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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 63 Documents
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Search results for "High School Students" : 63 Documents clear
Probing Prompting Improves Junior High School Students' Mathematical Reasoning During the Implementation of Community Activities Restrictions Harisuddin, Muhammad Iqbal
Jurnal Pendidikan MIPA Vol 24, No 4 (2023): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

Abstract: This research aims to determine the effect of using the probing-prompting technique in significantly improving students' mathematical reasoning abilities in class and to determine students' responses to the application of the probing-prompting technique in mathematics learning during the implementation of restrictions on community activities (PPKM). In this research, quasi-experimental research was used, a Nonequivalent Control Group Design research design. The research was conducted in the odd semester of the 2021-2022 academic year with a population of all class VIII students. The experimental class that received mathematics learning using the Probing Prompting learning model experienced a significant increase with a positive response in mathematics learning during the implementation of restrictions on community activities (PPKM) with a value of 0.70 in the high improvement category. Meanwhile, the control class with the usual learning model experienced an increase of 0.41 with a moderate increase. Keywords: ordinary learning, ppkm, probing prompting, reasoning Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan teknik probing-prompting dalam peningkatan kemampuan penalaran matematis siswa dikelas secara signifikan dan untuk mengetahui respon siswa terhadap penerapan teknik probing-prompting dalam pembelajaran matematika pada masa pemberlakuan pembatasan kegiatan masyarakat (PPKM). Dalam penelitian ini digunakan penelitian kuasi eksperimen, desain penelitian Nonequivalent Control Group Design. Penelitian dilakukan pada semester ganjil tahun ajaran 2021-2022 dengan populasi dalam seluruh siswa kelas VIII. Kelas eksperimen yang mendapat pembelajaran matematika dengan menggunakan model pembelajaran Probing Prompting mengalami peningkatan signifikan dengan respon yang positif dalam pembelajaran matematika pada masa pemberlakuan pembatasan kegiatan masyarakat (PPKM) dengan nilai sebesar 0,70 kategori peningkatan tinggi. Sedangkan kelas kontrol dengan model pembelajaran biasa mengalami peningkatan sebesar 0,41 dengan peningkatan sedang.  Kata kunci: pembelajaran biasa, penalaran, ppkm, probing prompting DOI: http://dx.doi.org/10.23960/jpmipa/v24i4.pp810-824
Students’ Ability in Solving HOTS-Based Chemistry Problems: A Case of High School Students at Palembang City Nawawi, Effendi; Suharman, Andi; Mulyono, Budi; Ad'hiya, Eka
Jurnal Pendidikan MIPA Vol 24, No 3 (2023): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

Abstract: This research aims to analysis students ability in solving HOTS based chemistry problems. This research is qualitative research with a case study approach. Data collection was carried out through observation, tests and interviews. The research results show that high-level thinking skills which include the level of analytical skills have an average student achievement of 16.162%, the level of evaluation thinking skills reaches 8.937%, and the level of creative thinking skills reaches a maximum of 14.888%. score 100. Based on the interview results, it is known that students' high-level thinking abilities are relatively low because they are not used to working on HOTS questions. Therefore, it can be concluded that high-level thinking abilities need to continue to be improved, and one way to achieve this is through solving HOTS based chemistry problems. Keywords: higher order thinking, chemistry problems, case study. Abstrak: Penelitian ini bertujuan untuk mengetahui tingkat kemampuan berpikir tingkat tinggi dalam menyelesaikan permasalahan Kimia HOTS (High-Order Thinking Skills). Penelitian ini merupakan penelitian kualitatif dengan pendekatan studi kasus. Pengumpulan data dilakukan melalui observasi, tes, dan wawancara. Hasil penelitian menunjukkan bahwa keterampilan berpikir tingkat tinggi yang meliputi tingkat keterampilan analisis mempunyai rata-rata pencapaian siswa sebesar 16,162%, tingkat keterampilan berpikir evaluasi mencapai 8,937%, dan tingkat keterampilan berpikir kreatif mencapai maksimal 14,888%. skor 100. Berdasarkan hasil wawancara diketahui bahwa kemampuan berpikir tingkat tinggi siswa tergolong rendah karena belum terbiasa mengerjakan soal HOTS. Oleh karena itu, dapat disimpulkan bahwa kemampuan berpikir tingkat tinggi perlu terus ditingkatkan, dan salah satu cara untuk mencapainya adalah melalui penyelesaian soal HOTS Kimia.  Kata kunci: kemampuan berpikir tingkat tinggi, soal kimia, studi kasus.DOI: http://dx.doi.org/10.23960/jpmipa/v24i3.pp545-555
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.
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. 
Development of Statistical Literacy-based Mathematics Module for Junior High School Students in the Context of MSMEs’ Empowerment Subekti, Fitrianto Eko; Gunawan, Gunawan; Ong, Eng Tek; Akhsani, Lukmanul; Zuhrotunnisa, Zuhrotunnisa
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.pp1342-1354

