cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Andrian Saputra
Contact Email
andriansaputra@fkip.unila.ac.id
Phone
+6285768233166
Journal Mail Official
jpmipa@fkip.unila.ac.id
Editorial Address
FKIP Universitas Lampung Jl. Prof. Dr. Ir. Sumantri Brojonegoro, Gedong Meneng, Kec. Rajabasa, Kota Bandar Lampung
Location
Kota bandar lampung,
Lampung
INDONESIA
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 667 Documents
 63   64   65   66   67 
How Immersive Digital Technology Learning in Ecology and Environmental Education: A Systematic Literature Review Samitra, Dian; Rozi, Zico Fakhrur; Riastuti, Reny Dwi
Jurnal Pendidikan MIPA Vol 27, No 2 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i2.pp759-780

Abstract

This study investigates research trends in immersive digital technologies in ecological and environmental education. It also examines how immersive learning environments impact student learning outcomes and engagement across various educational contexts. A systematic literature review was conducted using the PRISMA protocol and the SPIDER framework. Publications were searched for between 2015 and 2025. The data obtained were analyzed descriptively. An initial search of the Scopus database identified 253 publications, and the ERIC database identified 43 publications, of which 26 studies met the inclusion criteria and were selected for in-depth analysis. The results indicate that research interest in immersive digital technologies in ecological and environmental education began in 2019. Most research on immersive digital technologies was conducted in 2025. VOSviewer analysis revealed that the identified keywords were technology, learning, and environmental substance. Among the identified technologies, virtual reality (VR) was the most dominant keyword. Furthermore, the study found that research on virtual reality technologies outnumbered research on augmented reality. Immersive digital technologies are used to enhance learning outcomes across affective, cognitive, behavioral, and engagement domains. This technology helps improve students' affective skills, such as environmental awareness, ecological empathy, positive attitudes toward conservation, and connectedness to nature. Game-based and narrative-based learning contribute to increased affective engagement and learning motivation. In the learning process, immersive digital technology is facilitated by contextual learning designs, such as experiential, inquiry-based, and situated learning. This review shows that immersive digital technologies in ecology and environmental education depend on the learning approach and objectives, enabling these technologies to support learning outcomes such as cognitive, affective, behavioral, and engagement. In addition, learning outcomes are influenced by immersive modality and learning approach. Keywords: augmented reality, virtual reality, virtual field trips, ecology education, environmental education.
Enhancing Junior High School Science Literacy through TPACK-Integrated Virtual Laboratory Modules Wicaksono, Iwan; Indrawati, Indrawati; Mohd Salleh, Sallimah Binti Hj; Astutik, Sri; Aristya Putra, Pramudya Dwi
Jurnal Pendidikan MIPA Vol 27, No 2 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i2.pp672-692

Abstract

The persistently low level of science literacy among Indonesian students, as evidenced by stagnant PISA 2022 results remaining below the OECD average, underscores a critical need to transform teaching materials to be more adaptive to technological advances. This research addresses the lack of pedagogically integrated materials on technological aspects, which often hinders students' ability to interpret scientific phenomena. To bridge this gap, the study aimed to develop science learning modules based on the Technological Pedagogical Content Knowledge (TPACK) framework and to test their validity, practicality, and effectiveness in improving junior high school students' science literacy. Following the 4D developmental model, Define, Design, Develop, and Disseminate, the research involved 120 seventh-grade students from the former Besuki Residency and 25 teachers from the East Java Science Teacher Working Group. Data collection employed expert validation sheets, user-response questionnaires, and science literacy tests, which were analyzed using the Normalized Gain (N-gain) formula. The results indicated that the TPACK-based module demonstrated high validity, with a score of 88.97% from media and materials experts. In terms of practicality, the module earned an average of 90.9%, supported by a 91.55% positive student response rate. The effectiveness test demonstrated a significant increase in science literacy, with an average N-gain of 0.70 (high category), with the problem-solving indicator showing the most substantial growth. During the dissemination stage, the module was distributed digitally to the East Java Science Teacher Working Group, where validation by 25 practicing teachers yielded a 92.4% feasibility score. This study concludes that TPACK-based modules are highly effective modern instruments for enhancing scientific competence. By integrating interactive simulations and virtual laboratories, these modules overcome physical facility limitations, making them highly suitable for widespread adoption within the national science curriculum to foster a more technologically literate generation. Keywords: science literacy, students, teaching module, TPACK, the development.
Enhancing Analytical Thinking and Scientific Attitude: The 7E Learning Cycle with Socio-Scientific Issues Context in Salt Hydrolysis Hikam, Wiqy Mufarrihaturrahma Mustaqimal; Purwaningsih, Dyah
Jurnal Pendidikan MIPA Vol 27, No 2 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i2.pp781-800

