cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota bandung,
Jawa barat
INDONESIA
Jurnal Pengajaran MIPA
Published by Universitas Pendidikan Indonesia
ISSN : 14120917     EISSN : 24433616     DOI : -
Core Subject :
Journal of Mathematics and Science Teaching or Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam (JPMIPA) was founded in 1993 and published qualitative and or quantitative research concerning mathematics and science teaching. JPMIPA is published by Faculty of Mathematics and Science Education Universitas Pendidikan Indonesia (FPMIPA-UPI) in association with Indonesian Society for Science Educators (JPII), twice a year in April and October with 16 articles per number or 32 articles per year.
Arjuna Subject : -
Articles 7 Documents
 1 
Search results for , issue "Vol 15, No 1 (2010): JPMIPA: Volume 15, Issue 1, 2010" : 7 Documents clear
ARGUMENTASI MATEMATIK SEBAGAI SEBUAH KOMPETENSI MATEMATIK Suhendra, Suhendra
Jurnal Pengajaran MIPA Vol 15, No 1 (2010): JPMIPA: Volume 15, Issue 1, 2010
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v15i1.35982

Abstract

Teaching and learning mathematics should provide opportunity to student to express, explain, and give reason regarding what they are thinking. In addition, teaching and learning mathematics should make student active, creative, efective, meaningful, and joyful. Students are able to think accurately and communicate properly. These are relevant to the essence of teaching and learning mathematics, mathematical thinking and mathematical communication. By teaching and learning matematics student is supported to catch the idea of concepts, rules, and principles of mathematics, and then revoicing all of them. Even they should be able to defence what they assume as rightness argumentatively (mathematical argumentation or mathematical reasoning). Even though mathematical argumentation is one of important mathematical competences, but it has to make student to proportionaly master. However, mathematical argumentation is mathematical creativity with in tolerances to get the real meaning of learning mathematics. Teaching and learning mathematics can use to (i) highlight ideas that have come directly from students; (ii) help develop students’ understanding that are implicit in those ideas; (iii) negotiate meaning with students, and (iv) add new ideas, or move discussion in another direction.
MISKONSEPSI DAN SIKAP SISWA PADA PEMBELAJARAN LEMAK MELALUI PRAKTIKUM PEMBUATAN SABUN TRANSPARAN Kadarohman, Asep; Nahadi, Nahadi; M., Mira Ratna Asri
Jurnal Pengajaran MIPA Vol 15, No 1 (2010): JPMIPA: Volume 15, Issue 1, 2010
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v15i1.35988

Abstract

The students’ misconceptions and attitudes in teaching learning fat through transparent soap-making lab has been investigated. The study was conducted on 36 science students on the 3th grade at one of the state senior high school in Bandung. The research used descriptive method, with diagnostic tests, questionnaires attitude scale "Likert", observation, and interviews as the instruments. It was found that, 50% of students had misconceptions on physical properties of fats and oils concepts. The students had a good perception on teaching learning process as well as the relationship of fat with daily life.
KEMAMPUAN PEDAGOGIK CALON GURU DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DAN KETERAMPILAN PROSES SISWA MELALUI PEMBELAJARAN BERBASIS PRAKTIKUM Sudargo, Fransisca; S., Soesy Asiah
Jurnal Pengajaran MIPA Vol 15, No 1 (2010): JPMIPA: Volume 15, Issue 1, 2010
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v15i1.35983

Abstract

The aim of this research is to develop practical based biology learning to enhancing science process skill and critical thinking of high school students. Four pre-service teachers involved in this study, in order to develop their performance in innovation and variation of their teaching skills. The method of the study was descriptive and the samples were taken in purposive ways. Results of this study showed that the mean of critical thinking of four schools students that were taught through free inquiry and guided inquiry approach are 70,78, 62,28, 60,53 and 73,17. The mean of science process skill that was taken through observation sheet on concept water pollution is 81,43% and through written test is 73%. On concept nervous system there were significant improvement (α=0.05) between pre-test (25%) and post-test (70,44%). On concept soil and air pollution, there was no significance different between the use of pictorial sheet and ordinary sheet. The mean of students’ achievement on concept water pollution is 80,80; on concept sensory system: 73,69; on concept nervous system: 65,7. But there was no significance different between the use of pictorial sheet (49,74) and ordinary practical sheet (47,6) to enhance students’ achievement on concept soil and air pollution.
PENGEMBANGAN CD PEMBELAJARAN INTERAKTIF KIMIA SMA BERBASIS INTERTEKSTUALITAS ILMU KIMIA SEBAGAI ALTERNATIF MODEL PEMBELAJARAN Anwar, Sjaeful
Jurnal Pengajaran MIPA Vol 15, No 1 (2010): JPMIPA: Volume 15, Issue 1, 2010
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v15i1.35989

