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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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Newman’s Error Analysis of Trigonometry: Critical Thinking Perspective Ramadhan, Dadan; Santoso, Erik
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.pp2321-2342

Abstract

Trigonometry is a fundamental topic in secondary mathematics, yet many students still experience difficulties that lead to various errors. This study applies Newman's Error Analysis (NEA) to analyze trigonometry errors and qualitatively link each error stage to critical thinking indicators. The findings show that fewer Newman’s errors correspond to stronger critical thinking performance, as S1 made minimal errors across all stages and correctly answered nearly all items aligned with critical thinking indicators. Participants were 29 grade XII students from a senior high school in Majalengka, West Java, Indonesia, selected purposively. The study employed a descriptive, qualitative design, supported by quantitative item analysis. Critical thinking skills were assessed through five open-ended trigonometry questions, aligned with reasoning, inference, clarification, and problem-solving indicators, and validated by experts for content and construct accuracy. Semi-structured interviews involved three students representing high, medium, and low ability levels. The interviews revealed that high-achieving students mainly struggled to express conclusions, while medium- and low-achieving students had broader difficulties in applying concepts and reasoning. The most frequent errors occurred in encoding (up to 100%), followed by process skills (82.7%–96.5%), moderate transformation (≤96.5%), comprehension (34.5%–100%), and fewer reading errors (86.2%). The findings indicate that NEA is effective in diagnosing students’ specific cognitive barriers and mapping their weaknesses in critical thinking. The findings show that each of Newman’s stages corresponds to critical thinking weaknesses, with reading and comprehension exhibiting weak clarification, transformation showing weak inference, process skills demonstrating weak reasoning and logical evaluation, and encoding displaying poor evaluation and difficulty in expressing conclusions. The study concludes that mathematics instruction should focus on strengthening process skills and training students in clear mathematical communication to minimize encoding errors. It also recommends integrating visual or manipulative learning media that address these errors, as many process and encoding mistakes stem from students’ difficulty visualizing angle–side relationships in trigonometric problems. Keywords: newman’s error analysis, critical thinking, trigonometry, student errors.
Thinking About Thinking in Physics: A Systematic Review on Metacognitive Approaches for Secondary Students Kurniaty, Dewi; Muslim, Muslim; Novia, Hera
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.pp2246-2266

Abstract

This review examines the literature on metacognitive strategies implemented in high school physics from 2021 to 2025, using Schraw's control framework, which encompasses planning, monitoring, and evaluation. The goal is to identify structural weaknesses that hinder overall theoretical progress and practical application in the classroom. Using PRISMA principles, an article search in ERIC yielded 244 documents, 22 of which were Scopus-indexed studies that met the criteria. We outline study designs, evaluation instruments, types of interventions, participants, and study objectives. A thematic synthesis addressed three guiding questions: (1) which instructional strategies contribute to metacognitive growth, (2) which evaluative instruments were used, and (3) what implementation conditions and challenges exist. Four main intervention categories were identified. Cognitive-reflective strategies foster self-awareness and introspection. Various inquiry methods combine metacognitive control with scientific investigation. Tools that aid visualization and representation of concepts, particularly simulations and concept maps, are key to organizing and maintaining coherent information. Gender-sensitive sociocultural and affective strategies foster motivation and inclusivity. All studies reported that these interventions had positive impacts on problem-solving, self-efficacy, and conceptual understanding. However, based on Schraw's hypothesis, this review identified planning as the most underdeveloped and neglected aspect of metacognitive regulation. Most studies relied heavily on self-reporting, leaving limited opportunities for task-embedded or multimodal assessments. Most designs were quasi-experimental or survey-based, and very few included mixed-methods or technology-mediated assessments. This research suggests combining structured insights, including goal setting, preemptive questioning, and activity design, with authentic assessments such as portfolios and think-aloud rubrics. Using these approaches within an equity-centered and culturally responsive pedagogy can foster active and self-directed learning in physics. Future research should aim to expand planning elements, diversify assessment techniques, and use educational technology to enhance and simplify metacognitive instruction in instructional design.    Keywords: metacognition, physics education, high school students, systematic literature review, thinking awareness.
Synergistic Effects of Problem-Based Learning and VAK Learning Styles on Critical Thinking and Self-Efficacy in High School Chemistry Sugrah, Nurfatimah; Mustafa, Linda Kurnia; Rakhman, Khusna Arif; Ahmar, Dewi Satria; Rahim, Fazly; Inayah, Nurul
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.pp2343-2365

