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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 419 Documents
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SCAFOLDING AS A TOOL TO DEVELOP PRE SERVICE TEACHERS’ SCIENTIFIC THINKING ABILITY Rahman, Taufik
Jurnal Pengajaran MIPA Vol 22, No 2 (2017): JPMIPA: Volume 22, Issue 2, 2017
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v22i2.11033

Abstract

Scaffolding is a necessary process to achieve learners potential ability. This study depicts the importance of scaffolding in achieving scientific thinking ability. Subjects were 24 pre-service teachers enrolled in Teacher Professional Development Program. Results showed that pre-service biology teachers’ average scientific thinking ability was categorized as low and scaffolding was greatly needed to serve as a tool to enhance pre-service biology teachers’ scientific ability. Scaffolding scheme for Teacher Professional Development Program is proposed.
TRANSFORMING TRAINING INTO PRACTICE: TEACHER PROFESSIONAL DEVELOPMENT PARTICIPANTS’ CLASSROOM PRACTICE IN APPLYING THEMATIC LEARNING FOR TEACHING ENVIRONMENTAL ISSUES Marisa Christina Tapilouw; Harry Firman; Sri Redjeki; Didi Teguh Chandra
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.v24i1.17073

Abstract

Teacher Professional development or TPD is a program that develops teachers’ competency to teach. This study observed how teachers who previously completed the TPD program applied thematic learning for teaching environmental issues. Classroom practice of five junior high school teachers who recently completed 32 hours of TPD was observed. Classroom observation suggested that classroom activity was varied. Their decision in designing their lesson brings about a difference in their students’ ability to understand and communicate current environmental issues. All teachers use a problem-based learning approach, which they believe to be challenging to implement before participating in TPD.
REPRESENTASI MENTAL SISWA SMA DALAM MEMBACA GAMBAR BIOLOGI Adi Rahmat; Soesy Asiah Soesilowaty; Eni Nuraeni; Yogi Yogi; Imam Nugroho; Meilia Gemilawati
Jurnal Pengajaran MIPA Vol 22, No 1 (2017): JPMIPA: Volume 22, Issue 1, 2017
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v22i1.8384

Abstract

In learning biology, teachers often use visual media, such as diagrams, to help students understand the concept. This study was focused on how students’ mental representation (MR) when they read biological diagrams, either representation convention diagram or spatial isomorphism diagram. The student’s MR was analyzed using a worksheet modified from an MR measurement model of CNET protocol. This model involves three main components of the MR’s working memory: causal network, probability parameter, and utility parameter. Ninety 11th grade students of a senior high school in Bandung voluntarily involved in this study. Only 59 students, however, performed the worksheet completely. The result revealed that each student gave a different pattern of MR either when he/she read convention or spatial diagram. These differences could be traced since the student decides and orders the information elements and makes a causal network. Based on this result, we suggest that this method of MR analysis using a worksheet can be used to understand how student’s working memory works on MR building when they read a diagram. Understanding how the student can construct MR is a necessary platform to provide appropriate visual media that will help the student improve their learning achievement.
PRE SERVICE BIOLOGY TEACHERS’ ARGUMENTATION SKILLS IN ANIMAL PHYSIOLOGY LABORATORY Amin, Astuti Muh.
Jurnal Pengajaran MIPA Vol 22, No 2 (2017): JPMIPA: Volume 22, Issue 2, 2017
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v22i2.8696

Abstract

Empowering argumentation skills is very important to improve the quality and complexity of students’ knowledge. An individual’s conceptual understanding and reasoning can be evaluated from his/her ability to provide either written or spoken arguments. This study was conducted to examine the pre-service biology teachers’ argumentation skills with 142 pre-service biology teachers from South Sulawesi as research subjects. Based on Toulmin Argumentation Pattern rubric, pre-service biology teachers’ argumentation skills were categorized as low. It is necessary to improve the quality of the pre-service biology teachers’ argumentation skills such as by implementing a particular learning model or strategy.
BUTTERFLY HOUSE AS A GENETIC LEARNING MEDIA Halimah, Mimi
Jurnal Pengajaran MIPA Vol 24, No 2 (2019): JPMIPA: Volume 24, Issue 2, 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.v23i2.15476

