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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 9 Documents
 1 
Search results for "Improving Students" : 9 Documents clear
Advance Physics Virtual Laboratory (ADPHYLAB): Its Implication in Improving Students' Science Process Skills in Atomic Spectroscopy Practicum Guntara, Yudi; Fitriani, Nur Shabrina; Tabrani, Rizqi A’mal Hibatullah; Tanjung, Winnei Ray Beatrix; Marwanti, Kissi; Wibowo, Firmanul Catur; Bunyamin, Muhammad Abd Hadi
Jurnal Pendidikan MIPA Vol 25, No 2 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

Understanding the concept of physics students can not be achieved through lectures alone, but required practicum. However, limited equipment makes practicum difficult to do as an example of atomic spectroscopy. However, the use of information technology-based media in the form of virtual laboratories can be used as an alternative choice without losing its essence to facilitate Science Process Skills (SPS). This study aims to compare the improvement of students' SPS in atomic spectroscopy practicum using Advance Physics Virtual Laboratory (ADPHYLAB) and LABSTER. This research is a modified type of comparative research. The research time was conducted for 3 meetings, located in the Physics Laboratory of FKIP UNTIRTA. The research subjects were 8 physics laboratory assistants. The results showed that the SPS N-Gain score in the group using ADPHYLAB obtained consecutive values for classification, measurement, data interpretation and inferring indicators of 0.73; 0.89; 0.71 and 0.94, falling into the high category. While the group using LABSTER obtained scores on classification and measurement indicators of 0.40 and 0.53, falling into the medium category. While in the data interpretation and inferring indicators of 0.79 and 0.80 fall into the high category. Based on the results of the study, it can be concluded that ADPHYLAB-based learning media can improve student SPS compared to LABSTER-based learning media.         Keywords: ADPHYLAB, virtual laboratory, LABSTER, science process skills, atomic spectroscopy. DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp932-945
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
Using Augmented Reality-Based e-Book for Improving Students’ Learning Motivation in Analytical Geometry Course Ngastiti, Pukky Tetralian Bantining; Umam, Ahmad Khairul; Alfan, Aris
Jurnal Pendidikan MIPA Vol 23, No 2 (2022): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

In the development of science and technology in the world of education, students need to be introduced to a variety of varied learning media, one of which is the use of augmented reality-based e-books. The ability to learn analytic geometry requires systematic, logical and critical thinking that can be developed through learning. The purpose of this study is to test the increase in learning motivation using augmented reality based e-book media in analytic geometry course. The method in this study using ADDIE which consists of five stages which include analysis, design, development, implementation and evaluation. The result of the research is that the average result of the questionnaire given by students from various aspects of the assessment is 86%. Meanwhile, based on learning outcomes, there is a difference in learning outcomes between midterm exam score and the e-book score, which is 9.18 and based on the results of the analysis using SPSS on the t-test, it is found that tcount = 4.768 > ttable = 2.015. From these results, it can be concluded that augmented reality-based e-book media in analytic geometry courses can motivate students as a technology based learning medium for students of mathematics study program at Universitas Billfath. Keywords: augmented reality, geometry analytic, e-book DOI: http://dx.doi.org/10.23960/jpmipa/v23i2.pp486-495
Comparison between iSpring Suites-supported PBL and PjBL Model in Improving Students Understanding of Electrolyte and Non-Electrolyte Solution Juniar, Anna; Purba, Hotma Damayanti
Jurnal Pendidikan MIPA Vol 24, No 2 (2023): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

This study aimed to determine whether there are significant differences in learning outcomes in the cognitive, affective, and psychomotor aspects of students who are taught with the Problem Based Learning and Project Based Learning models assisted by iSpring media on electrolyte and non-electrolyte solution materials. This research method is a quasi-experiment with a two-class pretest-posttest research design. Sampling was carried out using purposive sampling technique, and class X PMIPA 3 was selected as the experimental class I which was taught using the Problem Based Learning model assisted by iSpring media and X PMIPA 4 as the experimental class II which was taught by the Project Based Learning model assisted by iSpring media. The instruments used were tests in the form of pretest posttest sheets and non-tests in the form of assessment sheets on the affective and psychomotor aspects of students. Based on the results of the study, the average cognitive aspect learning outcomes were 83.71 in the experimental class I and 80.57 in the experimental class II. The average affective learning outcomes were 55.25 in the experimental class I and 55.05 in the experimental class II. The average learning outcomes of the psychomotor aspects were 78.57 in the experimental class I and 75.02 in the experimental class II. Therefore, it can be concluded that there is a significant difference in learning outcomes in the cognitive and psychomotor aspects of the two experimental classes, while in the affective aspect there is no significant difference. Keywords: problem based learning, project based learning, iSpring, chemistry learning outcomes. DOI: http://dx.doi.org/10.23960/jpmipa/v24i2.pp432-441
Improving Students’ Self-Esteem in Learning Mathematics through a Realistic Mathematic Education Siregar, Rama Nida; Suryadi, Didi; Prabawanto, Sufyani; Mujib, Abdul
Jurnal Pendidikan MIPA Vol 23, No 3 (2022): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

