JEP (Jurnal Eksakta Pendidikan)
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Development of Guided Inquiry-based E-Worksheet to Stimulate Science Process Skills on Light Diffraction Materials
Full text linkUnderstanding light diffraction requires higher-order thinking and the ability to apply science process skills. Therefore, this study aims to develop a guided inquiry-based e-worksheet that is valid, practical, and effective to stimulate science process skills in Light Diffraction materials. The study uses the Design and Development Research (DDR) approach, which consists of four stages: analysis, design, development, and evaluation. The data analysis uses a validity test assessed by three experts, a practicality test conducted by students and teachers, and an effectiveness test as measured by the N-Gain test. The validity test results obtained an average value of 3.54, which is "very valid" category. The e-worksheet’s design and content correspond to the science process skill: formulating problems, formulating hypotheses, conducting experiments, drawing conclusions, and discussing. The practicality test produced an average student response result of 86% and an average teacher perception result of 88%, both of which are classified as "very practical." The effectiveness test produced an N-Gain value of 0.71 in the experimental class, which is classified as high and increased compared to the control class's value of 0.49, which is classified as moderate. Hence, an e-worksheet based on guided inquiry has been produced to stimulate valid, practical, and effective science process skills. The results contribute to the theoretical understanding of guided inquiry-based learning and provide practical guidance for teachers in implementing digital inquiry activities on light diffraction.Siswa pada umumnya mengalami kesulitan memahami materi tentang difraksi cahaya. Tujuan dari penelitian ini adalah untuk mengembangkan lembar kerja elektronik berbasis inkuiri terbimbing yang valid, praktis, dan efektif untuk merangsang keterampilan proses sains dalam materi Difraksi Cahaya. Jenis penelitian ini menggunakan pendekatan Design and Development Research (DDR) produk yang terdiri dari 4 tahap, yaitu analisis, desain, pengembangan, dan evaluasi. Analisis data menggunakan uji validitas yang dinilai oleh tiga orang ahli, uji praktikalitas yang terdiri dari uji keterbacaan oleh siswa dan uji persepsi guru, serta uji efektivitas yang dilihat dari uji N-Gain. Pada hasil uji validitas diperoleh nilai rata-rata dari ketiga validator sebesar 3,54 dalam kategori sangat valid. Desain dan isi e-LKPD memiliki bagian yang bersesuaian dengan keterampilan proses sains, berupa merumuskan masalah, menyusun hipotesis, melaksanakan eksperimen, menarik kesimpulan, dan diskusi. Hasil uji praktikalitas diperoleh rata-rata hasil uji respon siswa sebesar 86% dan rata-rata hasil uji persepsi guru sebesar 88% dengan kategori sangat praktis. Sementara itu, uji efektivitas menghasilkan nilai N-Gain pada kelas eksperimen sebesar 0,71 yang tergolong tinggi, meningkat dibanding kelas kontrol dengan nilai N-Gain 0,49 yang tergolong sedang. Dengan demikian, telah dihasilkan e-worksheet berbasis inkuiri terbimbing untuk menstimulasi keterampilan proses sains yang valid, praktis, dan efektif
Digital Mathematics Module Based on Problem-Based Learning Model with Classpoint Mathematics Gamification
Full text linkProblem solving skills is one of the most important skills students should achieve in mathematics. However, students' mathematical problem-solving skills still low. This research offers classpoint mathematics gamification in digital mathematics module based on problem-based learning. Thus, this research was conducted to develop a valid, practice, and effective mathematics digital module based on problem-based learning model with classpoint mathematics gamification (ChePomathGo) in improving students’ problem solving skills. This study used the Plomp development model, including the preliminary research, prototyping, and assessment phases. Preliminary research involving 32 students and 1 teacher and prototyping and assessment phase involving 9 students in seventh grade junior high school. Data analysis used are descriptive analysis. The result shows that the mathematics digital module based on problem-based learning