Jurnal Pendidikan MIPA
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The Digital Cognitive Partner: A 4P Framework Analysis of Prospective Teacher Creativity in the Age of AI
Full text linkProspective teachers must be equipped with creative thinking skills to be able to design innovative mathematics learning media. However, studies on the creativity of prospective teachers are often not comprehensive and tend to focus on only one dimension of creativity. Although the 4P creativity model (Person, Process, Press, Product) provides a comprehensive analytical lens, research that integrates all four dimensions simultaneously in the context of mathematics teacher education is still rare. This study is a qualitative descriptive study that aims to describe and analyze the creativity of prospective mathematics teacher students in developing mathematics learning media. The subjects were eight students of the Mathematics Education study program who were taking the Mathematics Learning Media course and had completed a mathematics learning media development project. Data sources came from students' reflective journals when creating learning media, interview transcripts, and the learning media products that had been created. The collected data were analyzed based on Rhodes' 4P creativity framework: Person, Process, Press, and Product. The product dimension was analyzed descriptively and quantitatively using the Torrance rubric, consisting of four creativity indicators: fluency, flexibility, originality, and development. The Process dimension was analyzed based on Wallas' creative thinking framework: Preparation, Incubation, Illumination, and Verification. The person and press dimensions were then analyzed qualitatively using a thematic analysis approach. The results showed that students with high intrinsic motivation, active involvement in exploring ideas, and the ability to manage technical and time constraints tended to produce more creative and meaningful learning media. The key findings of this study significantly expand and challenge the traditional understanding of the Press dimension. The use of technology, particularly generative AI such as ChatGPT, serves not only as an external tool but also as a digital cognitive environment. AI acts as an interactive, dialogical partner, assisting in brainstorming, developing flowcharts, and solving technical problems, thereby blurring the boundaries between environmental factors (Press) and students' internal thinking processes (Process). This deep integration demonstrates that AI has become an integral part of students' cognitive workflows, implying that the 4P framework in the digital era needs to be viewed as an interconnected and flexible system, rather than as four rigidly separate pillars. Keywords: creativity, mathematics learning media, creative thinking process, case study, pre-service teachers, artificial intelligence.
Newman’s Error Analysis of Trigonometry: Critical Thinking Perspective
Full text linkTrigonometry is a fundamental topic in secondary mathematics, yet many students still experience difficulties that lead to various errors. This study applies Newman's Error Analysis (NEA) to analyze trigonometry errors and qualitatively link each error stage to critical thinking indicators. The findings show that fewer Newman’s errors correspond to stronger critical thinking performance, as S1 made minimal errors across all stages and correctly answered nearly all items aligned with critical thinking indicators. Participants were 29 grade XII students from a senior high school in Majalengka, West Java, Indonesia, selected purposively. The study employed a descriptive, qualitative design, supported by quantitative item analysis. Critical thinking skills were assessed through five open-ended trigonometry questions, aligned with reasoning, inference, clarification, and problem-solving indicators, and validated by experts for content and construct accuracy. Semi-structured interviews involved three students representing high, medium, and low ability levels. The interviews revealed that high-achieving students mainly struggled to express conclusions, while medium- and low-achieving students had broader difficulties in applying concepts and reasoning. The most frequent errors occurred in encoding (up to 100%), followed by process skills (82.7%–96.5%), moderate transformation (≤96.5%), comprehension (34.5%–100%), and fewer reading errors (86.2%). The findings indicate that NEA is effective in diagnosing students’ specific cognitive barriers and mapping their weaknesses in critical thinking. The findings show that each of Newman’s stages corresponds to critical thinking weaknesses, with reading and comprehension exhibiting weak clarification, transformation showing weak inference, process skills demonstrating weak reasoning and logical evaluation, and encoding displaying poor evaluation and difficulty in expressing conclusions. The study concludes that mathematics instruction should focus on strengthening process skills and training students in clear mathematical communication to minimize encoding errors. It also recommends integrating visual or manipulative learning media that address these errors, as many process and encoding mistakes stem from students’ difficulty visualizing angle–side relationships in trigonometric problems. Keywords: newman’s error analysis, critical thinking, trigonometry, student errors
