Jurnal Pendidikan MIPA
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Measuring Mathematical Literacy Skills of Indonesian Junior High School Students in Solving PISA-Like Problems
Get PDFMeasuring Mathematical Literacy Skills of Indonesian Junior High School Students in Solving PISA-Like Problems. Objective: In the current digital era, students’ mathematical literacy skills are important for every student. This study aims to measure junior high school students’ mathematical literacy skills in solving PISA-like problems and to analyze the primary elements contributing to students' challenges in solving mathematical literacy PISA-like problems oriented to the PISA framework. Methods: This research uses a qualitative method with a case study design. The subjects are 25 grade-ninth students selected by purposive sampling. Data collection used mathematical literacy tests, interviews, and documentation. The data analysis techniques used are data reduction, data presentation, and conclusion. Data triangulation was also used to verify data validity by comparing test results and interviews to confirm the validity of the data obtained. Findings: The primary elements contributing to students' challenges in addressing PISA-like-oriented mathematical literacy difficulties are a lack of familiarity with mathematical literacy questions, and classroom instruction not focused on contextual learning. These issues indicate that students lack exposure to real-world applications of mathematical concepts, which are crucial in developing problem-solving skills. Additionally, the absence of contextual learning means that students are not provided with opportunities to apply their mathematical knowledge to solve practical, everyday problems. Conclusion: Students’ competency in addressing PISA-like problems related to four contents was low. According to the indicators of mathematical literacy, sixty percent of students could effectively formulate the contextual situation of the problem concerning the quantity of material at levels 1 and 2. Meanwhile, other indicators “employed and interpreted” on shape and space content, data and uncertainty, and change and relationship at levels 3 up to 6 are still in the low category. Keywords: mathematical literacy, PISA-like problems, PISA framework, junior high school.DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1259-127
Development of Discovery-Based Nervourssy Media on the Topics of Nervous System to Improve Digital Literacy and Critical Thinking Skills
Get PDFThis research aims to determine the characteristics, feasibility and effectiveness of Nervourssy learning media based on discovery learning on the nervous system material to improve students’ digital literacy and critical thinking skills. This research is Research and Development (R&D) research which refers to the ADDIE development model, which consists of 5 stages, namely: analysis, design, development, implementation and evaluation. The limited trial subjects were 22 students and the field test subjects were 65 students from two classes. The field test was carried out using a quasi-experiment with a pretest-posttest control group design. The data collection instruments used were interviews, observations, feasibility assessment sheets, digital literacy ability observation sheets and critical thinking ability test instruments. The results of the research show that: (1) The characteristics of Nervourssy learning media based on discovery learning have interactive content so that it becomes an attraction for students, an emphasis on group discussions, and a complete integration of the discovery learning model so as to encourage students to be actively involved in the learning process by searching, investigating and formulating their own findings; (2) Nervourssy learning media based on discovery learning on nervous system material is feasible and practical to use in the learning process; (3) Nervourssy learning media based on discovery learning on nervous system material is effective in improving digital literacy and critical thinking skills. Based on the paired-sample t-test, digital literacy skills in the control class did not experience a significant increase (P=0.888), while the experimental class experienced a significant increase (P=0.000). Meanwhile, critical thinking abilities in the control (P=0.022) and experimental (P=0.022) classes experienced significant improvement. Independent sample t-test results for digital literacy skills (P=0.001) and critical thinking skills (P=0.000) Keywords: learning media, discovery learning, nervous system material, digital literacy, critical thinking.DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp620-63
The Effectiveness of Project Online Collaboration Laboratory in Improving Science Process and Critical Thinking Skills
Get PDFThis paper aims to determine the effectiveness of the implementation of the Project-based Collaboration (POC_Lab) online practicum model in improving students' Science Process Skills (SPS) and Critical Thinking Skills (CTS). This study uses a quasi-experimental method with a one-group pre-test and post-test design. The sample in this study was 50 students who had taken Basic Physics I and II courses. The research sample took part in the collaborative practicum with an online mode to complete physics project products in small groups. Students collaborated to apply fluid concepts to submarine and hydram pump products. Data were collected using KPS and CTS Test Questions, each with 4 essay questions given before and after the treatment. N_gain was used to determine the increase in students' KPS and ultimately determine the effectiveness of POC_Lab on students' KPS and CTS. The results showed that implementing POC Lab in project-based learning improved students' KPS and CTS. High effectiveness was seen in the increase in N-Gain in various aspects, especially in reasoning, argument analysis, hypotheses, and applying concepts. Keywords: science process skills, critical thinking skills, project-based physics practicum, collaborative online practicum.DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp827-84
Developing Electronic Student Worksheets Based on Ethnoscience to Train Smart Risk-Taking Behaviour and Growth Mindset