model with ChePomathGo is valid with an average score of 3.67 (very valid category), practice based on students’ and teachers’ positive responses, and effective to improve students’ problem solving skills based on the results of the students' mathematical problem-solving skills test in small group evaluations with an average score of 75% (effective category). The implications of this research is the digital mathematical module developed can be a guidelines for researchers and teachers to improve students’ mathematical problem-solving skills.Problem solving skills is one of the most important skills students should achieve in mathematics. However, students' mathematical problem-solving skills still low. This research offers classpoint mathematics gamification in digital mathematics module based on problem-based learning. Thus, this research was conducted to develop a valid, practice, and effective mathematics digital module based on problem-based learning model with classpoint mathematics gamification (ChePomathGo) in improving students’ problem solving skills. This study used the Plomp development model, including the preliminary research, prototyping, and assessment phases. Preliminary research involving 32 students and 1 teacher and prototyping and assessment phase involving 9 students in seventh grade junior high school. Data analysis used are descriptive analysis. The result shows that the mathematics digital module based on problem-based learning model with ChePomathGo is valid with an average score of 3.67 (very valid category), practice based on students’ and teachers’ positive responses, and effective to improve students’ problem solving skills based on the results of the students' mathematical problem-solving skills test in small group evaluations with an average score of 75% (effective category). The implications of this research is the digital mathematical module developed can be a guidelines for researchers and teachers to improve students’ mathematical problem-solving skills
Eksplorasi Literasi Tumbuhan pada Siswa Sekolah Menengah Atas di Mentawai: Pendekatan Kuantitatif melalui Inventarisasi, Pengolahan, dan Pelaporan Data
No full textThis study explores the plant literacy of high school students in the Mentawai Islands using a quantitative approach that integrates data inventory, processing, and reporting. A survey method was utilized, involving 302 students from three schools, to evaluate their understanding of plants across nominal, functional, structural, and multidimensional levels. Research instruments were validated for reliability with a Cronbach's Alpha of 0.973, ensuring robust data collection. Findings reveal low plant literacy levels across all dimensions, with significant challenges in identifying plants and contextualizing biodiversity concepts. The study underscores the necessity of innovative, contextual learning methods, including practical and exploratory approaches to improve plant literacy. Recommendations include integrating local biodiversity into educational curricula and promoting nature-based activities to enhance students' ecological awareness and comprehension.Penelitian ini mengeksplorasi literasi tumbuhan siswa sekolah menengah atas di Kepulauan Mentawai dengan menggunakan pendekatan kuantitatif yang mengintegrasikan inventarisasi, pengolahan, dan pelaporan data. Metode survei digunakan, melibatkan 302 siswa dari tiga sekolah, untuk mengevaluasi pemahaman mereka tentang tumbuhan di tingkat nominal, fungsional, struktural, dan multidimensi. Instrumen penelitian divalidasi keandalannya dengan Cronbach's Alpha sebesar 0,973, untuk memastikan pengumpulan data yang kuat. Temuan-temuan menunjukkan rendahnya tingkat literasi tanaman di seluruh dimensi, dengan tantangan yang signifikan dalam mengidentifikasi tanaman dan mengkontekstualisasikan konsep keanekaragaman hayati. Studi ini menggarisbawahi perlunya metode pembelajaran yang inovatif dan kontekstual, termasuk pendekatan praktis dan eksploratif untuk meningkatkan literasi tanaman. Rekomendasi yang diberikan termasuk mengintegrasikan keanekaragaman hayati lokal ke dalam kurikulum pendidikan dan mempromosikan kegiatan berbasis alam untuk meningkatkan kesadaran dan pemahaman ekologi siswa
Developing Students’ Book Characterized Realistic Mathematics Education (RME) to Improve Numeration Literacy Skill
