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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.
Arjuna Subject : -
Articles 419 Documents
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BETWEEN FORMAL AND INFORMAL THINKING: THE USE OF ALGEBRA FOR SOLVING GEOMETRY PROBLEMS FROM THE PERSPECTIVE OF VAN HIELE THEORY Al Jupri; Ernawulan Syaodih
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.v21i2.44254

Abstract

This study investigated primary education master program students’ problem solving strategies and their for-mal and informal thinking ability when dealing with geometry problems that require the use of algebra in its solution processes. In order to do so, an explorative study through individual written test, observation, and field notes, involving 47 primary education master program students was carried out. The perspective of Van Hiele theory on the development of geometric thought was used to interpret student formal and informal thinking strategy when dealing with geometry problems. The results showed that more than half of the stu-dents used informal rather than formal algebraic strategies in solving geometry problems; when students used algebraic strategies, their work were imperfect as they still made mistakes in applying the strategies. In the light of Van Hiele theory, it can be concluded that students’ level of thinking are still in between formal and informal thinking when dealing with geometry problems.ABSTRAKPenelitian ini menyelidiki strategi pemecahan masalah mahasiswa program magister pendidikan dasar serta ke-mampuan berpikir formal dan informal mereka ketika menyelesaikan soal geometri yang memerlukan peng-gunaan aljabar dalam proses penyelesaiannya. Untuk mencapai tujuan ini, studi eksploratif melalui tes indi-vidu tertulis, observasi dan catatan lapangan dilakukan dengan melibatkan 47 mahasiswa program magister pendidikan dasar. Teori Van Hiele digunakan untuk menginterpretasi kemampuan berpikir formal dan infor-mal mahasiswa dalam menyelesaikan soal-soal geometri. Hasil penelitian menunjukkan bahwa lebih dari sepa-ruh mahasiswa menggunakan strategi-strategi informal ketimbang strategi-strategi aljabar formal dalam proses penyelesaian soal-soal geometri; ketika mahasiswa menggunakan strategi-strategi aljabar, proses penyelesaian yang mereka lakukan tidak sempurna dan masih melakukan kekeliruan-kekeliruan dalam menerapkan strategi tersebut. Berdasarkan tinjauan teori Van Hiele, dapat disimpulkan bahwa kemampuan berpikir mahasiswa ma-sih berada pada kemampuan antara formal dan informal ketika menyelesaikan soal-soal geometri.How to cite: Jupri, A., Syaodih, E. (2016). Between Formal and Informal Thinking: The Use of Algebra for Solving Geometry Problems from the Perspective of Van Hiele Theory, Jurnal Pengajaran MIPA, 21(2), 108-113.
PENGEMBANGAN MODEL PEMBELAJARAN AKTIF BERBASIS INKUIRI UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS MAHASISWA CALON GURU Saiful Prayogi; Muhali Muhali; Ni Nyoman Sri Putu Verawati; Muhammad Asy’ari
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.v21i2.44269

