Jurnal Pendidikan MIPA
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Development of Problem Based Eco-website Media on the Topics of Ecosystem to Improve Critical Thinking and Problem Solving Skills
Full text linkLearning activities that can be applied to students are by providing innovative learning media so that students are encouraged to hone critical thinking skills and problem solving skills. The purpose of this research is to develop PBL based eco-website media on ecosystem material and analyze the improvement of critical thinking and problem solving skills of class X students of SMAN 1 Waringinkurung Serang district. The research method used is educational design research (EDR) using the Hannafin and Peck model which includes three stages. The need assessment stage shows that students need interesting media equipped with the presentation of images, videos, games, there are cases and media can be used anytime and anywhere without burdening smartphone memory. The design stage is carried out product design to produce eco-website media by providing learning material features in the form of images, text, and videos. Cases are available and equipped with activities with the PBL approach, and interesting games are available. The development and implement stage produces PBL based eco-website media that is feasible to use, this is indicated by the acquisition of values given by media and material experts of 88.33% and 89.17%. The results of the small group readability test to students and educators obtained results of 91,80% and 95.83%, so the media is feasible to use in learning biology ecosystem material. The results of the implementation of learning using PBL based eco-website media in the experimental class were analyzed by MANOVA test which proved that PBL based eco-website media used in biology learning can improve students' critical thinking and problem solving skills on ecosystem material. Thus, the media developed, namely PBL based eco-website, is feasible to use and can improve students' critical thinking and problem solving skills on ecosystem material. Keywords: critical thinking, eco-website, ecosystem, hannafin and peck, manova, problem solving.
Exploring Students' Metacognition in Numeracy Problem Solving: The Role of Reflective and Impulsive Cognitive Styles
Full text linkThe purpose of this study was to describe the metacognition of grade IX students of SMP Negeri 19 Palu in solving numeracy problems based on reflective and impulsive cognitive styles. Metacognition in this study includes three aspects namely awareness, regulation, and evaluation observed at each stage of problem solving according to Polya's model. This descriptive qualitative research used Matching Familiar Figures Test (MFFT-2021), numeracy written test, think-aloud protocol, and in-depth interviews for data collection. In-depth study subjects consisted of two students, one each with reflective cognitive style and one with impulsive cognitive style. The results showed that at the stage of understanding the problem, reflective students showed high awareness and were able to organize their thoughts to understand the context of the problem in depth, while impulsive students tended to be faster in understanding the problem without in-depth analysis. At the stage of developing a plan, reflective students perform good regulation and evaluate the plan made, while impulsive students show awareness and regulation, but the evaluation of the plan is not always consistent. At the stage of implementing the plan, reflective students are able to evaluate the ongoing process, although this evaluation is more visible at the final stage, while impulsive students are less consistent in evaluation during the implementation of the plan, with evaluation only appearing at the final stage. Finally, at the looking back stage, reflective students showed a clear evaluation, although awareness and regulation were not significantly visible, while impulsive students only showed evaluation at the final stage without any deep reflection on the process that had been passed. Overall, reflective cognitive style tends to produce a more complete and in-depth metacognitive involvement in each stage of problem solving, while impulsive style shows a more limited and less consistent involvement in the evaluation aspect. Keywords: metacognition, numeracy, cognitive style, reflective, impulsive
Development of Student Worksheets with Contextual Teaching and Learning Approach for Learning Ecosystem
Full text linkBiology learning at SMAS Taman Siswa Sukadamai has not used worksheets as teaching materials, teachers only use textbooks in the learning process so that the teacher-centered biology learning process becomes uninteresting and monotonous. This study aims to produce ctl-based worksheets on ecosystem material. The model used in this study is the ADDIE development model which consists of 5 stages, namely analysis, design, development, implementation and evaluation. This research data collection technique through interviews, observation, questionnaires and tests. The research results based on the assessment of material experts obtained a score of 88% and media experts by 92% with the category very suitable for use in learning. The teacher and student assessment responses during the try-out obtained a score of 90% for teachers and 83.37% for students in the very practical category for use in learning. The results of applying the CTL-based LKPD on ecosystem material to student learning outcomes obtained quite effective results with an n-gain value of 0.67 in the quite effective category. It can be interpreted that CTL-based worksheets on ecosystem material are very feasible and can be used in the learning process.Keywords: student worksheet, Contextual Teaching and Learning, Biology learning.DOI: http://dx.doi.org/10.23960/jpmipa/v24i1.pp191-20
