Jurnal Pendidikan MIPA
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Differentiated Instruction through Adaptive Learning Platform in Science Education: A Systematic Literature Review
Get PDFRecent technological advancements have led to various educational innovations, including adaptive Learning, which customizes content and instructional methods to meet the diverse needs and abilities of individual students. Several empirical studies have utilized adaptive learning platforms to support differentiated Learning in science. However, to date, there has yet to be a comprehensive review of the findings in this area. This study aims to explore research trends related to differentiated Instruction through adaptive learning platforms in science education, as documented in Scopus-indexed journal articles published between 2019 and 2024. The research follows PRISMA guidelines, employing the Publish or Perish application for the search system, with data sourced from SCOPUS. The search yielded 368 articles, and screening based on specific inclusion and exclusion criteria resulted in 23 papers that were subsequently analyzed. This study highlights various adaptive technology methods used in science education, emphasizing Learning Management Systems (LMS) and Artificial Intelligence (AI). LMS emerges as the most frequently utilized, followed by AI and assessment platforms. Crucial factors for successful implementation include real-time feedback and accessibility to technology. Although these platforms improve learning outcomes, issues regarding student engagement and satisfaction persist. Educational institutions should assess their technological infrastructure and provide training for educators to leverage new features effectively. Additionally, developers should focus on enhancing personalization options, while further research is necessary to address students' emotional needs better and enhance their motivation. Keywords: adaptive learning, differentiated instruction, science education, teaching, systematic literature review.DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp914-93
Independent Learning in A Classroom-Based Curriculum: Cognitive Strategies and Students’ Self-Confidence in Learning Mathematics
Get PDFAbstract: Independent learning is active, initiative and responsible student learning independently. Independent learning can be done in various contexts, where the teaching module is a learning guide. Independent learning requires self-confidence and cognitive strategies in achieving learning goals, and this is difficult to develop in a classroom-based curriculum. On this basis, the aim of this research is to analyze students' cognitive strategies and self-confidence, and determine the influence of cognitive strategies on students' self-confidence in classroom-based independent learning. To achieve the research objectives, the research location was SMAN 8 Malang City with 28 classes consisting of science, social studies and language programs. Meanwhile, the sample was class 12 of the science program which was chosen randomly. To obtain data about students' cognitive strategies and self-confidence, document, questionnaire and interview techniques were used. The data obtained was then analyzed using an interactive and quantitative qualitative approach with regression tests. Based on the results of the analysis, it was found that the use of cognitive strategies was relatively high, while the strategies used were repetition, organization and elaboration respectively. Students' self-confidence is also high, but students lack the courage to express opinions, lack self-concept, and lack responsibility. Simultaneously, this cognitive strategy influences self-confidence, with an influence level of 33.8%, but what has a significant influence is organizational strategy. So it can be said that independent learning is less suitable in implementing a class-based curriculum. Keywords: classroom-based curriculum, cognitive strategies, independent learning, learning mathematics, self-confidence.DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp285-29
The Effects of Team Games and Tournament Integrated with STEM 3D Audio-Visual Kit for Enhancing Collaboration Skills and Learning Outcomes
