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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 709 Documents
 67   68   69   70   71 
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.
Understanding Students’ Learning Obstacles in Geometric Transformations and Their Implications for Didactical Design Pebi Pitri Anasari; Turmudi Turmudi; Didi Suryadi; Muhammad Alif
Jurnal Pendidikan MIPA Vol 27, No 3 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i3.pp1232-1248

Abstract

Geometric transformations are one of the essential topics in mathematical learning, as they support students’ spatial reasoning, spatial visualization, and understanding of geometric relationships. Despite its importance, many students still have difficulties in interpreting transformation concepts beyond routine procedural exercises, particularly problems that are presented in unfamiliar or contextual situations. Therefore, this study aimed to explore students' learning obstacles in learning geometric transformations and examine their implications for the development of didactical design. Qualitative approach with a didactical design research framework was employed using a phenomenological perspective. Participants involved were 36 ninth-grade students and one mathematics teacher from a junior high school in West Bandung Regency, Indonesia. Research data were collected through a written test on mathematical spatial ability consisting of four contextual problems, a semi-structured interview, and a praxeological analysis of a textbook. The written-test instrument was validated by two mathematics education experts and one experienced teacher before implementation. The data were analyzed using the Miles and Huberman interactive model, involving data reduction, display, and conclusion drawing, to categorize students’ difficulties into epistemological, ontogenic, and didactical obstacles. The research revealed that students experienced interconnected categories of learning obstacles. Epistemological obstacles appeared in students’ inability to concept generalization, misconceptions of the transformations’ properties, and dependence of procedural examples. Ontogenic obstacles related to limited spatial relations ability, weak understanding of Cartesian coordinates, and difficult to interpret contextual problems. Lastly, didactical obstacles emerged from teacher-centered instructions, limited use of interactive visual media or technology, and emphasis on procedural completion compared to conceptual exploration. These obstacles interacted with one another and influenced students' understanding of geometric transformations.  The study implies that effective didactical design should integrate conceptual understanding, spatial visualization, multiple representations, contextual learning, and dynamic technology to facilitate meaningful learning of geometric transformations. Keywords: learning obstacles, geometric transformation, epistemology, ontogenic, didactic.
The Impact of Environmentally Oriented Project-Based Learning on Students’ Environmental and Science Literacy Andi Zulfikar Syaiful; Ridwan Ridwan; Djusdil Akrim; Imaduddin Murdifin; Irfan Tawakkal
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.pp1151-1167

Abstract

Used cooking oil is a type of liquid waste that can pollute land and water. Processing used cooking oil requires knowledge and the application of scientific principles because it contains various chemical compounds formed during frying. Reusing it or processing it into other products requires an understanding of its chemical properties and the reactions that occur; therefore, education on handling used cooking oil waste requires appropriate learning methods. One appropriate learning method to implement is Project-Based Learning (PjBL). This research aimed to analyze the impact of implementing PjBL for Soap Production from vegetable oil waste on improving students' environmental and science literacy. The study was quasi-experimental and conducted using a pretest-posttest control group design. The sample included students from Muhammadiyah Lajoa Secondary School in Soppeng Regency, South Sulawesi, Indonesia. The total sample size was 76 students, divided into 38 in the comparison group and 38 in the experimental group. In line with the research findings, teaching the basics of ecology and natural science using PjBL yielded superior outcomes compared to traditional methods. The Mann-Whitney test revealed a significant difference in the normalized gain (N-gain) scores for knowledge of natural science and the environment (p<0.001) between the control and PjBL groups. Students using the PjBL method produced solid soap by following the correct steps of the soap-making process. A Wilcoxon signed-rank test showed a significant increase (p<0.001) after two stages of the soap-making cycle. Thus, the implementation of PjBL has a significant impact on improving students' literacy. Keywords: project-based learning, environmental literacy, science literacy, used cooking oil, soap.
Designing A Socio-Scientific Hypercontent E-Module For Scientific Literacy-Oriented Science Learning In Secondary Level Meyliana Puji Widyastuti; Erna Retna Safitri; Desi Desi; Noor Dayana Abd Halim
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.pp1168-1190