Abstract

This study investigated the impact of learning styles and learning models on students’ critical thinking skills and self-efficacy in chemistry, with a focus on atomic structure and fundamental chemical laws. The research design employed was a quasi-experimental 2×3 factorial design with 108 tenth-grade high school students. The independent variables were the learning model (Problem-Based Learning/PBL and direct instruction) and learning styles (visual, auditory, kinesthetic). In contrast, the dependent variables were critical thinking skills and self-efficacy. Data were collected using the VAK learning style inventory, a validated critical thinking test, and a self-efficacy questionnaire. Data analysis employed two-way ANOVA followed by Tukey HSD post hoc tests. The results revealed that both learning models and learning styles significantly impacted students’ critical thinking skills. Students with kinesthetic learning styles performed better in critical thinking than those with visual or auditory learning styles. However, learning styles did not significantly influence self-efficacy, suggesting that students’ confidence is more strongly shaped by mastery experiences, positive feedback, and social support. The PBL model significantly enhanced both critical thinking skills and self-efficacy, highlighting the value of collaborative and contextual learning activities in developing higher-order thinking and motivation. A significant interaction was observed between learning styles and learning models, with a notable benefit for visual and kinesthetic learners in terms of self-efficacy. This study acknowledges the fundamental limitation of the VAK framework, as empirical evidence for its validity remains weak; hence, interpretations should be made cautiously. Theoretically, the findings support Bandura’s social cognitive theory, which emphasizes that self-efficacy and learning outcomes are shaped through active engagement and authentic experiences. Practically, this study suggests designing adaptive PBL approaches aligned with learners’ diverse characteristics to optimize both motivation and confidence in chemistry learning. Keywords: learning styles, problem-based learning (PBL), critical thinking skills, self-efficacy.
Uncovering Key Educational Predictors of GPA in Mathematics Education Undergraduates: A Decision Tree Classification Study Andriatna, Riki; Dasari, Dadan
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.pp2267-2282

Abstract

Student academic achievement in the form of Grade Point Average (GPA) is one of the measures to assess the quality of learning. Not only are individual cognitive factors a determinant of students' high GPAs, but other non-cognitive factors can affect GPA achievement. Therefore, this study aims to examine the factors that influence academic achievement, as measured by GPA. This study was a descriptive quantitative study involving 63 mathematics education student respondents, to identify the factors that influence the GPA achievement of students in the mathematics education study program. The data was analyzed descriptively and tested using a decision tree. Based on the decision tree algorithm, the results showed that learning methods were the dominant factor in classifying student GPA achievements, specifically whether the GPA of 3.50 or higher or less than 3.50. Students with a GPA of 3.50 or higher tend to benefit positively from discussion-based learning methods, while those with a GPA of less than 3.50 tend to engage more with traditional learning approaches. In addition to learning methods, factors such as the reason for choosing the study program, parents’ educational background, and the duration of independent study time also contribute to strengthening or weakening students’ GPA achievements. In the model evaluation results, the decision tree algorithm showed good predictive performance, demonstrating its effectiveness in classifying students based on their GPA achievement levels. Therefore, the results of this study can serve as a reference for educators and educational institutions to design more effective pedagogical strategies that not only strengthen cognitive skills but also foster the holistic development of students in mathematics education programs.    Keywords: classification, decision tree, grade point average, mathematics education.
Development of E-Comic-Based Teaching Module to Enhance Students’ Mathematical Argumentation Skills Azizah, Laili Nur; Tristanti, Lia Budi; Iffah, Jauhara Dian Nurul
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.pp2283-2307

Abstract

This study aims to develop an e-comic-based teaching module to enhance students’ mathematical argumentation skills on the topic of Systems of Linear Equations in Two Variables (SPLDV), referring to the Toulmin Argumentation Framework (data, claim, warrant, backing, rebuttal, and qualifier). The study employed a Research and Development (R&D) design using the ADDIE development model. It was conducted at one of the public junior high schools in Jombang, East Java, Indonesia, involving 25 students and two teachers as respondents. The research instruments included expert validation sheets, questionnaires for teachers and students, and a mathematical argumentation skills test developed based on the elements of the Toulmin framework. The effectiveness was evaluated using a one-group pretest–posttest approach, in which all participants were given mathematical argumentation tests before and after learning with the e-comic module. Data were analyzed using a paired sample t-test with SPSS to determine significant differences between the pre-test and post-test results. The expert validation results showed that the e-comic-based module obtained an average score of 94.23%, categorized as very valid, indicating strong content alignment, instructional design quality, and classroom applicability. The practicality test revealed that teacher responses averaged 94% and student responses 82%, both categorized as very practical, demonstrating that the module is easy to use, engaging, and relevant to students’ learning needs. The effectiveness test yielded a significance value of 0.000 (< 0.05), which reflects the module’s potential to enhance students’ mathematical argumentation skills. Pedagogically, the integration of the Toulmin framework in the e-comic context effectively helps students construct logical, structured, and evidence-based mathematical arguments through contextual narrative visualization. This approach also enhances students’ motivation, engagement, and reflective thinking during the learning process. Therefore, the developed e-comic-based teaching module is valid, practical, and effective in improving students’ mathematical argumentation skills and in supporting active, reflective, and meaningful mathematics learning.    Keywords: teaching module, digital technology, e-comic, mathematical argumentation skills. 
Exploring STEM Attitudes in Indonesian Elementary Students: A Comparative Analysis of Gender and Grade Level Wulandari, Fitria; Mirnawati, Lilik Binti
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.pp2308-2320

