Jurnal Pendidikan MIPA
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A Systematic Literature Review: Generalization in Solving Number Pattern Problems
Get PDFGeneralization is the process of identifying common characteristics in mental objects to find patterns, allowing for the application of general rules. It plays a crucial role in mathematics, being a fundamental aspect of mathematical thinking. Generalization is closely related to number patterns because number patterns can naturally lead to general expressions in generalizations. This study aims to review research on generalizations in number pattern material from 2004 to 2024. The research method uses a Systematic Literature Review which collects primary data that has been published in Sinta and Scopus-indexed journals. Data extraction is adjusted to the selection criteria so that 18 articles are collected. Data analysis follows a qualitative approach. Data grouping was carried out based on year of publication, level of education, research subject, journal index, demographics, methods, and generalization topics analyzed. Results show that 2015 and 2023 were key years for publications on this topic in reputable national and international journals. Researchers tend to focus on generalizations in number pattern problems at the junior high school level. Most studies use qualitative methods, exploring generalization strategies, representations, and processes. Keywords: generalization, number pattern, systematic literature review, mathematics, education.DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp701-71
Computational Thinking Process of Prospective Mathematics Teachers in Solving PISA Model Problems
Get PDFThe research outlines the computational thinking process that prospective mathematics teachers use to solve PISA model problems. The Department of Mathematics Education conducted the research on 32 students in the Basic Mathematics course. This qualitative approach research used research instrument such as a computational thinking skill test and interview guidelines. The researchers grouped students into low, medium, and high ability categories based on previous tests. The researchers took as many informants as possible from each category using purposive sampling techniques. The applied technical data analysis included data reduction, presentation, and conclusions. The computational thinking process consisted of orientation, abstraction, decomposition, algorithms, and evaluation. The study provided several results, including high- and medium-category students being able to write information at the orientation and algorithm stages. The difference between the computational thinking processes of low- and medium-category students lies in the orientation stage and algorithms. Low-category students had to be more detailed in recording every step of the problem-solving process, as they could not write down all the primary information and problems. Those three lied in the orientation stage, the process of identifying information, and the key problems at the orientation stage as an early and important aspect of the computational thinking process. This research facilitates teachers improve students' computational thinking in solving high-level problems. Keywords: computational thinking process, PISA model problems, problem-solving DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp961-97
STEM Integrated Problem Based Learning: The Implementation and Roles in Science Learning
Get PDFThis study aims to explore how the STEM integrated problem based learning model implemented and its role in science learning. Systematic literature review was the method used in this review. The Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA) approach was adopted for this review. The search is based on the keyword “problem based learning”, “STEM”, “science learning”, “chemistry learning”, “physics learning”, and “biology learning”. All of 15 research articles reviewed in this paper were collected from well-known databases such as SCOPUS, ERIC, and Google Scholar. According to the review, STEM integrated PBL uses problem-based learning procedures to implement STEM education. STEM components (Science, Technology, Engineering, or Mathematics) are integrated in all five phases of problem-based learning. This review provides evidence that STEM integrated problem based learning can enhance students’ critical thinking, science process skills, science literacy, achievement, problem solving skills, learning interest, learning motivation, and conceptual understanding in science learning. Therefore, science learning problems related to these variables have the potential to be overcome using STEM integrated PBL. Keywords: problem-based learning, science learning, stem. DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp686-70
Students’ Reversible Thinking Ability in Solving Quadrilateral Problems
