Jurnal Pendidikan MIPA
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A Virtual Lab Activity Combined with a Prediction-Observation-Explanation Model to Improve Students Learning Outcomes in Direct Current Circuit
Get PDFLaboratory activities are very important in the process of teaching and learning physics in schools. Limited laboratory facilities in schools are enough to hinder direct laboratory activities. The combination of predict-observe-explain (POE) learning with virtual laboratory activities can be an alternative to developing a more active, interesting, and meaningful physics learning process and overcome the limitations of equipment in the laboratory. This study aims to describe virtual lab activities with POE learning on student cognitive learning outcomes in direct current circuit topics. Participants were taken from senior high school students in the 12th grade in Palangka Raya, Indonesia. It includes 30 students who have not yet studied direct current circuits. A pre-experimental research method with a one-group pre and post-test design was used. The finding indicates that students cognitive learning outcomes were increased with a medium category (N-Gain score 0.69). Specifically, the increase was found in the subtopics electric current and potential difference (N-Gain score 0.66), simple direct current circuits (N-Gain score 0.68), electrical circuits series and parallel (N-Gain score 0.73), and Ohm's Law (N-Gain score 0.70). Based on this research, virtual-lab activity with POE learning could be considered an alternative to conducting a meaningful learning activity, especially in physics learning.Keywords: crocodile physics, direct current, physics, POE learning model, virtual lab.DOI: http://dx.doi.org/10.23960/jpmipa/v24i1.pp309-32
Implementation of Discovery Learning Model in Social Arithmetic Learning for Middle School Students
Get PDFThis study aims to analyze the effect of the discovery learning model on student learning outcomes in social arithmetic material. This research is a quasi-experiment with a nonequivalent posttest-only control group design. The population of this study was seventh grade students of SMP Negeri 6 Bengkulu City. The sample was selected using the purposive sampling technique, namely class VIID as the experimental class with 20 students and class VIIC as the control class with as many as 23 people. Data was collected by using a social arithmetic material test. The data were analyzed descriptively and statistically by using an independent t-test. The results showed an effect of the discovery learning model on improving student learning outcomes in social arithmetic material. Statistically descriptive, the average student learning outcomes using the discovery learning model are higher than in conventional learning classes.Keywords: discovery learning, quasi experiment, learning outcomes.DOI: http://dx.doi.org/10.23960/jpmipa/v23i3.pp1006-101
Analysis of Students' Creative Problem-Solving Ability in Static Fluids: Pilot study
Get PDFThis study aims to describe the ability of creative problem solving in static fluid materials. The method used in this study is a descriptive method which was carried out at SMAN 4 Luwu, North Sulawesi. The research sample was 36 students. The research data were collected through the provision of creative problem solving tests on static fluid materials given after the learning process was carried out. The data that has been collected is then analyzed using the calculation of the average pretest and posttest and Rasch Analysis. The results of data analysis show that reviewing four indicators, namely fact finding, problem finding, idea finding, solution finding and the highest score is on the fact finding indicator with an average of 67.57 for classes that use creative problem solving. In implementing the creative problem solving learning model, it is necessary to pay attention to the time management allocated so that each implementation can be carried out properly. The creative problem solving learning model can be tested on other materials according to school conditions.Keywords: reative problem solving, static fluids, Rasch analysis.DOI: http://dx.doi.org/10.23960/jpmipa/v23i3.pp816-82
Strategies and Representation Employed by Primary School Students in a Functional Relationship: A Focus on Generalization Process
