Jurnal Pendidikan MIPA
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Development of Mathematical Literacy Problems Based on the Ethnomathematics of Acehnese Culture
Get PDFThis study aims to develop mathematical literacy problems based on the ethnomathematics of Acehnese culture. This study is motivated by the lack of resources relevant to local culture, which has hindered Acehnese mathematics teachers from implementing ethnomathematics in their classrooms. Ethnomathematics is regarded as an effective approach to enhance students’ mathematical literacy. Moreover, the integration of culture into mathematics learning has also become part of a government program in response to the low mathematical literacy performance of Indonesian students in the Program for International Student Assessment (PISA). This developmental research employed the Thiagarajan Four-D model, comprising Define, Design, Development, and Disseminate. However, this study focused only on the first three phases. The define phase entails a systematic needs analysis encompassing curriculum, student characteristics, and conceptual aspects. The design phase produces a preliminary prototype of mathematical literacy problems contextualized in Acehnese culture. The develop phase involves expert validation and iterative evaluation through one-to-one evaluations, small-group trials, and classroom field testing, with revisions incorporated to enhance validity, reliability, and pedagogical relevance. This study involved 41 students from a senior high school in Aceh and five validators. Data were gathered from validation and practicality questionnaires, interviews, and tests. Data were then analyzed descriptively. The result revealed that 19 out of 20 problems were valid. The problems were also considered practical and potentially effective for implementation in mathematics classrooms. The development of these problems provides a useful resource for mathematics teachers in Aceh. The study result suggests that ethnomathematics problems are beneficial in improving students’ mathematical literacy. The value of culture embedded in the mathematical problems raises students’ awareness and understanding of their local culture. These findings suggest that integrating local culture into mathematics instruction can help teachers design meaningful learning experiences that enhance both mathematical understanding and cultural awareness. Keywords: acehnese culture, developmental research, ethnomathematics, mathematical literacy problem, mathematics learning
Ethnoscience Approach to Improve Science Literacy on Chemical Bonding: A Thematic Synthesis
Get PDFThis study aims to comprehensively examine the implementation of the ethnoscience approach in teaching chemical bonding and its contribution to improving students' science literacy, particularly at the high school level. The ethnoscience approach is believed to be able to connect abstract scientific concepts with local cultural values, practices, and artifacts, thereby making learning more contextual, meaningful, and relevant to students' lives. The research method employed is a systematic literature review, utilizing the PRISMA framework. The initial search process identified 100 articles from various reputable databases. These articles were selected based on predefined inclusion and exclusion criteria, resulting in 20 articles that met the criteria for in-depth analysis. The analyzed articles were published between 2022 and 2025 and indexed in SINTA and Scopus databases. The synthesis results showed that most studies reported an increase in science literacy through the integration of local culture in chemistry learning. The most dominant learning models were project-based learning and inquiry, followed by contextual learning, as well as other approaches that emphasized active student involvement. Ethnoscience integration was applied at various levels, with a primary focus on junior high and senior high schools, and to some extent on teachers or general contexts. The forms of local wisdom used varied, including regional traditions, batik, and wayang, which were generally combined with innovative learning media to connect chemical concepts with socio-cultural realities. The main findings confirm that the ethnoscience approach not only contributes to improving students' conceptual understanding, critical thinking skills, and scientific attitudes but also fosters awareness and appreciation of local culture. This pattern also reflects the trend of culture-based learning innovation in Indonesia, which is increasingly relevant in addressing the demands of the Merdeka Curriculum. Thus, the application of ethnoscience is recommended as an effective strategy to enhance science literacy while preserving the nation's cultural values. Keywords: systematic literature review, science literacy, chemical bonds
ChatGPT as a Pedagogical Tool: Measuring Its Influence on Cognitive Engagement and Academic Achievement of Biology Students
