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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 647 Documents
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Mapping the Evolution of Students’ Submicroscopic Representations: A Correspondence Analysis of Solute–Solvent Interactions Sidauruk, Suandi; Meiliawati, Ruli
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.pp2420-2435

Abstract

Understanding the particulate nature of matter in solutions requires integrating macroscopic, submicroscopic, and symbolic representations, a domain in which students often encounter misconceptions. This study investigated high school students’ conceptions of solute-solvent particle behavior in sugar and sodium chloride (NaCl) solutions using student-generated drawings. A total of 253 students from Grades 10, 11, and 12 in Palangka Raya, Indonesia, participated in a descriptive-comparative cross-sectional study. The open-ended pictorial test was validated by experts (Aiken’s V = 0.91), demonstrated substantial inter-rater reliability (Cohen’s κ = 0.753 for SSR; κ = 0.779 for CIR; p < .001), providing strong evidence of construct validity. Students’ representations were categorized into two dimensions: (1) Spatial Structural Representations (SSR): Regular-Loose (Rel), Regular-Dense (Red), Random (Ran), and Invisible/Disappeared (Dis); and (2) Chemical Interaction Representations (CIR): Molecular (MOR), Partial Ionic (PIR), Scientific Ionic (SIR), and Complex Mixed Ionic (MIR). Chi-square analysis revealed a significant relationship between grade level and both representational dimensions (SSR: χ²(6) = 29.079, p < .001, Cramer's V = 0.24, inertia = 0.115; CIR: χ²(6) = 61.612, p < .001, Cramer’s V = 0.349, inertia = 0.244). Correspondence analysis further revealed a progressive conceptual shift: Grade 10 students predominantly depicted Regular-Loose (solid-like) structures, whereas Grade 12 students more frequently produced Random (scientific) representations. Similarly, development in CIR moved from molecular (MOR/PIR) to scientifically accurate ionic forms (SIR/MIR). These findings highlight the need for multi-representational, visually oriented instruction, such as animations, augmented-reality simulations, and drawing-based assessments, to support conceptual change and strengthen coherence across representation levels.    Keywords: particulate nature of matter, solution chemistry, correspondence analysis, representational competence, conceptual change.
Unveiling the Geometry of Culture: An Ethnomathematical Exploration of Transformation Geometry in Cimahi Batik Motifs Purniati, Tia; Suhaedi, Didi
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.pp2518-2541

Abstract

Mathematics played an essential role in daily life. However, mathematics learning in schools was often less connected to students' real-life contexts, so many of them struggle to understand mathematical concepts. Relating mathematics to everyday life was necessary for students to understand its relevance and benefits. This research aimed to explore the cultural values and concepts of transformation geometry embedded in Cimahi batik motifs. The method used in this study was ethnographic, with the research conducted in Lembur Batik, Cimahi, West Java, Indonesia. The research framework in ethnomathematics adopted four key questions to inform the framework used to facilitate research, “Where should observations be made from?, "How is the observation process carried out?” "What are the results of these observations?", and “What is the meaning of it?. The investigator served as the instrument in the data-gathering process and used triangulation involving interviews, observations, and literature review. Analysis occurred in three stages: data condensation, data display, and drawing of conclusion. The study found that Cimahi batik motifs embody cultural values that reflect the identity of the Cimahi community. Moreover, these motifs employed concepts of transformation geometry, such as translation, reflection, rotation, and dilation. The distinctive feature of these findings is the association between the motif beauty of Cimahi batik and the use of transformation-geometry concepts derived from local culture. This is what makes the batik motif from Cimahi a valuable context for learning mathematics, particularly geometry. This has significant implications for the growth of ethnomathematics, as it means that geometrical concepts can be incorporated into local cultural frameworks within situational mathematics learning grounded in indigenous cultural knowledge.     Keywords: culture, transformation geometry, ethnomathematics, Cimahi batik motif.  
Mapping the Layers of Understanding: An Analysis of Mathematical Comprehension in Literacy Questions using the Pirie-Kieren Theory Uskono, Irmina Veronika; Jagom, Yohanes Ovaritus; Djong, Kristoforus Djawa; Lakapu, Meryani; Dosinaeng, Wilridus Beda Nuba; Leton, Samuel Igo; Batarius, Patrisius; Mamulak, Natalia Magdalena Rafu; Guterres, Ilda
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.pp2436-2452

