Jurnal Pendidikan MIPA
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The Impact of Artificial Intelligence AI in Team-Based Project TBPj on Undergraduate Students' Meta-skills
Get PDFAbstract: The rapid transformation of the world due to advances in science and technology encourages universities to develop students' meta-skill competencies to adapt to various changes in world work. This research aims to investigate the impact of artificial intelligence (AI) integrated team-based project (TBPj) on the development of undergraduate students’ meta-skills. This study employed a quasi-experimental design using one group pre-test and post-test design with 30 research subjects. Data were collected using a meta-skills instrument in the form of a questionnaire and analyzed using a paired sample t-test. The results revealed a significant difference between the mean meta-skill scores of the students before (M = 37.50, SD = 13.31) and after (M = 86.57, SD = 4.30) the treatment [t(36) = 13.884, p < 0.001; d = 4.20]. Based on the results, it can be concluded that the use of AI integrated with the TBPj model has a high impact on improving undergraduate students' meta-skills. Keywords: artificial intelligence AI, team-based project TBPJ, meta-skills Abstrak: Cepatnya transformasi dunia akibat kemajuan ilmu pengetahuan dan teknologi mendorong perguruan tinggi untuk mengembangkan kompetensi meta-skills mahasiswa agar lebih adaptif terhadap berbagai perubahan dunia kerja. Penelitian ini bertujuan untuk mengetahui pengaruh penerapan artificial intelligence (AI) terintegrasi team-based project (TBPj) terhadap pengembangan meta-skills mahasiswa. Studi ini adalah quasi eksperimen menggunakan rancangan one group pre-test and post-test design dengan subjek penelitian sebanyak 30 orang. Data dikumpulkan dengan menggunakan instrument meta-skills berbentuk kuisioner dan dianalisis menggunakan uji statistic paired sample t-test. Hasil penelitian menunjukkan perbedaan signifikan antara rata-rata skor meta-skills mahasiswa sebelum (M = 37.50, SD = 13.31) dan setelah (M = 86.57, SD = 4.30) perlakuan [t(36) = 13.884, p <0.001; d = 4,20]. Berdasarkan hasil tersebut dapat disimpulkan bahwa penggunaan AI terintegrasi model TBPj berdampak tinggi terhadap perbaikan meta-skills mahasiswa Kata kunci: artificial intelligence AI, team-based project TBPJ, meta-skills DOI: http://dx.doi.org/10.23960/jpmipa/v24i4.pp825-83
Decompose The Cognitive Mapping of The PISA Question’s Problem Solving Thinking Structure
Get PDFAbstract: The mistake in problem-solving indicates the presence of the cognitive structure parts, which are problematic. One of the causes is thinking structures that need to be better organized and connected or experience cognitive mistakes. This study aims to describe students' thinking structure mistakes in solving PISA questions and the efforts to correct these mistakes through defragmenting thinking structures. This study uses a qualitative approach. This study uses a qualitative approach, including data reduction, presentation, and conclusion. Based on the results of the study, the mistakes of the students' thinking structures in problem-solving to finish the PISA questions were experienced by all subjects, including students misunderstanding the problem, mistakes in devising a finishing plan, carrying out a finishing plan, and rechecking process. These mistakes are influenced by several reasons, including the need for literacy skills in reading the meaning of the questions, not focusing on essential instructions on the questions, mastery of understanding the concept of prerequisite material, mistakes in operating, and the structured and analysis errors. The defragmenting process is carried out to correct students' thinking structure mistakes in problem-solving through intervention processes including scaffolding-review, scaffolding-restructuring, scaffolding-explaining, cognitive conflict, and dis-equilibration. Keywords: defragmenting, problem, question, structure, solving, thinking Abstrak: Kesalahan dalam pemecahan masalah menunjukkan adanya bagian-bagian struktur kognitif yang bermasalah. Salah satu penyebabnya adalah struktur berpikir yang perlu ditata dan terhubung dengan baik atau mengalami kesalahan berpikir. Penelitian ini bertujuan untuk mendeskripsikan kesalahan struktur berpikir siswa