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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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KEMAMPUAN MATEMATIKA SISWA KELAS VIII SMP DI DAERAH ISTIMEWA YOGYAKARTA DALAM MENYELESAIKAN SOAL MODEL TIMSS Jailani Jailani; Nidya Ferry Wulandari
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.v22i1.8374

Abstract

This research describes 8th grade students’ ability in solving TIMSS-model questions. Samples were 400 students from 15 junior high schools (SMP) in Yogyakarta. Students were subjected to a written test with 45 TIMSS-model questions exploring both content and cognitive domain. Students’ ability in solving the given questions was subsequently analyzed descriptively. Results showed that 48% students were categorized in a low or very low category and only 25% students were in a high or very high category. Students particularly faced difficulty in solving algebra, geometry, data and probability questions. In terms of cognitive domain, students have a low ability in solving reasoning questions. Comparison between results from this present study with results from TIMSS 2011 showed that students’ ability in this present study was far better than TIMSS 2011 results for Indonesia and slightly higher than TIMSS 2011’s international average. Implications and suggestions for mathematics education program improvement in Indonesia are discussed.AbstrakPenelitian ini mendeskripsikan kemampuan siswa kelas 8 dalam menyelesaikan soal-soal model TIMSS. Sampel adalah 400 siswa dari 15 Sekolah Menengah Pertama (SMP) di Yogyakarta. Setiap siswa diberikan soal ujian tertulis dengan 45 soal model TIMSS yang mengeksplorasi baik domain konten maupun kognitif. Kemampuan siswa dalam menyelesaikan soal-soal yang diberikan kemudian dianalisis secara deskriptif. Hasil menunjukkan bahwa 48% siswa dikategorikan dalam kategori rendah atau sangat rendah dan hanya 25% siswa yang dikategorikan dalam kategori tinggi ataupun sangat tinggi. Siswa terutama mengalamai kesulitan dalam menyelesaikan soal-soal aljabar, geometri, data dan peluang. Dalam hal domain kognitif, siswa memiliki kemampuan yang rendah dalam menyelesaikan soal-soal penalaran. Perbandingan antara hasil pada penelitian ini dengan hasil TIMSS tahun 2011 menunjukkan bahwa kemampuan siswa dalam penelitian ini jauh lebih baik dengan hasil TIMSS tahun 2011 untuk Indonesia dan sedikit lebih tinggi dibandingkan rata-rata internasional TIMSS 2011. Implikasi dan saran untuk perbaikan program pendidikan matematika di Indonesia kemudian didiskusikan.
STUDENTS' ACADEMIC SELF-CONCEPT AND THEIR ABILITY IN SOLVING MATHEMATICAL PROBLEMS Fadillah, Syarifah; Saputro, Marhadi; Fajriah, Fajriah
Jurnal Pengajaran MIPA Vol 22, No 2 (2017): Jurnal Pengajaran MIPA - Oktober 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.v22i2.7927

Abstract

The connection between academic self-concept and mathematics achievement has been widely studied, but the consideration from students’ internal process when solving a mathematical test is surprisingly rare. Students’ mathematical problem-solving ability was evaluated from their ability to solve trigonometry problems, while students’ academic self-concept was obtained from a questionnaire. The result indicated that students’ academic self-concept is linearly connected with their ability to solve mathematical problems. Students with high academic self-concept also possess an excellent ability to solve mathematical test problems and vice versa.
THE EFFECTIVENESS OF BLENDED PROBLEM-BASED LEARNING FOR ENHANCING COGNITIVE AND LEARNING OUTCOMES OF STUDENTS‘ CRITICAL THINKING SKILLS ON REDOX MATERIALS Khasanah Arohmatul; Woro Sumarni
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.v24i1.17332