Abstract

The Pirie-Kieren theory provides a dynamic framework that explains how mathematical understanding develops in layers, starting from initial introduction to reflection through eight layers of understanding. The eight layers of understanding are Primitive Knowing, Image Making, Image Having, Property Noticing, Formalizing, Observing, Structuring, and Inventising. This study aims to analyze students' mathematical understanding in solving literacy problems based on Pirie-Kieren's theory. This study is a qualitative descriptive study, involving 15 tenth-grade students at SMA Negeri 2 Kupang Barat, Indonesia. The research instruments used were literacy tests and interviews. In-depth interviews were conducted with student representatives who had reached each layer of understanding. Student representatives were selected based on purposive sampling. Data analysis in this study was carried out in four stages, namely data reduction, data presentation, conclusion drawing, and triangulation. The literacy test data were analyzed based on Pirie-Kieren's eight layers of understanding. The eight layers of understanding are. The results show that 73.33% of students reached the image having a layer of understanding, 13.33% reached the formalizing layer, 6.67% reached the image-making layer, and 6.67% reached only the primitive knowing layer. No students reached the observing, structuring, or inventing layers. The dominance of students in the image, having a level of understanding, shows that most students have only reached the initial stage. These results indicate that students' mathematical understanding of literacy questions remains at a basic level and has not developed into a reflective understanding.    Keywords: mathematical literacy, literacy questions, mathematical understanding, Pirie Kieren theory.
Bridging the Learning Gap: Implementing Teaching at the Right Level in Secondary School Mathematics Sari, Vernita; Mustafa, Sriyanti; Dollo, Asdar; Ali, Ayu Rahyuni
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.pp2453-2473

Abstract

The study evaluates whether and to what extent the Teaching at the Right Level (TaRL) intervention improves students’ learning in mathematics across cognitive, affective, and psychomotor domains. This study employed a pre-experimental one-group pre-test/post-test design, in which a single cohort of 35 Grade XI students at Senior High School I, Takalar, South Sulawesi, Indonesia, was assessed before and after the implementation of the TaRL approach. Data were gathered using pre- and post-tests to measure cognitive improvement. The cognitive, affective, and psychomotor domains were assessed with structured observation sheets using a five-point Likert scale, which were then transformed to a 0-100 scale for clarity of interpretation. The result showed a significant increase in students’ cognitive achievement, with the pre-test and post-test means of 83.42 and 93.22, respectively. Although the initial score was relatively high due to students’ prior exposure to similar mathematical content, the statistical results confirmed a meaningful improvement beyond the baseline understanding. Observations of the affective domain revealed notable positive shifts; students demonstrated higher motivation, increased confidence in problem-solving, and more active participation during class activities, as reflected in an average converted score of 95.31. In the psychomotor domain, the mean score of 93.21 demonstrated students’ enhanced ability to apply mathematical concepts in practical contexts through active engagement. These findings suggest that the Teaching at the Right Level (TaRL) approach effectively enhances students’ learning outcomes within the studied context by promoting active, differentiated, and student-centered learning experiences. Since the study was conducted at a single institution with a small sample, additional research with larger populations and diverse educational contexts is necessary to substantiate and generalize these findings.    Keywords: affective, cognitive, mathematics, psychomotor, teaching at the right level (TaRL).
The Influence of Learning Models and Physics Learning Motivation on Students’ Critical Thinking Skills Yusuf, Nurfadillah; Ali, M. Sidin; Palloan, Pariabti
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.pp2474-2494

Abstract

This research is an experimental study with a 2×2 factorial design, examining the interaction between learning models and physics learning motivation on students' critical thinking skills, both overall and in terms of high and low levels of learning motivation. In addition, this study also aims to test the interaction between learning models and physics learning motivation on critical thinking skills. The study population consisted of all grade XI students at Madrasah Aliyah Allu Jeneponto in the 2024/2025 Academic Year. The research sample consisted of 64 students, selected through a cluster random sampling technique with a lottery method to determine which classes would serve as the experimental and control groups. To minimize disruption to the ongoing learning process, randomization was conducted at the class level, rather than the individual level. Based on the lottery results, it was determined that class XI.1 was designated as the experimental class, taught using the guided inquiry learning model. In contrast, class XI.3 was designated as the control class, taught using the conventional learning model. Each class consisted of 32 students. Data analysis employed descriptive and inferential statistics, including a two-way ANOVA test with a significance level of 5%. The results showed that the experimental group had an average critical thinking ability 12.81 points higher, with a standard deviation of 2.16, compared to the control group, which had an average of 11.09 points, with a standard deviation of 2.13. Inferential analysis confirmed a significant difference in students' overall critical thinking ability between the two learning models, both in the high-motivation and low-motivation groups. However, no influence was found between the learning model and physics learning motivation on the critical thinking ability of students at Madrasah Aliyah Allu. This shows that the influence of the guided inquiry learning model on critical thinking ability is consistent at all levels of learning motivation. Thus, the application of the guided inquiry learning model has been proven effective in improving students' critical thinking abilities, and learning motivation also plays an important role as an independent factor that supports the improvement of this ability. Keywords: guided inquiry, learning motivation, critical thinking skills.
Beyond Final Answers: Explainable AI for Step-Level Formative Feedback in Transformational Geometry Nursit, Isbadar; Fuady, Anies; Zauri, Ahmad Sufyan; Phadung, Muneeroh
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.pp2584-2612

