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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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A Bibliometric Analysis of Mathematical Mindset and Scale Comparison Priarti Megawanti; Erna Megawati
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.v15i2.1164

Abstract

This study aims to identify articles that have the most significant influence on the topic of mathematical mindset and comparison of scale types. The types of scales that are focused on in this research included Likert, Thurstone, and Semantic Differential. This research method uses a literature review with bibliometric analysis techniques. The software used is Publish or Perish by Harzings and VOSviewer. The search was carried out several times using various index sources, such as Google Scholar, Scopus, and Crossref, from 2013 to 2025. A total of 1,254 articles were identified with the keywords "mathematical mindset", "Thurstone", "Likert", "differential semantic", and "scale". The results show that Boaler et al.'s article occupies the top position in search results and the Likert scale is the most commonly used scale in a mathematical mindset.
Testing The Model Of Teacher Innovativeness Influenced by Learning Organization, Creativity, Self-Efficacy and Job Satisfaction Chatarina Febriyanti; Arfatin Nurrahmah; Ari Irawan; Indah Lestari
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.v15i2.1331

Abstract

This study aims to test a model of teacher innovation influenced by three independent variables; learning organization, creativity, self-efficacy, with one intervening variable, namely job satisfaction. The method used in this study is quantitative, utilizing SEM-PLS. The sample for this study was selected using multistage random sampling, resulting in 121 teacher respondents. The data analysis technique with SEM-PLS included several tests, such as examining the beta value as the path coefficient for each research variable, the R2 and Adjusted R Square values, the Size Effect Value of Exogenous Variables on Endogenous Variables, the Blindfolding results in calculate Q2, the Standardized Root Mean Square Residual (SRMR) test, Predictive PLS and LM Models on Endogenous Variable Indicators, and the significance value of the Structural Model Significance Test. The test results indicate that the variables of creativity, self-efficacy, job satisfaction, and organizational learning can be accurately predicted using SEM-PLS. Based on Goodness of Fit, this research model is suitable for observing the extent of the influence of each independent variable and intervention on the dependent variable. Furthermore, the test results show that the teacher's innovativeness variable can be accurately predicted using SEM-PLS
Identifying Prospective Physics Teachers' Understanding of Scientific Inquiry Amira Setiyani; Nuril Munfaridah; Arif Hidayat
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.v16i1.1659

Abstract

This study aims to investigate the understanding of scientific inquiry among prospective physics teachers' and to identify any gaps between the procedural and philosophical aspects of inquiry. Understanding this profile is uniquely crucial for physics educators, as the discipline's heavy mathematical load often obscures the philosophical nature of science. This qualitative descriptive study involved 27 prospective physics teachers at Malang State University as respondents. The instrument used was the Views About Scientific Inquiry (VASI) questionnaire, which covers eight aspects of scientific inquiry. The analysis reveals a distinct procedural-epistemological gap. Based on the VASI rubric, all participants were categorized as informed on procedural aspects, including question-guided procedures, the impact of procedures on results, the consistency of conclusions with the data, and the synthesis of data with prior knowledge. Conversely, notable naive and mixed views emerged regarding philosophical aspects, particularly regarding the obligation of hypotheses, the myth of a single scientific method, and the role of subjectivity in data interpretation. These findings suggest that participants' prior laboratory experiences may have heavily emphasized technical verification practicums rather than epistemological reflection. Therefore, teacher education programs need to integrate an explicit, reflective instructional approach to the nature of scientific inquiry to equip prospective teachers with a comprehensive understanding of science before entering the professional world.  
From Supporting Students to Designing Learning: Digital Pedagogy among Chemistry Pre-Service Teachers Jamil Suprihatiningrum; Safira Afifah Sabrina; Zamhari Muhammad
Formatif : Jurnal Ilmiah Pendidikan MIPA Vol. 16 No. 2 (2026): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v16i2.1887

Abstract

This study examines digital pedagogy among Indonesian pre-service chemistry teachers, with particular attention to patterns across pedagogical orientation, pedagogical practices, and digital pedagogical competence.. A descriptive-comparative quantitative survey design was employed, involving 158 respondents from seven Islamic teacher education institutions in Indonesia. Data were collected using a self-assessment instrument and analysed through descriptive statistics and independent-samples t-tests. The findings revealed a generally positive profile of digital pedagogy. Pedagogical orientation received the highest mean score (M = 3.59), followed by pedagogical practices (M = 3.58), while digital pedagogical competence recorded the lowest score (M = 3.53). Item-level analysis showed that respondents were more confident in supporting students through communication, participation, and positive classroom relationships than in designing learning through inclusive planning, assessment design, educational data use, and technology-supported evaluation. No statistically significant differences were found by gender or number of digital tools used (p > .05). The study suggests that digital pedagogy develops unevenly across domains. While pre-service teachers appear relatively well prepared to support students, they may be less prepared to design learning experiences that are inclusive, assessment-informed, and pedagogically purposeful. These findings highlight the need for chemistry teacher education programs to move beyond generic technology training and provide more structured opportunities for design-oriented, discipline-specific, and inclusive digital pedagogy development.
The Effect of Digital Fatigue and Emotional Regulation on Mathematical Problem-Solving Skills Istikatunisah; Syaharuddin; Abdillah; Wasim Raza; Sunday Emmanuel Fadugba
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.v16i1.1990