Analysis of Items Parameters on Work and Energy Subtest Using Item Response Theory
Full text linkThis study aims to describe the Physics test item parameters in Work and Energy and describe students’ abilities using the item response theory approach (IRT) dichotomous scoring. This research is quantitative descriptive. The research subjects were 1175 high school class XI students in West Java and Banten provinces consisting of 450 male students and 725 female students. The instrument used was Physics of Work and Energy as many as 25 items in multiple choices with dichotomous scoring. Student response data with dichotomous scoring were analyzed using the item response theory approach using the BILOG-MG program. The results showed that most of the items fit the 2PL model. Subsequent analysis of the items’ characteristics indicates that all items have different power and a level of difficulty in the good criteria. Keywords: item parameters, item response theory, physics test. DOI: https://dx.doi.org/10.23960/jpmipa/v22i1.pp1-9
Development of Interactive e-Worksheet to Improve Science Process Skills of Junior High School Students
Full text linkThis study aims to develop interactive worksheet, describe the validity, practicality, and effectiveness of interactive worksheet by using liveworksheets to improve junior high school students' science process skills in the material of additives and addictive substances . The research method uses the 4-D development model. The subjects of this study were 66 students consisting of 32 students in class VIII A and 34 students in class VIII B at Gajah Mada Junior High School. The instruments used in this study were questionnaires and tests. Questionnaires are used to obtain validation data, test student responses and teacher responses while tests are used to measure effectiveness by collecting pre-test and post-test data. The results of this research and development indicate that the results of the validation of material and media experts obtained a percentage of 88% in the valid category. Practical interactive worksheets are used with a percentage of values with very practical criteria. This interactive worksheet is also effective for improving students' science process skill in the experimental class with an average N-Gain of 0.72 with a high classification and the effect size value is 0.94 with the big category. Keywords: liveworksheet, interactive worksheet, science process skill, discovery learningDOI: http://dx.doi.org/10.23960/jpmipa/v24i1.pp321-32
The Impact of Refutation Texts in Scientific Conception: Meta-analysis
Full text linkThis research aimed to analyze the role and impact of refutational text on student conceptions and learning outcomes. Utilizing meta-analysis methods, this study sourced articles from the Scopus and Web of Science databases, covering publications from 2001 to 2023. The article selection process adhered to the PRISMA technique, implemented systematically in several stages to ensure rigor and transparency. The meta-analysis used the random-effects model to account for variability among studies, offering a more generalized understanding of the effects of refutational text across different contexts and populations. The results were synthesized through a Forest plot, revealing a standard mean difference with a P value of <0.01, indicating a statistically significant effect of refutational text on students’ conceptions. This suggests that the use of refutational text substantially influences learning, particularly in addressing misconceptions. Additionally, the study highlighted that while the potential for applying refutational texts in Indonesia is promising, the number of global and internationally indexed publications on this topic remains limited. This lack of extensive research limits the broader application of refutational text in educational contexts. However, the findings suggest that refutational text holds significant promise for science education, especially for topics where students commonly hold misconceptions about difficult concepts. Further research is recommended to explore its full potential and to encourage the publication and wider application of refutation texts in science education. Keywords: refutation text, meta-analysis, conception, conceptual change
The Effect of Numerical Literacy Activities in Problem Based Learning Environment toward Mathematical Reasoning Ability of Elementary School Students
Full text link21st-century competence demands that students can reason according to current conditions that are relevant and accurate. Still, learning in the classroom uses a learning model that often does not support students’ reasoning. This study aims for differences in students’ mathematical reasoning abilities after being taught using an integrated problem-based learning model of numeracy literacy activities with students’ mathematical reasoning abilities using a problem-based learning model. This type of research is quasi-experimental design. The population is all grade IV elementary school students, Takalar. The sampling technique is cluster random sampling. The instrument uses a reasoning test. The results showed a difference in mathematical reasoning ability between students taught with an integrated problem-based learning model of numeracy literacy activities and students trained with problem-based learning. Teachers can improve students’ reasoning power by using a problem-based learning model integrated with numeracy literacy activities Keywords: Problem-based learning, numeracy literacy, reasoning, mathematics DOI: http://dx.doi.org/10.23960/jpmipa/v23i3.pp984-99
