Jurnal Pendidikan MIPA
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Research Trends About Education for Sustainable Development (ESD) in Science Learning: A Bibliometric Analysis During 2014-2024
Get PDFEducation for Sustainable Development (ESD) has become a critical focus in science learning as it addresses global challenges such as climate change, sustainability awareness, and resource management. However, research on ESD in science education lacks a cohesive understanding of its thematic trends, global contributions, and the role of educators. This study aims to analyze the research landscape of ESD in science learning, identify dominant thematic trends, determine leading countries in publications, and emphasize the importance of teacher understanding in implementing ESD. A bibliometric analysis was conducted using the Scopus database, with data retrieved on May 17, 2024, using the keywords “ESD in Science Learning.” The study analyzed 79 publications from 2014 to 2024, including journal articles, conference papers, reviews, and proceedings. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework was applied to screen and organize the data. Bibliometric mapping with VOSviewer revealed key thematic trends, including sustainability education, climate change, collaborative learning, and innovation in teaching. Results indicate that most research originates from developed countries, with social sciences and environmental science as the dominant subject areas. Additionally, findings highlight the urgent need for teacher capacity building to effectively integrate ESD principles into science curricula. In conclusion, this study provides a comprehensive overview of ESD research in science learning, identifies gaps, and highlights opportunities for future research and teacher training to promote sustainable development goals (SDGs). Keywords: education for sustainable development, science learning, bibliometric analysis, PRISMA.DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1317-132
Trends of Augmented Reality in Science Education Studies in Elementary Schools: A Bibliometric Analysis from 2013 – 2023
Get PDFIn the digital era, education has undergone a significant transformation thanks to advancements in information and communication technology. Augmented Reality is an educational medium that utilizes the development of digital technology in its progress. This study aims to analyse research trends regarding the use of Augmented Reality in science education at the elementary school level. The method used is bibliometric analysis with documents sourced from the Scopus database within the last 10 years of publication (2013-2023). This analysis includes emerging themes related to Augmented Reality in science education at the elementary school level, as well as publication trends based on keywords. The results show that (a) there are four themes, namely the development of Augmented Reality media, the effectiveness of Augmented Reality in science education at the elementary school level, the implementation of Augmented Reality media in teaching, and the enhancement of critical and creative thinking skills; (b) one meta-theme, which is the use of Augmented Reality media to improve the quality of science education at the elementary school level; and (c) the keyword Augmented Reality is not yet connected to the keywords cooperative and collaborative learning, which represents a research gap that can be further explored in future studies. Keywords: augmented reality, science, elementary school, bibliometric analysis.DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp814-82
Development of Culturally Responsive Teaching-Based Modules on Plant Structure and Function Material to Improve the Ecoliteracy of Junior High School Students in Jember
Get PDFAbstract: This study aims to determine the validity and effectiveness of the Culturally Responsive Teaching-based science module in improving the ecoliteracy of junior high school students in Jember Regency. The subjects in this study were students of class VIII F SMPN 1 Ajung totaling 31 students, with 17 male students and 14 female students. The research model used in this study is the 4-D (Four D) development model which consists of four stages including define, design, develop, and disseminate. The instruments in this study were interview guidelines, validation sheets, and pre-test and post-test sheets for students. The validity data analysis was obtained through a validation questionnaire validated by three expert validators, and the effectiveness data analysis was obtained through the results of the pre-test and post-test given to students at the time before the application of the Culturally Responsive Teaching-based science module and at the time after the application of the Culturally Responsive Teaching-based science module. The validity results of this study obtained an average assessment score from the three expert validators of 94% with very valid criteria so that culturally responsive teaching-based modules can be applied to science learning. The results of the effectiveness of culturally responsive teaching-based modules produce an average N-Gain value at SMPN 1 Ajung of 0.85 with high-value criteria so that students can increase student ecoliteracy. Based on the research results, it is concluded that developing culturally responsive teaching-based modules is valid and effective in improving students' ecoliteracy. Keywords: culturally responsive teaching, ecoliteracy, learning module. DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp329-34
The Impact of the Group Investigation (GI) Learning Model on Enhancing Middle School Students’ Science Literacy in Thermal Expansion Topics