Full text linkThe purpose of this research was to develop a Student Book with Realistic Mathematics Education (RME) characteristics in terms of the results of validity, practicality, and effectiveness tests. The development of this student book uses the Plomp model that was carried out in three phases, namely: (1) Preliminary research, (2) Prototyping phase, and (3) Assessment phase. In the Preliminary research phase, it was found that the numeracy literacy skills at State Elementary School 2 Padenganploso were still low and the teaching materials used did not contain problems in everyday life that were relevant to the environmental conditions around students. In the Prototyping phase, student book development was carried out using steps that follow the principles and characteristics of RME. In the Assessment phase, based on the results of expert validation, an average score of 3.86 was obtained for all aspects, which means that the RME student book can be stated to be valid. From the observations of the implementation of the student book, a score of 3.87 is obtained, which means that the practical test by the observer meets the Practical criteria. From working on the numeracy literacy questions, it was found that 90% of students scored above 65, and the results of the N-Gain calculation as a whole obtained an average score of 0.71 with a high interpretation. The results of observations of student activity obtained an average of 3.8 with the active category, and the results of student responses obtained 90% gave a positive response, which means that the student book with RME characteristics meets the criteria of Effectiveness.Tujuan dari penelitian ini ialah untuk mengembangkan Buku Siswa bercirikan Realistic Mathematics Education (RME) ditinjau dari hasil uji kevalidan, kepraktisan, dan efektivitas. Pengembangan buku siswa ini menggunakan model Plomp yang dilakukan dalam tiga fase yaitu: (1) Preliminary research, (2) Prototyping phase, (3) Assessment phase. Pada fase Preliminary research ditemukan bahwa kemampuan literasi numerasi di SDN 2 Padenganploso masih rendah dan bahan ajar yang digunakan kurang memuat permasalahan dalam kehidupan sehari-hari yang relevan dengan kondisi lingkungan disekitar siswa. Pada Prototyping phase dilakukan pengembangan buku siswa menggunakan langkah-langkah yang sesuai dengan prinsip-prinsip dan karakteristik RME. Pada Assessment phase berdasarkan hasil validasi ahli diperoleh skor rata-rata keseluruhan aspek sebesar 3,86 yang artinya buku siswa RME dapat dikatakan valid.Dari hasil observasi keterlaksanaan buku siswa diperoleh skor 3,87 yang artinya uji kepraktisan oleh observer tersebut memenuhi kriteria Praktis. Dari pengerjaan soal literasi numerasi diperoleh 90 % siswa memperoleh nilai di atas 65, dan hasil perhitungan N-Gain secara keseluruhan diperoleh rata-rata skor sebesar 0,71 dengan interpretasi tinggi. Hasil observasi aktivitas siswa diperoleh rata-rata 3,8 dengan kategori aktif, dan hasil respon siswa didapatkan 90% memberikan respon positif, yang artinya buku siswa bercirikan RME tersebut memenuhi kriteria Efekti
Mathematics Literacy of Middle School Students with Socio-Cultural Context Viewed from Learning Style
No full textThe capacity to comprehend, reason, create, recognize, and compute to solve any mathematical problem about day-to-day living is known as mathematical literacy. Learning style is each individual's method of receiving and understanding all the information they get. One aspect that influences students' mathematical literacy is the learning style aspect. This research goal is to find out how junior high school students' mathematical literacy relates to the socio-cultural context in terms of learning styles. This research uses a qualitative method with a descriptive approach. This research involved three students in class eight at SMP Negeri 1 Perak with different learning styles with equal abilities as subjects. The results of this research indicate that student’s learning styles influence students' mathematical literacy processes. The mathematical literacy of students who have an auditory learning style is better than the mathematical literacy of students who have a visual and kinesthetic learning style. Students' mathematical literacy has not been achieved using existing indicators.The capacity to