Jurnal Pendidikan MIPA
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The Validity and Practicality of Augmented Reality-Based Media Development on Science Matter
Get PDFAbstract: Augmented reality is a learning media developed massively and utilized by educators to visualize abstract science concepts into concrete concepts. This study aims to analyze the validity and practicality of augmented reality-based media development on science matter to enhance science conceptual learning. This research is development research conducted to design products of learning media based augmented reality. The development model used is the Alessi and Trollip development model, which concentrates on augmented reality media development. The stage in this research, namely, planning stage, design stage and development stage. The data analysis technique used a questionnaire instrument and the technical descriptive statistical analysis. The results of this study are: the development of augmented reality-based learning media on water cycle and earth rotation material in the form of consisting of competencies and indicators, picture, sound, materials, and mini test; validity assessment by material experts with an average score of 94.44% in the "very valid" category, the validity assessment by learning media design experts with an average score of 95.83% in the "very valid" category; and the validity assessment by language experts with an average score of 80% in the "valid" category. The other results 95% of teacher responded positively to the questionnaire in the "practice" category. The results of this study indicate that augmented reality-based learning media can be categorized as valid and practice learning media. Keywords: augmented reality, learning media, practicality, validity. Abstrak: Augmented reality menjadi salahsatu media pembelajaran yang telah dikembangkan secara massif dan dimanfaatkan oleh pendidik untuk memvisualisasikan konsep IPA yang abstrak menjadi konsep yang konkret. Penelitian ini bertujuan untuk menganalisis validitas media pembelajaran berbasis augmented reality pada materi siklus air dan rotasi bumi. Metode penelitian yang digunakan adalah model pengembangan dan penelitian oleh Allesi dan Trollip, yang berfokus pada pengembangan media pembelajaran. Data dikumpulkan menggunakan lembar validasi berupa kuesioner dan dianalisis menggunakan statistic. Adapun tahapan dari model pengembangan yang digunakan adalah tahap perencanaan, tahap desain dan tahap pengembangan. Dari hasil penelitian didapatkan bahwa pengembangan media pembelajaran berbasis augmented reality pada materi siklus air dan rotasi bumi terdiri dari kompetensi dasar dan indikator, gambar, suara, materi dan juga kuis, Validasi oleh ahli materi menghasilkan persentase sebesar 94.44% sengan kategori sangat valid, hasil persentase validitas oleh ahli media sebesar 95.83% dengan kategori sangat valid dan validasi oleh ahli bahasa dengan persentase 80% pada kategori valid. Hasil yang lain menunjukkan respon guru sebesar menunjukkan hasil kategori "praktis" category. Hasil ini menunjukkan bahwa media pembelajaran berbasis augmented reality dapat dikategorikan media yang valid dan praktis. Kata kunci: augmented reality, media pembelajaran, praktis, validitas. DOI: http://dx.doi.org/10.23960/jpmipa/v24i4.pp717-72
Outdoor Problem-Based Learning; Enhancing Critical Thinking with Real World Experiential in Science Learning
Get PDFCritical thinking is an essential thinking skill that is still a challenge for students in junior high school. This study examines the effect of a problem-based learning model outside the classroom on critical thinking skills in learning science in elementary school. The research was conducted using a quantitative approach with a quasi-experimental design. The research respondents were fourth-grade students at SDN Ditotrunan 01 Lumajang, East Java, who were divided into experimental and control groups. Students in the experimental group received problem-based learning model learning treatment outside the classroom, while students in the control group received conventional learning. The research instruments included a description test to measure critical thinking skills and an observation sheet to observe student activities during the learning process. The data were analyzed using a t-test and a gain score. The analysis showed a significant difference between critical thinking skills in the experimental and control groups. Learning with a problem-based learning model outside the classroom proved to be more effective in improving critical thinking skills than conventional learning. This study recommends using a problem-based learning model based on environmental learning resources as an alternative strategy for learning science in elementary schools
The Mechanism of Didactical Obstacles in the Pythagorean Theorem: From Visual Rigidity to Procedural Failure
