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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 304 Documents
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Search results for "Students" : 304 Documents clear
Development of Problem-Based Math Learning Media using Adobe Animate to Improve Fourth-Grade Students’ Learning Outcomes on Fraction Khasanah, Lathifatul; Ansori, Isa
Jurnal Pendidikan MIPA Vol 26, No 1 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i1.pp244-267

Abstract

This study aims to develop interactive learning media based on Adobe Animate with the Problem-Based Learning (PBL) model to improve student learning outcomes on fraction material in class IV SDN Kedungpane 02. The background of this research is based on students' low understanding of the concept of fractions, which is caused by the lack of use of innovative learning media and less interesting learning methods. Therefore, Interactive Math media was developed that integrates animation and interactivity in the learning process to increase student engagement and understanding. This research uses the Research and Development (R&D) method with the ADDIE development model which consists of five stages, namely Analysis to identify learning needs, Design to design appropriate media Development to build products, Implementation to test on students, and Evaluation to assess the effectiveness of the media that has been developed. Data were collected through observation, interviews, questionnaires, documentation, and learning outcomes tests. The validity test was carried out by media experts and material experts, while the media effectiveness test was carried out through experiments with a pretest-posttest control group design. The results showed that the Interactive Math media based on Adobe Animate is very valid and feasible to use in learning based on expert validation with a score of 91.07% from material experts and 91.66% from media experts. In addition, there was a significant increase in student learning outcomes after using this media, as evidenced by the difference in the average scores of the pretest and posttest in the small and large groups. Thus, Adobe Animate-based interactive learning media with PBL model can be an innovative solution in improving students' understanding and learning outcomes on fraction materials. This study recommends the use of similar media on other materials to improve the effectiveness of learning in elementary schools.       Keywords: adobe animate, interactive learning media,fraction, problem based learning (PBL), learning outcomes.
Assessing Mathematical Connections Abilities in Algebraic Operations: A Qualitative Case Study of Eight-Grade Students Drajat, Widi Rahmawati; Jupri, Al
Jurnal Pendidikan MIPA Vol 26, No 1 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i1.pp340-355

Abstract

With a case study approach, this qualitative research aims to determine students' mathematical connection ability in solving mathematical problems with algebraic arithmetic operations. The subjects of this study were 30 students of grade VIII at a junior high school in Indramayu Regency. The data collection technique in this study used several instruments, namely mathematical connection ability test questions, interviews, and documentation. The data analysis technique used a descriptive method consisting of three main stages: data reduction, data presentation, and conclusion. Based on the analysis of the entire question instrument, it was found that most students had difficulty solving problems by linking relationships between topics in mathematics. In addition, students are not yet able to think about using mathematical concepts in other fields of study and have not been able to apply mathematical concepts widely in everyday life. This low mathematical connection ability can be caused by several factors, including students' lack of conceptual understanding, learning methods that have not optimized the relationship between topics in mathematics, and the lack of contextual and applicable practice questions. This indicates that the learning provided still tends to focus on procedures without emphasizing the relationship between concepts in more depth. More innovative learning strategies are needed to improve students' mathematical connection skills, such as problem-based learning, contextual learning, and integrating mathematical concepts with real life and other fields of study. Thus, the level of mathematical connection abilities of grade VIII students is still relatively low, so efforts are needed to improve learning strategies to develop mathematical thinking skills more broadly and connect with various contexts.       Keywords: algebraic operation, mathematical connection ability, mathematical problems.
Development of a Heyzine Flipbook Media Integrated with Problem-Based Learning to Improve Natural and Social Learning Outcomes of Elementary School Students Anggono, Wisnu Aji Suryo; Setiawan, Deni
Jurnal Pendidikan MIPA Vol 26, No 1 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i1.pp280-304