dalam menyelesaikan soal PISA dan upaya memperbaiki kesalahan tersebut melalui defragmentasi struktur berpikir. Penelitian ini menggunakan pendekatan kualitatif. Adapun pendekatan kualitatif yang meliputi reduksi data, penyajian, dan penarikan kesimpulan. Berdasarkan hasil penelitian, kesalahan struktur berpikir siswa dalam pemecahan masalah hingga menyelesaikan soal PISA dialami oleh semua mata pelajaran, antara lain siswa salah memahami soal, kesalahan menyusun rencana penyelesaian, melaksanakan rencana penyelesaian, dan proses pengecekan ulang. Kesalahan tersebut dipengaruhi oleh beberapa hal, antara lain perlunya kemampuan literasi dalam membaca makna soal, tidak fokus pada petunjuk esensial soal, penguasaan pemahaman konsep materi prasyarat, kesalahan pengoperasian, serta kesalahan terstruktur dan analisis. Proses defragmenting dilakukan untuk memperbaiki kesalahan struktur berpikir siswa dalam pemecahan masalah melalui proses intervensi meliputi scaffolding-review, scaffolding-restructuring, scaffolding-explaining, kognitif konflik, dan dis-equilibration. Kata kunci: defragmentasi, masalah, pertanyaan, struktur, pemecahan, pemikiranDOI: http://dx.doi.org/10.23960/jpmipa/v24i3.pp603-62
Analysis of Students' Mathematical Understanding using the Pirie-Kieren Lens
Get PDFCreating a learning environment that supports students' understanding is an important notion in mathematics education (Carpenter & Lehrer, 1999). In this case, it is necessary to have a flow in the learning process. Learning trajectory will help teachers apply models, teaching material strategies and appropriate assessments according to students' thinking stages. The flow of student learning in the development of symbols and their meaning in mathematics can be done through technology and information (Bakker et al., 2003). The purpose of this study is to analyze the understanding of mathematical concepts in high school students using the Pirie-Kieren theory lens. Based on the results of the analysis of student worksheets for groups with visual, auditory, and kinesthetic learning styles, they have fulfilled the layer of Piere-Kieren understanding up to the stage/organizing layer. The difference in the results of the worksheets of the students in the three groups of learning styles can be seen in their process of finding ways to arrange the candies/boxes equally.Creating a learning environment that supports students' understanding is an important notion in mathematics education (Carpenter & Lehrer, 1999). In this case, it is necessary to have a flow in the learning process. Learning trajectory will help teachers apply models, teaching material strategies and appropriate assessments according to students' thinking stages. The flow of student learning in the development of symbols and their meaning in mathematics can be done through technology and information (Bakker et al., 2003). The purpose of this study is to analyze the understanding of mathematical concepts in high school students using the Pirie-Kieren theory lens. Based on the results of the analysis of student worksheets for groups with visual, auditory, and kinesthetic learning styles, they have fulfilled the layer of Piere-Kieren understanding up to the stage/organizing layer. The difference in the results of the worksheets of the students in the three groups of learning styles can be seen in their process of finding ways to arrange the candies/boxes equally. Keywords: mathematics learning, Piere-Kieren theory, high school students. DOI: http://dx.doi.org/10.23960/jpmipa/v23i2.pp442-45
Development of STEM -Based Learning Media using Android Platform to Improve Students' Problem Solving Abilities
Get PDFAbstract: This research aims to develop Android-based learning media using a STEM approach to enhance students' problem-solving abilities. The learning media was developed using the 4D model and tested on 192 eighth-grade students from six junior high schools in Yogyakarta. The research results indicate that the developed learning media fulfills aspects of validity, practicality, and effectiveness. Validity was confirmed through assessments by subject matter experts and media experts, scoring 82 and 73.5, respectively, falling into the categories of very good and good. Practicality was established through small-scale and large-scale tests, scoring 80.27 and 