Jurnal Pendidikan MIPA
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Relationship Between Scientific Literacy and the Ability to Solve Environmental Pollution Problems
Get PDFProblem of environmental pollution is a challenge for all living things on earth. One effort that can be made to increase environmental awareness is through education. One of the agents who can be involved in overcoming various existing environmental problems is students. In order to support students' ability to solve environmental pollution, it is important to be able to involve their scientific literacy. This research is a quantitative descriptive study using a survey method conducted at 2 high schools in the Jakarta area, involving a total of 197 class XI Science students. The data used in this research includes the results of scientific literacy tests and tests of students' environmental pollution problem-solving abilities. Data testing in this research includes normality, homogeneity, and linearity for correlational and regression analysis. Based on the results of the research conducted, it can be concluded that there is a positive correlation between scientific literacy and students' ability to solve environmental pollution problems. Based on these results, the implication in this research is that students' problem-solving abilities can be improved through strong scientific literacy. Keywords: scientific literacy, problem-solving abilities, environmental pollution.DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1183-119
The Effect of Problem-Based Learning Models on Students’ Mathematical Problem-Solving Ability: A Meta-Analysis
Get PDFThis study aims to analyze the significant influence of the Problem-Based Learning (PBL) model on students' mathematical problem-solving abilities. This meta-analysis includes ten scientific articles comparing the PBL model with conventional teaching methods. The article selection process followed the PRISMA 2020 guidelines to ensure transparency and rigor. Data were analyzed using the Mann-Whitney U test due to the non-normal distribution, and Spearman’s Rank Correlation was used to assess the strength of the relationship between PBL and students' problem-solving abilities. The results indicate that the PBL model has a significant and positive impact on students' mathematical problem-solving abilities compared to conventional methods, with a large effect size of r = 0.642. The Spearman’s Rank Correlation revealed a strong positive relationship (r_s = 0.782) between the implementation of PBL and the improvement in problem-solving skills. These findings are supported by several factors contributing to PBL's success, including active student engagement, effective teacher facilitation, the use of real-world contexts, and a supportive classroom environment. This study concludes that the PBL model is a highly effective pedagogical approach for enhancing mathematical problem-solving skills. Considering the significant positive effects, this study recommends the widespread adoption of PBL in educational environments to improve students' critical thinking and problem-solving abilities. Further research is needed to explore the long-term impacts of PBL and its application in different educational contexts. Keywords: problem-based learning, mathematical problem-solving, meta-analysis, mann-whitney u test, spearman’s rank correlation. DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp864-87
Identifying Field-Independent Cognitive Styles of Junior High School Students on Numeracy
Get PDFNumeracy encompasses not only the manipulation of numbers and their operations, but also the application of concepts, procedures, facts, and mathematical tools to problem solving. In numeracy, there are cognitive levels that form a hierarchy of thinking, which includes knowing, applying, and reasoning. The cognitive level of reasoning involves the process of formulating problems, using mathematical concepts or procedures, and interpreting solutions in real-life contexts. To reach this level, analytical thinking is required, as FI individuals have a tendency to organize unorganized objects and vice versa. This research aims to describe how FI students use their numeracy skills to solve social arithmetic problems that arise in daily life at each cognitive numeracy level. A case study design was chosen as an alternative to achieve research objectives. Data collection was carried out using test-based interviews. Students are given two stimuli related to ratios and percentages, with each stimulus having three questions adjusted to the cognitive level of numeracy and followed by an interview. The data is then reduced and presented until valid conclusions are obtained based on data saturation. The results of the research show that FI students are able to identify known things related to ratios/percentages and explain the concept of ratios/percentages in solving social arithmetic problems. They are able to create mathematical models and apply these models to solve social arithmetic problems, provided that they pay more attention to writing down the solution steps to minimize writing errors. FI students can draw conclusions based on ratio/percentage information and provide arguments to support claims related to ratios/percentages in solving social arithmetic problems. If FI students remember to always use notation, the conclusions they draw will be correct. The research's three FI students met the indicators, but there are a few points that need further emphasis. Keywords: numeracy, cognitive level, field-independent, ratio and proportion.DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp373-38
Enhancing Molecular Geometry Understanding through 3D Visualization-Assisted Intertextual based Learning in Undergraduate Chemistry Students
Get PDFIntertextuality refers to the process of understanding a context by exploring and connecting relationships between different texts or representations. In chemistry education, intertextuality serves as a communication bridge that links the three levels of chemical representation: macroscopic, submicroscopic, and symbolic. This study aims to enhance students' understanding of Molecular Geometry Concepts through Intertextual-based Learning with 3D- visualization. The research employed a quantitative approach with a one-group pretest-posttest design. Participants were selected using purposive sampling from undergraduate chemistry education students. The study involved 26 first-year students majoring in chemistry education who were taking a general chemistry course. Data were collected using student worksheets and pretest-posttest assessments. The data analysis included t-paired test for parametric statistic and evaluating student responses related to learning outcomes. Analysis of the t-paired test results shows that there is a significant difference in the pretest and posttest scores with a significance value of (p> α0.05). The most influenced concept indicator in this study was the concept of molecular geometry types with an increase of 57% in students’ correct answers. Keywords: student’s understanding, molecular geometry, intertextual based learning, 3d visualization, undergraduate students. DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1468-147
