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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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Problem-Based Learning in the Context of Mathematical Critical Thinking: A Bibliometric Trend Analysis Shylvia, Putri Cinndy; Yulia, Cica; Sudiapermana, Elih; Sujana, Atep
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.pp1219-1233

Abstract

This study explores the integration of Problem-Based Learning (PBL) in mathematics education by mapping research trends on mathematical critical thinking through a bibliometric analysis of 791 Scopus-indexed publications from 2021 to April 2025. Employing a five-stage bibliometric protocol and VOSviewer software, the analysis visualizes keyword co-occurrence, research clusters, and networks among authors, institutions, and countries. The findings reveal a consistent increase in research interest, with a publication peak in 2024, reflecting the growing recognition of PBL as an effective approach to cultivating higher-order thinking skills. Indonesia emerged as the most productive country, with significant contributions from scholars such as Zubaidah S. and institutions like Universitas Negeri Malang and Universitas Negeri Surabaya. Dominant keywords include “problem-based learning” and “critical thinking”, which are strongly associated with other active learning strategies such as project-based learning, flipped classrooms, and collaborative learning. Importantly, the most influential articles predominantly originate from medical and nursing education, underscoring the interdisciplinary potential of PBL. This finding offers valuable insight for mathematics education researchers to adapt evidence-based approaches from other disciplines to strengthen theoretical and practical frameworks in their field. The study underscores the relevance of PBL in addressing 21st-century educational challenges and identifies potential research gaps in areas such as early mathematics education and qualitative approaches. The study not only highlights global engagement with PBL as a 21st-century learning model but also provides a roadmap for future investigations into unexplored areas such as early-grade mathematics education, qualitative methods, and digital PBL supported by artificial intelligence. By bridging pedagogical insights across disciplines, this research encourages more integrative, innovative, and impactful practices in advancing critical thinking through mathematics.  Keywords: problem-based learning, critical thinking, bibliometric analysis, mathematics education, VOSviewer. 
Achieving Future Competencies: Integrating Project-Based Learning and Simulation to Develop 21st Century Skills Yusri, Radhya; Cesaria, Anna; Yusof, Anuar Mohd.; Delyana, Hafizah; Rahmi, Rahmi; Haryono, Yulia
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.pp1129-1148

Abstract

This study aims to develop students' skills through the integration of project-based learning and simulation. This study used mixed methods by involving 30 students of the Mathematics Education Study Program at Universitas PGRI Sumatera Barat as research subjects. Data collection was conducted through observations of five meetings and semi-structured interviews with nine students of various academic ability level, including high, medium, and low. The research instrument for quantitative data was an observation sheet, while for qualitative data, a semi-structured interview sheet was used. The data obtained were analyzed using descriptive statistical analysis techniques for quantitative data and thematic analysis for qualitative data. The results of the study showed that the students' skills were not evenly distributed. Group collaboration in learning proved to be successful in increasing cooperation skills up to the high category, which indicates the effectiveness of learning in creating active interactions between students. However, other skills, such as creativity, communication, critical thinking, and innovation, are still in the medium category, which indicates that they still need further improvement and development. This study concludes that the integration of project-based learning and simulation has a positive effect on the abilities of students with uneven abilities. The integration of these learning approaches works synergistically by effectively linking theory and practice. Through project-based learning, students are encouraged to take an active role in designing, managing, and completing projects that directly contribute to their skill development. On the other hand, simulation functions as a complement that strengthens the effectiveness of project-based learning by presenting a real representation of the project by visualizing abstract concepts and allowing students to test the solutions they develop based on the project results.     Keywords: ability, competency, project-based learning, simulation, skills.
Development of Students’ worksheets Oriented Socio-Scientific Issues on Salt Hydrolysis Topic to Enhance Problem-Solving Skills and Learning Motivation of High School Students Azizah, Fidasari Nur; Atun, Sri
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.pp1234-1252