Abstract

This study aims to determine the effect of the blended problem based learning on cognitive learning outcomes and critical thinking skills in class X MIPA State Senior Highschool 1  Subah. The research method used was an experimental design with a pretest-posttest control group design. The sampling technique used was the cluster random sampling, with class X MIPA 4 as the experimental class and X MIPA 2 as the control class. The analysis technique used is the average difference test, the effect analysis between variables and the determination of the coefficient of determination. The results of the study were obtained by the average value of cognitive learning outcomes and the average score of critical thinking skills. Analysis of influence between variables resulted in a biserial coefficient of 0.23 for cognitive learning outcomes and 0.25 for critical thinking skills. Calculation of the coefficient of determination shows that the application of blended problem-based learning contributes 5.5% to cognitive learning outcomes and 6.5% to critical thinking skills. The results showed that the average value of the experimental class cognitive learning outcomes was 73.71 while the control class was 69.47. The average score of the experimental class critical thinking skills is 29.65 while the control class is 27.88. Based on the results of the study, it can be concluded that the application of blended problem-based learning affects the cognitive learning outcomes and critical thinking skills of class X MIPA State Senior Highschool 1  Subah on redox material.ABSTRAKPenelitian ini bertujuan untuk mengetahui pengaruh blended problem based learning terhadap hasil belajar kognitif dan keterampilan berpikir kritis siswa kelas X MIPA SMA Negeri 1 Subah. Metode penelitian yang digunakan adalah eksperimen dengan desain penelitian pretest-posttest control group design. Teknik sampling yang digunakan yaitu cluster random sampling, dengan kelas X MIPA 4 sebagai kelas eksperimen dan X MIPA 2 sebagai kelas kontrol. Teknik analisis yang digunakan yaitu uji perbedaan rata-rata, analisis pengaruh antar variabel, dan penentuan koefisien determinasi. Hasil penelitian diperoleh rata-rata nilai hasil belajar kognitif dan rata-rata skor keterampilan berpikir kritis. Analisis pengaruh antar variabel menghasilkan nilai koefisien biserial 0,23 untuk hasil belajar kognitif dan 0,25 untuk keterampilan bepikir kritis. Perhitungan koefisien determinasi menunjukkan penerapan blended problem based learning berkontribusi sebesar 5,5% terhadap hasil belajar kognitif dan 6,5% terhadap keterampilan berpikir kritis. Hasil penelitian menunjukkan rata-rata nilai hasil belajar kognitif kelas eksperimen sebesar 73,71 sedangkan kelas kontrol sebesar 69,47. Rata-rata skor keterampilan berpikir kritis kelas eksperimen sebesar 29,65 sedangkan kelas kontrol sebesar 27,88. Berdasarkan hasil penelitian dapat disimpulkan bahwa penerapan blended problem basedlearning berpengaruh terhadap hasil belajar kognitif dan keterampilan berpikir kritis siswa kelas X MIPA SMA Negeri 1 Subah pada materi redoks.Keywords: Cognitive learning outcomes, critical thinking skills, blended problem-based learning, redox.
SCIENCE PRE SERVICE TEACHERS BELIEF ON ASSESMENT Ridwan Efendi; Nuryani Y Rustaman; Ida Kaniawati
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.v22i1.8386

