Jurnal Pendidikan MIPA
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The Effect of STEAM Project-Based Learning Approach Towards Student Learning Motivation: Utilization of Plastic Waste with Ecobricks Technique
Get PDFThe exponential increase in plastic production and the surge in plastic waste have led scientists and researchers to look for innovative and sustainable ways to recycle plastic waste to reduce its negative environmental impact. Project-Based Learning (PjBL) based on STEAM (Science, Technology, Engineering, and Mathematics) with ecobricks is one of the learning solutions for reducing plastic waste and increasing student motivation. This study aimed to determine the effect of the STEAM-based PjBL model with ecobricks techniques that can improve student learning motivation on ecology. This type of research is pre-experimental One-Group Pretest-Posttest Design. The sample in this study was 25 respondents. The sampling technique used by researchers was purposive sampling. The results of the study showed that based on the pretest in this study 55.28 after treatment was given to 25 respondents, the posttest results were 74.96. Other findings also showed a difference in the average value between the pretest and posttest. The sig. (2-tailed) value of 0.001 <0.05 then H0 is rejected and Ha is accepted, meaning that the steam-based project-based learning model is effective in increasing student learning motivation. Thus, STEAM-based PjBL with ecobricks techniques can improve the learning motivation of elementary school students. Keywords: PjBL, STEAM, ecobricks, learning motivation.DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp512-52
Analysis of Critical Thinking, Creative Thinking and Problem Solving Skills on Elementary School Students: A Descriptive Correlation Study
Get PDFThe 21st-century competencies have become a primary focus for enhancing human resource capacity in Indonesia. The 21st-century competencies refer to a set of skills necessary for development in the modern era. These competencies include creative thinking, critical thinking and problem solving, communication, and collaboration, collectively known as the 4C skills. The 4C skills of students in Indonesia tend to be low. Based on the observations and interviews conducted by the author with teachers and students in several schools in Padang City, it was found that the majority of students did not achieve mastery in mathematics learning. They struggled to solve the mathematical problems presented to them. This research aims to analyze the relationship between critical and creative thinking skills toward problem-solving abilities of elementary school students in Padang City. This is correlational descriptive research. The study was conducted on fifth-grade students at SD 22 Kampung Dalam Padang. A random sample of 127 students was taken. The instruments used included a questionnaire for critical thinking skills, a questionnaire for creative thinking skills, and an essay test on problem-solving abilities. Data were analyzed descriptively, quantitatively, and inferentially. The results of the data analysis indicated that there was a significant relationship between critical and creative thinking skills toward students' problem-solving abilities. Keywords: critical, creative and problem-solving skill, mathematics.DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp784-79
Teacher’s Role in Enhancing Students’ Environmental Literacy: A Systematic Literature Review 2019-2024
Get PDFEnvironmental issues are often heard, but there are many people who do not have awareness of these issues. Environmental ethics in everyday life are sometimes overlooked. People still need to understand how environmental bad habits will have a negative impact in the future. To have environmental awareness, environmental literacy is required. Environmental literacy can be obtained through formal and non-formal education. To improve students' environmental literacy through formal education, teachers have an important role in improving students' environmental literacy. This research aims to explore the role of teachers in improving students' environmental literacy through various effective learning methods to improve students' environmental literacy. The method used in this research is a systematic literature review with a data synthesis process using qualitative data analysis through thematic analysis. Using the PRISMA method, data selection obtained 27 articles from 678 articles on the Google Scholar and Scopus page. The results showed that teachers in various subject areas and levels can adjust the curriculum by integrating environmental literacy into learning. Effective environmental education can bridge textual learning with real-world applications. Learning outside school and interacting with the surrounding community can also improve students' environmental literacy. Keywords: environmental literacy, teacher, students, teaching methods.DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1133-115
Mathematical Literacy Skills of Junior High School Students in Border Schools in Solving Minimum Competency Assessment-Based Problems
