Jurnal Pendidikan MIPA
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Question Items of Magnitude and Motion Topics in Several High School Physics Textbooks: A Cognitive Level Analysis
Get PDFThis study aims to analyze the percentage of cognitive achievement level questions and compare cognitive level achievement based on thinking stages (LOTs and HOTs) in physics textbooks for class X SMA for the content of magnitude and motion. This type of research is descriptive research with a case study design that is analyzed qualitatively. The source of the data in this study was a class X physics textbook on magnitude and motion. The research subjects were evaluation questions in five books, hereinafter referred to as book A, book B, book C, book D, and book E. The results of this study indicated that the highest proportion of cognitive levels used in the questions from the five physics books was C4 (analyzing). and the lowest is C6 (create). The percentage of questions for each cognitive level are: C1 (remembering) 10%, C2 (understanding) 26.85%, C3 (applying) 18%, C4 (analyzing) 51.2%, C5 (evaluating) 5.75% and C6 (create) with a percentage of 0%. This shows that the percentage of HOTS cognitive level items (56.95%) is higher than the LOTs level (43.05%). It is hoped that the results of this study will provide information to high school teachers and prospective physics teacher students to develop practice questions that are oriented towards high-level skills. Keywords: textbook analysis, HOTs, LOTs, cognitive level. DOI: http://dx.doi.org/10.23960/jpmipa/v23i4.pp1481-149
Analysis of The Creativity of Senior High School Students Through The C-R-E-A-T-E Learning Model
Get PDFThis study aims to analyze students' creativity through the C-R-E-A-T-E learning model in a blended system. Voltaic Cell was chosen as the material studied because the process of making Voltaic Cells can support the development of students' creativity. The research method used was Design Based Research (DbR). The research instrument used was a creativity observation sheet according to William's creativity indicator and an assessment sheet for students' creative products which included three main skills: creating, investigating, and problem-solving skills. The results of this study indicate that the step-by-step C-R-E-A-T-E learning model implemented through a blended system supported by Google Classroom can develop students' creativity, both in terms of creative processes and creative products. It was shown from the observation results of students' creativity on the indicators of fluency, flexibility, elaboration, originality, and evaluation each included in the very good category. In addition, the average score of students' creative product assessment is also in the very good category. These results indicate that the learning model is feasible to be applied in learning as an effort to develop student creativity. Keywords: students’ creativity, the C-R-E-A-T-E model, senior high school. DOI: http://dx.doi.org/10.23960/jpmipa/v23i4.pp1673-168
Students' Perceptions towards Blended Learning during Covid-19 Pandemic
Get PDFThis study aims to describe students' perceptions of the application of the Blended Learning model in learning mathematics during the COVID-19 pandemic at SMK Negeri 1 Sungai Apit. This research uses descriptive quantitative research methods. The subjects of this study were 40 students from SMK Negeri 1 Sungai Apit. The object of research is students' perceptions of Blended learning during Covid 19. The research data are analysed by finding the percentage and describing students' perceptions of blended learning. Based on the results of the study showed that as many as 47% of students felt enthusiastic and liked the direct learning process because the learning methods used by teachers varied despite having limited time, 45% of students always experienced problems in accessing the learning provided by the teacher, and 46% of students dared to learn. express opinions, both face-to-face learning and online learning. Based on this research, it can be concluded that more students like Limited Face-to-face Meetings (PTMT) than online learning. Keywords: blended learning, online Learning, face-to-face, mathematics, perception. DOI: http://dx.doi.org/10.23960/jpmipa/v23i2.pp793-80
Digital-Based Physics Pocket Book Design with Short Counting Methods for Junior High School Students
Get PDFThis study aims to design a digital-based physics pocket book with a short calculation method for junior high school students. This type of research and development is used in this study. At the design stage, we selected the ADDIE model. The design phase includes: the analysis phase, the stage design, the stage of development. Research data obtained by reviewing the curriculum, interviews, and validation questionnaires. Class VII, VIII, IX students, as many as 9 people, became the subject of a limited trial in this study. Data analysis was carried out by reviewing curriculum content, descriptive interview results, and quantitative analysis for validation. The results showed that the design of a digital-based physics pocket book with a short calculation method was valid and could be used by Junior high school students.Keywords: digital book, pocket book, short count method, physics learning.DOI: http://dx.doi.org/10.23960/jpmipa/v23i3.pp1030-103
Development of Missouri Mathematics Project Learning Worksheet to Improve Mathematical Communication and Critical Thinking Skill
Get PDFThis study aims to develop a valid, effective, and practical mathematics learning tool. This study aims to develop student worksheets based on mathematical communication and critical thinking on data presentation material. The type of research conducted by researchers is research and development (R&D). This worksheet development model uses 4-D, namely the model from Thiagajar, among others: Define (defining), Design (design), Develop (development), Disseminate (deployment). Based on the purpose of this study, the worksheet develop by the researcher was declared valid with a final score of 3.89 which was obtained from the validation sheet of all instruments given to the two validators, namely lecturers and teachers and showed that it was feasible to be tested on students. The worksheets developed by the researchers were stated to be very practical with a final score of 84,93%, meaning that the worksheets were easy to use and achieved the learning objectives that had been determined. The worksheet developed by the researchers showed a very effective category with an average final score of 5.86% and an average N-Gain score of 0.55 and the percentage of N-gain scores was 55.73% with a moderate improvement category, meaning that the worksheet had influence on students so as to bring results in achieving learning objectives.Keywords: students’ worksheet, Missouri mathematics project, mathematical communication, critical thinking. DOI: http://dx.doi.org/10.23960/jpmipa/v23i1.pp57-6
Mathematics Teaching Anxiety of Indonesian Elementary School Teachers in Online Learning during COVID-19 Outbreak
