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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 683 Documents
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Identifying Learning Obstacles in Junior High School Students: A Diagnostic Study on the Topic of Integer Multiplication Inggrid Sitanala; Rizky Rosjanuardi; Tia Purniati
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.pp1116-1128

Abstract

Integer multiplication is one of the important materials in mathematics. However, material on integer multiplication often becomes a problem for junior high school students' learning. This study aims to determine the learning barriers experienced by junior high school students in the integer multiplication material and to identify the characteristics of these barriers (ontogenic, epistemological, and didactic). This study used a qualitative method with a diagnostic study design. The research participants were 14 eighth-grade students at a public junior high school in Bitung City, North Sulawesi, with 3 students selected as subjects for exploration based on the types and patterns of errors and the diversity of levels of understanding observed in learning integer multiplication. The research procedure began with the preparation of a diagnostic test instrument consisting of three abstract questions and story problems related to the multiplication of integers, as well as an interview guide. The instruments used comprised two types: a learning-obstacle diagnostic test and a semi-structured interview guide, while the researcher served as the analytical instrument. Data collection in this study was carried out using triangulation, namely observation, interviews, and documentation of textbooks and student notebooks. The research data analysis was conducted in three stages, namely data reduction, data presentation, and conclusion drawing. The study found three interrelated types of learning obstacles: ontogenic, epistemological, and didactical. Based on the results of the research and discussion on the identification of learning obstacles, it can be concluded that the characteristics of learning obstacles in learning integer multiplication in junior high school are ontogenic obstacle in the form of memorization without understanding the rules of multiplication of signs, epistemological obstacle in the form of misunderstanding of the definition and characteristics of integers, misconceptions about the rules of multiplication of signs, difficulties in understanding the relationship between real contexts and integer operations, and didactic obstacle in the form of design and implementation of learning. Based on the results of this study, it is necessary to create a learning design to overcome students' learning obstacles in junior high school integer multiplication. Keywords: learning obstacle, integer multiplication, diagnostic study, junior high school students.
Developing a POE2WE-Based Interactive Mobile Application to Support Physics Learning Nana Nana; Jamil Ahmad
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.pp1044-1066

Abstract

Innovation in learning is an essential requirement, particularly in addressing the challenges of 21st-century education, which demand more effective, interactive, and student-centered learning processes. Fundamentally, innovation activities require strategies and skills to enhance students’ learning effectiveness across the cognitive, affective, and psychomotor domains. One approach to achieving this is to implement an appropriate learning model that aligns with the characteristics of the subject matter and learners’ needs. In this context, the POE2WE learning model (Prediction, Observation, Explanation, Elaboration, Write, and Evaluation) is a relevant alternative, as it promotes active student engagement and supports the development of scientific and reflective thinking skills. This study employed the McKenney development model, which consists of three main stages: Design, Development, and Formative Evaluation. In the design stage, a needs analysis was conducted, followed by the development of a learning structure and the preparation of instructional content integrated with the POE2WE syntax. The development stage focused on creating an Android-based physics learning application equipped with interactive features, learning materials, and evaluation components, aligned with the POE2WE model. Subsequently, the formative evaluation stage was conducted to assess the product's feasibility and practicality through expert validation and limited user trials. The research sample consisted of 124 respondents, including Physics Education students from Siliwangi University and Midwifery students from the Tasikmalaya Health Polytechnic. Data were analyzed using validity and practicality tests to determine the quality of the developed product. The results indicated that the application achieved a very high level of validity, with a POE2WE learning model validity score of 0.92 and a media validity score of 0.88. Furthermore, the practicality test yielded a score of 88.3%, which falls into the “very practical” category. Therefore, the developed Android-based physics learning application is considered highly valid and practical for use as an innovative learning medium to support the physics learning process. Keywords: android application, POE2WE, and learning media.
Mathematical Critical Thinking Ability of Dyscalculia Students: Analysis of HOTS Problem Solving Nur Afifah; Ayu Faradillah
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.pp1129-1150

Abstract

Critical thinking (CT) skills in mathematics are essential for solving problems involving High Order Thinking Skills (HOTS), although students with dyscalculia often experience difficulties in this process. This study was conducted to analyze the mathematical CT skills of students with dyscalculia in solving HOTS problems by gender using a qualitative method. This study involved male and female students with dyscalculia. Data were collected through a dyscalculia identification instrument, a HOTS-based CT test, and interviews. The analysis of mathematical CT skills was aligned with four indicators: interpretation, analysis, evaluation, and inference. The findings show differences in students’ mathematical CT skills based on gender. Female students demonstrated competence across all four indicators of CT. The results show V1 (dyscalculia female students) is capable of accurately interpreting problem statements, analyzing relevant information, evaluating appropriate strategies, and drawing correct conclusions. In contrast, V2 (dyscalculia male students) experiences difficulties, particularly in interpreting problems and determining appropriate solution strategies, which in turn affects their overall problem-solving ability. These results suggest that gender may play a role in how students with dyscalculia approach and solve mathematical problems. Therefore, mathematics instruction must consider the unique characteristics of students with dyscalculia as well as gender differences to better support the development of CT skills. The integration of HOTS-based learning activities tailored to students’ needs is highly recommended to create a more inclusive and effective learning environment. Keywords: mathematical critical thinking, dyscalculia, problem solving, higher-order thinking skills, gender.

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