Get PDFScientific literacy is essential skills that students must master in the 21st century. This study aims to examine the effect of the Group Investigation (GI) learning model on improving science literacy in Middle School students on thermal expansion. The research uses a pre-experimental method with a one-group pretest-posttest design. The sample consisted of one class selected through purposive sampling, namely class VII I at SMP Negeri 5 Yogyakarta. The data collection method involved using a test with a science literacy test in the form of multiple-choice questions. Data analysis was conducted using statistical tests to determine the differences before and after implementing the GI learning model. The study results indicate that the Group Investigation (GI) learning model can improve students' science literacy on thermal expansion. The enhancement in science literacy scores for indicators such as explaining phenomena scientifically, evaluating and designing scientific investigations, and interpreting data and evidence scientifically showed increases of 35.1%, 40.02%, 22.08%, and 39.98%, respectively. The paired sample T-test results indicated that the GI learning model significantly affected science literacy and its indicators. The N-gain test results showed that the GI learning model positively affected science literacy, with the indicators achieving scores of 0.42, 0.64, 0.39, and 0.29, categorized as moderate, moderate, moderate, and low, respectively. The calculated Cohen's d value of 1.457024 falls within the huge category based on Sawilowsky's (2009) criteria. This study concludes that implementing the GI learning model can improve students' science literacy on thermal expansion. Keywords: group investigation, science literacy, thermal expansion, middle school. DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1549-155
Mathematical Problem-Solving Process Reviewed from Emotional Intelligence through Metacognition: A Literature Review
Get PDFMathematical Problem Solving Reviewed from Emotional Intelligence through Metacognition: A Literature Review. Metacognition is an essential part of the math problem-solving process, with emotional intelligence helping to maintain student consistency and focus. Objectives: This study aims to provide an overview of research related to the role of metacognition in mathematical problem solving, particularly from the perspective of emotional intelligence, in the period 2013 to 2024. It focuses on how emotional intelligence affects monitoring, evaluating, and controlling cognitive states and regulating students' interpersonal interactions in problem-solving. Method: This study used the PRISMA Method (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) to select relevant literature. Data analysis was conducted with the help of VOSViewers and Bibliometrix R-Package software, which enabled the mapping of relationships between variables and identifying major trends in research. This study focused on articles that explored metacognition in mathematical problem-solving and the impact of emotional intelligence on this process. Findings: The results of this literature review show a 1.21% decrease in metacognition research trends from 2013 to 2024. Metacognition is connected to student variables, cognitive systems, problem-solving strategies, working memory, self-efficacy, active learning, and reflection. The integration of metacognition and emotional intelligence emphasizes their role in mathematics education. Conclusion: This study provides insights for further research on mathematics problem-solving regarding emotional intelligence through metacognition. In addition, variables such as active learning, problem-solving skills, math anxiety, student characteristics, and math awareness can be used as research references relevant to the current generation. Keywords: metacognition, mathematics, problem-solving, emotional quotient. DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp399-41
Effectiveness of Digital Technology on Enhancing Mathematics Achievement of Indonesian Secondary Schools Students’: A Meta-Analysis Research from 2018-2023
Get PDFEffectiveness of Digital Technology on Enhancing Mathematics Achievement of Indonesian Secondary Schools Students’: A Meta-analysis Research from 2018-2023. Objective: This study aimed to analyze the impact of digital technology on the mathematics achievement of Indonesian secondary school students through a meta-analysis. Methods: This study used a meta-analytic research design. A comprehensive literature search was conducted through Google Scholar to find relevant studies published from 2018 to 2023. The PRISMA flow diagram documented each stage of study selection, resulting in ten studies meeting the inclusion criteria. Data analysis involved calculating effect sizes using descriptive quantitative and categorizing results into small, moderate, or significant levels to provide a comprehensive summary of digital technology’s impact across various educational levels and mathematics topics. Findings: The analysis revealed that digital technology had a moderate positive effect on students’ overall mathematics achievement, with an average effect size of 0.417. Digital technology was more effective for junior high students with an effect size of 0.499, compared to a lower impact for senior high students with an effect size of 0.091. Among the topics analyzed, “Set” showed the highest effect size at 0.733, while “Limit of Algebraic Functions” exhibited the lowest at 0.136. Conclusion: The meta-analysis revealed that digital technology has a moderate effect on enhancing mathematics achievement among Indonesian secondary students. Digital tools are more effective for visual and conceptual topics than for abstract concepts and benefit junior high students more than senior high students. These findings highlight the need for tailored digital strategies based on content type and student level. Further research should explore features of digital tools that maximize mathematics achievement. Keywords: digital technology, mathematics achievement, secondary school, meta-analysis, Indonesia.DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp803-81
Development and Validation of Physics Multiple-Choice Tests on the Nature of Physics Using Rasch Modelling Analysis