Get PDFLearning the Pythagorean theorem is a significant challenge at the junior high school level because students often struggle to understand concepts, connect geometric and algebraic representations, and solve contextual problems. Based on previous studies, students' difficulties indicate the presence of learning obstacles. Existing research has addressed students' difficulties, errors, and epistemological obstacles in solving Pythagorean theorem problems and has presented applications of the Pythagorean theorem. Therefore, this study aims to analyze students' didactic learning obstacles to the Pythagorean theorem topic. To achieve this goal, a qualitative case study was conducted. Data was collected through data triangulation: written tests, interviews, and document studies. At the data-collection stage, 30 students and two teachers participated. Based on the written test results, the answers exhibit various characteristics. At the analysis stage, it is performed using ATLAS.ti software. The results show that there is a form of didactic learning obstacles consisting of visual orientation obstacles and formula procedural obstacles. The Visual orientation obstacles include students' lack of understanding of triangle concepts. The procedural obstacles include students' incomprehension of algebraic representations, understanding of problem-solving, understanding of procedures beyond integers, and application of Puythagos' theorem formulas. Visual orientation obstacles cause formula procedural obstacles. The didactic factor that creates obstacles is the way the topic is presented and the teacher's approach to designing learning. Didactic obstacles analysis is an important step in formulating a hypothesis about how a concept should be taught. By knowing the didactic obstacles, teachers or researchers can develop a more accurate Hypothetical Learning Trajectory (HLT). This will lead to the design of learning activities that anticipate common mistakes and misconceptions. Keywords: didactical obstacle, learning obstacle, topic presentation analysis, textbooks, pythagorean theorem.
How Students Communicate in Citizen Science Project to Build Knowledge
Get PDFAbstract: This research aims to provide information about several ways students communicate to build knowledge in citizen science projects (CSP). As the term “citizen science” applies to science that involves people who are not professional scientist to attract wider public participation in scientific research, leading to the overall advancement of scientific knowledge. Quantitative descriptive research was conducted by implementing as well as observing CSP activities in class and completing surveys to 36 students who had participated in CSP. The findings of this research show that most students (83%) received passing grades above 70 score, the minimum passing criteria. The percentage of completion of learning outcomes falls into the very effective category (n>80%). This means that CSP learning is able to build knowledge through the communication activities trained in it. On average, students responded strongly agree-agree (87.3%) that the communication carried out in CSP builds their knowledge. There are five CSP activities that involve communication between students, schools’ community, teacher and expert scientist. The five main activities of CSP, namely (1) focus group discussion (FGD) with scientists, (2) conducting projects, (3) presenting project results to scientists, (4) reporting project results, (5) and finally publishing project results project. The implications of this research inform several communication activities that can be carried out to build knowledge in learning through CSP. Keywords: communication, knowledge building, citizen science project (CSP)DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp1-1
Integrating Trust and Perceived Performance into the Expectation-Confirmation Model: A Mixed-Methods Study on Generative AI Persistence
Get PDFThe rapid adoption of Generative AI in tertiary education has changed how students obtain, process, and assess learning information, but little is known about how satisfied they will be in the long term and the persistence intention towards such technologies. This research paper discusses why students were satisfied and wanted to continue using AI-based learning tools, according to the Expectation Confirmation Theory (ECT). A sequential mixed-methods design was used to collect quantitative data from 106 university students across Education, Engineering Computer Science, and Health Sciences majors. Quantitative data were analyzed using PLS-SEM, and an eventual semi-structured interview of eight subjects was used to validate the quantitative data. The findings suggest that all the variables of expectation, perceived performance, confirmation, and satisfaction are important predictors of continuance intention. However, perceived performance is the most effective predictor. There is a statistically significant but weak relationship between expectations and confirmation, and students' confirmation is likely influenced more by their experience with AI performance than by their initial expectations. These findings are also supported by qualitative evidence indicating that the reliability, contextual relevance, and trustworthiness of AI systems strongly impact student satisfaction and confidence in AI-based learning. The study highlights the significance of perceived performance and trust as key factors in maintaining the use of AI in education. In theory, it uses the Expectation Confirmation Theory, incorporating ethical awareness and reliability as contextual factors that affect satisfaction and continuance intention. In practice, this means that AI developers and teachers need to be more transparent about their algorithms, accurate, and ethically literate to build trust and foster meaningful interaction with AI in higher education. Keywords: expectation confirmation theory, gen ai, student satisfaction, continuance intention, higher education
