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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 63 Documents
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Search results for "High School Students" : 63 Documents clear
Fort Marlborough Ethnomathematics-Based Learning Handouts: Enhancing High School Students' Mathematical Literacy Skills Susanto, Edi; Aziza, Mela; Hiasa, Fina; Disha Stanggo, Pratiwi
Jurnal Pendidikan MIPA Vol 26, No 4 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i4.pp2403-2419

Abstract

This study aims to develop a valid, practical, and effective learning handout based on the ethnomathematics of Fort Marlborough, Bengkulu, to enhance students' mathematical literacy. The research method used is research and development. The development model used is a formative evaluation with stages including self-evaluation, expert review, face-to-face sessions, small-group sessions, and field testing. This study involved test subjects of grade X high school students in Bengkulu City, Indonesia. The test subjects in this study were divided into several stages of the research. This study involved four experts (mathematics lecturers) from different universities. The one-to-one test stage involved six high school students (high, medium, and low abilities). The limited-scale test stage involved 24 grade X high school students, and the large-scale implementation with 43 subjects. Data collection techniques used were observation, questionnaires, and tests. Data analysis was carried out quantitatively and qualitatively. Quantitative and qualitative analyses examined the validity, practicality, and effectiveness of the mathematical literacy test. Analysis was also carried out descriptively on the results of suggestions from expert assessments of research products. The results of the study showed that: 1) the trigonometry learning handout based on the ethnomathematics of Fort Malborough Bengkulu that was developed meets the valid criteria based on the assessment of material, construction, and language by experts, with an average score of 0.63 (valid). 2) The trigonometry learning handout meets the practical criteria based on student assessment, with an average response score of 3.43 (very practical). The trigonometry learning handout has the potential to enhance high school students' mathematical literacy skills. In developing teaching materials using context, it is necessary to choose the proper context, and the illustration must be clear and easy to understand, in accordance with the material. Keywords: learning handout, ethnomathematics, Fort Marlborough, mathematical literacy skills.
Integrating Ethnomathematics into Mobile Learning: The Effect of Senimatika on Junior High School Students' Problem-Solving Abilities Melania Eva Wulanningtyas; Ardhika Fajar Ramadhan; Satriya Ary Hapsara
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.pp314-335

Abstract

This study aims to develop and describe the characteristics, feasibility, practicality, and effectiveness of Senimatika, an Android-based mathematics learning media integrated with an ethnomathematics approach to support junior high school students’ mathematical problem-solving skills, particularly in understanding the problem, devising a solution plan, carrying out the plan, and reviewing or verifying the solution. The development of Senimatika was driven by the need for contextual learning media that connect mathematical concepts with students’ cultural backgrounds. The research employed the ADDIE development model, consisting of the Analyze, Design, Develop, Implement, and Evaluate stages. The final product, Senimatika, presents ethnomathematics-based content through interactive features, contextual problem-solving tasks, and culturally relevant visual designs. Data were collected using expert validation questionnaires, student response questionnaires, pretest, and post-test instruments. The validity analysis using Aiken’s V indicated that Senimatika is valid for instructional use, with material experts’ ratings classified as “High Validity” ( ) and media experts’ ratings classified as “Moderate Validity” ( ). These results demonstrate that the product is valid and feasible for use in mathematics learning. Furthermore, student response data revealed a score of 85.86, categorized as “Very Good”, indicating that Senimatika is practical, enjoyable, and easy to use. In terms of effectiveness, the Wilcoxon signed-rank test showed a statistically significant improvement in students’ mathematical problem-solving abilities ( , ). The effect size analysis yielded a moderate effect ( ), confirming the positive impact of Senimatika on students’ learning outcomes. Overall, this study concludes that Senimatika is an innovative, effective, and culturally responsive learning media that enhances students’ engagement and mathematical problem-solving skills by integrating local cultural elements into digital learning environments. Keywords: learning media, android, ethnomathematics, geometric transformation, mathematical problem-solving.
Comparative Effects of Problem-Based Learning, Creative Problem Solving, and Problem Posing on Junior High School Students' Mathematical Reasoning Nurhanurawati Nurhanurawati; Nurain Suryadinata; Siti Mutmainah
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.pp383-396

Abstract

Junior high school students in Indonesia consistently face systemic challenges in their mathematical reasoning skills, leading to consistently poor performance on international tests like PISA. This enduring educational disparity underscores an immediate need for pedagogical reforms that transcend rote memorization and promote approaches that foster cognitive adaptability. Our study was driven by the need to evaluate and compare the efficacy of three prominent student-centered frameworks: Problem-Based Learning (PBL), Creative Problem Solving (CPS), and Problem Posing, in enhancing students' reasoning outcomes. Our study utilized a quasi-experimental design featuring a post-test-only control group. The sample consisted of 93 seventh-grade students from Bandar Lampung. The data underwent statistical testing because the CPS group exhibited a non-normal distribution, as determined by preliminary normality testing (Sig. = 0.000). Therefore, the non-parametric Kruskal-Wallis Test was employed to ensure analytical integrity. The findings revealed a statistically significant disparity in reasoning achievement across the three experimental groups (Asymp.Sig. = 0.006). Detailed pairwise comparisons using the Bonferroni correction demonstrated that while PBL and CPS yielded comparable results (Adj.Sig. = 1.000), likely due to their shared reliance on structured problem-solving foundations, the Problem Posing model emerged as the most potent intervention. It significantly outperformed both PBL (Adj. Sig. = 0.007) and CPS (Adj. Sig. = 0.035). This superiority stems from the unique cognitive demands of problem-solving, which necessitate that students engage in thorough, divergent thinking and careful structural analysis of mathematical concepts. This model enhances metacognitive skills essential for advanced reasoning by transforming students' roles from problem solvers to creators. This study recommends problem posing as a core approach for educators aiming to improve students' mathematical reasoning. Keywords: mathematical reasoning, problem posing, problem-based learning, creative problem solving.

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