Abstract

Amidst the rapid development of science and technology, STEM learning has become an essential approach to preparing the younger generation with 21st-century skills. However, in Indonesia, interest and positive attitudes toward STEM subjects at the elementary level remain limited. Objective: This study aims to examine students’ attitudes toward STEM and identify possible differences by gender and grade level among fourth and fifth-grade students in an elementary school in Sidoarjo, Indonesia. Methods: A quantitative cross-sectional comparative design was employed, involving 314 students with 167 males (53.18%) and 147 females (46.81%). Data were collected using the STEM Attitude Scale for upper elementary students, developed by Unfried, with internal reliability coefficients ranging from α = 0.83 to α = 0.87. The data were analysed using normality and homogeneity tests, independent-samples t-tests, and effect size calculations (Cohen’s d). Focus group interviews were also conducted to complement the quantitative data. Findings: The results showed students’ attitudes toward STEM are positive. Moreover, it was found that there are no significant differences in overall STEM attitudes by gender or grade level. Although no statistically significant difference was observed, a small-to-medium effect (d = 0.30) in the science aspect suggested that younger students tended to express slightly higher enthusiasm for science-related learning. Furthermore, findings from the interviews indicate that students’ attitudes toward STEM influence their perceptions of their desired future careers or professions. Overall, the findings of this study are largely consistent with those of previous studies. Conclusion: The findings suggest that gender and grade-level differences in STEM attitudes among elementary students are minimal, indicating that early, inclusive, and hands-on STEM education may effectively promote equal engagement and interest across these groups. This study is limited by the small sample size, limited variables, and quantitative approach; therefore, future research should involve more schools and explore how STEM attitudes relate to students’ interest in STEM careers.    Keywords: STEM education, attitude, gender, grade level. 
Accommodating Diverse Learning Styles in Undergraduate Chemistry: A Mixed-Methods Study on Differentiated Interactive Learning Materials Munawwarah, Munawwarah; Side, Sumiati; Ilmi, Nurul
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.pp2366-2381

Abstract

This study investigates chemistry students’ perceptions of Interactive Learning Materials (ILMs) developed using a differentiated instruction approach. The research employed a mixed-methods design involving 62 undergraduate students in the Chemistry Education Program, Universitas Negeri Makasar, Indonesia, who completed a perception questionnaire and a validated online learning-style assessment. Descriptive analysis revealed that students’ overall perceptions of the ILMs were highly positive across six dimensions: preliminary experience, relevance, conceptual comprehension, differentiation, motivation, and effectiveness. In addition, a Kruskal–Wallis inferential test was conducted on a subset of 46 valid respondents to examine whether perception scores differed significantly across learning-style groups. The results indicated no statistically significant differences among the seven learning-style categories (H (6, 46) = 4.72, p = .58), suggesting that the ILMs were perceived positively and consistently across all groups. Qualitative responses further supported these findings, highlighting that kinesthetic learners valued interactive features but desired richer hands-on engagement. Overall, the study confirms that ILMs with differentiated pathways can effectively support diverse learners in mastering abstract chemistry concepts, while emphasizing the need for future development to integrate more kinesthetic and exploratory elements.   Keywords: interactive learning materials, differentiated instruction, learning styles, chemistry education, student perceptions.
Guided Discovery Learning Integrated with Numbered Heads Together: Effects on Mathematical Problem-Solving and Student Engagement Dewi, Indriana Puspita; Wulandari, Nidya Ferry
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.pp2382-2402

