Jurnal Pendidikan MIPA
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Perception and Understanding of Chemistry Teachers toward Digital Literacy Based on Teachers’ Competence in the Disruption Era
Get PDFDigital literacy skills in the era of disruption are needed not only the ability to find, use and disseminate information in learning, but also the ability to make information, critical evaluation, accuracy of the application used and in-depth understanding of the content of the information so as not to cause errors. This study aims to describe the perception and understanding of digital literacy of chemistry teachers at the SMA/MA level in the era of disruption. The method used is descriptive method. The research sample was 23 high school/MA chemistry teachers in the Bogor area who were determined by cluster random sampling. The instruments used consisted of FGD instruments and questionnaires. The data obtained were analyzed descriptively quantitatively. Based on the data, it is known that the perception and understanding of high school/MA chemistry teachers on digital literacy in the era of disruption in the realm of educator competence is 86.40% (Very Good). The results of statistical tests state that there is no significant relationship between years of service, gender, school where they teach, and certification status with the digital literacy competence of chemistry teachers.Keywords: digital literacy, teacher perception, chemistry teacher.DOI: http://dx.doi.org/10.23960/jpmipa/v23i1.pp304-31
Mathematic Reasoning Ability Based on Cognitive Style Field Dependent, Field Intermediate, and Field Independent
Get PDFThis study aims to see the effect of 3 types of cognitive styles on students'mathematical reasoning abilities. According to previous research, there has been no research that discusses the 3 types of cognitive styles on mathematical reasoning abilities. The method in this study is a qualitative descriptive approach. The total population of this study was 32 people who sat in SMA class X MIPA A. The selection of subjects in this study was viewed from the top results based on 3 categories of field dependent cognitive style, intermediate field and field independent. So that the main sample is 3 people by representing each category of cognitive style. The selected subjects will be given a follow-up test, namely an interview test related to mathematical reasoning abilities. The results of this study indicate that the intermediate field cognitive style category has higher mathematical reasoning abilities. The conclusion is that the type of student's cognitive style affects the results of mathematical reasoning abilities. Therefore, the teacher's task is to pay more attention to students' mathematical reasoning abilities according to their respective characteristics. Keywords: mathematical reasoning ability, cognitive style, field dependent, field intermediate and field independent DOI: http://dx.doi.org/10.23960/jpmipa/v23i2.pp880-89
Implementation of Students’ Worksheet with Discovery Learning Model Based on the Local Potentials of Mangrove Forest
Get PDFThis study aims to reveal the implementation of students’ worksheet that is based on the local potentials of mangrove forest with discovery learning. The subject of this study was students in grade X Science 3 in SMA Negeri 1 Marisa. This is a quantitative research with a pre-experimental design particularly one group pre- and post-test design. The research result revealed that the practicality test for the result of observing students’ activities obtained an average score 87.5% (excellent) for meeting I and 93.8% (excellent) for meeting II. The analysis of learning feasibility was 100% (excellent). The analysis of students’ responses was 96.8% (excellent). The analysis of effectiveness perceived from students’ learning result obtained N-Gain score 61.5 which was categorized medium. It can be concluded that students’ worksheet that is based on the local potentials of mangrove forest with discovery learning can be used for learning to improve students’ learning result on biodiversity material.Keywords: students’ worksheet, mangrove forest, discovery learning. DOI: http://dx.doi.org/10.23960/jpmipa/v23i3.pp1252-1261
Enhancing Cognitive and Communication Skills in Learning Chemistry through Case-Based Learning Integrated with Question and Answer and Whole-Class Discussion Methods
Get PDFAbstract: The objective of this study is to assess the efficacy of a Case-Based Learning (CBL) model integrated with a question-and-answer method and class discussion in enhancing students' cognitive and communication skills. The research employed a one-group pretest-posttest experimental design. The subjects of the study were third-semester students enrolled in an inorganic chemistry 1. Intially, students were assessed through a pretest designed to measure their cognitive and communication skills. After implementation of the CBL model, followed by question-and-answer sessions and class discussion, a posttest was conducted to evaluate improvements in these skills. The results demonstrated significant enhancement in students' cognitive and communication abilities. The CBL model encouraged students actively analyze authentic cases and articulate logical solutions, thereby strengthening their critical thinking and oral communication skills. Based on these findings, it can be concluded that the model is medium effective in enhancing the quality of learning, particularly in developing students' cognitive and communication skills in inorganic chemistry courses. Keywords: cognitive, communication, case-based learning model
Improving Elementary Students’ Conceptual Understanding of Energy Transformation through a PBL-Integrated with PhET Simulations, Songs, and Gamified Quizzes