Integrating Articulate Storyline into Problem-Based Learning to Enhance Students’ Conceptual Understanding
Full text linkLow conceptual understanding in physics remains a recurring problem in secondary education, particularly because learning is often dominated by conventional methods. Although the Problem-Based Learning (PBL) model can promote critical thinking, its potential is not maximized without the support of interactive media. This study aims to determine the effectiveness of integrating Articulate Storyline into PBL as a strategy to enhance students’ conceptual understanding of physics. This quasi-experimental research employed a non–equivalent control group pretest–posttest design, involving 50 tenth-grade students at SMAN 1 Labuhan Haji Barat, South Aceh, Indonesia. Class X IPA 1 (25 students) served as the experimental group, while Class X IPA 2 (25 students) acted as the control group, which was selected by the purposive sampling technique. Instruments consisted of a two-tier concept test and a student response questionnaire. Data were analyzed using N-Gain, an independent t-test, and qualitative categorization of conceptual understanding. The results showed that the experimental group achieved a higher N-Gain of 0.52, categorized as medium, compared to the control group of 0.26, which was categorized as low. An independent t-test revealed a significant difference between the two classes with an alpha value of 0.05. Qualitative analysis revealed a significant shift in students’ conceptual categories, as the number of students in the “not understanding” and “misconception” groups decreased. In contrast, those in the “understanding concept” category increased substantially. Moreover, 91.2% of students responded positively to the use of Articulate Storyline, particularly appreciating its visual simulations, structured learning flow, and interactive quizzes. Integrating Articulate Storyline into PBL effectively enhances students’ conceptual understanding and engagement in physics. This synergy provides empirical evidence that technology-enhanced PBL not only improves learning outcomes but also reduces misconceptions and fosters more meaningful learning experiences. Keywords: articulate storyline, conceptual understanding, problem-based learning.
AR-Math: Augmented Reality–Based Assistive Learning for Enhancing Numeracy Skills Among Students with Intellectual Disabilities
Full text linkNumerical ability is essential for all students, particularly for those with intellectual disabilities who often face challenges in understanding basic mathematical concepts. This study aims to develop AR-Math, an Augmented Reality (AR)-based learning media designed to improve basic numeracy skills through an inclusive and gender-responsive approach. The development process followed the ADDIE model, which includes five stages: Analysis, Design, Development, Implementation, and Evaluation. This study employed a quasi-experimental design with a non-equivalent control group design. In this design, there were two groups, namely the experimental class and the control class. The experimental class used AR-Math as the main learning medium, while the control class continued learning with conventional methods. Data were collected using multiple instruments, including validation sheets, practicality questionnaires, pretests and posttests, classroom observation sheets, interview guides, and documentation. The sample consisted of 20 eighth-grade students with mild to moderate intellectual disabilities at SKh YKDW 01 Tangerang, divided into two groups. The results showed that AR-Math met the criteria of validity, practicality, and effectiveness. The effectiveness test revealed a significant improvement in students’ basic numeracy skills, as indicated by a n-gain score of 0.50 and categorized as medium. Beyond cognitive achievement, AR-Math enhanced student engagement, accessibility, and ease of use for students with special needs. A key finding pertains to inclusivity and gender responsiveness. Equal participation between male and female students was observed, as evidenced by comparable levels of interaction, motivation, and task completion during the learning process. This indicates that AR-Math not only strengthens basic numeracy skills but also provides fair opportunities for all learners. Thus, AR-Math can be considered a relevant and innovative tool for inclusive education, supporting both academic development and gender equity in classroom practice. Keywords: assistive, numerical, learning, intellectual, disabilities, augmented reality
Bridging the Learning Gap: Implementing Teaching at the Right Level in Secondary School Mathematics
