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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 660 Documents
 62   63   64   65   66 
Culturally Responsive Science Education: Developing and Evaluating Ethnoscience-Integrated Animated Videos for Middle School Learners Fathul Hasanah; Arda Arda; Siti Rabiatul Adawiyah; Windia Hadi
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.pp610-631

Abstract

This study aimed to develop and evaluate a Canva-based animated video integrated with Kaili ethnoscience to support students' conceptual understanding of the human respiratory system in junior high school. The study employed a Research and Development (R&D) approach using the ADDIE model, consisting of five sequential stages: analysis, design, development, implementation, and evaluation. The developed media was validated by material and media experts, followed by a limited classroom implementation involving 17 eighth-grade students at MTs Nida'ul Khairaat Pombewe. Data were collected through expert validation questionnaires, student response questionnaires, and conceptual understanding tests administered using a one-group pretest-posttest design. The material expert validation yielded an average score of 96.7%. In comparison, the media expert validation produced an average score of 91.7%, both of which were categorized as Very Good, confirming the high validity and technical quality of the developed media. Student reaction was also very favorable across six dimensions: attractiveness, ease of use, clarity, relevance, engagement, and usefulness, which indicate high practicality and acceptance in the classroom. Effectiveness testing results showed a significant increase in students' conceptual knowledge, with an average N-gain of 0.85 (high category) and a large effect size (Cohen’s d = 2.49). Improvements in learning were observed across all seven conceptual understanding indicators, with the greatest increases in classifying (N-gain=1.000), explaining (N-gain=0.947), and comparing (N-gain=0.917). Such results suggest that providing culturally relevant ethnoscience material to students, together with available digital animation resources, may facilitate significant learning in science by helping abstract physiological ideas relate to students' cultural lives. However, because this study employed a one-group pretest-posttest design without a control group and had a limited sample size, the findings should be interpreted with caution. Future studies using controlled experimental designs with larger and more diverse samples are recommended to further validate the effectiveness of ethnoscience-integrated animated learning media. Keywords: animated video, canva, culturally responsive teaching, conceptual understanding, respiratory system, ethnoscience.
Fostering 21st-Century Problem-Solving: The Efficacy of the Deep Learning-Integrated INSPIRE Model in Science Education Shynthya Ratu Shyma; Paidi Paidi; Helen Grace B. Gonzales; Mualimim Mualimim; Atik Kurniawati; Ahmad Kamal Sudrajad; Nurul Faizah; Kurnia Padmawati; Crescentia Mishi Juniorita Ngangi
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.pp502-521

Abstract

Twenty-first-century learning, particularly in biology education, emphasizes the development of critical thinking and problem-solving skills as essential 4C competencies. However, current evidence indicates that Indonesian students' problem-solving abilities remain low, as reflected in the 2022 PISA results, which show that only 31% of students achieved basic creative thinking skills. This study aims to address this gap by examining the effectiveness of the INSPIRE (Identifying, Nurturing, Setting up, Planning, Investigating, Reasoning, Ending) learning model integrated with a deep learning approach defined here as a pedagogical framework emphasizing meaningful, mindful, and joyful learning on students' problem-solving skills in biology. This quasi-experimental study was conducted at SMA Negeri 1 Piyungan, Yogyakarta, during the odd semester of the 2024/2025 academic year and involved 72 tenth-grade students studying the environmental change material. Participants were purposively selected from two intact classes (n=36 each) based on equivalent characteristics, balanced prior academic performance, and schedule availability. The study employed a pretest-posttest non-equivalent control group design, with the experimental group receiving instruction through the INSPIRE model enriched with e-modules and guided inquiry activities. In contrast, the control group experienced conventional lecture-based teaching. Problem-solving abilities were measured using a validated six-item essay test covering four Polya indicators: understanding the problem, devising a plan, carrying out the plan, and looking back (r=0.368-0.579; α=0.923). Data analysis using an independent-samples t-test revealed statistically significant differences between groups (t = -27.195, df = 70, p < 0.001), with the experimental class achieving a mean posttest score of 92.01 (SD = 3.50) compared to the control class mean of 62.15 (SD = 5.57). Cohen's d effect size calculation yielded 0.98, indicating a large practical significance. The experimental group demonstrated a gain score of 58.24 points, compared with 28.82 in the control group. These findings provide empirical evidence that the deep learning-based INSPIRE model effectively enhances students' problem-solving skills in biology, offering a viable pedagogical alternative to conventional instruction methods. Keywords: biology learning, deep learning, environmental change, INSPIRE model, problem solving.
Integrating Prophetic Values in Mathematics Learning: Enhancing Connection Abilities and Islamic Character in Middle Schools Litsa Arfi Hidayati; Kusno Kusno; Md. Mahmudul Alam
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.pp632-655