Get PDFThis investigation endeavours to investigate the strategies and representations employed by primary school students in the process of generalising patterns.. The research design employed to accomplish the objectives of this study is a case study design that explores the functional thinking of students. Data were collected from 16 students grade 5 primary school students through written tests related to generalizing pattern and interviews. Subsequent procedures involved interviewing 4 representative students to obtain comprehensive information regarding their responses to the written test. Students who used the recursive strategy focused on changing one quantity and could not make generalizations and students who used the correspondence strategy managed to build generalizations between pairs of corresponding variables and could use the generalization results appropriately. Students produce two categories of representations when generalizing a pattern. The majority of them employed verbal representation to represent the generalization, while the remainder employed pictorial representation. The research concludes that these distinctions are the result of their emphasis on pattern identification: students who observe recursive patterns are more likely to observe changes in a single variable, while correspondence patterns are associated with the corresponding pair of variables. Keywords: recursive patterns, correspomdence, functional relationship, representation, generalization. DOI: http://dx.doi.org/10.23960/jpmipa/v25i4.pp2013-202
Efektivitas Pre-Lecture Quiz untuk Meningkatkan Keterampilan Berpikir Kritis Siswa
Get PDFEffectiveness of Pre-Lecture Quiz to Improving the Critical Thinking. This research was aimed to describe the effectiveness of Pre-Lecture Quiz to improving student’s critical thinking skill on Arrhenius acid-base topic. The research method used was quasi experimental with non-equivalen pretest-posttest control group design. The sample selection was done by cluster random sampling, and XI IPA 4 is obtained as experimental class and XI IPA 5 as control class. The effectiveness of Pre-Lecture Quiz was showed by the significant difference for average n-Gain of flexible thinking skill between the control and experiment class, for control class was 0.53 with middle categorize and for experiment class was 0.70 with high cateogorize. The conclusion of this research is effective Pre-Lecture Quiz and has a high effect size to improving the ability of critical thinking on Arrhenius acid-base topic.Keywords: critical thinking, Pre-Lecture Quiz, Arrhenius acid-base DOI: http://dx.doi.org/10.23960/jpmipa/v19i2.pp62-7
Development of STEAM-Based Ethnomathematics Modules for Enhancing Students’ Problem-Solving Skills in Social Arithmetic
Get PDFFostering problem-solving skills in social arithmetic is challenging as students often find the topic unengaging, hindering effective teaching and participation. This study aimed to design and develop STEAM and ethnomathematics-based e-module as a valid, practical, and effective learning resource for Grade VII junior high school students studying social arithmetic. By integrating the cultural context of Kudus culinary traditions, the e-module sought to enhance students' problem-solving abilities and engagement. The research utilized Hannafin and Peck’s development model combined with Tessmer’s formative evaluation approach, involving expert validation, individual trials, small group evaluations, and field testing. The findings revealed that the e-module was highly valid, with expert evaluations scoring it at 91.5%. Practicality assessments yielded scores of 98.3% for individual trials and 98.2% for small group evaluations, both categorized as "very practical." The module significantly improved learning outcomes, with an average score improvement of 43.6% and an N-Gain score of 71.6%, indicating its effectiveness. Moreover, the e-module enhanced students' problem-solving abilities by 41.8%. This study highlights the potential of integrating STEAM and ethnomathematics with cultural elements to create engaging learning materials, offering an innovative approach to improving students' mathematical understanding and problem-solving skills. Keywords: etnomathematics, problem solving, STEAM. DOI: http://dx.doi.org/10.23960/jpmipa/v25i4.pp1738-175
Profile of Students’ Creative Thinking Skills and Implementation of Free Inquiry in Senior High School
Get PDFAbstract: This study aims to determine the profile of students' creative thinking skills and the implementation of inquiry free in schools. The descriptive research design used a qualitative approach and involved 31 high school students. The data were obtained from interviews, tests, and questionnaires. The data collection instruments used were (1) interview instruments with teachers, (2) test question sheets with indicators of creative thinking skills, namely fluency, flex ibility, originality, and elaboration, also (4) questionnaires. The results showed six students in the very creative, four in the creative, eight in the moderately creative, six in the less creative, and seven in the non-creative. Creative thinking skills in each category are fluency by 63%, flexibility by 48%, originality by 45%, and elaboration by 35%. The research concludes that the inquiry free learning model can be applied in schools to help improve students' creative thinking skills, especially on the elaboration indicator.Keywords: creative thinking, free inquiry, linear motion. DOI: http://dx.doi.org/10.23960/jpmipa/v22i2.pp292-30