Abstract

This study aims to develop and test the effectiveness of Heyzine Flipbook learning media integrated with the Problem-Based Learning model to improve the learning outcomes of natural and social sciences of grade V elementary school students. This development is motivated by the lack of effectiveness of conventional media and the complexity of natural and social science materials that require innovative and interactive media. This research uses the Research and Development (RnD) method of the Borg & Gall model, consisting of 10 stages. The research was conducted in two stages: development and testing. The development stage includes problem analysis and literature study, initial development of Heyzine Flipbook media, expert validation, and revision. The pilot stage tested the effectiveness of the media on 49 fifth-grade students of Bunayya Integrated Islamic Elementary School. Initial data collection includes documentation, interviews, questionnaires, and observations. The instruments used in this study include pretest-posttest to test the effectiveness of the media and expert validation to test the feasibility of the media developed. Data analysis used a T-test, Effect Size Cohen's d and N-Gain. The results of expert validation showed that Heyzine Flipbook media was very feasible to use, with an average score of 93.5%. The effectiveness test showed a significant difference between the pretest and posttest (0.000 <0.05). The effectiveness level of Cohen's Effect Size d reached 1.767 on a small scale and 2.112 on a large scale, significantly improving learning outcomes. The N-Gain average improvement test reached 0.5537 on a small scale with a medium category and 0.5503 on a large scale with a medium category. This proves that Heyzine Flipbook media integrated with Problem-Based Learning is effective in helping students understand the material on Indonesia's location and geographical conditions. Based on the study results, Heyzine Flipbook media is recommended for learning natural and social sciences in elementary school. This media is an interesting and innovative alternative to conventional media. Researchers recommend that heyzine flipbook media integrated with problem-based learning models be applied to learning, especially in class V, to create meaningful learning.       Keywords: media development, heyzine flipbook, learning model, learning outcomes.
Effectiveness of Nearpod-Based Interactive Learning Media in Enhancing Students’ Scientific Literacy and Numeracy in Renewable Energy Topic Ellianawati, Ellianawati; Sipayung, Elisabeth Sabrina Purnama Sari; Subali, Bambang; Linuwih, Suharto; Simbulas, Lolly Jean
Jurnal Pendidikan MIPA Vol 26, No 1 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i1.pp367-380

Abstract

The inadequate science literacy and numeracy levels of class X students in the 2021/2022 academic year at SMA Negeri 1 Ajibarang in physics learning, particularly in the domain of renewable energy materials, can be attributed to the limited engagement of science literacy and numeracy in the available learning media. The internet's potential as a learning tool has not been maximally utilized, resulting in a suboptimal learning experience for Generation Z students. In addition, some digital platforms commonly used by teachers are still not optimal in accommodating learning due to several weaknesses, such as limited material and interactive features, as well as information that is prone to being missed during the online discussion process through chat. These problems can be solved by utilizing Nearpod-based interactive learning media. This study aims to analyze the effectiveness of the media and compare which media exploration is considered most effective in enhancing students' science literacy and numeracy. The study employed a pre-experimental approach, utilizing a pre-test and post-test design with three experimental groups. The results indicated that experimental groups A, B, and C enhanced science literacy and numeracy. The N-gain scores of these groups were classified as 'low', with N-gain scores of 0.15, 0.13, and 0.07, respectively, for experimental groups A, B, and C regarding science literacy. The numeracy literacy of experimental groups A, B, and C were 0.20, 0.18, and 0.01, respectively. The conclusion drawn from these data is that Nearpod media is effective in enhancing science literacy and numeracy in the context of renewable energy, especially in the explanation of scientific phenomena in science literacy and the utilization of concepts, facts, procedures, and reasoning in mathematics in numeracy literacy. The utilization of Nearpod in blended learning is more efficacious than its use in flipped learning and print, with an N-gain value of science literacy and numeracy.      Keywords: nearpod, science literacy skills, physics numeracy literacy, renewable energy.
Enhancing Motivation and Science Learning Outcomes of Elementary School Students using Animated Video: A Quasi-Experimental Study Inwanti, Safitri Nur; Setiawan, Deni
Jurnal Pendidikan MIPA Vol 26, No 1 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i1.pp212-226