Get PDFStudents’ ability to engage in reversible thinking can enhance their problem- solving skills. Reversible thinking allows students to consider various perspectives, explore different options, and determine the best solution. Therefore, this study aims to describe students’ abilities to solve reversible thinking problems in the context of quadrilaterals, specifically rectangles. This research uses a qualitative method. The participants in this study were three junior high school students from Jambi, Indonesia, who demonstrated sufficient mathematical abilities. This study found that students could solve forward-thinking problems effectively but faced challenges with reversible thinking problems. This difficulty stems from students’ lack of familiarity with problems that require reversible thinking and their struggles with modeling mathematical scenarios from word problems. The study emphasizes the need to introduce more non-routine problems and exercises that encourage the exploration of various problem-solving approaches so that students can develop more flexible thinking skills. Keywords: reversible thinking, mathematics education, problem-solving, non-routine problem.DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp542-55
Investigating Students’ Conception of Acid-Base Indicators Using Three Scientific Questions-Enhanced Conceptual Change Model
Get PDFInvestigating Students’ Conception of Acid-Base Indicators Using Three Scientific Questions-Enhanced Conceptual Change Model. Objectives:The aims of this research is to obtain the results of the analysis process and changes in students' conceptions on acid base indicators concept from the implementation of the conceptual change model enriched with three scientific questions (CCM-EWTSQ). The stages of CCM-EWTSQ are verification of misconceptions, creation of cognitive conflict conditions, providing assistance for equilibration, and reconstruction of final understanding. Methods: The research is using mixed methods which immersed quantitative research into qualitative research. The research subjects were students of the Chemistry Education Study Program, which consisted of four test students on the concept of acid-base indicators. The data obtained were analyzed descriptively qualitatively. Findings: The results of this study are as follows. Based on the results of two misconceptions verification, students found misconceptions about the concept of acid-base indicators (4 students). Each individual (research target) has undergone a process of changing cognition or conception in each stage of the CCM-EWTSQ on concept that students learn. The roadmap of changes in conception from stage to stage of CCM-EWTSQ experienced by each individual cannot be equated. The implementation of CCM-EWTSQ has succeeded in reducing the misconception of prospective chemistry teacher students who have verified misconceptions. Conclusion: Not all individuals who were verified had misconceptions at first and then turned into concept-aware after proceeding with CCM-EWTSQ Keywords: misconception, CCM-EWTSQ, CCMo, accommodation. DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp341-35
Optimizing Critical Thinking Skills of Fourth Grade Students Through Inquiry-Based Learning: Elementary School Mathematics
Get PDFCritical thinking is an important aspect of education that encompasses cognitive, metacognitive, and ethical dimensions. This study aims to examine the impact of inquiry-based learning on students' critical thinking skills in fourth-grade mathematics at elementary school. This research employs a quantitative approach with a quasi-experimental design. This research involves fourth-grade students from Lempuyangwangi Public Elementary School, class A as the experimental group and Class B as the control group. The results of the Paired sample t-test for critical thinking skills in Table 4 between the pretest and posttest of the control class are 8.744 > 1.697 (t table N=30), and for the experimental class, it is 29.078 > 1.699 (t table N=29). In each class, the significance value is 0.001. When compared to the threshold value that must be met for a significance level of 0.05, the calculated significance being less than 0.05 indicates that there is a positive effect. The findings indicate a positive and significant influence of inquiry-based learning on enhancing students' critical thinking skills in mathematics. These results suggest that educators need to consider integrating inquiry-based learning into their teaching strategies to enhance the quality of education. Keywords: critical thinking, inquiry-based learning, mathematic.DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp752-76
A Systematic Review of Pedagogical Models to Enhance Students’ Critical Thinking in Physics Learning
Get PDFCritical thinking skills are important skills needed in the 21st century Critical thinking skills can be trained in students through student-centered learning This research aims to identify learning models that can improve physics critical thinking skills through a literature review Data collection is based on Scopus and SINTA database sources This type of document comes from magazine articles tagged "critical thinking", "learning models", "physics learning" for the year (2019-2024) Methods adapted from PRISMA were used for the literature search Published documents are based on predetermined content analysis criteria, such as year of publication, author, article source, learning model, physical material topic, research topic, education level, and evaluation Inquiry learning and higher order thinking