Jurnal Pendidikan MIPA
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Analyzing Written Communication Skills in Pre-service Science Teachers: A Gender Perspective
Get PDFThis study explores the characteristics of Written Communication Skills (WCS) of pre-service science teachers from a gender perspective. WCS is a skill related to the ability to convey ideas in writing so that they can express their ideas, information, and arguments. WCS is important for pre-service science teachers to succeed in their studies and the workplace, especially when they teach in the classroom. This research is based on the differences in communication characteristics of female and male pre-service science teachers that have the potential to influence the way they write on the blackboard media. However, until now, references related to the characteristics of WCS, especially pre-service science teachers and their gender roles, have not been explored. To explore in depth the WCS of both gender groups with more flexibility, explorative is the method used in this study. This study involved 101 pre-service science teachers from three universities with similar regional characteristics. The data collection methods used included written tests. Exploratory results illustrate that pre-service science teachers covering the components of organization, development, expression, and content are at moderate and very good WCS levels. Mann-Whitney analysis showed that gender had no significant effect on WCS. However, the mean review illustrates that in the organization and development components, the mean of female is higher than male. In contrast, male have a higher mean than female in the expression and content components. Thus, there is no need for special treatment by considering gender differences when honing WCS. To increase the level of WCS of pre-service science teachers, educators in universities are seen as only needing to provide opportunities for pre-service science teachers to carry out problem formulation and self-group reflection. Keywords: pre-service science teachers, written communication skills, and gender roles. DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1397-140
Exploring Learning Physics Concepts Through the Local Wisdom of East Kalimantan Culture: Traditional Weapons, Sumpit
Get PDFCultural diversity in Indonesia is due to the many islands that consist of various ethnicities, religions, and backgrounds. This cultural diversity can be a source of learning that can increase students' understanding and motivation to learn. One of the sciences that can be used to integrate with cultural diversity or local wisdom is physics. Physics is able to explain scientifically how a phenomenon in local culture occurs. Unfortunately, the integration of physics in local culture is still rare. Through this research, it is expected that there will be more references that discuss the integration of physics concepts in various types of local cultures. The purpose of this research is to identify and analyse physics concepts in the local culture of East Kalimantan people, especially the traditional weapon of sumpit. This research uses a qualitative descriptive research method oriented towards the exploration of physics concepts. Primary data in this study was obtained through interviews to find out how to use sumpit properly and correctly. The interviewees were selected using purposive sampling technique. Data was also collected through experiments to prove the concepts of physics contained in the traditional weapon of sumpit. Based on the results of the interview, it was found that sumpit are currently not used as weapons, but have developed into traditional games by the local community. In the traditional game of sumpit from East Kalimantan, physics concepts were analysed in the stages of using sumpit. Starting from the start of lifting the sumpit, blowing the sumpit, the movement of the damak inside the sumpit, the process of the damak coming out of the sumpit, to when the damak hits the target. From the results of the analysis, several physics concepts are obtained that occur during the process of using chopsticks, namely in the physics of mechanics, the concepts of parabolic motion, force, effort, momentum and collision, simple aircraft, and kinetic energy are used. In fluid physics, the concepts of aerodynamics and gas pressure are used. In wave physics, the concept of sound waves is used. Based on the results and discussion, it can be concluded that every movement and condition that occurs when sumpit can be studied physically. Therefore, the exploration of physics concepts in local wisdom needs to be improved to increase the reference of teaching materials on physics material. Keywords: sumpit, local wisdom, physics concept.DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp264-28
Socio Scientific Issue (SS1) Approach as a Momentum to Instill Cultural Literacy and Scientific Literacy Through Natural Science Learning
Get PDFEducation is a process of cultural inheritance. Moreover, culture and science are also interconnected. However, the fact is that cultural and scientific literacy among students in Indonesia is still low. Therefore, improvements are needed in the learning process. One of the recommended learning approaches is learning with the SSI approach. This research aims to analyze how to instill cultural literacy and scientific literacy within the SSI approach. This research is classified as a literature review. Data is sourced from various literature such as journals, proceedings, theses, and other scientific sources. The collected data is then selected, reviewed, and analyzed, and subsequently synthesized in the discussion. The results of the discussion are summarized to form a conclusion. The research results state that the SSI approach can instill cultural literacy through the process of internalization, so that at every stage of the SSI approach, aspects of cultural literacy can be instilled, starting from the introduction of culture, cultural complexity, and cultural care. In addition, aspects of science literacy are also developed simultaneously, starting from the introduction of science in context, knowledge and processes of science, and the development of scientific attitudes. In applying the SSI approach to science education, teachers should be able to design lessons that integrate cultural and sociocultural aspects into science learning, as well as facilitate learning and assess the success of the education. Keywords: SSI approach, cultural literacy, scientific literacy.DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp972-98