Abstract

Peran penting guru dalam proses belajar mengajar dan tuntutan abad 21 mendorong program pendidikan calon guru untuk memastikan bahwa seorang calon guru akan dapat melatihkan keterampilan berpikir kritis kepada para siswanya kelak karena keterampilan berpikir kritis adalah keterampilan penting yang dibutuhkan oleh pe-belajar masa depan. Kami mengembangkan model Pembelajaran Aktif Berbasis Inkuiri (ABI) yang diim-plementasikan kepada 34 mahasiswa calon guru fisika di salah satu Lembaga Pendidikan Tenaga Kepen-didikan (LPTK) di Indonesia. Model pembelajaran yang diimplementasikan terbukti dapat meningkatkan ke-terampilan berpikir kritis dan menurunkan jumlah mahasiswa calon guru yang sebelumnya dikategorikan ku-rang kritis. Secara keseluruhan, peningkatan keterampilan berpikir kritis setelah implementasi model pembel-ajaran ABI dikategorikan sedang. Dapat kami simpulkan bahwa sampai taraf tertentu, model pembelajaran ABI yang dikembangkan dapat meningkatkan keterampilan berpikir kritis mahasiswa calon guru fisika.ABSTRACT Teachers’ role in teaching and learning processes as well as 21 century’s demands, prompted pre-service teachers’ education program to ensure that pre-service teachers will be able to train critical thinking skills to their respective students as critical thinking is an important skill needed by future learners. We developed Inquiry-Based Active Learning Model (ABI) which was implemented to 34 Physics pre-service teachers in one of Teacher Training Institution (LPTK) in Indonesia. The implemented learning model was able to increase critical thinking skills and decreased the number of pre-service teachers previously categorized in a less critical category. In overall, critical thinking skills enhancement after the implementation of ABI learning model is categorized as moderate. We concluded that to some extent, the developed ABI learning model en-hanced physics pre-service teachers’ critical thinking skills.How to cite: Prayogi, S., Muhali, Verawati, N. N. S. P., Asy’ari, M. (2016). Pengembangan Model Pem-belajaran Aktif Berbasis Inkuiri Untuk Meningkatkan Keterampilan Berpikir Kritis Mahasiswa Calon Guru, Jurnal Pengajaran MIPA, 21(2), 148-153.
SIKAP, HARAPAN, DAN PERSEPSI SISWA PADA MATEMATIKA SERTA IMPLIKASINYA TERHADAP KEMAMPUAN REGULASI DIRI Kusaeri Kusaeri; Ekky Dea Henwi Cahyan
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.v21i2.44263

Abstract

Dalam penelitian ini, kami menyusun sebuah model teoritis dan juga menguji secara empiris hubungan antara sikap, harapan, dan persepsi terhadap matematika dengan kemampuan regulasi diri siswa. Data sikap, harapan, persepsi, dan kemampuan regulasi diri siswa diperoleh melalui angket kepada 104 siswa kelas 8 di salah satu SMP Negeri di Surabaya Barat. Data yang diperoleh kemudian dianalisis dengan menggunakan Structural Equation Modeling (SEM) melalui software Lisrel versi 9.2 untuk menentukan hubungan antara variabel-variabel yang diuji. Pemodelan teoritis menunjukkan bahwa harapan dan persepsi berpengaruh langsung pada kemampuan regulasi diri siswa sementara sikap berperan sebagai variabel antara. Nilai kontribusi masing-masing variabel menunjukkan perbedaan tingkat keterkaitan. Hasil uji empiris menunjukkan bahwa sikap dan persepsi berpengaruh secara langsung pada kemampuan regulasi diri siswa, sedangkan harapan tidak berpengaruh langsung. Hubungan antara harapan dan persepsi dengan sikap siswa terhadap matematika dite-gaskan dalam hasil pengujian empiris yang dengan jelas menunjukkan bahwa harapan dan persepsi berkon-tribusi terhadap sikap siswa terhadap matematika.ABSTRACT In this study, we composed a theoretical model as well as empirically tested the relationship between attitude, expectation, and perception towards mathematics with students’ self-regulation ability. Students’ attitude, ex-pectation, perception, and self-regulation ability data were collected from a questionnaire to 104 eight graders in one of public junior high schools in West Surabaya. The collected data were analyzed using Structural Equation Modeling (SEM) by Lisrel Software version 9.2 to determine relationship between the evaluated variables. Theoretical modeling showed that expectation and perception affected students’ self-regulation abil-ity while attitude serves as an intervening variable. The contribution of each variable indicated a different degree of interconnection. Empirical testing suggested that attitude and perception directly affected students’ self-regulation ability, while expectation did not. The connection between expectation and perception with students’ attitude towards mathematics were affirmed in empirical testing results in which it clearly showed that expectation and perception contributed to students’ attitude towards mathematics.
IMPROVING PRESERVICE BIOLOGY TEACHERS’ SPATIAL THINKING IN PLANT ANATOMY COURSE THROUGH FRAMING Ermayanti Ermayanti; Nuryani Y Rustaman; Adi Rahmat
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.v21i2.44271