Abstract

Statistical Literacy is needed by students in understanding information and presenting data in various forms of representation. This study aims to develop a mathematics module based on statistical literacy for junior high school students in the context of empowering Micro, Small, and Medium Enterprises (MSMEs) that is valid, practical, and effective. The research method uses a development research design with ASSURE stages. Twenty students of class VIII A were used as research samples, considering the ease and accessibility in conducting the research. Validity data were obtained through a validation questionnaire assessed by competent experts in their fields. Practicality data were obtained through a student response questionnaire. Effectiveness data were obtained based on the results of the statistical literacy pre-test and post-test. While observation data were used as supporting data to describe the module trial activities in learning. Quantitative data analysis used average values to analyze the results of the validation questionnaire and student responses, as well as the Wilcoxon test to determine the effectiveness of the developed module in learning. The validation results show that the developed module meets the validity criteria and receives positive responses from students and teachers. In addition, the Wilcoxon test results indicate the influence of module use in learning, that supported by the N-Gain test results of 0.59, indicating that the developed learning module is quite effective in improving students' statistical literacy. Although the development results are quite effective, students need to be accustomed to dealing with problems that contain the surrounding context, increase assignments, and integrate strategies, media, and learning models that focus on developing statistical literacy. Thus, the developed module has met the criteria of validity, practicality, and effectiveness. However, the results of the statistical literacy test evaluation indicate limitations in students' abilities to interpret and draw conclusions. This research provides an important contribution in developing relevant, innovative teaching materials, while highlighting crucial aspects for future learning, especially focusing on statistical literacy and contextual-based learning.    Keywords: statistical literacy, MSMEs empowerment, statistical module.
Development of a Science Literacy Test for Junior High School Students Based on the PISA 2025 Framework Valio, Farah Amara; Safira, Ledya; Aulliyah, Uunwanah Agustin; Suwarna, Iwan Permana
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.pp1377-1405

Abstract

This study aims to develop a valid, reliable, and practical science literacy test instrument based on the PISA 2025 framework as a tool for assessing the science literacy abilities of junior high school students in a contextual and in-depth manner. The issue of low science literacy in Indonesia, where 53.60% of students are in the very low category, highlights the urgency of providing an evaluation instrument that can comprehensively represent scientific thinking abilities. This achievement is closely related to the lack of student training using international assessment-based testing instruments such as PISA during the learning process. The research method used was Research and Development (R&D) with a 4-D development model (Define, Design, Development, Dissemination). The instrument was developed based on four dimensions of science literacy (competence, context, knowledge, and cognitive level) within the PISA 2025 framework and covers topics in the science subject, namely electricity, waves, and magnetism. Content validation was conducted by content, instrument, and language experts, while empirical testing was carried out to evaluate the quality of the test items. The research results showed that the instrument had high content validity (CVI = 0.93; CVR = 0.8–1). The average validity of each item reached 0.60. The instrument showed good consistency in terms of reliability, as indicated by the Omega McDonald coefficient of 0.79 for the combination of essay and complex multiple-choice questions, and the Cronbach’s Alpha value of 0.68 for multiple-choice questions analysed separately. Most items were categorized as moderately difficult (72.73%) and had good discriminative power (63.63%). Additionally, the practicality value of 78.85% indicates that the instrument is easy to use in an educational context. Therefore, this instrument is suitable for use as a science literacy assessment tool aligned with the PISA 2025 framework and supports the development of higher-order thinking skills in national assessments.    Keywords: science literacy, instruments, assessment, PISA.
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.
Challenge-Based Learning in Probability: Developing Digital Teaching Materials for High School Students Arifia, Adhelia Putri; Jumroh, Jumroh; Lusiana, Lusiana; Vucelja, Stevan
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.pp1659-1678

Abstract

This study aims to develop digital teaching materials on probability using the Challenge-Based Learning (CBL) model that meets the criteria of being valid, practical, and potentially effective. This is motivated by the low level of difficulty students face in understanding abstract probability material and the lack of interesting and effective learning resources. The development of these teaching materials is expected to provide an innovative solution to overcome the limitations of existing learning resources, particularly in mathematics learning, such as those related to probability. The research used a Research and Development (R&D) approach following the ADDIE model, which includes five stages: analysis, design, development, implementation, and evaluation. Instruments used included expert validation questionnaires, student learning outcome tests, and student response questionnaires. This research trial was conducted on class X students of SMA Negeri 4 Palembang. Data were analyzed both descriptively and quantitatively to assess the quality and impact of the developed materials. The validation results show that the digital teaching materials fall into the “highly valid” category with an average score of 88.66%. The practicality assessment based on student response questionnaires obtained an average score of 89.67% and was categorized as “highly practical”. Data collection on learning outcomes was conducted through pretest and posttest learning assessments. Data analysis included normality tests, N-Gain tests to determine the extent of learning improvement, and paired t-tests to determine the significance of differences. The t-test results yielded a Sig. (2-tailed) value of 0.000 less than 0.05, indicating a significant difference between the pretest and posttest scores. The N-Gain test yielded a value of 0.77, categorized as high. The developed product not only meets quantitative criteria but also contributes pedagogically by increasing students' active engagement in the learning process. The integration of the CBL model and digital media enhances students' motivation, participation, and understanding of abstract mathematical concepts. By utilizing Flip PDF software, teaching materials are converted into interactive e-book formats that are more engaging and accessible. This product is worthy of broader application in mathematics education at the high school level.   Keywords: digital teaching materials, challenge-based learning, flip PDF professional, probability.
Contextual-STEM-Based E-Module Development in Enhancing Junior High School Students’ Mathematical Reasoning Abilities Arifin, Sujinal; Efriani, Arvin; Cintania, Wella; Komarudin, Komarudin
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.pp1932-1957

