JEP (Jurnal Eksakta Pendidikan)
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Integrating SOLE–TASC to Enhance Students’ Collaborative and Communicative Competencies in Science Learning
Full text linkCollaboration and communication are essential 21st-century skills. Observations and interviews suggest that these are among students in science learning are still not fully developed. This study aims to analyze the differences in collaboration and communication skills between the experimental and control classes and examine the relationship between these two skills through implementation of the Self-Organized Learning Environment (SOLE) model, integrating thinking actively in a social context (TASC). The research employed a quantitative method with a quasi-experimental design. The study groups being a pretest–posttest control group involving two seventh-grade classes (VII G and VII H), selected through cluster random sampling. Research instruments included validation sheets, questionnaires, and observation rubrics. The data analysis techniques employed included the homogeneity test, the normality test, the independent sample t-test, and the correlation test. The findings revealed significant improvements in collaboration and communication skills in the experimental class compared to the control class (p < .05). Pearson correlation analysis further indicated a very strong positive relationship (r = .854; p < .05) between the two skills in the experimental class. These results suggest that integrating the SOLE-TASC is effective in enhancing students’ collaboration and communication skills in science learning compared to conventional instruction.Kolaborasi dan komunikasi merupakan keterampilan penting abad ke-21, namun hasil observasi dan wawancara menunjukkan bahwa keterampilan tersebut pada siswa dalam pembelajaran IPA masih belum optimal. Penelitian ini bertujuan untuk menganalisis ada tidaknya perbedaan peningkatan keterampilan kolaborasi dan komunikasi siswa sebagai efek integrasi model SOLE dengan TASC, serta menguji hubungan antara kedua keterampilan tersebut pada kelas eksperimen. Penelitian menggunakan desain kuasi-eksperimen dengan pretest–posttest control group pada dua kelas VII (VII G dan VII H) yang terpilih melalui teknik cluster random sampling. Instrumen penelitian meliputi lembar validasi, angket, dan rubrik observasi. Hasil penelitian menunjukkan adanya perbedaan peningkatan yang signifikan pada keterampilan kolaborasi dan komunikasi antara kelas eksperimen dan kontrol (p < 0,05). Analisis korelasi Pearson juga menunjukkan hubungan positif yang sangat kuat (r = 0,854; p < 0,05) antara kedua keterampilan pada kelas eksperimen. Temuan ini menunjukkan bahwa integrasi SOLE–TASC efektif meningkatkan keterampilan kolaborasi dan komunikasi siswa dalam pembelajaran IPA dibandingkan pembelajaran konvensional
Factors Affecting Mathematical Creative Thinking Ability: A Systematic Review and Multidimensional Perspective
Full text linkThe ability to think creatively mathematically, defined as the capacity to generate novel, diverse, and valuable mathematical ideas or solutions to problems with fluency, flexibility, originality, and elaboration, is a crucial skill in facing the challenges of the 21st century. However, a comprehensive understanding of the influencing factors is still limited. This systematic review aims to integrate and synthesize current research on factors influencing mathematical creative thinking abilities from a multidimensional perspective. A systematic search method was conducted on the Scopus database for studies published between 2019 and 2024. The results show the complexity of interactions between cognitive (thinking style, analogical reasoning, computational thinking), affective (self-efficacy, attitudes towards mathematics, self-regulated learning), and contextual (learning approaches, technology integration, background) factors from the 31 articles analyzed. cultural background) in influencing mathematical creativity. The analysis also revealed differences in influencing factors between levels of education from junior high school to college. These results stress how important it is to look at math creativity as a whole. They also have important implications for how math is taught and for future research, such as the need for longitudinal studies and the creation of integrative theoretical modelsThe ability to think creatively mathematically, defined as the capacity to generate novel, diverse, and valuable mathematical ideas or solutions to problems with fluency, flexibility, originality, and elaboration, is a crucial skill in facing the challenges of the 21st century. However, a comprehensive understanding of the influencing factors is still limited. This systematic review aims to integrate and synthesize current research on factors influencing mathematical creative thinking abilities from a multidimensional perspective. A systematic search method was conducted on the Scopus database for studies published between 2019 and 2024. The results show the complexity of interactions between cognitive (thinking style, analogical reasoning, computational thinking), affective (self-efficacy, attitudes towards mathematics, self-regulated learning), and contextual (learning approaches, technology integration, background) factors from the 31 articles analyzed. cultural background) in influencing mathematical creativity. The analysis also revealed differences in influencing factors between levels of education from junior high school to college. These results stress how important it is to look at math creativity as a whole. They also have important implications for how math is taught and for future research, such as the need for longitudinal studies and the creation of integrative theoretical model
