Jurnal Pendidikan MIPA
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The Impact of the Covid-19 Pandemic on Implementation of Chemistry Practicum: A Case of SMAN 2 Seunagan
Full text linkChemistry lessons that were previously conducted face-to-face must be changed to online methods during the covid-19 pandemic. This study aims to analyze the impact of the covid-19 pandemic on the implementation of chemistry practicum at SMAN 2 Seunagan. Data was collected using a questionnaire distributed to respondents. Data analysis was carried out using qualitative and quantitative descriptive techniques. This type of research is descriptive research with qualitative and quantitative approaches. The implementation of chemistry practicum refers to 3 components, namely: practicum support facilities, practicum activities and evaluation of practicum implementation. The population in this study were students with a sample of 36 people. The results showed that the implementation of chemistry practicum during the covid-19 pandemic was quite good, with a percentage of 38.9%. Thus, it can be concluded that the implementation of the chemistry practicum during the covid-19 pandemic has been running according to the goals and desired results.Keywords: Covid-19 pandemic, chemistry practicum, high school studentDOI: http://dx.doi.org/10.23960/jpmipa/v23i3.pp1083-109
The Mediating Role of Science Knowledge in Linking Digital Well-Being and Media Literacy to Critical Thinking Skills: A PLS-SEM Analysis
Full text linkThis study aims to analyze the influence of digital well-being, knowledge of learning media, and teaching material satisfaction on students’ science knowledge and critical thinking skills through an integrative approach using Partial Least Squares Structural Equation Modeling (PLS-SEM). Data were collected through an online questionnaire administered to 366 respondents, followed by construct validity and reliability testing. The results show that digital well-being has a significant positive effect on science knowledge, but is nonsignificant and even tends to be negative in its relationship with critical thinking skills. In contrast, knowledge of learning media and satisfaction with teaching materials were found to have positive, significant effects on both science knowledge and critical thinking skills. In addition, scientific knowledge is an important predictor of critical thinking skills. Effect size analysis indicates that digital well-being, learning media knowledge, and teaching material satisfaction explain 32.7% of the variance in science knowledge (R² = 0.327). In comparison, satisfaction with science knowledge and teaching materials explains 25.6% of the variance in critical thinking skills (R² = 0.256), indicating a model with moderate predictive strength. These findings confirm that media literacy, satisfaction with teaching materials, and digital well-being work simultaneously to strengthen the foundation of science knowledge while promoting higher-order thinking skills. However, the influence of digital well-being on critical thinking is indirect. This study can serve as a reference for educators and policymakers in designing science learning strategies that balance technology use, strengthen media literacy, and provide relevant teaching materials. Keywords: digital well-being, knowledge of learning media, teaching materials satisfaction, science knowledge, critical thinking skills
Mapping the Evolution of Cultural and Problem-Based Approaches in Mathematics Education: A Bibliometric Review from 2000 to 2024
Full text linkThis study is a literature review that aims to analyze research trends on Problem-Based Learning (PBL), Mathematical Communication, Ethnomathematics, and Problem Solving in mathematics education, and to provide recommendations for variables with potential for future research. Bibliometric analysis was used to identify relevant research articles. Search data were obtained from Google Scholar from 2000 to 2024 using the keywords problem-based learning, mathematical communication, ethnomathematics, and problem solving, with publication types limited to journals, articles, and conference papers. From a total of 72 articles initially screened, the refinement process yielded 52 relevant articles published between 2007 and 2024. To analyze the data comprehensively and achieve the research objectives, data analysis was conducted using Harzing's Publish or Perish, Excel, and VOSviewer. The benefit of this research is that it can help researchers who will conduct further research on problem-based learning, mathematical communication, ethnomathematics, and problem-solving by identifying the opportunities identified in this study. The results of this study show a continuous and developing research trend and provide recommendations for variables that have the potential