Abstract

This study aims to reveal personal beliefs of prospective science teachers about assessment. The study involved 46 prospective science teachers who have passed the 7th semester the course evaluation. Personal beliefs of prospective science teachers about assessment revealed using Personal Beliefs about Assessment Scale (SKDA). SKDA developed based on standards of assessment literacy and construct validity is done using Rasch models, with a Cronbach Alpha value of 0.93. Analysis and classification level of personal beliefs of prospective science teacher about assessment is done using the Rasch model is based on the logit ability of prospective science teachers based on the separation. The results showed that personal beliefs of prospective science teachers about assessment varies between two or three levels, depending on the standard of assessment literacy. There are still some aspects of the assessment of each standard that is trusted or considered less important by prospective teachers of science, namely: 1) consider the learning targets, learning experiences, and learning decision in choosing methods of assessment; 2) using the existing assessment and available in developing assessment methods; 3) interpret summary score; 4) use the assessment results to decision-making about the school and curriculum development; 5) consider extracurricular activities when developing procedures for judging; 6) report the result to another level with appropriate means and methods; and 7) to know when the assessment results are used inappropriately/inappropriate by others.AbstrakStudi ini bertujuan mengungkap kepercayaan calon guru sains tentang asesmen. Studi melibatkan 46 mahasiswa calon guru sains semester 7 yang telah lulus perkuliahan evaluasi pembelajaran. Kepercayaan calon guru sains tentang asesmen diungkap dengan menggunakan Skala Kepercayaan Diri Asesmen (SKDA). SKDA dikembangkan mengacu pada standar literasi asesmen dan validitas konstruk dilakukan dengan menggunakan Rasch model, dengan nilai Cronbach Alpha 0,93. Analisis dan pengelompokkan level kepercayaan calon guru sain tentang asesmen dilakukan menggunakan Rasch Model berdasarkan nilai logit kemampuan calon guru sains berdasarkan nilai separation. Hasil penelitian menunjukkan bahwa kepercayaan calon guru sains tentang asesmen bervariasi antara dua atau tiga level kepercayaan, bergantung pada standar literasi asesmen. Masih terdapat beberapa aspek tentang asesmen pada masing-masing standar yang dipercaya kurang dipertimbangkan atau penting oleh calon guru sains, yaitu: 1) mempertimbangkan target belajar, pengalaman belajar, dan keputusan pembelajaran dalam memilih metode asesmen; 2)  menggunakan penilaian yang ada dan tersedia dalam mengembangkan metode asesmen; 3) menginterpretasi rangkuman skor; 4) menggunakan hasil asesmen untuk untuk pengambilan keputusan tentang pengembangan sekolah dan kurikulum; 5) mempertimbangkan aktivitas ekstrakurikuler ketika mengembangkan prosedur menilai; 6) melaporkan hasil penilaian kepada pendidikan lain dengan cara dan metode yang tepat; dan 7) mengenal kapan hasil penilaian digunakan secara tidak tepat/pantas oleh orang lain.
TREE THINKING ABILITY AND PRE SERVICE BIOLOGY TEACHERS ACCEPTANCE OF EVOLUTION Mahbubah, Hana Gardena; Hidayat, Topik; Supriatno, Bambang
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.v22i2.9148

Abstract

Tree thinking is a platform of thinking for interpreting phylogenetic tree. This study analyzed correlation between pre-service biology teachers’ tree thinking ability and their acceptance of evolution. Subjects were 41 pre-service biology teachers from two universities in West Java. Research instruments were TTCI (Tree Thinking Concept Inventory) and MATE (Measure of Acceptance of the Theory Evolution). Data was analyzed statistically. Result indicated that pre-service biology teachers’ tree thinking ability and their acceptance of evolution were categorized as moderate. Difference between gender as well as correlation between tree thinking ability and acceptance of evolution are discussed.
THE ANALYSIS OF COMMUNICATION AND COLLABORATION SKILLS IMPROVEMENT OF JUNIOR HIGH SCHOOL STUDENTS USING MULTIMEDIA-BASED INTEGRATED INSTRUCTION IN LEARNING REFLECTION CONCEPT Kaniawati, Ida
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.v23i2.13981

Abstract

The purpose of this study is to identify the communication and collaboration skills improvement of junior high school studentsin learning science using Integrated Multimedia-Based Instruction (MBI2). This computer multmedia has been designed by researchers and it focuses on the reflection concept. The research subjects are 31 eighth-grade junior high school students who used this multimedia during four meetings learning. The method used is pre-experimental research withone-shot casestudy design. The results show that the students' communication and collaboration skills increases, shown by the average score of each meeting increases and the change in the low category into the good category. In conclusion, the use of MBI2in science learning materials particularly in the reflection concept can improve the communication and collaboration skills of junior high school students.
THE EFFECT OF CONTEXTUAL LEARNING TO IMPROVE 12TH GRADE STUDENTS' COGNITIVE ABILITY ON ELECTROLYSIS CONCEPT Studianah, Wido
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.v24i1.16939

