AQ in students will tend to be able to overcome difficulties and problems well it has a good impact on their learning achievement. This study has limitations. Small sample size (N=36) limits generalizability beyond a specific school context. This study only focused on AQ as an internal factor without considering external factors such as socioeconomic status, parental support, or classroom atmosphere. Future research will expand the sample and include additional variables to understand the multifactorial nature of academic success.      Keywords: adversity quotient; achievement; learning; mathematics.

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