Developing Learning Media based on AR-VR to Enhance Junior High School Students’ Understanding of Human Digestive System Materials
Get PDFThe research aims to develop an Android-based Augmented-Virtual Reality learning medium on digestive system materials for junior high school on human digestive system materials. The study implemented an instructional design model based on ADDIE, with eight classroom meetings to assess student learning outcomes. Pretest and posttest scores were used to calculate the N-gain score, reflecting the students’ improvement in understanding the material. The study involved 40 students. The results showed a significant improvement in student performance, with an N-gain score of 0.62, indicating moderate learning gains. The practical application of the media was deemed feasible, and students reported high levels of engagement and satisfaction with the media. These findings suggest that the learning media effectively supported the students' comprehension and engagement in science, and the use of the ADDIE model provided a structured approach to assessing its impact on learning. The creation of Augmented-Virtual Reality on Assemblr edu and MilleaLab application also seems simple so that it can be easy for developers to create the desired material. Keywords: learning media, augmented-virtual reality, assemblr edu, millealab, ADDIEDOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1297-131
Students' Creative Thinking Process in Solving Multiple Solution Tasks on Geometry Material
Get PDFThis research is a qualitative descriptive research which aims to explore students' creative thinking process in completing MST on geometry material. The creative thinking process of each individual is different according to their level so it is necessary to analyze how students' creative thinking process is in completing MST based on level of creative thinking. Researchers refer to the stages of creative thinking developed by Wallas consisting of preparation, incubation, illumination and verification stages. Researchers focused subjects on the 5 levels of creative thinking developed by Siswono in the stages of creative thinking, namely subjects with levels of creative thinking level 4 (very creative), 3 (creative), 2 (quite creative), 1 (less creative), and 0 (not creative). Each level is described starting from the preparation, incubation, illumination and verification stages. Based on the research results, there are differences in creative thinking processes at each level of creative thinking, especially at the verification stage, only students with creative levels 4, 3, and 2 carry out the verification stage; The incubation stage for students with creative levels 2, 1, and 0 takes a long time so that subjects with a long incubation stage are not optimal in completing MST to get many alternative solutions. Keywords: geometry, multiple solution tasks, creative thinking process.DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp248-26
Detection Student Misconception in Chemical Bonding using a Virtual Reality-Integrated Two-Tier Multiple-Choice Instrument with Ethnochemistry Context
Get PDFTwo-Tier Multiple Choice Virtual Reality (TTMCVR) with ethnochemical content is used to measure the level of misconceptions and understanding of students on chemical bond materials that have good quality and tested. This development aims to test the readability and effectiveness of TTMCVR based on the results of validity and limited trials as a reference that the developed assessment is feasible to use to identify students' misconceptions and understanding of chemical bonding materials. This research method applies Research and Development (R&D) with the ADDIE model (Analysis, design, development, implementation and evaluation). This study used 18 students and 3 teachers in 3 public high schools in Surakarta. The sampling technique used purposive sampling. Data obtained in the form of instrument results include interview tests, TTMCVR assessments and open-ended questionnaires. The results showed that TTMCVR obtained validation based on aspects of context, language, and construction on the items and storyboard from 16 experts, namely 9 chemistry education lecturers from UNS, UNY and UM and 7 high school chemistry teachers in Surakarta resulting in 15 items and 16 valid storyboard indicators with Aiken index ≥ 0.73. The limited trial stage shows that TTMCVR is able to detect the level of understanding and misconceptions of students with criteria, namely understanding the concept of 26%, misconceptions 32% and not understanding 41% on ethnochemically charged chemical bonding material on ice gempol pleret. In addition, TTMCVR is classified as having a high level of readability and effectiveness as an assessment assessment from the material and media aspects of 90% from student responses and teacher responses. Therefore, it can be concluded that based on the validity and readability of TTMCVR, it is feasible to be further developed for assessment. Keywords: chemical bonding, ethnochemistry, misconceptions, two-tier multiple choice virtual reality.DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1498-151
Discovery Learning Model Assisted by Geogebra-based Napier Bones on Students’ Division Problem Solving Ability
Get PDFProblem-solving ability is a basis that students must have in the learning process. This research aims to analyze the influence of the Discovery Learning model with Geogebra-based Napier Bones on improving students' division problem-solving ability. The population in this study was fourth-grade students of SDN Gugus Diponegoro. Sampling was done using the cluster random sampling technique. The sample in this research was fourth-grade students of SDN 1 Kalen and SDN 2 Nglandeyan. This research was carried out using quantitative research methods with experimental research types. The research design used a Quasi-experimental design. Data collection in this research was carried out by test techniques. The data analysis techniques used were normality test, homogeneity test, independent t test, and N-gain. The result of the research showed that there was a difference in division problem-solving ability in the experimental class which is higher than the control class. Based on the independent sample t-test, the significance value obtained 0,038 < 0,05. The N-Gain results show that the value in the experimental class was 0.501, which is in the medium category, while the value of the control class was 0.235 in the low category. This research concludes that the Discovery Learning model with Geogebra-based Napier Bones media has a significant influence on students' division problem-solving abilities. Keywords: discovery learning, geogebra-based napier bones, problem solving ability.DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp223-23
