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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 615 Documents
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The Effect of STEAM Project-Based Learning Approach Towards Student Learning Motivation: Utilization of Plastic Waste with Ecobricks Technique Leasa, Marleny; Ginting, Cristina; Tarigan, Haganta; Kolatlena, Lusiana; Batlolona, John Rafafy; Edike, Uche Emmanuel
Jurnal Pendidikan MIPA Vol 25, No 2 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

The exponential increase in plastic production and the surge in plastic waste have led scientists and researchers to look for innovative and sustainable ways to recycle plastic waste to reduce its negative environmental impact. Project-Based Learning (PjBL) based on STEAM (Science, Technology, Engineering, and Mathematics) with ecobricks is one of the learning solutions for reducing plastic waste and increasing student motivation. This study aimed to determine the effect of the STEAM-based PjBL model with ecobricks techniques that can improve student learning motivation on ecology. This type of research is pre-experimental One-Group Pretest-Posttest Design. The sample in this study was 25 respondents. The sampling technique used by researchers was purposive sampling. The results of the study showed that based on the pretest in this study 55.28 after treatment was given to 25 respondents, the posttest results were 74.96. Other findings also showed a difference in the average value between the pretest and posttest. The sig. (2-tailed) value of 0.001 <0.05 then H0 is rejected and Ha is accepted, meaning that the steam-based project-based learning model is effective in increasing student learning motivation. Thus, STEAM-based PjBL with ecobricks techniques can improve the learning motivation of elementary school students.         Keywords: PjBL, STEAM, ecobricks, learning motivation.DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp512-529
Teacher Communication Practices in Trigonometric Instruction: A Comparative Study Across Experience Levels Tyas, Dewi Kristika Findia Ning; Purwanto, Purwanto; Qohar, Abd.; Sulandra, I Made
Jurnal Pendidikan MIPA Vol 25, No 4 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

Teacher communication is critical in mathematics learning, influencing students’ understanding, engagement, and academic success. This study explores the communication practices of novice, intermediate, and senior mathematics teachers when teaching trigonometric comparisons in right triangles. Using a qualitative exploratory design, classroom observations and interviews were conducted with three vocational high school teachers in Keerom Regency, Papua Province, Indonesia, focusing on five communication aspects: clarity, assertiveness, responsiveness, relevance, and presentation style manipulation. The findings reveal significant differences among the teacher groups. Novice teachers exhibited excellent communication by integrating prerequisite knowledge, employing visual aids, and connecting lessons to real-world applications. Intermediate teachers demonstrated structured but conventional communication methods, focusing on content delivery with limited interactivity. Senior teachers, while experienced and accurate, relied heavily on traditional lecture-based approaches and displayed limited responsiveness to student needs. This study highlights the strengths of novice teachers’ student-centered strategies, such as group activities and guided discovery, which enhanced student engagement and comprehension. The research underscores the need for professional development programs to promote innovative teaching practices across all experience levels. Future studies should examine how professional growth and contextual factors influence teacher communication, contributing to improved mathematics learning outcomes.       Keywords: teacher communication, vocational school, trigonometry, teaching experience. DOI: http://dx.doi.org/10.23960/jpmipa/v25i4.pp1854-1869
Implementation of PjBL-STEM Based with Online Game to Improve Critical Thinking Ability Dewi, Yessica Chrisna; Yusup, Muhamad; Fathurohman, Apit; Rahman, Nor Farahwahidah Abdul
Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