Ethnochemistry In Chemistry Learning: Insights from Indonesian Local Wisdom
Get PDFThis study aims to analyze the role of ethnochemistry as an innovative approach in chemistry education by examining its impact and development strategies based on local wisdom. Ethnochemistry combines cultural practices with chemical concepts to create meaningful and inclusive learning. This study focuses on the impact of ethnochemistry on chemistry learning and its development strategies to support inclusive and multicultural chemistry education. These findings are expected to enrich culturally relevant chemistry education and support the preservation of cultural heritage. This study employed the Systematic Literature Review (SLR) method, adhering to the PRISMA protocol to ensure transparency and repeatability. The initial search was conducted in Scopus, Google Scholar, Semantic Scholar, and Crossref, using the keyword "ethnochemistry." From a total of 225 articles, 27 articles were selected that met the inclusion criteria in the form of publications from 2020-2025. Articles must contain the keyword ethnochemistry or "ethnochemistry" in the title, must not be articles published in proceedings or repositories, must not duplicate articles with the same title, and must be indexed by Scopus or articles accredited by Sinta 1 and 2. The results showed that ethnochemistry significantly improved students' conceptual understanding, 21st-century skills (such as critical and creative thinking), and motivation. This approach also strengthens cultural preservation by connecting chemical concepts and local cultural practices. The main strategies for its development include: (1) Technology-based teaching materials (e.g., AR/VR, Adobe Flash), (2) Contextual learning approaches (e.g., PBL and CRT), (3) Collaboration with local communities, and (4) Expansion of research on underrepresented cultures. It can thus be concluded that ethnochemistry not only enhances the appeal and relevance of chemistry learning but also plays an important role in preserving cultural heritage. To optimize its potential, comprehensive strategies are necessary, including integrating ethnochemistry into the national curriculum, increasing teacher capacity through training, and utilizing digital technologies. Further research is also needed to evaluate the long-term impact and expand its application to various cultural contexts. This approach ensures inclusive, sustainable, and globally relevant chemistry education. Keywords: ethnochemistry, local wisdom, education, inclusive, systematic review
Development of Guided Inquiry-Oriented Worksheets to Improve Students' Metacognitive Skills on Acid-Base Material
Get PDFImproving students' metacognitive skills is needed to improve the quality of education in Indonesia. The purpose of this study was to develop guided inquiry-oriented student worksheets to assist students in improving metacognitive skills on acid-base materials. The Borg and Gall model was used in this research method. The instruments used were the validation sheet, student response questionnaire, student activity observation sheet, metacognitive skills pretest-posttest questionnaire, and metacognitive inventory questionnaire. The subjects of this study amounted to 22 students of class XI IPA 1 SMAN 1 Dawarblandong. The worksheets developed were very valid with the average results of content validity on students’ worksheets 1, 2, and 3 of 4.67; 4.56; 4.56, and construct validity on students’ worksheets 1, 2, and 3 of 4.63. The practicality of the student worksheet obtained a percentage of 93.2% in the very practical category. The student worksheet was assessed for effectiveness using the N-gain test and paired sample t-test on pretest-posttest results. The average N-gain was 0.63 with a medium category and sig (2-tailed) value of 0.000 <0.05. Based on these findings, it can be said that the guided inquiry-oriented student worksheets are valid, very practical, and effective in helping students improve their metacognitive skills.Keywords: students’ worksheet, guided inquiry, metacognitive skills, acid-base.DOI: http://dx.doi.org/10.23960/jpmipa/v24i1.pp310-32
Optimizing Slow Learners’ Understanding through Environment-Based Manipulative Media on the Number Operation Topic
Get PDFEvery individual, including students with special needs such as slow learners, has the right to receive equal education. The current study aimed to examine elementary slow learners’ understanding of number operation concepts through the use of manipulative media drawn from their local environment at Pademawu Barat 1 Elementary School, Pamekasan. A qualitative case study design was employed, involving two fifth-grade students identified as slow learners through a diagnostic test, the Colored Progressive Matrices (CPM) psychological assessment, questionnaires, and interviews. Data were collected through formative and summative assessments, classroom observations, and video documentation, then analyzed descriptively and qualitatively, with validation ensured through source triangulation. An individualized learning intervention was conducted using manipulative media such as ice cream sticks and shell boards that were relevant to the students’ coastal