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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.
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Articles 420 Documents
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MENGATASI KESULITAN MAHASISWA KETIKA MELAKUKAN PEMBUKTIAN MATEMATIS FORMAL Santosa, Cecep Anwar HF
Jurnal Pengajaran MIPA Vol 18, No 2 (2013): JPMIPA: Volume 18, Issue 2, 2013
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v18i2.36130

Abstract

ABSTRAKMelakukan pembuktian matematis formal merupakan hal yang sentral dalam matematika. Ketika seseorang mempunyai dugaan tentang suatu hal, salah satu cara yang paling tepat untuk meyakinkan bahwa hal tersebut benar adalah dengan melakukan pembuktian matematis yang sah. Proses mendefinisikan pembuktian ini berkembang dari masa ke masa sesuai dengan perkembangan jaman. Walaupun belum ada konsensus yang disepakati oleh matematikawan secara keseluruhan tentang apa itu bukti matematis formal, namun proses membuktikan ini merupakan suatu masalah tersendiri ketika bukti matematis dikenalkan saat pembelajaran berlangsung. Kesulitan ini terjadi tidak hanya pada mahasiswa tingkat pertama perkuliahan, namun ternyata mahasiswa program yang lebih tinggi (pascasarjana) pun mengalami kesulitan dalam membuktikan walaupun dengan porsi yang lebih kecil. Jika ditelusuri proses berpikir pembuktian matematikawan ternyata sangat berbeda dengan alur berpikir yang disajikan pada buku-buku teks matematika saat ini. Sehingga terdapat masalah ketika mahasiswa melakukan proses pembuktian. Tulisan ini mencoba untuk menjelaskan pembuktian matematis secara komprehensif dimulai dari sejarah pembuktian sampai dengan masa kini, dan mengeksplorasi kesulitan-kesulitan pembuktian yang telah diteliti oleh para peneliti. Tulisan ini pun mencoba untuk mendiskusikan suatu cara yang paling baik yang dapat dilakukan untuk mengatasi kesulitan ketika mahasiswa dihadapkan pada proses membuktikan. Dimulai dari aspek kognitif, afektif, dan commognition.ABSTRACTDoing formal mathematical proof is central in mathematics. When someone has a conjecture about something, one of the most appropriate ways to ensure that we do the right thing is to do a legitimate mathematical proof. The process of defining formal mathematics proof is changing from time to time in accordance with the changing times. Although there has been no consensus reached by mathematicians as a whole about what the formal proof, but the process of proving is another issue when mathematical proof introduced during the learning. This difficulty occurs not only in the first years student in undergraduate, but it turned out to graduted student have difficulty proving althought with smaller portions. If we try to trace mathematicians’ process to do prove, we can see that it turned out very different from the logic presented in mathematics textbooks today. This paper tries to explain in a comprehensive mathematical proof starts from the historical of proofing to the present, and explores the difficulties of proof which has been studied by researchers. This paper attempts to discuss the best way to solve the difficulties when students are faced with proving process. Starting from the cognitive, affective, and commognition.
PERKULIAHAN TERINTEGRASI PRAKTIKUM SEBAGAI UPAYA UNTUK MENINGKATKAN PENGUASAAN KONSEP KIMIA DASAR Wahyu, Wawan; Rustaman, Nuryani Y.; Liliasari, Liliasari; Achmad, Sadijah
Jurnal Pengajaran MIPA Vol 11, No 1 (2008): JPMIPA: Volume 11, Issue 1, 2008
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v11i1.35762

