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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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The Effect of Science e-Module to Enhance Students’ Critical Thinking Skills on the Object Classification Topic Fahmi, Fahmi; Irhasyuarna, Yudha; Suryajaya, Suryajaya; Fajeriadi, Hery
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.pp1624-1641

Abstract

This study aims to develop innovative science teaching materials based on higher-order thinking skills (HOTS) to enhance students’ critical thinking skills on the topic of object classification. The research adopted the ADDIE development model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The study involved 60 seventh-grade junior high school students as research subjects. Data were collected using expert validation sheets, student response questionnaires, and pretest-posttest instruments to assess students’ critical thinking skills. The results of expert validation indicated that the developed teaching materials were categorized as “highly valid,” with an average score of 92.5%, reflecting the quality in terms of content, presentation, language, and design. During implementation, students showed an increase in critical thinking performance. The average pretest score was 58.3, which improved to 78.7 in the posttest. A paired sample t-test analysis revealed a statistically significant difference between pretest and posttest scores (t = 8.624; p < 0.001), indicating the effectiveness of the developed material in improving critical thinking skills. Furthermore, student responses to the teaching materials were very positive, with an average score of 88.4%, suggesting that the materials were well-received and engaging. This study provides empirical support for integrating innovative HOTS-oriented learning materials into science instruction, particularly for foundational topics such as object classification. The findings contribute to the field of science education research and offer practical implications for the development of curriculum materials that foster critical thinking in junior high school students. These results can be used as a reference for educators and curriculum developers in designing effective, student-centered science learning tools.    Keywords: ADDIE model, critical thinking, instructional design, object classification, science teaching materials.
The Role of Guided Inquiry to Improve Critical Thinking Skills in Physics Education: A Systematic Review of Indonesian Studies Yaumie, Savana Nisva; Jatmiko, Budi; Satriawan, Muhammad; Supardi, Zainul Arifin Imam; Arivi, Maharani Agustina
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.pp1893-1908

Abstract

This study aims to systematically analyze the role of the Guided Inquiry model in improving students' critical thinking skills in physics education in Indonesia, while also identifying current research trends, implementation strategies, and gaps in the literature. The study employed a systematic literature review (SLR) using the PRISMA framework, complemented by a bibliometric analysis, to substantiate the results. Articles were retrieved from the SINTA, DOAJ, and Google Scholar databases with a publication period from 2018 to early 2025 using the Boolean string (“inkuiri terbimbing” OR “guided inquiry”) AND (“berpikir kritis” OR “critical thinking” OR “higher-order thinking skills”). Of the 117 articles identified, 27 met the inclusion criteria and were further analyzed. The analysis was descriptive, based on the year of publication, research design, educational level, instruments, and data analysis methods, as well as bibliometric mapping using VOSviewer to identify research clusters and emerging gaps. The results of the study show that the guided inquiry model is most commonly used at the upper secondary level, often employing quasi-experimental research designs, particularly pre-test-post-test control groups, and data analysis methods such as t-tests and N-gain. The dominant instrument is the essay test, although it has the disadvantage of subjectivity in assessment. The bibliometric visualization reveals that keywords such as critical thinking, guided inquiry model, and data analysis are the focus of research, while the aspect of practical applicability remains relatively underinvestigated. Another interesting finding is that the assessment indicators show the highest increase, as guided inquiry encourages students to compare the experiment results with the theoretical framework. In contrast, the self-regulation indicators show the lowest increase, which is attributed to a lack of reflective exercises and the limitations of the assessment tools. Overall, guided inquiry has proven effective in promoting various dimensions of critical thinking, especially in physics topics that require logical thinking and data analysis. However, the aspect of self-reflection is not yet sufficiently addressed and requires more attention in lesson design and assessment strategies. This study contributes to the field by providing a systematic and bibliometric mapping of the relevant literature, which can serve as a reference for teachers, researchers, and policymakers in designing more innovative, context-based physics lessons focused on strengthening 21st-century skills.    Keywords: guided inquiry, critical thinking skills, physics learning.
POGIL, Guided, and Free Inquiry: Which Model Best Enhances Students' Critical Thinking in Biology Learning? Wiwik, Wiwik; Adnan, Adnan; Ali, Alimuddin
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.pp1723-1737