Analysis of Indonesian Students’ Error in Solving Mathematical Literacy Problems Based on PISA 2015 Results
Full text linkThis study aims to describe the students’ error in solving mathematical literacy problems with focused on level 3 and 4 based on PISA 2015. Qualitative research was used in this study with a descriptive approach. The subjects of this study were 61 students at seventh grade consisted of 28 students from SMPN 14 Bandung and 33 students from SMPN 9 Bandung. The instrument consisted of four questions designed and interview guidelines. Data were analyzed descriptively based on written test results and interviews to confirm students’ work. The results of this study showed that 65.3% of students made mistakes in solving mathematical literacy level 3 and 73.68% of students made mistakes in solving mathematical literacy level 4. Students’ error that arise in solving these mathematical literacy problems are understanding the problem and choosing the information to get a solution. Based on the results, researcher suggest that the preparation of sentences in the mathematical literacy problem, it should be emphasized with the precise sentences, so that the purpose of the problem is well understood by students. Keywords: students’ error, mathematical literacy problems level 3 and 4, PISA 2015 results, junior high school students. DOI: http://dx.doi.org/10.23960/jpmipa/v21i1.pp67-77
Index Card Match Learning Model Integrated with Flipped Classroom to Improve Conceptual Understanding
Full text linkThis research aimed at improving students' conceptual understanding of the excretory system through index card match learning model (ICMLM) integrated with the flipped classroom. This study conducted a pre-experimental with One Group Pre-test-Post-test Design involving 16 students of Junior High School Muhammadiyah 7 Gresik grade VIII within a-twice meeting during limited face-to-face learning. The instruments consisted of pre-test and post-test, learning observation sheets, and questionnaires for student responses. Data collection used test and questionnaire method. Cognitive data analysis of concept understanding using t-test and N Gain. The t-test result obtained a score of 0.000. Besides, the N-Gain test revealed an average score of 0.75, characterized in the high category. This test showed that students' understanding of concepts in detail is increased, namely, 7 students in the medium category and 9 students in the high category. Student responses after treatment were considered very good, with a percentage of 86.45%. Keywords: concept understanding, flipped classroom, index card match learning model. DOI: http://dx.doi.org/10.23960/jpmipa/v23i2.pp505-51
Mapping Newman’s Error Analysis to Mathematical Creative Thinking: A Diagnostic Tool for Identifying Cognitive Disruptions
Full text linkThis study examines the relationship between Newman’s Error Analysis (NEA) stages and dimensions of Mathematical Creative Thinking (MCT) in solving contextual problems on relations and functions. Using a descriptive qualitative approach, 25 eighth-grade students were analyzed through two open-ended contextual essay items and semi-structured interviews. Errors identified at each NEA stage (reading, comprehension, transformation, process skills, encoding) were mapped to corresponding MCT dimensions to investigate correlations between error patterns and limitations in creative thinking. Findings indicate that students’ primary difficulties emerged at higher-order cognitive stages. Most students succeeded in the reading (23 students on item 1) and comprehension stages (19 students), yet substantial errors occurred during transformation (14 errors), process skills (17 errors), and encoding (20 errors), a pattern similarly observed in Item 2. The narrowing of the Sankey diagram flow suggests that the core difficulties lie not in basic literacy skills but rather in increasing representational and procedural complexity, particularly at the transition from transformation to process skills. Case analyses revealed distinct profiles: high-ability students demonstrated strong fluency and flexibility but experienced a “cognitive transparency illusion” that constrained their elaboration; medium-ability students showed inconsistency in strategic execution due to strategic breakdowns and affective instability; and low-ability students encountered cascading failures beginning from the earliest stages. The study positions the NEA–MCT mapping as an interpretive diagnostic helpful framework for identifying cognitive–affective barriers to mathematical creativity. This framework supports differentiated interventions, including metacommunicative scaffolding for high-ability students, integrated cognitive–strategic–affective support for medium-ability students, and foundational representational instruction with affective scaffolding for low-ability students. Limitations include the small sample size and the narrow task context. Future studies should involve larger and more diverse participants, incorporate real-time think-aloud data, explore additional mathematical domains, and evaluate the framework’s potential in digital learning environments. Keywords: mathematical creative thinking, Newman’s Error Analysis, problem solving, relations and functions