76.34, respectively, categorized as good in both instances. Effectiveness was determined through effectiveness tests, including one-sample t-test and mean different test. The one-sample t-test results indicated an improvement in students' problem-solving abilities with an average increase of 21.2769 in the control class and 42.5423 in the experimental class. The conclusion drawn from this research is that Android-based learning media using a STEM approach is effective in enhancing students' problem-solving abilities. Keywords: learning media, STEM, mobile application. Abstrak: Penelitian ini bertujuan untuk mengembangkan media pembelajaran berbasis android dengan pendekatan STEM untuk meningkatkan kemampuan pemecahan masalah siswa. Media pembelajaran dikembangkan dengan model 4D untuk diuji coba kepada 192 siswa kelas 8 dari 6 SMP di Yogyakarta. Hasil dari penelitian menunjukkan bahwa media pembelajaran yang dibuat memenuhi aspek valid, praktis, dan efektif. Aspek valid diperoleh melalui penilaian ahli materi dan ahli media dengan nilai 82 dan 73,5 serta masuk pada kategori sangat baik dan baik. Aspek praktis diperoleh melalui uji skala kecil dan uji skala besar dengan nilai 80,27 dan 76,34 serta masuk kategori baik dan baik. Aspek efektif diperoleh melalui uji efektivitas yang meliputi one sample t-test dan mean different test. Berdasarkan one sample t-test diperoleh hasil bahwa terdapat peningkatan kemampuan pemecahan masalah siswa dengan peningkatan rata-rata sebesar 21,2769 pada kelas control dan 42,5423 pada kelas eksperimen. Kesimpulan dari penelitian ini adalah media pembelajaran berbasis android dengan pendekatan STEM efektif untuk meningkatkan kemampuan pemecahan masalah siswa. Kata kunci: android, media pembelajaran, STEM, 4D. DOI: http://dx.doi.org/10.23960/jpmipa/v24i4.pp890-90
Student Worksheet Model Learning Cycle 7E to Practice 4C Skills Learners
Get PDFAbstract: Students' 4C skills cannot be trained properly because there are no 7E learning cycle model worksheets available on temperature and heat. So students still have difficulty understanding abstract concepts in the material. The aim of this research is to determine students' 4C skills after using the 7E learning cycle model worksheet. The development method used is Research and Development (R&D) with a 4D model (define, design, develop and disseminate). The participants in this research consisted of 2 physics education lecturers and 1 psychology lecturer as validators, as well as 30 class XI MIPA students at MAN 3 Amuntai. The instruments of this research are validity questionnaires, pretest-posttest questions, communication and collaboration self-assessment sheets, and creative thinking observation sheets. 4C skills after using the 7E learning cycle model worksheet, namely critical skills obtained N-gain, namely 0.54% in the "medium" category, creative thinking skills were 60.78% at the first meeting and 62.01% at the second meeting, with the category " quite creative”, communication skills got 78.8% in the “good” category and collaboration skills got 78.2% in the “good” category. Keywords: 4C skills, learning cycle 7e, worksheet Abstrak: Keterampilan 4C peserta didik belum dapat terlatih dengan baik dikarenakan belum tersedianya lembar kerja model learning cycle 7E pada materi suhu dan kalor. Sehingga pserta didik masih kesulitan memahami konsep abstrak pada materi tersebut. Adapun tujuan penelitian ini untuk mengetahui keterampilan 4C peserta didik setelah menggunakan lembar kerja model learning cycle 7E. Metode pengembangan yang digunakan adalah Reseacrh and Development (R&D) dengan model 4D (define, design, develop dan disseminate). Partisipan penelitian ini terdiri dari 2 dosen pendidikan fisika dan 1 dosen prikologi sebagai validator, serta 30 peserta didik kelas XI MIPA di MAN 3 Amuntai. Instrumen penelitian ini yakni angket validitas, soal pretest-posttest, lembar penilaian diri komunikasi dan kolaborasi, serta lembar observas berpikir kreatif. keterampilan 4C setelah menggunakan lembar kerja model learning cycle 7E yakni keterampilan kritis memperoleh N-gain yaitu 0,54% kategori “sedang”, keterampilan berpikir kreatif sebesar 60,78% pada pertemuan pertama dan 62,01% pada pertemuan kedua, dengan kategori “cukup kreatif”, keterampilan komunikasi memperoleh 78,8% kategori “baik” dan keterampilan kolaborasi sebesar 78,2% kategori “baik” Kata kunci: keterampilan 4c, learning cycle 7e, lembar kerja DOI: http://dx.doi.org/10.23960/jpmipa/v24i4.pp846-85