Get PDFAbstract: Artificial intelligence technology has been integrated into educational practices and is considered to have a significant influence in improving the teaching and learning process. Biology is one of the science subjects considered as a complex subject and requires deep understanding. The presence of ChatGPT answers the existing problems by offering personalized explanations, interactive feedback, and structured answer recommendations to improve students' understanding and critical thinking. The application of artificial intelligence such as ChatGPT to educational practices has opened up new opportunities to improve learning processes and outcomes. This study explores the effect of using ChatGPT as a pedagogical tool on cognitive engagement and academic achievement of Biology students. This study uses a cross-sectional quantitative survey method with Structural Equation Modeling analysis. The research sample was Biology students consisting of three different batches. The results showed that ChatGPT as a pedagogical tool significantly increased students' cognitive engagement, which then could also mediate its effect on students' academic achievement. In addition, cognitive engagement also has an impact on the formation of Biology students' academic achievement. In general, these findings highlight a good relationship between ChatGPT use, cognitive engagement, and academic achievement, and underline its potential to create a student-centered adaptive learning environment. However, ChatGPT also has some drawbacks, such as over-reliance on technology by students, potential errors in assessment, and inequity related to access to computer devices. This study shows the importance of introducing and using artificial intelligence technology in learning strategies. The results can also provide recommendations for the development of AI in education from a research perspective for educators to make decisions. Further research is needed to explore the relationship in various educational contexts and populations. Keywords: ChatGPT, cognitive engagement, academic achievement, biology students
Enhancing Students’ Mathematical Representation and Learning Motivation through Problem-Based Learning Worksheets in the Sound Wave Topic
Get PDFThis study aims to examine the implementation of student worksheets based on the problem-based learning model to enhance students’ mathematical representation skills and learning motivation in the topic of sound waves. Problem-based learning (PBL) makes the study of sound waves more engaging for students by emphasizing the comprehension of ideas and their application in the real world, rather than memorizing formulas. The research was conducted in Class XI of SMA Negeri 1 Godean, Yogyakarta, involving 33 students, using a quantitative approach and a pre-experimental design in the form of a one-group pretest-posttest design. The instruments used were a mathematical representation ability test and a learning motivation questionnaire. The data analysis results showed an increase in the average post-test scores compared to the pre-test. Based on the paired sample t-test, students' mathematical representation skills showed a statistically significant improvement (p 0.05), with an N-gain score of 0.038 and a slight increase in scores from 48 to 50. Cohen's d effect size test for learning motivation fell into the small effect category (d = 0.32). Although not statistically significant, there was an indication of improved student learning outcomes after the intervention, as reflected in the mean score differences. These results show that problem-based learning models integrated into student worksheets are highly effective in enhancing students' mathematical representation abilities and raising their motivation to learn. Therefore, the implementation of problem-based learning student worksheets can serve as an effective alternative instructional strategy in physics education, particularly in improving students' cognitive aspects. Further research with a more extended implementation period and a more comprehensive approach is recommended to optimize the impact on affective aspects. Keywords: problem-based learning, student worksheet, mathematical representation, learning motivation, sound waves
Thinking About Thinking in Physics: A Systematic Review on Metacognitive Approaches for Secondary Students
Get PDFThis review examines the literature on metacognitive strategies implemented in high school physics from 2021 to 2025, using Schraw's control framework, which encompasses planning, monitoring, and evaluation. The goal is to identify structural weaknesses that hinder overall theoretical progress and practical application in the classroom. Using PRISMA principles, an article search in ERIC yielded 244 documents, 22 of which were Scopus-indexed studies that met the criteria. We outline study designs, evaluation instruments, types of interventions, participants, and study objectives. A thematic synthesis addressed three guiding questions: (1) which instructional strategies contribute to metacognitive growth, (2) which evaluative instruments were used, and (3) what implementation conditions and challenges exist. Four main intervention categories were identified. Cognitive-reflective strategies foster self-awareness and introspection. Various inquiry methods combine metacognitive control with scientific