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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 
Evaluating Computational Thinking and Its Influencing Factors in Vocational Mathematics Learning Muhammad Jibran Al'fauzi; Megita Dwi Pamungkas; Arifta Nurjanah
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.pp1575-1588

Abstract

Computational thinking (CT) is an important competency for vocational high school students because it supports systematic problem-solving in mathematics and vocational contexts. This study aimed to describe the CT ability profile of tenth-grade students at SMK Citra Medika Kota Magelang and identify the factors influencing it. This study used a descriptive qualitative approach. The participants were 30 students of Class X Nursing 4, and six students were selected as main subjects through purposive sampling based on high, medium, and low CT ability categories. Data were collected through a CT ability test, an open-ended questionnaire, and interviews. Data validity was examined using triangulation, while data were analyzed through data reduction, data display, and conclusion drawing. The findings showed that students’ CT abilities varied across decomposition, abstraction, pattern recognition, and algorithmic thinking. High-category students met all indicators; medium-category students met most indicators but still struggled with algorithmic thinking; and low-category students struggled with abstraction, pattern recognition, and algorithmic thinking. CT ability was associated with prerequisite mathematical knowledge, learning motivation, learning independence, learning environment, and learning resources. Keywords: contextual problems, computational thinking, health context, mathematics learning, vocational high school.
Congklak-Assisted PBL for Elementary School Mathematical Problem-Solving Skills Dwina Nurmalia Putri; Hafiziani Eka Putri; Alfiana Nurussama; Teten Ginanjar Rahayu; Mariano Dos Santos
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.pp1501-1515

Abstract

Mastering mathematical problem-solving is a crucial 21st-century skill, yet many elementary students continue to struggle with abstract concepts. Conventional teaching methods often fall short of bridging this gap, underscoring an urgent need for innovative, concrete instructional approaches. Therefore, this study seeks to assess the effectiveness of the Problem-Based Learning (PBL) model, combined with the congklak game media, in improving elementary school students' mathematical problem-solving abilities, particularly in the KPK and FPB topics. A quasi-experimental method employing a Nonequivalent Control Group Design was utilized. The study included 52 students in Purwakarta, distributed equally into an experimental class receiving PBL with congklak and a control class applying Discovery Learning. Data were gathered through descriptive tests based on Polya's problem-solving indicators and then analyzed using independent-samples t-tests and N-Gain calculations. The results demonstrate a notable improvement in the experimental group, which attained a mean post-test score of 92.15, compared with the control group's 85.81 (p < 0.001). Furthermore, the N-Gain analysis showed that the experimental class outperformed the control class across all problem-solving indicators, with the most substantial differences seen in planning the solution (0.92 vs. 0.72) and implementing the plan (0.81 vs. 0.66). In conclusion, applying the PBL model alongside concrete congklak media significantly enhances students' mathematical problem-solving skills by fostering an active, tangible learning environment. Consequently, educators are encouraged to integrate traditional game-based manipulatives into their pedagogy. This strategy not only deepens mathematical comprehension but also helps preserve local cultural heritage among young learners. Keywords: problem-solving skill, congklak media, problem-based learning, elementary school.
Development of RPG Maker-Based Games to Enhance Students' Mathematical Connections Alim Wicaksono; Al Jupri; Eyus Sudihartinih; Fatin Nasywa Kirana
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.pp1589-1601

