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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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Active Biopolymer Packaging Infused with Essential Oils: A Review of Material Innovation and Its Integration  into Science Education Ratih Permana Sari; Muzzazinah; Muhammad Reza
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.v16i2.3195

Abstract

The environmental impacts of plastic waste have increased interest in biodegradable food packaging as a sustainable alternative to conventional plastics. Among recent innovations, essential oil–infused biopolymer packaging has attracted attention because it combines active food preservation with environmental sustainability. This systematic literature review aims to synthesize recent developments in essential oil–infused biopolymer packaging and explore its potential as a contextual learning resource in science education. The review followed the PRISMA 2020 framework and employed thematic synthesis to analyze scientific, sustainability, and educational dimensions reported in the literature. The review identified a growing trend toward multifunctional packaging systems through biopolymer blending, essential oil incorporation, encapsulation technologies, and nanomaterial reinforcement. The literature indicates that these systems integrate interdisciplinary scientific concepts, including polymer interactions, antimicrobial activity, diffusion processes, biodegradation, and sustainable material design. The synthesis further revealed that essential oil–infused biopolymer packaging provides an authentic context for inquiry-based, project-based, and sustainability-oriented learning by connecting chemistry, biology, physics, and environmental science with real-world challenges such as plastic pollution and food preservation. The literature also highlights opportunities to develop scientific literacy, critical thinking, problem-solving skills, systems thinking, and sustainability competencies. This review contributes by linking sustainable packaging innovation with science education and highlighting its potential to support interdisciplinary STEM learning and sustainability-oriented education.
The Exploration of Self-Efficacy Beliefs among Generation Z Preservice Physics Teachers for Physics Learning Strategies Ike Lusi Meilina; Ernasari; Nila Mutia Dewi; Rosita Putri Rahmi Haerani
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.v16i2.3196

Abstract

This study aims to explore the self-efficacy beliefs of Generation Z preservice physics teachers by analyzing the relationship between self-efficacy dimensions and expectations of student learning outcomes. The research method used quantitative descriptive analysis involving 75 preservice physics teachers. Data were collected using the STEBI-B instrument and analyzed using mean split-based scatter plot quadrant analysis. The findings show that the average PSTE score (72.86) is consistently lower than the STOE score (75.25). Quadrant analysis reveals that the majority of respondents are in the low PSTE area, which indicates a strong phenomenon of teaching insecurity and uncertainty in facing complex professional tasks. Another finding was the high STOE scores of preservice physics teachers, indicating that they still have positive expectations of their students' potential. The conclusion of this study is that Gen Z prospective physics teachers experience an internal crisis of confidence despite having high external expectations. This study recommends physics learning strategies that combine autonomy, metacognitive training, and self-reflection before students are involved in complex social collaboration.
Reconstructing Geometric Concepts through Uma Lengge: An Ethnomathematics-Based Design Study to Enhance Students' Contextual Problem-Solving Skills Sudarsono Sudarsono; Nur Baeti; Dewi Sartika
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.v16i2.3425

Abstract

This study aimed to reconstruct geometric concepts through an ethnomathematical approach and examine its impact on students' contextual problem-solving skills, addressing the limited use of Design-Based Research (DBR) in this area. Using a DBR approach conducted through iterative phases of preliminary analysis, design, implementation, and reflection, the study involved 30 eighth-grade students at SMPN 1 Madapangga. Two implementation cycles were carried out: the first informed design revisions, while the second confirmed that the refined design had reached a stable, mature form. The learning design employed Uma Lengge, a traditional Bimanese (Mbojo) granary structure, as the cultural artefact for reconstructing solid geometry concepts. Data were collected through contextual problem-solving tests, classroom observations, interviews, and documentation and were analysed using a mixed-methods approach. Results showed a statistically significant improvement in students' contextual problem-solving skills (t(29) = 9.87, p < 0.001), with a large effect size (Cohen's d = 1.80, 95% CI [1.15, 2.46]) and a moderate average N-gain of 0.62. Students demonstrated improved abilities to understand problems, formulate mathematical models, apply geometric concepts, and interpret solutions, while observations and interviews indicated greater engagement and conceptual understanding. These findings demonstrate that culturally contextualised, iteratively refined learning designs can effectively reconstruct geometric concepts and enhance meaningful mathematical learning, contributing a practical DBR-based framework for culturally responsive mathematics education.
Implementation of CReW-A Assisted by Video and Interfaces Analysis in Kinematics Learning to Improve Problem-Solving Ability Thoha Firdaus; Arini Rosa Sinensis
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.v16i2.3479