investigation. Tools that aid visualization and representation of concepts, particularly simulations and concept maps, are key to organizing and maintaining coherent information. Gender-sensitive sociocultural and affective strategies foster motivation and inclusivity. All studies reported that these interventions had positive impacts on problem-solving, self-efficacy, and conceptual understanding. However, based on Schraw's hypothesis, this review identified planning as the most underdeveloped and neglected aspect of metacognitive regulation. Most studies relied heavily on self-reporting, leaving limited opportunities for task-embedded or multimodal assessments. Most designs were quasi-experimental or survey-based, and very few included mixed-methods or technology-mediated assessments. This research suggests combining structured insights, including goal setting, preemptive questioning, and activity design, with authentic assessments such as portfolios and think-aloud rubrics. Using these approaches within an equity-centered and culturally responsive pedagogy can foster active and self-directed learning in physics. Future research should aim to expand planning elements, diversify assessment techniques, and use educational technology to enhance and simplify metacognitive instruction in instructional design. Keywords: metacognition, physics education, high school students, systematic literature review, thinking awareness
Technology and Engineering Literacy Profile of High School Students: Comparison between STEM and Non-STEM Learning
Get PDFTechnology Engineering Literacy (TEL) represents an essential competency in the 21st century, encompassing the ability to understand, evaluate, and apply technological and engineering concepts in everyday life and professional settings. This study was conducted to compare the TEL profiles of high school students engaged in Science, Technology, Engineering, and Mathematics (STEM) and non-STEM fields, with a particular emphasis on the renewable energy topic. The research employed a quantitative approach and involved 125 high school students, who were selected by purposive sampling techniques. Data were collected utilizing a TEL test instrument specifically designed for this research. Mann-Whitney analysis using SPSS 26 revealed a significant difference between STEM and non-STEM groups. Additionally, the TEL profiles of STEM and non-STEM students were evaluated by examining the percentages of complete and incomplete achievements. The findings show that students participating in STEM learning demonstrated a superior TEL profile compared to their non-STEM peers. Specifically, regarding the understanding of technological principles, 89% of STEM students completed the assessment, whereas only 75% of non-STEM students achieved this. In the context of developing solutions and reaching goals, 84% of STEM students met the completion criteria, in contrast to 63% of non-STEM students. For the technology and society dimension, 87% of STEM students completed the assessment, compared to only 59% of non-STEM students. In the design and systems area, 89% of STEM students completed the tasks, while 81% of non-STEM students did. Lastly, in the Information and Communication Technology (ICT) domain, 82% of STEM students reached the completion category, while merely 60% of non-STEM students did. These results emphasize the significant impact of STEM learning in enhancing students’ technology engineering literacy, thereby equipping students with essential skills relevant to the needs of the 21st century. Keywords: technology_and_engineering_literacy, STEM, renewable_energy
Assessing the Effectiveness of Creative Problem-Solving Learning on Mathematical Creativity and Communication Across Varying Self-Regulation Levels
Get PDFThis study aims to determine which learning model, Creative Problem Solving (CPS) or direct learning, and which level of self-regulated learning, high, medium, or low, is better for increasing mathematical creative thinking and mathematical communication skills. The research method used is quantitative research with a quasi-experimental design. The sampling technique employed cluster random sampling, resulting in the selection of Class VII D, which was assigned the direct instruction model, and Class VII E, which was assigned the CPS model. Data analysis in this study utilized multivariate analysis of variance. The results of the study indicate that, in terms of mathematical creative thinking and mathematical communication skills, the CPS learning model is better than the direct learning model, students with high self-regulated learning are better than students with moderate self-regulated learning, and both are better than students with low self-regulated learning. Additionally, there was no interaction between the learning model and students' self-regulated learning. There are still limited studies discussing the application of the CPS model on mathematical creative thinking and mathematical communication skills from the perspective of self-regulated learning so that this study can contribute to the existing literature on this topic. Keywords: creative problem solving, self-regulated learning, mathematical creative thinking skill, mathematical communication skill