Unlocking Mathematical Creativity: How Students Solve Open-Ended Geometry Problems
Get PDFAbstract: Mathematical creativity has become increasingly significant in education, emphasizing originality, innovative solutions, and informed decision-making. However, a notable research gap exists in understanding how junior high school students creatively solve open-ended geometry problems. This study addressed this gap by exploring how students tackle such problems and constructing a mathematical creative process model. The research involved eight 7th-grade students from a public junior high school in North Kalimantan, Indonesia. A qualitative research approach, a case study strategy, was employed, utilizing observations, students’ answer sheets, and interview-based tasks to gather detailed insights into the students’ problem-solving processes. We implemented replicating the finding strategy and considered saturation to enhance the research quality. The findings revealed a six-phase model of the mathematical creativity process: reading, problem selection, and exploration; experiencing perception changes; looking for and generating ideas; undergoing incubation; implementing ideas; and verifying solutions. Self-regulation emerged as a crucial factor influencing student engagement and success in the creative process. Notably, the most creative student in this study demonstrated active actions during problem-solving through all phases, underscoring the importance of self-regulation. The study concludes that self-regulation and also incubation are pivotal in creative problem-solving. These insights provide valuable guidance for educators and researchers aiming to enhance mathematical creativity in the classroom, emphasizing the need for strategies that support self-regulation and innovative problem-solving abilities. Keywords: geometry, mathematical creative process, open-ended problems, case-study.DOI: https://dx.doi.org/10.23960/jpmipa/v25i1.pp66-8
Misconceptions of Physics Students on the Concept of Equilibrium of Rigid Bodies: A Case Study of Keku Culture
Get PDFAbstract: Physics scientists have paid serious attention to student misconceptions at various levels of education. The results show that learners have different ideas, which need to be more accurate about what is accepted in a scientific context. Student misconceptions in physics education have been assessed to date through various tests and found to be high. One less explored topic in physics teaching is the equilibrium of rigid bodies. Students consider this to be one of the most complicated topics. Therefore, this research used a test to measure students' misconceptions. This study aimed to determine the extent of student's misconceptions about the concept of equilibrium of rigid bodies in the case of Keku culture. This research is ethnographic research using a survey technique. One hundred prospective physics teachers participated in this study. Findings in the field showed that students experienced high misconceptions. It is because teachers at the lower level do not accustom students to learn from natural phenomena around them related to cultural concepts, and they are given scientific questions to search for and provide answers and solutions related to these natural phenomena. Teachers explore more conditions and physics problems in textbooks and less explore contextual things. Future researchers are advised that teacher teaching must be improved by developing physics teaching using appropriate strategies that can encourage students' understanding of concepts to reduce student misconceptions so that they impact students' academic performance. Keywords: concept understanding, misconceptions, ethnophysics, object equilibrium, keku.DOI: https://dx.doi.org/10.23960/jpmipa/v25i1.pp87-10
Identifying Learning Obstacles in Pre-Service Mathematics Teachers' Understanding of Circle Concepts: A Preliminary Study within A Didactical Design Research Framework
Get PDFIdentifying Learning Obstacles in Pre-Service Mathematics Teachers' Understanding of Circle Concepts: A Preliminary Study within A Didactical Design Research Framework. Objective: This research aims to identify the types of learning obstacles that pre-service mathematics teachers encounter when solving problems related to circles. Methods: A qualitative research approach with a case study design was employed to obtain in-depth information regarding the learning obstacles faced by pre-service mathematics teachers. This involved administering a written test on circle material and conducting in-depth interviews using an interview guide to explore the participants' responses. Findings: The research was conducted from May 21 to June 14, 2024, at a national university in Java, Indonesia. The participants included 33 pre-service mathematics teachers enrolled in the Flat Analytical Geometry course (2nd semester) who had been exposed to circle material. While almost all 33 participants were able to provide answers, they were not always completely correct. The analysis focused on 8 participants selected for data confirmability through in-depth interviews. The diversity of learning obstacles (LOs) found among these 8 participants was representative of the LOs identified in the test results of all participants. The results indicate that all pre-service mathematics teachers experienced learning obstacles in solving circle-related problems. The study identified all three types of learning obstacles ontogenic, epistemological, and didactical among the participants. In summary, pre-service mathematics teachers face ontogenic, epistemological, and didactical learning obstacles when solving circle problems. Conclusion: The analysis of learning obstacles, which is part of Didactical Design Research (DDR), was conducted in this study. The results of this research can serve as a reference in creating learning designs that minimize learning obstacles related to the circle material experienced by pre-service mathematics teachers. Keywords: learning obstacles, pre-service, mathematics teachers, circle, DDR. DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp419-43