Get PDFCollaboration is one of the essential skills that students must have in the global era. With collaboration skills, students can interact in groups and take responsibility for solving problems, impacting learning outcomes. However, integrating collaboration skills in learning still challenges teachers and students. Therefore, it is necessary to pilot innovative learning media to promote collaboration skills in learning activities. This study examined the impact of using STEM-based 3D audio-visual protein synthesis kit box learning media on collaboration skills and learning outcomes. The study was conducted on SMA Negeri 1 Tanggul students, Jember Regency, East Java. The study used a pre-test and post-test control group design. The experimental class was treated using the TGT learning model with STEM learning media, while the control class applied traditional learning. This study used two types of groups, namely large groups and small groups, which aimed to determine the effect of the number of members in the group on collaboration skills. Based on the one-way ANOVA test analysis in the control and experimental classes, the research results obtained a sig < 0.05 with the hypothesis Ha rejected, which means there is a difference in collaboration skills between students in large and small groups. The one-way ANOVA test analysis results in the control and experimental classes obtained a sig < 0.05 with the hypothesis H0 rejected, which means there is a difference in student learning outcomes. Keywords: collaboration skills, learning outcomes, team games and tournaments (TGT).DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1151-116
Implementation of PjBL-STEM Based with Online Game to Improve Critical Thinking Ability
Get PDFThis study investigates the effectiveness of project-based learning integrated with STEM (PjBL-STEM) using online games to enhance critical thinking skills among junior high school students on the topic of energy and its changes. A mixed-method approach with a sequential explanatory design was used in this study. The quantitative phase involved pretests and posttests using a standardized critical thinking skills test, while the qualitative phase included observations of student activities during learning. This study was conducted at SMP Negeri 03 Belitang Madang Raya, involving eighth-grade students divided into experimental and control groups in the odd semester of the 2024-2025 academic year. The experimental group (32 students) implemented the PjBL-STEM model using Minecraft Education, while the control group (23 students) received conventional instruction. Data analysis included Rasch modeling for pretest and posttest results, N-gain calculations to measure learning effectiveness, and thematic analysis of observation data to assess student engagement and application of STEM concepts. The findings revealed a significant improvement in the experimental group's critical thinking skills, with an N-gain score of 0.60 (effective category) compared to 0.04 (less effective category) in the control group. Projects such as wind, hydroelectric, and solar power plants, developed in Minecraft Education, highlighted students' ability to integrate scientific knowledge, engineering principles, and teamwork. Observations showed active engagement and collaboration among experimental group students during the project design and implementation phases, which were absent in the control group. This study demonstrates that integrating online games into PjBL-STEM provides an effective approach to enhancing 21st-century skills. The results underscore the potential for adapting this model to diverse educational settings and materials. However, differences in students' technological skills remain challenging, suggesting additional support and scaffolding. Keywords: critical thinking skills, energy, minecraft education, online games, PjBL-STEM DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1361-137
Validity and Reliability of the Global Warming Instrument: A Pilot Study Using Rasch Model Analysis
Get PDFAbstract: This research aims to determine the profile of students regarding literacy skills for global warming material. This research uses a quantitative descriptive method to reveal the results of the research obtained based on students' responses to the 10 questions developed. This research was conducted at a school in Surabaya with a total of 15 respondents consisting of 4 men and 11 women. The results obtained were then analyzed using the Rasch Model with Winstep software to make it easier to map the level of instrument validity and the level of students' literacy skills. The results of this research reveal that the relationship between the instrument developed and students has very poor validity and reliability values with a value obtained of 0.22. However, the results of further