Abstract

Mathematics learning in schools often requires innovative approaches to make abstract concepts more concrete and engaging for students. In particular, digital game-based learning has emerged as an effective strategy for increasing motivation and deepening conceptual understanding. Mathematical connection is an important competency for understanding the relationships among mathematical ideas, concepts, and procedures; however, most students still struggle to apply this ability, especially when solving geometry problems. This research aims to develop learning media in the form of a game using RPG Maker to enhance students' mathematical connection abilities in geometric transformations. The educational game learning media was designed and developed using the ADDIE development model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. Instruments included expert validation sheets, student response questionnaires, and pretest-posttest assessments to measure media validity, practicality, and effectiveness. The results show that the RPG Maker-based learning media is highly valid, with an average expert validation score of 87.0% from media experts and 86.0% from material experts. Students also rated the media as very practical, with an average score of 84.2%. Learning improvement from this media is evident in the increase in the average student score from 70.14 on the pretest to 89.17 on the posttest. Furthermore, the non-parametric Wilcoxon test confirmed a statistically significant difference (Z = -5.25, p < .001). This improvement is also supported by a large effect size (d = 3.63) and an average N-Gain of 0.57, which falls into the moderate category. These findings indicate that the RPG Maker-based learning media is valid, practical, and holds potential to enhance students' mathematical connection skills in geometry transformation learning, offering an engaging solution for abstract mathematical learning. Keywords: mathematical connections, geometric transformations, learning media, RPG maker, ADDIE model.
Development of an Encyclopedia of Unique Biota Based on the Local Potential of Sabang Island to Improve Students' Conceptual Understanding Anita Noviyanti; Dian Aswita; Dewi Febriyanti; Nafisah Hanim; Jendri Mamangkey; Sri Ismulyati
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.pp1516-1537

Abstract

Learning about marine ecosystems is often hampered by students' difficulty in visualizing abstract concepts and a lack of contextual teaching materials relevant to their surroundings. This study aims to develop teaching materials in the form of an encyclopedia of unique biota based on Sabang Island's local potential and to evaluate its validity, practicality, and initial effectiveness in improving students' conceptual understanding. The research used a Research and Development method, applying the 4D model (Define, Design, Develop, and Disseminate). Seven material and media experts comprehensively assessed the product's feasibility and validity, while five education practitioners evaluated its practicality. Additionally, an initial evaluation of the shift in student learning outcomes was conducted using a one-group pretest–posttest design involving 46 high school students in a coastal area socio-ecologically equivalent to Sabang Island. The results showed that experts declared the developed encyclopedia highly valid, giving it a “Very Good” rating across all evaluated aspects (General Appearance, Word Usage & Language, Presentation, and Content Suitability). In terms of practicality, the product was also deemed highly practical for learning, earning a “Very Good” rating in three key aspects (Ease of Use, Usefulness, and Efficiency) and a “Good” rating in the Interest aspect. Furthermore, the analysis of learning outcomes showed an average N-Gain of 0.3844, which falls into the moderate category, indicating a positive trend in student conceptual understanding after product utilization. Based on these findings, the local potential-based encyclopedia "Umbak Gembara" is highly feasible and practical, showing strong initial indications as an independent learning resource that can meaningfully bridge abstract biological concepts with the reality of coastal ecosystems. However, since this initial effectiveness finding relies on a single trial group, future comparative experimental studies are needed. Keywords: encyclopedia, unique biota, local potential, sabang island, conceptual understanding.
Interrelationships Between Emotional Intelligence, Academic Self-Efficacy, and Physics Performance: Evidence from Indonesian Secondary School Students Andi Hikma Wardani; Kaharuddin Arafah; Khaeruddin Khaeruddin
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.pp1602-1616

Abstract

This study aims to analyze the relationship between emotional intelligence, self-efficacy, and physics learning outcomes of tenth-grade students at public high schools in Wajo Regency. This research used a quantitative correlational design. The study population was tenth-grade students at public high schools in Wajo Regency, with a sample of 472 students from five public high schools. Data were collected using questionnaires on emotional intelligence and self-efficacy, as well as physics learning test results. Data were analyzed using Spearman's rank correlation and multiple linear regression in Jamovi. The results show that there is a positive and significant relationship between emotional intelligence and physics learning outcomes (ρ = 0.193; p < 0.001), a positive and significant relationship between self-efficacy and physics learning outcomes (ρ = 0.203; p < 0.001), and a positive, significant, and strong relationship between emotional intelligence and self-efficacy (ρ = 0.769; p < 0.001). The regression results indicate that emotional intelligence and self-efficacy contribute significantly to physics learning outcomes, with an R² value of 0.0528 (5.28%). These findings suggest that emotional intelligence and self-efficacy are psychological factors that support students' learning outcomes. Keywords: emotional intelligence, self-efficacy, physics learning outcomes, correlation, students.
Development of an Ethno-STEAM-adapted Physics e-Module using a Deep Learning Approach to Improve Disaster Mitigation Literacy in Sikka Regency, Indonesia Agustina Elizabeth; Kristiana Nathalia Wea; Yohanes Eudes Debrito; Sally Edoxiana Untajana; Yasinta Embu Ika
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.pp1445-1462