Abstract

This study aims to (1) describe the characteristics of students’ worksheets oriented towards Socio-Scientific Issues (SSI), (2) test their feasibility, (3) analyze the differences in problem-solving skills and learning motivation among students who use SSI-oriented students’ worksheets and those who do not, and (4) determine the effectiveness of SSI-oriented students’ worksheets to enhance problem-solving skills and learning motivation. The research method used Thiagarajan's 4D model (Define, Design, Develop, Disseminate) with a quasi-experimental pretest-posttest control group design and a sample size of N=112. Data was analyzed using MANOVA and Partial Eta Square. The results showed that the SSI-oriented students’ worksheets : (1) consists of four structured activities (stimulation, problem identification, data collection, data processing, proof, and conclusion) designed to enhance problem-solving skills and learning motivation, (2) was highly feasible based on expert validation of quality by teachers and readability testing by students, (3) MANOVA analysis (Hotelling’s Trace) revealed significant differences (p < 0.05) in problem-solving skills and learning motivation between the experimental class (using SSI-oriented students’ worksheets) and the control class, both simultaneously and partially. (4) SSI-oriented students’ worksheets contributed effectively by 12.5% to the simultaneous improvement of problem-solving skills and learning motivation, with a moderate effect category, which indicates a significant influence. Partially, the contribution to problem-solving skills reached 9.1% and learning motivation 4.8%. Although the contribution to learning motivation is relatively lower, the overall use of this student’s worksheet still has a significant positive impact on the chemistry learning process. The study statistically proves that these SSI-oriented students’ worksheets are a practical and significant intervention to improve students' problem-solving skills and learning motivation in chemistry lessons, providing a bridge between theoretical concepts and real-world issues. However, its effective contribution is classified as moderate.      Keywords: learning motivation, problem-solving skills, salt hydrolysis, socio-scientific issues, students’ worksheets.
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.
Measuring Creative Thinking Skills Using the Feasibility of Mathematics Problems with an Open-Ended Approach in Two-Dimensional Plane Geometry Topic Setyaedhi, Hari Sugiharto; Arianto, Fajar; Mubarok, Husni
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.pp1173-1195

Abstract

The study aims to develop and validate open-ended mathematics questions, where measuring students' abilities at the field test stage is part of the final validation process to show that the instrument is functional. The development model with Tessmer's formative evaluation approach includes self-evaluation, expert review, one-to-one, small group, and field tests. The participants included one lecturer, two mathematics teachers, and students from grade IX. Individual trials involved three students, small group trials 12 students, and field trials 40 students. The data obtained came from quantitative and qualitative data. The instruments used included observation sheets, interviews, questionnaires, and tests. Analysis for quantitative data was carried out using the SPSS application. The findings of the study indicate that (1) this study produces a mathematics question product with an open-ended approach of 5 descriptive questions. Content validity (90.33%), construct validity (94.25%), and language validity (92.25%). High validity is caused by the formulation of questions that explicitly ask students to provide various ways, which directly target indicators of fluency and flexibility in creative thinking. In addition, the validity of each question item in the small group, namely r count > r table (0.576), with a reliability value of 0.931. (2) Open-ended math questions that are valid and reliable, so that they are used to measure students' creative skills in problem solving. Based on the results of the field test (20% of students are very creative, 30% creative, 10% quite creative, 5% not creative, and 5% very not creative), this proves that the instrument developed is able to differentiate the level of student ability. This study concludes that the development of math questions with an open-ended approach is feasible to be applied to measure creative thinking skills in solving math problems related to the two-dimensional plane geometry topic.      Keywords: creative skills, feasibility of mathematical problems, open-ended approach, two-dimensional plane geometry topic.
The Challenges of Junior High School Students in Solving Fraction Problems Based on Newman's Error Analysis Doni, Petrus Kanisius Nama; Prabawanto, Sufyani
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.pp1274-1288