Abstract

The disconnect between mathematics content and real-world applications creates significant challenges for students' understanding of fraction operations, resulting in procedural learning without conceptual depth. This study develops and evaluates a STEM-based e-module integrating authentic contexts with systematic instructional design to enhance junior high school students' mathematical reasoning abilities. The research employed the ADDIE development model to create a STEM-based e-module on fraction operations using snack nutritional values as context. The Engineering Design Process (EDP) served as the central pedagogical framework, structuring activities through seven systematic stages: Define, Research, Plan, Create, Communicate, Redesign, and Evaluate, transforming abstract mathematical concepts into meaningful problem-solving experiences. Three experts validated the e-module across five dimensions: content feasibility, presentation quality, language appropriateness, practicality, and STEM integration. Practicality testing involved progressive trials: one-to-one (3 students), small group (6 students), and field implementation (30 students). Mathematical reasoning effectiveness was measured using contextual problem-solving assessments evaluating five indicators: conjecturing, pattern identification, mathematical manipulation, justification provision, and conclusion drawing. Validation results demonstrated exceptional quality, with the e-module achieving a 95.2% overall validity index. Practicality testing revealed an average satisfaction of 90.28%, categorized as "very practical." Students demonstrated substantial improvement in mathematical reasoning, with an average final assessment score of 77.68. Students performed strongest in drawing conclusions (87%) and providing justification (81.67%), while conjecturing achieved a rate of 64%. Qualitative analysis revealed that while high-ability students employed formal reasoning and symbolic representation, some medium-ability students relied more on narrative responses, reflecting a gap between intuitive understanding and formal expression. The study concludes that the developed e-module is valid, practical, and effective in fostering students' mathematical reasoning. Integrating EDP into STEM-based e-modules provides a promising pathway to bridge procedural knowledge and conceptual depth, promoting meaningful and transferable learning experiences.    Keywords: contextual learning, engineering design, fractions context, mathematical reasoning, STEM e-module.
Adversity Quotient as a Predictor of Creative Thinking Skills in Solving Algebraic Problems among Junior High School Students Hariyani, Sri; Mustafa, Sriyanti; Musa, Muzirah
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.pp2153-2170

Abstract

This study emphasizes the importance of creative thinking skills as a key 21st-century student competency. Observations at a junior high school in Malang City revealed that 68% of 31 students could not solve simple algebra problems. This inability could be caused by several factors, one of which is low creative thinking skills. There is still limited research on creative thinking skills. Therefore, this study aimed to assess pupils’ original ideas and abilities in algebra questions based on AQ (Adversity Quotient) categories. In this qualitative descriptive research, 33 students were selected based on various AQ categories. The AQ data were collected through a questionnaire and categorized as follows: 11 students in the Climbers category, 17 in the Campers category, and five in the Quitters category. Three subjects were selected based on the highest scores in each category: AQ, representative, and communicative. The subjects were further analyzed using a creativity component test (fluency, flexibility, and originality). The data collection methods in this investigation were the AQ questionnaire, a creative thinking ability test, and semi-structured interviews. The interviews aimed to gather more in-depth information about students’ thought processes while solving algebra problems. The study’s results indicate that the majority of students are in the Campers category (51.51%), followed by Climbers (33.33%) and Quitters (15.15%). Students with AQ Climbers profiles meet the fluency, flexibility, and originality criteria. Students with AQ Campers appear confident, but their solutions did not meet the fluency component (fulfilling the components of flexibility and originality). Meanwhile, pupils who are AQ Quitters cannot meet the requirements for creative thinking. The conclusion of this study is that the higher the level of resilience (AQ) of students, the higher their ability to think creatively and solve mathematical problems fluently, flexibly, and originally. This research can inspire teachers to use the open-ended problem-solving method by considering students’ AQ levels, helping students enhance their creative thinking skills. Keywords: adversity quotient, creative thinking skills, algebra.

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