comprehend, reason, create, recognize, and compute to solve any mathematical problem about day-to-day living is known as mathematical literacy. Learning style is each individual's method of receiving and understanding all the information they get. One aspect that influences students' mathematical literacy is the learning style aspect. This research goal is to find out how junior high school students' mathematical literacy relates to the socio-cultural context in terms of learning styles. This research uses a qualitative method with a descriptive approach. This research involved three students in class eight at SMP Negeri 1 Perak with different learning styles with equal abilities as subjects. The results of this research indicate that student’s learning styles influence students' mathematical literacy processes. The mathematical literacy of students who have an auditory learning style is better than the mathematical literacy of students who have a visual and kinesthetic learning style. Students' mathematical literacy has not been achieved using existing indicators
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No full textTo develop a further sustainable world and address the sustainability-related challenges outlined in the SDGs, every individual should be an agent of sustainability. Individuals need understanding, skills, and attitudes that can contribute to the achievement of SDGs and teachers are the key to the development and implementation of SDGs through education. This study aims to measure the knowledge, perception, and attitude of pre-service physics teachers toward the implementation of SDGs. Our research involved 188 students taken from physics education of two different universities in Indonesia. A modified version of a prior study's questionnaire was used to assess students' knowledge, perception, and attitude. The result shows the entire sample had moderate overall knowledge of the SDGs; there were notable variations in the scores gained for the SDGs' personal and professional implications; and there were differences between the perception of the goals, with the different level of SDGs involvement with the climate change courses. Means that pre-service physics teacher still lacks of information and professional education on pedagogies also the instructing abilities essential for teaching them, obstructing the implementation of the SDGs. Pre-service physics teachers must acquire the knowledge and competencies necessary for teaching and promoting the SDGs to stimulate students’ interest, curiosity and capability for learning science as well as increasing students’ enrolment in science related courses towards the achievement of SDGs.Untuk menciptakan dunia yang lebih berkelanjutan dan mengatasi tantangan terkait keberlanjutan yang diuraikan dalam SDGs, setiap individu harus menjadi agen perubahan keberlanjutan. Individu membutuhkan pengetahuan, keterampilan, nilai-nilai dan sikap yang dapat berkontribusi terhadap pembangunan berkelanjutan. Komunitas internasional telah mengadopsi Tujuan Pembangunan Berkelanjutan (SDGs) sebagai agenda kerja. Bagi calon guru fisika, mengembangkan kompetensi yang terkait dengan SDGs dapat menimbulkan kesulitan jika pengetahuan calon guru fisika tentang SDGs dan pengajaran di universitas belum terbentuk, meskipun banyak penelitian telah membahas masalah ini. Versi modifikasi dari kuesioner penelitian sebelumnya digunakan untuk menilai pengetahuan, sikap, dan persepsi calon guru fisika terhadap SDGs. Baik menggunakan analisis deskriptif atau inferensial, Hasilnya menunjukkan bahwa calon guru fisika masih memiliki pengetahuan yang rendah tentang SDGs; terdapat variasi yang mencolok dalam skor yang diperoleh mengenai implikasi profesional dan pribadi SDGs; dan terdapat perbedaan persepsi terhadap tingkat keterlibatan SDGs pada materi perubahan iklim di SMA. Calon guru fisika harus memperoleh pengetahuan dan kompetensi yang diperlukan untuk mengajar dan mempromosikan SDGs. Guru dan sekolah di masa depan harus memainkan peran penting dalam menyelesaikan permasalahan global ini, yang hanya dapat diatasi jika semua generasi saat ini berkolaborasi
Tren dan Peluang Penelitian Pembelajaran Berbasis Argumentasi Untuk Pemecahan Masalah dalam Pembelajaran Fisika: Analisis Bibliometrik
