Jurnal Pendidikan MIPA
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Epistemological Obstacles of Secondary School Students in Solving PISA-Standard Mathematical Literacy Problems Related to Functions
Full text linkMathematical literacy is an essential 21st-century competency that students must possess to address global challenges. However, results from the Programme for International Student Assessment (PISA) show that Indonesian students' mathematical literacy remains low. This study aims to explore the epistemological obstacles experienced by students in understanding and solving PISA-standard mathematical literacy problems related to functions. Employing a qualitative approach through Didactical Design Research (DDR), this study focused on identifying epistemological obstacles among four 8th-grade students at a public secondary school in Bandung. Data were collected using tests, interviews, and documentation. The research findings revealed epistemological obstacles related to both conceptual knowledge and practical application, which were detailed in five main issues: understanding the concept of functions, representing functions in the form of equations, graphs, and tables, and solving context-based problems. These obstacles arose due to limited foundational knowledge, such as the concepts of domain, range, and variables, as well as a lack of practice in solving contextual problems. Keywords: epistemological obstacles, mathematical literacy, PISA, function, mathematic education. DOI: http://dx.doi.org/10.23960/jpmipa/v25i4.pp1771-178
Analysis of Junior High School Students' Scientific Argumentation Skills in Argument-Driven Inquiry (ADI) Learning Based on Gender
Full text linkScientific activities, such as communication, are essential skills in the 21st century. Scientific argumentation is a fundamental component of communication and serves as a foundation for students to engage in a series of scientific processes, leading to valid conclusions based on empirical data. This study aims to examine whether there are differences in the scientific argumentation abilities of male and female students following the implementation of Argument-Driven Inquiry (ADI) learning, as well as to analyze their respective argumentation patterns. This study employs an experimental research design with a pretest-posttest experimental group approach. The sample was selected using a purposive sampling technique. Data collection involved pretest and posttest scores. The analysis of research results was tested using Inter-Rater Reliability (IRR), score conversion, normality test, Mann-Whitney test, and N-Gain test. The study population consisted of eighth-grade students at SMP IT Ihsanul Fikri Mungkid, from which two classes were selected through purposive sampling: VIII D (experimental class 1 - male students) and VIII H (experimental class 2 - female students). The findings indicate that the ADI model effectively enhances students’ scientific argumentation skills in both experimental groups. The N-Gain analysis revealed that in the argument completeness aspect, experimental class 1 (male students) achieved an N-Gain of 0.70 (moderate category), whereas experimental class 2 (female students) scored 0.93 (high category). In the scientific validity aspect, experimental class 1 obtained an N-Gain of 0.63 (moderate category), while experimental class 2 scored 0.84 (high category). Regarding overall scientific argumentation, experimental class 1 achieved an N-Gain of 0.67 (moderate category), whereas experimental class 2 reached 0.82 (high category). Further analysis of the argument completeness aspect identified a statistically significant difference between male and female students (p 0.05); In the overall scientific argumentation aspect, a significant difference was found between male and female students (p < 0.05). Keywords: gender, scientific argumentation, argument driven inquiry (ADI)
Development of Scientific Approach-Based Learning Videos to Improve Student Learning Outcomes on Cell Biology
Full text linkThe use of learning video media can attract students' attention so that it fosters curiosity and is motivated to learn. This study aims to determine the level of feasibility of learning video media based on the scientific approach that was developed. The eligibility criteria for the learning video used is validity. The development model used refers to the Borg and Gall model, where there are two main criteria, namely the design of learning videos and validation of learning videos. Assessment of the validity of the instructional video was evaluated by material experts and media experts. The test results are declared valid with an average percentage of 90% material experts, the average percentage of media experts is 90.8%. And the average percentage of the results of the limited field trial is 91.55%. The student learning outcomes have an N-Gain score of 0.60, this indicates a moderate category, the percentage of N-Gain Score is 60.09% with a fairly effective category. The overall results indicate that the learning video media based on a scientific approach is very feasible to be used as a medium for learning biology on cell material. The results of this study are expected to improve students' scientific thinking skills so that students have the ability to solve any problems they face and have high learning outcomes.Keywords: learning videos, scientific approach, research and development.DOI: http://dx.doi.org/10.23960/jpmipa/v23i3.pp844-85
Description of Mathematical Creative Thinking Ability of High School Students viewed from Metacognition Skills