Abstract

Providing high-quality feedback on students’ solution steps in transformational geometry is challenging in large university classes. Explainable AI (XAI) offers a potential way to automate step-level assessment while keeping model decisions transparent and educationally meaningful. This study examines whether an XAI-based system can validly and reliably score students’ solution steps in transformational geometry, how faithful and fair its explanations are, and whether step-level XAI feedback improves learning in an authentic course setting. This study used a two-phase quantitative design complemented by a small qualitative component. In Phase 1, XAI-based step scores were compared with expert ratings of items involving reflections, rotations, translations, and compositions of transformations, using a rubric with eight indicators (GT1–GT8), and explanation fidelity and subgroup fairness were evaluated. In Phase 2, a clustered quasi-experiment was conducted comparing XAI-based feedback with conventional rubric-based feedback in two classes. Brief and semi-structured interviews were conducted with six students from the XAI class to explore how they interpreted and used the feedback. The results show that the XAI system approximated expert step scoring with acceptable agreement, produced explanations whose highlighted features were meaningfully related to predictions, and exhibited no large performance disparities across gender or study programme. In the classroom experiment, the XAI group achieved moderately higher post-test scores than the control group, with gains concentrated on indicators related to parameter specification and composition of transformations. Interview data suggest that students used the XAI interface to locate and revise specific steps while still relying on the lecturer for deeper conceptual clarification. Overall, the findings indicate that when aligned with a domain-specific rubric, XAI-based step assessment can serve as scalable, task- and process-level formative feedback in transformational geometry, best used in a human-in-the-loop configuration that complements rather than replaces teacher feedback. Keywords: artificial intelligence, mathematics assessment, quasi-experimental design, transformational geometry.
Exploring the Gap: Creative Mathematical Reasoning of Pre-service Teachers in Solving Multiple Solution Analytical Geometry Tasks Harisuddin, Muhammad Iqbal; Wardono, Wardono; Cahyono, Adi Nur; Hidayat, Riyan; Zaenuri, Zaenuri; Sukestiyarno, Yohanes Leonardus; Waluya, Stevanus Budi
Jurnal Pendidikan MIPA Vol 27, No 1 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i1.pp39-62

Abstract

With the rapid changes in the times, the emphasis in education has also shifted, from equipping students with highly codified knowledge to developing routine skills to empower them to face and overcome complex and non-routine cognitive challenges. Students must be able to think flexibly and creatively when asked to solve problems for which they do not yet have strategies. The purpose of this study was to describe the creative mathematical reasoning (CMR) abilities of students in solving multiple solution tasks (MSTs) in analytical geometry problems. The CMR indicators in this study were novelty, plausibility, and mathematical foundation. The research used a qualitative descriptive design, describing how students' CMR abilities and their own abilities in solving MSTs questions. The subjects of this study were second-semester students in the mathematics education program at a university in Subang in the 2024/2025 academic year. The subjects were given MSTs questions, grouped into high, medium, and low groups based on their scores. Then, two participants were selected from each group. The criteria for selecting research subjects were: fulfilling the CMR ability aspect; being able to solve several MSTs questions to assess novelty, plausibility, and mathematical foundation, including the stages of initiating reasoning, developing reasoning (incubation, illumination), verifying reasoning, and justifying reasoning; and being able to communicate well. The research subjects were divided into three groups based on the MSTs' question scores: high, medium, and low.  The results of the study illustrate that students' mathematical creative reasoning abilities in solving MSTs questions are not optimal, as reflected in the solutions they provide. Therefore, to optimize students' CMR abilities, assignments should combine question types and use interactive, practical, relevant, comfortable, and connected learning models. For example, project-based or technology-based learning models. Keywords: analytical geometry, creative reasoning, multiple solution tasks.
The Mediating Role of Science Knowledge in Linking Digital Well-Being and Media Literacy to Critical Thinking Skills: A PLS-SEM Analysis Andriani, Nike; Rosba, Evrialiani; Anggraini, Villia
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.pp2700-2719