Abstract

In this study, we reported the implementation of framing in plant anatomy course and how framing improves preservice biology teachers' spatial thinking. Thirty-five preservice biology teachers served as subjects. Spatial thinking were evaluated based on four cognitive processes in spatial thinking: (1) producing representations, (2) maintaining and managing representations in working memory, (3) scanning the representation in working memory, and (4) transforming representations. Results indicated that framing improved preservice biology teachers’ spatial thinking in which all four spatial thinking parameters significantly improved after learning plant anatomy with framing. Framing in a plant anatomy course can improve preservice biology teachers’ spa-tial thinking because questions, guiding sentences, and worked examples aided them in overcoming cognitive stress when engaged in a difficult task.ABSTRAK Dalam studi ini, kami melaporkan implementasi framing dalam mata kuliah anatomi tumbuhan dan bagaimana framing dapat meningkatkan pemikiran spasial calon guru biologi. Tiga puluh lima calon guru biologi menjadi subjek penelitian ini. Keterampilan berpikir spasial dievaluasi berdasarkan empat proses kognitif dalam pemi-kiran spasial: (1) menghasilkan representasi, (2) mempertahankan dan mengelola representasi dalam working memory, (3) memindai representasi dalam working memory, dan (4) mentransformasikan representasi. Hasil penelitian menunjukkan bahwa framing meningkatkan pemikiran spasial calon guru biologi dengan keempat parameter berpikir spasial meningkat secara signifikan setelah pembelajaran anatomi tumbuhan dengan fra-ming. Framing dalam mata kuliah anatomi tumbuhan dapat meningkatkan pemikiran spasial calon guru bio-logi karena pertanyaan-pertanyaan, kalimat-kalimat panduan, serta worked examples membantu mereka dalam mengatasi stres kognitif saat terlibat dalam tugas yang sulit.How to cite: Ermayanti, Rustaman, N.Y., Rahmat, A. (2016). Improving Preservice Biology Teachers’ Spa-tial Thinking in Plant Anatomy Course through Framing. Jurnal Pengajaran MIPA, 21(2), 185-190.
LEARNING RESPIRATORY SYSTEM THROUGH MULTIPLE REPRESENTATION: CHALLENGE TO ENHANCE REASONING SKILL Alin Rizki Pratami
Jurnal Pengajaran MIPA Vol 27, No 1 (2022): JPMIPA: Volume 27, Issue 1, 2022
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v27i1.38938

Abstract

This study examines the impact of implementing multiple representation method in responding to the challenge of learning science specifically in relation to enhancing students’ reasoning skill. Pre-experimental method was applied to obtain research data from participants consisted of 8th grader students at a private junior high school in Bandung, Indonesia. The effect on reasoning skill was studied from students’ arguments in answering question related to respiratory system. The arguments were then analyzed by the completeness of argument component, level of argument, and quality of argument referring to Toulmin’s argumentation pattern (TAP). The findings show that students experienced significant improvement in reasoning skill expressed in their arguments. The improvement was evident in the higher argument level and better argument quality achieved by students after the implementation of multiple representation method. In relation to quality of argument, the overall quality of argument shifted from the domination of weak arguments to the domination of strong arguments. Additionally, the use of multiple representation in learning assists students to be able to use various forms of information such as graphics, visual images, tables, scientific formula, and written expression in explaining concepts.
HOW DO STUDENTS THINKING PROCESS IN SOLVING THE VISUALLY REPRESENTED QUESTIONS? Beatric Videlia Remme'; Lusiana Delastri
Jurnal Pengajaran MIPA Vol 27, No 2 (2022): JPMIPA: Volume 27, Issue 2, 2022
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v27i1.40508

