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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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Fostering Creative Thinking in the Digital Era: Integrating Ethnoscience and TikTok into Science Edutainment Widiastuti, Maissy; Febriyanto, Hendra
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.pp240-260

Abstract

Students' creative thinking skills remain relatively low in science learning, mainly due to a limited variety of learning media and a lack of integration of local wisdom. This study aims to develop Ethno-Tok edutainment-based learning media that integrates the ethnoscience of making nopia cakes into TikTok video content to train the creative thinking skills of seventh-grade students at SMP Negeri 1 Kejobong. The novelty of this study lies in integrating ethnoscience, the TikTok social media platform, and the edutainment approach into a structured, contextually grounded design for science learning media. This study used the Research and Development (R&D) method with the ADDIE model, comprising the Analysis, Design, Development, Implementation, and Evaluation stages. There were 42 students in the study, including 10 in the small group and 32 in the large group. Data were collected through expert validation, student response questionnaires, and creative thinking skills essay tests assessing the indicators of fluency, flexibility, originality, and elaboration. Data analysis was performed descriptively and inferentially using the Shapiro-Wilk normality test and the paired sample t-test. The validation results showed that the Ethno-Tok media was in the highly feasible category, and student responses were in the very good category. Students' creative thinking skill scores increased significantly from the pretest to the posttest, both in the small group (23.6 to 85.8) and the large group (24.06 to 88.19). The paired-samples t-test showed a significant difference between pretest and posttest scores (p < 0.05). The N-gain analysis showed that the fluency and flexibility indicators were in the very good category, while originality and elaboration were in the good category. Ethno-Tok edutainment media shows potential to support the improvement of students' creative thinking skills in science learning through a local culture-based approach and project-based learning. The integration of local wisdom contexts with digital media familiar to students can strengthen learning engagement and conceptual understanding. However, because this study did not include a control group, the findings should be interpreted cautiously and considered preliminary evidence that requires further testing through experimental research designs. Keywords: ethnoscience, TikTok, edutainment, creative thinking skills.
Towards a Typology of Inquiry-Based Learning Syntax in Science Education: A Systematic Literature Review (2016–2025) Annisa, Rifaul; Winarno, Nanang; Rochintaniawati, Diana; Rahman, Taufik; Paltep, Jefelson M.
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.pp152-174

Abstract

This study reviewed 41 articles published between 2016 and 2025 that addressed the implementation of Inquiry-Based Learning (IBL) in science education. While several previous studies have discussed inquiry learning models and their relevance to various science disciplines, few have systematically examined the variation of IBL syntax across models and how its implementation aligns with educational contexts and developmental levels. The purpose of this study is to map and analyze the use of IBL syntax across models, learning environments, educational levels, and technology integration, thereby providing a clearer framework for teachers and curriculum developers. This study employed a systematic literature review method. Article characteristics were described based on year of publication, publication type, research method, country of origin, educational level, and scientific content. The analysis revealed that IBL syntax varies depending on context, learning model, educational level, and technology use. In elementary school settings, inquiry activities generally focus on initial engagement, observation, and simple exploration. At the secondary school level, IBL emphasizes more complex investigative skills, data analysis, and interpretation. In secondary and higher education, syntax often encompasses elaboration, evaluation, reflection, collaboration, and technology-supported activities such as virtual laboratories, simulations, or project-based investigations. Based on these findings, a practical typology of IBL syntax is proposed that organizes instructional steps by frequency of use, learning objectives, and alignment with students' developmental stages. This typology can serve as a methodological framework to guide teachers and curriculum developers in adapting IBL models to classroom contexts and student characteristics. This study provides theoretical insights and practical guidance for designing structured and context-sensitive inquiry activities. Future research is recommended to explore underutilized syntax, validate the proposed typology in classroom settings, and examine strategies to support teacher readiness and resource availability, thereby encouraging a more systematic and context-appropriate implementation of inquiry-based learning in science education. Keywords: systematic literature review, science education, learning syntax, and inquiry-based learning.
Integrating Edutourism and Epistemic Learning Patterns in Science Modules: A Strategy to Enhance Students’ Ecological Awareness Kuswara, Raden Didi; Fadli, Ahmad; Hadi, Marham Jupri; Sahratullah, Sahratullah; Wirentake, Wirentake; Alsulami, Naif Mastoor
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.pp261-286