Abstract

Mathematical problem-solving skills are an important component of mathematics learning because they require concentration, accuracy, and emotional control. In technology-based learning environments, intensive use of digital devices may lead to digital fatigue, which can reduce students’ focus, while emotional regulation is considered an important factor that helps students maintain cognitive stability during learning. This study aimed to examine the effect of digital fatigue and emotional regulation on students’ mathematical problem-solving skills. The study employed a quantitative approach with a correlational research design. The sample consisted of 34 eleventh-grade students selected using a total sampling technique. Data on digital fatigue and emotional regulation were collected using Likert-scale questionnaires, while mathematical problem-solving skills were measured through descriptive test items. The data were analyzed using multiple linear regression after meeting the required statistical assumptions. The results showed that digital fatigue and emotional regulation did not have a significant effect on students’ mathematical problem-solving skills. The R² value of 0.023 indicates that the two variables explain only 2.3% of the variance in problem-solving skills. This result may be due to the fact that mathematical problem-solving is more strongly influenced by cognitive factors such as conceptual understanding, reasoning ability, and learning strategies rather than psychological fatigue factors alone. Therefore, future research is recommended to include additional variables such as learning motivation, cognitive strategies, and instructional quality. Practically, teachers are encouraged to strengthen conceptual understanding and problem-solving strategies while maintaining students’ psychological well-being in digital learning environments.
Enhancing Junior High School Students' Numeracy through the Implementation of the GASING Learning Method Makdar Anwar; Yaya Sukjaya Kusumah; Nanang Priatna
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.v16i1.1992

Abstract

Numeracy is one of the essential skills for students in the 21st century, as it represents an individual's ability to apply mathematical concepts and skills, especially integers in everyday life and was the major domain in PISA 2022. However, in reality, Indonesia ranked 69th out of 80 countries in PISA 2022, indicating that Indonesian students' mathematical abilities, especially in numeracy, remain far below expectations. The GASING learning method offers a potential solution to address this issue. This study aims to analyze enhancement in junior high school students' numeracy using the GASING learning method. This research is quantitative in nature, employing a quasi-experimental method with a pretest-posttest control group design. The sample consisted of 98 junior high school students from Morotai Island Regency, selected via purposive sampling. Data were collected through written numeracy tests. The pretest and posttest scores were used to calculate each student's N-Gain value, followed by an independent t-test. Based on the data analysis, the average N-Gain scores for the experimental and control groups were 0.81 (high category) and 0.61 (medium category), respectively. With α = 0.01, the t-test revealed a significant difference in numeracy enhancement between the experimental and control groups. In conclusion, the GASING learning method effectively enhances junior high school students' numeracy.
Bridging Scientific Literacy and Action Competency through Socio-Scientific Issues-Based Science E-Modules: A Systematic Literature Review Adhitya Chandra Permana; Muhammad Syaipul Hayat; Mega Novita
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.v16i1.1996

Abstract

The integration of technology in science and biology education is rapidly evolving, yet its effectiveness in transforming ecological knowledge into concrete conservation action remains a critical pedagogical challenge. This study aims to analyze the development trends, methodological quality, and effectiveness of Socio-Scientific Issues (SSI)-based science E-modules in enhancing scientific literacy and action competence. The research method employed a Systematic Literature Review (SLR) adhering to the PRISMA 2020 protocol, examining 45 selected articles from Scopus, Web of Science, and Sinta databases (2019–2025). Bibliometric analysis revealed a significant post-pandemic increase in publication trends, though unevenly distributed with a dominance of Senior High School research and a scarcity of Junior High School studies. This disparity implies that current E-module designs cannot be universally applied across educational levels; rather, Junior High School students require specifically scaffolded pedagogical designs tailored to their cognitive development. Data synthesis findings indicated that while E-modules are highly effective in improving cognitive scientific literacy, particularly in visualizing complex biological phenomena, there is significant stagnation in fostering environmental action competence (Knowledge-Behavior Gap). In-depth analysis revealed that the dominance of abstract global environmental issues creates a "psychological distance" that hinders student agency. Conversely, the integration of local biodiversity contexts and ethnoscience proved to be a critical variable in bridging this gap by fostering place attachment. This study recommends a reorientation towards developing digital learning materials based on local bio-ecological potential, particularly targeting the underserved Junior High School demographic, to cultivate an environmentally action-competent generation.
Design and Implementation of PjBL-STEM and Deep Learning-Based Interactive Digital Smart Media for IPAS Learning in Primary Schools Erna Zumrotun; Aan Widiyono; Syailin Nichla Choirin Attalina; Wulan Sutriyani; Joko Minardi; Lola Aulia Putri; Lulu’ Lu’luatil Masturoh
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.v16i1.2169

