Jurnal Pendidikan MIPA
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The Role of Emotional Intelligence in Mathematical Critical Thinking: A Systematic Literature Review
Full text linkCritical thinking ability is a fundamental ability in the process of developing other thinking abilities in improving students' intellectual abilities, especially in learning mathematics. One factor that influences critical thinking skills is emotional intelligence, especially awareness of controlling one's emotions. This research aims to apply a literature review in analyzing mathematical critical thinking skills in terms of emotional intelligence. The research method used in this research is a Systematic Literature Review (SLR) by reviewing relevant literature regarding critical thinking abilities in terms of emotional intelligence. Data collection was carried out through article searches using Publish or Perish on Google Scholar, Scopus, and Semantic Scholar with a publication range from 2015 to 2024. Article selection was carried out based on inclusion and exclusion criteria to obtain 10 journals that were relevant and suitable for further analysis. Based on the results of the analysis, it show that: (1) The type of research that is most widely used is quantitative, whereas other types of research are the qualitative and mixed method; (2) Most levels of education are at the junior high school level while other levels include elementary school, high school, and university students (3) Emotional intelligence has a positive relationship with students' mathematical critical thinking abilities (4) Factors that influence students' critical thinking abilities in terms of students' emotional intelligence are negative emotions such as stress, and frustration and negative thoughts that dominate and limit students' abilities. Based on research findings, good emotional handling strategies are needed in the learning process so that students can develop critical thinking skills optimally. Future research could explore more deeply the mechanisms of how emotional intelligence influences mathematical critical thinking abilities, as well as examine the effectiveness of interventions designed to improve emotional intelligence and mathematical critical thinking abilities simultaneously. Keywords: mathematical critical thinking ability, emotional intelligence, systematic literature review
Development of E-Comic-Based Teaching Module to Enhance Students’ Mathematical Argumentation Skills
Full text linkThis study aims to develop an e-comic-based teaching module to enhance students’ mathematical argumentation skills on the topic of Systems of Linear Equations in Two Variables (SPLDV), referring to the Toulmin Argumentation Framework (data, claim, warrant, backing, rebuttal, and qualifier). The study employed a Research and Development (R&D) design using the ADDIE development model. It was conducted at one of the public junior high schools in Jombang, East Java, Indonesia, involving 25 students and two teachers as respondents. The research instruments included expert validation sheets, questionnaires for teachers and students, and a mathematical argumentation skills test developed based on the elements of the Toulmin framework. The effectiveness was evaluated using a one-group pretest–posttest approach, in which all participants were given mathematical argumentation tests before and after learning with the e-comic module. Data were analyzed using a paired sample t-test with SPSS to determine significant differences between the pre-test and post-test results. The expert validation results showed that the e-comic-based module obtained an average score of 94.23%, categorized as very valid, indicating strong content alignment, instructional design quality, and classroom applicability. The practicality test revealed that teacher responses averaged 94% and student responses 82%, both categorized as very practical, demonstrating that the module is easy to use, engaging, and relevant to students’ learning needs. The effectiveness test yielded a significance value of 0.000 (< 0.05), which reflects the module’s potential to enhance students’ mathematical argumentation skills. Pedagogically, the integration of the Toulmin framework in the e-comic context effectively helps students construct logical, structured, and evidence-based mathematical arguments through contextual narrative visualization. This approach also enhances students’ motivation, engagement, and reflective thinking during the learning process. Therefore, the developed e-comic-based teaching module is valid, practical, and effective in improving students’ mathematical argumentation skills and in supporting active, reflective, and meaningful mathematics learning. Keywords: teaching module, digital technology, e-comic, mathematical argumentation skills.