Abstract

Chemistry learning based on the intertextuality of chemistry demands relationship among chemistry representsation on three levels, which are macrocospic, microscopic, and symbol level with the daily experience of students and the social interaction developed by teachers. Through the research entitled “Pengembangan CD Pembelajaran Interaktif Kimia SMA Berbasis Intertekstualitas sebagai Alternatif Model Pembelajaran”, we will have a learning CD for teachers using competency standard and basic competency; concepts and indicators; the representation of chemistry materials on three levels macroscopic, microscopic, and symbol; learning description; and student work sheet. Before making the learning model, we will execute a standard analysis on the content of KTSP 2006, so we will get the concepts and indicators; potray the learning process of teachers in class and analyse the reference books both text books and hig school books. The data source for this research is the table of according to concept and indicators with competency standard and basic competency; the observation of learning process in class; the analysis table of three levels; hydrolysis materials from text books in high school and university; and the descriptive table of hydrolysis concept learning. The supporting instruments used are quistionaires to know the students expereince and essay texts to know the concept understanding the students have after the learning process. From the standard analysis of the content of KTSP 2006, we have three concepts and eight indicators. The first concept is classifying salt according to the forming compounds with the indicators (1) explain salt coming from strong acid and strong base; (2) explain salt coming from strong acid and weak base; (3) explain salt coming from weak acid and strong base; (4) explaining salt coming from weak acid and weak base. The second concept: hydrolysis is the ions reaction with water molecul producing ion H+ and or OHwith indicators (1) describe salt hydrolysis and (2) explain various kinds of salt hydrolysis. The third concept is salt undergoing hydrolysis can be acid base, or neutral with indicators (1) measure qualitatively the characteristic of acid, base, and neutral of salt by using some indicators and (2) count the ph of hydrolysied salt condensation. The observation result will be recorded on video then transcribed into text and smoothed to be a basic text. After that, we will do propotition degradation to gain global structure. Then, this data will be classified based on the intertextuality of chemistry. From the result of the data analysis we can conclude that the model teacher has not used the learning based on the intertextuality chemistry yet. The learning process of the model teacher is dominated by the symbol level and the social interaction developed by the teacher is not optimal; besides, there is no aspect of daily experience discussed in the learning process. The development of learning model based on intertextuality begins by making hydrolysis material representation in three levels. The compilation of hydrolysis material representation is executed in three steps: analysing high school books and university; making representation device; conducting validation to experts and practitioners; and final revision. In macroscopic level we do demonstration of the condensation and litmus test on soaps, alum, and salt and also the determination pH of the salt by using pH meter. In microscopic level we demonstrate pictures of species salt solution before and after hydrolysis process. Then in symbolic level we demonstrate the formula of salt molecul, ionisation reaction equation and hydrolysis on salt, and mathematic formula in determining the concentration H+ and OHto count pH and pOH. Later on, we make a description of the learning process equiped with learning media; clarify the demonstrations; present the model in front of experts and practitioners; record it in a learning CD. Meanwhile, the application of the learning CD in class will be conducted in the next research in the second year.
PROFIL KETERAMPILAN BERKOMUNIKASI SISWA SMA MENGGUNAKAN METODE FENETIK DALAM PEMBELAJARAN KLASIFIKASI ARTHROPODA Oktaviani, Feni; Hidayat, Topik
Jurnal Pengajaran MIPA Vol 15, No 1 (2010): JPMIPA: Volume 15, Issue 1, 2010
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v15i1.35984