Development and Validation of the Relativity Concept Inventory Test Using Item Response Theory Generalized Partial Credit Model 3PL
Get PDFAbstract: This research aims to develop a valid and reliable Relativity Concept Inventory Test instrument. This instrument is based on relativity material, which includes Einstein's first and second postulates, time dilation, velocity addition, and length contraction. Methods for preparing instruments include 1) test design, 2) test validation, 3) test trials, and 4) test data analysis. The design of the test grid is based on Bloom's taxonomy C2 to C5 and produces 13 questions. The instrument is made in the form of multiple-choice questions and is equipped with a level of confidence. Instrument validation was carried out by 6 physics education lecturers and 1 high school teacher, with analysis using the V Aiken formula. The validated instrument was then tested on 130 students from 2 high schools in Madiun. Trial data was analyzed using the Generalized Partial Credit Model 3PL (GPCM-3PL). The development results show that: 1) 13 multiple choice Relativity Concept Inventory Test questions with a level of confidence were successfully developed, 2) expert validation showed that all question items got a score of 0.93, which is included in the valid, with instrument reliability of 0, 42 (very low category), 3) the results of the trial test showed that the relativity concept inventory was proven to be fit with the GPCM, with different power of the items of 0.407 and the level of difficulty showed that 11 items were valid with a range of -1.05 to 1.64, while 2 questions (numbers 8 and 9) are invalid with a value of more than -2. Apart from that, the question items have no potential to be guessed, as evidenced by the guessing value of 0 (zero). This Relativity Concept Inventory Test instrument meets the requirements for use in measuring students' conceptual understanding Keywords: assessment, inventory concept, relativity. DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp142-15
A Review of Toulmin's Argumentation in Mathematics dan Science Learning: Implementation, Impact and the Role of the Teacher
Get PDFA Review of Toulmin's Argumentation in Mathematics dan Science Learning: Implementation, Impact and the Role of the Teacher. Objective: This review study aims to analyze and provide a complete study of the role of Toulmin's argumentation model in math and science learning Methods: This study uses a systematic literature review by following the PRISMA form. We found 396 documents on the Toulmin’s argumentation model published in 2020-2024, which were collected through the Scopus database. After the screening process, 19 articles were selected for analysis using thematic analysis. Findings: The review findings show that Toulmin's argumentation model is flexible enough to be used in learning, either as an argumentation analysis tool or as part of an innovative learning design. The positive impact can be seen in improving students' critical thinking skills, conceptual understanding, reasoning, and justification abilities. In addition, teachers have a vital role in supporting students' argumentation. The teacher is a facilitator, guide, and feedback provider that helps students develop and effectively deliver arguments. Conclusion: This study confirms that Toulmin's argumentation is relevant to improving students' higher-order thinking skills. It highlights the need for professional development for teachers to optimally support argumentation-based learning and select the most appropriate ways of integrating scientific argumentation into learning practice. Keywords: mathematics learning, role of teacher, science learning, student's skills, toulmin's argumentation.DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1199-121
Designing Performance Assessment for Ethnomathematics Project-Based Learning to Assess University Students’ Mathematical Thinking Skills
Get PDFThe skills involved in the mathematical thinking process are crucial for university students pursuing Mathematics Education. However, most of them lack proficiency in seeing patterns while addressing an issue and articulating the problem in mathematical terms. The objectives of this research are (1) to analyze students' mathematical thinking process skills; (2) to ascertain students' expectations regarding the learning process and assessment in Ethnomathematical education; (3) to develop a performance assessment model design; (4) to evaluate the quality of the performance assessment model within Ethnomathematics-based Project-based Learning (PjBL) for measuring students' mathematical thinking process skills; and (5) to report the outcomes of measuring students' mathematical thinking process skills. This study employs a research and development (R&D) design. This study's population comprises all 6th-semester students enrolled in the Mathematics Education program at Muria Kudus University. The research sample was obtained by a saturation sampling procedure, comprising 107 students. The study instruments employed consist of assessment tools designed to evaluate students' mathematics cognitive processing skills. The acquired data were analyzed descriptively. The research findings indicate that: (1) students' mathematical thinking process skills are suboptimal, with a mean value of 54.14%; (2) students desire greater engagement in an active learning process that connects to real-life situations and cultural contexts, incorporating assessments that reflect individual performance; (3) a performance assessment model design for Ethnomathematics-based Project-Based Learning (PjBL) has been developed, encompassing objectives, components, instruments, syntax, and model guidelines. The created performance assessment approach for ethnomathematics-based project-based learning is both valid and reliable, and the evaluation of mathematical thinking process abilities demonstrates exceptional outcomes. This study suggests the necessity of implementing the ethnomathematics-based Project-Based Learning (PJBL) performance evaluation model to enhance students' mathematical thinking skills through an active, contextual, and culturally relevant method. Keywords: ethnomathematics, performance assessment, pjbl, project-based learning.DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1281-129
A Mathematical Approach in Ship Navigation: The Integration of Trigonometry and Spherical Triangles in STEM Contexts