Abstract

This study aimed to develop a socio-scientific hypercontent e-module for science learning oriented toward scientific literacy at the secondary education level and to determine its validity, practicality, and effectiveness. This research employed a Research and Development (R&D) approach using the ADDIE model, with Tessmer’s formative evaluation during the Development and Evaluation Phases. It consisted of five main phases: Analysis, Design, Development, Implementation, and Evaluation.  The development phase consisted of self-evaluation, expert review, one-to-one evaluation, and small group evaluation. The evaluation phase consisted of a field test.  The participants were 30 eighth-grade students at SMP Negeri 11 Bayung Lencir. Data were collected through observation sheets, student needs questionnaires, expert validation sheets, student response questionnaires, and scientific literacy tests. The results showed that the developed e-module was categorized as very valid with an average validation score of 95%. The practicality test indicated that the e-module was practical in the one-to-one evaluation (76.6%) and very practical in the small group evaluation (91.8%). The effectiveness evaluation revealed an increase in the average scientific literacy score from 51.2 on the pretest to 87.5 on the posttest, yielding a high N-gain of 0.73. The paired-samples t-test also revealed statistically significant improvements across all four scientific literacy competencies (p < .001), with the greatest improvement observed in the critical interpretation of data and evidence, followed by evaluating scientific investigation designs, using scientific information for decision-making and action, and explaining scientific phenomena. Therefore, the socio-scientific hypercontent e-module was considered valid, practical, and effective for supporting science learning oriented toward scientific literacy at the secondary level. Keywords: socio-scientific issues, hypercontent e-module, scientific literacy, science learning, ADDIE model.
Internal Transposition on Constructing Quadratic Functions Based on Praxeological Theory Safrina Safrina; Sufyani Prabawanto; Suhendra Suhendra; Ruswan Dallyono; Izzy Balagtas Villarico
Jurnal Pendidikan MIPA Vol 27, No 3 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i3.pp1191-1213

Abstract

The sub-topic of constructing quadratic functions requires students to integrate various concepts. However, students still encounter various learning obstacles, one of which relates to the structure of knowledge in textbooks and teachers’ lesson plans. This study aims to analyze the praxeological structure in textbooks and teachers’ lesson plans, identify forms of internal transposition, and examine the didactic implications for potential obstacles to student learning in the sub-topic of constructing quadratic functions. This research employs a qualitative approach with a case study design. The participants in this research consist of one mathematics teacher and tenth-grade students at a private school in Bandung, selected by convenience sampling. Data were collected through document analysis, classroom observation, and semi-structured interviews. Analysis was conducted using praxeological-didactical analysis, as well as triangulation techniques, member checking, and audit trails to ensure the trustworthiness of the data. The results indicate that the praxeological structure in the textbooks is dominated by evaluative tasks (83.33%) with techniques that are not conceptually integrated, alongside a lack of explicit technology and theory. In the teacher's lesson plans, task types are reorganized. However, flexibility occurs in technical aspects without conceptual reinforcement. The internal transposition observed is adaptively limited, merely modifying tasks and techniques without developing conceptual aspects. The didactic implications of these conditions are reflected in the potential learning obstacles identified in the observed instructional context. The study concludes that modifying textbook tasks into open-ended, multi-representational activities is crucial for overcoming students’ learning obstacles, with practical implications: the lesson plan must be reconstructed based on predictions of student responses to enhance teachers’ adaptive instructional readiness. Keywords: mathematics textbooks, quadratic functions, praxeology, teachers’ lesson plans, potential learning obstacles.
Development of Affective Attitude Instruments: Bibliometrics on the Scopus Database 2014 – 2023 Suyono Suyono; Nuryani Dwi Astuti; Heri Retnawati; Syarief Fajaruddin; Ari Setiawan; Mohd Kasturi Nor Abd Aziz; Satrian Suhendar
Jurnal Pendidikan MIPA Vol 27, No 3 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i3.pp1214-1231

Abstract

This study aims to map publication trends, knowledge structures, and research gaps in the development of affective attitude instruments indexed in Scopus during 2014–2023. This study uses bibliometric analysis. A literature search was conducted in the Scopus database using the keywords "Development of Attitude Instruments" OR "Attitude Instruments" OR "Affective Attitudes" OR "Students' Attitudes Towards Learning". From 1,033 initial documents, after a screening process based on inclusion criteria (period 2014–2023, open access, English language, journal/conference paper/review article type) and manual review, 689 documents were obtained and analyzed using Biblioshiny (R) for thematic mapping and VOSviewer for other analyses. The results show three main findings. First, the COVID-19 pandemic became a turning point, shifting the focus from classical attitude measurement to adaptive instruments for online learning, with a surge in publications in 2021–2022 in response to the need to measure students' anxiety, adaptation, and mental health. Second, there is a systematic geographical imbalance in which developed countries (the US, the UK, and Canada) dominate as centers of psychometric theory, while Indonesia presents strategic opportunities; demographic bias is also evident in the dominance of binary gender variables, which reduce pedagogical complexity. Third, the thematic map reveals the most pressing missing link: the disconnection between the validity and reliability themes and the e-learning system, indicating that the validation standards for attitude instruments remain oriented towards face-to-face learning and have not adapted to the era of Society 5.0. This study concludes that the development of affective attitude instruments has transformed from classical psychometrics to the digital era and commercialization. The most strategic future research agenda is to develop an attitude instrument validation framework that integrates with digital learning platforms, bridges the gap between student intentions and behavior, and simultaneously supports character education and digital transformation. Keywords: bibliometric analysis, attitudinal instrument, scopus-indexed journals (2014–2023) R and VOSViewer software.
Enhancing Students’ Understanding of Statistical Concepts through the Implementation of Lesson Study in Android-Assisted Learning Anita Dewi Utami; Ramdhan Fazrianto Suwarman; Nur Ayufauziyah; Sinta Agustin Ningseh; Steve B Anapi
Jurnal Pendidikan MIPA Vol 27, No 3 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i3.pp1317-1337

