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 677 Documents
 64   65   66   67   68 
Design Research on an RME-Based Mathematics Module for Teaching Data Collection and Handling in Primary Schools Yuhasriati Yuhasriati; Elizar Elizar; Siti Fatimah; Anwar Anwar
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.pp847-866

Abstract

Elementary school mathematics education is critical to fostering students' intellectual skills and problem-solving capacities; however, early learners tend to view mathematics, including early conceptions about statistics, data collection, and analysis, as an abstract subject with negligible practical applications to their real lives. Realistic Mathematics Education (RME) would be one remedy, involving students' immersion in rich real-world contexts; however, empirical support for its application to early statistical learning remains limited. This study developed, implemented, and validated an RME-based instructional module on data collection for third-grade students using a design-research methodology (preliminary research, prototyping, assessment) conducted collaboratively with teachers. The module was trialed in two urban primary schools, with evidence gathered from standardized tests, classroom observations, teacher surveys, and student interviews. Quantitative analysis also demonstrated a substantial increase in data-handling ability with mean scores rising from 58% pre-test to 78% post-test, t(51) = 6.72, p < .001, mean difference = 20.0 percentage points (SE = 2.98; 95% CI [14.02, 25.98]), Cohen's dz = 0.93, an effect size reflecting a large effect. In addition, the McNemar test showed a significant increase in the proportion of students meeting the minimum mastery-learning criteria following the intervention. Qualitative observations indicated increased engagement, more balanced collaborative problem-solving, and improved mathematical exposition. The teacher's response showed relevance and practicality but also raised concerns about time management and a preference for more differentiated tasks for advanced learners. These findings confirm the value of RME in enhancing early pupils' statistical ability, but also reveal a continuing need for iterative design supported by active contributions from teachers. Future work should examine long-term retention and scalability across diverse school contexts. Keywords: RME, mathematics module, data collection, primary students.
Improving Spatial Ability Using GeoGebra and Kahoot-Assisted Guided Discovery Learning Models Annisa Husnul Haq. MY; Yaya Sukjaya Kusumah; Fatin Nasywa Kirana
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.pp960-975

Abstract

At the school level, the material presented in mathematics learning includes various types, such as geometry, statistics, algebra, and arithmetic. Among these branches, geometry particularly requires strong spatial abilities, as students are expected to visualize, interpret, and mentally manipulate objects. Students' spatial abilities remain relatively low. However, a literature review on spatial ability revealed a multiplicity of spatial taxonomies and analytical frameworks that lack convergence, presenting a confusing terrain for researchers to navigate. Spatial ability refers to an individual’s capacity to form, transform, represent, and recall non-verbal information that is visual or symbolic in nature. However, in practice, many students still demonstrate relatively low spatial skills, which can hinder their understanding of mathematical concepts and problem-solving processes. Therefore, innovative learning strategies and technological support are needed to help students improve these abilities. One alternative is to integrate interactive learning media, such as GeoGebra 3D Calculator and Kahoot, into mathematics instruction. This study aimed to analyze improvements in students’ spatial abilities through the implementation of the Guided Discovery Learning model, assisted by GeoGebra and Kahoot. The research employed a quantitative approach with a quasi-experimental design. The findings revealed that implementing the Guided Discovery Learning model, supported by GeoGebra and Kahoot, significantly improved students’ spatial abilities. The use of GeoGebra 3D Calculator enabled students to visualize three-dimensional mathematical objects more clearly, while Kahoot increased students’ engagement and motivation during the learning process through interactive activities. In addition, the guided discovery approach encouraged students to actively explore concepts, construct their own understanding, and develop critical thinking skills. Overall, the integration of guided discovery learning with interactive technology media positively affected not only students’ cognitive achievement but also their affective aspects, such as confidence, motivation, and reduced mathematics anxiety. Keywords: geogebra, guided discovery learning, spatial ability.
Development of a Techno-mathematical Literacy: Integrated SMARTECH and Its Impact on Junior High School Students' Cognitive Engagement Luvy Sylviana Zanthy; Ronny Mugara; Alfa Mitri Suhara; Tommy Tanu Wijaya
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.pp976-1005