Development of Artificial Intelligence-Based Learning Videos on the Topics of Air Pollution using Lumen App
Get PDFAbstract: This research is a development research that aims to produce multimedia-based learning media that is valid, effective and practical. This research uses programming (AI) and is combined with the Lumen application. The development model of this research is: ADDIE development, namely analysis, design, development, implementation, evaluation. The subjects of this study were seventh semester students of environmental chemistry courses on air pollution material. There are three data collection techniques carried out in this study, namely validity, obtained through validation by validators; effectiveness, obtained through learning outcomes and student responses to learning media; practicality, obtained from assessment instruments by validators. The results showed that the average value of validity was 86.2%. The effectiveness of the media from student learning outcomes obtained an average of 86.3%. The practicality of the learning video was obtained from the questionnaire assessment of lecturers and students with an average practicality value of 89%. Keywords: learning video, artificial intelligence, addie model, lumen's app or phrase. Abstrak: Penelitian ini merupakan penelitian pengembangan bertujuan untuk menghasilkan media pembelajaran berbasis multimedia yang valid, efektif dan praktis. Penelitian ini menggunakan pemrograman (AI) dan dikombinasikan dengan aplikasi Steve Model pengembangan penelitian ini yaitu : pengembangan ADDIE, yaitu analysis, design, development, implementation, evaluation. Subjek penelitian ini adalah mahasiswa semester tujuh mata kuliah kimia lingkungan pada materi polusi udara. Teknik pengumpulan data yang dilakukan pada penelitian ini ada tiga yaitu kevalidan, diperoleh melalui validasi oleh validator; keefektifan, diperoleh melalui hasil belajar dan respon mahasiswa terhadap media pembelajaran; kepraktisan, diperoleh dari instrumen penilaian oleh validator. Hasil penelitian menunjukkan bahwa nilai rata-rata kevalidan yaitu 86,2%. Keefektifan media dari hasil belajar mahasiswa memperoleh rata-rata sebesar 92,3%. Kepraktisan video pembelajaran diperoleh dari penilaiaan angket dosen dan mahasiswa dengan nilai rata-rata kepraktisan 89%. Kata kunci: video pembelajaran, artificial intelligence, model addie, aplikasi lumen DOI: http://dx.doi.org/10.23960/jpmipa/v24i4.pp801-80
Development of Audio-Visual Media Based on Video Tutorials to Support Digital Literacy in Practicum Activities
Get PDFAbstract: Video tutorials are audio-visual media that can guide practicum activities. Videos can facilitate digital literacy skills, supporting students' skills in using digital technology to access and communicate in practicum activities. The research aims to develop audio-visual media based on video tutorials to support students' digital literacy skills in practicum activities. The type of research is Research and Development (R&D) research using the Borg & Gall model. Data collection techniques include administering questionnaires and pre-post tests. Data analysis used a Likert scale and n-gain test. The research results show that the product was developed during water pollution activities. Validation results with very good interpretation. Student responses to video tutorials can provide an overview of students' digital literacy abilities accompanied by high n-gain values for each indicator. Thus, developing audio-visual media based on video tutorials can strategically support students' digital literacy skills in practicum activities. Keywords: audio-visual media, video tutorials, practicum activities, digital literacy. Abstrak: Video tutorial merupakan media audio-visual yang dapat menjadi penuntun kegiatan praktikum. Penggunaan video dapat memfasilitasi kemampuan literasi digital yang dapat mendukung keterampilan mahasiswa dalam penggunaan teknologi digital untuk mengakses dan berkomunikasi dalam kegiatan praktikum. Tujuan penelitian yaitu mengembangan media audio-visual berbasis video tutorial untuk menunjang kemampuan literasi digital mahasiswa pada kegiatan praktikum. Jenis penelitian yaitu penelitian