Model Mental dalam Pembelajaran Fisika: Systematic Literature Review
No full textA mental model is one of the important indicators of the success of physics learning. However, proper physics learning is still tricky in facilitating students to construct scientific mental models. This study aims to investigate physics learning activities that can construct students' mental models. A literature-based study was conducted using the Scopus database on 234 articles from 2015-2025, then systematically selected 15 articles that are relevant to the topic. This study reveals that using various visual media in physics learning can build students' mental models. Mechanics, electronics, temperature and heat, and modern physics are the physics learning topics with the most potential for constructing students' mental models. Several articles are not directly related to each other, such as mental models, visual representations, and real-world life, especially at the high school level. This is a potential opportunity to be explored further in further research. The findings of this study contribute significantly to discussing effective physics learning innovations to build students' mental models.Model mental merupakan salah satu indikator penting keberhasilan pembelajaran fisika. Namun, pembelajaran fisika yang baik masih sulit untuk memfasilitasi siswa dalam mengkonstruksi model mental ilmiah. Penelitian ini bertujuan untuk mengkaji kegiatan pembelajaran fisika yang dapat mengkonstruksi model mental siswa. Studi pustaka dilakukan dengan menggunakan basis data Scopus terhadap 234 artikel dari tahun 2015-2025, kemudian dipilih secara sistematis 15 artikel yang relevan dengan topik. Penelitian ini mengungkap bahwa penggunaan berbagai media visual dalam pembelajaran fisika dapat membangun model mental siswa. Mekanika, elektronika, temperatur dan kalor, serta fisika modern merupakan topik pembelajaran fisika yang paling berpotensi untuk mengkonstruksi model mental siswa. Beberapa artikel tidak saling terkait secara langsung, seperti model mental, representasi visual, dan kehidupan nyata, terutama pada jenjang SMA. Hal ini merupakan peluang potensial untuk dieksplorasi lebih lanjut dalam penelitian selanjutnya. Temuan penelitian ini memberikan kontribusi yang signifikan untuk mendiskusikan lebih lanjut inovasi pembelajaran fisika yang efektif untuk membangun model mental siswa
Development of Electronic Student Worksheets Based on the Science, Environment, Technology, and Society Learning Model on Sound and Light Waves Topic
Full text linkThe objectives of the study were (1) to describe the level of validity and practicality of electronic student worksheet based on Science, Environment, Technology, and Society (SETS) learning model on the material of sound and light waves. The research method used was Research and Development (R&D) with the ADDIE model. The research population consisted of 6 classes of the 11th-grade mathematics and science program (MSP) in MAN 3 Tasikmalaya with a total of 211 students, and a sample of 138 students was taken using the cluster random sampling technique. Validation of the feasibility was carried out by material, media, and learning experts using Aiken’s index, which each produced values of 0.87, 0.84, and 0.89, with an average of 0.86 (very high validity). The practicality test showed results of 91.65% of students and 100% of educators (very practical). The results of the development of this electronic student worksheet are expected to be an alternative media and technology-based teaching material to help effective learning activities and provide meaningful learning experiences for students so that they can achieve learning goals optimally.Tujuan penelitian ini adalah (1) mendeskripsikan tingkat validitas dan praktikalitas Elektronik Lembar Kerja Peserta Didik (E-LKPD) berbasis model pembelajaran Science, Environment, Technology, dan Society (SETS) pada materi gelombang bunyi dan cahaya. Metode penelitian yang digunakan adalah Research and Development (R&D) dengan model ADDIE. Populasi penelitian adalah 6 kelas program studi matematika dan IPA (MIPA) kelas XI MAN 3 Tasikmalaya dengan jumlah siswa 211 orang dan sampel penelitian sebanyak 138 orang yang diambil dengan menggunakan teknik cluster random sampling. Validasi kelayakan dilakukan oleh ahli materi, ahli media, dan ahli pembelajaran dengan menggunakan indeks Aiken yang masing-masing menghasilkan nilai 0,87, 0,84, dan 0,89 dengan rata-rata 0,86 (validitas sangat tinggi). Uji praktikalitas menunjukkan hasil 91,65% siswa dan 100% pendidik (sangat praktis). Hasil pengembangan lembar kerja siswa elektronik ini diharapkan dapat menjadi salah satu media alternatif dan bahan ajar berbasis teknologi untuk membantu kegiatan pembelajaran yang efektif dan memberikan pengalaman belajar yang bermakna bagi siswa sehingga dapat mencapai tujuan pembelajaran secara optimal.