Abstract

This study aimed to develop, validate, and evaluate the effectiveness of a Deep Learning (DL) Physics Teaching e-Module, adapted through an Ethno-STEAM approach, to enhance disaster-mitigation literacy regarding earthquakes and volcanic eruptions among senior high school students in Sikka Regency, East Nusa Tenggara. A Research and Development design based on the Borg and Gall model was employed, integrated with a non-equivalent control group quasi-experimental design for the effectiveness phase. Participants comprised 285 students and 6 teachers from four senior high schools, seWlected through purposive sampling. Instruments included validation sheets (5 experts), student response questionnaires, observation sheets, and a 30-item achievement test (KR-20 = 0.84). Data were analyzed using descriptive statistics, independent t-tests, ANCOVA, exploratory factor analysis, and thematic analysis. The e-module demonstrated strong validity (mean CVI = 0.86, ICC = 0.84) and practicality (91.2% Perceived Pedagogical Relevance factor). Experimental classes achieved significantly higher post-test scores (M = 81.2, SD = 7.4) than control classes (M = 68.9, SD = 8.2), with ANCOVA confirming a large adjusted group effect (F(1,218) = 142.6, p < 0.001, partial η² = 0.395). Descriptive cross-school patterns indicated that implementation conditions differed in teacher ICT competency, principal support, and student access to technology; these school-level factors were not treated as inferential moderators because only three schools were included in the operational test. Thematic analysis of teacher interviews indicated that the e-module supported contextual negotiation between indigenous pire tanah knowledge and modern physics concepts (mechanical waves and Archimedes’ principle). Among the Sikka schools studied, the Ethno-STEAM-adapted DL Physics e-Module was a viable, practical, and effective instructional resource for disaster-mitigation literacy. Its implementation should be interpreted in light of differences in teachers' ICT capacity and school infrastructure. The proposed Synergistic Pedagogical Model (SPM-ESDL) offers a framework for further testing in other cultural and disaster contexts rather than a universally established model. Keywords: ethnophysics, STEAM, deep learning, disaster mitigation, sikka.
The Role of Zep Quiz Gamification in Improving Junior High School Students' Mathematical Problem-Solving Abilities Gusti Peanti; Agus Susanta; Effie Efrida Muchlis; Hanifah Hanifah; Siti Rahaimah Ali
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.pp1538-1554

Abstract

Mathematical problem-solving ability is a crucial competency, yet it remains a challenge in many schools, including SMPIT Al Qalam South Bengkulu, where students' statistics scores fall into the "very low" category (48.6%) due to conventional teaching methods that lack significant technological integration. This study aimed to examine the effectiveness of the Zep Quiz 2D virtual world-based gamification platform on 8th-grade students' mathematical problem-solving abilities in statistics. A quasi-experimental pretest-posttest control group design was employed, involving 60 students. Samples were selected via purposive sampling: 30 students in the experimental class (VIII C) were taught using Zep Quiz integrated with Polya-based student worksheets, while 30 students in the control class (VIII D) received conventional instruction.  The research instrument consisted of a descriptive test validated and proven reliable based on Polya’s four problem-solving indicators. Data were analyzed using descriptive statistics and an independent t-test after verifying the assumptions of normality (Shapiro-Wilk test) and homogeneity (Levene's test). The results showed that the experimental class achieved a higher average posttest score of 87.30 (N-gain of 0.77, high category) compared to the control class, which had an average posttest score of 81.93 (N-gain of 0.66, medium category); the hypothesis test yielded a significant result (p = 0.038 < 0.05). It is concluded that Zep Quiz is significantly more effective than conventional instruction in enhancing students' mathematical problem-solving abilities. Keywords: gamification, mathematical problem solving, quasi-experiment, zep quiz.
Enhancing Scientific Communication and Character Values through AI-Assisted Folklore-Based Story Writing in Elementary STEM Learning Kodrat Hi Karim; Suhardi Abdullah; Rafik Abas; Taib Abdullah; Darmawati Hadi; Jarudin Wastira; Mahamadaree Waeno
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.pp1617-1636