Research Exploration of Problem-Based Learning (PBL) Model and Metacognition Ability in Mathematics Learning: A Systematic Literature Review
Full text linkThe Problem-Based Learning (PBL) model is one of the practical approaches to increase students' active participation, independent thinking skills, and awareness of the learning process, which will improve students' metacognition skills. Metacognition enables students to organize their learning strategies and improve learning outcomes. This research aims to identify, classify, and evaluate research results from primary studies that apply the PBL Model in measuring the improvement of students' metacognition skills in Indonesia using the systematic literature review (SLR) method. The protocol used in SLR refers to The Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) statement, which includes the following four stages: (1) identification, (2) screening, (3) eligibility, (4) included. This systematic review leveraged covidence for comprehensive article screening and analysis, focusing on 30 carefully selected academic publications spanning from 2015 to 2024. This study examines the implementation of Problem-Based Learning (PBL) and its impact on students' mathematical metacognition skills. The analytical framework encompassed multifaceted research dimensions, including educational levels, geographical research contexts, publication timelines, mathematical domains, research methodologies, journal indexing criteria, and research outcomes. The analysis unveiled that publication frequency peaked in 2024, with a notable emphasis on secondary school-level investigations. The methodological analysis indicated a predominant preference for quantitative research approaches, particularly in studies examining spatial geometry concepts. The consolidated results provided substantial evidence that the implementation of the PBL model yielded positive and significant improvements in students' mathematical metacognition capabilities. Keywords: metacognition, problem-based learning model, systematic literature review
Can Concreteness Fading and Multi-Representational Learning Enhance Students’ Understanding of Geometrical Optics?
Full text linkThis study aims to analyze the effect of learning based on concreteness fading and multi-representation on prospective teacher students' understanding of geometric optics concepts. The research sample consisted of 40 prospective physics teacher students, selected using the total sampling technique, with 20 students in each experimental and control group. The experimental group received learning with concreteness fading and multi-representation approaches, while the control group received conventional learning. The research instrument was a concept understanding test in the form of descriptions, which was tested for content validity and reliability using the inter-rater reliability method, yielding a Cohen's Kappa coefficient of 0.68. Data analysis techniques included independent samples t-test, ANCOVA, and N-gain. The results of the independent samples t-test showed that, in the posttest, there was a significant difference (p = 0.008 < 0.05) with the average score of the experimental group (M = 21.55) being higher than that of the control group (M = 19.10). ANCOVA test results showed that learning with concreteness fading-multi representation significantly affected students' concept understanding after controlling for the pretest score (p = 0.009 < 0.05). Additionally, the N-Gain test results indicated increased concept understanding in the experimental class (0.75, high category) and the control class (0.56, medium category). Initially, many students struggled and relied solely on one form of representation to explain geometric optics problems. However, after learning, they began to utilize various interrelated representations, including diagrams, texts, and mathematical equations. The findings in this study confirm that learning with concreteness fading and multi-representation approaches is effective in improving understanding of geometric optics concepts. Keywords: conceptual understanding, concreteness fading, geometric optics, multi-representation, physics learning
Beyond Final Answers: Explainable AI for Step-Level Formative Feedback in Transformational Geometry
Full text linkProviding high-quality feedback on students’ solution steps in transformational geometry is challenging in large university classes. Explainable AI (XAI) offers a potential way to automate step-level assessment while keeping model decisions transparent and educationally meaningful. This study examines whether an XAI-based system can validly and reliably score students’ solution steps in transformational geometry, how faithful and fair its explanations are, and whether step-level XAI feedback improves learning in an authentic course setting. This study used a two-phase quantitative design complemented by a small qualitative component. In Phase 1, XAI-based step scores were compared with expert ratings of items involving reflections, rotations, translations, and compositions of transformations, using a rubric with eight indicators (GT1–GT8), and explanation fidelity and subgroup fairness were evaluated. In Phase 2, a clustered quasi-experiment was conducted comparing XAI-based feedback with conventional rubric-based feedback in two classes. Brief and semi-structured interviews were conducted with six students from the XAI class to explore how they interpreted and used the feedback. The results show that the XAI system approximated expert step scoring with acceptable agreement, produced explanations whose highlighted features were meaningfully related to predictions, and exhibited no large performance disparities across gender or study programme. In the classroom experiment, the XAI group achieved moderately higher post-test scores than the control group, with gains concentrated on indicators related to parameter specification and composition of transformations. Interview data suggest that students used the XAI interface to locate and revise specific steps while still relying on the lecturer for deeper conceptual clarification. Overall, the findings indicate that when aligned with a domain-specific rubric, XAI-based step assessment can serve as scalable, task- and process-level formative feedback in transformational geometry, best used in a human-in-the-loop configuration that complements rather than replaces teacher feedback. Keywords: artificial intelligence, mathematics assessment, quasi-experimental design, transformational geometry