Abstract

Penelitian ini bertujuan untuk menyelidiki peningkatan penguasaan mahasiswa terhadap konsep kimia dasar melalui perkuliahan terintegrasi praktikum. Metode yang digunakan adalah kuasi eksperimen dengan desain pretes-postes grup kontrol. Penelitian dilakukan di Jurusan Pendidikan Kimia FPMIPA Universitas Pendidikan Indonesia. Data dikumpulkan melalui lembar kerja mahasiswa, teknik wawancara, teknik observasi, dan tes kemampuan kimia. Analisis data dilakukan dengan menggunakan teknik deskriptif. Data diolah dengan menggunakan program SPSS versi 13. Hasil penelitian menunjukkan bahwa penguasaan mahasiswa terhadap konsep kimia dasar meningkat secara signifikan. Berdasarkan hal tersebut dapat disimpulkan bahwa perkuliahan terintegrasi praktikum dapat meningkatkan penguasaan mahasiswa terhadap konsep kimia dasar. Disarankan agar penelitian ini dikembangkan pada topik-topik kimia lainnya.
PENGEMBANGAN SOAL MATEMATIKA SETARA PISA PADA KONTEN SHAPE AND SPACE DAN CHANGE AND RELATIONSHIP UNTUK SISWA SMP Irnanda, Irnanda; Johar, Rahmah; Subianto, Muhammad
Jurnal Pengajaran MIPA Vol 19, No 1 (2014): JPMIPA: Volume 19, Issue 1, 2014
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v19i1.36149

Abstract

ABSTRAKProgram International for Student Assessment (PISA) merupakan program penilaian tingkat Internasional yang diselengarakan setiap tiga tahun sekali yang bertujuan untuk meneliti kemampuan siswa usia 15 tahun dalam literasi membaca, matematika, dan sains. Hasil PISA tahun 2009 dan tahun 2013 menunjukkan bahwa prestasi siswa Indonesia pada literasi matematika masih berada pada level 2. Rendahnya prestasi tersebut tidak terlepas dari proses belajar di sekolah, salah satunya siswa belum dibiasakan menyelesaikan soal-soal yang menuntut kemampuan siswa untuk menganalisis, bernalar, beragumentasi, merepresentasikan permasalahan dalam berbagai situasi, dan memecahkan masalah yang berhubungan dengan masalah kehidupan sehari-hari. Untuk itu perlu dikembangkan soal matematika setara PISA yang sesuai dengan konteks siswa Indonesia yang dapat digunakan guru sehingga literasi matematika siswa dapat meningkat. Tujuan penelitian ini adalah (1) untuk menghasilkan soal matematika setara PISA pada konten shape and space dan change and relationships untuk siswa SMP yang valid dan praktis dan (2) untuk mengetahui level siswa dalam menyelesaikan soal matematika setara PISA pada konten shape and space dan change and relationships. Penelitian ini menggunakan alur pengembangan instrumen oleh Tessmer. Subjek penelitian adalah 36 siswa kelas IX-5 MTsN Model Banda Aceh. Hasil penelitian menunjukkan bahwa (1) diperoleh perangkat soal matematika setara PISA pada konten shape and space dan change and relationship sebanyak 12 butir yang valid dan praktis dan (2) rata-rata pencapaian level siswa dalam menyelesaikan soal matematika setara PISA masih berada pada level 2.ABSTRACTProgram for International Student Assessment (PISA) is a study of the International level student assessment program is held from once every three years which aims to examine the ability of 15 year old students in reading, mathematics, and science literacy. The PISA results in 2009 and 2013 showed that Indonesia student's achievements in mathematics literacy is still at the lower level. Low achievement is closely connected to the learning process in schools, such as students are not accustomed to solve the problems which require the student's ability to analysing, reasoning, arguing, and representing problems in a variety of situations and solving problems related to their daily life. Therefore, it is necessary to develop the equivalent of PISA mathematical problems in Indonesian context so that teachers can increase the students’ mathematical literacy. The purpose of this study was (1) to produce the equivalent PISA mathematical problem on the shape and space and change and relationships for junior high school students that fulfill the validity and practicality criteria, and (2) to determine the level of students in solving mathematical problems similar to the content of PISA. Tessmer development design was used in this study. The subjects were 36 students grade IX-5 MTsN Model Banda Aceh. The results showed that (1) obtained the equivalent PISA mathematical problem on the shape and space and change and relationships content as much as 12 items are fulfill the validity and practicality criteria (2) The average of students’ achievement in level of students in solving mathematical problems PISA equivalent is at the baseline of level 2 (siswa yang mana? Semua siswa? Pada umumnya, atau rata-rata?).
MEMBELAJARKAN KONSEP SAINS-KIMIA DARI PERSPEKTIF SOSIAL UNTUK MENINGKATKAN LITERASI SAINS SISWA SMP Hernani, Hernani; Mudzakir, Ahmad; Aisyah, Siti
Jurnal Pengajaran MIPA Vol 13, No 1 (2009): JPMIPA: Volume 13, Issue 1, 2009
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v13i1.35785