Abstract

We conducted a research about communication skill of secondary biology student in Arthropode classification using phenetic method. Data were obtained from written report and oral presentation. There were five indicators used to analyze communication skill in oral presentation, which included their ability to express opinion themselves and hearing the opinion from other, their ability to master the concept to be presented, their ability to communicate of results systematically and clearly, their ability to question, and their ability to answer. Five indicators used in written report were their ability to choose informative character to build fenogram, their ability to undergo step by step, resulted phenogram, their ability to interpret the results, and their ability to make a report. Results showed that communication skill in oral were good enough (63.75%), but low (56.25%) in written. Based on interview, however, students felt comfortable when teacher used the phenetic method to understand classification of Arthropode. This method has markedly stimulated the students to study actively in the classroom.
KAJIAN TERHADAP METODE DAN PENDEKATAN PEMBELAJARAN BIOLOGI DI SMA: KESENJANGAN DALAM PEMBELAJARAN DI KELAS Rahmat, Adi
Jurnal Pengajaran MIPA Vol 15, No 1 (2010): JPMIPA: Volume 15, Issue 1, 2010
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v15i1.35985

Abstract

The study on teaching and learning of biology class of senior high school was aimed to identify teaching methods and teaching approaches used by teachers in their lesson plans and its implementation in the classroom. The study was conducted in nine senior high schools including three categories of school based on the passing grade of school entrance. Data was collected by documentation study, classroom observation, questioner and interview. Result showed that most of teachers planed their class with four teaching approaches and six teaching methods. The four teaching approaches were conceptual approach, process skill approach, inquiry, and environmental approach where as the six teaching methods were speech, discussion, question and answer, demonstration, experiment, and assignment. In the reality there was a gap between lesson plan and the teaching practice in the classroom. Although teacher planed their lesson using several teaching approaches the instructional systems delivered by teachers in the classroom were more conceptual and were conducted to give the students more subject matter. This type of teaching and learning was categorized by students as a common teaching and was disliked by some students. The comfort of the biology class sensing by student was due to the content of the subject matter which is very close to the human life rather than by the instructional systems delivered by teacher.
LEARNING MODEL FOR IMPROVING MASTERY OF FOOD CONCEPT AND THEMATIC INSTRUCTIONAL FOR PROSPECTIVE ELEMENTARY SCHOOL TEACHERS Siahaan, Parsaoran; Liliasari, Liliasari
Jurnal Pengajaran MIPA Vol 15, No 1 (2010): JPMIPA: Volume 15, Issue 1, 2010
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v15i1.35986

Abstract

This research, is part of a research on the development of a learning to improve mastery concept of science and the instructional. The learning model in this research integrate two courses with different subject and different semester in two PGSD of several campuses of an university of teacher training. PGSD-X, which is in the same city with the University and PGSD Y in other city at the same province. Subject of the research consisted of 25 prospective teacher students in PGSD X and 26 prospective teacher students in PGSD-Y. Scenario of learning was done in 4 phases, namely: (1) modeling phase, (2) discussions phase, (3) enrichment phase, and (4) peer teaching phase. The learning topics is the integration of food’s topic and thematic. The data was collected before learning (pre test) and after learning (post test). Data analysis was done by calculating the normalized gain from Hake . The results from PGSD-X obtained =0,72±0,07 in the mastery of food and = 0,70±0,14 in thematic. The results from PGSD-Y obtained =0,66±0,10 in the mastery of food and =0,53±0,20 in thematic. The results could be concluded that the ability of prospective teachers in the PGSD X better than PGSD –Y in mastery of food concept and thematic instructional.