Abstract

The research entitled "The Implication Of Contextual Learning To Improve Students 12 Science's Cognitive Aspect On Electrolysis Concept" aims to obtain an overview of the cognitive aspects of students that are applied through contextual learning on electrolysis cell material. In addition, student participation was also studied during learning. To find out the increase in cognitive abilities of students conducted research with the method used in the study was the quasi-experimental method of pretest-posttest design. The research subjects consisted of 46 students of class XII IPA. The instruments used were evaluation sheets (pretest and posttest), student worksheets (LKS), learning sheets, observation sheets and questionnaires. The results showed that the use of contextual learning models could improve the cognitive abilities of students with normalized gain of 55.37% (sufficient category). Student participation during learning is almost half (40.22%) students ask teachers or group friends, almost half (39.13%) of students answer questions from teachers or group friends and most (90.94%) students are active in groups. The questionnaire results show that students respond well to contextual learning using practical methods. This shows that students tend to be more interested in learning that raises the facts they find in daily life. ABSTRAKPenelitian yang berjudul ? Penerapan Pembelajaran Kontekstual Untuk Meningkatkan Aspek Kognitif Siswa Kelas XII IPA  Pada Konsep Elektrolisis ? ini bertujuan untuk memperoleh gambaran tentang aspek kognitif siswa yang diterapkan melalui pembelajaran kontekstual pada materi sel elektrolisis. Selain itu dikaji pula partisipasi siswa selama pembelajaran. Untuk mengetahui peningkatan kemampuan kognitif siswa dilakukan penelitian dengan metode yang digunakan dalam penelitian adalah metode kuasi eksperimen desain pretest-postest. Subyek penelitian terdiri dari 46 orang siswa kelas XII IPA. Instrumen yang digunakan berupa lembar evaluasi (pretest dan postest), lembar kerja siswa (LKS), lembar pembelajaran, lembar observasi dan angket. Hasil penelitian menunjukkan bahwa penggunaan model pembelajaran kontekstual dapat meningkatkan kemampuan kognitif siswa dengan normalisasi gain 55,37 % (kategori cukup). Partisipasi siswa selama pembelajaran hampir setengahnya (40,22%) siswa bertanya kepada guru atau kepada teman sekelompok, hampir setengahnya (39,13%) siswa menjawab pertanyaan guru atau teman sekelompoknya dan sebagian besar (90,94%) siswa aktif dalam kelompok. Hasil angket menunjukkan bahwa siswa merespon dengan baik pada pembelajaran kontekstual dengan menggunakan metode praktikum, Hal ini menunjukkan bahwa siswa cenderung lebih tertarik dengan pembelajaran yang mengangkat fakta-fakta yang mereka temukan dalam kehidupan sehari-hari. Keywords : Contextual learning, cognitive, electrolysis
PELAKSANAAN PEMBELAJARAN KOOPERATIF TIPE JIGSAW DENGAN PUZZLE DAPAT MENINGKATKAN PENGUASAAN KONSEP SISTEM ORGANISASI KEHIDUPAN MAKHLUK HIDUP PADA PESERTA DIDIK KELAS VII A SMPN 1 KARANGTANJUNG SEMESTER GENAP TAHUN PELAJARAN 2016/2017 pertiwi, wiwin
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.v23i2.14046

