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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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The Effect of Deep Learning-Based Learning Pattern Analysis Using the LSTM Algorithm and Motivation on Mastery of Sequences and Series Material Among Vocational High School Students Nur Alamsyah; Mohamad Lutfi Nugraha; M. Ardiansyah; Herlinda
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.v16i1.2193

Abstract

This study aims to identify students' learning patterns on sequences and series using a deep learning approach based on the Long Short-Term Memory (LSTM) algorithm, and to analyze the influence of learning patterns and learning motivation on material mastery. The study uses a quantitative approach with an explanatory design, where data analysis is carried out through LSTM modeling for learning pattern classification and Partial Least Squares-Structural Equation Modeling (PLS-SEM) to test the structural relationships between variables. The results show that LSTM based learning patterns have a positive and significant effect on material mastery (β = 0.294; t = 3.160; p = 0.002), learning motivation has a stronger influence on material mastery (β = 0.672; t = 7.038; p < 0.001), and LSTM-based learning patterns have a very significant effect on learning motivation (β = 0.803; t = 24.065; p < 0.001) which indicates the presence of partial mediation. In conclusion, the integration of deep learning-based learning pattern analysis and motivational factors can strongly explain variations in mastery of sequence and series material in vocational school students, with high model predictive ability (R² = 0.856; Q²predict = 0.693).
Development of a STEAM–ESD-Based AI Chatbot to Enhance Students’ Scientific Literacy in Biotechnology Learning Ainus Salsabila; Sifak Indana; Beni Setiawan; Maharani Agustin Arifin
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.v16i1.2197

Abstract

The integration of artificial intelligence in science learning is a strategic need to address the challenges of scientific literacy and sustainable education. This study aims to develop and test the effectiveness of a STEAM-ESD (Science, Technology, Engineering, Arts, and Mathematics-Education for Sustainable Development)-based chatbot in improving students' scientific literacy in biotechnology learning. The study used a research and development (R&D) design with the ADDIE model which includes the stages of analysis, design, development, implementation, and evaluation. The product developed is an AI chatbot "BIOTEKS" along with learning support tools. The research subjects were 12th grade high school students. Data were collected through expert validation sheets and science literacy tests, then analyzed descriptively and inferentially using Rasch analysis, N-gain, and the Mann-Whitney U test. The results showed that all learning tools had a very high level of validity and reliability (94–97%), making them feasible to implement. The implementation of the STEAM–ESD-based BIOTEKS chatbot significantly improved students' scientific literacy with high N-gain values ​​in both classes (0.99 and 0.77), as well as significant Mann-Whitney U Test values ​​between classes (p = 0.199). The most prominent improvement occurred in scientific representation and data interpretation abilities in the context of sustainable biotechnology. It can be concluded that the STEAM–ESD-based BIOTEKS chatbot is effective as an innovative learning medium to improve students' scientific literacy and serves as a pedagogical reinforcer in contextual and sustainability-oriented 21st-century biology learning.
Accelerating Students' Environmental Knowledge Creation through Digital Transformation: A Cloud-Native Geospatial Protocol for Soil Erosion Management H. Husamah; Ludwick Satria Romadoni; Abdulkadir Rahardjanto; Samsun Hadi
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.v16i1.2210

Abstract

The application of cloud-native geospatial protocol in environmental science learning is novel and rare, warranting further in-depth study. This study aims to analyze cloud-native geospatial protocol for soil erosion management as part of the environmental science courses. This study employed a Design-Based Research (DBR) approach within the STEM learning framework. This study focused on prototyping the learning materials and validating their effectiveness through simulation the Revised Universal Soil Loss Equation (RUSLE) model hosted on Google Earth Engine. The Cloud-Native Geospatial Protocol serves as a valid and effective instructional material for environmental sciences learning. It successfully accelerates environmental knowledge creation by transforming abstract STEM concepts into visual and quantifiable experiences. This learning model simulates the annual reduction in soil erosion risk, providing a concrete context for mathematical and engineering reasoning in solving environmental problems.
HALMATIKA: A Halma-Based Board Game for Learning Logarithm Concepts in Secondary Mathematics Leonard Leonard; Galih Budi Prasetyo Suryo Nugroho
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.v16i1.2230