Abstract

Penelitian ini bertujuan untuk memperoleh pemetaan teknis pendekatan kontekstual untuk setiap kompetensi dasar yang dituntut dalam pembelajaran sains kimia SMP, model pembelajaran sains-kimia SMP berbasis kontekstual dengan perspektif sosial serta perangkat pembelajarannya, informasi kekuatan dan kelemahan dari uji coba skala terbatas, dan mengetahui pendapat siswa terhadap model pembelajaran sains-kimia yang dikembangkan. Desain penelitian ini termasuk jenis penelitian dan pengembangan pendidikan (Educational Research and Development), yang menggambarkan suatu proses yang digunakan untuk mengembangkan dan memvalidasi produk-produk pendidikan. Penelitian ini dilaksanakan di Jurusan Pendidikan Kimia FPMIPA UPI dan salah satu SMP di kota Bandung, dengan tahapan (1) analisis kurikulum sains-kimia SMP 2006 dan studi pustaka tentang pendekatan STL (Science Technology Literacy); (2) pengembangan model pembelajaran dan perangkatnya, penyusunan skenario pembelajaran dan pembuatan instrumen penelitian; serta (3) uji coba model pada skala terbatas dan pengumpulan data. Terdapat empat jenis data yang dikumpulkan setelah langkah uji coba penelitian ini, yaitu: perkembangan kemampuan siswa terkait konten pembelajaran, konteks dan aplikasi sains, proses sains, serta sikap/nilai. Perkembangan kemampuan tersebut diukur dengan perhitungan gain ternormalisasi berdasarkan data pretes dan postes, yang selanjutnya diterjemahkan sesuai kategori perolehan skor menurut Hake dalam Savinainen Scott (2002). Hasil penelitian yang diperoleh menunjukkan bahwa (1) berdasarkan analisis kurikulum, proses pembelajaran sains-kimia SMP menuntut adanya pendekatan kontekstual yang terintegrasi di dalam penanaman konsep/konten serta melalui tahapan metode ilmiah, hal ini sejalan dengan tuntutan literasi sains yang mengindikasikan perlunya berbagai kompetensi dikembangkan di dalam pembelajaran; (2) Untuk menunjang pendekatan kontekstual dan tuntutan literasi sains maka model pembelajaran dan perangkatnya dikembangkan berdasarkan keterhubungan konsep dasar, bahan pelajaran, dan konteks terkait dengan skenario pembelajaran yang meliputi tahap kontak, kuriositi, elaborasi, nexus, dan evaluasi; (3) secara umum, kemampuan siswa pada keseluruhan aspek literasi sains mengalami peningkatan yang termasuk kategori sedang dan tingkat perkembangan kemampuan literasi sains yang terjadi pada kelompok tinggi, sedang dan rendah umumnya berbeda secara signifikan; dan (4) umumnya siswa memberi tanggapan yang positif terhadap model pembelajaran yang dikembangkan.
KONSEPSI CALON GURU BIOLOGI TENTANG IPA, BELAJAR, DAN MENGAJAR Rustaman, Nuryani; Widodo, Ari
Jurnal Pengajaran MIPA Vol 2, No 1 (2001): JPMIPA: Volume 2, Issue 1, 2001
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v2i1.34895