No full textResearch on argumentation has been widely conducted and continues to develop. Research trends and opportunities need to be known by researchers to conduct research. To find out this, a bibliometric analysis needs to be conducted. This analysis is conducted to determine the development of publications, trends, and research opportunities on the topic of argumentation in Physics learning. Article data was obtained from Scopus and analyzed using the VOSviewer application. The results obtained are that research in this topic tends to increase every year. Keywords that are trending in this topic include high school, physics and science education, e-learning and dialogic argumentation, and argumentation skills. Meanwhile, keywords that are opportunities are higher education, other fields that study Physics, the use of teaching materials and inquiry, assessment in argumentation-based learning, and understanding concepts. In addition, a relationship between argumentation and problem-solving skills was also obtained. There are still few articles that connected argumentation and problem-solving so that this topic can be an opportunity to conduct research, especially at the university level. We suggest exploring various methods in implementing argumentation in Physics learning. Argumentation can not only improve argumentation skills but also improve various 21st century skills such as problem-solving skillsPenelitian tentang argumentasi telah banyak dilakukan dan terus mengalami perkembangan dari tahun ke tahun. Peneliti perlu mengetahui tren penelitian dan peluang untuk melakukan penelitian. Untuk mengetahui hal ini, perlu dilakukan analisis bibliometrik. Analisis ini dilakukan untuk mengetahui perkembangan publikasi, tren, dan peluang penelitian pada topik argumentasi pada pembelajaran Fisika. Data artikel diperoleh dari Scopus dan dianalisis menggunakan aplikasi VOSviewer. Hasil yang diperoleh yaitu penelitian pada topik argumentasi pada pembelajaran Fisika cenderung mengalami peningkatan setiap tahunnya. Kata kunci yang menjadi tren dalam topik ini diantaranya adalah sekolah menengah, pendidikan fisika dan sains, e-learning dan argumentasi dialogis, serta keterampilan argumentasi. Sementara itu, kata kunci yang menjadi peluang adalah pendidikan tinggi, bidang-bidang lain yang mempelajari Fisika, penggunaan bahan ajar dan inquiry, asesmen dalam pembelajaran berbasis argumentasi, dan pemahaman konsep. Selain itu, juga diperoleh hubungan antara argumentasi dengan keterampilan pemecahan masalah. Jumlah artikel yang menghubungkan antara argumentasi dan keterampilan pemecahan masalah masih sedikit sehingga topik ini dapat menjadi peluang dalam melaksanakan penelitian, terutama pada tingkat perguruan tinggi
Evaluating Students’ Acceptance of Augmented Reality in Protist Learning: A Preliminary Research in Developing Protist Learning Media
No full textProtist concepts pose significant challenges for students due to their abstract nature and the complexity of microscopic structures. This study evaluates the validity, practicality, and acceptance of the Augmented Reality-Based Protist Application (AR-BPA), designed to enhance students' understanding of protists through immersive, 3D visualization. Following the development model by Lee & Owens (2004), this research focuses on the development stage, involving validity tests, preliminary implementation, and practicality assessments. Data were gathered from 3 experts, 32 students, and 2 lecturers through questionnaires and interviews, revealing high levels of usability and practicality for AR-BPA. The findings indicate that AR-BPA effectively supports student learning by making abstract concepts more accessible. Nonetheless, improvements in content scope and interface design are suggested to further optimize user experience. The study highlights AR-BPA’s potential to revolutionize protist education, with implications for broader applications in biology learning. Future research should explore scalability and additional factors to fully realize AR-BPA’s educational impact
Pengembangan Mersics.com sebagai E-diagnostic Assessment with Rasch Model pada Materi Prasyarat Bab Kinematika
