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Jurnal Pengajaran MIPA
Published by Universitas Pendidikan Indonesia
ISSN : 14120917     EISSN : 24433616     DOI : -
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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 419 Documents
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PENERAPAN MODEL SIKLUS BELAJAR 5E TERHADAP PEMAHAMAN KONSEP BIOLOGI UMUM DAN KEMAMPUAN APLIKASI SAINS MAHASISWA PENDIDIKAN BIOLOGI Kurniati, Tuti
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.v20i1.36200

Abstract

ABSTRAKPergeseran paradigma pendidikan dan perkuliahan menyebabkan perkuliahan mulai mengarah pada konstruktivistik, yaitu perkuliahan yang berpusat pada mahasiswa (student-centered). Siklus Belajar 5E (learning cycle) merupakan salah satu model perkuliahan yang berbasis konstuktivistik yaitu perkuliahan yang menekankan bahwa mahasiswa sendirilah yang akan membangun pengetahuannya. Penelitian ini bertujuan untuk mengetahui perbedaan pemahaman konsep dan kemampuan aplikasi sains mahasiswa antara kelas yang menggunakan Model Siklus Belajar 5E dibanding kelas kontrol pada perkuliahan Biologi Umum. Metode penelitian yang digunakan dalam penelitian ini adalah kuasi eksperimen dengan pendekatan kuantitatif melalui uji-t sampel berpasangan (paired sample t-test). Hasil penelitian ini menunjukkan bahwa terdapat perbedaan pemahaman konsep dan kemampuan aplikasi sains yang signifikan antara kelompok yang menggunakan Model Siklus Belajar 5E dibanding kelas kontrol. Rata-rata skor postes pemahaman konsep dan kemampuan aplikasi sains mahasiswa di kelas yang menggunakan Model Siklus Belajar 5E lebih tinggi dibandingkan kelas kontrol.ABSTRACTA shift in education and lectures paradigm leads to a constructivistic lectures, i.e. lectures that are more students-centered. Learning cycle is one of the lecturing models based on constructivist aspect which emphasizes that students themselves will create their knowledge. The purpose of this study was to know differences in students’ concept understanding and science application ability between students using learning cycle model and control class in general biology lecture. The method used in this study was quasi-experimental study with quantitative approach through paired sample t-test. Results showed that there were significant differences in concept understanding and science application ability between students using learning cycle model and control class. The average concept understanding and science application ability score for students using learning cycle model was higher than that of control class.
PEMBELAJARAN BERBASIS PROYEK UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KREATIF MAHASISWA Fatmawati, Baiq
Jurnal Pengajaran MIPA Vol 16, No 2 (2011): JPMIPA: Volume 16, Issue 2, 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.v16i2.36015

Abstract

ABSTRAK Penelitian ini bertujuan untuk meningkatkan keterampilan berpikir kreatif dan mengetahui kemampuan berpikir kreatif mahasiswa melalui pembelajaran berbasis proyek pada perkuliahan mikrobiologi. Penelitian difokuskan pada kegiatan merancang proyek pada topik fermentasi. Penelitian dilakukan di sebuah perguruan tinggi di Lombok terhadap mahasiswa pendidikan biologi semester V (n=34 orang). Data dikumpulkan menggunakan tes berpikir kreatif dengan cara mengisi komponen-komponen rancangan yang meliputi permasalahan, solusi-solusi alternatif, tujuan dan cara kerja. Hasil penelitian menunjukkan bahwa terjadi peningkatan berpikir kreatif mahasiswa dalam menjawab soal-soal yang diberikan dengan Ngain sebesar 0,52. Kemampuan berpikir kreatif mahasiswa sebagian besar (50%) dikategorikan ke dalam kategori sedang, sebagian kecil kategori rendah (23,5%) dan tinggi (26,5%).Kata kunci: pembelajaran berbasis proyek, berpikir kreatif, mikrobiologiABSTRACT The purpose of this study was to increases creative thinking skill and to know creative thinking ability of prospective biology teachers‟ through project based learning at microbiology. This research was focused on creative thinking in designing activity process on fermentation topic. The study involved a number of prospective teachers of the fif th semester from a university in Lombok (n=34). Data was collected using creative thinking test by filling the designing components (included problem, solutions, purpose and procedure). The study resulted in that there was increasing of creative thinking of biology prospective teachers with N gain 0,52. The creative thinking ability of prospective biology teachers could be categorized into low (23,5%), medium (50%), and high (26,5%) categories.Keywords: project based learning, creative thinking, microbiology
PEMBELAJARAN BIOLOGI KONSEP SISTEM PENCERNAAN MAKANAN DALAM KEGIATAN LESSON STUDY DI SMP NEGERI 1 PASEH Rustin, Intang; Eka Y, Dyah; Sukarsih, Engka; Trisnayanti, Leni; Marliana, Nina; Sriyani, Sriyani; Kasmanah, Kasmanah; Mariyam, Iyam; Siswandi, Ade; Maryana, Tata; Sudiman, Maman; Patran, Encang; Dahria, Totoy; Rochintaniawati, Diana; Hamdiyati, Yanti
Jurnal Pengajaran MIPA Vol 8, No 1 (2006): JPMIPA: Volume 8, Issue 1, 2006
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v8i1.35153