Abstract

Problem-solving ability is an essential outcome in physics education, particularly in kinematics where students must connect real motion, graphs, and equations. Although Collaborative Real-World Analysis (CReW-A) assisted by Video and Interfaces Analysis (VIA) has previously been developed and validated as a learning model, rarely study has tested its differential effect on distinct aspects of problem-solving ability. This study tackles that gap by examining students' responses to the implementation of CReW-A assisted by VIA and investigating the improvement of three problem-solving aspects: understanding the problem, planning a strategy, and applying the strategy. The study used a one-group pretest-posttest design involving 31 third-semester students in the Physics Education Study Program, selected through convenience sampling from an intact kinematics class taught over four meetings (uniform motion, uniformly accelerated motion, free fall, and projectile motion). Data were collected using a 10-item response questionnaire (Cronbach's alpha = 0.918) and a 10-item essay test (content validity 93.67%, ‘very good’; Cronbach's alpha = 0.698) measuring the three problem-solving aspects. Students' responses were very positive (M = 4.43 of 5; 88.52%). The weighted total problem-solving score increased from 27.15 to 71.64 (N-gain = 0.61, medium; paired t(30) = 11.14, p < .001, dz = 2.00), with the largest gain in applying the strategy (N-gain = 0.73) and medium gains in understanding the problem and planning a strategy. These findings, limited to the studied cohort given the absence of a control group, indicate that CReW-A assisted by VIA is associated with the greatest gains in procedural application of kinematics problem solving, while understanding and planning require additional scaffolding, a pattern carrying direct implicationsfor worksheet and rubric design in physics teacher preparation.
AI Acceptance and Learning Discipline in Vocational Mathematics Education Andi Fajeriani Wyrasti; Leonard Leonard; Kristiani Kristiani; Nuryanti Rumalolas; Riki Suliana Ranggawati Sidik
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.v16i2.3546

Abstract

  This study examines the relationships among students’ acceptance of artificial intelligence (AI) for mathematics learning, self-regulated learning (SRL), and learning discipline. The proposed model extends a partial Technology Acceptance Model (TAM) by incorporating perceived ease of use (PEOU), perceived usefulness (PU), attitude toward use (ATU), and behavioural intention (BI), together with SRL and learning discipline. A quantitative cross-sectional survey was conducted with 206 vocational high school students (Sekolah Menengah Kejuruan/SMK) from DKI Jakarta, West Java, Central Java, and East Java, Indonesia. Data were analysed using partial least squares structural equation modelling (PLS-SEM). The results supported the TAM sequence: PEOU was positively associated with PU (β = .743, p < .001), PU with ATU (β = .738, p < .001), and ATU with BI (β = .851, p < .001). PU was positively associated with SRL (β = .393, p < .001), whereas BI was not significantly associated with SRL (β = .131, p = .195). SRL was positively associated with learning discipline (β = .593, p < .001; f² = .494). The model explained 24.1% of the variance in SRL and 45.2% of the variance in learning discipline. Mediation analysis showed a significant indirect association between PU and learning discipline through SRL (β = .233, 95% CI [.115, .348], p < .001), while the direct association between PU and learning discipline remained significant (β = .140, p = .030), indicating partial mediation. These findings suggest that perceived usefulness may be more educationally relevant than behavioural intention for understanding SRL and learning discipline in AI-supported mathematics learning.
Mapping Citizen Science in Primary Education: A Systematic Review of Program Typologies, Learning Outcomes, and Implementation Success Factors Ipin Aripin; Desi Wulandari; Susilo Tri Widodo; Kurniana Bektiningsih; Suratno; Topik Hidayat; Nuruddin Araniri
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.v16i2.3633

Abstract

Citizen science (CS) programs in primary education have grown substantially as an innovative approach that embeds authentic scientific inquiry into formal learning. However, systematic reviews that examine program typologies, learning outcomes, and the conditions that determine successful implementation particularly at the elementary school level are still very rare. This review classifies program typologies, maps reported learning outcomes, and identifies the key enablers and barriers to CS implementation in primary education. The study applies a systematic review methodology drawing on 18 empirical studies published between 2019 and 2025, indexed in Scopus, and focused on elementary school students aged 5 to 12, selected via the PRISMA 2020 protocol. Findings show that the contributory typology predominates (n = 8; 44%), followed by collaborative (n = 6; 33%), co-created (n = 2; 11%), and hybrid designs (n = 2; 11%). Reported learning outcomes include gains in science content knowledge, inquiry and data analysis skills, environmental awareness, and motivation. Six primary success factors were identified: iterative and structured scaffolding, trained scientist–community partnerships, digital technology integration, place-based approaches, teacher support materials, and family engagement. CS in primary education generates multidimensional learning effects, but success depends heavily on pedagogical design quality, teacher competence, and the depth of community involvement. For curriculum developers and teacher educators, the review supports prioritizing collaborative or co-created designs over purely contributory ones wherever feasible, paired with structured scaffolding; for policymakers, it identifies standardized-testing pressure as a documented barrier that protected planning time can offset; for citizen science practitioners, it points to a concrete training need, namely facilitation skills that go beyond subject-matter expertise. Future research should explore CS implementation across diverse cultural contexts, particularly in developing countries.
Unraveling Scientific Creativity in Fluid Dynamics: An Item Response Theory Approach with Rasch Analysis for High School Learners Maimon Sumo; Finsensius Oetpah; Evangeline D. Pagal
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.v16i2.3841