Full text linkThe study evaluates whether and to what extent the Teaching at the Right Level (TaRL) intervention improves students’ learning in mathematics across cognitive, affective, and psychomotor domains. This study employed a pre-experimental one-group pre-test/post-test design, in which a single cohort of 35 Grade XI students at Senior High School I, Takalar, South Sulawesi, Indonesia, was assessed before and after the implementation of the TaRL approach. Data were gathered using pre- and post-tests to measure cognitive improvement. The cognitive, affective, and psychomotor domains were assessed with structured observation sheets using a five-point Likert scale, which were then transformed to a 0-100 scale for clarity of interpretation. The result showed a significant increase in students’ cognitive achievement, with the pre-test and post-test means of 83.42 and 93.22, respectively. Although the initial score was relatively high due to students’ prior exposure to similar mathematical content, the statistical results confirmed a meaningful improvement beyond the baseline understanding. Observations of the affective domain revealed notable positive shifts; students demonstrated higher motivation, increased confidence in problem-solving, and more active participation during class activities, as reflected in an average converted score of 95.31. In the psychomotor domain, the mean score of 93.21 demonstrated students’ enhanced ability to apply mathematical concepts in practical contexts through active engagement. These findings suggest that the Teaching at the Right Level (TaRL) approach effectively enhances students’ learning outcomes within the studied context by promoting active, differentiated, and student-centered learning experiences. Since the study was conducted at a single institution with a small sample, additional research with larger populations and diverse educational contexts is necessary to substantiate and generalize these findings. Keywords: affective, cognitive, mathematics, psychomotor, teaching at the right level (TaRL)
Development of Statistical Literacy-based Mathematics Module for Junior High School Students in the Context of MSMEs’ Empowerment
Full text linkStatistical Literacy is needed by students in understanding information and presenting data in various forms of representation. This study aims to develop a mathematics module based on statistical literacy for junior high school students in the context of empowering Micro, Small, and Medium Enterprises (MSMEs) that is valid, practical, and effective. The research method uses a development research design with ASSURE stages. Twenty students of class VIII A were used as research samples, considering the ease and accessibility in conducting the research. Validity data were obtained through a validation questionnaire assessed by competent experts in their fields. Practicality data were obtained through a student response questionnaire. Effectiveness data were obtained based on the results of the statistical literacy pre-test and post-test. While observation data were used as supporting data to describe the module trial activities in learning. Quantitative data analysis used average values to analyze the results of the validation questionnaire and student responses, as well as the Wilcoxon test to determine the effectiveness of the developed module in learning. The validation results show that the developed module meets the validity criteria and receives positive responses from students and teachers. In addition, the Wilcoxon test results indicate the influence of module use in learning, that supported by the N-Gain test results of 0.59, indicating that the developed learning module is quite effective in improving students' statistical literacy. Although the development results are quite effective, students need to be accustomed to dealing with problems that contain the surrounding context, increase assignments, and integrate strategies, media, and learning models that focus on developing statistical literacy. Thus, the developed module has met the criteria of validity, practicality, and effectiveness. However, the results of the statistical literacy test evaluation indicate limitations in students' abilities to interpret and draw conclusions. This research provides an important contribution in developing relevant, innovative teaching materials, while highlighting crucial aspects for future learning, especially focusing on statistical literacy and contextual-based learning. Keywords: statistical literacy, MSMEs empowerment, statistical module
Contextual-STEM-Based E-Module Development in Enhancing Junior High School Students’ Mathematical Reasoning Abilities
