Jurnal Pendidikan MIPA
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Analysis of Students’ Mathematics Conceptual Understanding Based on Differences in Mathematics Thinking Styles
Get PDFThis study aims to examine students’ thinking processes in understanding concepts by considering the variations in mathematical thinking styles. This research is motivated by the finding that students demonstrate different thinking styles and intelligence, which is evident in the distinct ways they represent and design their learning approaches. This study employs a qualitative research method, using interviews based on tasks through the think-aloud method for data collection. The research instrument consists of a written test designed to probe students' thinking processes in understanding mathematical concepts according to the indicators of conceptual understanding used in this study. The researchers used time triangulation techniques to ensure the validity of the research data. The data analysis followed a structured process: data classification, reduction, presentation, interpretation, and conclusion drawing. The research subjects comprised three students with different mathematical thinking styles, namely visual, analytical, and integrated, who shared similarly high mathematical ability levels. The findings show that subjects with a visual mathematical thinking style create representations in the form of images, tables, or graphs for each indicator of understanding. Subjects with an analytical mathematical thinking style create representations in the form of verbal sentences or mathematical models that are rich in mathematical symbols and variables. While subjects with an integrated mathematical thinking style create representations in the form of verbal sentences, images, diagrams, mathematical symbols, tables, mathematical models, or graphs. The study concludes that while the type of mathematical thinking style—visual, analytical, or integrated—does not significantly influence the depth of students’ conceptual understanding, it does shape the strategies they employ to construct that understanding. All three students demonstrated the ability to interpret, exemplify, classify, summarize, infer, compare, and explain concepts effectively, a consistency attributed to their shared high level of mathematical proficiency. Keywords: mathematics, conceptual understanding, mathematical thinking style, cognitive process.
Enhancing Students' Biodiversity Literacy Through the Sundanese Ethnoscience-Based Discovery Learning Model
Get PDFBiodiversity literacy encompasses students' understanding of biodiversity concepts, its utilization, and conservation efforts. This study aims to determine the effect of the ethnoscience-based discovery learning model on biodiversity literacy and students' scientific explanation skills in the classification of living organisms in Grade X at SMA Negeri 3 Tasikmalaya for the 2024/2025 academic year. The research method used was a quasi-experimental design. This study was conducted at SMA Negeri 3 Tasikmalaya during the 2024/2025 academic year, with the population consisting of 432 students from twelve classes in grade X. The sample was selected using purposive sampling, resulting in class X.E-1 as the experimental group and class X.E-2 as the control group. Data collection techniques included a biodiversity literacy test consisting of 33 multiple-choice questions. The result showed that the average score for biodiversity literacy in the experimental class was 75.85 (SD = 12.89), while in the control class, it was 65.15 (SD = 15.74). The ANCOVA analysis yielded a significance value of 0.006 (p < 0.05), indicating a statistically significant effect. Therefore, the result concludes that the Sundanese ethnoscience-based discovery learning model significantly influences biodiversity literacy in the classification of living organisms among Grade X students at SMA Negeri 3 Tasikmalaya. Keywords: biodiversity literacy, discovery learning, ethnoscience, biology
The Effect of Multi-Representation-Based Physics Learning on Students’ Representation Translation Ability in Linear Motion Topics
Get PDFThe students' disinterest and low ability to understand and translate physics concepts are challenges in physics learning. One of the solutions in this field is to implement a learning approach that can enhance students' interest and deepen their understanding and ability to translate abstract concepts of physics. This study aims to investigate the effect of implementing multi-representation-based physics learning on students’ representation translation abilities in linear motion. This study employs a quasi-experimental design with a non-equivalent control group pretest-posttest. This study involved 62 students from two eleventh-grade classes at senior high schools in Bandung, which were selected using purposive sampling. The experimental group received Lesh-Janvier multi-representation-based learning treatment, while the control group received conventional teacher-centered learning treatment. These research instruments include tests for representation translation ability and student response questionnaires. The results indicate that the representation translation ability of the experimental group shows a significant improvement, with an n-gain value of 0.74. Students’ responses to the learning process were also positive. Hypothesis testing using IBM SPSS shows a significant result (Asymp. Sig. < 0.001) for the experimental group, indicating a significant difference. Thus, multi-representation-based learning positively affects students' representation translation abilities. Keywords: multi representations, representation translation ability, linear motion