Abstract

This study aims to develop a SMARTECH e-module integrated with Techno-mathematical Literacy (TmL) and to analyze its content validity, practicality, and the observed changes in students' cognitive engagement following the e-module's implementation. The study used a mixed-methods design with a Design-Based Research (DBR) approach. The subjects consisted of 120 junior high school students selected through purposive sampling from three schools in different areas in West Java. In the implementation stage, a one-group pretest-posttest design was used. Data were collected through expert assessment sheets, student and teacher practicality questionnaires, cognitive engagement questionnaires, observation sheets, and interviews. Data analysis was conducted using descriptive qualitative methods to identify the e-module design characteristics; Aiken's V to assess content validity based on expert judgment; descriptive analysis to assess practicality; and paired-samples t-test, Cohen's d, and N-gain to examine changes in students' cognitive engagement. The results of the study indicate that the developed e-module has the main characteristics of a systematic learning flow, an easy-to-use digital interface, activities that encourage active thinking, and support for independent learning. The results of expert validation indicate that the e-module has adequate content validity across mathematical content suitability, TmL integration, instructional design, and activity flow (0,80 each), as well as language and readability (0.79). The results of the practicality test showed an average score of 4.35 (87%), which is classified as very practical. The pretest-posttest results showed that the use of the SMARTECH e-module was associated with a significant increase in students' cognitive engagement, with t(119) = 55.46, p < 0.001, Cohen's d = 0.97, and N-gain = 0.44. Qualitative findings support these results, namely, students were more active in exploring various strategies, comparing representations, engaging in conceptual discussions, and being more persistent in solving non-routine problems. Thus, the SMARTECH e-module is declared valid, highly practical, and has the potential to increase students' cognitive involvement in mathematics learning in junior high school. Keywords: e-module, SMARTECH,  techno-mathematical literacy, cognitive engagement, design-based research.
Empowering Students’ Problem-Solving Skills through the RADEC Model on Flood Topic Silfa Dwi Nurani; Ani Nur Aeni; Atep Sujana; Ahmad Zaldi
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.pp1006-1027

Abstract

Education in the 21st century requires students to have various important skills, one of which is problem-solving skills. However, many students still experience difficulties solving problems and applying scientific knowledge to contextual situations. To support the development of problem-solving skills, teachers need to implement learning models that actively involve students. Effective learning provides opportunities for students to explore ideas, discuss, and build knowledge independently. Thus, this research aims to enhance students' problem-solving skills by applying the RADEC (Read, Answer, Discuss, Explain, and Create) model to the topic of flooding in science learning in elementary schools. This research uses a quantitative approach with a quasi-experimental method using a nonequivalent control group design. The research involved 30 fifth-grade students in the experimental class and 24 in the control class. Data collection was carried out using descriptive tests to measure students' problem-solving skills and observation sheets to document the implementation of the learning model. Data analysis included a normality test, a homogeneity test, independent sample t-test, and N-Gain analysis. The research results indicate that the application of the RADEC learning model falls into the very good category based on the observations. The average score of students' problem-solving skills in the experimental class increased from 59.63 in the pretest to 72.47 in the posttest, while in the control class it increased from 54.38 to 64.12. The results of the hypothesis test indicated a significant difference between the two groups (p < 0.05). In addition, the N-Gain analysis results show an increase in the medium category in the experimental class and a decrease in the low category in the control class. These findings indicate that the RADEC learning model effectively empowers students' problem-solving skills through contextual learning on flood-related topics. Keywords: RADEC learning model, problem-solving skills, flood natural disaster, science learning, elementary school.
From Behaviorism to Cognitive Neuroscience: An 83-Year Bibliometric Analysis of Mental Arithmetic Research in Educational Psychology (1942–2024) Leiden Levita Sahensolar; Isma Widiaty; Mubiar Agustin
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.pp916-934

Abstract

This study addressed the absence of a comprehensive bibliometric analysis of mental arithmetic research in educational psychology by systematically mapping its evolutionary trajectory over 83 years (1942–2024). Using Scopus database searches, 1,749 unique deduplicated records were retrieved, with 626 "arithmetic skills" records serving as the core dataset for descriptive bibliometric analyses of temporal trends, publication characteristics, and theoretical implications. Results revealed exponential growth in publications across five research eras, with the Digital Era (2010–2019) and Contemporary Era (2020–2024) collectively contributing 72.2% of the total output. Journal articles dominated the corpus (85.1%); English-language publications accounted for 93.9% of the dataset; and the low proportion of review articles (4.2%) indicates that knowledge synthesis remains underdeveloped relative to empirical output. Bibliometric patterns reveal a progressive paradigm shift from behaviorist frameworks to cognitive modeling, and then to cognitive-neuroscientific approaches, accelerated by advances in neuroimaging and educational technology. This study provides the first systematic 83-year bibliometric mapping of mental arithmetic research, offering an evidence base to guide future research directions, identify conceptual gaps, and inform mathematics education curriculum and policy, particularly relevant for contexts such as Indonesia, where arithmetic achievement gaps persist. Keywords: bibliometrics, mental arithmetic, educational psychology, mathematical cognition.
The Effect of Problem-Based Learning Model Using Digital Snakes and Ladders on Primary School Pupils' Geometric Reasoning Skills Fenita Mei Wulandari; Noening Andrijati
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.pp1028-1043

