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Phenomenon : Jurnal Pendidikan MIPA
Published by Universitas Islam Negeri Walisongo Semarang
ISSN : -     EISSN : -     DOI : -
Core Subject : Science, Education,
Chemistry Education Mathematics Physics
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Articles 457 Documents
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The Characteristics of Analogical Reasoning of Senior High School Students in Solving Geometry Problems Ahmad Rohman; Ali Shodikin
Phenomenon : Jurnal Pendidikan MIPA Vol. 15 No. 1 (2025): Phenomenon: Jurnal Pendidikan MIPA
Publisher : Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/phen.2025.15.1.27277

Abstract

When students solve two geometry problems with almost the same concept, students try to interpret and understand the information and the problem. Because students can choose the plans or steps to tackle the problem, this step is crucial. When thinking about the relationship between things and their integration, analog reasoning is required. This study attempts to describe the characteristics of different types of analogical reasoning that 10th-grade students use while solving geometry problems based on the phases of analogy. In this descriptive qualitative study design, to solve geometry issues, twenty-four students had to work their way from the source problem to the target problem. Three types of analogical reasoning were identified: misleading, incomplete, and structural analogy. Each type reflects different levels of understanding and reasoning stages in solving geometry problems. First, the misleading analogy type, in which students perform inaccurate geometry interpretation and important information in the problem is not considered; second, incomplete analogy, in which students provide appropriate geometry representation, but there are still errors in understanding part of the problem; third, structural analogy type, in which students perform geometry representation with comprehensive conceptual understanding. Therefore, teachers should encourage students to build a deeper understanding and find meaningful conceptual connections through the conceptualization of geometry.
Integrating Amorphophalus Of Bukit Barisan Selatan National Park Into Problem-Based Learning to Foster Higher-Order Tinkhing Skills and Responsibility Wisnu Juli Wiono
Phenomenon : Jurnal Pendidikan MIPA Vol. 15 No. 1 (2025): Phenomenon: Jurnal Pendidikan MIPA
Publisher : Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/phen.2025.15.1.27994

Abstract

This study was conducted to determine the effect of integration of amorphophallus diversity in BBSNP on biodiversity material in a problem-based learning model on high-level thinking skills and responsibility of male and female students. The research design applied a pretest-posttest non-equivalent control group. The research sample was determined by applying the ANOVA consistency test and selected class X.1 (experimental) and class X.2 (control) from a population of 7 classes. The research instrument was in the form of a high-level thinking skills test and a responsibility questionnaire with a likert scale. The results of data analysis showed a sig. value for the model of 0.000 which is smaller than 0.05. This means that the application of PBL-integrated amorphophallus diversity BBSNP has a significant effect on students' critical thinking skills. Meanwhile, the sig. value for gender shows a figure of 0.964 ˃ 0.05 which means there is no difference in learning outcomes between male and female students. Analysis of the responsibility questionnaire shows that both males and females have an average responsibility score in the good category, namely 77.41 and 76.88. This finding indicates that the integration of local biodiversity in biology learning has a significant influence on improving specific learning outcomes.
Implementation of a Differentiated Project-Based Learning Model to Improve Students' Scientific Process Skills and Scientific Attitudes Nadila Qothrun Nada Nada
Phenomenon : Jurnal Pendidikan MIPA Vol. 15 No. 1 (2025): Phenomenon: Jurnal Pendidikan MIPA
Publisher : Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/phen.2025.15.1.28032

Abstract

This study aims to implement a differentiated Project-Based Learning (PjBL) model to improve students' science process skills and scientific attitudes in the topic of renewable energy. A quasi-experimental method with a pretest-posttest control group design was applied. The experimental class was taught using the differentiated PjBL model, while the control class used conventional PjBL. Instruments included open-ended tests to assess science process skills and Likert-scale questionnaires to evaluate scientific attitudes. The results showed a significant improvement in all science process skill indicators and scientific attitudes in the experimental class compared to the control group. Skills such as observing, questioning and predicting, conducting investigations, processing and analyzing data and information, evaluating and reflecting, as well as communicating results improved evenly across the board. Regression analysis indicated that science process skills positively influenced scientific attitudes, contributing 11.8% of the variance. These findings highlight the effectiveness of differentiated PjBL in offering more personalized and contextual learning experiences that develop both cognitive and affective student outcomes. Physics teachers are encouraged to integrate this model into classroom practice and to enhance their competence in designing student-centered project learning. Future studies may explore its application across different subjects and education levels to broaden its impact.
Developing 21st-Century Skills Through Robotics-Enhanced STEM Learning: Effects on Prospective Elementary Teachers’ Computational Thinking Fitri Nuraeni; Nenden Permas Hikmatunisa; Endah Setyowati; Hafiziani Eka Putri; Afridha Laily Alindra
Phenomenon : Jurnal Pendidikan MIPA Vol. 15 No. 1 (2025): Phenomenon: Jurnal Pendidikan MIPA
Publisher : Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/phen.2025.15.1.28201