Full text linkMathematical creative thinking ability is one of the skills that must be mastered in the 21st century. This study aims to describe the mathematical creative thinking ability of high school students in terms of metacognitive skills. The subjects used were students of class XI MIPA 5 SMA Negeri 3 Purwokerto. The sampling technique used is purposive sampling. The data were obtained from the results of the metacognition skill questionnaire, creative thinking ability test and interviews. Questionnaire data was used to classify students into categories of high, medium and low metacognitive skills. Test and interview data are used to describe mathematical creative thinking skills. The results showed that, students who have high metacognitive skills are able to master all indicators of creative thinking skills: 1) fluency; 2) flexibility; 3) originality; 4) elaboration. Then students with moderate metacognitive skills are able to master 3 indicators of creative thinking skills: 1) fluency; 2) originality; 3) elaboration. Meanwhile, students with low metacognition skills are only able to fulfil 2 indicators, namely originality and elaboration.Keywords: Mathematical creative thinking ability, metacognition skills, high school students.DOI: http://dx.doi.org/10.23960/jpmipa/v23i3.pp1093-110
Development of Problem-Based Physics E-Book on The Topics of Work And Energy to Improve Students' Conceptual Understanding and Digital Literacy
Full text linkThis study aims to develop an electronic book (e-book) based on the Problem-Based Learning (PBL) approach to enhance students' conceptual understanding and digital literacy on the topic of work and energy. Responding to the growing demand for interactive and student-centered learning media in physics education, the e-book is designed to serve as a learning resource that fosters engagement in problem-solving and critical thinking. The research adopts the ADDIE development model, comprising Analysis, Design, Development, Implementation, and Evaluation, and applies a quantitative approach using a one-group pretest-posttest design. Participants in this study were tenth-grade students from State Senior High School 9, Yogyakarta. Data were collected through the use of the developed e-book, conceptual understanding tests, digital literacy questionnaires, and student response surveys. Validators rated the e-book as “highly valid” and suitable for use. The implementation results showed a significant improvement in students' conceptual understanding, with an N-gain score of 0.71, which falls into the high category. Additionally, there was an improvement in digital literacy, with an N-gain score of 0.66, which also falls into the high category. The effectiveness of this e-book was also tested using a T-test and showed significant improvements before and after learning for both variables. Additionally, students responded positively, finding the e-book engaging, easy to access, and beneficial in supporting their learning process. These preliminary findings indicate that the PBL-based e-book has the potential to be an effective learning tool for high school physics education. Keywords: e-book, problem-based learning, work and energy, conceptual understanding, digital literacy
Fort Marlborough Ethnomathematics-Based Learning Handouts: Enhancing High School Students' Mathematical Literacy Skills
Full text linkThis study aims to develop a valid, practical, and effective learning handout based on the ethnomathematics of Fort Marlborough, Bengkulu, to enhance students' mathematical literacy. The research method used is research and development. The development model used is a formative evaluation with stages including self-evaluation, expert review, face-to-face sessions, small-group sessions, and field testing. This study involved test subjects of grade X high school students in Bengkulu City, Indonesia. The test subjects in this study were divided into several stages of the research. This study involved four experts (mathematics lecturers) from different universities. The one-to-one test stage involved six high school students (high, medium, and low abilities). The limited-scale test stage involved 24 grade X high school students, and the large-scale implementation with 43 subjects. Data collection techniques used were observation, questionnaires, and tests. Data analysis was carried out quantitatively and qualitatively. Quantitative and qualitative analyses examined the validity, practicality, and effectiveness of the mathematical literacy test. Analysis was also carried out descriptively on the results of suggestions from expert assessments of research products. The results of the study showed that: 1) the trigonometry learning handout based on the ethnomathematics of Fort Malborough Bengkulu that was developed meets the valid criteria based on the assessment of material, construction, and language by experts, with an average score of 0.63 (valid). 2) The trigonometry learning handout meets the practical criteria based on student assessment, with an average response score of 3.43 (very practical). The trigonometry learning handout has the potential to enhance high school students' mathematical literacy skills. In developing teaching materials using context, it is necessary to choose the proper context, and the illustration must be clear and easy to understand, in accordance with the material. Keywords: learning handout, ethnomathematics, Fort Marlborough, mathematical literacy skills
Development of Scrapbook Media to Improve Critical Thinking Skills of Junior High School Students in Science Learning