Abstract

Mathematics learning in madrasahs has largely focused on conceptual understanding, while the systematic integration of spiritual values into mathematics instruction remains limited. Consequently, students’ mathematical connection ability (MCA) and Islamic character (IC) are often developed separately rather than through an integrated learning process. This study aimed to develop student worksheets (LKPD) based on a prophetic approach and to examine their validity, practicality, and effectiveness in improving both MCA and IC. The study employed a Research and Development (R&D) design using the ADDIE model, which consists of the stages of Analysis, Design, Development, Implementation, and Evaluation. The participants were seventh-grade students of a Madrasah Tsanawiyah, involving a limited trial class, an experimental class, and a control class. Data were collected through expert validation sheets, student practicality questionnaires, MCA tests, and IC questionnaires, supported by classroom observations and interviews. Descriptive analysis was used to determine the validity and practicality of the developed LKPD, while inferential analysis was conducted using Multivariate Analysis of Covariance (MANCOVA) with pretest scores as covariates. The results showed that the developed LKPD achieved 85% validity and 90% practicality, indicating that the worksheets were feasible and well accepted in classroom learning. The MANCOVA results further revealed a statistically significant effect of the prophetic-approach-based LKPD on students’ MCA and IC (p < 0.05) after controlling for initial differences. Findings from classroom observations and student reflections also indicated that integrating prophetic values encouraged responsible participation, collaborative engagement, and reflective thinking during learning activities. These results suggest that integrating prophetic principles humanization, transcendence, and liberation into mathematical tasks can support both conceptual understanding and character development within mathematics learning. Overall, the study highlights the potential of value-integrated instructional materials to promote more holistic mathematics learning in madrasah contexts. Keywords: LKPD, prophetic approach, mathematical connection ability, islamic character, madrasah tsanawiyah. 
Beyond the Shannon-Wiener Index: Disparities in Lecturers' Conceptual Knowledge of Effective Species Numbers Lia Auliandari; Marlina Ummas Genisa
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.pp522-538

Abstract

This study aimed to explore lecturers' knowledge of the Shannon-Wiener index and Effective Species Numbers in the context of biodiversity measurement, examining both factual and conceptual knowledge dimensions. A mixed-methods design with an embedded component was employed. Respondents were selected through purposive sampling, and data were collected using an open-ended questionnaire and a procedural competency test (to reinforce qualitative results). The factual knowledge dimension focused on the relevance of species as a measurement unit, while the conceptual knowledge explored index selection, application, and interpretation of the logarithmic base of the Shannon-Wiener index, and emphasis on Effective Species Numbers. The data analysis was carried out through the stages of qualitative and quantitative data analysis, data integration, and conclusion drawing and verification. The results showed that, regarding factual knowledge, lecturers agreed that species remain the basic unit of biodiversity measurement because they reflect ecosystem conditions and serve as a basis for representing environmental health. In the conceptual dimension, the dominant use of the Shannon-Wiener index, based on the natural logarithm, as a methodological standard was found, driven by pragmatic considerations and its suitability with academic textbooks. Lecturers also pointed out the unitless, scaling, and monotonicity properties of the index, as well as the mathematical implications of choosing a logarithmic base. However, absolute differences in logarithmic bases can make index values incomparable across studies. Despite this understanding, a notable gap emerged regarding Effective Species Numbers. While some respondents acknowledged its importance as an advancement that addresses the limitations of entropy-based measures, others were unfamiliar with the concept. This disparity highlighted the need for curricular enhancement and academic updating. Overall, the study underscored the importance of strengthening mathematical-biological literacy and updating ecological education. Beyond routine calculation of traditional biodiversity indices, learning should encourage deeper conceptual reasoning, ecological interpretation, and awareness of contemporary methodological developments. Keywords: shannon-wiener index, effective species numbers, factual knowledge, conceptual knowledge.
Bridging the Gap in Mathematics Education: The Efficacy of Deep Learning and STEM-Based PBL on Critical Thinking Farikha Aulia Rahma; Megita Dwi Pamungkas; Fadhilah Rahmawati
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.pp562-586