This study investigates the effectiveness of project-based learning integrated with STEM (PjBL-STEM) using online games to enhance critical thinking skills among junior high school students on the topic of energy and its changes. A mixed-method approach with a sequential explanatory design was used in this study. The quantitative phase involved pretests and posttests using a standardized critical thinking skills test, while the qualitative phase included observations of student activities during learning. This study was conducted at SMP Negeri 03 Belitang Madang Raya, involving eighth-grade students divided into experimental and control groups in the odd semester of the 2024-2025 academic year. The experimental group (32 students) implemented the PjBL-STEM model using Minecraft Education, while the control group (23 students) received conventional instruction. Data analysis included Rasch modeling for pretest and posttest results, N-gain calculations to measure learning effectiveness, and thematic analysis of observation data to assess student engagement and application of STEM concepts. The findings revealed a significant improvement in the experimental group's critical thinking skills, with an N-gain score of 0.60 (effective category) compared to 0.04 (less effective category) in the control group. Projects such as wind, hydroelectric, and solar power plants, developed in Minecraft Education, highlighted students' ability to integrate scientific knowledge, engineering principles, and teamwork. Observations showed active engagement and collaboration among experimental group students during the project design and implementation phases, which were absent in the control group. This study demonstrates that integrating online games into PjBL-STEM provides an effective approach to enhancing 21st-century skills. The results underscore the potential for adapting this model to diverse educational settings and materials. However, differences in students' technological skills remain challenging, suggesting additional support and scaffolding.         Keywords: critical thinking skills, energy, minecraft education, online games, PjBL-STEM DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1361-1377
The Effect of Problem-Based Learning Models on Students’ Mathematical Problem-Solving Ability: A Meta-Analysis Salsabila, Shafa; Asih, Endang Cahya Mulyaning
Jurnal Pendidikan MIPA Vol 25, No 2 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

This study aims to analyze the significant influence of the Problem-Based Learning (PBL) model on students' mathematical problem-solving abilities. This meta-analysis includes ten scientific articles comparing the PBL model with conventional teaching methods. The article selection process followed the PRISMA 2020 guidelines to ensure transparency and rigor. Data were analyzed using the Mann-Whitney U test due to the non-normal distribution, and Spearman’s Rank Correlation was used to assess the strength of the relationship between PBL and students' problem-solving abilities. The results indicate that the PBL model has a significant and positive impact on students' mathematical problem-solving abilities compared to conventional methods, with a large effect size of r = 0.642. The Spearman’s Rank Correlation revealed a strong positive relationship (r_s = 0.782) between the implementation of PBL and the improvement in problem-solving skills. These findings are supported by several factors contributing to PBL's success, including active student engagement, effective teacher facilitation, the use of real-world contexts, and a supportive classroom environment. This study concludes that the PBL model is a highly effective pedagogical approach for enhancing mathematical problem-solving skills. Considering the significant positive effects, this study recommends the widespread adoption of PBL in educational environments to improve students' critical thinking and problem-solving abilities. Further research is needed to explore the long-term impacts of PBL and its application in different educational contexts.         Keywords: problem-based learning, mathematical problem-solving, meta-analysis, mann-whitney u test, spearman’s rank correlation. DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp864-877
Identifying Field-Independent Cognitive Styles of Junior High School Students on Numeracy Zulfa, Faradina Nilam; Sujadi, Imam; Riyadi, Riyadi
Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

Numeracy encompasses not only the manipulation of numbers and their operations, but also the application of concepts, procedures, facts, and mathematical tools to problem solving. In numeracy, there are cognitive levels that form a hierarchy of thinking, which includes knowing, applying, and reasoning. The cognitive level of reasoning involves the process of formulating problems, using mathematical concepts or procedures, and interpreting solutions in real-life contexts. To reach this level, analytical thinking is required, as FI individuals have a tendency to organize unorganized objects and vice versa. This research aims to describe how FI students use their numeracy skills to solve social arithmetic problems that arise in daily life at each cognitive numeracy level. A case study design was chosen as an alternative to achieve research objectives. Data collection was carried out using test-based interviews. Students are given two stimuli related to ratios and percentages, with each stimulus having three questions adjusted to the cognitive level of numeracy and followed by an interview. The data is then reduced and presented until valid conclusions are obtained based on data saturation. The results of the research show that FI students are able to identify known things related to ratios/percentages and explain the concept of ratios/percentages in solving social arithmetic problems. They are able to create mathematical models and apply these models to solve social arithmetic problems, provided that they pay more attention to writing down the solution steps to minimize writing errors. FI students can draw conclusions based on ratio/percentage information and provide arguments to support claims related to ratios/percentages in solving social arithmetic problems. If FI students remember to always use notation, the conclusions they draw will be correct. The research's three FI students met the indicators, but there are a few points that need further emphasis.         Keywords: numeracy, cognitive level, field-independent, ratio and proportion.DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp373-385
ChatGPT as a Pedagogical Tool: Measuring Its Influence on Cognitive Engagement and Academic Achievement of Biology Students Jamaluddin, Asham Bin; Bahri, Arsad; Pratiwi, Andi Citra; Lembang, Angela Merici
Jurnal Pendidikan MIPA Vol 26, No 1 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i1.pp36-50