Exploring Research on Computational Thinking in Mathematics: Trends, Challenges, and Impact on Modern Learning
Full text linkComputational Thinking (CT) has been recognized as one of the essential skills of the 21st century and is increasingly being integrated into educational curricula in various countries. This study aims to analyze trends, challenges, and the impact of CT in mathematics education through a Systematic Literature Review (SLR) approach of 41 selected articles from the Scopus database covering the period from 2019 to 2024. The analysis results show a significant increase in the number of publications related to CT in mathematics education, with the highest peak occurring in 2023. Scratch technology was identified as one of the most commonly used tools to support CT learning, although there was considerable variation in the types of technology used in the reviewed literature. The most frequently studied mathematics topics were geometry and number patterns, while topics such as trigonometry and measurement were still rarely explored. The findings also indicate that CT has a positive impact on the mathematics learning process, which can be grouped into three main areas: (1) CT's contribution to students' understanding and learning outcomes, (2) the role of digital technology in supporting the implementation of CT, and (3) the relationship between CT and the development of higher-order mathematical thinking skills. However, six categories of challenges in implementing CT in the classroom were also identified, including: (1) barriers to using technology for CT learning, (2) lack of training and guidance for teachers, and (3) limitations in infrastructure and supporting facilities. To address these challenges and optimize the potential of CT in transforming mathematics learning, close collaboration between researchers, educators, and policymakers is required. Keywords: computational thinking, systematic literature review, mathematics learning
The Role of Guided Inquiry to Improve Critical Thinking Skills in Physics Education: A Systematic Review of Indonesian Studies
Full text linkThis study aims to systematically analyze the role of the Guided Inquiry model in improving students' critical thinking skills in physics education in Indonesia, while also identifying current research trends, implementation strategies, and gaps in the literature. The study employed a systematic literature review (SLR) using the PRISMA framework, complemented by a bibliometric analysis, to substantiate the results. Articles were retrieved from the SINTA, DOAJ, and Google Scholar databases with a publication period from 2018 to early 2025 using the Boolean string (“inkuiri terbimbing” OR “guided inquiry”) AND (“berpikir kritis” OR “critical thinking” OR “higher-order thinking skills”). Of the 117 articles identified, 27 met the inclusion criteria and were further analyzed. The analysis was descriptive, based on the year of publication, research design, educational level, instruments, and data analysis methods, as well as bibliometric mapping using VOSviewer to identify research clusters and emerging gaps. The results of the study show that the guided inquiry model is most commonly used at the upper secondary level, often employing quasi-experimental research designs, particularly pre-test-post-test control groups, and data analysis methods such as t-tests and N-gain. The dominant instrument is the essay test, although it has the disadvantage of subjectivity in assessment. The bibliometric visualization reveals that keywords such as critical thinking, guided inquiry model, and data analysis are the focus of research, while the aspect of practical applicability remains relatively underinvestigated. Another interesting finding is that the assessment indicators show the highest increase, as guided inquiry encourages students to compare the experiment results with the theoretical framework. In contrast, the self-regulation indicators show the lowest increase, which is attributed to a lack of reflective exercises and the limitations of the assessment tools. Overall, guided inquiry has proven effective in promoting various dimensions of critical thinking, especially in physics topics that require logical thinking and data analysis. However, the aspect of self-reflection is not yet sufficiently addressed and requires more attention in lesson design and assessment strategies. This study contributes to the field by providing a systematic and bibliometric mapping of the relevant literature, which can serve as a reference for teachers, researchers, and policymakers in designing more innovative, context-based physics lessons focused on strengthening 21st-century skills. Keywords: guided inquiry, critical thinking skills, physics learning
POGIL, Guided, and Free Inquiry: Which Model Best Enhances Students' Critical Thinking in Biology Learning?