Abstract

Problems that are represented visually can develop students' relational and logical understanding. Relational and logical understanding in geometry learning can reinforce certain relationships and develop cognitive functions, such as knowledge construction. In the process of constructing knowledge and constructing problem solving requires students' thinking processes. This study aims to describe students' thinking processes in solving problems that are represented visually. The thought process is based on reflective abstraction. The type of research that is appropriate to achieve these objectives is qualitative. The research subjects are 4 students who have studied the material of flat shapes. The results showed that the concepts represented visually could inspire various ideas in solving problems. In solving problems, the thinking process based on reflective abstraction depends on the history of the solver's knowledge. The mental mechanisms that occur when solving problems with visual representations are interiorization, coordination and encapsulation. Concepts presented using visual representations can increase in-depth understanding, but can also be a source of misconceptions for students. Error answers obtained are the result of misconceptions about concepts/information that have been interiorized into concepts presented using visual representations.
ANALYSIS ON THINKING SKILL: COGNITIVE LOAD MANAGEMENT IN CONNECTED INTEGRATED LEARNING Anna Fitri Hindriana; Handayani Handayani; Ina Setiawati
Jurnal Pengajaran MIPA Vol 25, No 2 (2020): JPMIPA: Volume 25, Issue 2, 2020
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v25i1.33217

Abstract

Connected learning on Plant Structure and Function Couse aims to increase students thinking skills. This integrated learning is needed during information processing when students receiving information with high element interactivity which leads to high level of cognitive load. In other words, this connected integrated learning is necessary to decrease students cognitive load when receiving information. This study, furthermore, utilizes correlational method with 21 students enrolling in Plant Anatomy and Plant Physiology Courses as research subjects. The data collection was completed quantitatively and qualitatively. The qualitative data was collected from students answers in indentifying structure of plant organ while quantitative data was collected from information analysis skill test in form of essay question. The findings show that majority of students have good ability in identifying plant organ structure while their information analysis skill is categorized as very good. Moreover, students feel easiness in receiving information about relation between plant structure and function using connected integrated learning.
THE INFLUENCE OF MINI-RESEARCH LEARNING ON HIGH SCHOOL STUDENTS' COMMUNICATION SKILLS AND PROBLEM-SOLVING ABILITIES Bambang Ekanara; Suroso Mukti Leksono; Sri Yulianingsih; Ilma Riksa Isfiani
Jurnal Pengajaran MIPA Vol 26, No 2 (2021): JPMIPA: Volume 26, Issue 2, 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.v26i2.33196

Abstract

This study aims to determine the effect of mini-research learning on the communication skills and problem solving abilities of high school students on the concept of ecosystems. The method used in this research is a quasi-experimental method. The population of the study was 10th grade students high school of Pandeglang, Banten. Cluster random sampling was used in this research to fulfil each single treatment and control group. The instruments used in this research were report assessment sheets, test descriptions, and observation sheets. T-test was used to determine mean difference between the control group and the treatment group with α = 0.05. Based on the research results for communication skills, the control group got an average of 50.45 and treatment group got an average of 69.05 with a t-test significance level of 0.00 0.05 (α = 0.05), which means that there is an effect of mini-research learning on students' communication skills. Whereas for the aspect of students 'problem-solving abilities in the control group, it was obtained an average of 43.95 and treatment group was 63.97 with a t-test significance level of 0.00 0.05 (α = 0.05) which means that there is also an effect of mini-research learning on aspects of students' ability to solve problem. Thus it can be concluded that mini-research learning has an influence on students 'communication skills and students' problem-solving abilities.
NEEDS ANALYSIS OF CIMAHI AND WEST BANDUNG DISTRICT ELEMENTARY TEACHERS IN DEVELOPING SCIENCE CURRICULUM AND TEACHING SCIENCE Diana Rochintaniawati
Jurnal Pengajaran MIPA Vol 17, No 2 (2012): JPMIPA: Volume 17, Issue 2, 2012
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v17i2.36076