Abstract

Kegiatan lesson study di SMP Negeri 1 Paseh dilaksanakan pada tahun pelajaran 2006/2007. Kegiatan ini diikuti oleh kalangan guru IPA Kabupaten Sumedang beserta team ahli dari dosen FPMIPA-UPI. Kegiatan dilaksanakan dalam tiga tahap: perencanaan, implementasi, dan refleksi. Implementasi kegiatan  dilaksanakan pada hari Sabtu, 2 Desember 2006. Untuk bidang studi biologi, konsep yang diambil adalah Sistem Pencernaan Makanan pada sub konsep Uji Kandungan Bahan Makanan. Metode yang digunakan adalah metode eksperimen. Implementasi kegiatan ini dilaksanakan pada kelas VIII-F dengan jumlah siswa 38 orang, yang dibagi ke dalam 6 kelompok. Secara umum kegiatan lesson study ini membawa pengaruh yang cukup besar dalam upaya peningkatan profesionalisme guru dalam merancang, melaksanakan, dan mengevaluasi pembelajaran. Kegiatan ini hendaknya tidak hanya dilakukan pada saat ada pembimbing dari UPI, melainkan diimplementasikan dalam kegiatan belajar sehari-hari untuk setiap sekolah, baik untuk satu bidang studi saja ataupun antar bidang studi.
PENGEMBANGAN PERANGKAT PEMBELAJARAN BIOLOGI BERBASIS METAKOGNITIF UNTUK MELATIHKAN KETERAMPILAN BERPIKIR REFLEKTIF SISWA SMA Yasir, Mochammad; Ibrahim, Muslimin; Widodo, Wahono
Jurnal Pengajaran MIPA Vol 20, No 2 (2015): JPMIPA: Volume 20, Issue 2, 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.v20i2.36240

Abstract

ABSTRAKPenelitian ini bertujuan untuk menghasilkan dan mengimplementasikan perangkat pembelajaran Biologi berbasis metakognitif. Pengembangan perangkat pembelajaran menggunakan model 4-D, meliputi tahap pendefinisian (Definition), perancangan (Design), dan pengembangan (Develop), sedangkan tahap penyebaran (Disseminate) tidak dilakukan karena penelitian ini tergolong penelitian pengembangan. Penelitian dilakukan di salah satu Sekolah Menengah Atas (SMA) Negeri di Jawa Timur. Observasi, angket, dan tes digunakan untuk mengumpulkan variasi informasi selama implementasi perangkat pembelajaran. Hasil penelitian menunjukkan perangkat pembelajaran ini valid, praktis, dan efektif untuk melatihkan keterampilan berpikir reflektif. Terdapat hambatan yang ditemui selama implementasi perangkat pembelajaran. Beberapa siswa bingung akan tugas dan strategi belajar baru, dan belum terbiasa mengoreksi dan mengakui kesalahan diri sendiri. Alternatif solusi yang diberikan dengan memberikan pengarahan dan informasi kepada siswa tentang pembelajaran menggunakan strategi metakognitif dengan harapan siswa lebih mudah dalam mengikuti pembelajaran, memberikan bimbingan untuk melatih keterampilan berpikir reflektif, dan membuat analogi yang mudah dipahami siswa. ABSTRACTThe aim of this research was to develop and implement biology learning materials based on metacognitive strategy. The learning material was developed by using 4-D model, including the Definition, Design, Develop phase, whereas the Disseminate phase was not conducted because this research is classified as the development research. This research was conducted in one of the senior high schools in East Java. Validating, observing, and giving questionnaire were implemented to collect various information during implementation of the learning materials. The findings from this research showed that the learning materials are valid, practical, and effective in empowering students both in terms of attention and learning outcomes. There were several obstacles occurred during the implementation of the learning materials, i.e. students were confused of new task and learning strategy and were not accostumed in correcting and acknowledged their own mistakes. Alternative solutions were given by providing guidance and information to students about learning using metacognitive strategy, so that students were expected to follow the learning with ease, as well as to train their reflective thinking skill and using an analogy which easier to understand.
ANALISIS KEMAMPUAN DAN KESULITAN SISWA SMP DALAM MENYELESAIKAN SOAL BILANGAN MODEL TIMSS Dominikus Arif Budi Prasetyo; Marcellinus Andy Rudhito
Jurnal Pengajaran MIPA Vol 21, No 2 (2016): JPMIPA: Volume 21, Issue 2, 2016
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v21i2.44264

