Jurnal Pendidikan MIPA
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Improving Learning Motivation of Natural-Social Science Learning Through Game-Based Learning Utilising Quartet Cards
Get PDFObjective: This research aims to determine the effect of using the game-based learning (GBL) model on fostering learning motivation in natural-social sciences (IPAS) learning. The use of the game-based learning model can serve as an alternative in innovative learning activities. Method: The method used in this research is a quasi-experimental method with a quantitative approach. This research uses a one-group pre-test and post-test design. The subjects in this study are 24 third-grade students at SD Negeri 2 Danguran. The data analysis technique used is the "t" test processed using the SPSS 29 application. In the implementation of the research, natural-social science learning used the GBL model with learning media, IPAS quartet cards. Data collection was conducted through the completion of questionnaires that had been tested for validity and reliability. Findings: The significant learning motivation scores of students can be interpreted as the null hypothesis, which states that there is a difference after and before the implementation of the game-based learning is received. The average score of students' responses after the treatment is better than the average score of students' responses before the treatment. Conclusion: Implementing an innovative and interactive learning model for students, specifically through a game-based learning model utilizing IPAS quartet cards, led to this increase. Keywords: game-based learning, quartet cards, learning motivation, natural-social science. DOI: http://dx.doi.org/10.23960/jpmipa/v25i4.pp1705-171
Bibliometric Analysis of Research Trends in Digital Literacy within Indonesian Education: Development, Challenges, and Opportunities
Get PDFBibliometric Analysis of Research Trends in Digital Literacy within Indonesian Education: Development, Challenges, and Opportunities. Objective: The advancement of technology and the increasing reliance on internet-based communication demand digital literacy as an essential skill for technology users. The education sector plays a crucial role in building understanding, implementation, and reinforcement of digital literacy skills. Methods: This study conducts a bibliometric analysis of research trends in digital literacy within Indonesian education using articles indexed in the Sinta database. We found 548 articles and analyze it based on criteria. Finally, 431 articles match the criteria for this study. The search was not time-restricted, allowing the study to identify the earliest research on digital literacy in Indonesia. Findings: The analysis results indicate that research in this field began to be published in 2017 and has seen significant growth up to 2024. The majority of publications are found in journals accredited by Sinta 5, Sinta 3, and Sinta 4, with qualitative research being the most dominant methodology. Additionally, geographical distribution shows that Java Island contributes the highest number of publications. This study covers various educational levels, from early childhood to higher education, with varying contributions at each level. Conclusion: Research on digital literacy in Indonesian education has largely focused on pedagogical approaches, educational technology, and its effects on teachers and students. However, there is ample opportunity for further investigation, particularly in exploring digital literacy within specialized fields, its impact on students' academic and non-academic competencies, and its role in equipping students to be responsible and ethical members of the digital society. Furthermore, future research should extend its geographical coverage beyond Java to provide a more inclusive perspective on the development of digital literacy across diverse regions in Indonesia. Keywords: bibliometric analysis, digital literacy, education, learning, Indonesia
Test Items Analysis of Mathematical Problem Solving Ability using a Classical Test Theory Approach
Get PDF This study aims to analyze the item characteristics of the mathematics problem-solving ability test instrument using the Classical Test Theory model. The data collection was based on the results of the test documentation as many as 359 students with dichotomous data. Qualitative validation analysis by experts uses the panel method, and quantitative analysis uses the Aiken index and Content Validity Ratio (CVR), while quantitative validation uses biserial point correlation. The test reliability index used the Alpha-Cronbach method. The results of qualitative validation show that all items correspond to the indicators of solving mathematical problems, but technically writing a few items needs improvement. Quantitative analysis using the Aiken index and CVR shows all items are valid with good validity. The reliability of the test is stable, with a coefficient of 0.83. Then, the test instrument consists of items with very difficult, difficult, and easy levels. All items were able to distinguish the test taker's ability and the effectiveness of the distractor to function correctly. Keywords: classical test theory, biserial point correlation, validity, reliability. DOI: http://dx.doi.org/10.23960/jpmipa/v22i1.pp98-111
How Self-Efficacy Shapes Mathematical Analytical Thinking: A Qualitative Study using Action-Process-Object-Schema Theory
Get PDFAnalytical thinking enables students to solve complex problems in a systematic and measurable manner. This study examined students' analytical thinking processes in relation to self-efficacy using the Action-Process-Object-Schema (APOS) theory. The researchers employed a qualitative method with an explanatory approach. They selected mathematics education students from Universitas Muhammadiyah Purwokerto who were enrolled in a sequence convergence course as research subjects. To collect data, the researchers used analytical thinking tests, questionnaires, and interviews. Based on the self-efficacy questionnaire, the researchers classified students into high, medium, and low self-efficacy groups. They selected one informant from each category using purposive sampling. The data analysis involved three stages: data reduction, presentation of findings, and interpretation. The analytical thinking process included collecting, differentiating, organizing, and attributing. The findings showed that students in the high and medium self-efficacy groups demonstrated strong analytical thinking skills. They successfully completed all stages—collecting, differentiating, organizing, and attributing. In contrast, students with low self-efficacy lacked adequate prior knowledge and required assistance in applying mathematical concepts and completing proofs during the organizing stage. These students gathered only limited information at the collection stage due to a poor understanding of the main problem. As a result, they could only partially complete each stage of the analytical thinking process. Keywords: analytic thinking process, APOS theory, self-efficacy
