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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
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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.
Profiles and Error Patterns of Senior High School Students’ Scientific Reasoning on Static Fluid Topics: An Empirical Analysis Nerisa Dwita Eprilia; Lia Yuliati; Purbo Suwasono
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.pp1375-1393

Abstract

This study aims to analyze the profiles and error patterns in the scientific reasoning of upper secondary school students regarding static fluids. This study employs a quantitative approach using a survey design. The study involved 84 students in Malang as respondents, selected through purposive sampling based on the following criteria: having studied static fluids, being taught by the same physics teacher, being enrolled in an active physics specialization class, and being present for the full duration of the test. The test instrument consisted of 10 open-ended questions covering five indicators of scientific reasoning, namely correlational reasoning, proportional reasoning, probabilistic reasoning, control of variables, and hypothetical-deductive reasoning, with a Cronbach’s alpha reliability coefficient of 0.812. The reliability of the instrument and the inter-rater agreement were evaluated through a two-stage inter-rater test using Cohen’s Kappa and the Intraclass Correlation Coefficient (ICC), which yielded an ICC value of 0.981 (very high category). Data analysis was conducted in two stages: quantitatively to measure the level of scientific reasoning, and qualitatively through content analysis to identify patterns of students’ errors. The research shows that students’ average scientific reasoning ability falls within the moderate category (49.42), with the distribution of cognitive levels dominated by the Late Transition (37%) and Early Transition (35%) stages. Only 12% of students reached the Formal Operational level. Proportional reasoning indicators showed the highest achievement, whilst hypothetical-deductive reasoning was the lowest. The highest conceptual understanding was found in Pascal’s Law, followed by Archimedes’ Principle, and the lowest in hydrostatic pressure. The main error patterns identified were students’ difficulty integrating quantitative data into numerical probabilities and their inability to design systematic experiments and identify control variables. These findings indicate that although students passively understand basic concepts, they still struggle with logical justification and procedural reasoning. Keywords: error patterns, scientific reasoning, static fluid.
Development of a Geometry Module Based on Ethno–Collaborative Inquiry to Support Deep Learning Among Elementary School Students Intan Dwi Hastuti; Lukman Lukman; Lidia Rahmatullaeli; Sutarto Sutarto; Veerabhadraiah Lokesha
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.pp1394-1415

Abstract

This study aims to develop an Ethno–Collaborative Inquiry-Based Plane Figures Module to support deep learning among elementary school students. This study employed a Research and Development (R&D) approach using the ADDIE model, which comprised five stages: Analysis, Design, Development, Implementation, and Evaluation. The analysis stage was conducted to identify learning needs, student characteristics, curriculum requirements, and the potential of local ethnomathematics relevant to plane geometry. The design stage focused on developing the module structure, learning objectives, collaborative inquiry activities, learning materials, exercises, and evaluation instruments. The development stage involved producing the initial module and conducting expert validation. The implementation stage involved 38 fifth-grade students at Khadijah Bagik Nyaka Islamic Elementary School, East Lombok, West Nusa Tenggara. The evaluation stage assessed the module’s validity, practicality, and effectiveness. The module obtained an average validity score of 90.25% and was categorized as highly valid. The practicality assessment reached 90.49%, indicating that the module was highly practical. The mean pretest score increased from 51.55 to 78.29 on the posttest, yielding an N-Gain score of 0.56, which falls in the moderate category. These findings indicate that the module successfully integrates plane geometry concepts with Sasak weaving motifs, thereby facilitating more concrete, contextual, and meaningful mathematics learning. Keywords: plane geometry module, ethno–collaborative inquiry, ethnomathematics, deep learning, elementary school.
The Effectiveness of Immersive AR/VR in Enhancing Mathematical Understanding: A Systematic Review through Bruner’s Lens Ofir Nokas; Ade Gafar Abdullah; Mubiar Agustin; Isma Widianty
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.pp1416-1444

Abstract

This systematic review evaluated the effectiveness of augmented reality (AR) and virtual reality (VR) in strengthening understanding of mathematical concepts through the lens of Bruner’s enactive, iconic, and symbolic representational stages. Method: A systematic search of Scopus (2021–2026) was conducted following the PRISMA 2020 statement and JBI (2024) evidence synthesis protocol. From an initial pool of 3,641 records, 76 peer-reviewed empirical studies met the eligibility criteria and were retained for synthesis. Methodological quality was appraised using. JBI Critical Appraisal Checklist, and findings were synthesized through a narrative-thematic approach. After JBI appraisal, 63% of the included studies were rated as high quality and the remainder as moderate quality (interrater reliability ICC = 0.87). The synthesis showed that AR primarily supported the transition from enactive to iconic representation through collaborative, multimodal interaction. Quasi-experimental findings consistently indicated that immersive technologies outperformed conventional instruction, with effect sizes of d = 0.44 to 0.51 and partial η² = 0.280 to 0.378. Bodily movement and gesture emerged as central mechanisms that supported transitions between representational stages, extending embodied cognition theory to digital learning contexts. The effectiveness of these technologies was further shaped by teacher readiness, instructional design, and cultural integration, particularly the incorporation of local ethnomathematical practices. Taken together, the findings offer an integrative framework for mathematics instruction that connects embodied cognition, AR/VR affordances, and Bruner’s developmental sequence, with implications for teacher professional development and culturally responsive instructional design. Keywords: augmented reality, virtual reality, bruner’s representational theory, mathematical concept understanding, immersive learning.
The Gauss-Jordan Method as a Representation Framework for HOTS in Rotational Dynamics Bambang Supriadi; Dyah Arum Arimurti; Dimas Halim Perdana; Kiki Dinda Octari; Mah Citra Yunia Artika Putri; Zilfiyatul Makida; Tamara Pingki
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.pp1555-1574