Abstract

A study for one semester in Teaching learning strategy course was carried out to get the profile of biology student teachers conception about science, learning, and science teaching, as we know that constructivist paradigm in education is not just studied as a theory, but needs to be implemented in real teaching learning processes. A number of Biology education students (n =29) were involved as subjects. Their free essay were used as source and were organized through coding and then recoding using specific program (NUD.IST). It was found that there are five categories for their conception about science (i.e. study about nature, collection of knowledge or concepts, research method, the single truth, to worship their Creator); five categories their conception about learning (i.e. changing process, knowledge improvement, conceptual change, thinking process, interaction with environment); and three catagories for their conception about  science teaching (i.e. as fasilitating, knowledge transfer, interaction between teacher and students). Most of biology students have more than one conception (two or three), but none of them has a complete conception about science, learning and science teaching.  Biology student teachers conception about teaching (mostly as knowledge transfer) is paralel with their conception about science (mostly as study about nature) and about learning (mostly as knowledge improvement).  These findings give implication to their supervisor to pay attention more seriously on the students conception abot science, learning, and teaching. Because the way they teach will be influenced by their conception about those things. One suggestion to handle is by giving the student teachers to express their opinion about those things so that they are aware to other conceptions and in turn they will be aware to accept (and apply) conception based on constructivist reference or paradigm.
MENINGKATKAN KEMAMPUAN KOMUNIKASI DAN DISPOSISI MATEMATIK SISWA SEKOLAH MENENGAH ATAS MELALUI PEMBELAJARAN GENERATIF Isnaeni, Isnaeni; Maya, Rippi
Jurnal Pengajaran MIPA Vol 19, No 2 (2014): JPMIPA: Volume 19, Issue 2, 2014
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v19i2.36175

Abstract

ABSTRAKPenelitian ini merupakan suatu kuasi eksperimen berdesain pretes-postes kelompok kontrol dengan tujuan menelaah kemampuan komunikasi, dan disposisi matematik siswa melalui pembelajaran generatif. Laporan ini adalah bagian dari penelitian tesis dengan subyek penelitian sebanyak 70 siswa kelas X dari satu SMA Negeri di Cimahi. Instrumen penelitian terdiri dari satu tes uraian komunikasi matematik, dan satu skala disposisi matematik. Penelitian menemukan bahwa kemampuan komunikasi siswa yang memperoleh pembelajaran generatif mencapai mutu yang cukup baik dan itu lebih baik daripada mutu siswa yang memperoleh pembelajaran konvensional. Namun penelitian ini juga menemukan tidak ada perbedaan disposisi matematik siswa pada kedua pembelajaran dan disposisi matematik siswa telah tergolong cukup baik. Selain itu, penelitian ini juga menemukan terdapat asosiasi antara kemampuan komunikasi matematik, dan disposisi matematik, serta siswa menunjukkan persepsi yang baik terhadap pembelajaran generatif. ABSTRACTThis paper reported the findings from a pretest-postest experimental control group design conducted in 2014 by using generative teaching-learning to investigate students’ mathematical communication ability and mathematical disposition. This report was a part of a master thesis that involved 70 tenth grade students from a senior high school in Cimahi. The instruments of the study were an essay mathematical communication test, a mathematical disposition scale, and a students’ perception toward generative teaching-learning scale. The study found that in terms of mathematical communication ability, the grade of students taught by generative teaching-learning was better than the grade of students taught by conventional teaching. However, in terms of mathematical disposition there were no grades difference between students taught by generative teaching-learning and students taught by conventional teaching, and those grades were fairly good. Moreover, students’ perception to generative teaching-learning was good and there was association between mathematical communication and mathematical disposition.
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.
PENGGUNAAN MEDIA KOMPUTER DALAM PERKULIAHAN MEKANIKA BERDASARKAN MODEL PEMBELAJARAN PEMECAHAN MASALAH BERBASIS KONSEP Padri, I Made
Jurnal Pengajaran MIPA Vol 3, No 1 (2002): JPMIPA: Volume 3, Issue 1, 2002
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v3i1.34970

Abstract

This paper is the result of tried out of innovation in Mechanics course with problem solving teaching-learning model based on concept by using computer, conducted in DUE Like project at Physics Department of FPMIPA UPI in academic year 2002/2003.In principle, the objective of this innovation is to improve the student role (student centred) in attending Mechanics course, which in turn will improve the quality of the student learning result.Concretely, the main point of the implementation of this learning model in Mechanics course includes:Group discussion in finding and solving problem, based on problem and concept structure that presented in handout.Presentation the result of group discussion to get comments from all students.Strengthening and completing  the discussion result by lecturer using computer media.Tutorial to guide students in finishing some problems taken from textbook.Derived from the average score and the percent of the success student in each examination, it can be concluded that the usage of problem solving teaching- learning model based on concept by using computer media, significantly can improve the student learning result, compared to the result of the same course when it is just using OHP. While from the answer of the questioner which just returned by 50% students, generally stated that the teaching-learning model and the media used in Mechanics lecture are good enough, even though there is an impression that the students found difficulty in learning alone which based on textbook and handout. It happened, may be, because of the previous learning style which is teacher-centred.
PENINGKATAN KEMAMPUAN KONEKSI MATEMATIS SISWA SMP MELALUI PEMBELAJARAN INKUIRI MODEL ALBERTA Badjeber, Rafiq; Fatimah, Siti
Jurnal Pengajaran MIPA Vol 20, No 1 (2015): JPMIPA: Volume 20, Issue 1, 2015
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v20i1.36192