Abstract

Education is a key factor in tackling climate change, and educational tourism (edutourism) is a new approach to environmental education with supporting teaching materials. This research aims to develop and evaluate the effectiveness of a science module on educational tourism, integrated with environmental education, for enhancing students’ ecological awareness. The module was designed using the 4D development model (define, design, develop, and disseminate) within an ELP approach. Validation by 10 experts, including experts in learning, environmental, and educational tourism, as well as research instruments, confirmed that the module and instrument were suitable for use. The implementation phase tested module effectiveness using a quasi-experimental design with a non-equivalent control group across three meetings, including field observations, presentations of observational results, and the design of simple solutions to environmental problems. A total of 75 students from 3 secondary schools participated in this study, with 43 in the experimental group and 33 in the control group. Descriptive analysis indicated an increase in ecological awareness in both groups, with a larger increase in the experimental group, as evidenced by post-test averages of 19.79 and 16.03, respectively. Further analysis with ANCOVA showed a significant effect of the instructional treatment on post-test scores after controlling for pre-test differences (F(1, 73) = 9.066, p = 0.004, partial η² = 0.110). The findings suggest that edutourism-based learning, which emphasizes direct interaction with nature, observation activities, and student-designed solutions to environmental problems, effectively promotes student ecological awareness. This study contributes to contextual and constructivist learning literature by demonstrating the role of authentic, ecology-based learning experiences in science education. However, implementation challenges related to access, logistics, and limited intervention duration remain. Future research should explore longitudinal and interdisciplinary approaches, including technology-supported alternatives, to overcome contextual constraints. Keywords: environmental education, educational tourism, ecological awareness, integration, science module.
Design and Evaluation of a Culturally Responsive Flipbook E-Module on Quantities and Units for Improving Students’ Critical Thinking Skills Ellianawati, Ellianawati; Yossindy, Figi Anggun; Subali, Bambang; Linuwih, Suharto; Simbulas, Lolly Jean C.
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.pp175-193

Abstract

This study reports the development and empirical evaluation of a culturally responsive flipbook e-module for teaching quantities and units in Indonesian senior secondary physics. Developed using the ADDIE framework and grounded in Culturally Responsive Teaching (CRT), the module integrates local measurement systems, mud, tala, lot, and deben, as epistemic resources for scientific reasoning. A quasi-experimental field trial involved 117 Grade 10 students across three intact classes: two experimental groups (digital: n = 41; print: n = 40) and one control group (conventional worksheets: n = 36). Expert validation confirmed strong content validity (Aiken’s V = 0.87), particularly in cultural authenticity and alignment with critical thinking constructs. Student surveys indicated high practicality (89.55%) and positive perceptions (85.75%), with learners highlighting how culturally familiar contexts, such as zakat unit analysis or land measurement using lots, enhanced relevance and cognitive engagement. To evaluate learning impact, a pretest–posttest design was implemented, with critical thinking measured via a validated open-response instrument. Analysis of covariance (ANCOVA), controlling for pretest scores, revealed a statistically significant effect of instructional modality on posttest performance, F(2, 113) = 58.34, p < 0.001, with a large effect size (partial η² = 0.513). Adjusted means showed that the experimental groups significantly outperformed the control group (Madj = 79.14 (digital); Madj = 80.72 (print); Madj = 42.13 (control); p < 0.001), while there was no meaningful difference between the delivery modes (p = 0.682). These findings suggest that the CRT-based design, rather than the medium, influences learning outcomes, supporting scalable implementation across diverse infrastructural contexts. When cultural knowledge is structurally integrated into disciplinary reasoning, students engage more deeply, affirming the module’s potential as an equitable, contextually relevant tool for improving rigorous science education. Keywords: critical thinking skills, e-module, culturally responsive teaching.
Enhancing Mathematical Spatial Literacy through Project-Based Blended Learning with Cognitive Conflict Strategy Mustika Sari, Rika Mulyati; Effendi, kiki Nia Sania; Aini, Indrie Noor; Sopiany, Hanifah Nurus; Sartika, Nenden Suciyati; Kossahdasabitah, Annisaa
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.pp287-313