The Influence of Learning Models and Physics Learning Motivation on Students’ Critical Thinking Skills
Get PDFThis research is an experimental study with a 2×2 factorial design, examining the interaction between learning models and physics learning motivation on students' critical thinking skills, both overall and in terms of high and low levels of learning motivation. In addition, this study also aims to test the interaction between learning models and physics learning motivation on critical thinking skills. The study population consisted of all grade XI students at Madrasah Aliyah Allu Jeneponto in the 2024/2025 Academic Year. The research sample consisted of 64 students, selected through a cluster random sampling technique with a lottery method to determine which classes would serve as the experimental and control groups. To minimize disruption to the ongoing learning process, randomization was conducted at the class level, rather than the individual level. Based on the lottery results, it was determined that class XI.1 was designated as the experimental class, taught using the guided inquiry learning model. In contrast, class XI.3 was designated as the control class, taught using the conventional learning model. Each class consisted of 32 students. Data analysis employed descriptive and inferential statistics, including a two-way ANOVA test with a significance level of 5%. The results showed that the experimental group had an average critical thinking ability 12.81 points higher, with a standard deviation of 2.16, compared to the control group, which had an average of 11.09 points, with a standard deviation of 2.13. Inferential analysis confirmed a significant difference in students' overall critical thinking ability between the two learning models, both in the high-motivation and low-motivation groups. However, no influence was found between the learning model and physics learning motivation on the critical thinking ability of students at Madrasah Aliyah Allu. This shows that the influence of the guided inquiry learning model on critical thinking ability is consistent at all levels of learning motivation. Thus, the application of the guided inquiry learning model has been proven effective in improving students' critical thinking abilities, and learning motivation also plays an important role as an independent factor that supports the improvement of this ability. Keywords: guided inquiry, learning motivation, critical thinking skills
Development of Cultural Vista Flipbooks to Improve Learning Outcomes of Natural and Social Sciences of Elementary School Students
Get PDFThis research aims to develop and test the effectiveness of the Flipbook Vista Culture learning media to improve the learning outcomes of natural and social sciences for fifth-grade elementary school students. This development is motivated by the ineffectiveness of conventional media and the complexity of natural and social science material that requires innovative and interactive media. This research uses the Research and Development (RnD) method of Borg & Gall, consisting of 8 stages. The research was conducted in two phases: development and trial. Initial data collection includes documentation, interviews, questionnaires, and observations. The instruments used in this study include pretest and posttest to test the effectiveness of the media and expert validation to test the feasibility of the developed media. Data analysis uses T-test and N Gain. The results of expert validation show that the Flipbook Vista Culture media is very feasible to use, with an average score of 87.5%. The effectiveness test shows a significant difference between pretest and posttest (0.000 < 0.05). The average N Gain improvement test reaches 0.55 with a moderate category. This proves that the Flipbook Vista Culture media is effective in helping students understand the material of Indonesia's cultural heritage. Based on the research results, the Flipbook Vista Culture media is recommended for use in elementary schools' natural and social science learning. This media is an interesting and innovative alternative compared to conventional media. The researcher recommends the Flipbook Vista Culture media be applied in learning, especially in fifth grade, to create meaningful learning. Keywords: flipbook, learning media, learning outcomes
A Mixed-Methods Analysis of Critical Thinking Skills and Contributing Factors: The Case of Indonesian Pre-service Biology Teachers
Get PDFThe purpose of this study was to measure the critical thinking skills of student teachers and the factors influencing them. The survey involved 477 participants from an Islamic university, including six lecturers. Data were collected in three stages. The level of critical thinking skills was measured using a test whose items were developed based on the Watson-Glaser Critical Thinking Appraisal (WGCTA) indicators. The study also reviewed lesson plans, student worksheets, and cognitive test questions. Interviews were conducted with four students from each year, the highest- and lowest-skilled, as well as with six lecturers. A one-way ANOVA was used to examine differences in critical thinking skills across university study lengths. Qualitative data were analyzed using content analysis methods. The study's findings indicated that four groups had critical thinking skills in the "moderate" category and showed no significant differences among themselves (p = 0.215 > 0.05). The ANOVA was performed separately for each indicator to identify any that differed significantly. The results indicate that the indicators of interpretation (0.02 < 0.05) and argument evaluation (0.041 < 0.05) differ significantly among groups. There was a significant difference in the interpretation indicator between freshmen and junior students. Meanwhile, there was a significant difference between freshmen (the highest average) and sophomores in terms of argument evaluation. Student learning experiences, including the use of learning models, assignments, student worksheets, and evaluation questions (learning assessments), were the main factors influencing critical thinking skills. As a potential step toward developing critical thinking skills, students are expected to read, review, and complete assignments independently. Study programs can evaluate curricula that emphasize critical thinking skills. Keywords: contributed factor, critical thinking skills, pre-service biology teachers