Get PDFAbstract: This study aims to determine the practicality and effectiveness of electronic student worksheets based on ethnoscience in training smart risk-taking behavior and a growth mindset. The research employed a hybrid type III mixed-method with a sequential explanatory design, combining quantitative and qualitative approaches. The subjects of the study were junior high school students in Lampung Province, selected randomly. The worksheets were developed based on ethnoscience principles, integrating local culture, traditional knowledge, and scientific knowledge, with validity tested by experts. Quantitative data were collected through product validity tests and hypothesis testing, while qualitative data were gathered through interviews and observations. Quantitative analysis showed a validity score of 91.60% with very high criteria, and hypothesis testing indicated significant differences between the experimental and control classes in the ability to exhibit smart risk-taking behavior and a growth mindset. Based on these results, it is concluded that ethnoscience-based worksheets are effective in training smart risk-taking behavior and a growth mindset, emphasizing the importance of integrating local cultural context in educational tools to enhance learning outcomes and personal development. This approach helps bridge the gap between traditional knowledge and modern scientific understanding, creating a more holistic educational framework. Keywords: electronic student worksheets, ethnoscience, growth mindset, smart risk-taking behavior.DOI: https://doi.org/10.23960/jpmipa/v25i1.pp127-14
Development of STEM-based Descriptive Statistics Course Modules to Improve Mathematical Literacy
Get PDFAbstract: Mathematical literacy skills are very necessary so that students are able to face educational challenges in the cognitive aspect. One thing that has characteristics to answer the demands of 21st century learning is STEM. This study aims to develop a stem-based Descriptive Statistics course module using book creators to improve mathematics literacy skills with good quality that meets valid, practical, and effective. This research is development research using the Plomp model which consists of an initial investigation phase; design phase; realization/construction phase; test, evaluation, and revision phases; and implementation. The subject of this study is a student of the Mathematics Education Study Program at Universitas Tidar for the 2022/2023 academic year. The research instruments used in this research were validation sheets, questionnaires, and research instruments. This module is designed and developed based on the needs of students. After being developed this module was validated by two experts who are competent in their fields. The results of the module validity assessment based on experts are valid with an average of 74.5 with good categories. The practical results are based on student assessments which have a percentage of 56.52% with excellent criteria and 39.13% with good criteria. The statistical significance test of the module is based on test results with a classical average of 92.25 and the percentage of students whose scores are above KKM (≥ 75) is 86.93%. The data analysis results using the Wilcoxon test show that there is an influence of using the STEM learning model on mathematical literacy with a p-value lower than 0.05. The STEM learning model improves the mathematical literacy abilities in the medium category (N-Gain = 0.3889).Therefore, this lecture module is suitable to be used as one of the learning resources for the Descriptive Statistics and meets the quality aspects of validity, practicality, and effectiveness. Keywords: module, descriptive statistics, book creator, mathematical literacy.DOI: https://dx.doi.org/10.23960/jpmipa/v25i1.pp116-12
The Effect of Virtual Science Teaching Model on Scientific Creativity and Learning Outcomes
Get PDFVS-TM (Virtual Science Teaching Model) is a learning model that applies a virtual-assisted scientific approach and is implemented to improve scientific creativity and student understanding in science subjects. This study aims to determine the effect of VS-TM on scientific creativity and student learning outcomes. This research was conducted at SMPN 1 Bangorejo, which was carried out in the even semester of the 2023/2024 school year, precisely in February 2024. The study population was all students of SMPN 1 Bangorejo Class VIII. Sample determination. Determination of the sample using the homogeneity test that had previously been carried out before conducting the research. This type of research is a two-class quasi-experimental, including experimental and control classes. There are two data analysis techniques used, namely normality testing and hypothesis testing. Normality test using Kolmogorov Smirnov, hypothesis test using Mann-Whitney U test. The results of this study are that the that the VS-TM model affects the scientific creativity and learning outcomes of junior high school students. Keywords: VS-TM (virtual science teaching model), scientific creativity, and learning outcomes.DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp440-45
A Systematic Review of STEM Education Implementation in Indonesian High Schools: Opportunities, Challenges, and Policy Recommendations
Get PDFThe purpose of this study is to analyze the implementation of the STEM approach (Science, Technology, Engineering, and Mathematics) in Indonesia, particularly in high schools, through a systematic literature review. STEM is recognized as an innovative learning method that integrates various disciplines to enhance 21st-century skills, such as critical thinking, problem-solving, and student creativity. The analysis reveals that the implementation of STEM positively impacts student outcomes, interest, and motivation, especially in project-based and technology-driven learning. However, several challenges persist, including limited facilities, insufficient teacher training, and unequal access to technology in certain regions. To ensure the sustainability of STEM implementation, strategies should include the development of a flexible curriculum, intensive training for teachers, and collaboration with industry and private sectors. This study underscores that, with proper management, STEM-based learning holds significant potential to improve the quality of education in Indonesia, particularly at the high school level, and to prepare students for the challenges of the modern era. The findings of this study are expected to serve as a reference for designing more innovative and inclusive educational policies and practices. Keywords: implementation, STEM, high school, indonesia, literature review.DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1428-144