to be studied in the future related to the integration of the keywords problem-based learning, ethnomathematics, and mathematical communication as a proposed strategic approach to simultaneously strengthen mathematical literacy and mathematical problem-solving skills in the context of modern learning. This study is expected to provide a roadmap and outline new opportunities for researchers interested in exploring topics related to the keywords, serve as an important reference, and inspire new research with greater novelty, thereby supporting the development of 21st-century skills through mathematics education. Keywords: problem-based learning, mathematical communication, ethnomathematics, problem solving, bibliometric analysis, VOSviewer
Mapping the Evolution of Students’ Submicroscopic Representations: A Correspondence Analysis of Solute–Solvent Interactions
Full text linkUnderstanding the particulate nature of matter in solutions requires integrating macroscopic, submicroscopic, and symbolic representations, a domain in which students often encounter misconceptions. This study investigated high school students’ conceptions of solute-solvent particle behavior in sugar and sodium chloride (NaCl) solutions using student-generated drawings. A total of 253 students from Grades 10, 11, and 12 in Palangka Raya, Indonesia, participated in a descriptive-comparative cross-sectional study. The open-ended pictorial test was validated by experts (Aiken’s V = 0.91), demonstrated substantial inter-rater reliability (Cohen’s κ = 0.753 for SSR; κ = 0.779 for CIR; p < .001), providing strong evidence of construct validity. Students’ representations were categorized into two dimensions: (1) Spatial Structural Representations (SSR): Regular-Loose (Rel), Regular-Dense (Red), Random (Ran), and Invisible/Disappeared (Dis); and (2) Chemical Interaction Representations (CIR): Molecular (MOR), Partial Ionic (PIR), Scientific Ionic (SIR), and Complex Mixed Ionic (MIR). Chi-square analysis revealed a significant relationship between grade level and both representational dimensions (SSR: χ²(6) = 29.079, p < .001, Cramer's V = 0.24, inertia = 0.115; CIR: χ²(6) = 61.612, p < .001, Cramer’s V = 0.349, inertia = 0.244). Correspondence analysis further revealed a progressive conceptual shift: Grade 10 students predominantly depicted Regular-Loose (solid-like) structures, whereas Grade 12 students more frequently produced Random (scientific) representations. Similarly, development in CIR moved from molecular (MOR/PIR) to scientifically accurate ionic forms (SIR/MIR). These findings highlight the need for multi-representational, visually oriented instruction, such as animations, augmented-reality simulations, and drawing-based assessments, to support conceptual change and strengthen coherence across representation levels. Keywords: particulate nature of matter, solution chemistry, correspondence analysis, representational competence, conceptual change
Synergistic Effects of Problem-Based Learning and VAK Learning Styles on Critical Thinking and Self-Efficacy in High School Chemistry
Full text linkThis study investigated the impact of learning styles and learning models on students’ critical thinking skills and self-efficacy in chemistry, with a focus on atomic structure and fundamental chemical laws. The research design employed was a quasi-experimental 2×3 factorial design with 108 tenth-grade high school students. The independent variables were the learning model (Problem-Based Learning/PBL and direct instruction) and learning styles (visual, auditory, kinesthetic). In contrast, the dependent variables were critical thinking skills and self-efficacy. Data were collected using the VAK learning style inventory, a validated critical thinking test, and a self-efficacy questionnaire. Data analysis employed two-way ANOVA followed by Tukey HSD post hoc tests. The results revealed that both learning models and learning styles significantly impacted students’ critical thinking skills. Students with kinesthetic learning styles performed better in critical thinking than those with visual or auditory learning styles. However, learning styles did not significantly influence self-efficacy, suggesting that students’ confidence is more strongly shaped by mastery experiences, positive feedback, and social support. The PBL model significantly enhanced both critical thinking skills and self-efficacy, highlighting the value of collaborative and contextual learning activities in developing higher-order thinking and motivation. A significant interaction was observed between learning styles and learning models, with a notable benefit for visual and kinesthetic learners in terms of self-efficacy. This study acknowledges the fundamental limitation of the VAK framework, as empirical evidence for its validity remains weak; hence, interpretations should be made cautiously. Theoretically, the findings support Bandura’s social cognitive theory, which emphasizes that self-efficacy and learning outcomes are shaped through active engagement and authentic experiences. Practically, this study suggests designing adaptive PBL approaches aligned with learners’ diverse characteristics to optimize both motivation and confidence in chemistry learning. Keywords: learning styles, problem-based learning (PBL), critical thinking skills, self-efficacy