Abstract

The low level of higher-order thinking skills of students in learning chemistry indicates that students still frequently experience difficulties in developing their thinking abilities. One of the factors is the obstacles in conceptual reasoning and misconceptions experienced by students. These obstacles not only impact the cognitive aspect but are also accompanied by issues in the affective aspect, one of which is a scientific attitude. This serves as an internal factor for establishing optimal learning. One alternative is instruction that uses contexts relevant to daily life, such as implementing the 7E learning cycle model within a socio-scientific issues (SSI) context in learning chemistry. This study aims to examine the effectiveness of the 7E learning cycle model, contextualized with SSI, on students' analytical thinking skills and scientific attitudes regarding salt hydrolysis. The research method used was a quasi-experimental pretest-posttest control group design. The study population included all eleventh-grade students in senior high schools in Madiun City. Sample classes were determined using cluster random sampling, with two experimental and two control classes, for a total of 131 students. The results showed an improvement in students' analytical thinking skills, with an N-Gain score of 0.50, which falls in the medium category, while the improvement in scientific attitude was also in the medium category, with an N-Gain score of 0.35. The MANOVA results showed a significance value of 0.000 < 0.05, indicating a significant difference between the experimental and control groups. The 7E learning cycle, contextualized with SSI, provided a simultaneous, effective contribution of 20.8% to students' analytical thinking skills and scientific attitudes. Based on these findings, it can be concluded that the 7E learning cycle model, contextualized with SSI, has the potential to be more effective in improving students' analytical thinking skills and scientific attitudes regarding salt hydrolysis. Keywords: 7E learning cycle, socioscientific issues, analytical thinking skills, scientific attitude, salt hydrolysis.
Cognitive Obstacles and Textbook Praxeological Limitations Underlying The Low Mathematical Creative Thinking of Elementary Students Sidik, Ghany Taufik; Herman, Tatang; Prabawanto, Sufyani; Riyadi, Arie Rakhmat; Marji, Mohd Salehudin
Jurnal Pendidikan MIPA Vol 27, No 2 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i2.pp693-720

Abstract

The importance of mathematical creative thinking skills in the 21st century differs from the creative thinking skills of current elementary school students. A 5th-grade student at a public elementary school in West Bandung Regency, Indonesia, has low levels of creative thinking. This study aimed to analyze fifth-grade students' mathematical creative thinking skills during problem-solving, identify the underlying causes of their low performance, and propose instructional strategies to foster their development. The method used was qualitative, with a descriptive–interpretive design. Participants comprised 15 fifth-grade students from a single public elementary school in West Bandung Regency, Indonesia, selected via convenience sampling. The primary research instrument was the researcher, supported by a creative thinking skills test instrument and an interview guide. The results of this study are 1 student had a high level of creative thinking skills able to achieve indicators of flexibility, originality, awareness, and elaboration; 1 student had a moderate level of creative thinking skills able to achieve indicators of originality, awareness, and elaboration; and 13 students had low levels of creative thinking skills able to achieve indicators of fluency/originality/awareness/originality and awareness/ had not even achieved all indicators of mathematical creative thinking skills. Further analysis revealed fundamental misconceptions, particularly confusion between area and perimeter, fragmented procedural reasoning, and limited metacognitive verification during mathematical problem-solving. To improve students’ creative thinking skills, it is recommended to use learning activities oriented towards problem- and project-based learning, realistic mathematics, and mathematics textbooks that also support the problem-solving process. In conclusion, most fifth-grade students demonstrate low levels of mathematical creative thinking skills, shaped by conceptual misconceptions and limited metacognitive regulation, underscoring the importance of targeted, conceptually grounded, and problem-oriented instructional interventions. Keywords: creative thinking skills, mathematics, problem-solving.
Nearpod as a Digital Learning Tool: Its Effect on Mathematical Critical Thinking Skills in Vocational High School Hadi, Windia; Mariana, Sri; Noviana, Widyah; Zahra, Fatimah az; Semere, Fanuel Alem
Jurnal Pendidikan MIPA Vol 27, No 2 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i2.pp721-733