Abstract

This study aims to determine the effect of inquiry-based learning models (POGIL, guided inquiry, and free inquiry) on improving students' critical thinking skills in biology. Biology learning requires high-level thinking skills, one of which is critical thinking, which must be developed through effective learning strategies. This study uses a quantitative approach with a quasi-experimental design. The study population consists of all eleventh-grade students at State High School 9, Makassar. The sample comprises 130 students, distributed across four classes: three experimental classes that implement inquiry-based learning models and one control class using the STAD learning model. The topic used in this study is the respiratory system. The instrument used was a critical thinking skills test administered before and after the treatment (pretest and posttest). Data analysis was conducted using Analysis of Covariance (ANCOVA) to determine the effect of the treatment, followed by the Least Significant Difference (LSD) test to identify significant differences between groups. The results of the study showed that there were significant differences in the improvement of critical thinking skills between the four models based on the ANCOVA test with a significance value of less than 0.05. The LSD test results showed that POGIL was superior to guided inquiry, free inquiry, and STAD. Meanwhile, guided inquiry and free inquiry did not show any differences, and STAD, as the control class, showed the lowest effect. In biology education, teachers should consider implementing the POGIL learning model as an alternative learning strategy to develop students' critical thinking skills. Teachers can also vary the use of inquiry models according to student characteristics and lesson content, and optimize the role of collaborative learning to enhance learning outcomes.   Keywords: POGIL, guided inquiry, free inquiry, critical thinking skills, STAD.
Integrating Articulate Storyline into Problem-Based Learning to Enhance Students’ Conceptual Understanding Saputri, Mawarni; Musdar, Musdar; Rizvia, Fuddhah; Nurulwati, Nurulwati; Susanna, Susanna; Nithieahvathiy, Nithieahvathiy
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.pp2003-2019

Abstract

Low conceptual understanding in physics remains a recurring problem in secondary education, particularly because learning is often dominated by conventional methods. Although the Problem-Based Learning (PBL) model can promote critical thinking, its potential is not maximized without the support of interactive media. This study aims to determine the effectiveness of integrating Articulate Storyline into PBL as a strategy to enhance students’ conceptual understanding of physics. This quasi-experimental research employed a non–equivalent control group pretest–posttest design, involving 50 tenth-grade students at SMAN 1 Labuhan Haji Barat, South Aceh, Indonesia. Class X IPA 1 (25 students) served as the experimental group, while Class X IPA 2 (25 students) acted as the control group, which was selected by the purposive sampling technique. Instruments consisted of a two-tier concept test and a student response questionnaire. Data were analyzed using N-Gain, an independent t-test, and qualitative categorization of conceptual understanding. The results showed that the experimental group achieved a higher N-Gain of 0.52, categorized as medium, compared to the control group of 0.26, which was categorized as low. An independent t-test revealed a significant difference between the two classes with an alpha value of 0.05. Qualitative analysis revealed a significant shift in students’ conceptual categories, as the number of students in the “not understanding” and “misconception” groups decreased. In contrast, those in the “understanding concept” category increased substantially. Moreover, 91.2% of students responded positively to the use of Articulate Storyline, particularly appreciating its visual simulations, structured learning flow, and interactive quizzes. Integrating Articulate Storyline into PBL effectively enhances students’ conceptual understanding and engagement in physics. This synergy provides empirical evidence that technology-enhanced PBL not only improves learning outcomes but also reduces misconceptions and fosters more meaningful learning experiences.    Keywords: articulate storyline, conceptual understanding, problem-based learning. 
Development and Evaluation of Massive Open Online Courses to Support Sustainable Learning for Informatics Teachers in Indonesia Sulistiyarini, Dewi; Feladi, Vindo; Sabirin, Febrianto; Wahab, Noorjima Abd
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.pp1813-1837