Mapping the Layers of Understanding: An Analysis of Mathematical Comprehension in Literacy Questions using the Pirie-Kieren Theory
Full text linkThe Pirie-Kieren theory provides a dynamic framework that explains how mathematical understanding develops in layers, starting from initial introduction to reflection through eight layers of understanding. The eight layers of understanding are Primitive Knowing, Image Making, Image Having, Property Noticing, Formalizing, Observing, Structuring, and Inventising. This study aims to analyze students' mathematical understanding in solving literacy problems based on Pirie-Kieren's theory. This study is a qualitative descriptive study, involving 15 tenth-grade students at SMA Negeri 2 Kupang Barat, Indonesia. The research instruments used were literacy tests and interviews. In-depth interviews were conducted with student representatives who had reached each layer of understanding. Student representatives were selected based on purposive sampling. Data analysis in this study was carried out in four stages, namely data reduction, data presentation, conclusion drawing, and triangulation. The literacy test data were analyzed based on Pirie-Kieren's eight layers of understanding. The eight layers of understanding are. The results show that 73.33% of students reached the image having a layer of understanding, 13.33% reached the formalizing layer, 6.67% reached the image-making layer, and 6.67% reached only the primitive knowing layer. No students reached the observing, structuring, or inventing layers. The dominance of students in the image, having a level of understanding, shows that most students have only reached the initial stage. These results indicate that students' mathematical understanding of literacy questions remains at a basic level and has not developed into a reflective understanding. Keywords: mathematical literacy, literacy questions, mathematical understanding, Pirie Kieren theory
Accommodating Diverse Learning Styles in Undergraduate Chemistry: A Mixed-Methods Study on Differentiated Interactive Learning Materials
Full text linkThis study investigates chemistry students’ perceptions of Interactive Learning Materials (ILMs) developed using a differentiated instruction approach. The research employed a mixed-methods design involving 62 undergraduate students in the Chemistry Education Program, Universitas Negeri Makasar, Indonesia, who completed a perception questionnaire and a validated online learning-style assessment. Descriptive analysis revealed that students’ overall perceptions of the ILMs were highly positive across six dimensions: preliminary experience, relevance, conceptual comprehension, differentiation, motivation, and effectiveness. In addition, a Kruskal–Wallis inferential test was conducted on a subset of 46 valid respondents to examine whether perception scores differed significantly across learning-style groups. The results indicated no statistically significant differences among the seven learning-style categories (H (6, 46) = 4.72, p = .58), suggesting that the ILMs were perceived positively and consistently across all groups. Qualitative responses further supported these findings, highlighting that kinesthetic learners valued interactive features but desired richer hands-on engagement. Overall, the study confirms that ILMs with differentiated pathways can effectively support diverse learners in mastering abstract chemistry concepts, while emphasizing the need for future development to integrate more kinesthetic and exploratory elements. Keywords: interactive learning materials, differentiated instruction, learning styles, chemistry education, student perceptions
The Effects of Problem-Based Learning on Critical Thinking, Motivation, and Learning Outcomes in Indonesia: A Systematic Review