Scaffolding for Algebra Errors From the Perspective of Emotional Quotient
Get PDFAbstract: Mathematical understanding, particularly algebra, is essential in education. One effort to reduce student errors in learning can be achieved through an in-depth study of the relationship between students' emotional intelligence and the learning process. Emotional intelligence in learning mathematics is the ability to control one's emotions, manage, and express emotions towards others. Emotional intelligence is crucial for understanding the lessons delivered by the teacher. This research aims to investigate the relationship between student errors and the level of emotional intelligence by applying scaffolding to middle school students. The method used in this study is the correlational research method because it aims to determine the relationship between variable X (emotional intelligence) and variable Y (errors). The study population consisted of eighth-grade students at SMPN 1 Saradan in the 2022/2023 academic year, distributed in one class with a total of 30 students. From this class, 3 students were randomly selected as samples using purposive sampling technique. The instruments used in this research were an emotional intelligence questionnaire about mathematics and a mathematics error test on algebra material. The data processing and analysis technique in this study used correlation tests. The results of the correlation test in this study show that there is a significant relationship between emotional intelligence in mathematics and students' mathematical errors, with a correlation coefficient of 0.887, indicating a strong correlation. Based on these results, the conclusion can be drawn that students with high, moderate, and low emotional intelligence will produce better mathematics learning outcomes with the application of scaffolding. This activity is crucial, especially for teachers to understand students' difficulties and errors, aligning with the teachers' ability to better recognize students' characteristics. Keywords: emotional quotient, newman’s errors, algebraic arithmetic operations, scaffolding.DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp236-24
The Development of Scratch Based Interactive Mathematics Learning Media “Zuma Function” to Enhance Understanding in Relations and Functions
Get PDFObjective: This study aims to describe the process of developing educational multimedia, specifically the “Zuma Function” game, using Scratch programming for mathematics learning on the topic of relations and functions. Methods: The research employed a Research and Development (R&D) approach, following the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The study involved 35 mathematics education students from a university in West Java and 6 eighth-grade students from a junior high school in Bandung, Indonesia. Data were collected using various instruments, including questionnaires, tests, interviews, and documentation. Findings: The developed learning media was evaluated by experts, receiving a material expert test score of 81%, and a learning media expert test score of 83%, both categorized as feasible. The functionality test, measured through User Acceptance Testing, yielded an average score of 85.1%, indicating a very feasible category, while the effectiveness test showed a 30.5% improvement in students’ conceptual understanding, with scores rising from 64.83 to 95.33. Conclusion: Based on the study’s findings, the Scratch-based multimedia for teaching relations and functions in mathematics was successfully developed using the ADDIE model. Positive user feedback and significant improvements in student test scores suggest that this multimedia is effective in enhancing students’ understanding of the concept, though there are areas that could be further refined. Keywords: learning media, mathematics game, function, Scratch, ADDIE.DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1410-142
Differences in Mathematical Adaptive Reasoning Abilities and Productive Struggle Achievement Through Problem-Based Learning
Get PDFThe low adaptive reasoning abilities and productive struggle of junior high school students in learning mathematics drive this study. The research aims to determine whether there are differences in adaptive reasoning abilities and the achievement of productive struggle between students using problem-based learning and direct instruction. This research uses a quasi- experimental design with a pre-test-post-test control group design. The population consists of all seventh-grade students from a junior high school in Bandung. The sample includes class VII-B, with 31 students as the control group using the direct instruction model, and class VII-K, with 26 students as the experimental group using the problem-based learning model. The sampling method employe dis purposive sampling. The research instruments include an adaptive reasoning ability test and a productive struggle scale questionnaire. Data is analyzed both descriptively and inferentially. The results show that: (1) There is a significant difference in adaptive reasoning abilities between students using problem-based learning and those using direct learning. (2) There is no difference in the achievement of the productive struggle between students using the different learning models. This research concludes that problem-based learning can have a positive impact on adaptive reasoning abilities but does not directly influence the achievement of productive struggle compared to direct learning. Keywords: adaptive reasoning, problem-based learning, productive struggle. DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1037-105