The Impact of Mathematics Anxiety and Self-Efficacy Towards Prospective Mathematics Teachers’ Performance
Get PDFMathematics anxiety is one of the serious emotional aspects that may impair the academic performance and interest in mathematics in students. This paper presents a study of the correlation between mathematics anxiety, mathematics self-efficacy, and mathematics performance among 150 future mathematics teachers in Indonesia, who were identified through purposive sampling of an undergraduate teacher education program. The Mathematics Anxiety Rating Scale- Revised (MARS-R), Mathematics Self-Efficacy Scale- Revised (MSES-R), and a self-developed Mathematics Achievement Test (MAT) were used to collect data. Pearson correlation and multiple regression were used to address the relationship and the predictive attributes of these variables. Descriptive analysis indicated that participants had moderately high mathematics anxiety (M = 82.4, SD = 15.2), moderately high self-efficacy (M = 72.8, SD = 12.5), and good performance (M = 78.3, SD = 10.7). Pearson correlation analysis revealed a negative correlation between mathematics anxiety and performance (r = -0.62, p < 0.001). In contrast, self-efficacy had a positive correlation with performance (r = 0.6). Regression analysis showed that both anxiety (β = -0.45, p < 0.001) and self-efficacy (β = 0.49, p < 0.001) were significant predictors. The results of the multiple regressions showed that the model was significant, F(2, 147) = 68.24, p < 0.001, and accounted for 55.7% of the variance in performance (R² = 0.557). Anxiety (B =-0.45) and self-efficacy (B =0.49) were both significant predictors of performance (B = -0.45, t = -7.62 p = 0.001) and self-efficacy (B = 0.49, t = 8.15, p = 0.001) turned out to be the stronger predictors. The practical implications of these findings are most significant, as strategies aimed at diminishing mathematics anxiety and enhancing self-efficacy should be the primary focus of mathematics teacher education programs, as these aspects directly relate to the competency and confidence of future teachers in teaching mathematics. Keywords: mathematics anxiety, self-efficacy, academic performance, future mathematics teachers, mathematical confidence, mathematical teacher education.
The Development of Plant E-Atlas for Acid-Base Test Indicators as Supporting Teaching Materials During the Covid-19 Pandemic
Get PDFThis research is a type of research and development. Plant E-Atlas for Acid –Base Test Indicators was developed with the aim of being used as interactive teaching material especially in the online learning process during the Covid-19 pandemic. The E-Atlas development procedure uses the Dick and Carrey model. Eligibility Levels of the E-Atlas are evaluated based on the assessment of experts and field practitioners. The effectiveness of the practicality of the E-Atlas is analyzed based on the responses of the E-Atlas users. The respondents were students at the grade X SMK Kesehatan Yannas Husada Bangkalan SMK. The average feasibility score of the E-Atlas is 90.18% with very valid criteria and 89.08% with reliable criteria. Practicality of the E-Atlas obtained an average score of 86.10%. The results of research and development of the E-Atlas show that the E-Atlas designed can be used to support online learning. In addition, the results of the assessments of experts, educational practitioners, and respondents show that the E-Atlas contains content to train Scientific Reasoning Skill. Keywords: Plant E-Atlas, online learning, scientific reasoning DOI:http://dx.doi.org/10.23960/jpmipa/v22i1.pp35-4
The Effect of Science e-Module to Enhance Students’ Critical Thinking Skills on the Object Classification Topic
Get PDFThis study aims to develop innovative science teaching materials based on higher-order thinking skills (HOTS) to enhance students’ critical thinking skills on the topic of object classification. The research adopted the ADDIE development model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The study involved 60 seventh-grade junior high school students as research subjects. Data were collected using expert validation sheets, student response questionnaires, and pretest-posttest instruments to assess students’ critical thinking skills. The results of expert validation indicated that the developed teaching materials were categorized as “highly valid,” with an average score of 92.5%, reflecting the quality in terms of content, presentation, language, and design. During implementation, students showed an increase in critical thinking performance. The average pretest score was 58.3, which improved to 78.7 in the posttest. A paired sample t-test analysis revealed a statistically significant difference between pretest and posttest scores (t = 8.624; p < 0.001), indicating the effectiveness of the developed material in improving critical thinking skills. Furthermore, student responses to the teaching materials were very positive, with an average score of 88.4%, suggesting that the materials were well-received and engaging. This study provides empirical support for integrating innovative HOTS-oriented learning materials into science instruction, particularly for foundational topics such as object classification. The findings contribute to the field of science education research and offer practical implications for the development of curriculum materials that foster critical thinking in junior high school students. These results can be used as a reference for educators and curriculum developers in designing effective, student-centered science learning tools. Keywords: ADDIE model, critical thinking, instructional design, object classification, science teaching materials