Abstract

Informatics teachers in West Kalimantan face challenges in continuously updating their knowledge and pedagogical skills due to the rapid development of information technology and the implementation of a new curriculum that makes informatics compulsory. However, there is a lack of structured learning facilities to support their professional development. This study aims to develop and evaluate the feasibility of a Massive Open Online Course (MOOC) as a platform for continuous professional development of informatics teachers. This study employed a Research and Development approach using the ADDIE model involving two design experts, two system experts, and thirty informatics teachers. The MOOC was developed using the Moodle platform and integrated features aligned with teacher needs, UI/UX design, and expert validation, including diverse learning materials, quizzes, and discussion forums. Validation was carried out by experts, while teacher responses and learning outcomes were evaluated using questionnaires and pre-test/post-test analysis. Expert validations indicated that the MOOC was of very high quality, and teacher responses showed strong enthusiasm and satisfaction. Furthermore, post-implementation evaluation revealed significant improvements in both teachers’ knowledge and motivation (p-value less than 0.05). The normalized gain score reached 47.91% for competence, indicating a moderate improvement, and 29.96% for motivation, indicating a low improvement. This demonstrates that the MOOC effectively supports both cognitive and affective growth. The developed MOOC has proven to be both feasible and effective as a professional learning platform for informatics teachers. Beyond improving knowledge and motivation, it offers scalability and accessibility, providing a sustainable solution for professional development in remote or under-resourced regions. Its implementation has the potential to bridge gaps in continuous education, particularly in Indonesia’s 3T (frontier, outermost, disadvantaged) areas, while also serving as a pilot model for other subject teachers.    Keywords: MOOC, lifelong learning, teacher competencies, informatics teachers.
Ethnochemistry In Chemistry Learning: Insights from Indonesian Local Wisdom Junaidi, Eka; Sudatha, I Gde Wawan; Suartama, I Kadek; Santosa, Made Hery
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.pp1642-1658

Abstract

This study aims to analyze the role of ethnochemistry as an innovative approach in chemistry education by examining its impact and development strategies based on local wisdom. Ethnochemistry combines cultural practices with chemical concepts to create meaningful and inclusive learning. This study focuses on the impact of ethnochemistry on chemistry learning and its development strategies to support inclusive and multicultural chemistry education. These findings are expected to enrich culturally relevant chemistry education and support the preservation of cultural heritage. This study employed the Systematic Literature Review (SLR) method, adhering to the PRISMA protocol to ensure transparency and repeatability. The initial search was conducted in Scopus, Google Scholar, Semantic Scholar, and Crossref, using the keyword "ethnochemistry." From a total of 225 articles, 27 articles were selected that met the inclusion criteria in the form of publications from 2020-2025. Articles must contain the keyword ethnochemistry or "ethnochemistry" in the title, must not be articles published in proceedings or repositories, must not duplicate articles with the same title, and must be indexed by Scopus or articles accredited by Sinta 1 and 2. The results showed that ethnochemistry significantly improved students' conceptual understanding, 21st-century skills (such as critical and creative thinking), and motivation. This approach also strengthens cultural preservation by connecting chemical concepts and local cultural practices. The main strategies for its development include: (1) Technology-based teaching materials (e.g., AR/VR, Adobe Flash), (2) Contextual learning approaches (e.g., PBL and CRT), (3) Collaboration with local communities, and (4) Expansion of research on underrepresented cultures. It can thus be concluded that ethnochemistry not only enhances the appeal and relevance of chemistry learning but also plays an important role in preserving cultural heritage. To optimize its potential, comprehensive strategies are necessary, including integrating ethnochemistry into the national curriculum, increasing teacher capacity through training, and utilizing digital technologies. Further research is also needed to evaluate the long-term impact and expand its application to various cultural contexts. This approach ensures inclusive, sustainable, and globally relevant chemistry education.    Keywords: ethnochemistry, local wisdom, education, inclusive, systematic review.
Ethnoscience Approach to Improve Science Literacy on Chemical Bonding: A Thematic Synthesis Suwandi, Sukma Yanti Putri Ayu; Sukarmin, Sukarmin; Cahyaningrum, Sari Edi; Satriawan, Muhammad; Soraya, Fathimah
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.pp1909-1931