Get PDFTrigonometry and spherical triangles are branches of mathematics that are very relevant to ship navigation. Application of the concept and formula of trigonometry and spherical triangles to the positioning of ships by observing celestial bodies. Determining the true position of the ship in the sea is very important to be done so that the ship is always on the right course and avoids navigation hazards. This research aims to explore the important role of trigonometry and spherical triangles in ship navigation, as well as how learning approaches in STEM contexts can improve students' understanding and skills in determining the position of ships at sea. This research is qualitative and uses a case study approach. This study involves a real-case analysis of the application of trigonometry and spherical triangles in ship navigation to see their impact on the accuracy of ship positioning. The data collection techniques used in this research are interviews, observations, and documentation. The instruments used were validated by mathematics lecturers and astronomy navigation science lecturers. The results of the study show that trigonometry and spherical triangles have an important role in determining the position of ships at sea; STEM learning with a PBL approach has proven to be effective in improving students' understanding and skills in the application of trigonometry and spherical triangles in ship navigation. STEM learning in the context of trigonometry and spherical triangles contributes significantly to students' understanding of ship navigation and develops students' critical thinking skills. Keywords: STEM, trigonometry, spherical triangle, problem base learning, ship navigation. DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp1012-102
Improving Students' Understanding of Science Concepts: is there a Relationship Between Learning Models and Academic Ability?
Get PDFThe Argument-Driven Inquiry (ADI) learning model, which is considered appropriate for use in higher education, is still not able to overcome students' difficulties in developing argumentative discourse so that their understanding of concepts tends to be low. The management of the learning process for students with different academic abilities requires scaffolding in the ADI model which is implemented gradually from the class, group, and individual levels. This research has produced an Argument-Driven with Scaffolding (ADIS) model which is a modification of the ADI model with the addition of standpoints and phasing. Standpoint as a statement of claim functions in generating arguments through debate. Meanwhile, the phases consisting of initiation, development, and reinforcement function in the development of individual argumentation skills. This study aims to compare the understanding of the concept of students with different academic abilities by using ADI, ADIS, and conventional learning models. The design of a non-equivalent pre-test-post-test control group was used on 180 prospective science teacher students at the University of Lampung. The concept comprehension test is used to measure students' ability to understand the concepts taught from answers in the form of essays. The test questions relate to the level of thinking from Bloom's cognitive domain, namely remembering, understanding, applying, analyzing, evaluating, and creating. The results of the analysis of students' concept understanding data using ANCOVA showed that the achievement of concept understanding with the ADIS learning model was equivalent to ADI but higher than the conventional model. Students with high academic ability have a higher understanding of concepts compared to students with low academic ability. The highest average concept understanding was achieved by students with high academic ability in the ADIS class, while the lowest average was achieved by students with low academic ability in the Conventional class. The ADIS model has been proven to be able to train students' skills in drafting high-quality arguments and participating productively in scientific arguments in stages so as to improve understanding of concepts. Standpoint as a starting point in argumentation development and phasing (initiation, development, and reinforcement) in the ADIS model is effectively used as a scaffolding for students to develop argumentation skills both classically, in groups, and individually. Keywords: academic ability, argument-driven inquiry, conceptual understanding, scaffolding.DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1224-124
Chemistry Teachers’ Perspectives to Enchancing Representational Competence in Learning Thermochemistry
Get PDFRepresentational competence is very essential for students because it is associated with the students' ability to use, interpret, translate and integrate chemical representations to understand chemical concepts properly. In this case, implementation of the various representations utilization is required in learning Thermochemistry to improve students' representational competence to fully understand Thermochemistry. Therefore, this study aims to analyze teachers' perceptions towards the understanding and implementation of chemical representations in chemistry learning to improve students' representational competence in thermochemistry. This research is a descriptive quantitative research conducted using survey method that involved 30 chemistry teachers. The sample in this study was taken by purposive random sampling at public and private high schools in East Java. The data were collected through a questionnaire using google form application. According to the results of the study 63.3% of teachers still have difficulty in teaching students the concept of thermochemistry using submicroscopic representations. The majority of teachers only use symbolic representations, even though the other two representations are very important. Although 77% of teachers have understood chemical representations, in teaching and measuring concept understanding, teachers have not integrated chemical representations. This is due to their lack of self-awareness about the importance of using various representations in improving students’ representational competence. Thus, training on representations is necessary in improving teachers’ understanding on chemical representations. The findings of the study stated that teachers’ understanding of representation and teachers’ experience in participating in the trainings contributed to the effectiveness of the implementation of various chemical representations utilization to improve students’ representational competence on the concept of thermochemistry. Keywords: representational competence, chemical representation, and thermochemistry.DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1559-157