Abstract

Developing higher-order thinking skills (HOTS) in physics requires learning experiences that encourage students to construct mathematical representations rather than rely solely on procedural problem solving. Although the Gauss–Jordan method has frequently been introduced as a computational technique for solving systems of linear equations, its potential as a mathematical representation framework has received little attention. This study investigated whether integrating the Gauss–Jordan elimination method into rotational dynamics instruction could support the development of students' higher-order thinking skills through mathematical representation. A quasi-experimental study involving 68 eleventh-grade students at MAN 1 Jember, Indonesia, used a nonequivalent control-class design. Students in the experimental class learned rotational dynamics through a representation-oriented Gauss–Jordan approach, whereas those in the control class received conventional instruction based on substitution and elimination methods. Students' mathematical thinking was assessed using five essay questions covering reasoning, generalizing, critical thinking, problem solving, and communicating. The results showed greater improvement in the experimental class (N-gain = 0.63) than in the control class (N-gain = 0.26). The difference between classes was statistically significant (Mann–Whitney, p < 0.001) with a large effect size (r = 0.78). The strongest gains were observed in generalizing, reasoning, and critical thinking. Analysis of students' written responses further indicated that learning through the Gauss–Jordan method helped students translate physical situations into mathematical models and recognize explicit relationships among variables. These findings suggest that the educational value of the Gauss–Jordan method extends beyond solving systems of linear equations, highlighting its role as a mathematical representation framework that supports higher-order thinking in physics learning. Keywords: mathematical representation, Gauss–Jordan Method, mathematical thinking, Higher-order thinking skills, Rotational dynamics.
Trends in STEM-Based Ethnomathematics Research in Mathematics Education in Indonesia: A Systematic Literature Review Amara Sweetya Auliya; Bambang Eko Susilo; Ade Noorliza Niyamae; Nuriana Rachmani Dewi
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.pp1637-1650

Abstract

Ethnomathematics and STEM represent an innovative approach to mathematics education by integrating local culture with STEM (Science, Technology, Engineering, and Mathematics), creating a more contextual and meaningful learning experience. This study aims to analyze trends in the development of ethnomathematics and STEM research in mathematics education from 2017 to 2026 using the SLR method with the PRISMA approach. The number of publications increased significantly in 2024 to 7 articles and peaked in 2026 at 8 articles, indicating growing researcher interest in ethnomathematics studies using a STEM approach in mathematics education. The research is dominated by R&D and Quantitative methods focused on developing learning media and improving mathematical skills such as conceptual understanding, problem solving, critical thinking, and mathematical reasoning. The findings suggest that integrating local culture with STEM can support mathematics education, including local cultures such as Sulawesi, Kalimantan, and Java. This study highlights the potential of integrating STEM with a cultural elements approach to create more engaging and meaningful learning experiences. This approach offers innovative ways to enhance students’ mathematical understanding. Keywords: ethnomathematics, STEM, mathematics learning, systematic literature review.
The Evolution of Four-Tier Diagnostic Tests in Physics Education: A Systematic Literature Review Arian Trianov Solistio; Achmad Samsudin; Winny Liliawati; Andi Suhandi; Fitria Arifiyanti
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.pp1480-1500

Abstract

This review examines Four-Tier Diagnostic Tests (FTDTs) in physics education, focusing on purposes, designs, models, scoring, measurement evidence, administration modes, and conceptual-change roles. Following PRISMA, Scopus and ERIC were searched for empirical studies published between 2021 and 2025. The final corpus comprised 23 studies: 14 journal articles and nine conference papers. Data were analyzed using descriptive statistics and framework-based narrative synthesis. Eleven studies used classical FTDTs, seven used response-enhanced FTDTs, and five used analytically advanced FTDTs. Most retained the answer–confidence–reason–confidence structure. In contrast, others added open or semi-open reasoning, scaled confidence, mental-model analysis, Rasch or Partial Credit Model scoring, and cognitive diagnostic modeling. Rule-based categorical diagnosis was the most common scoring approach. Among nine development studies, content review and reliability were common, but classification accuracy, fairness, and cross-context stability were limited. Research focused mainly on senior high school, especially mechanics and fluids. Paper-based administration was the most common single mode, although digital formats were also common. FTDTs primarily supported diagnostic profiling and intervention evaluation, whereas fewer studies examined patterns of conceptual change. No study clearly used individual profiles to adapt instruction. FTDT research has progressed toward richer responses, advanced scoring, and conceptual-change evaluation. Future studies should strengthen measurement evidence, standardize scoring, expand cross-context validation, and develop digital systems that link diagnosis to targeted remediation, monitoring, and sustained instructional support. Keywords: four-tier diagnostic test, physics education, misconceptions, diagnostic assessment, conceptual change.

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