Abstract

Critical thinking skills are important for students to face challenges in the 21st century, but their development in mathematics learning still has limitations because the approach tends to use conventional methods whose center is the teacher. This study aims to analyze the effectiveness of deep learning methods in improving students' critical thinking skills in mathematics. The deep learning method, implemented with the principles of meaningful, mindful, and joyful learning, used a STEM-based Problem-Based Learning model. This method focused on analyzing real-world problems, working in groups, group discussions, and applying trigonometry concepts to real-world problems through project-based activities. The study used a quasi-experimental pretest–posttest control group design involving 71 students in class X at SMA Negeri 2 Magelang for the 2025/2026 school year. The experimental group received instruction using the deep learning method through the Problem-Based Learning model, based on STEM and trigonometry material, while the control group used conventional instruction. The instrument used in this study is a validated critical-thinking test with five factors: interpretation, analysis, evaluation, inference, and explanation. The results of the paired-sample t-test indicated a significant improvement in both groups (p < 0.001). The experimental group achieved a mean gain score of 38.43, while the control group recorded a mean gain of 30.97 points from the pretest to posttest.  The independent-samples t-test also indicated a significant difference in posttest scores between the two groups (p = 0.024). These results indicate that the deep learning method is more effective than traditional learning in improving critical thinking in mathematics learning. Keywords: critical thinking, deep learning approach, mathematics education.
Measuring Critical Thinking in Physics: A Rasch Analysis of Instrument Quality and Gender Equivalence Maria Goreti Halim; Duden Saepuzaman; Lina Aviyanti; Judhistira Aria Utama; Abu Nawas
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.pp452-475

Abstract

This study seeks to evaluate the quality of a Critical Thinking Skills (CTS) instrument for high school students on dynamic fluids, focusing on reliability, item validity, and respondent ability assessment using the Rasch model. This research utilized a quantitative technique with a descriptive design. The research sample comprised 200 11th-grade science students from several high schools in Manggarai Regency, East Nusa Tenggara, Indonesia, of whom 140 were female, and 60 were male. Data were analyzed with the Rasch modeling approach with the assistance of WINSTEPS software version 3.73. The findings indicated that the instrument exhibited generally acceptable psychometric properties, with a Cronbach’s Alpha of 0.89 and a reliability of 0.93, indicating strong internal consistency and measurement stability. However, Rasch model analysis revealed that approximately 10% of the items did not fit the model expectations (misfit), around 15% indicated potential gender bias based on Differential Item Functioning (DIF) analysis, and 20,5% of respondents showed misfit response patterns. These results suggest that, while the overall reliability indices were high, certain items and response patterns require further refinement to achieve optimal measurement precision and fairness. The person reliability score of 0.83 indicated that the instrument reliably and accurately differentiated between varied levels of responder competence in assessing critical thinking abilities. In conclusion, this CTS instrument demonstrates overall acceptable measurement quality within the Rasch framework, although several psychometric limitations remain evident. These findings position the instrument as a preliminary yet functional assessment tool for measuring students’ critical thinking skills in dynamic fluid topics, while highlighting the importance of continued empirical validation. Future studies are encouraged to expand the range of item difficulty, re-examine items exhibiting misfit and gender-related DIF, and involve more diverse samples to enhance measurement precision, fairness, and generalizability. Keywords: critical thinking skills, Rasch model, dynamic fluids.
Enhancing High School Spectroscopy Education: The Efficacy of a Virtual Reality Laboratory for Hydrogen Emission Experiments Melani Putria Dewi Sari; Hartono Bancong; Rahmawati Rahmawati
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.pp587-609