analysis can map item difficulty levels and students' ability levels based on the Wright Map where students who have very high literacy skills are coded 01LK and 08PK while the most difficult item is Q2. Apart from that, students who have very poor literacy skills are good at coding 07LK while the easiest item is with code Q1. In this way, there is a need to improve problem instruments and further research to continue to develop the potential of scientific literature, not only on global warming material. Keywords: instruments, literacy scientific, measurements, rasch model. Abstrak: Penelitian ini bertujuan untuk mengetahui profil siswa mengenai kemampuan literasi untuk materi pemanasan global. Penelitian ini menggunakan metode deskriptif kuantitatif untuk mengungkap hasil penelitian yang diperoleh berdasarkan respon siswa terhadap 10 pertanyaan yang dikembangkan. Penelitian ini dilakukan di salah satu sekolah di Surabaya dengan jumlah responden sebanyak 15 orang yang terdiri dari 4 laki-laki dan 11 perempuan. Hasil yang diperoleh kemudian dianalisis menggunakan Rasch Model dengan software Winstep untuk memudahkan dalam memetakan tingkat validitas instrumen dan tingkat kemampuan literasi siswa. Hasil dari penelitian ini mengungkapkan bahwa hubungan antara instrumen yang dikembangkan dengan siswa memiliki nilai validitas dan reliabilitas yang sangat buruk dengan nilai yang diperoleh sebesar 0,22. Namun, hasil analisis lebih lanjut dapat memetakan tingkat kesulitan butir soal dan tingkat kemampuan siswa berdasarkan Wright Map dimana siswa yang memiliki kemampuan literasi sangat tinggi diberi kode 01LK dan 08PK sedangkan butir soal yang paling sulit adalah Q2. Selain itu, siswa yang memiliki kemampuan literasi yang sangat kurang baik diberi kode 07LK sedangkan butir soal yang paling mudah diberi kode Q1. Dengan demikian, perlu adanya perbaikan instrumen soal dan penelitian lebih lanjut untuk terus mengembangkan potensi literatur ilmiah, tidak hanya pada materi pemanasan global. Kata kunci: instrumen, literasi sains, pengukuran, model rasch. DOI: http://dx.doi.org/10.23960/jpmipa/v24i4.pp912-92
Comparison between iSpring Suites-supported PBL and PjBL Model in Improving Students Understanding of Electrolyte and Non-Electrolyte Solution
Get PDFThis study aimed to determine whether there are significant differences in learning outcomes in the cognitive, affective, and psychomotor aspects of students who are taught with the Problem Based Learning and Project Based Learning models assisted by iSpring media on electrolyte and non-electrolyte solution materials. This research method is a quasi-experiment with a two-class pretest-posttest research design. Sampling was carried out using purposive sampling technique, and class X PMIPA 3 was selected as the experimental class I which was taught using the Problem Based Learning model assisted by iSpring media and X PMIPA 4 as the experimental class II which was taught by the Project Based Learning model assisted by iSpring media. The instruments used were tests in the form of pretest posttest sheets and non-tests in the form of assessment sheets on the affective and psychomotor aspects of students. Based on the results of the study, the average cognitive aspect learning outcomes were 83.71 in the experimental class I and 80.57 in the experimental class II. The average affective learning outcomes were 55.25 in the experimental class I and 55.05 in the experimental class II. The average learning outcomes of the psychomotor aspects were 78.57 in the experimental class I and 75.02 in the experimental class II. Therefore, it can be concluded that there is a significant difference in learning outcomes in the cognitive and psychomotor aspects of the two experimental classes, while in the affective aspect there is no significant difference. Keywords: problem based learning, project based learning, iSpring, chemistry learning outcomes. DOI: http://dx.doi.org/10.23960/jpmipa/v24i2.pp432-44
Learning Transformation: Optimizing Student Potential Through Inclusive and Meaningful Differentiated Learning