Abstract

This study aims to comprehensively examine the implementation of the ethnoscience approach in teaching chemical bonding and its contribution to improving students' science literacy, particularly at the high school level. The ethnoscience approach is believed to be able to connect abstract scientific concepts with local cultural values, practices, and artifacts, thereby making learning more contextual, meaningful, and relevant to students' lives. The research method employed is a systematic literature review, utilizing the PRISMA framework. The initial search process identified 100 articles from various reputable databases. These articles were selected based on predefined inclusion and exclusion criteria, resulting in 20 articles that met the criteria for in-depth analysis. The analyzed articles were published between 2022 and 2025 and indexed in SINTA and Scopus databases. The synthesis results showed that most studies reported an increase in science literacy through the integration of local culture in chemistry learning. The most dominant learning models were project-based learning and inquiry, followed by contextual learning, as well as other approaches that emphasized active student involvement. Ethnoscience integration was applied at various levels, with a primary focus on junior high and senior high schools, and to some extent on teachers or general contexts. The forms of local wisdom used varied, including regional traditions, batik, and wayang, which were generally combined with innovative learning media to connect chemical concepts with socio-cultural realities. The main findings confirm that the ethnoscience approach not only contributes to improving students' conceptual understanding, critical thinking skills, and scientific attitudes but also fosters awareness and appreciation of local culture. This pattern also reflects the trend of culture-based learning innovation in Indonesia, which is increasingly relevant in addressing the demands of the Merdeka Curriculum. Thus, the application of ethnoscience is recommended as an effective strategy to enhance science literacy while preserving the nation's cultural values.    Keywords: systematic literature review, science literacy, chemical bonds.
The Effects of Problem-Based Learning on Critical Thinking, Motivation, and Learning Outcomes in Indonesia: A Systematic Review Indriyani, Heni Kartika; Purwaningsih, Dyah; Khaokhajorn, Wacharaporn
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.pp1750-1777

Abstract

The Effects of Problem-Based Learning on Critical Thinking, Motivation, and Learning Outcomes in Indonesia: A Systematic Review. Objective: This study systematically examines the implementation of Problem-Based Learning (PBL) in teaching the reaction rate topic in Indonesia. It covers research methods, measured variables, implementation strategies, and media, as well as the effects of PBL on students' critical thinking, motivation, and learning outcomes. Methods: A systematic literature review was conducted following the PRISMA framework (identification, screening, eligibility, and inclusion) to ensure rigorous and transparent article selection. Articles published between 2015 to 2025 were retrieved using the Publish or Perish tool from Scopus and Google Scholar, resulting in 24 articles. Data were analyzed using Thematic synthesis based on Braun and Clarke’s framework: (1) familiarization involved repeated reading of articles to understand content; (2) initial coding assigned meaningful labels to key data; (3) searching for themes grouped related codes; (4) reviewing themes refined coherence and relevance; (5) defining and naming themes clarified scope and meaning of each theme; (6) a coherent narrative synthesis integrated findings to highlight patterns and research gap.  Results: The Use of PBL with students’ worksheets (9 articles) proved to be the most effective in enhancing students’ critical thinking, motivation, and learning outcomes in Indonesia. Research is dominantly quantitative (22 articles, 91.67%), with R&D limited (2 articles, 8.33%), indicating a need for more mixed-methods and qualitative research. A total of 12 articles (50%) investigated critical thinking, six articles (25%) focused on motivation, and 15 articles (63%) measured learning outcomes. No study simultaneously measured critical thinking and motivation, highlighting a research gap. Use of other media remains limited. Conclusion: Using PBL with students’ worksheets and other instructional media effectively improves students’ critical thinking, motivation, and learning outcomes on the reaction rate topic in Indonesia and guides the development of technology-integrated strategies, while encouraging future research on diverse methodologies and simultaneous measurement of cognitive and affective outcomes. Keywords: critical thinking skills, learning motivation, learning outcomes, problem-based learning, reaction rate. 
Technology and Engineering Literacy Profile of High School Students: Comparison between STEM and Non-STEM Learning Sumiati, Sumiati; Suwarma, Irma Rahma; Utama, Judhistira Aria; Riandi, Riandi; Kuroda, Tomotaka
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.pp1580-1593