Get PDFLiteracy skills are one of the mathematical abilities that all students need to have in today's global era. However, not all students in border schools have good mathematical literacy skills. This type of research is descriptive qualitative which aims to get an overview of the mathematical literacy skills of students in border areas in solving Minimum Competency Assessment-based problems and also identify factors that influence these skills. This study involved all 57 seventh grade students in the first semester of SPMN Lorontuan Atambua - NTT. The test questions were four numbers in the form of true and false, multiple correct answers and short form. The results of the analysis found that some of them could not read fluently; not all students had a good understanding of basic mathematical concepts; lack of learning experience of contextual problems or story problems that caused them to have difficulty understanding the problem, choosing the mathematical concept used to answer the problem and could not analyze the information provided. The reconstruction that we provide is the need to build a strong mathematical understanding by designing mathematics learning that integrates local wisdom and technology and provides them with varied learning experiences on story problems. Keywords: math skills, literacy, schools at the border. DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp728-75
Enhancing Students' Mathematical Creative Thinking through Ethnomathematics - Based Differentiated Learning
Get PDFThis study focused on the impact of differentiated learning based on ethnomathematics on students’ mathematical creative thinking skills, with particular attention to the influence of differences in their readiness and initial abilities. The aim of this study is to analyses the efficacy of ethnomathematics-based differentiated learning in enhancing students’ mathematical creative thinking abilities. The study was conducted with 47 students enrolled in the elementary school teacher education program at Yogyakarta State University. The data were collected using a pretest and posttest, employing a descriptive quantitative approach. The findings revealed a notable enhancement in mathematical creative thinking proficiency, with an initial mean score of 68.55 on the pretest, which increased to 86.10 on the posttest following the implementation of an ethnomathematics-based differentiated learning approach. The Shapiro-Wilk normality test, conducted on SPSS 25, indicates that the data are not normally distributed, as the significance value (Sig) is less than α. The Wilcoxon nonparametric test yielded an Asymp. Sig (2-tailed) value of 0.001. The results demonstrate that ethnomathematics-based differentiated learning notably impacts students’ mathematical creative thinking abilities. This approach integrates local culture into mathematics learning, improving concept understanding and encouraging students’ active involvement in discussions and presentations. Developing an approach that combines differentiated strategies with elements of ethnomathematics makes a practical and theoretical contribution to mathematics education. This study confirms that the integration of local culture is relevant in mathematics learning and is essential for shaping future teachers who can create inclusive, adaptive, and meaningful learning environments. Keywords: differentiated learning, ethnomatematics, mathematics creative thinking (MCT).DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1618-163
Creative Thinking Process of Kinesthetic Male Students in Solving Mathematics Problems in Elementary School
Get PDFVarious concepts have been introduced in every lesson to improve students' mathematical analytical ability. This paper introduces a new concept to improve students' creative thinking ability based on kinesthetic learning style in solving math problems. The uniqueness of Kinesthetic male students' creative thinking process in elementary school can be seen when a person can solve problems correctly, use accurate and different approach strategies, create the correct solution process, and produce unique and new products. The primary purpose of this research is to describe the uniqueness of Kinesthetic male students' creative thinking process in solving mathematics problems in elementary school. The method used in this study is qualitative. The subjects in this study were fifth-grade students of SD Negeri 7 Dobo, Aru Islands Regency. The instrument used in this study was a student creativity test on geometry. This research resulted in a valuable lesson that Male Subjects with Kinesthetic Learning Styles have different uniqueness in solving mathematics. The discovery of correct ideas can prove this by presenting more than one different and correct approach and solution strategy and the discovery of a correct and unique (unusual) answer completed by kinesthetic male students at their stage of development or level of knowledge. Keywords: uniqueness of creative thinking process, mathematical problem solving, male subject, kinesthetic learning style. DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp313-32
Mobile Connectivity: Ubiquitous Learning with Web-Based Module to Promote Scientific Argumentation Skills in Science Learning
Get PDFArgumentation skills are still a challenge in science learning. Teachers must develop innovative learning to promote various thinking skills, one of which is argumentation skills. This research aims to develop valid, practical, and effective modules based on the web. The type of research applied was educational development research (EDR) with the ADDIE development model. The data collection techniques and instruments include validation sheets, practicality sheets, tests, observations, interviews, questionnaires, and documentation. The research sample was class VIII-B SMPN 1 Sukowono, with 26 students. The data analysis results of the validity of the modules based on the web got an average score of 85% with highly valid criteria. The results of the learning implementation analysis got an average score of 85%, which is an outstanding category from the assessment of the three observers. Product effectiveness is obtained from test results and student response questionnaire sheets. The results of the product effectiveness analysis using the N-Gain test got an average score of 0.74 in the high criteria. Students can learn in various places and situations by accessing modules and collaborating with other students and other learning resources available on the network. Thus, the web-based module is feasible for improving argumentation skills. Keywords: ubiquitous learning, web-based module, argumentation skills, science learning. DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp386-39
