Jurnal Pendidikan MIPA
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Rethinking the Connection Between GPA and Self-Regulated Learning: A Study in Indonesian Private Universities
Get PDFThis study investigates the relationship between self-regulated learning (SRL) strategies and academic performance, measured by grade point average (GPA), among undergraduate students at a private university in Indonesia. Using a quantitative correlational design, data were collected from 25 students through an online survey measuring four SRL dimensions cognition, metacognition, social behavior, and motivational regulation—and verified GPA records. Regression analysis revealed a non-significant relationship, with SRL explaining only 1.2% of GPA variance (R Square = 0.012, p = 0.601). These findings suggest that SRL strategies alone are insufficient to predict academic performance and highlight the context-dependent nature of their effectiveness. External factors, such as prior academic achievement, socio-economic status, and institutional support, likely play a more dominant role in influencing GPA. The study acknowledges its limitation in not empirically examining these external factors and calls for future research to explore their mediating or moderating roles. To maximize the effectiveness of SRL, integrating it with additional support mechanisms, such as coaching, technology-enhanced tools, and culturally tailored interventions, is recommended. This study underscores the need for a holistic approach that considers diverse influences on academic success to better address the complexities of student achievement in higher education. Keywords: GPA, self-regulated learning, academic achievement, higher education. DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1273-128
The Process of Mathematical Literacy in Middle School Students: Analyzing the Role of Mathematical Dispositions
Get PDFMathematical literacy extends beyond solving equations to applying mathematical concepts in everyday life. This study investigated the development of mathematical literacy and the challenges students face, analyzed through their mathematical dispositions. A qualitative case study methodology was employed, utilizing a PISA-equivalent test, a mathematical disposition questionnaire, and interviews. 40 7th-grade students were classified into high, moderate, and low disposition groups, with a detailed analysis of three representative students from each group. The Results indicated that students with high mathematical dispositions solved problems effectively, students could formulate the mathematical problem, apply mathematical concepts, and interpret real-world outcomes. Conversely, those with moderate and low dispositions struggled to apply relevant concepts and could only identify given information for problem-solving. These challenges are associated with a lack of understanding of fundamental concepts, particularly proportional reasoning. Factors such as motivation, interest, self-confidence, and attitudes toward mathematics significantly influence students' dispositions and their mathematical literacy skills. Keywords: mathematical literacy, mathematical literacy process, mathematical disposition. DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp893-91
Video-Assisted Problem Based Learning Model to Improve Students’ Critical Thinking Skills in Environmental Pollution
Get PDFThis study investigated the effect of using a video-assisted problem-based learning model on class VII students' critical thinking abilities on environmental pollution material. This research was conducted using quasi-experimental research design with a non-equivalent control group. The research data were in the form of qualitative data (critical thinking skills) and quantitative (student responses to learning using the video-assisted PBL model). Data analysis used the T-test (p<0.05). The results showed that there was an influence of using the video-assisted PBL model on students' critical thinking skills on environmental pollution material (p<0.05). The indicator for building basic skills obtained the highest average N-gain, namely 0.82 in the very good category. Meanwhile, the results of the student response questionnaire regarding the use of the video-assisted PBL model showed positive student responses with an average score of 89.67% in the very good category. Keywords: critical thinking skills, PBL, environmental pollution and video. DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp486-49
Smartphone Usage and Communication Skills Among Higher Education Students: Structural Model
Get PDFWith the advent of smartphones, social communication has become much easier to enable than with previous generations of communication tools. Furthermore, it is essential to acknowledge the value of communication in assisting kids in developing relationships with their classmates. Objective: The primary purpose of this research was to examine the relationship between higher education students' smartphone usage and their deterioration in communication skills. Method: The data for this statistically designed study will be collected using a snapshot survey. Participating were 556 undergraduates, with the vast majority serving as pre-service teachers at Teacher Training and Education Faculty, Universitas Muhammadiyah Purwokerto, Indonesia. After that, AMOS version 24 was used to analyze the data even further. Findings: Students' communication skills were found to be positively correlated with their smartphone usage. The medium-sized association between effective communication skills and smartphone use. Extraordinary smartphone use among elementary school pupils may also affect their ability to communicate in real life, according to one reading of the results. Conclusion: Students who spend too much time on their phones are less likely to be good communicators, according to the research. Students should so exercise greater restraint when using their smartphone if we value effective communication abilities among them. Existing psychological theories from the era of information technology can benefit theoretically from this study. Keywords: communication skills, higher education students, smartphone usage, and structural model. DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp178-19