Abstract

IPAS learning, especially the material “My Indonesia is Rich in Culture” in elementary schools, still uses conventional media. The use of this media causes low student motivation, which has an impact on their interest, enthusiasm, and enthusiasm in participating in learning. Unattractive media often makes students bored quickly, so the delivery of material is not optimal. As a result, student learning outcomes are also unsatisfactory. One of the media that can increase students' interest and enthusiasm is animated video. This study aims to analyze and describe the effectiveness of learning media on motivation and learning outcomes in IPAS subjects. This type of research is a quantitative experiment with a quasi experimental design. The design used was nonequivalent control group design, with the population consisting of class IVA (27 students) as the experimental class and class IVB (27 students) as the control class, a total of 54 students. Data were collected through tests to measure learning outcomes and questionnaire sheets to measure learning motivation. Data analysis used Independent Sample t Test to test the difference and effectiveness of animated video media. The results showed that the application of animated video media was more effective than conventional media in learning IPAS material “My Indonesia is Rich in Culture.” The average value of student motivation in the experimental class reached 77.85, while in the control class it was only 74.15. For learning outcomes, the experimental class average was 85.96, compared to the control class which was 69.74. From the results of this study, it can be concluded that animated video media is more effective than conventional methods. Therefore, teachers are advised to innovate with more interesting learning media.       Keywords: animated video, motivation, learning outcomes.
Analysis of Students' Errors in Solving Algebraic Story Problems Based on Newman's Procedure: A Case Study in Junior High School Saputra, Sandy; Anggraini, Anggraini; Sugita, Gandung; Idris, Mustamin
Jurnal Pendidikan MIPA Vol 26, No 1 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i1.pp305-326

Abstract

This study aims to obtain a description of student errors in solving algebraic form story problems based on Newman's procedure in junior high school. This type of research is descriptive using a qualitative approach. This research uses Newman's error analysis. The subjects of this study were three students, each of whom had high mathematical ability (ST), medium mathematical ability (SS), and low mathematical ability (SR) selected from class VIII W.R Supratman based on the report card value of mathematics class VII odd semester 2023/2024. The results of this study are as follows: Students with high mathematical ability (ST) tend to make mistakes at the reading stage by not reading the problem completely, especially the symbol "Rupiah," and at the writing/notation (encoding) stage by not writing the conclusion and the symbol "Rupiah". Students with moderate mathematics ability (SS) made mistakes at the comprehension stage by not writing and mentioning the question information completely, the transformation stage by making an incorrect mathematical model, and the writing/notation (encoding) stage by not writing the "Rupiah" symbol. Students with low mathematics ability (SR) made mistakes at almost all stages: reading by not mentioning the Rupiah symbol and not reading the complete problem, comprehension by not writing and mentioning the problem information completely, transformation by making an incorrect mathematical model, process skills with calculation errors, and writing/notation (encoding) by not writing the Rupiah symbol and the correct conclusion. This research shows the importance of understanding the problem thoroughly, making the right mathematical model, and writing complete notations and conclusions in solving mathematical problems, the results of this study are expected to contribute to the improvement of the mathematics learning process, both from the teacher and student side, so as to improve students' mathematical problem solving skills, especially in the material of algebraic form story problems.       Keywords: problem solving errors, math skills, algebraic story problems, newman procedure.
Students' Boredom Profile in Mathematical Problem-Solving: A Computational Thinking Perspective Rahmawati, Fadila; Nizaruddin, Nizaruddin; Murtianto, Yanuar Hery
Jurnal Pendidikan MIPA Vol 26, No 1 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i1.pp131-152

Abstract

Boredom is a mental state characterized by discomfort and dissatisfaction caused by insufficient introduction of stimulus, challenge, or meaning in the environment. Objective: This study aims to describe students' boredom profile in solving mathematics problems based on their computational thinking ability. Methods: The method used was a descriptive qualitative approach with the subject of 62 students consisting of 63% female students and 37% male students of class IX SMP Negeri 1 Semarang, then took nine students with purposive sampling technique, taking subjects based on advanced, intermediate, and basic computational thinking ability tests, taken three each category based on recommendations from subject teachers. Findings: Student boredom is influenced by five factors, namely disengagement, high arousal, inattention, low arousal, and time perception. Students with advanced computational thinking ability generally do not feel bored because they feel challenged, although they can lose interest if the problem is too easy. Students with intermediate computational thinking ability have relatively low boredom, remaining engaged despite difficulties. In contrast, students with basic computational thinking ability are more susceptible to boredom due to difficulty understanding problems, frustration, a desire to quit, and a perceived lack of engaging activities. To overcome the problem of boredom, the recommendation from this study is to provide content-differentiated learning for each student, this can also be a recommendation for further research. Conclusion: Students with advanced computational thinking can feel bored if the problems given are too easy. Meanwhile, students with basic computational thinking feel bored when they find it difficult to understand the problem.       Keywords: boredom, mathematics, problem-solving, computational thinking.
Analyzing Mathematics Education Students' Misconceptions on Limit Functions : A Case Study at Alkhairaat University Hajerina, Hajerina; Rochaminah, Sutji; Suciati, Indah
Jurnal Pendidikan MIPA Vol 26, No 1 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i1.pp51-61