How is Augmented Reality Developed in Physics Education? A Review with NVivo from 2019-2024
Get PDFThis review aims to identify developments in Augmented Reality (AR) in physics education from 2019-2024 through NVivo analysis. A total of 19 articles from the Scopus database (SJR 2023: 2 (Q1), 6 (Q2), 4 (Q3), and 7 (Not Applicable)) were used in this review and filtered through the prism guide. The focus of this review includes: 1) The Aim; 2) Methods; 3) Participants; 4) Instruments; 5) Analysis; 6) Concept, and; 7) Software or Device. The results of this review explain that: 1) Based on the objective, the application used is AR (89%); 2) The method used is the development method (47%); 3) Most participants are high school students (42%); 4) The instruments used were questionnaires (37%); 5) N-gain analysis is the most widely used analysis (11%); 6) The physics concept used is electricity (16%), and; 7) The software or device used is 3D Blender (16%) and Unity (16%). Thus, we concluded that the development of AR for physics concepts has become interesting research over the last 5 years (2019-2024). The recommendation from this review is that when developing AR in physics learning, especially abstract ones, you can conduct research using development methods and 3D Blender and Unity software. Keywords: augmented reality, physics education, NVivo analisis.DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp582-60
Contextual Physics Learning Based on Geothermal Areas to Improve Scientific Literacy and Scientific Communication Skills
Get PDFThis study aims to develop a learning physics module through contextual learning design based on geothermal areas to improve scientific literacy ability and scientific communication skills on temperature and heat concepts. The sample in this study was 27 respondents of Mathematics Education STKIP Gotong Royong Masohi who are taking general physics subjects. The method used in this study is educational design research with the Plomp & Nieveen development model. The main instrument developed in this study is a prototype of a contextual physics learning module. The average percentage value of the validation results of the contextual physics learning module (prototype-1) from three experts on content (substance), language, and construct aspects is 88.41%, which shows that it is in the very valid category. The results of the trial of the practicality of the learning module in the one-to-one test obtained an average percentage value of 95.45%, and the results of the limited class trial (small group) received an average percentage value of 95.88%, which shows that the learning module developed is very practical. The results of the student's scientific literacy competency test at the field test (large class) showed an increase with an average N-gain of 0.75, which is in the high category; these results indicate that the learning physics module developed has been effective. The results of implementing the contextual physics learning module (prototype-2) in the field showed that students' average total scientific communication skills increased from 90.95 at the first meeting to 92.85 at the second meeting. Based on the results of the data analysis obtained, it can be concluded that the contextual physics learning module developed has met the valid, practical, and effective categories and can increase scientific literacy and scientific communication skills so that they are suitable for use in the learning process in the field. Keywords: contextual physics learning, geothermal area, educational design research, science literacy and scientific comunication skills.DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp986-101
Problem Solving Skills of Mathematics Education Students with Lack Number Sense Ability
Get PDFAbstract: Problem-solving in mathematics is a fundamental skill that must be mastered by individuals. However, previous research indicates that students' problem-solving abilities tend to be moderate to low. Many factors contribute to this, including the factor of number sense ability. The objective of this study is to describe how number sense and problem-solving skills are used by mathematics education students with low number sense ability in solving linear programming problems using the simplex method. This research is qualitative descriptive involving 36 third-year mathematics education students as participants. Subjects were selected using purposive sampling technique based on a number sense ability test to identify those with low number sense ability. Participants were given an advanced test involving linear programming problems solved using the simplex method. The results indicate that mathematics education students with low number sense ability struggle to solve problems accurately. Stages of problem-solving that were not performed effectively included gathering information, planning, and implementing the plan. Furthermore, students did not engage in the reviewing stage. Moreover, students were not flexible in manipulating numbers, especially when dealing with large numbers. As a result, more time was required for computations, and the iteration process in the simplex method could not be effectively completed. Keywords: linear programming, number sense, number sense ability, problem solving, simplex method.DOI: https://dx.doi.org/10.23960/jpmipa/v25i1.pp103-11