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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 694 Documents
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From Ethnoscience to Digital Inquiry: Mapping Research Trends and Gaps in Critical Thinking and Digital Literacy within STEM Education Prelia Dwi Amanah; Agus Abhi Purwoko; Agus Ramdani; Stefanie Astrid Aipassa
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.pp1249-1279

Abstract

The integration of ethnoscience, digital technology, and inquiry-based learning in STEM education has become an increasingly important focus in science education research. This systematic literature review aims to map research trends, identify effective models, and reveal gaps related to critical thinking skills and digital literacy in STEM-based science learning. Using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) method, 101 articles published from 2010 to 2026 were selected from Scopus (Q1–Q3) and SINTA (S1–S2) indexed journals. Data from Dimensions AI (4,095 total publications, 2017–2026) and VOSviewer bibliometric mapping (232 items, 5 clusters) further contextualize the research landscape. The analysis reveals five dominant themes: (1) Ethno-STEM and project-based learning, (2) augmented and virtual reality in science learning, (3) development of critical thinking skills through inquiry-based approaches, (4) digital literacy in education, and (5) innovative STEM learning models. The findings indicate that inquiry-based approaches, when combined with local cultural integration (ethnoscience) and digital technology, are effective in improving students' critical thinking skills. However, research on the integrated development of a specific model that simultaneously addresses ethnoscience, digital inquiry, and STEM remains limited. This study provides a theoretical foundation for developing an innovative learning model that bridges local cultural wisdom with 21st-century digital competencies. Keywords: critical thinking, digital literacy, ethnoscience, inquiry-based learning, STEM education.
Students' Learning Outcomes in Organic Chemistry Using Edpuzzle via Google Classroom Dedi Irwandi; Pardiana Pardiana; R Ahmad Zaky El Islami
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.pp1280-1297

Abstract

This study aims to describe and analyze students' learning outcomes in the Organic Chemistry 1 course after the implementation of Edpuzzle-based interactive learning videos delivered through Google Classroom, and to examine the consistency of individual academic performance across two summative assessment points. A quantitative descriptive design was employed involving 52 undergraduate students enrolled in the Chemistry Education Program during the 2025/2026 Academic Year, consisting of Class A (n = 27) and Class B (n = 25). Four instructor-developed Edpuzzle videos (approximately 110 minutes in total) covering the topic of Atoms and Molecules were distributed via Google Classroom without embedded interactive checkpoints; the videos were designed for continuous, uninterrupted viewing. Learning outcomes were measured using essay-based Midterm (UTS) and Final (UAS) examinations, both of which were empirically validated and reliable (α = 0.801–0.882). Data were analyzed through descriptive statistics, the Shapiro-Wilk normality test, and correlation analysis (Pearson for Class A; Spearman for Class B). The results show that mean scores for Class A were 49.22 (UTS) and 43.52 (UAS), while Class B obtained 39.36 and 33.12, respectively, all below the institutional passing threshold. A strong positive UTS–UAS correlation was found in Class A (r = 0.822, p < 0.001) and Class B (r_s = 0.788, p < 0.001), indicating high relative rank-order stability of individual academic standing across the two assessment periods, rather than consistency of Organic Chemistry concept mastery (the two instruments differ in content domain and difficulty) or a causal effect of Edpuzzle. Interpreted through Mayer's Cognitive Theory of Multimedia Learning, the findings suggest that interactive video alone is insufficient to manage the intrinsic cognitive load of Organic Chemistry content. The study implies the need for structured video-based instructional designs integrating active learning, formative feedback loops, and early academic intervention for underperforming students. Keywords: edpuzzle, video-based learning, learning outcomes, organic chemistry, cognitive theory of multimedia learning.
Problem-Based Learning and Inquiry-Based Learning Models in Learning Arithmetic Sequences and Series in High School Hanum Ulfiatus Sufiyah; Budi Cahyono; Nadhifah Nadhifah; Bunga Ihdanorra
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.pp1298-1316

Abstract

This study aims to compare the effectiveness of Problem-Based Learning (PBL) and Inquiry-Based Learning (IBL) models in improving the critical thinking skills of tenth-grade high school students on the topic of Arithmetic Sequences and Series. The research employed a quantitative approach using a Matching Pretest–Posttest Comparison Group Design. The study population consisted of six classes of tenth-grade students at SMAN 16 Semarang that were normally distributed, homogeneous, and had similar average initial abilities. Due to time constraints and the need to ensure consistent implementation of learning treatments, three classes were selected through cluster random sampling. Class X-01 was assigned as Experimental Group I using the PBL model, class X-02 as Experimental Group II using the IBL model, and class X-03 as the control group using a conventional learning model. Data collection was conducted using pretest and posttest instruments designed to measure students’ critical thinking skills. The instruments were validated before the implementation. Data analysis was conducted using an independent samples t-test to determine the effectiveness of the PBL and IBL models compared to the conventional model. Furthermore, a paired samples t-test followed by an N-gain analysis was used to compare the effectiveness between the PBL and IBL models. The results indicated that both PBL and IBL models were effective in improving students’ critical thinking skills compared to the conventional learning model. However, the N-gain analysis showed that students taught with the PBL model experienced greater improvement in critical thinking skills than those taught with the IBL model. Therefore, it can be concluded that although both learning models are effective, the Problem-Based Learning model is more effective than the Inquiry-Based Learning model in enhancing critical thinking skills of grade X high school students in learning Arithmetic Sequences and Series. Keywords: inquiry-based learning (IBL), critical thinking skills, problem-based learning (PBL).
Evaluation of Laboratory Activities and Students’ Self-Regulated Learning Using an Inquiry-Based Approach Yunita Arian Sani Anwar; Agus Abhi Purwoko; Muti&#039;ah Muti&#039;ah; Eka Junaidi; Lalu Rudyat Telly Savalas; Nadia Rizki Hutami
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.pp1361-1374

Abstract

This study aims to examine the effects of guided inquiry and open inquiry approaches on students’ laboratory activity scores and self-regulated learning in chemistry instruction. A quasi-experimental research design was employed, involving two groups: a guided inquiry group consisting of 25 students and an open inquiry group consisting of 23 students. Laboratory activity was assessed using a rubric covering pre-lab, lab work, and post-lab activities. A questionnaire was used to measure students’ SRL across five dimensions: metacognitive skills, time management, environmental structuring, persistence, and help-seeking. The results showed that the guided inquiry group achieved the highest laboratory activity and SRL scores. The pre-lab, lab-work, and post-lab scores were consistent with the group’s overall laboratory activity score. Among SRL dimensions, the highest scores in the guided inquiry group were observed for metacognitive skills and environmental structuring. In contrast, the open inquiry group showed the highest SRL score in the help-seeking dimension. ANCOVA analysis revealed a significant relationship between the inquiry approach and both laboratory activity scores and students’ SRL. Students' tendency to experience difficulty initiating the investigative stages contributed to the lower effectiveness of open inquiry. These findings indicate that the effectiveness of guided inquiry is attributed to its structured support, which facilitates students in initiating the investigative phase. In contrast, although open inquiry provides greater opportunities for exploration, its limited implementation in instructional practice may impede students’ ability to effectively initiate the investigative process. Keywords: inquiry approach, chemistry instruction, metacognition, motivation, pre-laboratory.

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