The Influence of the Flipped Classroom Based on the Problem-Based Learning Model on the Material of Reaction Rate on Students' Problem-Solving Abilities
Get PDFProblem-solving ability is one of the skills that must be possessed in the 21st century. Problem-solving ability needs to be possessed by students to overcome problems in everyday life and academically. This study aims to analyze the significant differences in students' problem-solving ability on the reaction rate material between students who use flipped classroom learning based on problem-based learning and those who use scientific learning. This type of research is a quasi-experiment with a pretest-posttest control group design. The population in this study was a state high school in West Yogyakarta. The sampling technique used was random sampling of the class. The sample used in this study consisted of two classes, namely the experimental class and the control class. The experimental class used flipped classroom learning based on problem-based learning, while the control class used learning with a scientific approach. Data were obtained through problem-solving ability test instruments in the form of pretests and posttests. The test instruments used were validated theoretically and empirically. Indicators of problem-solving ability measured in the pretest and posttest include understanding the problem, preparing a problem-solving plan, implementing the problem-solving plan, and rechecking the results of the problem-solving. Based on the results of the t-test significance analysis of 0.000 < 0.005, it shows that there is a significant difference in problem-solving ability between students who use flipped classroom learning based on problem-based learning and those who use a scientific approach. Flipped classroom learning based on problem-based learning is one of the innovative learning methods to improve students' problem-solving abilities. Keywords: flipped classroom, problem-based learning, problem-solving ability, reaction rate
Critical Thinking Analysis of Junior High School Students on Temperature Topic during Virtual Learning
Get PDFThis article aims to analyze students' critical thinking skills of temperature topic through virtual learning at junior high schools. The method used in this research was descriptive qualitative with a case study approach. This research was conducted at seventh grade of the junior high school in Bandung, West Java. The instruments used is observation. The collected data were analyzed using Transcript Based Lesson Analysis (TBLA) to analyze student’s dialogue. The results indicated that two out of the twelve indicators of critical thinking skills during virtual learning were developed. The two indicators are focusing on questions and the second is asking and answering questions. The low achievement of students' critical thinking skills is due to the limited time on virtual learning. Which is limited, so that teachers often apply learning method through transferring knowledge. Analysis of student activities and dialogue during virtual learning can be a source of teacher’s reflection for making further improvement.Keywords: critical thinking skill, temperature topic, virtual learning. DOI: http://dx.doi.org/10.23960/jpmipa/v22i2.pp305-31
Enhancing Students’ Critical Thinking Skills and Motivation Using STEM Project-Based Learning (PjBL-STEM) Through a Simple Hydraulic Jack Project
Get PDFThis study presents an investigation of the use of STEM Project-Based Learning (PjBL-STEM) as a treatment in the experimental class compared to conventional learning in the control class in improving students' critical thinking skills and learning motivation. The focus of the study was Pascal's Law lessons with a special project in the form of developing a simple hydraulic jack. So far, science learning carried out in schools has made students complain, as it is still rote, teacher-centered, unrelated to real-life developments, and rarely integrates technology. This study, therefore, used a quantitative method with a quasi-experimental design involving 60 ninth-grade students in Pasaman Regency who were evenly divided into control and experimental classes using purposive random sampling techniques. Data was collected through a questionnaire on critical thinking skills and learning motivation, after the implementation of PjBL-STEM. The results demonstrated a significant difference between the two groups, with an independent T-test yielding a value of 0.24 for critical thinking skills and 0.33 for learning motivation. The PjBL-STEM model has been proven to improve student's critical thinking skills with an N-Gain of 0.46 (moderate category) and students' learning motivation with an N-Gain of 0.49 (moderate category). Keywords: critical thinking skills, learning motivation, Pascal's Law, PjBL-STEM. DOI: http://dx.doi.org/10.23960/jpmipa/v25i4.pp1976-199