Research and Development (R&D) menggunakan model Borg & Gall. Teknik pengumpulan data berupa pemberian angket dan tes awal-akhir. Analisis data dilakukan dengan menggunakan skala likert dan n-gain test. Hasil penelitian menunjukkan bahwa produk dikembangkan pada kegiatan praktikum pencemaran air. Hasil validasi dengan interpretasi sangat baik. Respon mahasiswa pada video tutorial dapat memberikan gambaran tentang kemampuan literasi digital mahasiswa disertai nilai n-gain tinggi pada tiap indikator. Dengan demikian Pengembangan media audio-visual berbasis video tutorial dapat dijadikan sebagai langkah strategis dalam mendukung kemampuan literasi digital mahasiswa pada kegiatan praktikum. Kata kunci: media audio-visual, video tutorial, kegiatan praktikum, literasi digital. DOI: http://dx.doi.org/10.23960/jpmipa/v24i4.pp901-91
The Influence of Riko the Series on the Learning Outcomes of the Water Cycle for Elementary School Students
Get PDFAbstract: This research aims to determine the impact of the Riko the Series on the learning outcomes of elementary school students in the water cycle material. The learning outcomes referred to in this study pertain to the achievement at the level of conceptual understanding in the cognitive domain. This is a quantitative study with quasi-experimental research as its method. The research utilizes a Nonequivalent Control Group design, involving pretest and posttest assessments in each group, with the population being all fourth-grade students of elementary school of Negeri Sukaraja 1. The sampling technique used is purposive sampling The sample consists of 31 students from Class IV A and 31 students from Class IV B, both from elementary school of Sukaraja 1. The preliminary findings indicate a significant impact on the learning outcomes of elementary school students in the water cycle material, whether or not the Riko the Series is used. Subsequent research findings reveal that the learning approach involving the Riko the Series leads to better learning outcomes, as evidenced by higher average scores. However, when comparing the learning outcomes between the experimental and control groups, no significant impact is found. To measure the influence in more detail, an effect size calculation is performed. The result of the effect size calculation, based on Cohen's D criteria, considering the entire population of fourth-grade students at elementary school of Negeri Sukaraja 1 Sumedang, suggests that the Riko the Series has a low impact on the learning outcomes of elementary school sukaraja 1 Sumedang with an effect size of 0.254. Keywords: riko the series, elementary school, water cycle Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh Riko the Series terhadap hasil belajar siswa sekolah dasar pada materi siklus air. Hasil belajar yang dimaksud dalam penelitian ini adalah pencapaian pada tingkat pemahaman konsep dalam ranah kognitif. Penelitian ini merupakan penelitian jenis kuantitatif dengan kuasi eksperimen sebagai metode penelitiannya. Dalam penelitian ini, digunakan desain Nonequivalent Control Group, yang melibatkan pengujian pretest sebelum perlakuan dan pengujian posttest setelah perlakuan di setiap kelompok, populasi dalam penelitian ini adalah seluruh siswa kelas IV SD Negeri Sukaraja 1 teknik pengambilan sampel menggunakan purposive sampling dengan sampel 31 siswa kelas IV A SD Negeri Sukaraja 1 dan 31 siswa kelas IV B SD Negeri Sukaraja 1. Hasil penelitian awal menunjukkan adanya pengaruh yang signifikan terhadap hasil belajar siswa sekolah dasar pada materi siklus air, baik saat Riko the Series digunakan maupun tidak. kemudian hasil penelitian lanjutan menemukan bahwa pendekatan pembelajaran yang melibatkan Riko the Series menghasilkan hasil belajar yang lebih baik, seperti terlihat dari nilai rata-rata yang lebih tinggi. Namun, saat perbandingan hasil belajar antara kelas eksperimen dan kelas kontrol dilakukan, tidak ditemukan dampak yang signifikan antara keduanya. Untuk mengukur pengaruh secara lebih terperinci, dilakukan perhitungan effect size. Dari hasil perhitungan effect size ditemukan bahwa berdasarkan kriteria effect size Cohen’s D dengan ketentuan bahwa populasi dalam penelitian ini adalah seluruh siswa kelas IV SD Negeri Sukaraja 1 Sumedang. Maka dapat disimpulkan bahwa riko the series berpengaruh rendah terhadap hasil belajar siswa sekolah dasar Negeri Sukaraja 1 Sumedang pada materi siklus air dengan pengaruh sebesar 0,254. Kata kunci: riko the series, sekolah dasar, siklus air DOI: http://dx.doi.org/10.23960/jpmipa/v24i4.pp784-80