The Development of STEM-based Physics e-Workbook with Project-based Learning Activities
Get PDFAbstract: The Development of STEM-based Physics e-Workbook with Project-based Learning Activities. Objective: There are various media that are effective in helping students understand learning material at school but teachers have not used them optimally. This study aims to develop digital workbooks with a feasible and effective project-based learning approach in physics subjects. Methods: This development uses the ADDIE model which consists of analysis, design, development, implementation, and evaluation. The product feasibility test was carried out through the assessment of media experts, material experts, and was tested on class VII students at SMPN 1 Bandar Lampung. Findings: The results of the effectiveness test were obtained through the pretest and posttest. The results of the due diligence by material experts and media experts obtained a proportion of reporting rates of 85.71% and 95.45% so that digital workbooks fall into the category of appropriate use. The one-to-one trial shows that digital workbooks are in the very good category with an average proportion of sales rate of 91.66%. In addition, the small group trial also showed an average proportion of the reporting rate of 89.74%, so it was included in the very good category. The results of the effectiveness test by calculating the n-gain score obtained a result of 60.8 so that the digital workbook can be said to be quite effective. Conclusion: Based on these results, it can be interpreted that STEM-based digital Physics workbooks with a project-based learning approach for junior high school students are appropriate and effective for use. Keywords: ADDIE, digital workbook, project-based learning, STEM DOI: http://dx.doi.org/10.23960/jpmipa/v24i4.pp944-95
A Team-Teaching Initiative to Create Inclusive Chemistry Learning: Fulfilling the Reformed Indonesian Curriculum
Get PDFInclusive education aims to provide quality education for all students, regardless of their abilities or backgrounds. This study focuses on the collaboration between chemistry teachers and shadow teachers in delivering inclusive chemistry lessons. The research identifies the collaboration model employed and evaluates its effectiveness. A qualitative phenomenological approach was used, involving chemistry teachers, shadow teachers, and students with disabilities as participants. Students with disabilities in this research such as blind, low vision, and multiple disabilities (cerebral palsy and slow learner). Data were collected through interviews, observations, and document reviews, followed by an interactive analysis based on Miles and Huberman’s model. Findings reveal that inclusive education at Permata High School aligns with national education standards. The collaboration between chemistry teachers and shadow teachers primarily occurs outside the classroom, focusing on learning implementation and assessment rather than lesson planning. The chemistry teacher planned the lesson with the consideration of the shadow teacher as a consultant. As for the implementation in the class, only some subjects on Friday will be assisted by the shadow teacher with permission from students with disabilities. For the subjects that occur on another day, the shadow teacher would get the assessment that needs to be translated. Based on the activities during pre-class, at class, and after class, the collaboration between the chemistry teacher and shadow teacher was categorized as a traditional teaching practice. Key challenges include a disproportionate ratio of disabled students to shadow teachers, limited training for chemistry teachers in inclusive education, and inadequate learning media for complex chemistry concepts. Keywords: collaborative teaching, inclusive education, shadow teacher, blind, multiple disabilities.DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1347-136
Trends and Development of Digital Learning Research to Train Science Literacy in Physics Learning: Literature Review and Bibliometric Analysis
Get PDFIn the current era, the ability to face the challenges posed by advances in science and technology is needed. One of the skills needed is science literacy. The development of technology affects the world of education, namely the development of digital learning. This study aims to provide an overview of trends, methods, and research findings related to digital learning in training science literacy in physics learning. The method used in this research is Systematic Literature Review (SLR) with the help of visualization using vosviewer software. Article data for the last 10 years (2014-2023) were collected from the Scopus database, with 10 articles selected using the PRISMA technique and bibliometric analysis. Quantitative and qualitative analysis techniques were used. Research on digital learning to train science literacy skills has increased significantly over the past 10 years with Spain as the country with the most research contributions. Digital learning supports a lot in improving students' science literacy skills in physics learning. The focus of future research can also be directed at developing 21st century skills through digital learning media in various disciplines. Keywords: digital learning, science literacy, physics.DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1051-106