Abstract

Abstract: Artificial intelligence technology has been integrated into educational practices and is considered to have a significant influence in improving the teaching and learning process. Biology is one of the science subjects considered as a complex subject and requires deep understanding. The presence of ChatGPT answers the existing problems by offering personalized explanations, interactive feedback, and structured answer recommendations to improve students' understanding and critical thinking. The application of artificial intelligence such as ChatGPT to educational practices has opened up new opportunities to improve learning processes and outcomes. This study explores the effect of using ChatGPT as a pedagogical tool on cognitive engagement and academic achievement of Biology students. This study uses a cross-sectional quantitative survey method with Structural Equation Modeling analysis. The research sample was Biology students consisting of three different batches. The results showed that ChatGPT as a pedagogical tool significantly increased students' cognitive engagement, which then could also mediate its effect on students' academic achievement. In addition, cognitive engagement also has an impact on the formation of Biology students' academic achievement. In general, these findings highlight a good relationship between ChatGPT use, cognitive engagement, and academic achievement, and underline its potential to create a student-centered adaptive learning environment. However, ChatGPT also has some drawbacks, such as over-reliance on technology by students, potential errors in assessment, and inequity related to access to computer devices. This study shows the importance of introducing and using artificial intelligence technology in learning strategies. The results can also provide recommendations for the development of AI in education from a research perspective for educators to make decisions. Further research is needed to explore the relationship in various educational contexts and populations.       Keywords: ChatGPT, cognitive engagement, academic achievement, biology students.
Improving Students' Understanding of Science Concepts: is there a Relationship Between Learning Models and Academic Ability? Hasnunidah, Neni; Rosidin, Undang; Kadaritna, Nina
Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