Full text linkThe Effects of Problem-Based Learning on Critical Thinking, Motivation, and Learning Outcomes in Indonesia: A Systematic Review. Objective: This study systematically examines the implementation of Problem-Based Learning (PBL) in teaching the reaction rate topic in Indonesia. It covers research methods, measured variables, implementation strategies, and media, as well as the effects of PBL on students' critical thinking, motivation, and learning outcomes. Methods: A systematic literature review was conducted following the PRISMA framework (identification, screening, eligibility, and inclusion) to ensure rigorous and transparent article selection. Articles published between 2015 to 2025 were retrieved using the Publish or Perish tool from Scopus and Google Scholar, resulting in 24 articles. Data were analyzed using Thematic synthesis based on Braun and Clarke’s framework: (1) familiarization involved repeated reading of articles to understand content; (2) initial coding assigned meaningful labels to key data; (3) searching for themes grouped related codes; (4) reviewing themes refined coherence and relevance; (5) defining and naming themes clarified scope and meaning of each theme; (6) a coherent narrative synthesis integrated findings to highlight patterns and research gap. Results: The Use of PBL with students’ worksheets (9 articles) proved to be the most effective in enhancing students’ critical thinking, motivation, and learning outcomes in Indonesia. Research is dominantly quantitative (22 articles, 91.67%), with R&D limited (2 articles, 8.33%), indicating a need for more mixed-methods and qualitative research. A total of 12 articles (50%) investigated critical thinking, six articles (25%) focused on motivation, and 15 articles (63%) measured learning outcomes. No study simultaneously measured critical thinking and motivation, highlighting a research gap. Use of other media remains limited. Conclusion: Using PBL with students’ worksheets and other instructional media effectively improves students’ critical thinking, motivation, and learning outcomes on the reaction rate topic in Indonesia and guides the development of technology-integrated strategies, while encouraging future research on diverse methodologies and simultaneous measurement of cognitive and affective outcomes. Keywords: critical thinking skills, learning motivation, learning outcomes, problem-based learning, reaction rate.
Knowledge to be Taught of Computational Thinking: A Praxeological Analysis
Full text linkEfforts to enhance the quality of informatics education at the secondary school level within the Merdeka Curriculum focus on identifying learning barriers. This study analyzes secondary school informatics textbooks to identify potential learning obstacles through praxeological analysis. The analysis focuses on tasks, techniques, technologies, and theories employed in the textbooks to determine whether the construction of students' knowledge is epistemically aligned. Based on the praxeological analysis, 20 tasks were identified, categorized into five task types. The techniques used to solve these tasks are aligned with computational thinking skills. Four reference theories are consistent with the data and algorithm analysis elements integrated with computational thinking elements in the latest curriculum: algorithms, data representation, data structures, and optimization. This study identifies several potential learning barriers: ontogenic obstacles arise from the sequencing of task types, epistemological obstacles from the pre-existing conceptual frameworks, and didactic obstacles from the clarity of instructions and task complexity. In conclusion, this study recommends improvements to the reference epistemological model, particularly in adjusting instructions and the sequencing of tasks. Keywords: praxeology, knowledge to be taught, informatics, learning obstacle, computational thinking. DOI: http://dx.doi.org/10.23960/jpmipa/v25i4.pp1752-177
Situation Based Learning with Peer Tutors Design in Mathematics Learning
Full text linkThis study aims to determine student responses to the application of the situation based learning model with peer tutors. The method used in this research is descriptive qualitative method, with data sources consisting of primary data sources and secondary data. The research subjects consisted of 29 students. The research instrument was in the form of observation sheets and student response questionnaires consisting of 4 indicators containing 20 statements. The data analysis technique was carried out through the stages of data reduction, data presentation, and drawing conclusions. Based on the results of the study, it was found that the application of the situation based learning model with peer tutors was carried out very well and overall received a positive response from students. Students gave positive responses to indicators of interest in mathematics, interest in learning mathematics using a situation based learning model with peer tutors, and the benefits of participating in mathematics learning using a situation based learning model with peer tutors. A very positive response was given by students on the indicators of the benefits of mathematics lessons.Keywords: students’ response, situation based learning, peer tutor. DOI: http://dx.doi.org/10.23960/jpmipa/v23i3.pp1205-121