No full textE-diagnostic Assessment is a diagnostic test instrument based on the Merscs.com website, which is used to determine students' initial level of understanding before carrying out physics learning. This research aims to determine the validity and reliability of the development of Mersics.com as an e-diagnostic assessment of the prerequisite material for the kinematics chapter. The limited trial subjects in this research were 75 class XI MIA students. Validity analysis uses the Item Response Theory (IRT) approach with one Logistic Parameter (PL), the difficulty level parameter, better known as the Rasch Model. The research results showed that 56 questions were declared valid by experts using Content Validity Ratio (CVR > 0) analysis. Meanwhile, the results of the analysis based on the Rasch Model showed 20 valid questions in the Understanding of Motion sub-chapter, nine valid questions and one invalid question item in the GLB and GLBB sub-chapters, ten valid questions in the Parabolic Motion sub-chapter, nine valid questions and one the question item is invalid and in the Circular Motion sub-chapter. The reliability of the questions as a whole is declared reliable. It can be concluded that this E-diagnostic Assessment is suitable for use in physics learning.E-diagnostic Assessment merupakan sebuah instrumen tes diagnostik berbasis website Merscs.com yang digunakan untuk mengetahui tingkat pemahaman awal peserta didik sebelum melaksanakan pembelajaran fisika. Tujuan penelitian ini adalah untuk mengetahui tingkat validitas dan reliabilitas dari pengembangan Mersics.com sebagai e-diagnostic assessment pada materi prasyarat bab kinematika. Subjek uji coba terbatas dalam penelitian ini adalah siswa kelas XI MIA berjumlah 75 orang. Analisis validitas menggunakan pendekatan Item Response Theory (IRT) dengan satu Parameter Logistik (PL) yakni parameter tingkat kesukaran atau lebih dikenal dengan Rasch Model. Hasil penelitian menunjukkan bahwa terdapat 56 butir soal dinyatakan valid oleh para ahli dengan analisis Content Validity Ratio (CVR > 0). Sedangkan hasil analisis berdasarkan Rasch Model menunjukkan 20 butir soal valid pada sub bab Pengertian Gerak, 9 butir soal valid dan 1 butir soal tidak valid pada sub bab GLB dan GLBB, 10 butir soal valid pada sub bab Gerak Parabola, 9 butir soal valid dan 1 butir soal tidak valid dan pada sub bab Gerak Melingkar. Reliabilitas soal secara keseluruhan dinyatakan reliabel. Dapat disimpulkan bahwa E-diagnostic Assessment ini layak digunakan pada pembelajaran fisika
The Effectiveness of PBL-Role Playing with the TaRL Approach to Improve Student Learning Outcomes and Activity of Number Counting Operations
Full text linkLearning mathematics is often considered difficult, scary, and abstract for students at the elementary school level. This has an impact on learning outcomes and students' activeness in mastering material concepts. The PBL-Role Playing model with the TaRL approach is one way to overcome this problem. The purpose of the study is to determine the effectiveness of PBL-role playing learning with the TaRL approach in improving learning outcomes and student activity in numerical counting operation material. This research is classroom action research (CAR). The results showed that the learning completeness in the first cycle was 46.43% and the second cycle was 96.43%. Meanwhile, the results of student activity reached an average of 67.85 in the first cycle and 83.92 in the second cycle. Based on these results, it was concluded that PBL-Role Playing with the TaRL approach was proven to be effective in improving learning outcomes and student activity.Pembelajaran matematika sering dianggap sulit, menakutkan, dan abstrak bagi siswa di tingkat sekolah dasar. Hal ini berdampak pada hasil belajar dan keaktifan siswa dalam menguasai konsep materi. Model PBL-Role Playing dengan pendekatan TaRL adalah salah satu cara untuk mengatasi masalah ini. Tujuan penelitian ini adalah untuk mengetahui efektivitas pembelajaran peran PBL dengan pendekatan TaRL dalam meningkatkan hasil belajar dan aktivitas siswa pada materi operasi hitung bilangan cacah. Penelitian ini merupakan penelitian tindakan kelas (PTK). Hasil penelitian menunjukkan bahwa ketuntasan pembelajaran pada siklus I sebesar 46,43% dan siklus II sebesar 96,43%. Sementara itu, hasil kegiatan mahasiswa mencapai rata-rata 67,85 pada siklus I dan 83,92 pada siklus II. Berdasarkan hasil tersebut, disimpulkan bahwa PBL-Role Playing dengan pendekatan TaRL terbukti efektif dalam meningkatkan hasil belajar dan aktivitas siswa