Jurnal Pendidikan MIPA
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Students’ Self-Confidence and Mathematical Creativity through Visual Media-Assisted Problem-Based Learning: A Descriptive Study
Full text linkSelf-confidence and mathematical creativity are two essential competencies in 21st-century learning, yet they are often insufficiently addressed through conventional instructional models. This study aims to describe and analyze students’ self-confidence and mathematical creativity after participating in a Problem-Based Learning approach supported by visual media. This study employed a quantitative approach using a quasi-experimental posttest-only control group design. The sample consisted of 50 fourth-grade students divided into an experimental and a control group. The research instruments included a self-confidence questionnaire and a mathematical creativity test, both of which had been validated and found reliable. Data were analyzed using an independent samples t-test after confirming the assumptions of normality and homogeneity. The results showed that the experimental group obtained significantly higher self-confidence scores (M = 67.68) than the control group (M = 61.28), with p < .001. Similarly, the mathematical creativity scores of the experimental group (M = 85.60) were higher than those of the control group (M = 75.80), with a p-value of .003. These results suggest a positive association between participation in visual media-based PBL and students’ self-confidence and mathematical creativity. The findings indicate that the visual media-based PBL approach may support the development of both affective and cognitive competencies in elementary students. This study provides practical insights for educators in implementing contextual learning strategies that align with the demands of 21st-century education. Keywords: problem-based learning, visual media, self-confidence, mathematical creativity
The Effect of Mathematical Literacy, Motivation and Student’s Independence toward Mathematical Problem Solving Ability
Full text linkStudents' ability to solve mathematical problems is still low, students often experience obstacles in understanding problems so that they are less precise in choosing and using solving strategies from non-routine problems. There are many factors that influence this, so the purpose of this study is to assess several factors such as the influence of mathematical literacy on mathematical problem solving abilities, the effect of learning motivation on mathematical problem solving skills, the influence of independence on mathematical problem solving skills and the influence of mathematical literacy, motivation, and independence of the ability to solve mathematical problems. The method used is a quantitative method by making SMAN 1 Indralaya the object of research. The results of this study include mathematical literacy, learning motivation, learning independence and have a positive and significant effect on mathematical problem-solving abilities and the ability of the independent variables in this study to affect the dependent variable by 20.2%, while the remaining 79.8% is explained by variables other than variables independent in research.Keywords: mathematical literacy, motivation, independence, problem solving.DOI: http://dx.doi.org/10.23960/jpmipa/v24i1.pp275-29
How do Science Teachers Implement Problem-Based Learning to Foster Students' Creative Thinking Skills? A Case Study in Middle Schools
Full text linkIndonesian students' creative thinking skills, as assessed by PISA 2022, were significantly below the average. This study evaluated the implementation of problem-based learning (PBL) in supporting the development of creative thinking skills among students at SMP Negeri 2 Gamping, Yogyakarta. A qualitative approach with a case study design involved three science teachers and eighth-grade students. Data were collected through interviews, observations, and document analysis. Validity was analyzed through data triangulation (observations, interviews, and documentation) and peer discussions. The findings indicated that problem-based learning had a positive implementation, although significant challenges remained, such as insufficient planning, non-contextual teaching media, and limited scaffolding. The teachers frequently used simple investigations that did not fully encourage deep idea exploration. The assessment was predominantly summative and did not comprehensively evaluate students' creative processes. This study recommended a more structured problem-based learning approach, contextual teaching media, and process-oriented formative assessment to foster students' creativity. Further research was suggested to explore the long-term impact of this strategy and the integration of educational technology. Keywords: contextual media, creative thinking skills, problem-based learning, science investigation, case study
Conceptual and Procedural Knowledge of Prospective Mathematics Teacher in Solving Derivative Problems
Full text linkAbstract: Both procedural knowledge and conceptual knowledge are needed to solve derivative problems. This study aims to describe PMTs' conceptual and procedural knowledge in solving derivative problems. A qualitative with a case study as the research method was used. The research subjects were 63 prospective mathematics teacher (PMT) who attended Differential Calculus in the 2022-2023 academic year. The subject was chosen with purposive sampling. This study employed three problems from the derivative understanding test as the research instrument. The data analysis technique used in this study was the data analysis technique outlined by Miles & Huberman which began with data collection, then data reduction and drawing conclusions. The findings reveal that PMTs' lack of meaningful understanding of the definition of derivatives and their symbols may lead to algorithmic errors in finding the function f when the derivative of the function f at c is known. Of all the subjects, 82.5% found the derivative of a function without using the product rule. The procedural errors in finding the derivative of the product of functions stem from the subjects' misunderstanding of the rule that the derivative of a product is the product of their derivatives.Furthermore, 55.5% of the subjects determined the maximum and minimum values by first finding the stationary points. However, only 11% correctly found the minimum and maximum values. The results of this analysis highlight the importance of having a profound understanding of concepts when selecting and developing effective problem-solving procedures. Thus, the findings of this study are expected to assist lecturers in preparing teaching materials about derivatives effectively. Keywords: conceptual knowledge, problem solving, procedural knowledge