Abstract

Dilatar belakangi oleh sebagian siswa kelas VII A yang merasa kesulitan menguasai konsep, ditunjukkan dari hasil mengerjakan Lembar Kerja (LK) dengan menggunakan metode ceramah, dari 42 peserta didik yang sudah mendapatkan nilai 80 baru 10 orang, sedang 32 peserta didik lainnya masih belum mencapai kriteria ketuntasan minimal, maka diterapkanlah pembelajaran kooperatif tipe Jigsaw dengan puzzle. Fokus dari penelitian tindakan kelas ini adalah peningkatan penguasaan konsep peserta didik pada materi organisasi kehidupan mahluk hidup melalui pembelajaran kooperatif tipe Jigsaw dengan puzzle.Pengambilan data dilakukan dengan menggunakan tes  untuk data kuantitatif dan angket  untuk data kualitatif. Dari penerapan pembelajaran kooperatif tipe Jigsaw dengan puzzle terbukti sangat efektif untuk meningkatkan penguasaan konsep pada peserta didik, hal itu dapat dilihat dari 42 peserta didik, pada siklus I mendapatkan rata- rata nilai 70,24 dan pada siklus II mendapatkan rata-rata nilai 80,71. Dari nilai yang diperoleh mengalami peningkatan sebesar 10,47 poin. Hasil angket pembelajaran menunjukkan hasil yang memuaskan karena sebagian peserta didik memberikan respon yang positif terhadap penerapan pembelajaran kooperatif tipe Jigsaw dengan puzzle.
The Effect of Guided Discovery Based Interactive E-Worksheet on Students' Analytical Thinking Ability Puspitasari, Santi
Jurnal Pengajaran MIPA Vol 25, No 2 (2020): Jurnal Pengajaran MIPA - Oktober 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.v25i2.27861

Abstract

An interactive e-worksheet is an alternative that teachers can design themselves to support the development of higher order thinking skills in students, including analytical thinking skills. One learning model that can support the development of analytical thinking skills is guided discovery. This study aims to determine the effect of interactive e-worksheets based on guided discovery on students' analytical thinking skills. This type of research is a pre-experimental study using a one group pretest posttest research design. The research subjects were students of class X SMAN 1 Parongpong. The instrument used includes tests of students' analytical thinking skills. The results of the study in the form of the Wilcoxon test (Asym sig 2 tailed 0.001 0.05) showed that there was a significant effect on changes in students' analytical thinking skills with an increase in the average score (gain score) of 27.3 after the implementation of the e-worksheet. The student response to the e-worksheet was considered good, with several obstacles such as a bad internet connection.
HIPOTESIS LINTASAN BELAJAR: PENJUMLAHAN DAN PENGURANGAN BILANGAN BULAT DENGAN MODEL NETRALISASI PADA GARIS BILANGAN Sari, Puspita; Hajizah, Mimi Nur; Purwanto, Swida
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.v25i2.24440

Abstract

AbstrakPenelitian ini bertujuan untuk mengembangkan teori pembelajaran lokal pada konsep penjumlahan dan pengurangan bilangan bulat. Model dan konteks merupakan komponen yang menjadi perhatian penting dalam mendukung pemahaman konsep matematika siswa. Penelitian ini menggunakan teori pendidikan matematika realistik dengan model netralisasi pada garis bilangan (NNL) dan konteks penskoran serta permainan kartu bilangan dua warna untuk mendukung pemahaman konsep penjumlahan dan pengurangan bilangan bulat pada siswa. Dengan metodologi penelitian design research, Hipotesis Lintasan Belajar (HLB) dikembangkan pada tahap pertama, dilanjutkan dengan penerapan HLB tersebut di kelas, dan analisis retrospektif untuk membandingkan bagaimana proses pembelajaran berlangsung dibandingkan dengan desain HLB. Data diperoleh dengan mendokumentasikan pembelajaran di kelas, mengumpulkan hasil kerja siswa dan melakukan wawancara. Model NNL dan konteks penskoran serta permainan kartu bilangan dua warna memiliki potensi dalam mengembangkan konsep “tambah” dan “kurang” yang melibatkan bilangan bulat negatif. Namun demikian, beberapa perbaikan perlu menjadi pertimbangan dalam mengimplementasikan HLB di ruang kelas.

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