Abstract

Many high schools struggle to conduct a hydrogen emission spectrum experiment because they lack sufficient, up-to-date, and easy-to-use optical equipment. As a result, students often miss opportunities to observe diffraction patterns and to connect their analyses to atomic transitions. This study developed a virtual-reality-based laboratory for a hydrogen emission spectrum experiment to measure the spectrum across different diffraction orders and to improve students' learning outcomes. The ADDIE framework was used for the research and development process. It included analysis, design, development, implementation, and evaluation. Four physics teachers were interviewed to identify classroom problems and users' needs. The virtual reality-based laboratory made a hydrogen light source, a spectrometer, and a diffraction grating that users could interact with to align and measure angles for data collection. Three experts used a Likert-scale tool to rate its validity with respect to scientific accuracy, instructional design, and ease of use. Used Aiken's V to check for validity. The simulations showed that the diffraction patterns were always the same. The average angle changed from violet to red, and the second-order angle was always higher than the first-order angle for the same color. The first- and second-order wavelength estimates were very close to each other (3.80×10⁻⁷–6.20×10⁻⁷ m), and 97–98% of the colors measured were the same in all orders. The values we found for the constants were very close to the known values (Rydberg constant 1.096×10⁷ m⁻¹, error 0.09%; Planck constant 6.663×10⁻³⁴ J s, error 0.56%). Validator coefficients (0.80–0.90) helped improve things, such as a phased rollout, a zoomable angular scale, feedback on alignment, and smoother interactions with the controller. The learning outcomes improvement, measured using the normalized gain index (N-Gain), was N-Gain = 0.83 (83.11%). This shows that the development of media has improved students' learning outcomes. Virtual reality laboratories are more accessible and help students learn more about spectroscopy. Keywords: diffraction grating simulation; hydrogen emission spectrum; physics education; spectroscopy experiment; virtual reality laboratory.
The Limits of Cognitive Preferences: How Gender and Conceptual Understanding Shape Mathematical Representations Nur Fauziyah; Septiana Maulidinah; Hasan Basri; Wannaporn Siripala
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.pp476-501

Abstract

This study aims to describe the profile of students' mathematical representations across visual, symbolic, and verbal aspects, and to examine visualist and verbalist cognitive styles from a gender perspective. A descriptive qualitative approach was used. Four students were purposively selected, consisting of male and female students with visualist and verbalist cognitive styles from a public high school. The instrument used was the Object-Spatial and Verbal Imagery Questionnaire (OSIVQ) to classify students into visualist and verbalist cognitive styles. Representation data were collected through a mathematical representation test focusing on function composition, and were supplemented by semi-structured interviews. Data analysis was carried out through data reduction, data presentation, and conclusion drawing. The results showed that visual representations by male and female visualist and verbalist students in solving mathematical problems were presented as images. In problems without image instructions, both male and female visualist students continued to use visual representations before switching to symbolic representations. There was no variation in the visual representations used by the subjects; the images used tended to be copied from their teachers. Male students, both visualists and verbalists, used symbolic representations less systematically than female students. In symbolic representation, visual students made errors at the algebraic operations stage, resulting in symbol errors, and vice versa. All subjects used verbal representation, but to a very small extent. Verbal representation was not used to explain the steps for completing the worksheet; it was only used to write the names of the concepts. Visual students, both male and female, tended to point to pictures when explaining the work process, whereas verbal students tended to point to symbols. Female visual and verbal students were more systematic in their explanations, while male visual and verbal students were less coherent. Keywords: mathematical representation, cognitive style, gender.
The Efficacy of The Open-Ended Approach in Fostering Students’ Mathematical Conceptual Understanding in Terms of Initial Ability Rusdian Rifai; Trisnawati Trisnawati; Heryani Heryani; Jaka Wijaya Kusuma; Saran Chantarasri
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.pp656-671