Get PDFAssessment and evaluation of student learning outcomes are crucial aspects of education. Effective assessment requires well-designed evaluation test questions, one of them is multiple-choice questions. However, the quality of the multiple-choice questions made must be high. Quality questions are those that have undergone item analysis to assess the validity and reliability of the assessment results for students during the learning process. This study employed an evaluative research methodology with a descriptive quantitative approach. The research subjects involved 251 tenth grade students from two schools in Bombana Regency, Southeast Sulawesi Province. The evaluation was conducted using an instrument consisting of 10 physics questions that were created and validated with the assistance of teachers from each school. These questions covered the topics of the nature of physics, the scientific method, and work safety. The purpose of this study is to analyze the quality of the physics questions to determine whether they meet the criteria or not. Data collection was carried out using the QUEST software and analyzed using the Rasch model. The analysis results showed that the 10 questions had INFIT MNSQ values ranging from 0.77 to 1.33, which are consistent with the Rasch model. Furthermore, the OUTFIT t values for all item questions were obtained at values less than or equal to 2.00, indicating that the questions can be considered usable and passable. The reliability estimate score for the items is 0.98, indicating that this test has high consistency and can be relied upon to accurately measure students' learning outcome. Keywords: cognitive assessment, rasch modelling, Item response theory.DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp671-68
Problem-Based vs Design-Based Learning: Which Better Develops Computational Thinking in Middle School Science Students?
Get PDFComputational thinking has become a crucial skill for students because it gives them the tools to solve complicated issues using organized methods. Implementing Problem-based learning and Design-based learning in science learning has significantly enhanced students' skills. This research aims to ascertain which of the two models is better for facilitating computational thinking skills among middle school students in science learning. The study used a sample of 69 middle school students selected through random sampling. This research employs a quasi-experimental, multi-group, post-test-only design. The instrument utilized in this research is a computational thinking skills test comprising five questions. The data were analyzed using one-way ANOVA to test the hypotheses. Tukey test results indicate that the mean difference score between the PBL and DBL groups is 1.2609, with a significance value greater than 0.05. The study confirms that Problem-based learning is more effective than Design-based learning in facilitating students' computational thinking skills. However, the difference between the two is not particularly noteworthy. PBL and DBL represent viable pedagogical approaches that can enhance middle school students' computational thinking skills in science learning. Keywords: problem-based learning, design-based learning, computational thinking skill. DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1214-122
Super Geo-Bros Game: A Scratch-Based Mathematics Game for Learning Geometric Transformations to Improve Learning Outcomes
Get PDFThis study aims to develop and evaluate the Super Geo-Bros game, an educational tool designed to assist ninth-grade students in understanding geometric transformations through interactive, Scratch-based technology. Following the ADDIE model, the research was conducted in five stages: analysis, design, development, implementation, and evaluation. The game allows students to interact with geometric shapes and perform transformations such as translation, rotation, reflection, and dilatation. Validation tests involving media and content experts demonstrated that the game is valid, practical, and effective, with a significant increase in students’ learning outcomes. The gain score of 0.71 indicates a high level of improvement, showing that this game enhances engagement and facilitates better comprehension of abstract mathematical concepts. Keywords: educational game, geometric transformation, mathematics learning, scratch, learning media.DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp792-80
Integration of Digital Technologies in Physics Experiments: A Bibliometric Analysis
Get PDFDigital technology plays an important role in physics experiments by increasing the accuracy of data collection, enabling complex simulations and conducting real-time analysis, which accelerates scientific discovery, and improve test accuracy. The purpose of this study is to provide an overview of the conduct of research on the integration of digital technologies into physics experiments. This study conduct a bibliometric analysis of the integration of digital technology into physics experiments from January 2014 to May 2024. Based on the keywords, only articles selected by SCOPUS in English were included, and using the PRISMA guidelines we obtained 344 articles for analysis. In this studies, sample articles from SCOPUS in *RIS formats are processed using the VOSviewer to facilitate visualization and trend detection. Our analysis revealed seven prominent trends, included e-learning, digital twin, numerical model, high energy physics, application specific integrate, analog electronic circuit, and tracking detectors. The inspection results show that there was no significant development, research on the integration of digital technology into physics experiments has not been seriously conducted from the point of view of future teachers and teacher education, and only a few countries have investigated it. Therefore, based on the results of this bibliometric analysis, it provides an overview and opportunities for further research. Keywords: bibliometric, digital technology, physics experiments, VOSviewer.DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp659-67