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LRPM Universitas Indraprasta PGRI Address: Jl. Nangka No. 58 C (TB. Simatupang), Kel. Tanjung Barat, Kec. Jagakarsa, Jakarta Selatan 12530, Jakarta, Indonesia. Phone: +62 (021) 7818718 – 78835283 | Close in sunday and public holidays in Indonesia
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Formatif : Jurnal Ilmiah Pendidikan MIPA
Published by Universitas Indraprasta PGRI
ISSN : 2088351X     EISSN : 25025457     DOI : 10.30998
Core Subject :
ormatif: Jurnal Ilmiah Pendidikan MIPA (ISSN Online:2088-351X, ISSN Print: 2502-5457 ) is an academic journal published online twice a year, March and September by Universitas Indraprasta PGRI (UNINDRA). The journal is dedicated to publishing articles concerned with research, theory development, instructional methods, instructional strategy, instructional materials development, experiment, survey, and teacher development in Math and Science (Physic, Biology, and Chemistry) Education.Every received article should follow the Author Guidelines. Any submitted paper will be reviewed by reviewers. The review process employs a Double-blind Review in which the reviewer does not know the identity of the author, and the author does not know the identity of the reviewers. Authors are requested to prepare a manuscript in accordance with the Instructions for preparation of manuscript and then to follow the Author Guidelines for submission. We strongly prefer to receive manuscripts via our online submission system. With using our system, authors can upload manuscript files (text, figures, and supplementary information) directly to our office and check on the status of Reviews their manuscripts during the review process.
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Articles 39 Documents
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Instrument Development: Problem Solving, Independence, and Communication Skills, integrated with Bakpia Making in the Material on Quantity and Measurement Nisya Indriyanti Irawan; Ayu Mar'ati Barokatun Ni'mah; Edi Istiyono
Formatif : Jurnal Ilmiah Pendidikan MIPA Vol. 15 No. 2 (2025): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v15i2.20

Abstract

Assessing 21st-century skills such as problem solving, independent learning, and communication poses a significant challenge, as traditional assessments often fail to measure them holistically. This study aims to fill this gap by developing and validating a set of integrated assessment instruments—cognitive, affective, and psychomotor—contextualized with the local wisdom of bakpia making. The goal is to produce valid and reliable instruments that meet modern psychometric standards and can be applied to high school students. This study uses a quantitative development method, adapting the Wilson, Oriondo and Antonio model. The process includes three main stages: instrument design (developing a framework and items based on relevant theory), expert validation, and field testing on 10th-grade students at a public high school in Yogyakarta. The data were analyzed using the Rasch Model (Model 1-PL for cognitive; Graded Response Model for affective and psychomotor) to evaluate item fit, reliability, difficulty index, and item discrimination. The results showed that all three instruments had consistently strong psychometric properties. The cognitive instrument (problem solving) was valid, with item INFIT MNSQ values ranging from 0.80 to 1.27. This instrument was also highly reliable (Cronbach's alpha = 0.78) and had a good difficulty level distribution. The affective instrument (learning independence) was also proven to be valid (INFIT MNSQ = 0.86–1.18) and highly reliable (Cronbach's alpha = 0.90). Similarly, the psychomotor instrument (communication) is valid with an INFIT MNSQ value of 0.82–1.19 and shows exceptional reliability (Cronbach's alpha = 0.95). The positive item discrimination values on all instruments further reinforce their quality. In conclusion, this study successfully developed a valid, reliable, and contextually relevant integrated assessment instrument to measure 21st-century skills. These findings provide a practical model for educators to implement culture-based holistic assessments, which offer a comprehensive evaluation of student competencies beyond factual knowledge.
Profiles of Conceptual, Procedural, and Technical Errors in Solving Pictogram Problems among Elementary School Students Ageng Triyono; Teguh Wibowo; Dyan Murdiasih
Formatif : Jurnal Ilmiah Pendidikan MIPA Vol. 15 No. 2 (2025): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v15i2.314