Abstract

ABSTRAKPenelitian ini didasarkan pada kenyataan bahwa terdapat permasalahan masih rendahnya kemampuan koneksi matematis siswa. Tujuan penelitian ini adalah untuk mengkaji peningkatan kemampuan koneksi matematis siswa yang memperoleh pembelajaran inkuiri model Alberta. Penelitian menggunakan nonequivalent control group design. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII salah satu SMP di Kota Palu dan sebagai sampel dipilih siswa dari dua kelas dengan menggunakan teknik purposive sampling untuk dijadikan sebagai kelas eksperimen dan kelas kontrol. Kelas eksperimen diberi pembelajaran inkuiri model Alberta dan kelas kontrol pembelajaran konvensional. Instrumen dalam penelitian ini adalah tes kemampuan koneksi matematis dan lembar observasi. Hasil penelitian menunjukkan bahwa peningkatan kemampuan koneksi matematis siswa yang memperoleh pembelajaran inkuiri model Alberta lebih baik daripada siswa yang memperoleh pembelajaran konvensional.ABSTRACTThis research was conducted based on the fact that there was a lack in student’s mathematical connection ability. The aim of this research was to examine the enhancement of student’s mathematical connection ability by Alberta model inquiry learning. This research used nonequivalent control group design. Population of this research was all eighth-grade students at one of the junior high schools in Palu, and the samples were two classes selected by using purposive sampling technique, in which they were used as an experimental class and control class. The experimental class was treated by Alberta Model inquiry learning and control class by conventional learning. Instruments used in this research were mathematics connection ability test and observation sheet. Results showed that student’s mathematical connection ability enhancement in students received Alberta model inquiry learning was better than students who received conventional learning.
PROFIL PROGRAM CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD) GURU BIOLOGI DI WILAYAH JAWA BARAT DALAM UPAYA MENINGKATKAN KUALITAS PROFESI Rahmat, Adi; Amprasto, Amprasto; Riandi, Riandi; Saefudin, Saefudin; Sutarno, Nono
Jurnal Pengajaran MIPA Vol 16, No 1 (2011): JPMIPA: Volume 16, Issue 1, 2011
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v16i1.36006

Abstract

A study on the profile of the continuous professional development (CPD) program of biology teacher in West Java has been done descriptively since March until November 2010. The study was aimed to obtain several information about professional activities have been being followed by biology teachers in West Java. This information was then used to draw CPD profile conducted by biology teachers in an effort to enhance their competencies and their professional quality. Respondents of the study were biology teachers qualified to follow teacher certification and employing in senior high schools of 11 cities in West Java. Information about perceptions of the teacher on teacher improvement programs, the forms of the professional activities of the teacher and the sources supporting the teacher to follow those activities were collected using questionaire. The result shown that biology teachers in West Java had good perception on improving the quality of the teacher and there are eight forms of professional activity which were followed by biology teachers in West Java in an effort to enhance their own professional quality. The seven forms of professional activities were Education and Training (Diklat), Workshop, Seminar, writing teaching material, visiting scientific institutions, doing research, writing and publishing article and/or a textbook. Three out of those seven forms of professional activity had high teacher involvement scale, which indicated that they were preferred by biology teacher. The three forms professional activities were Education and Training, Seminar, and Workshop. However, the number of each professional activity followed by teacher in the last three years was very low (less than one activity each year) due to several reasons. The four main reasons were no permission from school principal interconnecting with teacher task in the school, distance to the place of professional activities, financial, and teacher family.

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