 
Identification of Learning Obstacles on Surface Area of Cube and Cuboid for Junior High School Students
Full text linkBackground of this research was the fact that there are still many students of class VIII SMP N 24 Padang who has learning obstacles in the process of learning mathematics, especially in the field of geometry. The learning obstacles experienced by students were identified through a preliminary study and analysis of learning obstacle identification tests on area of cubes and cuboids, and interviews with class teachers and students. The types of learning obstacles in this study are ontogenic obstacles, didactical obstacles, and epistemological obstacles. The design of this study used a descriptive qualitative research method with learning obstacle identification test instruments on area of cubes and cuboids, and interviews. The subjects of this study were class VIII students of SMP N 24 Padang who took the test and interviews, and mathematics teachers as interview respondents. The results of this study identified learning obstacles consisting of ontogenic obstacles, didactical obstacles, and epistemological obstacle
Designing an Interactive Flip-Mind Module on Temperature and Heat Concepts to Facilitate Critical Thinking-Oriented Learning
Full text linkCritical thinking skills are essential for students facing the challenges of the Industrial Revolution 4.0 era. This study aimed to develop and analyze the feasibility of the Flip-Mind interactive module, evaluate the improvement of critical thinking skills, and examine students' responses to its use on temperature and heat materials. This study employed a Research and Development (R&D) method, utilizing the 4D model (Define, Design, Develop, and Disseminate), integrating case-based learning and critical thinking components through interactive HTML5-based features to enhance conceptual understanding. This research employed a pretest-posttest control group design with purposive sampling involving grade XI students from a public senior high school. The validation results indicate that the module is in the "very feasible" category. The improvement in critical thinking skills was indicated by an N-Gain value of 62.7% (moderate category), with an average increase in score of 11%. Students' responses to the module’s use were in the "outstanding" category with a percentage of 82%. These findings suggest that the Flip-Mind interactive module is a practical and feasible alternative to innovative teaching materials for improving critical thinking skills in physics learning. Theoretically, this study enriches the framework of digital learning innovation by demonstrating the integration of case-based and critical thinking-oriented approaches. Practically, the Flip-Mind module offers an effective pedagogical model that can be adapted for interactive and student-centered physics instruction.Keterampilan berpikir kritis sangat penting bagi siswa dalam menghadapi tantangan era Revolusi Industri 4.0. Penelitian ini bertujuan untuk mengembangkan dan menganalisis kelayakan modul interaktif Flip-Mind, mengevaluasi peningkatan keterampilan berpikir kritis, serta mengkaji respons siswa terhadap penggunaannya pada materi suhu dan kalor. Penelitian ini menggunakan metode Research and Development (R&D) dengan model 4D (Define, Design, Develop, dan Disseminate). Desain penelitian yang digunakan adalah pretest-posttest control group design dengan teknik purposive sampling pada siswa kelas XI SMA Negeri 8 Semarang. Hasil validasi menunjukkan bahwa modul berada pada kategori "sangat layak". Peningkatan keterampilan berpikir kritis ditunjukkan oleh nilai N-Gain sebesar 62,7% (kategori sedang), dengan peningkatan skor rata-rata sebesar 11%. Respons siswa terhadap penggunaan modul berada pada kategori "sangat baik" dengan persentase 82%. Temuan ini menunjukkan bahwa modul interaktif Flip-Mind praktis dan layak digunakan sebagai alternatif bahan ajar inovatif untuk meningkatkan keterampilan berpikir kritis dalam pembelajaran fisika
Bridging Science and Culture: A Learning Video on the Human Digestive System that is Responsive to the Local Wisdom of the Anak Dalam Tribe
Full text linkThe gap in access to technology-based learning media in indigenous communities such as the Suku Anak Dalam (SAD) is a challenge in achieving educational equality. The literature shows that a culturally responsive educational approach has an important role in increasing the effectiveness of learning in indigenous communities. This study aims to develop and test the feasibility of a human digestive system learning video adapted to the local cultural context of SAD, and to evaluate its impact on students' learning interests. The method used is Research and Development (R&D) referring to the Alessi and Trollip (2001) model, which includes the stages of planning, design, and development. The subjects of the study were SAD adolescents aged 15–18 years in Sukajadi Village, Bathin VIII District, Sarolangun Regency. The validation of material experts produced a score of 90.67% and media experts 84%, both in the very feasible category. Practical feasibility tests through individual, small group, and field trials showed results of 90.27%, 86.34%, and 90.7%, respectively. These results indicate that the media developed is very effective in increasing learning interest. Academically, this research confirms the importance of integrating a culturally responsive approach in the development of learning media, as well as contributing to the development of digital inclusion-based education for indigenous communities in Indonesia.The gap in access to technology-based learning media in indigenous communities such as the Suku Anak Dalam (SAD) is a challenge in achieving educational equality. The literature shows that a culturally responsive educational approach has an important role in increasing the effectiveness of learning in indigenous communities. This study aims to develop and test the feasibility of a