Abstract

The ability to comprehend pictogram material is a critical foundation for developing students’ data interpretation skills from early education; however, students’ mastery of this topic remains low and is rarely analyzed systematically. This study aims to analyze the profile of conceptual, procedural, and technical errors made by fourth-grade elementary students in solving pictogram problems, based on Kastolan’s theory. A descriptive qualitative approach was employed, involving 11 students from a public elementary school in Purworejo Regency who had participated in statistics lessons on pictograms as outlined in the Merdeka Curriculum. Data were collected through validated pictogram tests and in-depth interviews with students who made errors. Data analysis was conducted thematically by triangulating test results and interview data to identify error patterns and root causes. The findings indicate that students’ errors were dominated by technical errors (43%), followed by procedural (29%) and conceptual errors (28%). Technical errors mainly involved miscalculations and incorrect mathematical notation, conceptual errors pertained to misunderstanding icons as representations of data units, while procedural errors arose from unsystematic problem-solving steps and insufficient attention to task instructions. The main contributing factors were weak foundations in visual statistics concepts and limited practice in mathematical visual communication. This study highlights the urgency of strengthening instructional strategies that integrate conceptual, procedural, and technical aspects, as well as the need for diagnostic assessment and targeted remediation based on error type. These findings provide practical contributions for teachers and curriculum developers in building robust statistical literacy at the elementary level.
Development of Active Deep Experience-based teaching materials in Collaborative Mathematics Learning Nenden Mutiara Sari; Ayin Lailasari; Siti Maryam Rohimah
Formatif : Jurnal Ilmiah Pendidikan MIPA Vol. 15 No. 2 (2025): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v15i2.596

Abstract

Recent calls for mathematics instruction have emphasized the need for coherent materials that promote active engagement, deep conceptual understanding, and collaborative problem solving. However, many classroom resources still lack integration and comprehensive assessment. In response to this gap, we focused on the foundational topics of greatest common factor and least common multiple as a testbed for a more integrated design. This study aimed to develop and evaluate an Active Deep Experience (ADE) based mathematics teaching material for these topics in a collaborative setting. We used a 4D R&D model (Define, Design, Develop, Disseminate) to align tasks with higher-order thinking skills, establish roles and accountability for group work, and incorporate diagnostic, formative, and summative assessment with rubrics. To ensure content validity, we had five experts review the material using CVI, which resulted in high overall validity with targeted revisions for assessment and accessibility.we also gathered feedback from 15 learners through a 20-item Likert questionnaire, which showed practical to very practical ratings across usability, clarity, time efficiency, collaboration, feedback, and satisfaction. To test effectiveness we conducted a pretest-post test design with 29 students, which yielded a large improvement and high normalized gain. Based on these results, we conclude that the ADE material is valid, practical, and effective, and the packaged resources support classroom adoption and adaptation.
Scientific-based Digital Storytelling to Enhance Science Literacy and Environmental Awareness in Junior High School Students Usman Mulbar; Nasrullah; Nurul Fitriany Abbas
Formatif : Jurnal Ilmiah Pendidikan MIPA Vol. 15 No. 2 (2025): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v15i2.640

Abstract

This study explores the use of scientific-based digital storytelling to enhance science literacy and environmental awareness among junior high school students. Using a Research and Development (R&D) approach guided by the Successive Approximation Model (SAM), the media was developed and evaluated through two phases: Alpha testing using a one-group pretest-posttest design, and Beta testing using a quasi-experimental design. A total of 89 seventh-grade students from a coastal school in South Sulawesi, Indonesia, participated. The digital storytelling media, adapted from a local fable, combined narrative elements with real environmental data to engage students in observation, analysis, and reflection. Findings revealed significant improvements in students’ science literacy and environmental awareness, particularly in data interpretation and issue recognition. Although the treatment group reached the minimum passing criteria for science literacy, further pedagogical support is needed for mastery. Student and teacher responses indicated that the media was engaging, practical, and accessible through mobile devices. These results suggest that digital storytelling, when integrated with real-world content and structured pedagogy, can be a powerful tool for promoting multiliteracies and environmental responsibility. The study supports the integration of narrative-based digital media in science education to foster critical thinking and meaningful learning.
Development of a Contextual Problem-Based Learning Worksheet Using the Haze Phenomenon to Enhance Understanding of Gas Laws among Chemistry Education Students Rahmat Zikri; Sanjaya; Annisa Yustikarani Mahardika; Yolanda Rati
Formatif : Jurnal Ilmiah Pendidikan MIPA Vol. 16 No. 1 (2026): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v16i1.742