Abstract

Bilangan adalah konsep penting dalam matematika dan merupakan salah satu materi yang diujikan dalam studi TIMSS. Salah satu upaya untuk meningkatkan kemampuan siswa dalam menjawab soal bilangan TIMSS ada-lah dengan mengembangkan soal bilangan model TIMSS. Penelitian ini menyelidiki kemampuan dan kesulitan siswa dalam menjawab soal bilangan model TIMSS dengan 31 siswa di salah satu SMP di Jawa Tengah seba-gai sampel. Kemampuan siswa dalam menyelesaikan soal bilangan model TIMSS diukur melalui tes dengan 32 soal pilihan majemuk, sedangkan kesulitan yang dialami siswa ketika mengerjakan soal tes digali melalui lembar komentar siswa. Rerata nilai tes menunjukkan bahwa kemampuan siswa untuk semua ranah konten dan kognitif tergolong sedang. Kesulitan yang dialami siswa dalam menjawab soal bilangan model TIMSS mi-salnya tidak memahami maksud soal maupun kesalahan dalam mengubah bentuk pecahan dan melakukan per-hitungan. Hasil mengindikasikan bahwa selain belum memiliki pemahaman yang mendalam tentang materi bi-langan, siswa juga belum memiliki kesempatan yang memadai untuk melatih kemampuan dalam menjawab so-al model TIMSS.ABSTRACT Numbers is an important concept in mathematics and one of the tested materials in TIMSS’s study. One of the efforts to increase students’ ability in solving TIMSS numbers questions is by developing TIMSS model-num-bers questions. This current research investigated students’ ability and difficulties in solving TIMSS model-numbers questions, with 31 students in one of junior high schools in Central Java as a sample. Students’ ability in solving TIMSS model-numbers questions was measured by test with 32 multiple choice questions, whereas students’ difficulties when solving those questions were explored by students’ comment sheet. Mean test score indicates that students' ability for all content and cognitive domains was moderate. Difficulties experienced by students in solving TIMSS model-numbers questions were misunderstood the meaning of the questions or er-ror in changing fractional forms and making calculations. The results indicated that in addition to having no deep understanding of numbers, students’ opportunity to train their ability in solving TIMSS model-numbers questions was still insufficient.How to cite: Prasetyo, D.A.B., Rudhito, M.A. (2016). Analisis Kemampuan dan Kesulitan Siswa SMP da-lam Menyelesaikan Soal Bilangan Model TIMSS, Jurnal Pengajaran MIPA, 21(2), 122-128.
STUDENTS' CRITICAL THINKING OF HEAT AND MATTER Yustika Syabandari
Jurnal Pengajaran MIPA Vol 24, No 1 (2019): JPMIPA: Volume 24, Issue 1, 2019
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v24i1.44691

Abstract

Modern technologies have shaped human lives but technologies that facilitate rapid information sharing can enable misleading information. Thus, it becomes pertinent that man should think critically when presented with daily problems information. This study explored students’ critical thinking when presented with daily problems con-cerning heat and matter, which are prone to misunderstanding. Results suggested that students are moderately critical when presented with daily problems concerning heat and matter. The correlation between each critical thinking element is also discussed.
PENINGKATAN KEMAMPUAN KOMUNIKASI MATEMATIS MELALUI PEMBELAJARAN BERBANTUAN MACROMEDIA FLASH MX Anton Nasrulloh; Widya Dwiyanti
Jurnal Pengajaran MIPA Vol 21, No 2 (2016): JPMIPA: Volume 21, Issue 2, 2016
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v21i2.44266