human digestive system learning video adapted to the local cultural context of SAD, and to evaluate its impact on students' learning interests. The method used is Research and Development (R&D) referring to the Alessi and Trollip (2001) model, which includes the stages of planning, design, and development. The subjects of the study were SAD adolescents aged 15–18 years in Sukajadi Village, Bathin VIII District, Sarolangun Regency. The validation of material experts produced a score of 90.67% and media experts 84%, both in the very feasible category. Practical feasibility tests through individual, small group, and field trials showed results of 90.27%, 86.34%, and 90.7%, respectively. These results indicate that the media developed is very effective in increasing learning interest. Academically, this research confirms the importance of integrating a culturally responsive approach in the development of learning media, as well as contributing to the development of digital inclusion-based education for indigenous communities in Indonesia
Using Augmented Reality for Disaster Mitigation Education in a Natural Disaster Response School
Full text linkIndonesia has a high potential for disasters, especially in coastal areas, so disaster awareness and preparedness need to be instilled early on. One effective way is through Augmented Reality (AR)-based education. This study analyzes the use of AR media as a source of science learning integrated with natural disaster mitigation. The method used is descriptive with qualitative and quantitative approaches. Participants consisted of 58 fifth grade students in South Sumatra. Data were collected through observation, questionnaires, teacher interviews, and analysis of teaching materials. The results of the study indicate that the topics of earth relief, plate movement, and environmental factors can be integrated into disaster mitigation. Students showed interest in AR, teachers supported the use of AR in learning. In conclusion, AR has a positive impact on student understanding, engagement, and disaster preparedness, and has the potential to be an interactive learning medium. Theoretically, this study contributes to science learning by integrating natural disaster mitigation using AR, especially for abstract concepts. Practically, these findings support the development of AR-based learning media to improve natural disaster preparedness. The application of AR integrated with natural disaster mitigation is still rarely explored in previous studies, especially in science learningIndonesia has a high potential for disasters, especially in coastal areas, so disaster awareness and preparedness need to be instilled early on. One effective way is through Augmented Reality (AR)-based education. This study analyzes the use of AR media as a source of science learning integrated with natural disaster mitigation. The method used is descriptive with qualitative and quantitative approaches. Participants consisted of 58 fifth grade students in South Sumatra. Data were collected through observation, questionnaires, teacher interviews, and analysis of teaching materials. The results of the study indicate that the topics of earth relief, plate movement, and environmental factors can be integrated into disaster mitigation. Students showed interest in AR, teachers supported the use of AR in learning. In conclusion, AR has a positive impact on student understanding, engagement, and disaster preparedness, and has the potential to be an interactive learning medium. Theoretically, this study contributes to science learning by integrating natural disaster mitigation using AR, especially for abstract concepts. Practically, these findings support the development of AR-based learning media to improve natural disaster preparedness. The application of AR integrated with natural disaster mitigation is still rarely explored in previous studies, especially in science learnin
Development of MESI GUNDA (Plane Shape Educational Game) Based on Android to Support Mathematical Problem-Solving Skills
Full text linkOne of the skills that need to be given to students in learning mathematics is problem solving ability. However, at MTs N 5 Magelang, students' mathematical problem-solving ability is still low. In addition, the problem experienced is the lack of use of interactive learning media and using technology. The purpose of this research is to develop and analyze the validity, practicality, and effectiveness of Android-based MESI GUNDA (gaMe edukaSi banGun Datar or in English Plane Shape Educational Game) learning media to support mathematical problem-solving skills in flat building materials. This research is a type of Research and Development (RnD) with ADDIE model that utilizes Articulate Storyline, Canva, and WEB2APK Builder applications. The validity analysis used an assessment questionnaire from media and material experts consisting of two lecturers and one teacher for media experts, while material experts were carried out by one lecturer and two teachers. The practicality of the product was measured by a practicality questionnaire filled out by students and teachers totaling 27 students and one teacher, while the effectiveness by looking at the increase in pre-test and post-test scores of 23 students who were analyzed using N-gain. The results showed that Android-based MESI GUNDA media is valid, practical, and effective to support mathematical problem-solving skills. MESI GUNDA fulfills the valid aspect with a score of 90 out of 100 with a very valid category by media experts and from material experts obtained a score of 56 out of 65 with a very valid category. The media also meets the practical and effective aspects with a score of 80.59 out of 100 categorized as very practical and an N-gain value of 0.32 categorized as moderate. Therefore, the MESI GUNDA media is recommended for use by teachers to enhance the mathematical problem-solving abilities of junior high school students or their equivalents.