Abstract

Implementation of a good learning process should use appropriate learning media and can support contextual learning, and one such medium is a butterfly house. The research method is quasi-experiment. The result of the research shows that there is an increase of student learning result of biology teacher candidate using butterfly house as a medium of learning in Genetics course significantly in the medium category. This increase is not in the high category because there are many technical obstacles in the process of preserving butterflies, but these are the technical constraints that make the process of solving the problem in maintaining butterflies can be honed. Thus the use of butterfly house as a learning medium of Biology is to bridge the difficulty of studying butterflies in the wild and lack of study of butterflies using the media animation.
THE DEVELOPMENT OF MATHEMATICAL PROBLEM SOLVING MODEL WITH CONFLICT COGNITIVE STRATEGY FOR ENHANCING ANALYTICAL DECISION MAKING ABILITIES Mirawati, Baiq; Asy'ari, Muhammad; Sukarma, I Ketut; Dharmawibawa, Iwan Doddy
Jurnal Pengajaran MIPA Vol 24, No 1 (2019): Jurnal Pengajaran MIPA - April 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.v24i1.13970

Abstract

This study aims to develop a model of Mathematical Problem Solving with Conflict Cognitive Strategies to facilitate students’ analytical decision making ability. This research is a development research that will produce a model of learning i.e. the model of Mathematical Problem Solving with Conflict Cognitive Strategies along with its devices that valid, practical, and effective to facilitate students’ analytical decision making ability. The results show that the model and supporting devices developed stated: (1) valid (3.0 V£ 4.0); (2) practical (score 3.75 with reliability 98.44%); and (3) effective (n-gain = 0.59; p 0.05) to facilitate students’ analytical decision making ability. Based on these results it can be concluded that the models of Mathematical Problem Solving with Conflict Cognitive Strategy and its supporting device is declared valid, practical, and effective to facilitate students’ analytical decision making ability. AbstrakPenelitian ini bertujuan untuk mengembangkan model Mathematical Problem Solving dengan Strategi Konflik Kognitif untuk melatihkan kemampuan analytical decision making mahasiswa. Penelitian ini merupakan penelitian pengembangan yang akan menghasilkan produk model pembelajaran yaitu model Mathematical Problem Solving dengan Strategi Konflik Kognitif dan perangkat yang valid, praktis dan efektif untuk melatihkan kemampuan analytical decision making mahasiswa. Hasil yang penelitian menunjukkan bahwa model pembelajaran dan perangkat pendukung yang dikembangkan dinyatakan: (1) valid baik secara isi maupun konstruk (3,0 V£ 4,0); (2) praktis (skor 3.75 dengan reliabilitas 98.44%); dan (3) efektif (n-gain= 0.59; p 0.05) untuk melatih kemampuan analitycal decision making mahasiswa. Berdasarkan hasil tersebut dapat disimpulkan bahwa model Mathematical Problem Solving dengan Strategi Konflik Kognitif beserta perangkat pendukung model dinyatakan valid, praktis, dan efektif untuk melatihkan kemampuan analytical decision making mahasiswa. Key words: validity, practicality, effectiveness, model of mathematical problem solving with conflict cognitive strategies, analytical decision making.
ANALISIS KEMAMPUAN BERPIKIR KRITIS SISWA MELALUI PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING Sumarni, Woro; Mahatmanti, F.Widhi
Jurnal Pengajaran MIPA Vol 23, No 2 (2018): JPMIPA: Volume 23, Issue 2, 2018
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v23i2.12369