Abstract

Kemampuan komunikasi matematis adalah kemampuan penting yang harus dimiliki oleh siswa. Pada pene-litian ini, pembelajaran berbantuan program Macromedia flash MX digunakan untuk meningkatkan kemam-puan komunikasi matematis siswa. Selain dalam hal penggunaan software, peran suatu perangkat pendukung tambahan dalam pembelajaran juga diselidiki. Subjek adalah 65 siswa Sekolah Menengah Kejuruan (SMK) yang terbagi menjadi 32 orang siswa pada kelas kontrol (pembelajaran Macromedia flash MX) dan 33 siswa pada kelas eksperimen (pembelajaran berbantuan program Macromedia flash MX yang disertai dengan pe-rangkat pendukung tambahan, MFMX+). Kemampuan komunikasi matematis di evaluasi melalui tes tertulis. Hasil menunjukkan bahwa terjadi peningkatan kemampuan komunikasi matematis baik di kelas kontrol mau-pun kelas eksperimen, meskipun dalam taraf yang berbeda. Siswa di kelas MFMX+ menunjukkan peningkatan kemampuan komunikasi matematis siswa yang lebih baik dibandingkan siswa kelas kontrol. Pembelajaran de-ngan Macromedia flash MX mampu meningkatkan kemampuan komunikasi matematis dan keberadaan pe-rangkat pendukung memaksimalkan manfaat yang dapat diperoleh dari penggunaan Macromedia flash MX.ABSTRACT Mathematical communication ability is an important ability that the students must possess. In this study, learn-ing assisted with Macromedia flash MX was used to increase students’ mathematical communication ability. Aside from the use of software, the role of supporting tools in learning was also investigated. Subjects were 65 Vocational Schools (SMK) students divided into 32 students in control class (learning assisted with Macro-media flash MX) and 33 students in the experimental class (learning assisted with Macromedia flash MX and additional supporting tools, MFMX+). Mathematical communication ability was evaluated through written test. Results showed an increase in mathematical communication ability both in the control and experimental class, albeit to a different degree. Students in MFMX+ class showed a higher mathematical communication ability improvement compared to students in control class. Learning assisted with Macromedia flash MX im-proved mathematical communication ability and supporting tools maximize benefits that can be gained from the use of Macromedia flash MX.How to cite: Nasrullah, A. Dwiyanti, W. (2016). Peningkatan Kemampuan Komunikasi Matematis Melalui Pembelajaran Berbantuan Macromedia Flash MX, Jurnal Pengajaran MIPA, 21(2), 129-134.
PEMBELAJARAN THINK-TALK-WRITE DALAM MENINGKATKAN KEMAMPUAN PEMECAHAN SOAL GEOMETRI Anton Prayitno
Jurnal Pengajaran MIPA Vol 21, No 2 (2016): JPMIPA: Volume 21, Issue 2, 2016
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v21i2.44267

Abstract

Buruknya kemampuan siswa dalam menyelesaikan soal-soal geometri merupakan salah satu permasalahan krusial di bidang pendidikan matematika. Pada penelitian metode campuran ini, strategi pembelajaran ko-operatif Think-Talk-Write digunakan untuk meningkatkan kemampuan siswa kelas VII dalam menyelesaikan soal-soal geometri. Sampel adalah 35 siswa kelas tujuh di salah satu sekolah menengah pertama di Jawa Timur. Instrumen penelitian adalah lembar kerja siswa (LKS), tes tertulis, maupun lembar observasi. Pem-belajaran Think-Talk-Write dilaksanakan dalam dua sesi pembelajaran. Hasil menunjukkan bahwa pembel-ajaran Think-Talk-Write mampu meningkatkan kemampuan siswa dalam menyelesaikan soal-soal geometri, baik soal-soal yang diberikan pada LKS maupun saat tes tertulis. Tahapan-tahapan pada strategi pembelajaran Think-Talk-Write membantu siswa untuk merefleksikan, mengorganisasikan, dan memperbaiki pemahaman-nya sehingga mampu menjawab soal-soal geometri yang diberikan dengan lebih baik. Selain kontribusi dari tahapan-tahapan pembelajaran Think-Talk-Write itu sendiri, guru juga berkontribusi terhadap peningkatan kemampuan menyelesaikan soal-soal geometri khususnya dalam hal mendeteksi dan membimbing siswa untuk mengatasi kesulitan-kesulitan yang mereka alami dalam menyelesaikan soal-soal geometri.ABSTRACT Students’ poor ability in completing geometry questions is one of the crucial problems in mathematics edu-cation. In this mixed method research, Think-Talk-Write cooperative learning was used to enhance seventh-grade students’ ability in completing geometry questions. Samples were 35 seventh grade students in one of junior high school in East Java. Instruments were students’ worksheets (LKS), written test, as well as obser-vation sheets. Think-Talk-Write learning was conducted in two learning sessions. Results showed that Think-Talk-Write learning increased students’ ability in completing geometry questions, both in completing ques-tions in the LKS and in the written test. Steps in Think-Talk-Write learning help the students to reflect, orga-nize, and improve their understanding so that they are able to answer the given geometry questions better. In addition to the contribution of each step in Think-Talk-Write learning itself, teacher also contributed to stu-dents’ improved ability in completing geometry questions, especially in terms of detecting and guiding the students’ to overcome difficulties in completing geometry questions.How to cite: Prayitno, A. (2016). Pembelajaran Think-Talk-Write dalam Meningkatkan Kemampuan Pemeca-han Soal Geometri, Jurnal Pengajaran MIPA, 21(2), 135-141.
UNDERSTANDING MOLECULAR BONDING AND GEOMETRY THROUGH FLIPPED CLASSROOM IMPLEMENTATION Sri Mulyanti; Mutista Hafshah; Nana Misrochah
Jurnal Pengajaran MIPA Vol 26, No 1 (2021): JPMIPA: Volume 26, Issue 1, 2021
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v26i2.32868