Abstract

Scientific creativity is a key 21st-century skill that should be assessed to identify students' creative potential. This is important for mapping out and guiding students toward the fields of interest they will pursue in the future. However, the measurement of scientific creativity in schools is still dominated by conventional ordinal score-based approaches, which fail to clearly reflect individual students’ abilities. This indicates a gap between modern assessment expectations and limited evaluation practices. This study aimed to develop the Scientific Creativity Test in Fluid Dynamics (SCTDF) for high-school students and to conduct a preliminary psychometric evaluation of its measurement functioning using the Rasch model. This study used the 4D Research and Development model and involved 50 high school students in Pamekasan Regency, East Java. The research instrument was a test consisting of 14 multiple-choice items based on seven indicators of scientific creativity and fluid dynamics. Data analysis was conducted using the Ministep application according to the Rasch Model criteria. The findings provide preliminary Rasch-based evidence regarding the measurement functioning of the SCTDF. Most items demonstrated acceptable model–data fit; however, one item showed misfit and person reliability was low (0.49), indicating limited precision in differentiating respondents along the measured continuum. Further item refinement and validation with larger and more diverse samples are therefore required. The study concludes that the SCTDF can serve as an alternative tool for assessing scientific creativity based on modern psychometrics, although revisions to certain items are still required to improve measurement accuracy
Design Thinking and Meta-Analysis for a DECABOT-Assisted Instructional Design in Critical Thinking Dimas Nugroho; Ida Dwijayanti; Aryo Andri Nugroho
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.v16i2.4273

Abstract

Indonesian students face persistent challenges in developing critical thinking skills in mathematics, as reflected in low international assessment performance and national reports linking weak reasoning to classrooms dominated by one-way, conventional teaching. Accordingly, this study sought to identify the underlying learning problems and propose an evidence-based instructional design. Employing a mixed-method, design-oriented approach that combined a qualitative Design Thinking needs analysis with quantitative meta-analytic synthesis, the researchers gathered data from 85 Grade XI students and 6 mathematics teachers across three senior high schools in Central Java through questionnaires, interviews, and classroom observation. Empathize-phase data showed over 85% of students reporting mathematics anxiety, 70% fearing mistakes, and calculus (functions, limits, derivatives, integrals) as the hardest topic; empathy maps for students and teachers converged on a five-part problem profile: critical thinking held back by mathematics anxiety, monotonous teaching media, weak contextual grounding, slow feedback, and unaddressed socio-emotional needs. These findings point toward the Empathic-PBL model, supported by DECABOT (Desmos Classroom Activities and Chatbot AI), as the resulting design solution. To ground this proposal empirically without directly validating DECABOT, a random-effects meta-analysis of 13 analogous-component studies (not direct trials of DECABOT) covering PBL, SEL integration, interactive digital media, and AI chatbot assistance produced a large pooled effect size (Hedges' g = 0.859, 95% CI: 0.825–0.892, I² = 11.3%, p < .001) via a random-effects model. DECABOT thus stands as a theoretically grounded, conceptual instructional design candidate for senior high school calculus, supported by evidence from analogous interventions rather than a tested product, and still awaiting experimental confirmation.
Self-Regulated Learning in Mathematical Problem Solving: A Systematic Review of Metacognition, Motivation, Emotion, and Learning Strategies Shavani Andika; 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.v16i2.4868

Abstract

Mathematical problem solving requires learners to coordinate cognitive, motivational, emotional, and strategic regulation, yet these components are often examined separately. This thematic systematic review aimed to characterize empirical research on self-regulated learning (SRL) in a mathematical problem solving (MPS), map four regulatory domains, and synthesize their interactions. Searches were conducted on 28–30 April 2026 in Scopus, ScienceDirect, SpringerLink, Taylor & Francis Online, and ERIC for English-language primary empirical journal articles published in 2018–2026. Reporting followed PRISMA 2020 and PRISMA-S, methodological quality was appraised using MMAT 2018, and findings were synthesized thematically. The review included 35 reports representing 35 study units; 34 substantive units contributed to domain-frequency analysis. Metacognition appeared in 32 units (94.1%), learning strategies in 31 (91.2%), motivation in 17 (50.0%), and emotion in nine (26.5%). The most consistent cross-domain pattern linked metacognitive monitoring and evaluation with strategy selection and revision, while motivation and emotion shaped engagement and adaptation. These findings support a conditional cyclical account of SRL in MPS and suggest that strategy instruction should be integrated with monitoring, motivational support, and affect regulation. Uneven domain coverage, methodological heterogeneity, and single-reviewer procedures limit certainty. Future process-sensitive, multi-method, and experimental research should especially clarify motivational and emotional mechanisms.

Page 4 of 4 | Total Record : 39

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