Abstract

This study aimed to develop HALMATIKA, a Halma-based board game for learning logarithm concepts in secondary mathematics, and to examine its feasibility for classroom use. The study employed a research-and-development design using the ADDIE model, which comprises analysis, design, development, implementation, and evaluation. The needs analysis was conducted at SMA 2 Perguruan “Cikini” in South Jakarta through interviews with teachers and expert consultation. As a learning medium, HALMATIKA was designed by integrating the movement mechanics of the Halma board game with logarithm question cards, enabling students to engage in concept practice through interactive, collaborative gameplay. Material experts, media experts, and students evaluated the product. A field trial was conducted with 27 tenth-grade students. The findings showed that HALMATIKA achieved a mean score of 4.55 from material experts and 4.70 from media experts, indicating a high level of feasibility. Student responses also yielded a positive mean score of 4.21, suggesting that the medium was well accepted in the classroom. These findings indicate that HALMATIKA is a feasible learning medium for teaching logarithm concepts. The study implies that board game-based media can provide a more engaging learning environment and support the presentation of abstract mathematical concepts more interactively.
Emerging Trends and Research Directions of STEAM Integration in Mathematics Education Nurwati Djam&#039;an; Nurdin Arsyad; Farhan Dakhil Shyaa
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.v16i1.2295

Abstract

This study examines the trends of STEAM (Science, Technology, Engineering, Arts, and Mathematics) research in mathematics education from 2020 to February 2026. Guided by PRISMA 2020 procedures, a systematic review of 37 peer-reviewed journal articles was conducted to map temporal growth, geographical distribution, educational levels, methodological orientations, reported outcomes, and research gaps. Findings indicate a marked acceleration of publications after 2021, culminating in a peak in 2025, suggesting consolidation of STEAM as a legitimate research domain in mathematics education. Research production is geographically concentrated, with Indonesia and Spain emerging as dominant contributors, while broader Global South representation remains limited. Methodologically, the field is characterized by a predominance of systematic literature reviews, quasi-experimental studies, and design-based research, reflecting a dual movement toward theoretical consolidation and intervention validation. Reported outcomes primarily emphasize teacher professionalism, pedagogical capacity, 21st-century competencies, positive mathematical dispositions, and sustainability integration, whereas direct and longitudinal evidence of mathematics-specific achievement and numeracy gains remains comparatively underrepresented. Overall, STEAM in mathematics education is transitioning into a phase of epistemic maturation, marked by diversification into STEAM+X frameworks, technological deepening, and growing concern for mathematical integrity and sustainability.
Integration of Deep Learning Approach and EMKONTAN Model to Improve Environmental Literacy, Creativity, and Collaboration of Students N. Nurwidodo; Iin Hindun; Moh. Mirza Nuryady
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.v16i1.2402

Abstract

This study aimed to conduct a need analysis for integrating the Deep Learning approach (meaningful–mindful–joyful) into the Ecomapping and Sustainable Conservation (EMKONTAN) learning model (DL-EMKONTAN) in an Environmental Science course. Using a qualitative descriptive design, data were collected from 10 lecturers and 230 students through questionnaires, observations, document review, and semi-structured interviews. Descriptive statistics and Miles–Huberman analysis were applied. The result indicated that students’ competencies remain at a moderate level. Creative thinking skills were mostly at beginner levels; collaboration was moderate for productivity, respect, and compromise but weaker for responsibility; and environmental literacy was “enough” for ecological knowledge, sensitivity, and issue research yet lower for issuing analysis and pro-environmental behavior. Lecturers reported learning is still dominated by lectures and paper-based tasks, with limited assessment of creativity, collaboration, and environmental literacy. The proposed DL-EMKONTAN learning syntax consists of observing problems, analyzing, planning, implementing, monitoring/evaluating, and follow-up planning.
Enhancing Students Creative Thinking and Self-Confidence through Creative Problem Solving with an Open-Ended Approach Syarif Hidayatullah; Elly Arliani
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.v16i2.2496

Abstract

This study aimed to examine the effectiveness of two instructional models the creative problem solving model integrated with an open-ended approach and the direct instruction model employing a scientific approach in enhancing eighth-grade students creative thinking skills and self-confidence. The research adopted a quantitative approach within a quasi-experimental framework, specifically a pretest–posttest nonequivalent control group design. The population comprised all eighth-grade students at a public junior high school in Yogyakarta, Indonesia. Purposive sampling was applied to select classes with comparable academic profiles and initial learning conditions. Data were collected using creative thinking skills test and a self-confidence questionnaire. The findings indicated that the implementation of creative problem solving models with an open-ended approach significantly improved students’ creative thinking and self-confidence, as confirmed by one-sample t-test results (p = 0.000 < 0.05) and proportion tests (0.010 < 0.05 and 0.000 < 0.05). The direct instruction model with a scientific approach was also effective (p < 0.05). A comparative analysis using an independent samples t-test revealed significant differences between the two groups (p = 0.010 < 0.05 for creative thinking and p = 0.000 < 0.05 for self-confidence), indicating superior effectiveness of creative problem solving model with open-ended tasks. These results suggest that integrating creative problem-solving model with open-ended problem-solving not only enhances cognitive outcomes but also strengthens students’ affective development, promoting flexible, creative, and confident learners. This provides a more comprehensive and impactful instructional strategy than conventional direct instruction.
A Systematic Literature Review of Technology-Supported Integers Instruction Riki Andriatna; Imam Sujadi; Lukman Hakim Muhaimin; Arum Nur Wulandari; Ira Kurniawati; Yuli Bangun Nursanti
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.v16i1.2571