Abstract

This article discusses the development of a project-based blended learning (PjBBL) module using a cognitive conflict strategy on the topic of geometric transformations to enhance mathematical spatial literacy. The objectives of this study are (1) to produce a valid, practical design of a PjBBL module with a cognitive conflict strategy, and (2) to determine the improvement in the mathematical spatial literacy of eleventh-grade senior high school students after implementing the module. This research is a design research using the Plomp model. The initial stage of the Plomp model, namely the preliminary research stage, is to identify the problems and needs required in learning. The second stage is prototyping, namely, compiling a prototype after obtaining the results of the initial investigation, followed by formative evaluation; the third stage is assessment. The data collection techniques and instruments used were interviews, observations, and mathematical spatial literacy tests. The results of the module development were evaluated based on three aspects, namely validity, practicality, and effectiveness, involving students from SMAN 1 Cicalengka as the research subjects. The research data were analyzed descriptively. The results showed that the design of the project-based learning teaching module using the cognitive conflict strategy was in the very valid category, with an obtained score of 84. Valid based on material and media experts from the results of the feasibility of content, presentation, language, contextual, and graphics (module size, cover design, and module content design). For the practicality value, a result of 86.3, including the very practical category, was obtained based on the results of the practicality test of student responses to the criteria of presentation, language, content, and time. The effectiveness of the module is evidenced by an increase in students' mathematical spatial literacy, with high N-gain and a large effect size. Keywords: project-based learning, cognitive conflict strategy, mathematical spatial literacy.
Psychometric Evaluation of Culturally Responsive Numeracy and Problem-Solving Assessment: A Rasch Modeling Approach Suciati, Indah; Walanda, Daud Karel; Idris, Mustamin; Napitupulu, Mery; Anggraini, Anggraini; Lefrida, Rita; Walanda, Richard Albert
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.pp357-382

Abstract

The quality of measurement in educational research is highly dependent on the validity and reliability of the instruments used. However, in practice, many numeracy literacy and problem-solving instruments have not undergone adequate psychometric testing, particularly those that use cultural contexts as question stimuli. This study aims to develop and evaluate instruments for numeracy literacy and problem-solving in sequences and series, grounded in cultural context/local wisdom, using a research and development approach and Rasch modeling. The instrument's content validity was assessed through expert review by learning evaluation experts, mathematics education lecturers, and cultural experts (traditional councils). The analysis was conducted using the average validator score, Aiken's V coefficient, and percentage agreement to ensure the appropriateness of the substance, clarity of language, instrument appearance, and the appropriate integration of cultural context. Empirical trials were conducted in small groups with 71 high school students in grade X with 15-17 years in three regions in Indonesia: Palu City, Donggala Regency, and Sigi Regency, who were selected purposively. The test data were analyzed using Rasch modeling to evaluate item suitability, difficulty level, reliability, separation index, unidimensionality, and potential bias through DIF analysis. The analysis results showed that the developed instrument had very high content validity, strong person and item reliability, and that most items fit the Rasch model. However, the distribution of item difficulty did not fully cover the extreme range of respondents' abilities, and indications of DIF were found in some items in one area, indicating the need for further refinement. Thus, the developed numeracy literacy and problem-solving instrument was deemed suitable based on initial findings at the development stage; however, it still requires further revision and testing before being widely used in a more diverse population. Keywords: numeracy literacy, problem-solving, rasch model, reliability, validity.
Comparative Effects of Problem-Based Learning, Creative Problem Solving, and Problem Posing on Junior High School Students' Mathematical Reasoning Nurhanurawati, Nurhanurawati; Suryadinata, Nurain; Mutmainah, Siti
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.pp383-396

Abstract

Junior high school students in Indonesia consistently face systemic challenges in their mathematical reasoning skills, leading to consistently poor performance on international tests like PISA. This enduring educational disparity underscores an immediate need for pedagogical reforms that transcend rote memorization and promote approaches that foster cognitive adaptability. Our study was driven by the need to evaluate and compare the efficacy of three prominent student-centered frameworks: Problem-Based Learning (PBL), Creative Problem Solving (CPS), and Problem Posing, in enhancing students' reasoning outcomes. Our study utilized a quasi-experimental design featuring a post-test-only control group. The sample consisted of 93 seventh-grade students from Bandar Lampung. The data underwent statistical testing because the CPS group exhibited a non-normal distribution, as determined by preliminary normality testing (Sig. = 0.000). Therefore, the non-parametric Kruskal-Wallis Test was employed to ensure analytical integrity. The findings revealed a statistically significant disparity in reasoning achievement across the three experimental groups (Asymp.Sig. = 0.006). Detailed pairwise comparisons using the Bonferroni correction demonstrated that while PBL and CPS yielded comparable results (Adj.Sig. = 1.000), likely due to their shared reliance on structured problem-solving foundations, the Problem Posing model emerged as the most potent intervention. It significantly outperformed both PBL (Adj. Sig. = 0.007) and CPS (Adj. Sig. = 0.035). This superiority stems from the unique cognitive demands of problem-solving, which necessitate that students engage in thorough, divergent thinking and careful structural analysis of mathematical concepts. This model enhances metacognitive skills essential for advanced reasoning by transforming students' roles from problem solvers to creators. This study recommends problem posing as a core approach for educators aiming to improve students' mathematical reasoning. Keywords: mathematical reasoning, problem posing, problem-based learning, creative problem solving.

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