Page 1 of 1 | Total Record : 7

 1 

Filter by Year

2010 2010


Reset
Filter By Issues
All Issue Vol 27, No 2 (2022): JPMIPA: Volume 27, Issue 2, 2022 Vol 27, No 1 (2022): JPMIPA: Volume 27, Issue 1, 2022 Vol 26, No 2 (2021): JPMIPA: Volume 26, Issue 2, 2021 Vol 26, No 1 (2021): JPMIPA: Volume 26, Issue 1, 2021 Vol 17, No 2 (2012): JPMIPA: Volume 17, Issue 2, 2012 Vol 25, No 2 (2020): JPMIPA: Volume 25, Issue 2, 2020 Vol 25, No 1 (2020): JPMIPA: Volume 25, Issue 1, 2020 Vol 25, No 2 (2020): Jurnal Pengajaran MIPA - Oktober 2020 Vol 25, No 1 (2020): Jurnal Pengajaran MIPA - April 2020 Vol 24, No 2 (2019): JPMIPA: Volume 24, Issue 2, 2019 Vol 24, No 1 (2019): JPMIPA: Volume 24, Issue 1, 2019 Vol 24, No 1 (2019): Jurnal Pengajaran MIPA - April 2019 Vol 23, No 2 (2018): JPMIPA: Volume 23, Issue 2, 2018 Vol 23, No 1 (2018): JPMIPA: Volume 23, Issue 1, 2018 Vol 23, No 2 (2018): Jurnal Pengajaran MIPA - Oktober 2018 Vol 23, No 1 (2018): Jurnal Pengajaran MIPA - April 2018 Vol 22, No 2 (2017): JPMIPA: Volume 22, Issue 2, 2017 Vol 22, No 1 (2017): JPMIPA: Volume 22, Issue 1, 2017 Vol 22, No 2 (2017): Jurnal Pengajaran MIPA - Oktober 2017 Vol 22, No 1 (2017): Jurnal Pengajaran MIPA - April 2017 Vol 21, No 2 (2016): JPMIPA: Volume 21, Issue 2, 2016 Vol 21, No 1 (2016): JPMIPA: Volume 21, Issue 1, 2016 Vol 20, No 2 (2015): JPMIPA: Volume 20, Issue 2, 2015 Vol 20, No 1 (2015): JPMIPA: Volume 20, Issue 1, 2015 Vol 19, No 2 (2014): JPMIPA: Volume 19, Issue 2, 2014 Vol 19, No 1 (2014): JPMIPA: Volume 19, Issue 1, 2014 Vol 18, No 2 (2013): JPMIPA: Volume 18, Issue 2, 2013 Vol 18, No 1 (2013): JPMIPA: Volume 18, Issue 1, 2013 Vol 17, No 1 (2012): JPMIPA: Volume 17, Issue 1, 2012 Vol 16, No 2 (2011): JPMIPA: Volume 16, Issue 2, 2011 Vol 16, No 1 (2011): JPMIPA: Volume 16, Issue 1, 2011 Vol 15, No 2 (2010): JPMIPA: Volume 15, Issue 2, 2010 Vol 15, No 1 (2010): JPMIPA: Volume 15, Issue 1, 2010 Vol 14, No 2 (2009): JPMIPA: Volume 14, Issue 2, 2009 Vol 13, No 1 (2009): JPMIPA: Volume 13, Issue 1, 2009 Vol 12, No 2 (2008): JPMIPA: Volume 12, Issue 2, 2008 Vol 11, No 1 (2008): JPMIPA: Volume 11, Issue 1, 2008 Vol 9, No 2 (2007): JPMIPA: Volume 9, Issue 2, 2007 Vol 9, No 1 (2007): JPMIPA: Volume 9, Issue 1, 2007 Vol 8, No 2 (2006): JPMIPA: Volume 8, Issue 2, 2006 Vol 8, No 1 (2006): JPMIPA: Volume 8, Issue 1, 2006 Vol 6, No 2 (2005): JPMIPA: Volume 6, Issue 2, 2005 Vol 6, No 1 (2005): JPMIPA: Volume 6, Issue 1, 2005 Vol 5, No 2 (2004): JPMIPA: Volume 5, Issue 2, 2004 Vol 5, No 1 (2004): JPMIPA: Volume 5, Issue 1, 2004 Vol 4, No 2 (2003): JPMIPA: Volume 4, Issue 2, 2003 Vol 4, No 1 (2003): JPMIPA: Volume 4, Issue 1, 2003 Vol 3, No 1 (2002): JPMIPA: Volume 3, Issue 1, 2002 Vol 2, No 2 (2001): JPMIPA: Volume 2, Issue 2, 2001 Vol 2, No 1 (2001): JPMIPA: Volume 2, Issue 1, 2001 Vol 1, No 1 (1993): JPMIPA: Volume 1, 1993 More Issue