Get PDFDifferentiated learning is an approach designed to meet the different learning needs of each student. This method involves adjusting methods, materials and assessments in three aspects: content, process and product. Although interest in differentiated learning is increasing, its implementation is still a challenge for teachers and educational institutions. Previous literature studies have explored the implementation and potential of differentiated learning. This study aims to present a literature review with a focus on previous articles on the implementation of differentiated learning. The results of the analysis of 82 articles show that this approach can be integrated with various learning models and can improve student learning outcomes and their enthusiasm for learning. In addition, it resulted that there is the potential for differentiated learning to be carried out in the context of strengthening the profile of Pancasila students. With a better understanding of differentiated learning, it is hoped that an inclusive and meaningful learning experience will be created for every student. Keywords: differentiated learning; inclusiveness of learning; optimization of student potential; independent curriculum; student learning outcomes DOI: http://dx.doi.org/10.23960/jpmipa/v23i2.pp453-46
Learning Design For Combinatoric With Realistic Mathematics Education Approach
Get PDFAbstract: The purpose of this research is to design learning combinatorics sub-material factorial, permutation, combination and chance with RME approach. This research is a qualitative research. With this research method using design research. The research techniques used are measurement techniques, direct observation and documentation with tools in the form of objective tests, observation sheets and document sheets. The research subjects were 2 classes, namely A1 and A2 classes in the Mathematics Education Mathematics Statistics course specifically combinatorics material totaling 35 students with the learning trajectory in the form of numbers that were applied alternately to students. The conclusion of this research is obtained: 1) in the factorial sub-material, students are introduced to the RME approach that 4!= 24 , 3!= 6, 2!= 2 , 1!=1until it is proven that 1!=1in the permutation and combination sub material, students are directed to be examples of the same numbers and letters that form the rules of permutation and combination in the opportunity sub-material, students are exemplified about coins and dice, both in one, two, and three pieces in the context of the problem. Keywords: learning design, rme approach, design research Abstrak: Tujuan dari penelitian ini adalah mendesain pembelajaran materi kombinatorika sub materi factorial, permutasi, kombinasi dan peluang dengan pendekatan RME. Penelitian ini berjenis penelitian kualitatif. Dengan metode penelitian ini menggunakan design research. Teknik penelitian yang digunakan adalah teknik pengukuran, observasi langsung dan dokumentasi dengan alatnya berupa tes objektif, lembar pengamatan dan lembar dokumen. Subjek penelitiannya ada 2 kelas yaitu kelas A1 dan A2 pada mata kuliah Statistika Matematika Pendidikan Matematika terkhusus materi kombinatorika berjumlah 35 mahasiswa dengan lintasan belajarnya berupa Number-Number yang diterapkan secara bergantian ke mahasiswa. Kesimpulan dari penelitian ini diperoleh: 1) pada sub materi factorial, peserta didik dikenalkan dengan pendekatan RME bahwa 4!= 24 , 3!= 6, 2!= 2 , 1!=1 sampai dibuktikan bahwa 1!=1 pada sub materi permutasi dan kombinasi, peserta didik diarahkan for menjadi contoh Number dan huruf yang sama sehingga membentuk aturan permutasi dan kombinasi tersebut pada sub materi peluang, peserta didik dicontohkan tentang mata uang logam dan dadu, baik dalam sebuah, dua buah, maupun tiga buah dalam konteks masalah. Kata kunci: desain pembelajaran, pendekatan rme, penelitian desainDOI: http://dx.doi.org/10.23960/jpmipa/v24i3.pp594-60
Students’ Ability in Solving HOTS-Based Chemistry Problems: A Case of High School Students at Palembang City
Get PDFAbstract: This research aims to analysis students ability in solving HOTS based chemistry problems. This research is qualitative research with a case study approach. Data collection was carried out through observation, tests and interviews. The research results show that high-level thinking skills which include the level of analytical skills have an average student achievement of 16.162%, the level of evaluation thinking skills reaches 8.937%, and the level of creative thinking skills reaches a maximum of 14.888%. score 100. Based on the interview results, it is known that students' high-level thinking abilities are relatively low because they are not used to working on HOTS questions. Therefore, it can be concluded that high-level thinking abilities need to continue to be improved, and one way to achieve this is through solving HOTS based chemistry problems. Keywords: higher order thinking, chemistry problems, case study. Abstrak: Penelitian