environment. The findings revealed that the use of manipulative media combined with structured scaffolding gradually improved students’ understanding of number operations, particularly in addition, subtraction, and multiplication. This approach not only helped to concretize abstract mathematical concepts but also enhanced the engagement, independence, and motivation of students who are slow learners. The learning environment became more positive and interactive, fostering greater student participation. In conclusion, this study highlights the importance of incorporating environment-based manipulative media and providing tailored scaffolding to support inclusive mathematics learning in elementary schools, particularly in resource-limited contexts. The findings may serve as a reference for educational development in Indonesia, underscoring the need for educators and policymakers to design adaptive and equitable learning strategies that meet the diverse needs of all students. Keywords: conceptual understanding, number operations, manipulative media, slow learners, inclusive education
Development of STEM-PjBL-Based Teaching Materials to Enhance Students' Science Literacy on Acid-Base Topic
Get PDFAn essential skill for learning chemistry is science literacy, which includes attitudes toward science, the scientific method, application in practical settings, and conceptual comprehension. However, the previous research revealed that students’ science literacy among Indonesian undergraduate students is still low, especially when it comes to abstract and complicated concepts like acids and bases. The study aims to develop STEM-PjBl-based teaching materials on acid acid-base topic and evaluate their effectiveness in enhancing students' science literacy. The study employs the 4D development model. The product effectiveness test was conducted at the development stage using a quasi-experimental design in the form of a one-group pretest-posttest design. The research subjects were 90 chemistry education undergraduate students who took basic chemistry courses in the 2024/2025 academic year, consisting of 3 classes. Data was gathered by a science literacy test, validation sheets, and practicality surveys for lecturers. The validity of questionnaire responses was obtained by three experts' judgment using the kappa coefficient, the practicality questionnaire was also assessed using the kappa coefficient, while the validity of data on science literacy improvement was obtained through pre-test and post-test results. The results showed that the average kappa coefficient of expert validation of STEM-PjBL-based teaching materials is 0.88 (high validity). The practicality questionnaire produced an average kappa coefficient of 0.89 (high practicality). The effectiveness test obtained an average n-gain value of 0.65 (moderate), as evidenced by student involvement in designing projects to create soft drinks from natural ingredients through the PjBL model. The designing and evaluating scientific investigations indicator (n-gain 0.67) shows the most significant improvement because students were required to systematically design experimental procedures, including problem identification, variable determination, hypothesis formulation, planning tools, materials, and work steps following scientific principles. Keywords: teaching materials, STEM-PjBL, science literacy, acid-base
Uncovering Key Educational Predictors of GPA in Mathematics Education Undergraduates: A Decision Tree Classification Study
Get PDFStudent academic achievement in the form of Grade Point Average (GPA) is one of the measures to assess the quality of learning. Not only are individual cognitive factors a determinant of students' high GPAs, but other non-cognitive factors can affect GPA achievement. Therefore, this study aims to examine the factors that influence academic achievement, as measured by GPA. This study was a descriptive quantitative study involving 63 mathematics education student respondents, to identify the factors that influence the GPA achievement of students in the mathematics education study program. The data was analyzed descriptively and tested using a decision tree. Based on the decision tree algorithm, the results showed that learning methods were the dominant factor in classifying student GPA achievements, specifically whether the GPA of 3.50 or higher or less than 3.50. Students with a GPA of 3.50 or higher tend to benefit positively from discussion-based learning methods, while those with a GPA of less than 3.50 tend to engage more with traditional learning approaches. In addition to learning methods, factors such as the reason for choosing the study program, parents’ educational background, and the duration of independent study time also contribute to strengthening or weakening students’ GPA achievements. In the model evaluation results, the decision tree algorithm showed good predictive performance, demonstrating its effectiveness in classifying students based on their GPA achievement levels. Therefore, the results of this study can serve as a reference for educators and educational institutions to design more effective pedagogical strategies that not only strengthen cognitive skills but also foster the holistic development of students in mathematics education programs. Keywords: classification, decision tree, grade point average, mathematics education