Get PDFThis study aims to identify the scale of mathematics teaching anxiety among Elementary teachers during online learning during the Covid-19 Pandemic at Pekayon district and determine the mathematics anxiety in teaching during the pandemic. The research method that used for this research is a mixed method. The study was conducted on 42 mathematics teachers who teach online learning. Data were collected through a 19-item Mathematics Teaching Anxiety Scale (MTAS) questionnaire. The results indicated that six people (14%) were classified as having high anxiety, twenty-eight people (67%) as having moderate anxiety, and eight people (19%) as having low anxiety. The factors that cause anxiety in teaching mathematics in general are the factors of Student-Directed Mathematics Teaching Anxiety. However, Teachers with high anxiety, teachers with low anxiety, and teachers with normal anxiety differ greatly in preparing materials and learning tools and delivering online learning materials. Keywords: mathematics teaching anxiety, MTAS, online learning, Covid-19 pandemic DOI: http://dx.doi.org/10.23960/jpmipa/v23i2.pp595-60
Development of Problem Based e-Worksheet to Enhance Mathematics’ Communication Skill in Cartesian Coordinates
Get PDFThe importance of mathematics communication as one skill in the mathematics learning process standard doesn't necessarily make learning oriented towards achieving this skill. This study aims to develop a problem-based e-worksheet and determine its validity, practicality, and effectiveness in enhancing the mathematics communication skill in the cartesian coordinate topics. This study is a Research and development using the ADDIE model containing stages of analysis, design, development, implementation, and evaluation. The results showed that the e-worksheet was declared feasible. The validity of the e-worksheet is indicated by the average score of the material and media validators which is a very good criterion. The response questionnaire average value also shows the practicality of this e-worksheet. While the effectiveness is shown by increasing students' mathematics communication skills after being given an e-worksheet. Several features of the e-worksheet and the loaded Problem-Based Learning model syntax support the effectiveness of the e-worksheet. Keywords: mathematics communication, e-worksheet, problem based learning. DOI: http://dx.doi.org/10.23960/jpmipa/v23i2.pp569-58
Implementation of Web-Assisted Project Based Learning Model Learning to Improve Critical Thinking Skills and Science Process Skills
Get PDFThe purpose of this study was to describe and analyze the effectiveness of the website-based Project Based Learning approach to improving students' critical thinking skills and science process skills. The design of this study was a quasi-experimental with a nonequivalent control group design in which the experimental and control groups were selected randomly. The instruments used to measure critical thinking skills are test questions while the instruments used to measure science process skills are test questions and observation sheets. The results of the study show that learning before and after Project Based e-Learning has increased by 9.8%. The increase in students' critical thinking skills is caused by the use of Project Based Learning where this model can make students play an active role in solving problems, making decisions, researching, presenting and creating documents. The application of Project Based eLearning to class V science material has experienced a significant increase. This is shown by the results of hypothesis testing where the sig (2-tailed) value is 0.00 (p <0.05). The increase in science process skills occurs because Project-Based learning can support participants in developing their creativity in designing and creating projects that can be used to solve problems. Keywords: project based learning, critical thinking skills, science process skills. DOI: http://dx.doi.org/10.23960/jpmipa/v23i4.pp1598-160
Improving Students’ Self-Esteem in Learning Mathematics through a Realistic Mathematic Education
Get PDFThis research is motivated by the problem, the low level of self-esteem of students. The purpose of this study was to determine the increase in self-esteem of students with realistic mathematics education in mathematics learning, and to determine student responses to mathematics learning with realistic mathematics learning. This type of research is descriptive research through questionnaire analysis. The instrument used is a self-esteem questionnaire to see self-esteem abilities that have been tested and a questionnaire to see student responses. In this study, data were obtained to see the increase in self-esteem of students with realistic mathematics education in learning mathematics and to see student responses to learning mathematics using mathematics education which were analyzed using a Likert attitude scale. The scale in this self-esteem contains four components, namely: students' assessments of (1) their ability (capability) in mathematics, (2) their success (successfulness) in mathematics, (3) their significance in mathematics, and (4) goodness (worthiness) himself in mathematics The conclusion obtained in this study related to self-esteem in mathematics is that it can be seen as a whole using a realistic mathematical education. It shows that there are 86.56% of students giving positive responses. Keywords: self-esteem, junior high school students, realistic mathematic education. DOI: http://dx.doi.org/10.23960/jpmipa/v23i3.pp1262-127
Improving Creative Thinking Skills of Junior High School Students through a Project-Based Learning of Cassava Peel Waste Processing
Get PDFCreative thinking skills have an important role to face the challenges of the 21st century. This study aims to improve the creative thinking skills of junior high school students through a project-based learning model for processing cassava peel waste. This research method is quasi-experimental, non-equivalent pre-test-post-test control group design. The sample in this study was class VII students of SMPN 1 Purbolinggo, who were determined using a purposive sampling technique. The number of students in the control and the experimental classes was 32 people each. The instruments in this research are the Creative Thinking Skills Test and Performance Assessment. The results showed that the average N-gain for creative thinking skills in the experimental class was in the medium category (0.58), while on the control class, it was in the low category (0.29). Cohen's d coefficients for each indicator of creative thinking skills fluency, flexibility, originality, and elaboration; were 0.62, 0.58, 0.72, and 0.72, respectively, all in the medium category. However, Cohen's d coefficient effect size for the average N-gain overall creative thinking skills is 2.40, belonging to the very large category. Based on these results, it can conclude that the project-based learning model is effective with a very large effect on improving students' creative thinking skills.Keywords: creative thinking skills, project-based learning models, cassava peel waste.DOI: http://dx.doi.org/10.23960/jpmipa/v23i4.pp1850-186