Full text linkThe disconnect between mathematics content and real-world applications creates significant challenges for students' understanding of fraction operations, resulting in procedural learning without conceptual depth. This study develops and evaluates a STEM-based e-module integrating authentic contexts with systematic instructional design to enhance junior high school students' mathematical reasoning abilities. The research employed the ADDIE development model to create a STEM-based e-module on fraction operations using snack nutritional values as context. The Engineering Design Process (EDP) served as the central pedagogical framework, structuring activities through seven systematic stages: Define, Research, Plan, Create, Communicate, Redesign, and Evaluate, transforming abstract mathematical concepts into meaningful problem-solving experiences. Three experts validated the e-module across five dimensions: content feasibility, presentation quality, language appropriateness, practicality, and STEM integration. Practicality testing involved progressive trials: one-to-one (3 students), small group (6 students), and field implementation (30 students). Mathematical reasoning effectiveness was measured using contextual problem-solving assessments evaluating five indicators: conjecturing, pattern identification, mathematical manipulation, justification provision, and conclusion drawing. Validation results demonstrated exceptional quality, with the e-module achieving a 95.2% overall validity index. Practicality testing revealed an average satisfaction of 90.28%, categorized as "very practical." Students demonstrated substantial improvement in mathematical reasoning, with an average final assessment score of 77.68. Students performed strongest in drawing conclusions (87%) and providing justification (81.67%), while conjecturing achieved a rate of 64%. Qualitative analysis revealed that while high-ability students employed formal reasoning and symbolic representation, some medium-ability students relied more on narrative responses, reflecting a gap between intuitive understanding and formal expression. The study concludes that the developed e-module is valid, practical, and effective in fostering students' mathematical reasoning. Integrating EDP into STEM-based e-modules provides a promising pathway to bridge procedural knowledge and conceptual depth, promoting meaningful and transferable learning experiences. Keywords: contextual learning, engineering design, fractions context, mathematical reasoning, STEM e-module
Implementation of Web-Based Interactive Students’ Worksheets with a Scientific Approach for Algebraic Forms Concepts
Full text linkThe purpose of this study was to describe the achievement of student learning outcomes using web-based interactive Student Worksheets through a scientific approach to the concept of algebraic forms and to determine student responses in the use of web-based interactive Student Worksheets. The method used in this study is a type of qualitative descriptive research. The results showed that the achievement of student learning outcomes using interactive web-based Student Worksheets with a scientific approach to the concept of algebraic forms achieved the Minimum Completeness Criteria. Student responses to the use of web-based interactive Student Worksheets showed a good response. The use of interactive web based Student Worksheets can be very effective in improving student learning outcomes if the lesson plans, work steps and giving the types of questions on the Student Worksheets are made appropriately and systematically. Keywords: students’ worksheets, scientific approach, algebra. DOI: http://dx.doi.org/10.23960/jpmipa/v23i3.pp765-77
Investigating Culinary Vocational Students’ Sustainability Action through Learning of Physical and Chemical Changes
Full text linkVocational education is pivotal in advancing the Sustainable Development Goals (SDGs), particularly SDG 12, which emphasizes responsible consumption and production. However, preliminary studies indicate that sustainability action competence among culinary vocational high school students remains relatively low. This study aims to investigate the current level of such competence and analyze how learning about physical and chemical changes within culinary contexts contributes to its enhancement. An exploratory sequential mixed-methods design utilized a validated questionnaire as the primary instrument. Findings reveal that while students generally performed well in the cognitive domain (68%), their competence in the socio-emotional domain (40%) and behavioral domain (30%) were low. Integrating the concept of substance changes with sustainable culinary practices offers promising potential for fostering sustainability competence. The implications of this study underscore the urgent need for curriculum development and instructional strategies aligned with Education for Sustainable Development (ESD), particularly within vocational culinary education
The Effect of Inquiry Laboratory with Group Discussions Method on Improving of Students’ Learning Outcomes
Full text linkThis study aims to determine the effect of laboratory-based inquiry learning models with group discussion methods in improving student learning outcomes. The research subjects were students of the 2012/2013 biology education who took the vertebrate zoology course. The sample used in this study was taken using a cluster random sampling technique of 2 classes. The concept discovery observation data in the form of quantitative data obtained through cognitive test sheets consisting of 25 questions and tested using the t test with a real level α = 0.05. Based on the results of data analysis shows that there is an influence of laboratory-based inquiry learning models on diversity of vertebrate animals.Keywords: laboratory learning, student learning outcomes, inquiry. DOI: http://dx.doi.org/10.23960/jpmipa/v20i1.pp1-