Development of Smart Apps Creator Media with IDEAL Approach to Improve Mathematics Problem Solving Ability in Elementary School
Get PDFStudents' less-than-optimal ability to solve math problems is crucial in today's education. This research aims to develop Smart Apps Creator media with the IDEAL approach to improve students' ability to solve math problems. The method used is Research and Development (R&D) with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The research subjects in the small-scale trial were 15 fourth-grade students of SDN Karangayu 03, while the large-scale trial was 27 fourth-grade students of SDN Karangayu 01. The initial data collection in this study involved documentation, interviews, questionnaires, and observations. The research instruments used include pretest and post-test to measure the effectiveness of the media, as well as expert validation to assess the feasibility of the developed media. The paired sample t-test analysis in the small group showed a t-count value of -19.587, smaller than the t-table value of 2.145, while in the large group, the t-count value obtained was -33.771, smaller than the t-table value of 2.056. This result shows a significant difference between both groups' pre-test and post-test results. The use of smart apps creator learning media with the IDEAL approach proved to be very effective in improving students' problem solving abilities. This is evidenced by an increase in pretest and post-test scores, with an N-gain test value in the small group of 0.69, which is included in the medium category, while in the large group, it is 0.83, which is included in the high category. Developing smart apps creator learning media with an IDEAL approach is valid, practical, and effective in improving students' mathematical problem-solving abilities. Keywords: learning media, smart apps creator, problem-solving, IDEAL
Correlation of Students' Engagement and Mathematical Representation Ability through Realistic Mathematics Education-Based Differentiated Learning
Get PDFStudents' mathematical representation skills are still low. One of the reasons is that students are less engaged in learning which does not facilitate students' readiness and different learning styles. Therefore, teachers must facilitate students' diversity with learning that relates to students' daily lives. This study aims to determine the correlation between students' engagement and mathematical representation ability through realistic mathematics education-based differentiated learning. The population in this study were all seventh-grade students of School A and School B. A purposive sampling method was employed to choose one class from each School, consisting of 33 students of one class from School A and 31 students of one class from School B. The research method used is quantitative research with the instrument of engagement questionnaire and mathematical representation ability test. Based on the results of the correlation test, it is found that there is a positive correlation between students' engagement and mathematical representation skills at School A and School B, meaning that the higher the student engagement, the better the students' mathematical representation skills. Keywords: differentiated learning, student engagement, student mathematical representation ability, realistic mathematics education.DOI: http://dx.doi.org/10.23960/jpmipa/v25i4.pp1824-183
Exploring Student Errors in Solving Derivative Problems: A Systematic Literature Review
Get PDFDerivative material is essential in developing students’ critical thinking skills and its application in various scientific fields, specifically in mathematics. However, numerous studies revealed that many students still considered this material difficult, which often causes students to make mistakes in solving derivative problems. This study aims to analyze students' errors in solving derivative problems. This research method used systematic literature review with data synthesis process, qualitative data analysis through thematic analysis, and PRISMA method for data selection which obtained 10 articles from 232 articles on the Google Scholar, Semantic Scholar, and Scopus pages. The analysis results showed uneven fluctuations in the number of studies, peaking in 2022. The distribution of research covers nine provinces in Indonesia, with a dominance in the NTB province, although the distribution is still uneven. Newman’s theory became the primary approach to analyzing student errors. Most of the research was published in SINTA 4 and SINTA 5 journals, while contributions in highly reputable journals are still minimal. The most dominant student error occurred at the encoding/looking back stage, which was caused by a lack of understanding of the derivative concept, inaccuracy, rushing, and lack of habit to re-examine the work. Other errors include conceptual, procedural, and technical errors related to derivative facts, concepts, operations, and principles. As a solution, interactive teaching materials based on the Newman procedure was recommended to improve students’ understanding of derivative concepts. Keywords: derivative, mathematics, student errors, systematic literature review. DOI: http://dx.doi.org/10.23960/jpmipa/v25i4.pp1693-170
Emotional Intelligence and Numerical Abilities: How are They Related?
