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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 51 Documents
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Search results for "Teacher" : 51 Documents clear
A Review of Toulmin's Argumentation in Mathematics dan Science Learning: Implementation, Impact and the Role of the Teacher Badjeber, Rafiq; Supriyatman, Supriyatman; Afadil, Afadil; Hadi, Windia
Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

A Review of Toulmin's Argumentation in Mathematics dan Science Learning: Implementation, Impact and the Role of the Teacher. Objective: This review study aims to analyze and provide a complete study of the role of Toulmin's argumentation model in math and science learning Methods: This study uses a systematic literature review by following the PRISMA form. We found 396 documents on the Toulmin’s argumentation model published in 2020-2024, which were collected through the Scopus database. After the screening process, 19 articles were selected for analysis using thematic analysis. Findings: The review findings show that Toulmin's argumentation model is flexible enough to be used in learning, either as an argumentation analysis tool or as part of an innovative learning design. The positive impact can be seen in improving students' critical thinking skills, conceptual understanding, reasoning, and justification abilities. In addition, teachers have a vital role in supporting students' argumentation. The teacher is a facilitator, guide, and feedback provider that helps students develop and effectively deliver arguments. Conclusion: This study confirms that Toulmin's argumentation is relevant to improving students' higher-order thinking skills. It highlights the need for professional development for teachers to optimally support argumentation-based learning and select the most appropriate ways of integrating scientific argumentation into learning practice.        Keywords: mathematics learning, role of teacher, science learning, student's skills, toulmin's argumentation.DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1199-1213
Chemistry Teachers’ Perspectives to Enchancing Representational Competence in Learning Thermochemistry Rosyida, Ima; Widarti, Hayuni Retno; Yahmin, Yahmin
Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

Representational competence is very essential for students because it is associated with the students' ability to use, interpret, translate and integrate chemical representations to understand chemical concepts properly. In this case, implementation of the various representations utilization is required in learning Thermochemistry to improve students' representational competence to fully understand Thermochemistry. Therefore, this study aims to analyze teachers' perceptions towards the understanding and implementation of chemical representations in chemistry learning to improve students' representational competence in thermochemistry. This research is a descriptive quantitative research conducted using survey method that involved 30 chemistry teachers. The sample in this study was taken by purposive random sampling at public and private high schools in East Java. The data were collected through a questionnaire using google form application. According to the results of the study 63.3% of teachers still have difficulty in teaching students the concept of thermochemistry using submicroscopic representations. The majority of teachers only use symbolic representations, even though the other two representations are very important. Although 77% of teachers have understood chemical representations, in teaching and measuring concept understanding, teachers have not integrated chemical representations. This is due to their lack of self-awareness about the importance of using various representations in improving students’ representational competence. Thus, training on representations is necessary in improving teachers’ understanding on chemical representations. The findings of the study stated that teachers’ understanding of representation and teachers’ experience in participating in the trainings contributed to the effectiveness of the implementation of various chemical representations utilization to improve students’ representational competence on the concept of thermochemistry.       Keywords: representational competence, chemical representation, and thermochemistry.DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1559-1576
Identifying Learning Obstacles in Pre-Service Mathematics Teachers' Understanding of Circle Concepts: A Preliminary Study within A Didactical Design Research Framework Febrianti, Tri Sedya; Fatimah, Siti; Dahlan, Jarnawi Afgani
Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Identifying Learning Obstacles in Pre-Service Mathematics Teachers' Understanding of Circle Concepts: A Preliminary Study within A Didactical Design Research Framework. Objective: This research aims to identify the types of learning obstacles that pre-service mathematics teachers encounter when solving problems related to circles. Methods: A qualitative research approach with a case study design was employed to obtain in-depth information regarding the learning obstacles faced by pre-service mathematics teachers. This involved administering a written test on circle material and conducting in-depth interviews using an interview guide to explore the participants' responses. Findings: The research was conducted from May 21 to June 14, 2024, at a national university in Java, Indonesia. The participants included 33 pre-service mathematics teachers enrolled in the Flat Analytical Geometry course (2nd semester) who had been exposed to circle material. While almost all 33 participants were able to provide answers, they were not always completely correct. The analysis focused on 8 participants selected for data confirmability through in-depth interviews. The diversity of learning obstacles (LOs) found among these 8 participants was representative of the LOs identified in the test results of all participants. The results indicate that all pre-service mathematics teachers experienced learning obstacles in solving circle-related problems. The study identified all three types of learning obstacles ontogenic, epistemological, and didactical among the participants. In summary, pre-service mathematics teachers face ontogenic, epistemological, and didactical learning obstacles when solving circle problems. Conclusion: The analysis of learning obstacles, which is part of Didactical Design Research (DDR), was conducted in this study. The results of this research can serve as a reference in creating learning designs that minimize learning obstacles related to the circle material experienced by pre-service mathematics teachers.         Keywords: learning obstacles, pre-service, mathematics teachers, circle, DDR. DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp419-439
Teacher’s Role in Enhancing Students’ Environmental Literacy: A Systematic Literature Review 2019-2024 Larasaty, Dwi; Rohmat, Dede; Somantri, Lili; Fitriana, Almala Nur
Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