Bridging Technology and Cognition: A Systematic Review of Animation-Based Mathematics Learning Trends
Get PDFThis systematic literature review analyzes 27 empirical studies published between 2020 and 2024 on the use of animation in mathematics learning by applying the PRISMA protocol within a Critical Interpretive Synthesis (CIS) framework, complemented by keyword co-occurrence analysis, heatmap visualization, thematic analysis of 27 abstracts, and a relational mapping Sankey diagram. Descriptively, publication trends show a fluctuating pattern with the most significant surge occurring in 2023 (9 publications), predominantly from Indonesia (≈40%), followed by African and European countries, and by experimental (33.3%) and R&D (25.9%) designs. The most frequently investigated mathematical competency is conceptual understanding (37.0%), whereas higher-order skills such as HOTS, reasoning, and mathematical connections remain marginal. The distribution of animation platforms is dispersed, with no single dominant tool, including Powtoon, GeoGebra, and animated videos (each at 11.1%). Keyword co-occurrence analysis yields six clusters, centered on the GeoGebra–geometry cluster, with the mathematical connection node positioned the most independently, indicating weak theoretical integration in that area. The heatmap and Sankey diagram reveal unbalanced cross-dimensional relationships, highlighting that links among methodology, mathematical competencies, and platforms are more strongly shaped by institutional preferences and technological readiness than by cognitive demands. The thematic analysis identifies five major themes: (1) the effectiveness of animation in supporting conceptual representation, (2) cognitive mechanisms such as segmentation and cognitive load reduction, (3) enhancement of motivation and engagement, (4) technology integration and teacher readiness, and (5) implementation constraints, including reliance on demonstration and lack of theoretical integration. The methodological quality assessment indicates small sample sizes, short intervention durations, inconsistent instruments, and potential publication bias. Future research should integrate stronger theoretical frameworks, expand its focus on higher-order competencies, and conduct longitudinal and comparative studies across platforms to strengthen the empirical basis for the use of animation in mathematics education. Keywords: animation, mathematics education, technology, systematic literature review
The Effect of Augmented Reality Media on Mathematics Learning Outcomes of Elementary School Students
Get PDFThis study aims to test the effect of Augmented Reality (AR) media on mathematics learning outcomes of fifth-grade students at SD Negeri 2 Tibayan, Klaten Regency. The use of Augmenter Reality Media can serve as an alternative in innovative learning activities. The study used pre-experimental research methods, one group pretest, and a posttest design using learning outcomes through pretest and posttest to determine the effect of before and after using Augmented Reality media. The subjects of this study were students of fifth grade SD Negeri 2 Tibayan, totaling 20 students, with 12 male students and 8 female students. This study uses instruments in the form of learning outcomes tests and learning devices in the form of teaching modules. Data analysis techniques in this study are descriptive and infersional analysis techniques. The results of the study before using Augmented Reality (AR) media showed a low level of understanding of the concept, with an average value of 64. After using Augmented Reality (AR) Media obtained an average of 80,450 with a standard deviation of 10,679, as well as the lowest value of 65 and the highest of 100 so that it shows the level of understanding of the concept in the high category. Based on these results, it can be concluded that Augmented Reality (AR) media has a significant influence on students ' math learning outcomes. Keywords: augmented reality, mathematics learning outcomes.DOI: http://dx.doi.org/10.23960/jpmipa/v25i4.pp2000-201
The Effect of CORE Learning Model towards Students’ Mathematical Reflective Thinking Skills: A Meta Analysis Study
Get PDFThis study aims to re-analyze the CORE type of cooperative learning model related to students' mathematical reflective thinking abilities. The CORE model consists of four stages, namely Connecting, Organizing, Reflecting and Extending. In this study, researchers used the meta-analysis method. First, the researcher formulates the research problem, then proceeds to explore existing and relevant research for analysis. Data collection techniques using non-test, namely by browsing electronic journals through Google Scholar and studying documentation in the library. From the search results obtained 6 articles from journals. Based on the results of the analysis, it turns out that the CORE type of learning model is able to have an effect on students' reflective thinking skills. Keywords: reflective thinking, cooperative learning, CORE learning model. DOI: http://dx.doi.org/10.23960/jpmipa/v22i1.pp90-97