laboratories (HOT Labs) are the dominant learning models used to improve critical thinking skills The main competency indicators used vary Indicator of critical thinking abilities Self-regulated learning is rarely used in research tools compared to other indicators of critical thinking abilities The instruments used are multiple choice questions, essays, worksheets and observation sheets University-level research participants often use critical thinking skills in their research Fluid mechanics is a popular topic in research This research will help improve students' critical thinking skills through various recommended learning models Research shows that student-centered learning models can improve critical thinking skills. Keywords: critical thinking skills, fluid mechanics, guided inquiry, learning models, physics learning.DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1444-146
Kemplang Panggang and Salted Fish as Potential Issues in Physics e-Module: An Effort to Enhance Students’ Creative Thinking Skills
Get PDFAbstract: This study aims to produce a physics e-module based on the local wisdom of kemplang panggang and salted fish to help improve the creative thinking skills of senior high school students. Three stages of Rowntree's development model, namely planning, development, and evaluation with Tessmer's formative evaluation technique were applied in this study. A total of twenty-eight of eleventh grade students from SMAN 1 Tanjung Batu were selected purposively as research participants. Students' creative thinking skills were measured using the creative thinking skills test and analyzed using the normalized gain formula. The results showed that the average pretest and posttest scores of students were 28.20 and 71.65 with an average n-gain value of 0.6. The results of the study concluded that the use of e-modules based on the local wisdom of kemplang panggang and salted fish was quite effective in improving students' creative thinking skills. Keywords: physics e-module, local wisdom, creative thinking skill. DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp453-46
Hidden Chem Card to Improve Students’ Motivation and Learning Outcomes
Get PDFAbstract: One of the causes of low student motivation is due to the lack of learning media support in learning activities. The purpose of this research is to obtain a hidden chem card game media that is feasible to increase students' motivation and learning outcomes in stoichiometry material. This research uses the type of Research & Development (R&D) research that was tested limited to 30 students grade 10 in senior high school. Data collection techniques used questionnaire method for students' response and motivation, observation method to observe students' activities, and test method for students' learning outcomes. The results showed that students' learning motivation increased, all statement items obtained high criteria, namely students' enthusiasm (increased by 12%), students' pleasure with chemistry subjects (increased by 9%), and a sense of wanting to study chemistry diligently (increased by 11%). The paired t-test results based on pretest-posttest scores showed a significant increase with the acquisition of moderate (44%) and high (23%) n-gain scores more than the low category (33%). This shows that the hidden chem card game media can increase students' motivation and learning outcomes. Keywords: hidden chem card, stoichiometry, learning motivation, learning outcomes. DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp27-3
Advance Physics Virtual Laboratory (ADPHYLAB): Its Implication in Improving Students' Science Process Skills in Atomic Spectroscopy Practicum
Get PDFUnderstanding the concept of physics students can not be achieved through lectures alone, but required practicum. However, limited equipment makes practicum difficult to do as an example of atomic spectroscopy. However, the use of information technology-based media in the form of virtual laboratories can be used as an alternative choice without losing its essence to facilitate Science Process Skills (SPS). This study aims to compare the improvement of students' SPS in atomic spectroscopy practicum using Advance Physics Virtual Laboratory (ADPHYLAB) and LABSTER. This research is a modified type of comparative research. The research time was conducted for 3 meetings, located in the Physics Laboratory of FKIP UNTIRTA. The research subjects were 8 physics laboratory assistants. The results showed that the SPS N-Gain score in the group using ADPHYLAB obtained consecutive values for classification, measurement, data interpretation and inferring indicators of 0.73; 0.89; 0.71 and 0.94, falling into the high category. While the group using LABSTER obtained scores on classification and measurement indicators of 0.40 and 0.53, falling into the medium category. While in the data interpretation and inferring indicators of 0.79 and 0.80 fall into the high category. Based on the results of the study, it can be concluded that ADPHYLAB-based learning media can improve student SPS compared to LABSTER-based learning media. Keywords: ADPHYLAB, virtual laboratory, LABSTER, science process skills, atomic spectroscopy. DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp932-94