Get PDFThe abstract concept of energy transformation is a subject in the natural and social sciences that students frequently find difficult to comprehend. Conventional learning methods are less effective in enabling students to actively engage in the learning process and visualize energy transformation concepts. Consequently, students encounter challenges in comprehending the energy transformation process, the relationship between energy, and examples of objects. The goal of this study is to evaluate how effective problem-based learning, which includes PhET simulations, gamified quizzes, and songs, is in helping fourth-grade students at SD Negeri Losari better understand energy transformation concepts. The quasi-experimental method was employed in this study, with a nonequivalent control-group design. The experimental class IV A consisted of 21 students, while the control class IV B had 20 students. The total number of students in the sample was 41. The total sampling technique was employed in conjunction with nonprobability sampling. Teaching was conducted in the experimental class (IVA) through PhET simulation, gamification, problem-based learning, and melodies. In contrast, the control group (IV B) implemented conventional teaching methods in conjunction with instructional videos. The independent sample t-test and N-Gain test were the methods of statistical analysis. A significant improvement in learning outcomes was confirmed by the independent t-test, which yielded a p-value of less than 0.05. In contrast to the control class, which achieved an average N-Gain score of 0.2678 (low), the experiment class achieved an average N-Gain score of 0.6655 (moderate). This finding suggests that the conceptual comprehension of energy transformation is enhanced through the incorporation of gamified quizzes, songs, PhET simulations, and problem-based learning. Keywords: PhET simulations, problem-based learning, song, quizzez, energy transformation
Adversity Quotient as a Predictor of Creative Thinking Skills in Solving Algebraic Problems among Junior High School Students
Get PDFThis study emphasizes the importance of creative thinking skills as a key 21st-century student competency. Observations at a junior high school in Malang City revealed that 68% of 31 students could not solve simple algebra problems. This inability could be caused by several factors, one of which is low creative thinking skills. There is still limited research on creative thinking skills. Therefore, this study aimed to assess pupils’ original ideas and abilities in algebra questions based on AQ (Adversity Quotient) categories. In this qualitative descriptive research, 33 students were selected based on various AQ categories. The AQ data were collected through a questionnaire and categorized as follows: 11 students in the Climbers category, 17 in the Campers category, and five in the Quitters category. Three subjects were selected based on the highest scores in each category: AQ, representative, and communicative. The subjects were further analyzed using a creativity component test (fluency, flexibility, and originality). The data collection methods in this investigation were the AQ questionnaire, a creative thinking ability test, and semi-structured interviews. The interviews aimed to gather more in-depth information about students’ thought processes while solving algebra problems. The study’s results indicate that the majority of students are in the Campers category (51.51%), followed by Climbers (33.33%) and Quitters (15.15%). Students with AQ Climbers profiles meet the fluency, flexibility, and originality criteria. Students with AQ Campers appear confident, but their solutions did not meet the fluency component (fulfilling the components of flexibility and originality). Meanwhile, pupils who are AQ Quitters cannot meet the requirements for creative thinking. The conclusion of this study is that the higher the level of resilience (AQ) of students, the higher their ability to think creatively and solve mathematical problems fluently, flexibly, and originally. This research can inspire teachers to use the open-ended problem-solving method by considering students’ AQ levels, helping students enhance their creative thinking skills. Keywords: adversity quotient, creative thinking skills, algebra
Analyzing Structural Gaps in Mathematical Argumentation: A Toulmin-Based Study on Graph Theory
Get PDFThis research project sought to explain the format and quality of students' mathematical argumentation in graph theory by examining how students built and defended arguments using the Toulmin model. Although research on mathematical argumentation has been extensive, studies that explicitly examine the structure of students' argumentation in graph theory are still very limited, especially in the context of Discrete Mathematics courses in Indonesian higher education. The qualitative descriptive design has been used to investigate students' written responses to graph theory problems in a Discrete Mathematics course. The sample consisted of 22 undergraduate students from the Mathematics Education Study Program at Universitas Singaperbangsa Karawang, selected purposively and classified into high-, medium-, and low-ability groups. Inductive and deductive analysis methods were applied to the data to identify patterns in the reasoning and to assess whether the students' arguments were complete and logically consistent. Data analysis was conducted by combining inductive and deductive approaches supported by a Toulmin model-based coding framework to identify the structure and completeness of arguments, particularly the presence and thickness of claims, data, and warrants, and to compare patterns across levels of ability. The findings showed clear differences in mathematical argumentation across ability levels. Students with high ability presented more coherent arguments with correct and justified claims and logical warrants, whereas medium- and low-ability students produced incomplete or no arguments. The results of this study suggest that ways to enhance the reasoning and argumentation of mathematics instruction, especially by using tasks that encourage justification and conceptual learning in discrete mathematics, need to be reinforced. Keywords: mathematical argumentation, reasoning, Toulmin’s model, graph theory, discrete mathematics, mathematics education.