Abstract

Technology Engineering Literacy (TEL) represents an essential competency in the 21st century, encompassing the ability to understand, evaluate, and apply technological and engineering concepts in everyday life and professional settings. This study was conducted to compare the TEL profiles of high school students engaged in Science, Technology, Engineering, and Mathematics (STEM) and non-STEM fields, with a particular emphasis on the renewable energy topic. The research employed a quantitative approach and involved 125 high school students, who were selected by purposive sampling techniques. Data were collected utilizing a TEL test instrument specifically designed for this research. Mann-Whitney analysis using SPSS 26 revealed a significant difference between STEM and non-STEM groups. Additionally, the TEL profiles of STEM and non-STEM students were evaluated by examining the percentages of complete and incomplete achievements. The findings show that students participating in STEM learning demonstrated a superior TEL profile compared to their non-STEM peers. Specifically, regarding the understanding of technological principles, 89% of STEM students completed the assessment, whereas only 75% of non-STEM students achieved this. In the context of developing solutions and reaching goals, 84% of STEM students met the completion criteria, in contrast to 63% of non-STEM students. For the technology and society dimension, 87% of STEM students completed the assessment, compared to only 59% of non-STEM students. In the design and systems area, 89% of STEM students completed the tasks, while 81% of non-STEM students did. Lastly, in the Information and Communication Technology (ICT) domain, 82% of STEM students reached the completion category, while merely 60% of non-STEM students did. These results emphasize the significant impact of STEM learning in enhancing students’ technology engineering literacy, thereby equipping students with essential skills relevant to the needs of the 21st century.    Keywords: technology_and_engineering_literacy, STEM, renewable_energy.
Virtual Laboratories in Science Education: A Systematic Review of Effectiveness on Conceptual Understanding and Learning Outcomes Meronda, Devi Apriana; Widarti, Hayuni Retno; Yahmin, Yahmin
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.pp2020-2042

Abstract

Virtual laboratories (VLs) have emerged as a significant innovation in science education, enriching learning experiences, deepening conceptual understanding, and providing more flexible and safer access to experiments. Nevertheless, the implementation of VLs still faces challenges, particularly in developing practical skills and ensuring integration with physical laboratories. This study aims to present a comprehensive review of the impacts, potentials, and limitations of VLs through a systematic literature review. The method employed follows the PRISMA protocol, with Scopus as the primary database. Out of 489 initial articles, only 21 articles met the inclusion and exclusion criteria after the screening process. The analysis was directed toward two main research questions: (1) to what extent does the use of interactive simulation–based virtual laboratories enhance conceptual understanding, and (2) how do students’ learning outcomes compare with those of traditional laboratory practices? The findings revealed that the development of VLs is typically grounded in constructivist approaches and instructional design models that emphasize the creation of interactive experiences that resemble real experiments. Furthermore, the results suggested that students taught using VLs achieve better learning outcomes compared to those taught through traditional methods. VLs have been shown to support improvements in conceptual understanding, laboratory skills, scientific literacy, questioning ability, analytical thinking, and cognitive performance, all of which contribute to strengthening critical thinking skills. Thus, VLs not only serve as a solution to the limitations of physical facilities but also play a crucial role in fostering critical thinking as one of the key competencies of the 21st century.   Keywords: virtual laboratory, science education, and learning outcomes. 

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