Research Trends on Socio-Scientific Issues in Chemistry Learning: A Systematic Review
Full text linkSocio-scientific concerns have emerged as a prominent focus in contemporary chemistry education research. This study aims to analyze the trends used in socio-scientific issues in chemistry learning based on the results of research that has been carried out. This study uses a meta-analysis research design. This meta-analysis uses Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA). Data was acquired from the Scopus and Google Scholar databases utilizing scholarly publications from esteemed worldwide journals with the Scopus Q1-Q3 classification. Conduct an article search utilizing the title and keywords "Socio-Scientific Issues," "Socio-Scientific Issues Approach," or "Socio-Scientific Issues in Chemistry Learning," covering the last decade from 2015 to 2025. The results indicated that the database had a total of 10,982 articles, from which 35 articles were selected for examination. The results of the review found that: a) socio-scientific issues in chemistry learning have a very dominant relevance to case-based learning, namely inquiry (20.57%), PBL (10.29%) and PjBL (5.14%); b) the application of socio-scientific issues in chemistry learning is more dominant towards the aspects of argumentation, problem-solving, critical thinking and creative thinking. Consequently, the tendency in chemistry education on socio-scientific issues underscores case-based learning that prioritizes contextual difficulties. Keywords: chemistry, learning, socio-scientific issues
Analysis of Students' Errors in Solving Algebraic Story Problems Based on Newman's Procedure: A Case Study in Junior High School
Full text linkThis study aims to obtain a description of student errors in solving algebraic form story problems based on Newman's procedure in junior high school. This type of research is descriptive using a qualitative approach. This research uses Newman's error analysis. The subjects of this study were three students, each of whom had high mathematical ability (ST), medium mathematical ability (SS), and low mathematical ability (SR) selected from class VIII W.R Supratman based on the report card value of mathematics class VII odd semester 2023/2024. The results of this study are as follows: Students with high mathematical ability (ST) tend to make mistakes at the reading stage by not reading the problem completely, especially the symbol "Rupiah," and at the writing/notation (encoding) stage by not writing the conclusion and the symbol "Rupiah". Students with moderate mathematics ability (SS) made mistakes at the comprehension stage by not writing and mentioning the question information completely, the transformation stage by making an incorrect mathematical model, and the writing/notation (encoding) stage by not writing the "Rupiah" symbol. Students with low mathematics ability (SR) made mistakes at almost all stages: reading by not mentioning the Rupiah symbol and not reading the complete problem, comprehension by not writing and mentioning the problem information completely, transformation by making an incorrect mathematical model, process skills with calculation errors, and writing/notation (encoding) by not writing the Rupiah symbol and the correct conclusion. This research shows the importance of understanding the problem thoroughly, making the right mathematical model, and writing complete notations and conclusions in solving mathematical problems, the results of this study are expected to contribute to the improvement of the mathematics learning process, both from the teacher and student side, so as to improve students' mathematical problem solving skills, especially in the material of algebraic form story problems. Keywords: problem solving errors, math skills, algebraic story problems, newman procedure
Students' Boredom Profile in Mathematical Problem-Solving: A Computational Thinking Perspective
Full text linkBoredom is a mental state characterized by discomfort and dissatisfaction caused by insufficient introduction of stimulus, challenge, or meaning in the environment. Objective: This study aims to describe students' boredom profile in solving mathematics problems based on their computational thinking ability. Methods: The method used was a descriptive qualitative approach with the subject of 62 students consisting of 63% female students and 37% male students of class IX SMP Negeri 1 Semarang, then took nine students with purposive sampling technique, taking subjects based on advanced, intermediate, and basic computational thinking ability tests, taken three each category based on recommendations from subject teachers. Findings: Student boredom is influenced by five factors, namely disengagement, high arousal, inattention, low arousal, and time perception. Students with advanced computational thinking ability generally do not feel bored because they feel challenged, although they can lose interest if the problem is too easy. Students with intermediate computational thinking ability have relatively low boredom, remaining engaged despite difficulties. In contrast, students with basic computational thinking ability are more susceptible to boredom due to difficulty understanding problems, frustration, a desire to quit, and a perceived lack of engaging activities. To overcome the problem of boredom, the recommendation from this study is to provide content-differentiated learning for each student, this can also be a recommendation for further research. Conclusion: Students with advanced computational thinking can feel bored if the problems given are too easy. Meanwhile, students with basic computational thinking feel bored when they find it difficult to understand the problem. Keywords: boredom, mathematics, problem-solving, computational thinking