A Systematic Review on Interdisciplinary STEM: Integration of Humanities, Arts, and Social Scientific Issues in Science Learning
Get PDFAbstract: The aim is to understand the application and impact of STEM Humanities in science education as an implementation reference. This review systematically explores papers published between 2018-2022 through keyword searches and a snowballing approach on the Scopus database; 16 journal papers were included. The analysis shows that Implementation of Interdisciplinary STEM (STEM Humanities), Interdisciplinary Potential of STEM (Students’ perceptions of the relationship between science and non-science), Impact of Interdisciplinary STEM (STEM Humanities). The collective findings of 16 papers show that STEM interdisciplinarity opportunities to combine learning between science and non-science. Allows students to understand problems that exist in the real world. By grasping real-world issues, students can enhance their problem-solving skills, aligning with the demands of the 21st century. Moreover, interdisciplinary STEM ensures that students with disabilities and people of colour feel comfortable in their learning environment, preventing discrimination against students from diverse backgrounds. Keywords: interdisciplinary stem; stem humanities; problem-solving Abstrak: Artikel ini mengeksplorasi temuan terkait interdisipliner STEM dengan fokus integrasi Humaniora, Seni, dan Sosial Sains (STEM Humanistik). Tujuannya adalah untuk memahami penerapan dan dampak Humanistik STEAM dalam pendidikan sains sebagai referensi implementasi. Tinjauan ini secara sistematis mengeksplorasi makalah yang diterbitkan antara tahun 2018 dan 2022 melalui pencarian kata kunci dan pendekatan snowballing pada database Scopus; 16 makalah jurnal dimasukkan dalam ulasan ini. Analisis menunjukkan bahwa Implementasi Interdisipliner STEM (STEM Humanistik) Potensi Interdisipliner STEM (Persepsi siswa pada hubungan antara sains dan non sains) Dampak Interdisipliner STEM (STEM Humanistik). Temuan kolektif dari 16 makalah menunjukkan bahwa interdisipliner STEM membuka peluang untuk menggabungkan pembelajaran antara sains dengan non sains. Hal tersebut, dapat membuat peserta didik memahami masalah yang ada di dunia nyata. Dengan memahami masalah dunia nyata, peserta didik dapat meningkatkan keterampilan pemecahan masalah yang sesuai dengan keterampilan tuntutan abad 21. Selain itu, interdisipliner STEM memberikan kenyamanan peserta didik disabilitas dan kulit berwarna dalam belajar sehingga tidak terdapat deskriminasi pada siswa dengan latar belakang yang berbeda. Kata kunci: kemampuan berpikir kreatif matematis, means-ends analysis, pendekatan realistik, kemandirian belajar siswaDOI: http://dx.doi.org/10.23960/jpmipa/v24i3.pp571-58
Cognitive Load Theory: Mathematical Resilience in a Variable Examples-Based Learning
Get PDFCognitive load theory is an instructional design theory which emphasizes the limited nature of working memory's capacity to process information. Germane cognitive load supports learning in which students do continuous efforts in understanding learning materials. Continuous efforts to get the desired results are called resilience. The fact is that prospective Mathematics teachers have limited interest in understanding difficult material while interest is very closely related to resilience. This limited interest results in less optimal efforts. This research is a qualitative descriptive study which aims at describing aspects of resilience in Germane cognitive load-based learning by using variable examples. The findings showed that the stages of learning based on cognitive load with variable examples were giving orientation to the learning material, organizing the variable examples, giving assistance to the work completion, presenting the results, and evaluating. As conclusion, aspects of resilience that appear in cognitive load-based learning are perseverance, adaptiveness, creativity, self-motivation, curiosity, and self-control. Keywords: cognitive load, resilience, variable examples-based learning. DOI: http://dx.doi.org/10.23960/jpmipa/v24i2.pp493-504