Abstract

This study aims to analyze the type of errors made by eighth-grade students in solving fraction problems at a public junior high school in Lembata Regency, East Nusa Tenggara. The analysis was conducted using the Newman Error Analysis (NEA). The research employed a qualitative descriptive method with nine eighth-grade students as the subjects. The instruments used included a written test consisting of 17 questions and interview guidelines based on the five stages of error identified in NEA: reading, comprehension, transformation, process skills, and encoding. The analysis revealed no errors in the reading stage, indicating that students were generally able to read and extract relevant information from the problems correctly. However, significant errors began to appear in the subsequent stages. In the comprehension stage, 16.84% of students failed to interpret the question correctly or misunderstood essential information, potentially leading to incorrect solution steps. Transformation errors occurred in 26.94% of cases, where students struggled to convert verbal information into a mathematical representation. In the process skills stage, 27.27% of students made mistakes in performing basic mathematical operations, such as fraction calculations. The highest error rate was observed in the encoding stage, where 28.96% students were unable to correctly write the final answer, even after processing the question appropriately. These findings indicate that students face difficulties not only in conceptual understanding but also in procedural fluency and mathematical expression.   Keywords: difficulty, fraction, newman error analysis, process skills, encoding. 
Exploring Research on Computational Thinking in Mathematics: Trends, Challenges, and Impact on Modern Learning Aulia, Mirza; Fatimah, Siti; Dahlan, Jarnawi Afgani; A, Abdul Wahab
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.pp1196-1218

Abstract

Computational Thinking (CT) has been recognized as one of the essential skills of the 21st century and is increasingly being integrated into educational curricula in various countries. This study aims to analyze trends, challenges, and the impact of CT in mathematics education through a Systematic Literature Review (SLR) approach of 41 selected articles from the Scopus database covering the period from 2019 to 2024. The analysis results show a significant increase in the number of publications related to CT in mathematics education, with the highest peak occurring in 2023. Scratch technology was identified as one of the most commonly used tools to support CT learning, although there was considerable variation in the types of technology used in the reviewed literature. The most frequently studied mathematics topics were geometry and number patterns, while topics such as trigonometry and measurement were still rarely explored. The findings also indicate that CT has a positive impact on the mathematics learning process, which can be grouped into three main areas: (1) CT's contribution to students' understanding and learning outcomes, (2) the role of digital technology in supporting the implementation of CT, and (3) the relationship between CT and the development of higher-order mathematical thinking skills. However, six categories of challenges in implementing CT in the classroom were also identified, including: (1) barriers to using technology for CT learning, (2) lack of training and guidance for teachers, and (3) limitations in infrastructure and supporting facilities. To address these challenges and optimize the potential of CT in transforming mathematics learning, close collaboration between researchers, educators, and policymakers is required.      Keywords: computational thinking, systematic literature review, mathematics learning.
Development of STEM-PjBL-Based Teaching Materials to Enhance Students' Science Literacy on Acid-Base Topic Amdayani, Susilawati; Dibyantini, Ratu Evina; Syafriani, Dewi; Dalimunthe, Makharany
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.pp1289-1307

Abstract

An essential skill for learning chemistry is science literacy, which includes attitudes toward science, the scientific method, application in practical settings, and conceptual comprehension. However, the previous research revealed that students’ science literacy among Indonesian undergraduate students is still low, especially when it comes to abstract and complicated concepts like acids and bases. The study aims to develop STEM-PjBl-based teaching materials on acid acid-base topic and evaluate their effectiveness in enhancing students' science literacy. The study employs the 4D development model. The product effectiveness test was conducted at the development stage using a quasi-experimental design in the form of a one-group pretest-posttest design. The research subjects were 90 chemistry education undergraduate students who took basic chemistry courses in the 2024/2025 academic year, consisting of 3 classes. Data was gathered by a science literacy test, validation sheets, and practicality surveys for lecturers. The validity of questionnaire responses was obtained by three experts' judgment using the kappa coefficient, the practicality questionnaire was also assessed using the kappa coefficient, while the validity of data on science literacy improvement was obtained through pre-test and post-test results. The results showed that the average kappa coefficient of expert validation of STEM-PjBL-based teaching materials is 0.88 (high validity). The practicality questionnaire produced an average kappa coefficient of 0.89 (high practicality). The effectiveness test obtained an average n-gain value of 0.65 (moderate), as evidenced by student involvement in designing projects to create soft drinks from natural ingredients through the PjBL model. The designing and evaluating scientific investigations indicator (n-gain 0.67) shows the most significant improvement because students were required to systematically design experimental procedures, including problem identification, variable determination, hypothesis formulation, planning tools, materials, and work steps following scientific principles.    Keywords: teaching materials, STEM-PjBL, science literacy, acid-base.
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.

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