Integrating Problem-Based Learning and SSI-ESD Context to Foster Chemical Literacy and Environmental Awareness in Secondary Education
Get PDFThis study aimed to examine the differences in students’ chemical literacy and environmental awareness, both jointly and separately, between those taught using problem-based learning (PBL) contextualized with Socio-Scientific Issues and Education for Sustainable Development (SSI-ESD) and those taught using a conventional scientific approach on the topic of climate change. The integration of PBL, SSI, and ESD creates a synergistic learning model that emphasizes real-world problem-solving, critical thinking, and sustainability awareness, which are essential competencies for 21st-century learning. A quasi-experimental design with a pre-test and post-test control group was employed to ensure a valid comparison. The research involved 144 Grade X students from two public senior high schools in Yogyakarta City, selected using class-level random sampling, consisting of two experimental classes (n = 72) and two control classes (n = 72). The experimental group was taught using a PBL-based SSI-ESD approach, while the control group received instruction through a traditional scientific approach. Research instruments included a validated chemical literacy test and an environmental awareness questionnaire. Data were analyzed using N-gain, MANOVA, and descriptive statistics to assess both improvement and effect size. The findings revealed significant differences in students’ chemical literacy and environmental awareness between the two groups, as determined by MANOVA (Hotelling’s Trace = 0.392; p < 0.05). The experimental group achieved higher N-gain scores in chemical literacy (0.52) and environmental awareness (0.53) compared to the control group (0.39 and 0.31, respectively). This learning approach demonstrated a large effect size on both skills simultaneously (0.282) and separately (0.183; 0.240). These results indicate that PBL-based SSI-ESD learning effectively enhances both students’ chemical literacy and environmental awareness while supporting the implementation of current educational policies that promote Education for Sustainable Development (ESD) and competency-based learning in Indonesia, aligning with the Merdeka Belajar curriculum framework. Keywords: chemical literacy, environmental awareness, PBL-SSI-ESD, student worksheet, climate change
ULTRA: A Digital Gamification Approach to Boosting Mathematical Creative Thinking and Self-Regulated Learning
Get PDFThe Mathematics Education Game is a gamification-based teaching material specifically designed to develop mathematical creative thinking skills and self-regulated learningin high school students. This game adopts a Snakes and Ladders format, consisting of three learning modules covering core trigonometry: basic concepts, quadrants, special angles, trigonometric equations, trigonometric identities, double-angle identities, sums and differences of angles, and multiplication of trigonometric functions. The game developed in this study, Attractive Trigonometric Snakes and Ladders (ULTRA), aims to serve as an engaging digital learning resource for students in grades XI and XII. The purpose of this study is to examine the improvement in creative thinking skills and self-regulated learning of students who use ULTRA. The research method uses the ADDIE model and is evaluated through three research instruments: (1) a mathematical creative thinking test containing four essay questions to measure fluency, flexibility, originality, and elaboration; (2) a 24-item self-regulated learning questionnaire that assesses goal setting, monitoring, strategy use, and reflection; and (3) a 15-item student response questionnaire to assess usability and engagement. Effectiveness was analyzed using normalized gain, while validity and practicality were reviewed through expert assessment and descriptive data. The research subjects were 496 students from 16 classes, comprising 247 in the experimental class and 249 in the control class. This study concluded that ULTRA is valid, practical, and has potential as a digital medium for mathematics learning. Effectiveness testing conducted in four schools showed a moderate increase in N-Gain in mathematical creative thinking skills, as well as positive behavioral indicators of learning independence, indicating that ULTRA strengthens students' higher-order thinking skills and independence. Overall, the findings indicate that the ULTRA game has the potential to improve mathematical creative thinking and self-regulated learningwhile providing an engaging digital learning experience for students. Keywords: education game, creative thinking, self-regulated learning
Using the Concrete-Representational-Abstract Approach to Enhance Students’ Interest in Mathematics Refers to the Primer Mathematical Skills
Get PDFStudents’ interest in mathematics is very influential to the achievement of learning outcomes, so the teacher is recommended to utilize the precise approach to enhance students’ mathematics interest. This study aims to analyze the achievement of mathematics students’ interest using the Concrete-Representation-Abstract (CRA) approach refers to primer mathematical skills. The study uses a quasi-experimental and a post-test design. The students in grade VII are the population in this study and use two groups were purposely selected, an experimental group that receives CRA and a control group that gets common learning (CL). The result shows that the mathematics interest’ of students who received the CRA approach is higher than students who only received CL. Refers to the indicator of students’ mathematics interest, the interaction with a teacher or friend to discuss the material scale gets the high score, and the lower score at the indicator diligently solving the assignment.Keywords: The Concrete-Representation-Abstract approach, mathematics interest.DOI: http://dx.doi.org/10.23960/jpmipa/v23i3.pp894-90