Environmental issues are often heard, but there are many people who do not have awareness of these issues. Environmental ethics in everyday life are sometimes overlooked. People still need to understand how environmental bad habits will have a negative impact in the future. To have environmental awareness, environmental literacy is required. Environmental literacy can be obtained through formal and non-formal education. To improve students' environmental literacy through formal education, teachers have an important role in improving students' environmental literacy. This research aims to explore the role of teachers in improving students' environmental literacy through various effective learning methods to improve students' environmental literacy. The method used in this research is a systematic literature review with a data synthesis process using qualitative data analysis through thematic analysis. Using the PRISMA method, data selection obtained 27 articles from 678 articles on the Google Scholar and Scopus page. The results showed that teachers in various subject areas and levels can adjust the curriculum by integrating environmental literacy into learning. Effective environmental education can bridge textual learning with real-world applications. Learning outside school and interacting with the surrounding community can also improve students' environmental literacy.         Keywords: environmental literacy, teacher, students, teaching methods.DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1133-1150
Exploring Pre-Service Mathematics Teachers' Reasoning Skills in Solving Route Travel Problems: A Real-Life Application of Numeracy Winarni, Sri; Kamid, Kamid; Marzal, Jefri; Asrial, Asrial
Jurnal Pendidikan MIPA Vol 25, No 2 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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This research highlights the importance of numeracy as one of the indicators in assessing a country's progress. Numeracy bridges mathematical theory with practical application and can be used in everyday decision-making, such as financial decisions, health literacy, and risk assessment. However, the Minimum Competency Assessment results show that more than 50% of students still need to be in the low numeracy competency category. This research aims to explore the mathematical reasoning processes of pre-service mathematics teachers in solving travel route problems to understand their analytical skills. This research uses a qualitative descriptive approach with data collected from 30 fifth-semester mathematics education students at the University of Jambi. Data were obtained through numeracy tests, observations, and semi-structured interviews, allowing in-depth analysis of the participants' mathematical reasoning processes in solving contextual problems. Participants were asked to solve problems related to the context of travel routes, focusing on time and cost efficiency in choosing travel routes. The research results show that most participants can understand and model the problem, although there are differences in their approaches to solving it, ranging from very analytical to simple. Some participants initially misunderstood the problem, but after being given the opportunity for reflection, they were able to improve their understanding and the solutions produced. This research concludes that fostering mathematical reasoning in teacher training programs is crucial for improving numeracy skills. Sustained practice, reflection, and a structured problem-solving approach are necessary to help prospective teachers analyze and interpret mathematical problems more effectively.         Keywords: mathematical reasoning, problem-solving, route travel, and pre-service mathematics teachers. DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp712-727
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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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
Development of Statistical Literacy-Based e-Modules for Pre-service Teachers Learning Statistics Idris, Khairiani; Ramli, Mahdalena; Harun, Jamilah
Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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The concepts of statistics could be hard to understand by students without grasping the problem context. Using an easy-to-understand context or context that is close to the students in statistics learning materials could help students’ understanding of the statistical concept. This research and development study was conducted to develop an e-module based on statistical literacy for pre-service teachers learning statistics. The topics of e-module developed consisted of topics related to the introduction to statistics and data presentation while using some Islamic contexts and values that are close to the participants. The research was conducted in two stages: the developmental stage and the experimental stage. The developmental stage included problem analysis and literature studies, development of the initial e-module, validation and revision of the e-module. The experimental stage included testing the effectiveness of the e-module for 164 pre-service teachers from 7 study programs of IAIN Lhokseumawe, Aceh. The quantitative data from this experimental phase was analyzed using ANCOVA by controlling prior knowledge in statistics and digital literacy skills to evaluate the influence of the e-module on participants’ performance in statistics. The qualitative data of the interview transcripts was analyzed using content analysis. The statistical analysis results showed no significant difference in statistical performance between students using the e-module and students using conventional learning texts. However, from the interviews, we found that, in general, students acknowledged that the e-module used was interesting and that it facilitated their understanding of statistical concepts. However, they encountered obstacles when accessing the e-module due to the weak and unstable internet connection. Suggestions were provided for future research direction to ensure the effectiveness of using the developed e-module.         Keywords: e-module, islamic contexts, statistical literacy, statistical cognitions, pre-service teachers. DOI: http://dx.doi.org/10.23960/jpmipa/v23i3.pp1080-1098
Conceptual and Procedural Knowledge of Prospective Mathematics Teacher in Solving Derivative Problems Rochaminah, Sutji; Wahyono, Unggul; Nursupiamin, Nursupiamin; Badjeber, Rafiq
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.pp105-117