Abstract

This study aims to determine the effectiveness of the Guided Discovery Learning (GDL) model integrated with the Numbered Heads Together (NHT) cooperative approach in improving students’ mathematical problem-solving ability and student engagement. Effectiveness in this research is operationally defined as a statistically and practically significant improvement in students’ scores and engagement compared to conventional learning. This research employed a quasi-experimental design with a nonequivalent control group. The participants were three intact eighth-grade classes at SMPN 1 Jetis Bantul, selected via cluster random sampling. Class VIII A was taught using GDL combined with NHT, class VIII D used GDL without group work, and class VIII B used conventional learning. Data were collected through a mathematical problem-solving test and a student engagement scale, both validated by experts and tested for reliability. Data analysis used One-Way ANOVA followed by a Tukey HSD post hoc test and Kruskal–Wallis to determine significant mean differences among the three groups, complemented by effect size interpretation to assess the magnitude of differences. The results revealed that the GDL with the NHT model was significantly more effective than conventional learning in improving students’ mathematical problem-solving ability (p < 0.05, Cohen’s d = 0.86). However, there was no statistically significant difference between the GDL+NHT and GDL-only groups, indicating that adding NHT did not confer a significant cognitive benefit beyond the GDL model alone. In contrast, the NHT component meaningfully enhanced students’ engagement, particularly in participatory aspects such as oral, visual, and motor engagement, compared to both the GDL-only and conventional groups. The GDL model, either with or without NHT, effectively enhances students’ mathematical problem-solving ability and student engagement compared to conventional instruction. Future studies are recommended to examine this integration in broader contexts and longer durations to explore its potential for sustainable classroom engagement.    Keywords: effectiveness, problem-solving ability, student engagement, guided discovery learning model with numbered heads together, quasi-experimental design.
Fort Marlborough Ethnomathematics-Based Learning Handouts: Enhancing High School Students' Mathematical Literacy Skills Susanto, Edi; Aziza, Mela; Hiasa, Fina; Disha Stanggo, Pratiwi
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.pp2403-2419

Abstract

This study aims to develop a valid, practical, and effective learning handout based on the ethnomathematics of Fort Marlborough, Bengkulu, to enhance students' mathematical literacy. The research method used is research and development. The development model used is a formative evaluation with stages including self-evaluation, expert review, face-to-face sessions, small-group sessions, and field testing. This study involved test subjects of grade X high school students in Bengkulu City, Indonesia. The test subjects in this study were divided into several stages of the research. This study involved four experts (mathematics lecturers) from different universities. The one-to-one test stage involved six high school students (high, medium, and low abilities). The limited-scale test stage involved 24 grade X high school students, and the large-scale implementation with 43 subjects. Data collection techniques used were observation, questionnaires, and tests. Data analysis was carried out quantitatively and qualitatively. Quantitative and qualitative analyses examined the validity, practicality, and effectiveness of the mathematical literacy test. Analysis was also carried out descriptively on the results of suggestions from expert assessments of research products. The results of the study showed that: 1) the trigonometry learning handout based on the ethnomathematics of Fort Malborough Bengkulu that was developed meets the valid criteria based on the assessment of material, construction, and language by experts, with an average score of 0.63 (valid). 2) The trigonometry learning handout meets the practical criteria based on student assessment, with an average response score of 3.43 (very practical). The trigonometry learning handout has the potential to enhance high school students' mathematical literacy skills. In developing teaching materials using context, it is necessary to choose the proper context, and the illustration must be clear and easy to understand, in accordance with the material. Keywords: learning handout, ethnomathematics, Fort Marlborough, mathematical literacy skills.
The Mechanism of Didactical Obstacles in the Pythagorean Theorem: From Visual Rigidity to Procedural Failure Dahlan, Jarnawi Afgani; Prabawanto, Sufyani; Bariyah, Nusrotul; Nti, Seth Junior
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.pp2495-2517

Abstract

Learning the Pythagorean theorem is a significant challenge at the junior high school level because students often struggle to understand concepts, connect geometric and algebraic representations, and solve contextual problems. Based on previous studies, students' difficulties indicate the presence of learning obstacles. Existing research has addressed students' difficulties, errors, and epistemological obstacles in solving Pythagorean theorem problems and has presented applications of the Pythagorean theorem. Therefore, this study aims to analyze students' didactic learning obstacles to the Pythagorean theorem topic. To achieve this goal, a qualitative case study was conducted. Data was collected through data triangulation: written tests, interviews, and document studies. At the data-collection stage, 30 students and two teachers participated. Based on the written test results, the answers exhibit various characteristics. At the analysis stage, it is performed using ATLAS.ti software. The results show that there is a form of didactic learning obstacles consisting of visual orientation obstacles and formula procedural obstacles. The Visual orientation obstacles include students' lack of understanding of triangle concepts. The procedural obstacles include students' incomprehension of algebraic representations, understanding of problem-solving, understanding of procedures beyond integers, and application of Puythagos' theorem formulas. Visual orientation obstacles cause formula procedural obstacles. The didactic factor that creates obstacles is the way the topic is presented and the teacher's approach to designing learning. Didactic obstacles analysis is an important step in formulating a hypothesis about how a concept should be taught. By knowing the didactic obstacles, teachers or researchers can develop a more accurate Hypothetical Learning Trajectory (HLT). This will lead to the design of learning activities that anticipate common mistakes and misconceptions.    Keywords: didactical obstacle, learning obstacle, topic presentation analysis, textbooks, pythagorean theorem.  

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