The Effectiveness of Problem-Based Learning in Enhancing Students’ Explaining Competence on the Thermodynamics Topic
Full text linkScientific literacy, particularly the competence to explain phenomena scientifically, is an important skill for enabling students to apply scientific concepts to everyday contexts and participate in informed decision-making. This study explores the effectiveness of the Problem-Based Learning (PBL) model in enhancing students’ competence to explain scientific phenomena within the topic of thermodynamics, focusing on the cases of LPG and LNG. Using a quasi-experimental design with a pretest–posttest control group, participants were drawn from several public senior high schools in Samarinda, Indonesia, through cluster random sampling. The experimental group was taught using PBL supported by context-based student worksheets, while the control group received conventional, lecture-based instruction. The assessment instrument used essay questions aligned with six PISA indicators for explaining scientific phenomena, validated by experts, and confirmed to have high reliability. The findings show that students in the PBL group achieved greater improvement across all measured indicators compared to those in the conventional group. The most significant gains were observed in constructing and evaluating models, and in explaining the societal implications of scientific knowledge. These improvements were closely related to the structured stages of PBL, including problem orientation, organization of learning activities, guided investigation, development and presentation of solutions, and analysis and evaluation of the problem-solving process. Each stage fostered active engagement, collaborative discussion, the use of multiple representations, formulation and testing of hypotheses, and reflection on both process and outcome. The results suggest that PBL is effective for enhancing students’ scientific literacy, particularly in explaining competence by connecting abstract thermodynamic concepts with real-life contexts. This study supports the broader adoption of PBL as a strategy to strengthen critical thinking and scientific reasoning in line with Indonesia’s long-term educational objectives under the RPJPN 2025–2045 framework. Keywords: problem-based learning, scientific literacy, thermodynamics, competence in explaining scientific phenomena
Interactive Socio-Scientific Inquiry: The Effects on Creative Thinking Skills
Full text linkCreative thinking skills are an important factor in learning whose implementation is still being questioned in various schools in Indonesia. This quantitative study aims to determine the effect of the Interactive Socio-Scientific Issue model on the creative thinking ability of students in class X SMA/MA. This study involved 60 students who were positioned as research subjects. Creative thinking skills data were collected using the essay test integrated creative thinking skills rubric. The data collected were analyzed using descriptive statistics in the form of mean and analytic statistics in the form of the ANCOVA test. The results of this study inform that the profile of creative thinking skills of class X high school students has increased which can be seen from the results of pre-test and post-test in the experimental class and control class. Furthermore, indicators in creative thinking skills that developed in this study were indicators of flexible thinking in the experimental class and the highest improvement in the original thinking aspect which was seen based on the results of the post-test that had been carried out. Following up on the findings of this study, empowering creative thinking skills using the Interactive Socio Scientific Issue model is appropriate for use in subjects, especially Biology Keywords: creative thinking, environmental change, socio-scientific issue. DOI: http://dx.doi.org/10.23960/jpmipa/v23i3.pp995-100
Improving Science Conceptual Understanding and Science Process Skills in Elementary School using Predict-Observe-Explain Learning Model
Full text linkThis study aims to determine the effect of the Predict-Observe-Explain (POE) model as an alternative learning to improve students' understanding of science concepts and process skills. All experimental designs with the Non-Equivalent Control Group Design were applied to this study. Population were all fourth-grade students at MI Nurul Islam, South Lampung. The sampling technique used non-probability sampling, with class IV A as the experimental class and class IV B as the control class. The instrument for understanding the science concept was description test and SPS assessment with a practicum observation sheet. Statistical data processing techniques were carried out descriptively and inferentially with hypothesis testing using multivariate of variance (MANOVA) with a significance level of 5%. The results showed that the average value of the experimental class was higher than that of the control class. Likewise, the results of hypothesis testing show that there is an increase in conceptual understanding and science process skills in the experimental class compared to the control class. It can be concluded that the POE learning model can be used as an alternative to improve students' understanding of science science concepts and process skills in elementary schools. Keywords: POE learning model, conceptual understanding, and science process skills.DOI: http://dx.doi.org/10.23960/jpmipa/v24i1.pp225-23