Abstract

Abstract: Both procedural knowledge and conceptual knowledge are needed to solve derivative problems. This study aims to describe PMTs' conceptual and procedural knowledge in solving derivative problems. A qualitative with a case study as the research method was used. The research subjects were 63 prospective mathematics teacher (PMT) who attended Differential Calculus in the 2022-2023 academic year. The subject was chosen with purposive sampling. This study employed three problems from the derivative understanding test as the research instrument. The data analysis technique used in this study was the data analysis technique outlined by Miles & Huberman which began with data collection, then data reduction and drawing conclusions. The findings reveal that PMTs' lack of meaningful understanding of the definition of derivatives and their symbols may lead to algorithmic errors in finding the function f when the derivative of the function f at c is known. Of all the subjects, 82.5% found the derivative of a function without using the product rule. The procedural errors in finding the derivative of the product of functions stem from the subjects' misunderstanding of the rule that the derivative of a product is the product of their derivatives.Furthermore, 55.5% of the subjects determined the maximum and minimum values by first finding the stationary points. However, only 11% correctly found the minimum and maximum values. The results of this analysis highlight the importance of having a profound understanding of concepts when selecting and developing effective problem-solving procedures. Thus, the findings of this study are expected to assist lecturers in preparing teaching materials about derivatives effectively.      Keywords: conceptual knowledge, problem solving, procedural knowledge.
Prospective Teachers’ Commognitive: The Pedagogical Knowledge in Designing Mathematics Class for Proving Trigonometric Identity Zayyadi, Moh.; Lanya, Harfin; Linarsih, Yanti; Nusantara, Toto; Septiadi, Dimas Danar; Ningtyas, Yoga Dwi Windy Kusuma
Jurnal Pendidikan MIPA Vol 25, No 2 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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This research aims to describe the pedagogical commognitive framework of prospective teachers in designing and teaching mathematics class for trigonometric identity sub materials. This type of research is qualitative research with a descriptive approach. Determination of the subject in this study using a purposive sampling technique. The subjects of this study were prospective teacher students who were undergoing microteaching learning. The pedagogical skills would be observed from their design and teaching practices activities which consist of the introduction activities, main activities, and closing activities. Researchers tried to combine commognitive and pedagogical knowledge to analyze the data. There are four components of commognitive were used in pedagogical knowledge. Those are word use, visual mediator, routine, and narratives. The main instrument in this study is the researcher himself because the researcher himself is planning, implementing, collecting data during the research through recording video and audio learning, observing, or interviewing the subject and reporting the results of the study. Word use is used as a keyword and the initial information given to students in accordance with the material to be taught. The use of the word use component is done by means of spoken orally. Visual mediators used in learning activities are prospective teacher students using laptop and blackboard media in explaining learning material, giving examples of questions, and several other learning activities. The method that prospective teacher students use in presenting material using sample questions, reminding the previous material, in providing understanding to new students then forming a conclusion (inductive approach). In addition, prospective teacher students provide understanding and focus on the concepts of the material being taught then provide questions, questions, and exercises in supporting student understanding (deductive approach).         Keywords: pedagogical commognitive, designing mathematics, prospective teachers, trigonometric identity.DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp946-960
Teaching Science in The New Normal: Understanding The Experiences of Junior High School Science Teachers Arrieta, Gilbert Santos; Dancel, Jenalyn Cabana; Agbisit, Mark Jayson Pascua
Jurnal Pendidikan MIPA Vol 21, No 2 (2020): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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The Covid-19 pandemic has taken aback everyone that led to living unexpectedly in an environment called the new normal. One of the sectors seriously affected by this health crisis is education. With no face-to-face classes until a vaccine has been discovered, the Department of Education-Philippines (DepEd) believed that education should continue in school year 2020-2021 through online and other alternative modalities. The teachers in a private sectarian school in Manila began preparing as early as June 2020 leading to the creation of a learning continuity plan. One of the subjects in the junior high school seriously affected in doing online teaching and learning is Science. This study aims to explore and understand the experiences and challenges of the junior high school Science teachers after one term or almost three months of teaching in the new normal. The study found out that Science teachers were prepared and the curriculum was modified. Instructional materials were enhanced and various challenges were met like student discipline, delivery and execution of learning tasks, limited time for the implementation of the competencies, and student participation. Keywords: teaching science online, challenges of online teaching, science teachers creativity, initiatives and opportunities.  DOI: http://dx.doi.org/10.23960/jpmipa/v21i2.pp146-162

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