Abstract

Abstract: The purpose of this study was to determine the misconceptions made by Unisa Mathematics Education students about the concept of limit.  The research method used was a descriptive qualitative approach or survey design, where data were collected through comprehension tests, interviews, and observations of 16 students. The results showed that students consider limit as something that is not reached, limit is an estimate, limit is a boundary, and a function will always have a limit at a certain point. Other misconceptions are that students consider limit as a substitution process, even though the substitution process causes the denominator to become 0, students still write 0, and they think that when the function has a limit value, the function is defined at a certain point and must be continuous. These findings are expected to contribute to the development of more effective learning strategies to overcome misconception in Mathematics Education students and improve their understanding of calculus concepts, especially function limit.       Keywords: limit concept, limits of functions, misconceptions.
The Effect of STEM Integrated Guided inquiry Learning Model on Problem solving Skills of Grade 8 Students on Vibration Material and Waves Wijayanti, Rr. Galih Mega; Setiawan, Agung Mulyo
Jurnal Pendidikan MIPA Vol 26, No 1 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i1.pp394-411

Abstract

In the 21st century, students are required to possess problem-solving skills, this is because students' problem-solving skills are closely related to real-life issues. However, in reality, students' problem-solving abilities in Indonesia are still very low. This has been demonstrated by research conducted by PISA and TIMSS. The primary objective of this study is to evaluate the impact of implementing a guided inquiry learning model integrated with STEM on problem-solving skills, specifically in the subject of vibrations and waves. This study uses a quasi-experimental pretest-posttest design with a control group to test the effectiveness of the intervention. The study involved two classes with different treatments as samples: the control class, which did not receive the intervention, and the experimental class, which receive the intervention, with 30 students in each class. Data analysis testing was conducted using the Shapiro-Wilk normality test, homogeneity test, independent sample t-test, and N-Gain test. The research data analysis revealed an improvement in problem-solving skills in the theory of vibrations and waves through the application of the guided inquiry model integrated with STEM. This is evident based on the independent sample t-test with a Sig.value is 0.000 (p < 0.005), leading to the conclusion that the guided inquiry learning model integrated with STEM significantly affects the problem-solving abilities of 8th-grade students in the topic of vibrations and waves.     Keywords: guided inquiry, STEM, problem solving skills, vibration and wave.
Improving the Digital Literacy Skills of Junior High School Students through Blended Learning Andika, Andi Nurul Adha; Adnan, Adnan; Jamaluddin, Asham Bin
Jurnal Pendidikan MIPA Vol 26, No 1 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i1.pp412-428

Abstract

This study aims to determine the effect of various blended learning models on digital literacy, namely station rotation, lab rotation, and pedati. This study is a true experimental study using a pretest-posttest control group design. The research population included all eighth grade students at SMP Negeri 2 Sengkang. The research sample was taken using random sampling, resulting in four classes, namely VIII.1 as the control class with STAD learning, and three experimental classes: VIII.2 with blended learning station rotation, VIII.3 with blended learning lab rotation, and VIII.4 with blended learning pedati. The instrument used was the students' digital literacy instrument. Data was collected through a digital literacy questionnaire that was given before and after learning. Data analysis was performed using ANCOVA with a significance level of 0.05. The results revealed that the application of blended learning with the station rotation, lab rotation, and pedati models influenced digital literacy. Based on the LSD (Least Significant Difference) follow-up test, blended learning with the lab rotation model obtained the highest average score compared to the other two models. This finding emphasizes the importance of technology integration in the learning process, especially in improving students' digital literacy.    Keywords: digital literacy, station rotation, lab rotation, pedati.

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