Abstract

Understanding molecule bonding and geometry are essential requirements in learning organic chemistry. Studies found that students cannot fully grasp the meaning of these abstract concepts, and pandemic conditions become an added challenge for learning organic chemistry virtually. In this study, We implement flipped classroom model for teaching organic chemistry, particularly for molecule bonding and geometry. Results indicated the benefit of the flipped classroom for students' improved understanding, and advanced analysis for several learning aspects also corroborated this finding.
PEMBELAJARAN INKUIRI DENGAN THINKING MAPS PADA PEMBELAJARAN FISIKA Lia Yulianti; Sentot Kusairi; Nuril Munfaridah
Jurnal Pengajaran MIPA Vol 21, No 2 (2016): JPMIPA: Volume 21, Issue 2, 2016
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v21i2.44268

Abstract

Pembelajaran berbasis inkuiri telah terbukti sebagai jenis pembelajaran yang efektif meskipun penyesuaian masih diperlukan misalnya dengan penggunaan thinking maps sebagai alat pendukung pembelajaran. Tujuan penelitian ini adalah mengembangkan model pembelajaran berbasis inkuiri dengan thinking maps pada pem-belajaran fisika. Model pembelajaran berbasis inkuiri dengan thinking maps dikembangkan dengan model 4D. Penelitian dilaksanakan di tiga SMA di Kota Malang-Jawa Timur. Siswa dibagi menjadi tiga kelas eksperimen dan kontrol. Instrumen yang digunakan adalah tes tertulis dan panduan wawancara. Hasil menunjukkan bahwa siswa yang memperoleh pembelajaran inkuiri dengan thinking maps memperoleh nilai tes yang lebih baik di-bandingkan dengan kelas kontrol. Selain itu, analisis jawaban siswa menunjukkan bahwa siswa memiliki ke-mampuan berpikir tingkat tinggi yang lebih baik dibandingkan dengan siswa di kelas kontrol. Oleh karena itu, pembelajaran inkuri dengan thinking maps efektif untuk digunakan dalam pembelajaran fisika.ABSTRACT Inquiry-based learning has been proven to be one of the effective types of learning although adjustment is still needed, for example by using thinking maps as supplementary learning tool. The purpose of this research was to develop inquiry-based learning model with thinking maps for physics learning. Inquiry-based learning mo-del with thinking maps was developed with 4D model. Research was conducted at three high schools in Malang-East Java. Students were divided into three experimental and control classes. Instruments used were written test and interview guideline. Results showed that students who received inquiry learning with thinking maps achieved better test score than control classes. In addition, students’ answer analysis showed that they al-so have better higher-order thinking skills than students in the control class. Therefore, inquiry-based learning with thinking maps was found to be effective to use in physics learning.How to cite: Yuliati, L., Kusairi, S., Munfaridah, N. (2016). Pembelajaran Berbasis Inkuiri dengan Thinking Maps Pada Pembelajaran Fisika, Jurnal Pengajaran MIPA, 21(2), 142-147.

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