Abstract

Technology has become an important tool to assist student learning in the 21st century. Nearpod is an interactive digital learning platform that allows teachers to create, share, and manage learning materials with interactive features. In fact, critical thinking skills are still very low among vocational secondary school students. The purpose of this study is to determine whether the Nearpod intervention has a significant effect on critical thinking skills in both the experimental and control classes, and to assess the magnitude of this effect specifically in the experimental class. This study used an experimental method with a non-equivalent posttest design, involving 68 eleventh-grade students as samples. Purposive sampling was used as the sampling technique. There were two groups: the experimental group used Nearpod, while the control group used conventional learning, which is what teachers usually do without Nearpod. The instrument used in this study was a critical thinking test consisting of five valid and reliable essay questions. This study was analyzed using a normality test, a homogeneity test, a two-sample t-test, and Cohen's d to determine the magnitude of the effect. The results of this study show that Nearpod use influences students' critical thinking skills compared with students who do not use Nearpod, with an effect size (d = 0.50) classified as a moderate, significant positive effect. Thus, Nearpod has a positive impact on the critical thinking skills of vocational high school students. Nearpod can help students develop their critical thinking skills and serve as an alternative digital learning tool for teachers to use in the classroom. Keywords: mathematical critical thinking, nearpod, interactive learning, vocational high school students.
Integrating Python Programming Within A Multiple Representation Framework To Enhance Student Mathematical Numeracy Susanti, Reni Dwi; Taufik, Marhan; Cahyono, Hendarto; Hasan, Buaddin
Jurnal Pendidikan MIPA Vol 27, No 2 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i2.pp734-758

Abstract

By using digital technology, this study aims to develop a learning design that facilitates multiple representations and numeracy skills. The ASSURE model was used as the design approach for this development. The first stage was a needs analysis to ensure the development aligns with the needs of educators and students. A validation stage was also conducted before classroom use to ensure it is applicable and addresses teaching and learning challenges. The method used was a mixed methods approach. The development stage provided an overview of the process, followed by descriptive and inferential statistical analyses to assess the results of the learning design implementation. The results showed that Python-based learning led to a greater increase in numeracy skills than conventional learning. The experimental group increased its average score from 60.12 in the pretest to 83.72 in the posttest, with an N-gain of 0.60, while the control group achieved an N-gain of 0.36. Statistical tests showed that the increase in both groups was significant, but the magnitude of the increase in the experimental group was more dominant. Qualitative findings from observations and questionnaires showed that students became more active, helped their understanding of concepts through various representations, and were more confident in solving numeracy problems, despite initially experiencing difficulties using Python. In addition, expert validation results showed that the developed learning design was in the very feasible category for content, media, and learning. Students demonstrate various types of representations in learning, including graphical, symbolic, pictorial, tabular, and verbal representations. Therefore, it can be concluded that developing a learning environment that aligns with learning objectives and is tailored to each student's skills and conditions can significantly increase student engagement and achieve desired competencies. Keywords: python-based learning design, multiple representation, numeracy skills, digital.
Confirmatory Factor Analysis of a Scientific Imagination Assessment for the Bohr Atomic Model Ratnasari, Fifin Dewi; Masturi, Masturi; Linuwih, Suharto; Rusilowati, Ani; Susilaningsih, Endang; Yulianti, Dwi
Jurnal Pendidikan MIPA Vol 27, No 2 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i2.pp801-820