Abstract

Scientific communication and character education are essential competencies in elementary STEM learning, yet classroom instruction often provides limited opportunities to integrate these competencies with local cultural resources and emerging technologies. This study investigated the effectiveness of AI-assisted folklore-based story writing in enhancing students' scientific communication and character values. A quasi-experimental pretest–posttest control-group design was used with 68 fifth-grade students from two elementary schools. The experimental group participated in STEM learning integrated with AI-assisted folklore-based story writing, while the control group received conventional STEM instruction. Data were collected using four instruments: (1) a Scientific Communication Assessment Rubric assessing scientific explanation, scientific vocabulary, evidence-based reasoning, organization of scientific ideas, and communication clarity; (2) a Character Observation Sheet; (3) a Folklore-Based Story Writing Rubric; and (4) a Student Perception Questionnaire. All instruments were validated by experts and demonstrated satisfactory reliability, with Cronbach's alpha coefficients ranging from 0.84 to 0.91. Data were analyzed using descriptive statistics, Shapiro–Wilk and Levene's tests, paired- and independent-samples t-tests, normalized gain (N-gain), Cohen's d, and Pearson's correlation. The experimental group achieved significantly higher scores in scientific communication and character development than the control group (p < 0.001), with high N-gain values (0.73 and 0.69, respectively) and large effect sizes (Cohen's d = 1.48 and 1.36). Scientific communication was positively correlated with character development (r = 0.62, p < 0.001). These findings indicate that AI-assisted folklore-based story writing is an effective, culturally responsive approach for strengthening scientific communication, character values, and scientific literacy in elementary STEM education. Keywords: AI-assisted learning, folklore, scientific communication, character education, STEM learning.
Development of an Ethnomathematics-Based Mobile Learning Module Integrating Banggai Yam Farming Culture for Contextual Mathematics Learning Saipul Bachri S. Lajiba; Yanto Naim; Hasman Hasman
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.pp1463-1479

Abstract

This study addresses the disconnection between mathematics learning and local culture in Indonesian junior high schools. Purpose: The core goal was to develop an ethnomathematics mobile learning module rooted in the yam farming culture of the Banggai Islands Regency and to verify its validity, practicality, and initial effectiveness in improving students’ mathematical literacy. Method: This research and development (R&D) adapted the ADDIE model. Cultural data were collected through observations and interviews, then integrated into an Android-based module. The product was validated by two experts and one practitioner and subsequently tested on 20 eighth-grade students using a one-group pretest-posttest design. Key Findings: The module, which integrates mathematical concepts such as measurement, arithmetic, and geometry as applied in yam farming, was confirmed to be valid and practical, receiving a 95% approval rating from the practitioner and 96.88% positive feedback from students. However, the module's effectiveness in improving mathematical literacy was low, with an average N-Gain score of 0.13, falling short of the established criteria. Conclusion: The developed module demonstrates high levels of validity and practicality. However, the improvement in mathematical literacy skills remains in the low category (N-Gain = 0.13), thus failing to meet the established effectiveness criteria. Consequently, the module's effectiveness in enhancing mathematical literacy requires further refinement and testing. Keywords: ethnomathematics, mobile learning module, banggai yams farming culture, mathematical literacy, contextual mathematics learning.

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