Abstract

Understanding gas laws in physical chemistry often challenges students due to their abstract nature. The recurring haze phenomenon in South Sumatra provides a relevant environmental context to connect theory to daily life. This study aimed to develop a contextual Problem-Based Learning (PBL) student worksheet (LKM) using the haze phenomenon to improve students’ understanding of gas laws in Chemistry Education at Sriwijaya University. The research applied the ADDIE development model combined with Tessmer’s formative evaluation, including expert review, one-to-one, small-group, and field testing. Expert validation of content, design, pedagogy, and PBL aspects yielded an average Aiken’s V of 0.902 (high validity), and reliability analysis showed Cronbach’s α = 0.796, indicating good internal consistency. The worksheet’s practicality reached 97% in the one-to-one trial and 96% in the small-group trial, both categorized as very practical. Field testing revealed a pretest mean of 77.24 and a posttest mean of 98.62, with an N-gain of 0.94 (94.14%) and a paired t-test of t = -7.109, p < 0.001, confirming significant improvement in students’ conceptual understanding. These findings suggest that integrating local environmental issues through contextual PBL worksheets fosters meaningful learning, reflective thinking, and environmental awareness in physical chemistry education.
The Influence of Social Support on the Duration of Thesis Completion among Physics Education Students Himawan Putranta
Formatif : Jurnal Ilmiah Pendidikan MIPA Vol. 16 No. 1 (2026): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v16i1.788

Abstract

Thesis is a final assignment that students must complete as a prerequisite for graduation and to obtain a bachelor's degree at a university. This is a challenging task for most students, who must face numerous challenges and obstacles while completing the thesis within a predetermined one-semester timeframe. One factor that is believed to influence students in achieving their thesis is social support, whether from friends, parents, lecturers, or the university. This phenomenological study aims to investigate the influence of social support on the time it takes to complete the thesis of final semester students in Physics Education at UIN Sunan Kalijaga Yogyakarta. Research data collection was conducted by administering a questionnaire to 10 final-semester students. Data analysis, which involved analytical reduction, began by identifying important statements from respondents' answers, determining core themes, and interpreting the essence of social support for the completion of the thesis. The study's results found that social support influences the completion of the thesis, as it provides enthusiasm, motivation, and support to students. Social support received by students, whether from friends, parents, or lecturers, offers various types of support, each with its own benefits. All three play a significant role in student life, despite differing types of social support. The positive impact of social support for final-semester students is that it boosts their enthusiasm for their thesis and increases their motivation. The adverse effect is that students become dependent on support from others and misinterpret social support as a social demand that final-semester students must have
Modeling and Optimization of Teacher Innovativeness in Mathematics Instruction: A Study on Permanent Teachers at Private Vocational School Foundations in West Jakarta Using the POP SDM Method M Ardiansyah; Soewarto Hardhienata; Suhendra
Formatif : Jurnal Ilmiah Pendidikan MIPA Vol. 15 No. 2 (2025): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v15i2.879

Abstract

This study aims to model and enhance the innovative capabilities of permanent mathematics teachers within private vocational schools under foundations in West Jakarta. Data was collected from 186 educators and analyzed using Partial Least Squares Structural Equation Modeling (PLS SEM), with the POP SDM method applied for diagnostic optimization. The findings reveal that digital literacy is te strongest predictor, with a significant and substantial direct impact on teacher innovativeness (β = 0.965, p < 0.002). Transformational leadership also has a positive influence, although it is not as strong (β = 0.088, p < 0.05). An important finding from the analysis is the mediating role of Perceived Organizational Support (POS), which greatly amplifies the impact of both digital literacy (indirect effect = 0.178) and transformational leadership (indirect effect = 1.527). On the other hand, organizational culture does not have a significant direct effect (β = 0.011, p > 0.05). Through the POP SDM diagnostic, technology access and specialized training were identified as the primary catalysts for innovation in math instruction. These findings align with the Resource Based View theory, affirming digital competence as a vital strategic resource. The study culminates in a proposed optimization model advocating for a three pronged strategy: (1) implementing tailored technology training programs for mathematics teachers, (2) enhancing transformational leadership competencies among school leaders, and (3) strengthening organizational support systems with a focus on digital literacy. This research emphasized the need for a multifaceted approach is essential to advancing pedagogical innovation in vocational mathematics education, with technological empowerment and leadership development as key drivers for meaningful change.  
Tool Development and Validation for the Evaluation of Video Demonstration Presentation for a General Biology Laboratory Activity Kevin Herson Gomez; Gemima Abayan Estrabillo
Formatif : Jurnal Ilmiah Pendidikan MIPA Vol. 16 No. 1 (2026): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v16i1.898