Abstract

Primary school pupils’ ability to reason geometrically remains a challenge in mathematics education, particularly regarding abstract concept angles, which require conceptual understanding and logical reasoning. This situation highlights the need for educational innovations that actively engage pupils and provide more relevant, contextual learning opportunities. The Problem-Based Learning (PBL) model, combined with interactive digital learning resources, is one such strategy. This study aims to examine how implementing the Problem-Based Learning model, supported by a digital snakes-and-ladders game, influences the geometric reasoning skills of Year 3 primary school pupils. The study employed a quasi-experimental, non-equivalent control group design and a quantitative methodology. A total of 54 pupils formed the sample, divided into experimental and control groups. The geometric reasoning ability test and student response questionnaire served as the research instruments. Prerequisite tests (homogeneity and normality), an independent-samples t-test for hypothesis testing, and N-Gain for assessing effectiveness were conducted in SPSS version 27. The geometric reasoning abilities of students in the experimental and control groups differed significantly, according to the research findings, with a significance value of 0.045 (p < 0.05). An effect size analysis using Cohen’s d revealed a moderate effect (d = 0.55), indicating that the intervention had a significant practical impact on pupils’ geometric reasoning skills. The average post-test score of the experimental class was higher than that of the control group, indicating that the use of digital media in PBL had a more beneficial effect on geometric reasoning skills. According to the N-Gain test results, the experimental class showed a high improvement in geometric reasoning ability (0.72), while the control group showed a moderate improvement (0.43). In addition, the pupils demonstrated very positive responses regarding interest in learning, engagement, collaboration, ease of use of the media, conceptual understanding, and geometric reasoning, with an overall average response rate of 97.44%. These results indicate that integrating digital game media with the Problem-Based Learning (PBL) model not only improves learning outcomes quantitatively but also fosters more interactive, contextual, and student-centered learning. Therefore, the use of the PBL model alongside digital snakes and ladders game media can serve relevant alternative learning strategy to help primary school pupils improve their geometric reasoning skills. Keywords: problem-based learning, digital snakes and ladders, geometric reasoning, primary school, mathematics learning.
Development of Integrated Case-Based Learning Science Modules on Coconut Shell Waste Management to Improve Science Literacy Sri Wahyuni; Siti Shofa Assyifa&#039;ul Qulbi Barid; Arvidhea Safira Gunawan; Desi Ummi Rusdiana; Himatus Sya&#039;adah
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.pp935-959

Abstract

Science learning emphasizes not only conceptual understanding but also real- world relevance. A case-based learning approach allows students to explore contextual problems. Therefore, this study develops a science learning module based on case-based learning, integrated with the utilization of coconut shell waste. This study used a Research and Development approach and implementing ADDIE instructional design model. The trial of the learning implementation involved 27 students from class VII E at SMPN 2 Panti. Data collection techniques included expert validation sheets, observation sheets for learning implementation, student response questionnaires, and cognitive tests using a one-group pretest-posttest design. The validity test results showed that the developed module achieved an average score of 92% and was rated as very valid, indicating that it met the standards for truth in content, language, presentation, graphics, and the components of scientific literacy indicators. Furthermore, the practicality test, based on observation sheets from eight meetings, produced an average score of 87% (very practical). Regarding the effectiveness evaluation, because this study used a one-group control design, the findings are interpreted with caution and are not conclusive evidence of an increase in students' scientific literacy. The indicators for explaining scientific phenomena and interpreting scientific data achieved an N-gain of 0.7 (high), while the indicator for designing scientific investigations achieved an N-gain of 0.5 (moderate). The statistical analysis showed a significant difference between the pre-test (27.00) and post-test (73.40) scores. The paired-samples T-Test results, t(26) = 16.84, p < 0.001, indicate a significant change in scores after the intervention. The average N-gain score was 0.6, which was included in the moderate range. A positive acceptance rate was also evident in the student response questionnaire, with a 81% score. Based on all results, it was concluded that this integrated local potential learning module improves students' scientific literacy. Keywords: case-based learning, coconut shell waste, local potential, science module, scientific literacy.

Page 68 of 68 | Total Record : 677

 64   65   66   67   68 

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