Full text linkThis study aims to determine the effect of inquiry-based learning models (POGIL, guided inquiry, and free inquiry) on improving students' critical thinking skills in biology. Biology learning requires high-level thinking skills, one of which is critical thinking, which must be developed through effective learning strategies. This study uses a quantitative approach with a quasi-experimental design. The study population consists of all eleventh-grade students at State High School 9, Makassar. The sample comprises 130 students, distributed across four classes: three experimental classes that implement inquiry-based learning models and one control class using the STAD learning model. The topic used in this study is the respiratory system. The instrument used was a critical thinking skills test administered before and after the treatment (pretest and posttest). Data analysis was conducted using Analysis of Covariance (ANCOVA) to determine the effect of the treatment, followed by the Least Significant Difference (LSD) test to identify significant differences between groups. The results of the study showed that there were significant differences in the improvement of critical thinking skills between the four models based on the ANCOVA test with a significance value of less than 0.05. The LSD test results showed that POGIL was superior to guided inquiry, free inquiry, and STAD. Meanwhile, guided inquiry and free inquiry did not show any differences, and STAD, as the control class, showed the lowest effect. In biology education, teachers should consider implementing the POGIL learning model as an alternative learning strategy to develop students' critical thinking skills. Teachers can also vary the use of inquiry models according to student characteristics and lesson content, and optimize the role of collaborative learning to enhance learning outcomes. Keywords: POGIL, guided inquiry, free inquiry, critical thinking skills, STAD
Integrating Education for Sustainable Development into Ecology Learning: Developing a Multimodal E-Book to Enhance Students' Scientific Literacy
Full text linkThe advancement of digital technology has driven innovation in learning resources, including the use of e-books as supportive media in science education. In the context of ecology learning at the junior secondary level, instructional materials are needed that not only present fundamental concepts but also cultivate scientific literacy and sustainability awareness. This study aimed to develop an ecology e-book grounded in the Education for Sustainable Development framework and to examine its feasibility and effectiveness in enhancing students’ scientific literacy. The research employed a Research and Development approach using the ADDIE model, comprising need analysis, design, development, implementation, and evaluation. The e-book was validated by two material experts, two media experts, and twenty science teachers. Validation results showed a very high level of feasibility, with material experts awarding an average score of 96.3 percent and media experts 95.3 percent, supported by a CVI of 0.95 and a CVR of 0.93, indicating strong content validity. During implementation, the e-book’s effectiveness was tested using a quasi-experimental design with 35 students in the experimental class and 27 in the control class. The analysis revealed a moderate improvement in students’ scientific literacy, with an N-gain of 0.43, while the control class achieved an N-gain of 0.20. Gains were evident in knowledge and competency, particularly in understanding scientific phenomena and epistemic reasoning. The distribution of scores in the experimental class also became more homogeneous, suggesting more even conceptual understanding. Statistical tests confirmed significant differences between the two groups, strengthening the evidence of the e-book’s impact. Students’ responses averaged 81 percent in the very good category, covering content, language, visuals, and usefulness. These findings indicate that the ESD-based ecology e-book is feasible and effective for improving scientific literacy among junior secondary students. Keywords: e-book, ecology, education for sustainable development, scientific literacy
Evaluation of Online Learning Processes in FKIP Universitas Lampung During Covid-19 Pandemic
No full textThis research intends to reveal the increasing of senior high school students' mathematical understanding and mathematical disposition. The study involved 124 students from ordinary private schools and Islamic boarding private school. The research method used was quasi-experiment pretest and posttest control group design. The research goals are to examine students’ mathematical understanding ability and mathematical dispositions based on the type of school, type of learning, and students' prior mathematical abilities. The results showed that mathematical understanding and mathematical dispositions of students who received problem-based learning assisted by mathematics kit (PBL-MK) was better than students who only received PBL. Islamic boarding schools students can show better mathematical understanding when studying with PBL-MK. Islamic boarding school students who have high and medium prior mathematical abilities gain better mathematical understanding than non-boarding school students. Keywords: problem-based learning, mathematics kit, mathematical understanding, mathematical disposition. DOI: http://dx.doi.org/10.23960/jpmipa/v21i2.pp109-11