Full text linkCritical thinking is a high-level skill that is very urgent for students. Nevertheless, the critical thinking skills of junior high school students in science learning still need to be improved. This research was conducted to produce an educational product, namely, scrapbook media in science learning to enhance the critical thinking skills of junior high school students. Researchers used the Plomp development model to collect data, including preliminary research, prototyping stage, and assessment phase. The validation results from the experts reached 86%, with very valid criteria in all four aspects. In the practicality test results from the learning implementation observation sheet, 98% of the results were obtained with convenient criteria. The result of the N-gain analysis with high criteria. Based on these results, it can be concluded that the scrapbook media in science learning to improve the critical thinking skills of junior high school students is valid, practical, and effective. Furthermore, scrapbook media can be used to facilitate students in science learning. Scrapbook media can be designed by integrating learning activities that require active students so that their critical thinking skills can develop. Students can learn to interpret, analyze, evaluate, explain, and make inferences about various scientific phenomena using scrapbook media so that their critical thinking skills develop. Science teachers can use scrapbook media and create it for quality science learning.Keywords: scrapbook media; critical thinking; science learning.DOI: http://dx.doi.org/10.23960/jpmipa/v24i1.pp235-24
Model-Based Learning Approach: Effects on Students’ Academic Performance and Attitudes in Earth science
Full text linkThis study determined the effect of the model-based learning approach on students’ academic performance and attitudes in Earth science as well as the teachers perception. A total of four science teachers served as teacher-respondents and sixty-one of ninth-grade students served as student-participants in the research. To answer the objectives of the study, the science attitudes scale, standardized test, and perception survey questionnaire were administered. T-test was utilized to determine the significant difference in the students’ academic performance and attitudes in learning earth science and SWOT analysis was utilized on teachers’ perception. Findings revealed that the model-based learning and conventional approaches are both effective in enhancing students’ academic performance in earth science which the first approach has a positive effect on the student’s attitude toward science. Moreover, SWOT analysis revealed that the model-based learning approach is a learner-centered and teacher-facilitated approach that adheres to the goal and principles of K to 12 Basic Education Program of enhancing learners interest and motivation, maximizing learners’ 21st-century skills and scientific skills leading into holistically skill-competent learners through the model building. The overall result indicates that the model-based learning approach is a promising teaching strategy that can help improve students’ academic performance and develop a positive mindset in learning science. Keywords: model-based approach, attitudes toward earth science, academic performance. DOI: http://dx.doi.org/10.23960/jpmipa/v21i1.pp49-6
Problems Analysis in High School Biology Textbooks Based on Cognitive Domain of Bloom Taxonomy
Full text linkThe purpose of this study is to understand the consistency of questions in class X biology textbooks based on the types of Lower order thinking skills (LOTS) and Higher order thinking skills (HOTS). This descriptive study analyzed questions in high school biology textbook with publishers Erlangga and Prawira Intan. The results showed that the distribution of the LOTS cognitive domain for Erlangga i.e remembering (C1) of 3.75%, understanding (C2) of 95.4%, applying (C3) of 0.75%. Meanwhile, the appearance of the HOTS cognitive domain for Erlangga i.e analyzing (C4) of 70%, evaluating (C5) of 20%, and creating (C6) of 10%. In other publisher Prawira Intan, the LOTS category for C1 of 65.7%, C2 of 31.8%, C3 of 2.41%. The most HOTS cognitive domain in the book publisher Prawira Intan are C4 which is 66.6%, C5 of 20% , and C6 of 13.3%.Keywords: problem analysis, Biology textbooks, cognitive domain, Bloom taxonomy.DOI: http://dx.doi.org/10.23960/jpmipa/v23i3.pp833-84
Enhancing Students’ Mathematical Representation Ability Using the Concrete-Pictorial-Abstract Approach
Full text linkMathematical representation ability is basic for others’ mathematical ability, such as understanding ability, communication ability, reasoning ability, and problem-solving ability. The purpose of this research was to analyze the enhance students’ mathematics representation ability using the Concrete-Pictorial-Abstract Approach in the group (CPA-G) based on prior mathematical ability. The research method used the quasi-experimental with pre-response and post-response design. The population of this research was students grade VII. This research uses two classes which selected purposely, an experimental group that receives CPA-G and a control group that received regular learning (RL). Prior mathematical ability and mathematical representation ability tests were used as an instrument in this research. The result shows that the mathematical representation ability of students in high and middle of prior mathematical ability category, who received CPA-G higher than students who only received RL. This approach can enhance students’ mathematical representation ability, especially on the visual and symbolic representation. Keywords: The Concrete-Pictorial-Abstract approach in the group, mathematical representation ability, quasi experimental research DOI: http://dx.doi.org/10.23960/jpmipa/v22i1.pp67-7