Abstract

Understanding integers is a fundamental component of mathematics learning; however, many students experience difficulties in mastering this concept. The integration of technology as a digital learning media offers potential opportunities to enhance students’ conceptual understanding of integers. The objective of this study is to provide a comprehensive synthesis of empirical evidence on the integration of technology in integers learning. A systematic literature review was conducted using the PRISMA methodology to identify, screen, and evaluate relevant articles from the Scopus and ERIC databases. The review process, which employed inclusion criteria, yielded nine selected articles published between 2006 and 2024. The results indicate that research on technology integration in integer learning is dominated by studies conducted in Indonesia, followed by Turkey, Pakistan, and Greece, with the majority of participants coming from elementary and secondary education levels. These findings also indicate a prevalence of technologies with varying levels of interactivity, categorized as high, medium, and low. Furthermore, across all these studies, the integration of technology consistently demonstrated a positive impact on students’ cognitive and affective outcomes, as well as on the overall learning process.
Impact of an Android-Based Numeria Application on Students’ Numeracy Skills in Inclusive Classrooms: A Quasi-Experimental Study Riawan Yudi Purwoko; Wahju Tjahyo Saputro; Jayanti Putri Purwaningrum; Siti Nurhidayati; Syaza Hazwani Zaini
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.v16i2.3089

Abstract

Numeracy skills are essential in elementary education, yet many students still struggle, particularly in inclusive classrooms. This study addresses the limited empirical evidence regarding the effectiveness of mobile-based mathematics learning applications in supporting numeracy development in inclusive classrooms, particularly for students with tendencies toward dyscalculia. This study aims to examine the impact of the Android-based Numeria application, which integrates a Realistic Mathematics Education (RME) approach, on elementary students’ numeracy skills. A quasi-experimental pretest-posttest control group design was employed, involving 175 fourth-grade students from eight inclusive elementary schools in Central Java, Indonesia. Data were collected using a validated numeracy test and analyzed using normalized gain (N-gain), independent samples t-test, and Cohen’s d effect size. The results indicate that the experimental group demonstrated significantly greater improvement in numeracy skills compared to the control group (t = 2.20, p < 0.05), with a small-to-moderate effect size (d = 0.33). Students with tendencies toward dyscalculia also showed greater improvement in the experimental group; however, the difference was not statistically significant, indicating a meaningful practical effect. These findings suggest that integrating mobile learning technology with an RME-based contextual approach can support more adaptive and interactive mathematics learning in inclusive settings. This study contributes empirical evidence on the role of Android-based learning applications in supporting numeracy development among students with diverse learning characteristics.
STEM Biofertilizer Project for Students' Scientific Literacy and Environmental Awareness in Elementary Schools Fitria Wulandari; Citra Ayu Dewi; Fika Megawati; Feri Tirtoni; Agista Kallistasania Sutejo; Amalia Dwi Lestari
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.v16i2.3120

Abstract

This study aims to investigate the effectiveness of STEM project-based learning in developing elementary students' scientific literacy and environmental awareness through the creation of eco-friendly biofertilizer. The study employed a mixed-methods approach with a single group pretest–posttest design, involving 24 fourth-grade students from an elementary school in Sidoarjo, Indonesia. Quantitative data was collected through scientific literacy tests and environmental awareness questionnaires, and then analyzed using descriptive statistics and difference tests (Wilcoxon test and paired-samples t-test). Meanwhile, qualitative data was gathered through student response questionnaires and structured interviews, and analyzed using thematic analysis. The results revealed a significant improvement in both scientific literacy (Wilcoxon test: Z = -4.031, p < 0.05) and environmental awareness (paired t-test: t = -9.093, p < 0.05). The interviews and responses indicated that most students became more aware of their environment, especially in caring for plants and in understanding the differences between natural and chemical fertilizers. These findings suggest that STEM project-based learning can provide meaningful learning experiences while also positi simultaneously affecting students’ scientific literacy and environmental awareness.

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