One of the skills that need to be given to students in learning mathematics is problem solving ability. However, at MTs N 5 Magelang, students' mathematical problem-solving ability is still low. In addition, the problem experienced is the lack of use of interactive learning media and using technology. The purpose of this research is to develop and analyze the validity, practicality, and effectiveness of Android-based MESI GUNDA (gaMe edukaSi banGun Datar or in English Plane Shape Educational Game) learning media to support mathematical problem-solving skills in flat building materials. This research is a type of Research and Development (RnD) with ADDIE model that utilizes Articulate Storyline, Canva, and WEB2APK Builder applications. The validity analysis used an assessment questionnaire from media and material experts consisting of two lecturers and one teacher for media experts, while material experts were carried out by one lecturer and two teachers. The practicality of the product was measured by a practicality questionnaire filled out by students and teachers totaling 27 students and one teacher, while the effectiveness by looking at the increase in pre-test and post-test scores of 23 students who were analyzed using N-gain. The results showed that Android-based MESI GUNDA media is valid, practical, and effective to support mathematical problem-solving skills. MESI GUNDA fulfills the valid aspect with a score of 90 out of 100 with a very valid category by media experts and from material experts obtained a score of 56 out of 65 with a very valid category. The media also meets the practical and effective aspects with a score of 80.59 out of 100 categorized as very practical and an N-gain value of 0.32 categorized as moderate. Therefore, the MESI GUNDA media is recommended for use by teachers to enhance the mathematical problem-solving abilities of junior high school students or their equivalents
Enhancing Students’ Health Literacy Through PBL-CMM: An Innovative Approach in High School Biology Education
Full text linkThe enhancement of students’ health literacy represents a pivotal element in preparing them to confront contemporary health challenges. Accordingly, this study evaluates the impact of a combined problem-based learning and collaborative mind mapping (pbl-cmm) framework on improving students’ capacities for health literacy. Conducted with 110 senior high school students in Parepare, Indonesia, this quasi-experimental study employed a pretest–posttest non-equivalent control group design focused on the excretory and reproductive system topics in biology. Three groups were compared: PBL-CMM, PBL only, and conventional learning. Health literacy was measured through the Biology-Related Health Test (BRHT) and the Health Literacy Questionnaire (HLQ), which were developed based on four literacy dimensions: access, understand, appraise, and apply. The ANCOVA results revealed that students in the PBL-CMM group achieved significantly higher health literacy scores (corrected mean = 77.70) than those in the PBL (65.09) and conventional groups (56.20), p < .05. Similarly, the BRHT scores showed consistent patterns (PBL-CMM = 78.17; PBL = 70.26; Conventional = 65.95). The findings suggest that the PBL-CMM model is effective in fostering comprehensive health literacy through collaborative, problem-centered learning strategies. Future research is recommended to apply this model across diverse educational contexts, larger student populations, and different subject areas to examine its broader applicability and long-term impact on students’ critical thinking and decision-making in health-related issuesThe enhancement of students’ health literacy represents a pivotal element in preparing them to confront contemporary health challenges. Accordingly, this study evaluates the impact of a combined problem-based learning and collaborative mind mapping (pbl-cmm) framework on improving students’ capacities for health literacy. Conducted with 110 senior high school students in Parepare, Indonesia, this quasi-experimental study employed a pretest–posttest non-equivalent control group design focused on the excretory and reproductive system topics in biology. Three groups were compared: PBL-CMM, PBL only, and conventional learning. Health literacy was measured through the Biology-Related Health Test (BRHT) and the Health Literacy Questionnaire (HLQ), which were developed based on four literacy dimensions: access, understand, appraise, and apply. The ANCOVA results revealed that students in the PBL-CMM group achieved significantly higher health literacy scores (corrected mean = 77.70) than those in the PBL (65.09) and conventional groups (56.20), p < .05. Similarly, the BRHT scores showed consistent patterns (PBL-CMM = 78.17; PBL = 70.26; Conventional = 65.95). The findings suggest that the PBL-CMM model is effective in fostering comprehensive health literacy through collaborative, problem-centered learning strategies. Future research is recommended to apply this model across diverse educational contexts, larger student populations, and different subject areas to examine its broader applicability and long-term impact on students’ critical thinking and decision-making in health-related issue