This research is motivated by the problem, the low level of self-esteem of students. The purpose of this study was to determine the increase in self-esteem of students with realistic mathematics education in mathematics learning, and to determine student responses to mathematics learning with realistic mathematics learning. This type of research is descriptive research through questionnaire analysis. The instrument used is a self-esteem questionnaire to see self-esteem abilities that have been tested and a questionnaire to see student responses. In this study, data were obtained to see the increase in self-esteem of students with realistic mathematics education in learning mathematics and to see student responses to learning mathematics using mathematics education which were analyzed using a Likert attitude scale. The scale in this self-esteem contains four components, namely: students' assessments of (1) their ability (capability) in mathematics, (2) their success (successfulness) in mathematics, (3) their significance in mathematics, and (4) goodness (worthiness) himself in mathematics The conclusion obtained in this study related to self-esteem in mathematics is that it can be seen as a whole using a realistic mathematical education. It shows that there are 86.56% of students giving positive responses. Keywords: self-esteem, junior high school students, realistic mathematic education. DOI: http://dx.doi.org/10.23960/jpmipa/v23i3.pp1262-1277
Problem-Based Learning versus STAD Leaning Model for Improving Students' Argumentation Skills in Thermochemistry Tyas, Frida Kristining; Dasna, I Wayan; Wijaya, Anugerah Ricky; Setyowati, Istri
Jurnal Pendidikan MIPA Vol 24, No 1 (2023): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

This study investigates whether the use of the Problem-Based Learning (PBL) model and Cooperative learning STAD can improve argumentation skills in the thermochemistry chapter. The research sample is 72 grade 11 high school students. The research design was quasi-experimental with a pretest-posttest control group design. The results of the study: (1) there was no difference in initial ability between the PBL and CL STAD classes with a significance value of > 0.00; (2) there are differences in argumentation skills between PBL and CL STAD classes with a significance value <0.00; (3) the PBL model N-Gain test was 60.50% in the "quite effective" category and CL STAD was 41.97% in the "less effective" category. Therefore, the PBL model is more effective in improving students' argumentation skills.  Keywords: problem based learning, STAD learning model, argumentation skills, thermochemistry.DOI: http://dx.doi.org/10.23960/jpmipa/v24i1.pp298-308
Implementation of Project-Based Learning in Improving Students' Problem-Solving in Chemistry Learning: A Systematic Literature Review Halimatuzzahra, Halimatuzzahra; Louise, Isana Supiah Yosephine
Jurnal Pendidikan MIPA Vol 26, No 2 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i2.pp810-822

Abstract

One of the 21st-century skills that needs to be developed is problem-solving. Problem-solving ability is understanding problems, planning solutions, applying solutions, evaluating, and finding solutions to problems. In fact, problem-solving ability in chemistry learning is still low, so a strategy is needed to overcome this problem, one of which is the application of project-based learning. Project-based learning is a learning model that involves students directly in the learning process through research activities. This study aims to evaluate the effect of implementing the Project-Based Learning (PjBL) model on students' problem-solving skills in learning chemistry. The method used is a Systematic Literature Review (SLR). Articles were obtained from Google Scholar, Scopus, and DOAJ, and 9 articles met the inclusion criteria set and were analyzed further. The results of the analysis show that the PjBL model has a positive influence on students' problem-solving skills. Project-based learning allows learners to be creative, work together, and develop solutions within a particular time, improving their collaboration, communication, and critical thinking skills. Implementing PjBL also provides a more interesting and realistic learning experience, helping learners understand the learning material and practice practical skills. Overall, implementing PjBL shows positive results in achieving chemistry learning objectives in cognitive, affective, and psychomotor domains.      Keywords: chemistry learning, problem-solving, project-based learning.
Improving Students’ Literation Through The Implementation of Mind Mapping Based Discovery Learning Model Khoiriah, Khoiriah
Jurnal Pendidikan MIPA Vol 20, No 1 (2019): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

This study aims to apply the discovery learning model based on concept maps to improve student literacy. As many as 25 students of class VIIIF SMPN 16, were chosen as the research sample. Literacy ability is measured by observation using an observation sheet with regard to student attitudes when discovery through reading activities. Students' responses to learning are also measured through focus group interview (FGI). The results showed that the application of this model could improve the literacy culture of students with a score of 74.67 and the average student learning outcomes obtained a score of 81.53 which included good categories.Keywords: discovery learning, mind mapping, literacy. DOI: https://dx.doi.org/10.23960/jpmipa/v20i1.pp12-16
Improving Students’ Problem Solving Skills and Laboratory Performance by Sublimation Apparatus Modification Project Ulya, Haritsah; Fadiawati, Noor; Abdurrahman, Abdurrahman
Jurnal Pendidikan MIPA Vol 23, No 3 (2022): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

This study aims to develop a sublimation tool to improve problem solving skills and performance in the laboratory. The research method used is the Research and Development (R&D) method with a 4D model. The research sample consisted of control and experimental classes. The sampling technique used was purposive sampling. The results showed that the developed sublimation tool stated: (1) effective for use, it was obtained (1.64). In addition, the results of the development are also good in improving students' problem solving skills with n gain (0.64) with high criteria (2) the results of responses from students' responses to the attractiveness aspect (100%), readability aspect (96.29%), and tool design (100%). Based on the results of research and development, it can be stated that the developed sublimation tool is effective for improving problem solving skills and performance in the laboratory and can be used in practical experiments in studying the material for separating mixtures with sublimation techniques. Keywords: development, sublimation, problem solving. DOI: http://dx.doi.org/10.23960/jpmipa/v23i3.pp872-881

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