Get PDFThis Ex Post Facto research aims to determine the correlation between emotional intelligence and students' numerical abilities and the strength of the correlation between the two variables. Data collection was carried out on seventh-grade students at MTS N 7 Sleman Yogyakarta with a total of 35 respondents. The sampling technique used was simple random sampling. Respondents were given an emotional intelligence questionnaire and a numerical ability test whereas previously the instruments were tested for validity and reliability. The data analysis technique in this study uses Simple Linear Correlation. Prerequisites that must be met before the significance test is a linearity test and a normality test. Using the product moment/Pearson correlation, the result is that the rxy value is 0.547. Also, obtained the value of sig. of 0.001 4.17 as a result H0 is rejected. This study concludes that there is a positive correlation between emotional intelligence and students' numerical ability with a strength of 0.547. This means that the higher the emotional intelligence possessed, the higher the student's numerical ability. The value of the coefficient of determination (R2) is 29.90%, which means that the emotional intelligence variable affects students' numerical abilities by 29.90%, thus 71.10% is influenced by other variables.Keywords: emotional intelligence, numerical abilities, Pearson correlation.DOI: http://dx.doi.org/10.23960/jpmipa/v23i3.pp918-92
Application of Kahoot-Based Digital Assessments in Basic Physics Lectures: The Case of Muhammadiyah Makassar University
Get PDFPrevious research has developed digital assessments in basic physics courses. This study aims to measure the effectiveness of implementing Kahoot-based digital assessments in Basic Physics courses at a private university in Makassar. This research is a pre-experimental study with a pretest-posttest design in one experimental class. The research sample is a saturated sample with 13 students as respondents. This study tested three types of questions, namely quiz, true-false, and multiple choice. The results of the data analysis show that the mean value for the pretest is 54.46 and the posttest is 85.87. In addition, an increase (n-gain) value of 0.68 was obtained in the medium category. The n-gain percentage value is 68.06 which means the effectiveness of the instrument is in the fairly effective category. Testing the pretest and posttest scores for each type of question shows an increase in learning outcomes for the type of question being tested. The pretest and posttest results for the three types of questions are presented in the form of a frequency distribution graph. After obtaining data on the effectiveness of using the Kahoot-based digital basic physics assessment, it is further suggested to test the practicality of the Kahoot-based basic physics assessment developed.Keywords: Learning assessment, basic physics, Kahoot application.DOI: http://dx.doi.org/10.23960/jpmipa/v24i1.pp152-16
Enhancing Motivation and Science Learning Outcomes of Elementary School Students using Animated Video: A Quasi-Experimental Study
Get PDFIPAS learning, especially the material “My Indonesia is Rich in Culture” in elementary schools, still uses conventional media. The use of this media causes low student motivation, which has an impact on their interest, enthusiasm, and enthusiasm in participating in learning. Unattractive media often makes students bored quickly, so the delivery of material is not optimal. As a result, student learning outcomes are also unsatisfactory. One of the media that can increase students' interest and enthusiasm is animated video. This study aims to analyze and describe the effectiveness of learning media on motivation and learning outcomes in IPAS subjects. This type of research is a quantitative experiment with a quasi experimental design. The design used was nonequivalent control group design, with the population consisting of class IVA (27 students) as the experimental class and class IVB (27 students) as the control class, a total of 54 students. Data were collected through tests to measure learning outcomes and questionnaire sheets to measure learning motivation. Data analysis used Independent Sample t Test to test the difference and effectiveness of animated video media. The results showed that the application of animated video media was more effective than conventional media in learning IPAS material “My Indonesia is Rich in Culture.” The average value of student motivation in the experimental class reached 77.85, while in the control class it was only 74.15. For learning outcomes, the experimental class average was 85.96, compared to the control class which was 69.74. From the results of this study, it can be concluded that animated video media is more effective than conventional methods. Therefore, teachers are advised to innovate with more interesting learning media. Keywords: animated video, motivation, learning outcomes
Development of Articulate Storyline-Based Learning Media on Heat and Temperature
Get PDFThis study aims to develop multimedia using articulate storyline software that can be accessed using smartphones or other devices such as computers. The study used a research and development design created using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The limited trial sample consisted of 15 Class VII SMP Negeri 1 Meluhu. Data collection techniques using interviews, checklists, and tests. The instruments used are validation sheets, student and teacher response questionnaire sheets, and learning outcomes tests. The results showed: (1) the validity of multimedia using the Aiken index (V) obtained the average value of the validation results of 0.78; (2) the effectiveness by using the n-gain test obtained a value of 0.56 and the percentage value of the effectiveness of 66.67%; (3) the practicality of the multimedia teacher response assessment obtained the practicality percentage of 90% and the practicality percentage of the student response obtained by 86.56%. Therefore, learning media can be used as teaching media based on the analysis results. Keywords: multimedia, articulate storyline, android. DOI: http://dx.doi.org/10.23960/jpmipa/v23i3.pp1057-106