Abstract

The integration of interactive digital media in mathematics learning has been widely recognized as an effective approach to enhancing students' conceptual understanding, particularly in statistics, a subject that demands both procedural fluency and meaningful data interpretation. Interactive media-assisted learning enables students to engage with abstract statistical concepts through visualization, simulation, and hands-on data manipulation, thereby fostering deeper comprehension and sustained motivation. Building on this premise, this study develops and implements a lesson study framework integrated with an Android-based application to improve junior high school students' understanding of statistical concepts. The lesson study method involved three cyclical stages: Plan, Do, and See. During the planning stage, the research team and collaborating mathematics teachers conducted a needs analysis, identified students' learning difficulties, developed discovery-learning-based instructional modules, and designed an Android application with data input, visualization, and statistical simulation capabilities. The implementation stage involved classroom instruction supported by the application, with systematic observation using a researcher-developed structured classroom observation protocol that covered student engagement, instructional alignment, and the quality of technology integration. The instrument was reviewed and validated by two experts in mathematics education before implementation. The reflection stage focused on collaborative evaluation of the learning process to iteratively refine instructional design and application functionality. Quantitative classroom observation data showed increased student participation and task completion across the implementation cycles. In addition, qualitative findings from classroom observations and reflective notes indicated improvements in students' conceptual understanding and classroom engagement. The integration of technology into the lesson study model fosters a more contextualized, interactive, and reflective learning environment, thereby enhancing the quality of statistics instruction at the junior high school level. Keywords: lesson study, Android application, statistics learning, student understanding, junior high school.
Development of a Prophetic-Based Physics Classroom Management Model Using the ADDIE Approach to Promote Holistic Student Learning Imas Ratna Ermawati; Sugianto Sugianto; Martin Martin; Nuraeni Nanda Sari; Dasmo Dasmo; Lismawati Lismawati
Jurnal Pendidikan MIPA Vol 27, No 3 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i3.pp1338-1360

Abstract

This study aims to develop a prophecy-based physics classroom management model through the ADDIE approach to support student learning holistically. This study used a Research and Development (R&D) method consisting of five stages: Analysis, Design, Development, Implementation, and Evaluation. The analysis stage revealed that physics learning management is still dominated by cognitive aspects and has not been optimally integrated with prophetic values. Therefore, a classroom management model was developed that integrates the values of shiddiq (honesty), amanah (responsibility), tabligh (communicative and collaborative attitude), and faṭonah (wisdom and critical thinking) into physics learning. The model was validated by three experts in the fields of physics education, educational management, and Islamic education. The validation results showed a feasibility level of 91.5%, which is categorized as very feasible. Implementation was carried out with physics education students for 14 learning sessions. The findings indicate improvements in prophecy-based classroom planning, collaborative implementation, spiritual reflection, holistic evaluation, and student participation, with an average N-Gain score of 0.61 in the moderate category and an effect size of 1.03 in the large category. Qualitatively, this learning model creates a more participatory, reflective, collaborative, and meaningful learning environment. The integration of prophetic values into classroom management also contributes to strengthening students' scientific character, spiritual awareness, and active engagement in learning. The novelty of this research lies in the development of a prophecy-based physics classroom management model that systematically integrates the values of shiddiq, amanah, tabligh, and faṭonah in the ADDIE cycle and examines its quantitative and qualitative impacts on physics learning. The developed model shows potential for wider application in other science learning to realize education that is not only oriented toward academic achievement, but also toward character building and sustainably strengthening students' prophetic values. Keywords: classroom management, physics learning, prophetic values, ADDIE, holistic learning.

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