Abstract

The low mathematical ability of vocational high school (SMK) students is a strategic problem because mathematics is the foundation of technical competence in the era of the Industrial Revolution 4.0. Various pedagogical innovations have been proposed to overcome this problem, but previous studies have often encountered obstacles in effectively improving the conceptual understanding of students with low Initial Mathematical Ability (KAM). This quasi-experimental study was designed to test the effectiveness of the open-ended approach as an alternative learning method and to investigate the role of KAM as a moderating variable, particularly regarding aspects that have not received attention in vocational education research. The research sample consisted of 72 students in grade XI majoring in Computer and Network Engineering (TKJ), divided into a non-equivalent control group design, with the experimental group receiving open-ended approach learning (N=36) and the control group receiving conventional learning (N=36). Data collection was conducted using a mathematics concept comprehension test instrument and an observation sheet for the implementation of learning. Statistical analysis was conducted using the Kruskal-Wallis H test on the normalized N-Gain scores. The results show a significant difference in conceptual understanding between the two groups, with the experimental group's N-Gain score (0.72; high category) statistically higher than the control group's (0.62; medium category). These findings contribute to the literature by demonstrating that the open approach not only improves average academic achievement but also reduces the learning gap through differential mechanisms responsive to heterogeneity in initial abilities. Thus, this study recommends the Open Approach as a pedagogical framework with the potential to transform vocational mathematics learning practices toward a more equitable and adaptive system. Keywords: initial mathematical ability, open-ended approach, conceptual understanding ability.
Gamification as a Pedagogical Strategy for Religious Moderation: Evidence from a Quasi-Experiment on Generation Z Students Umi Liwayanti; Ratih Widya Nurcahyo; Febrianto Sabirin; Dewi Sulistiyarini; Norazila binti Abdul Talip
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.pp539-561

Abstract

Religious moderation is an essential competency for Generation Z students to maintain social cohesion in the digital era. Despite this importance, students may demonstrate tolerant dispositions without strong conceptual literacy. This study examined the effectiveness of gamification in Islamic Religious Education (IRE) as a strategy to strengthen the internalization of religious moderation by improving both religious moderation knowledge (MK) and religious moderation attitude (MA). The study employed a quasi-experimental, non-equivalent control group design involving 128 undergraduate students at Universitas PGRI Pontianak (experimental group, n = 63; control group, n = 65). MK was measured using a knowledge test, and MA was assessed using an attitude questionnaire. Data were analyzed using descriptive statistics and multivariate analysis of covariance (MANCOVA), with pretest scores treated as covariates. Descriptive findings showed that MA increased from high to very high in both groups (control: M = 59.28 to 70.92; experimental: M = 58.86 to 73.43). MK also increased from very low to high (control: M = 43.08 to 71.54; experimental: M = 42.30 to 78.49). After controlling for baseline scores, the multivariate analysis indicated a significant group difference on the combined outcomes (p < .001) with a very large effect size (partial η² = 0.543). Follow-up univariate tests confirmed significant effects of gamification on MK (p < .001; partial η² = 0.508) and MA (p < .001; partial η² = 0.255), indicating that the gamified class achieved higher posttest outcomes than the control class. These results suggest that gamification is a promising strategy for IRE learning in the digital era because it supports conceptual mastery of moderation while also strengthening moderation attitudes among Generation Z students.   Keywords: gamification, religious moderation, islamic religious education, generation Z students.

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