Abstract

This study aimed to analyze students' critical thinking skills through the implementation of guided inquiry learning model on salt hydrolysis lesson. The research design used in this study was One-Shot Case Study. There were 79 students taken as the subjects of this study and they were in eleventh grade majoring MIPA of SMAN 2 Brebes in academic year 2017/2018. A test instrument that have been proven to be valid by expert were used to figure out both students’ critical thinking skills and obtained reliabelitas of 0.96 by using the formula r11 (alpha cronbach). The results showed the percentage of achievement students' critical thinking ability of 86.18% including good category. Percentage of achievement of each indicator of Critical Thinking Capability (KBK): simple explanation, 81,4%, basic support 85,95%, inference 87,31%, and stategies and tactics 87,34%. Students respond positively to the learning that has been applied.
PHYSICS PRE SERVICE TEACHERS ABILITY IN TRANSLATING AND REPRESENTING CONCEPT Parlindungan Sinaga
Jurnal Pengajaran MIPA Vol 22, No 1 (2017): JPMIPA: Volume 22, Issue 1, 2017
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v22i1.8380

Abstract

Kemampuan melakukan translasi antar jenis modus representasi dan kemampuan membuat multi representasi konsep   sangat penting dikuasai oleh calon guru fisika. Penelitian ini bertujuan untuk mengidentifikasi apakah pendekatan writing in the content area activity yang disisipkan pada perkuliahan fisika sekolah  dapat meningkatkan kemampuan representasi konsep fisika dan translasi antar modus representasi. Metode penelitian yang dipilih ialah metode campuran  dengan strategi embedded concurren. Instrumen yang digunakan ialah tes uraian terbatas untuk mengukur kemampuan membuat multi representasi, tes uraian terbatas untuk mengukur kemampuan translasi antar jenis modus representasi, dan format wawancara semi struktur. Analisi data dilakukan dengan menentukan persentase rata rata gain yang dinormalsisasi , serta mendeskripsikan data kualitatif.  Hasil pengolahan data menunjukkan bahwa pendekatan writing in the conten area activity  dapat  meningkatkan kemampuan mahasiswa dalam membuat  multi representasi konsep fisika dan mentranslasi antarjenis modus representasi dengan kriteria sedang. Kemampuan mentranslasi antar jenis modus representasi dipengaruhi oleh domainnya. Pada domain listrik dinamis translasi yang paling sulit ialah dari modus persamaan matematika ke modus representasi lainnya sedangkan pada domain elektromagnet ialah dari modus grafik ke jenis modus representasi lainnya.
INDUCTIVE REASONING WORKSHEET FOR DEVELOPING STUDENTS UNDERSTANDING OF INORGANIC COMPOUND NOMENCLATURE Abudarin, Abudarin; Wahyutami, Sri Wahyutami
Jurnal Pengajaran MIPA Vol 22, No 2 (2017): JPMIPA: Volume 22, Issue 2, 2017
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v22i2.7782

Abstract

A constructivist learner should be able to construct their own knowledge. This study developed inductive reasoning worksheet to guide the students in constructing and understanding inorganic compound nomenclature. The developed worksheet was considered as feasible and was implemented to 36 senior high schools students in Palangka Raya, Central Kalimantan-Indonesia. The worksheet effectively guided the students to construct and understand inorganic compound nomenclature.The ability to construct inorganic compound nomenclature was positively correlated with the understanding of the nomenclature concept.
DEVELOPMENT OF HYPOTHETICAL LEARNING TRAJECTORY FOR LINEAR EQUATIONS WITH PISA AND SCIENTIFIC APPROACH MODEL CONSIDERATION Apriyanti, Muda; Suweken, Gede; Suparta, I Nengah
Jurnal Pengajaran MIPA Vol 24, No 2 (2019): JPMIPA: Volume 24, Issue 2, 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.v24i2.15856

Abstract

Prediction of how learning might proceed can be used as a basis for designing and achieving successful learning. A Hypothetical Learning Trajectory (HLT) consisted of learning goals, a set of learning activities, and a hypothesized learning process was developed for learning linear equations in which PISA and the scientific approach model also became points of consideration. HLT implementation in three learning schemes suggested the importance of scaffolding in learning linear equations. Sufficient and strategic scaffolding can improve student’s understanding and facilitate the students in overcoming obstacles when learning linear equations.

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