Abstract

This study aimed to develop and validate an evaluation tool for a video demonstration–based General Biology laboratory activity on cellular respiration using feedback from Grade 12 Science, Technology, Engineering, and Mathematics (STEM) students at Holy Angel University during School Year 2021–2022. Students’ perceptions of facility of use, satisfaction, and self-reported laboratory competencies were examined to support instrument construction. A total of 260 Grade 12 STEM students enrolled in General Biology, all with prior exposure to laboratory-based science instruction, participated in the study. A quantitative evaluative research design was employed. The instrument consisted of two sections: (1) three open-ended questions capturing students’ learning experiences, and (2) 26 Likert-type items measuring science process skills adapted from Safaah et al. (2017). A pilot test was conducted among Grade 12 General Academic Strand (GAS) students before administration to the main sample. Descriptive statistics, including means, standard deviations, and percentages, were used to summarize responses. Construct validity was assessed using the Kaiser–Meyer–Olkin (KMO) Measure of Sampling Adequacy and Bartlett’s Test of Sphericity, while internal consistency reliability was examined using Cronbach’s alpha. Results showed acceptable levels of facility, satisfaction, and competency based on predefined scale descriptors. Factor analysis yielded two components with a KMO value of 0.91, indicating excellent sampling adequacy. Items 1, 3, 4, and 15 were removed due to low communalities and weak factor loadings, improving construct clarity. The final instrument demonstrated high reliability (α = 0.92, pilot; α = 0.97, post-test), supporting its validity for evaluating video-based biology laboratory activities.
Evaluating Islamic-Integrated General Chemistry Course Using CIPP Model: A Comprehensive Assessment of Context, Input, Process, and Product at Islamic Higher Education Andhika Baruri; Nahadi Nahadi; Siti Sriyati; Eka Cahya Prima; Fitri Khoerunnisa; Oktariani Oktariani; Febrian Virijai
Formatif : Jurnal Ilmiah Pendidikan MIPA Vol. 16 No. 1 (2026): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v16i1.924

Abstract

The integration of Islamic values into science education remains a critical challenge in Islamic higher education, particularly in General Chemistry courses where the disconnect between spiritual and scientific knowledge persists. Despite widespread recognition of the importance of integrating religious values with scientific learning, systematic evaluation of such integrated programs is limited. This study comprehensively evaluates an Islamic-integrated General Chemistry course program using the Context, Input, Process, and Product (CIPP) evaluation model to assess program alignment with institutional vision, quality of educational inputs, effectiveness of learning processes, and student learning outcomes. A mixed-methods approach was employed, combining document analysis, classroom observations, questionnaires, and interviews with 31 chemistry education students, one course lecturer, and the program head at a State Islamic University in Jakarta. Quantitative data were analyzed using descriptive statistics, while qualitative data underwent thematic analysis. Results indicate strong program alignment with institutional vision (100% compliance in context evaluation) and adequate student motivation (78% enthusiasm). However, significant challenges exist in learning resources (only 62% of students own reference books), interactive learning implementation, and conceptual mastery in kinetics and thermodynamics topics (average final exam score: 56.86). Holistic and integrative learning characteristics scored lowest in process evaluation, indicating insufficient student engagement and creativity development. The study provides evidence-based recommendations for improving Islamic-integrated chemistry education through enhanced teaching materials, diversified learning methods, improved integration quality between Islamic values and chemistry concepts, and strengthened input and process aspects. This research contributes to the theoretical understanding of science-religion integration in higher education and offers practical implications for developing more effective, meaningful, and holistic Islamic-integrated science programs.
Digital Science Learning with Wordwall to Enhance Students' Cognitive Learning Outcomes on Ecosystem Concepts through Discovery Learning Nadiah Madubun; Marleny Leasa; Johanes Pelamonia; John Rafafy Batlolona
Formatif : Jurnal Ilmiah Pendidikan MIPA Vol. 16 No. 1 (2026): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v16i1.1089

Abstract

This study presents a comprehensive literature review on the concept of ecosystems and their influence on students’ science learning. Low student achievement in science subjects, particularly in abstract concepts, remains a major issue in many elementary schools in Indonesia. The dominance of lecture-based teaching methods causes students to experience difficulties in processing information and increases cognitive load, thereby necessitating more interactive media innovations. Based on these conditions, this study aims to analyze the effect of using the website-based Wordwall application on the science learning outcomes of fifth-grade elementary school students. This quantitative study employed a quasi-experimental design (non-equivalent control group design) and involved 61 students. The learning outcome test instruments (pretest–posttest) were tested for validity and reliability. Data analysis was conducted using the Mann–Whitney U test because the assumption of homogeneity was not met (Levene’s Sig. < .001). Descriptively, the experimental group experienced a significant increase in mean scores, from 30 to 85 (an increase of 55 points), far exceeding the control group, which increased only from 40 to 45 (an increase of 5 points). The results of the Mann–Whitney U test showed Asymp. Sig. < .001 (α = 0.05), confirming a significant difference in learning outcomes between the two groups. These findings demonstrate that Wordwall is effective in improving science learning outcomes holistically—cognitively, affectively, and psycho-motorically by providing a more engaging, interactive, and contextual learning experience

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