ini bertujuan untuk mengetahui tingkat kemampuan berpikir tingkat tinggi dalam menyelesaikan permasalahan Kimia HOTS (High-Order Thinking Skills). Penelitian ini merupakan penelitian kualitatif dengan pendekatan studi kasus. Pengumpulan data dilakukan melalui observasi, tes, dan wawancara. Hasil penelitian menunjukkan bahwa keterampilan berpikir tingkat tinggi yang meliputi tingkat keterampilan analisis mempunyai rata-rata pencapaian siswa sebesar 16,162%, tingkat keterampilan berpikir evaluasi mencapai 8,937%, dan tingkat keterampilan berpikir kreatif mencapai maksimal 14,888%. skor 100. Berdasarkan hasil wawancara diketahui bahwa kemampuan berpikir tingkat tinggi siswa tergolong rendah karena belum terbiasa mengerjakan soal HOTS. Oleh karena itu, dapat disimpulkan bahwa kemampuan berpikir tingkat tinggi perlu terus ditingkatkan, dan salah satu cara untuk mencapainya adalah melalui penyelesaian soal HOTS Kimia. Kata kunci: kemampuan berpikir tingkat tinggi, soal kimia, studi kasus.DOI: http://dx.doi.org/10.23960/jpmipa/v24i3.pp545-55
Analysis of Mathematical Literacy viewed from Student Learning Independence in Problem-based Learning assisted by e-Modules with a Local Culture Themes
Get PDFAbstract: This research aims to describe students' mathematical literacy abilities through the application of a PBL (Problem-Based Learning) model assisted by an e-module with a culturally based Ethnomathematics approach to the topic of Systems of Linear Equations and Inequalities (SPLDV). The study focuses on students' self-directed learning. The research subjects consisted of 32 students from SMP Negeri 3 Pematang Siantar. The research employed a mixed-methods approach, combining qualitative and quantitative research. The design used in this study was exploratory mixed-methods. Students' self-directed learning levels were categorized into three groups: high, medium, and low. The research findings from the 32 students in the experimental group showed that 5 students had low self-directed learning, 19 students had medium self-directed learning, and 8 students had high self-directed learning. The implementation of the teaching methods went very well, with an average rating of 4.50. The average score for mathematical literacy reached the minimum passing score (70), which was 82.73, with a passing proportion of 87.50%. The interpretation of both qualitative and quantitative research results led to the conclusion that there is a relationship between students' self-directed learning and their mathematical literacy abilities when exposed to the PBL model with a culturally based Ethnomathematics approach. Specifically, students with low self-directed learning exhibited low mathematical literacy, and vice versa. The research results also indicated that the average mathematical literacy scores of the experimental group were better than those of the control group. Keywords: mathematical literacy, pbl, self-directed learning, ethnomathematics, e-module, spldv. Abstrak: Penelitian ini bertujuan untuk mendeskripsikan kemampuan literasi matematis siswa melalui penerapan model PBL berbantuan e-modul dengan Pendekatan etnomatematika berbasis budaya lokal pada materi SPLDV ditinjau dari kemandirian belajar siswa. Subjek penelitiannya adalah 32 siswa SMP Negeri 3 Pematang Siantar. Jenis penelitian yang digunakan adalah penelitian campuran (kualitatif dan kuantitatif). Penelitian ini menggunakan desain campuran exploratory. Tingkat kemandirian belajar dikategorikan menjadi 3 yaitu tinggi, sedang dan rendah. Hasil penelitian dari 32 siswa pada kelas eksperimen terdapat 5 anak yang memiliki kemandirian rendah, 19 anak memiliki kemandirian sedang, dan 8 anak memiliki kemandirian tinggi. Keterlaksanaan pembelajaran berjalan dengan sangat baik dengan nilai rata-rata sebesar 4,50. Rata-rata nilai kemampuan literasi matematis mencapai KKM (70) yaitu 82,73 dengan proporsi ketuntasan mencapai 87,50%. Hasil interpretasi penelitian kualitatif dan kuantitatif dapat disimpulkan ada hubungan antara kemandirian belajar siswa dengan kemampuan literasi matematis siswa yang dikenai model pembelajaran PBL dengan pendekatan etnomatematika berbasis budaya lokal, yakni siswa yang memiliki kemandirian belajar rendah, kemampuan literasi matematisnya juga rendah, begitu sebaliknya. Hasil penelitian diperoleh rata-rata nilai kemampuan literasi matematis siswa pada kelas eksperimen lebih baik dari kelas control. Kata kunci: literasi matematika, pbl, kemandirian belajar, etnomatematika, e-modul, spldv DOI: http://dx.doi.org/10.23960/jpmipa/v24i3.pp670-68