The Argument-Driven Inquiry (ADI) learning model, which is considered appropriate for use in higher education, is still not able to overcome students' difficulties in developing argumentative discourse so that their understanding of concepts tends to be low. The management of the learning process for students with different academic abilities requires scaffolding in the ADI model which is implemented gradually from the class, group, and individual levels. This research has produced an Argument-Driven with Scaffolding (ADIS) model which is a modification of the ADI model with the addition of standpoints and phasing. Standpoint as a statement of claim functions in generating arguments through debate. Meanwhile, the phases consisting of initiation, development, and reinforcement function in the development of individual argumentation skills. This study aims to compare the understanding of the concept of students with different academic abilities by using ADI, ADIS, and conventional learning models. The design of a non-equivalent pre-test-post-test control group was used on 180 prospective science teacher students at the University of Lampung. The concept comprehension test is used to measure students' ability to understand the concepts taught from answers in the form of essays. The test questions relate to the level of thinking from Bloom's cognitive domain, namely remembering, understanding, applying, analyzing, evaluating, and creating. The results of the analysis of students' concept understanding data using ANCOVA showed that the achievement of concept understanding with the ADIS learning model was equivalent to ADI but higher than the conventional model. Students with high academic ability have a higher understanding of concepts compared to students with low academic ability. The highest average concept understanding was achieved by students with high academic ability in the ADIS class, while the lowest average was achieved by students with low academic ability in the Conventional class. The ADIS model has been proven to be able to train students' skills in drafting high-quality arguments and participating productively in scientific arguments in stages so as to improve understanding of concepts. Standpoint as a starting point in argumentation development and phasing (initiation, development, and reinforcement) in the ADIS model is effectively used as a scaffolding for students to develop argumentation skills both classically, in groups, and individually.       Keywords: academic ability, argument-driven inquiry, conceptual understanding, scaffolding.DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1224-1243
Mathematical Literacy Skills of Junior High School Students in Border Schools in Solving Minimum Competency Assessment-Based Problems Leton, Samuel Igo; Lakapu, Meryani; Dosinaeng, Wilfridus Beda Nuba; Fitriani, Nelly; Amsikan, Oktovianus Yongki
Jurnal Pendidikan MIPA Vol 25, No 2 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Literacy skills are one of the mathematical abilities that all students need to have in today's global era. However, not all students in border schools have good mathematical literacy skills. This type of research is descriptive qualitative which aims to get an overview of the mathematical literacy skills of students in border areas in solving Minimum Competency Assessment-based problems and also identify factors that influence these skills. This study involved all 57 seventh grade students in the first semester of SPMN Lorontuan Atambua - NTT. The test questions were four numbers in the form of true and false, multiple correct answers and short form. The results of the analysis found that some of them could not read fluently; not all students had a good understanding of basic mathematical concepts; lack of learning experience of contextual problems or story problems that caused them to have difficulty understanding the problem, choosing the mathematical concept used to answer the problem and could not analyze the information provided. The reconstruction that we provide is the need to build a strong mathematical understanding by designing mathematics learning that integrates local wisdom and technology and provides them with varied learning experiences on story problems.         Keywords: math skills, literacy, schools at the border. DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp728-751
Scaffolding for Algebra Errors From the Perspective of Emotional Quotient Hervilia, Era; Subanti, Sri; Pramudya, Ikrar; Nugroho, Purwo Setiyo
Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract: Mathematical understanding, particularly algebra, is essential in education. One effort to reduce student errors in learning can be achieved through an in-depth study of the relationship between students' emotional intelligence and the learning process. Emotional intelligence in learning mathematics is the ability to control one's emotions, manage, and express emotions towards others. Emotional intelligence is crucial for understanding the lessons delivered by the teacher. This research aims to investigate the relationship between student errors and the level of emotional intelligence by applying scaffolding to middle school students. The method used in this study is the correlational research method because it aims to determine the relationship between variable X (emotional intelligence) and variable Y (errors). The study population consisted of eighth-grade students at SMPN 1 Saradan in the 2022/2023 academic year, distributed in one class with a total of 30 students. From this class, 3 students were randomly selected as samples using purposive sampling technique. The instruments used in this research were an emotional intelligence questionnaire about mathematics and a mathematics error test on algebra material. The data processing and analysis technique in this study used correlation tests. The results of the correlation test in this study show that there is a significant relationship between emotional intelligence in mathematics and students' mathematical errors, with a correlation coefficient of 0.887, indicating a strong correlation. Based on these results, the conclusion can be drawn that students with high, moderate, and low emotional intelligence will produce better mathematics learning outcomes with the application of scaffolding. This activity is crucial, especially for teachers to understand students' difficulties and errors, aligning with the teachers' ability to better recognize students' characteristics.         Keywords: emotional quotient, newman’s errors, algebraic arithmetic operations, scaffolding.DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp236-247
Optimizing Students' HOTS Skills through AI and IoT Integration in Digital Technology Learning Farizi, Zakaria Al; Nurfadilah, Nurfadilah; Arifin, Anggun Syafira; Fitriani, Nadya
Jurnal Pendidikan MIPA Vol 25, No 4 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

Higher-order thinking skills (HOTS) are essential for students to face increasingly complex global challenges. However, results from the Programme for International Student Assessment (PISA) indicate that these skills among Indonesian students remain low. This study aims to address this limitation by integrating Artificial Intelligence (AI) and Internet of Things (IoT) technologies into learning, specifically to enhance students' HOTS within the framework of the Kurikulum Merdeka. This research employs a quasi-experimental method with a one-group pretest-posttest design, involving three schools in East Nusa Tenggara as the sample. Data on students' HOTS were collected before and after the AI and IoT-based learning intervention and analyzed using paired sample T-tests and N-Gain to assess the significance and effectiveness of the improvement. The results show a significant increase in students' HOTS scores across all three schools, with p < 0.001 in paired sample T-tests and an average N-Gain score in the medium category. These findings suggest that AI and IoT-based learning can improve students' critical and analytical thinking skills. Implementing technology within the Kurikulum Merdeka offers relevant and promising benefits in preparing students to face future knowledge dynamics. This study contributes to the literature on technology-based education in Indonesia, with the hope that broader technology integration will accelerate the enhancement of national education quality.        Keywords: higher-order thinking skills, artificial intelligence, internet of things, kurikulum merdeka, technology-based learning.DOI: http://dx.doi.org/10.23960/jpmipa/v25i4.pp1719-1737

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