Abstract

This study aims to analyze the influence of digital well-being, knowledge of learning media, and teaching material satisfaction on students’ science knowledge and critical thinking skills through an integrative approach using Partial Least Squares Structural Equation Modeling (PLS-SEM). Data were collected through an online questionnaire administered to 366 respondents, followed by construct validity and reliability testing. The results show that digital well-being has a significant positive effect on science knowledge, but is nonsignificant and even tends to be negative in its relationship with critical thinking skills. In contrast, knowledge of learning media and satisfaction with teaching materials were found to have positive, significant effects on both science knowledge and critical thinking skills. In addition, scientific knowledge is an important predictor of critical thinking skills. Effect size analysis indicates that digital well-being, learning media knowledge, and teaching material satisfaction explain 32.7% of the variance in science knowledge (R² = 0.327). In comparison, satisfaction with science knowledge and teaching materials explains 25.6% of the variance in critical thinking skills (R² = 0.256), indicating a model with moderate predictive strength. These findings confirm that media literacy, satisfaction with teaching materials, and digital well-being work simultaneously to strengthen the foundation of science knowledge while promoting higher-order thinking skills. However, the influence of digital well-being on critical thinking is indirect. This study can serve as a reference for educators and policymakers in designing science learning strategies that balance technology use, strengthen media literacy, and provide relevant teaching materials. Keywords: digital well-being, knowledge of learning media, teaching materials satisfaction, science knowledge, critical thinking skills.
Mapping the Evolution of Cultural and Problem-Based Approaches in Mathematics Education: A Bibliometric Review from 2000 to 2024 Mailili, Wahyuni; Ijirana, Ijirana; Rizall, Muhammad; Hadi, Windia
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.pp2799-2817

Abstract

This study is a literature review that aims to analyze research trends on Problem-Based Learning (PBL), Mathematical Communication, Ethnomathematics, and Problem Solving in mathematics education, and to provide recommendations for variables with potential for future research. Bibliometric analysis was used to identify relevant research articles. Search data were obtained from Google Scholar from 2000 to 2024 using the keywords problem-based learning, mathematical communication, ethnomathematics, and problem solving, with publication types limited to journals, articles, and conference papers. From a total of 72 articles initially screened, the refinement process yielded 52 relevant articles published between 2007 and 2024. To analyze the data comprehensively and achieve the research objectives, data analysis was conducted using Harzing's Publish or Perish, Excel, and VOSviewer. The benefit of this research is that it can help researchers who will conduct further research on problem-based learning, mathematical communication, ethnomathematics, and problem-solving by identifying the opportunities identified in this study. The results of this study show a continuous and developing research trend and provide recommendations for variables that have the potential to be studied in the future related to the integration of the keywords problem-based learning, ethnomathematics, and mathematical communication as a proposed strategic approach to simultaneously strengthen mathematical literacy and mathematical problem-solving skills in the context of modern learning. This study is expected to provide a roadmap and outline new opportunities for researchers interested in exploring topics related to the keywords, serve as an important reference, and inspire new research with greater novelty, thereby supporting the development of 21st-century skills through mathematics education. Keywords: problem-based learning, mathematical communication, ethnomathematics, problem solving, bibliometric analysis, VOSviewer.
Analyzing Structural Gaps in Mathematical Argumentation: A Toulmin-Based Study on Graph Theory Zulkarnaen, Rafiq; Aziza, Asya Khaula
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.pp2613-2636

Abstract

This research project sought to explain the format and quality of students' mathematical argumentation in graph theory by examining how students built and defended arguments using the Toulmin model. Although research on mathematical argumentation has been extensive, studies that explicitly examine the structure of students' argumentation in graph theory are still very limited, especially in the context of Discrete Mathematics courses in Indonesian higher education. The qualitative descriptive design has been used to investigate students' written responses to graph theory problems in a Discrete Mathematics course. The sample consisted of 22 undergraduate students from the Mathematics Education Study Program at Universitas Singaperbangsa Karawang, selected purposively and classified into high-, medium-, and low-ability groups. Inductive and deductive analysis methods were applied to the data to identify patterns in the reasoning and to assess whether the students' arguments were complete and logically consistent. Data analysis was conducted by combining inductive and deductive approaches supported by a Toulmin model-based coding framework to identify the structure and completeness of arguments, particularly the presence and thickness of claims, data, and warrants, and to compare patterns across levels of ability. The findings showed clear differences in mathematical argumentation across ability levels. Students with high ability presented more coherent arguments with correct and justified claims and logical warrants, whereas medium- and low-ability students produced incomplete or no arguments. The results of this study suggest that ways to enhance the reasoning and argumentation of mathematics instruction, especially by using tasks that encourage justification and conceptual learning in discrete mathematics, need to be reinforced.   Keywords: mathematical argumentation, reasoning, Toulmin’s model, graph theory, discrete mathematics, mathematics education. 

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