Abstract

The scientific imagination is not merely a source of daydreaming and creativity; it helps define, build, and apply scientific models, conduct scientific tests, develop scientific theories, and advance scientific knowledge and concepts. The focus of this study was to develop an instrument to evaluate students' scientific imagination as they explore the Bohr atomic model and to validate it through CFA. A research and development methodology was employed, with 101 students enrolled in the physics program at Universitas Negeri Semarang (UNNES) who had previously completed coursework on the Bohr model. The validity of the instrument developed for this purpose was established with confirmatory factor analysis (CFA). Descriptive analysis was conducted to profile physics students' abilities in scientific imagination when analyzing the Bohr atomic model. The findings of this study demonstrated that the scientific imagination assessment had acceptable validity and reliability based on the following parameters: comparative fit index (CFI) of 0.967, Tucker-Lewis index (TLI) of 0.957, root mean square error of approximation (RMSEA) of 0.060, standardized root mean square residual (SRMR) of 0.051, and goodness of fit index (GFI) of greater than 0.978. Scientific imagination can be divided into two dimensions: creative imagination and reproductive imagination. Creative imagination is divided into five sub-dimensions: intuition, sensitivity, productivity, exploration, and novelty. Reproductive imagination is divided into five sub-dimensions: focus, effectiveness, transformation, crystallization, and dialectics. This research successfully developed and validated a Scientific Imagination Assessment (SIA) instrument specifically designed to measure students' scientific imagination in the context of abstract physics, specifically the Bohr atomic model. This instrument employs a structured, essay-based assessment scored on a 5-point Likert scale, enabling it to capture students' cognitive and representational processes in greater depth. Keywords: CFA, scientific imagination assessment, bohr atomic model.

Page 67 of 67 | Total Record : 667

 63   64   65   66   67 

Filter by Year

2017 2026


Reset
Filter By Issues
All Issue Vol 27, No 2 (2026): Jurnal Pendidikan MIPA Vol 27, No 1 (2026): Jurnal Pendidikan MIPA Vol 26, No 4 (2025): Jurnal Pendidikan MIPA Vol 26, No 3 (2025): Jurnal Pendidikan MIPA Vol 26, No 2 (2025): Jurnal Pendidikan MIPA Vol 26, No 1 (2025): Jurnal Pendidikan MIPA Vol 25, No 4 (2024): Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA Vol 25, No 2 (2024): Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA Vol 24, No 4 (2023): Jurnal Pendidikan MIPA Vol 24, No 3 (2023): Jurnal Pendidikan MIPA Vol 24, No 2 (2023): Jurnal Pendidikan MIPA Vol 24, No 1 (2023): Jurnal Pendidikan MIPA Vol 23, No 4 (2022): Jurnal Pendidikan MIPA Vol 23, No 3 (2022): Jurnal Pendidikan MIPA Vol 23, No 2 (2022): Jurnal Pendidikan MIPA Vol 23, No 1 (2022): Jurnal Pendidikan MIPA Vol 22, No 2 (2021): Jurnal Pendidikan MIPA Vol 22, No 1 (2021): Jurnal Pendidikan MIPA Vol 21, No 2 (2020): Jurnal Pendidikan MIPA Vol 21, No 1 (2020): Jurnal Pendidikan MIPA Vol 20, No 2 (2019): Jurnal Pendidikan MIPA Vol 20, No 1 (2019): Jurnal Pendidikan MIPA Vol 19, No 2 (2018): Jurnal Pendidikan MIPA Vol 19, No 1 (2018): Jurnal Pendidikan MIPA Vol 18, No 2 (2017): Jurnal Pendidikan MIPA More Issue