Abstract

Currently the integration of Computational Thinking (CT) has been promoted into learning since elementary school due to technology advancement. However, prospective elementary school teachers in Indonesia lack sufficient experience in implementing CT into practice, leading to unpreparedness in teaching these skills to students in the future. STEM Education course provide a strategic platform to equip prospective elementary school teachers with hands-on experience in developing CT. Robotics integration enable combination of science, technology, engineering, and mathematics in one unit, and also provides project-based problem-solving experiences that can enhance CT. Through a quasi-experimental design, this study explore the effectiveness of robotics integration in STEM Education course in improving prospective elementary school teachers' CT. A total of 95 prospective elementary teachers comprised the study sample, which was selected purposively. The Computational Thinking Scale, with twenty-two items, was tested and found to be valid and reliable. Mixed ANOVA analysis indicates that STEM-based robotics course had a significant effect on improving elements of CT that includes problem-solving and critical thinking indicators. Meanwhile, the treatment effects on creativity, algorithmic thinking, and cooperativeness were minimal, indicating that these three indicators did not significantly influenced by the intervention
Determination Of Scientific Argumentation Skills Of Biology (Contribution To Digital Literacy And Critical Thinking Skills Of High School Students) Nur Khoiri; Faiqotul Wafiqiyah; Darnoto; Budi Cahyono
Phenomenon : Jurnal Pendidikan MIPA Vol. 15 No. 1 (2025): Phenomenon: Jurnal Pendidikan MIPA
Publisher : Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/phen.2025.15.1.28215

Abstract

This study aims to describe the relationship between digital literacy and critical thinking skills with high school students' scientific argumentation skills. The sampling technique used purposive sampling. The basis for sampling was an equivalence test usingKruskal Wallis test, which shows that all population classes are not in equal conditions. Therefore, further tests are used to identify class groups that have equal learning outcomes. The techniques used to collect data are test and non-test survey methods. Tests are used to collect research data obtained through critical thinking and scientific argumentation test instruments. Non-test techniques are used to collect questionnaire and interview data. The questionnaire instrument is used to obtain digital literacy data. Data were analyzed using multiple linear regression tests, partial T tests, simultaneous F tests, coefficient of determination tests, and correlation tests. The results of the study show that 1. The relationship between digital literacy and scientific argumentation skills of grade XI high school students is significant with a value of themselves 0.001<0.005 with a negative relationship, 2. The relationship between critical thinking skills and scientific argumentation skills of grade XI high school students is positive and significant with a value of 0.001<0.05, 3. The relationship between digital literacy and critical thinking skills with scientific argumentation skills of grade XI high school students is positive and significant with a value of 0.001<0.05. The contribution of digital literacy and critical thinking skills to scientific argumentation skills is 31.8%, while the remaining 68.2% is influenced by other factors not examined by the researcher.
Metacognitive Process of Mathematics Education Students in Solving Calculus Problems on Integral Material Siti Maslihah; Kartono Kartono; Wardono Wardono; Iqbal Kharisudin
Phenomenon : Jurnal Pendidikan MIPA Vol. 15 No. 1 (2025): Phenomenon: Jurnal Pendidikan MIPA
Publisher : Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/phen.2025.15.1.28414

Abstract

One of the skills that someone must have if they want to study mathematics and solve mathematical problems is metacognitive ability, namely the ability to control and open their own thinking. This study was conducted on students majoring in mathematics education to determine their metacognitive skills and metacognitive strategies in solving integral calculus problems. The research subjects were taken from the same gender. The results of the study showed that students who use their metacognitive abilities consciously and use more metacognitive strategies can solve more mathematical problems compared to students who have less metacognitive abilities and do not use metacognitive strategies well.
Development of Canva Based E-Module to Foster Multiliteracy in Fraction Material Sayyidatul Karimah; Rini Utami; Erwan Kustriyono; Ahmad Aunur Rohman
Phenomenon : Jurnal Pendidikan MIPA Vol. 15 No. 1 (2025): Phenomenon: Jurnal Pendidikan MIPA
Publisher : Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/phen.2025.15.1.28823

Abstract

This research aims to develop learning media in the form of a Canva-based e-module on fraction material to foster students' multiliteracies. This type of research is a development research with the Plomp development model. In this model, the stages carried out are: (1) the initial investigation stage, (2) the design stage, (3) the realization/construction stage, (4) the test, evaluation and revision stage). The instrument used in this study was a questionnaire sheet in the form of a validation questionnaire to measure the validity of the product developed and a response questionnaire to measure the practicality of the product developed as well as a test to determine the effectiveness of the product developed. The results of the study showed that the learning media in the form of a Canva-based e-module on fraction material to foster multiliteracies was valid with a validation value of 3.86 and practical with a response questionnaire value of 91%. The results of the pretest and posttest showed an increase of 0.72 (high criteria). Based on these results, it can be concluded that the Canva-based e-module is valid, practical and effective so that it can be used by teachers and students in mathematics learning. Keywords: Canva, E-Module, Fraction, Multiliteracy

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