Abstract

ABSTRAKStudi penilaian kebutuhan guru SD dalam mengembangkan kurikulum ilmu dan ilmu mengajar bertujuan untuk mengidentifikasi pengetahuan sekolah dasar dan keterampilan yang dibutuhkan oleh guru dalam rangka untuk membangun rencana pelajaran dan mengajar sains di sekolah dasar. Penelitian deskriptif dan pendekatan korelasi yang digunakan untuk analisis data yang melibatkan 30 guru di Cimahi dan Kabupaten Bandung Barat. Kuesioner, lembar observasi dan dokumen yang digunakan untuk mengumpulkan data. Analisis data menunjukkan bahwa guru-guru SD di Cimahi dan Kabupaten Bandung Barat memiliki latar belakang yang cukup dalam hal derajat dan pengalaman mengajar, tetapi kurang pengalaman dalam in-service training untuk kedua kurikulum SD dan pengajaran sains. Selain itu studi ini menunjukkan guru-guru SD di Cimahi dan Kabupaten Bandung Barat perlu meningkatkan pengetahuan dan keterampilan dalam: pengetahuan kurikulum, isi pengetahuan, pengetahuan pedagogis, pengetahuan isi pedagogi dan mengetahui peserta didik dalam beberapa komponen. Selanjutnya, studi ini menemukan bahwa tidak ada hubungan yang signifikan antara guru pendidikan, 'pengalaman mengajar dan guru latar belakang guru keterlibatan dalam pelatihan guru atau lokakarya dengan kinerja guru dalam mengajar ilmu pengetahuan dan mengembangkan rencana pelajaran. Prioritas kebutuhan guru adalah mengembangkan pemahaman guru terhadap sifat ilmu pengetahuan sebagai proses, produk dan nilai serta perencanaan dan pelaksanaan pembelajaran sains berdasarkan keterampilan proses sains.ABSTRACTStudy of elementary school teachers‟ needs assessment in developing science curriculum and teaching science aims to identify elementary school knowledge and skill needed by teacher in order to construct lesson plan and to teach science in elementary school. Descriptive study and correlation approach are used for the data analysis involving 30 teachers in Cimahi and West Bandung District. Questionnaires, observation sheet and document were used to collect the data. Data analysis reveals that elementary school teachers in Cimahi and West Bandung District have sufficient background in term of degree and teaching experience, but lack experience in in-service training for both elementary curriculum and science teaching. Moreover the study reveals those elementary school teachers in Cimahi and West Bandung District need to improve knowledge and skills in: curriculum knowledge, content knowledge, pedagogical knowledge, pedagogical content knowledge and knowing of learners in some component. Further, the study found that there were no significant correlation among teacher educational background, teachers‟ teaching experience and teachers‟ involvement in teacher training or workshop with teacher performance in teaching science and developing the lesson plan. The priority of teachers‟ need is developing teacher understanding to nature of science as a product, process and value as well as planning and conducting science teaching based on science process skill.
THE CHANGES OF STUDENTS’ MATHEMATICAL HABIT OF MIND IN ONLINE LEARNING Widyastuti Widyastuti; Santy Setiawati; Mella Triana; Bambang Sri Anggoro; Muhammad Ferdiansyah; Suherman Suherman; Widia Ayu Juhara
Jurnal Pengajaran MIPA Vol 25, No 2 (2020): JPMIPA: Volume 25, Issue 2, 2020
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v25i2.33361

Abstract

The Covid-19 pandemic has forced changes in learning from preliminary education to higher education. The preferences of blended learning strategies at the beginning of the pandemic period and online learning for one semester had an impact on various aspects of student competences. For this reason, quantitative research was conducted which aims to describe changes in mathematical habit of mind as one of the competencies in students' thinking abilities. The population of this research was all students of mathematics education Lampung University in academic year 2020/2021. 73 students had been chosen randomly as the research sample. The research instruments were the questionnaire of mathematical habit of mind, questionnaire response of online learning implementation and interview guidelines. Based on data analysis, it can be concluded that there was no significant improvement on students’ mathematical habit of mind, after one semester of implementation fully online learning. To provide positive changes to MHoM students in online learning settings, complete and complete learning resources and synchronous communication patterns with adaptive and spontaneous feedback are needed.

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