Abstract

This study employed a research and development (R&D) design, using the ADDIE model, to create interactive digital learning media that integrates Project-Based Learning (PjBL) and STEM approaches. The goal was to enhance elementary students' critical thinking skills in learning about the properties of light. The participants were 28 fifth-grade students from an elementary school. The effectiveness of the developed media was evaluated using a pretest–posttest design, followed by a paired-sample t-test analysis. The results showed a significant increase in students’ average scores, from 72.6 (pretest) to 86.8 (posttest), indicating a substantial improvement in critical thinking performance. The statistical analysis revealed a significant difference (p < 0.001) between the pretest and posttest results. In addition, expert validation indicated that the developed media achieved a feasibility score of 87.5%, which is considered good. The developed application integrates interactive digital media with PjBL-STEM learning activities and adaptive learning features that provide personalized feedback based on student responses. These findings suggest that the developed media is effective in supporting critical thinking development and offers an accessible digital learning solution for elementary science education.
Science Process Skills Profile of Pre-Service Physics Teachers in an Inquiry-Based Laboratory Integrated with Local Context Tri Ariani; Maison; Sri Purwaningsih; Bambang Hariyadi
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.v16i1.2174

Abstract

Science process skills are essential competencies that need to be cultivated  by pre-service physics teachers to support inquiry-oriented science learning. However, in higher education, physics laboratory work is still predominantly conducted from a confirmation-oriented perspective and provides limited opportunities for students to engage in authentic scientific thinking. The study has the purpose to analyze the profile of science process skills on pre-service physics teacher through inquiry based laboratory for local context integrated. In this quantitative descriptive study, 27 undergraduate students enrolled in Universitas PGRI Silampari's Physics Education Program studying Basic Physics I participated. Structured observation sheets on six indicators observing, classifying, forecasting, measuring, concluding, and communicating as well as a science process competency test were used to gather data. Data were analyzed descriptively through percentage analysis and categorical interpretation. The findings show the enhancement of students’ science process skills which can be observed from the average score, increasing from 40.19 in the pretest to 80.93 in posttest. The paired-sample t-test showed a statistically significant difference between the pretest and posttest scores (Sig. = 0.000, p < 0.05) with a large effect size (Cohen’s d = 2.731), indicating a substantial improvement in students’ science process skills. The findings indicate that inquiry-based laboratory instruction integrated with local contextual elements facilitates the progressive development of pre-service teachers’ science process skills across multiple instructional sessions. The current study makes a significant contribution to the development of context-based and inquiry-oriented laboratory instruction aimed at enhancing students’ competencies in science teacher education programs.
Feasibility of an Electronic Worksheet for Geometry and Measurement Based on Tri-N and Ethno-Math Sri Adi Widodo; Lestariningsih L; Rooselyna Ekawati; Krida Singgih Kuncoro; Trisniawati T; Shakepear M Chiphambo
Formatif : Jurnal Ilmiah Pendidikan MIPA Vol. 16 No. 2 (2026): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v16i2.2186

Abstract

Worksheets are one of the learning tools that must be prepared by teachers before carrying out learning. In the post-pandemic era, teachers are required to think creatively so that learning can facilitate millennial students who tend to like the digital world. This causes the need for digitalization of worksheets so that students can learn anytime and anywhere without having to bring traditional teaching tools so far. Therefore, the purpose of this study is to design a electronic worksheet based on Tri-N and Ethno-Math that is boost feasibility for geometry and measurement. The stages of this study use the design and development stages. The design stage aims to design e-worksheet products, while at the development stage, the expert validation stage is carried out on e-worksheet products. The results of this first-year research have designed the e-worksheet phase D with geometry and measurement elements. The results of the validation of the e-worksheet product showed that the content validity index was more than 0.875. Concerning these results, it can be concluded that the e-worksheet is stated to be very good in terms of visual design and organization, mathematical subject matter, aspect of Tri-N, and linguistic or language aspect. For this reason, the results of this study need to be tested on a limited scale to see the practicality of the designed products.

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