Numeracy Skills of Students in Solving Geometry Problems within the Bengkulu Context
Get PDFThis study seeks to delineate the numeracy competencies of students in the geometry domain, framed by the cultural context of Bengkulu. Employing a qualitative descriptive approach, the research involved 35 students from Grade XI. A of State High School 1 Bengkulu Tengah. The methodology included the use of open-ended numeracy tests specifically designed for geometry. Data analysis was conducted using descriptive statistics to delineate the spectrum of numeracy competency levels among the students. The findings showed that 4 students (13.33%) were at a low level of numeracy, 24 students (80.00%) at a medium level, and 2 students (6.67%) at a high level. Further analysis of students' numeracy skills across different geometric levels highlighted average proficiency scores of 81.66% in visualization, 66.67% in analysis, and a notably lower 40.00% in deduction. These results underscore the influence of culturally relevant numeracy problems on student performance. Consequently, these insights have significant implications for educational practices, particularly in the curation of instructional materials aimed at enhancing students' numeracy competencies. Keywords: descriptive analysis, geometry domain, numeracy competency, cultural context of Bengkulu. DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1518-153
Trends in the Use of Critical Thinking as Mathematics Learning over the last 20 Years: Analysis Bibliometric
Get PDFThis research aims to analyze research trends on the topic of critical thinking in mathematics learning using bibliometric analysis. By selecting documents in Scopus Database using the PRISMA method, 94 documents were obtained which were analyzed using the R Program and VOSviewer. From the results of the analysis, it can be concluded that research on the Scopus database began in 2004 to 2024 or the last 20 years, with a 3-fold increase in publications in the last 6 years. 2020 was the year with the highest citation impact, namely 130(10.53%) citations. Indonesia stands out as the country with the highest number of publications at 19(20.21%) and number of citations is 145(11.75%). International Journal of Instruction stands out as the source with the highest h-index, namely 5. Universitas Islam Negeri Mataram leads with a total of 8(8.51%) publications. Suparman from the Universitas Pendidikan Indonesia is the author with the highest contribution with an h-index of 5. The article with the highest number of citations of Şendağ et al. (2009) with 241 citations. 39 keywords were obtained which were divided into 7 groups, with the keywords "Problem Solving", "Flipped Learning", "Analysis", and "Mathematics Course" the latest keywords which can be used as recommendations for further research in the field of critical thinking in mathematics learning. Keywords: critical thinking, mathematics learning, bibliometric, biblioshiny. DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp637-65
Education Exploring The Role of Augmented Reality in Enhancing Student Engagement and Learning Outcomes Across Education Levels
Get PDFThis study aims to explore the role of Augmented Reality (AR) in enhancing student engagement and learning outcomes across various educational levels, focusing on its effectiveness compared to traditional teaching methods. A systematic literature review (SLR) was conducted, gathering relevant articles from the Scopus database based on pre-determined eligibility criteria. The review followed the PRISMA approach to ensure transparency, rigor, and a comprehensive examination of existing research. Initially, 166 articles were identified, with 32 meeting the inclusion criteria after a thorough screening process that assessed the title, abstract, and full text. Thematic analysis was employed to synthesize the findings, which revealed that AR significantly improves student engagement and understanding of complex concepts, particularly within physics education. Experimental studies demonstrated that students utilizing AR tools consistently outperformed their peers in traditional learning environments, showcasing higher levels of motivation and improved academic performance. Furthermore, the interactive nature of AR fosters a more engaging learning experience, prompting students to participate actively in their educational journey. However, the review also identified several challenges in implementing AR in educational settings. Issues such as limited access to technology, adequate teacher training, and potential cognitive overload were noted as barriers to effective integration. Despite these challenges, the findings underscore the potential of AR as a transformative educational tool capable of enhancing traditional learning methodologies. In conclusion, integrating AR into educational practices is crucial for fostering interactive and immersive learning experiences that can improve student outcomes. Continued research and investment in AR technologies are recommended to maximize their benefits and address the challenges identified, ultimately enhancing the quality of education across various levels and subjects. This study contributes to the growing body of literature on innovative teaching methods and highlights the importance of adapting educational practices to meet the needs of modern learners. Keywords: augmented reality in education, student engagement, learning motivation, interactive learning technologies, systematic literatrue review. DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1635-164