Jurnal Pendidikan MIPA
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Enhancing Mathematical Connection Ability through Scratch-Assisted Problem-Based Learning: A Mixed-Methods Study in Exponent Topics
Full text linkThis study aims to investigate the role of Scratch multimedia in enhancing junior high school students' mathematical connection skills related to the topic of exponents. This study employed a mixed-methods design, integrating quantitative and qualitative approaches, with 25 ninth-grade students as participants. Six students were purposively selected for in-depth interviews. Quantitative data were collected through pre-tests and post-tests and analyzed using paired-samples t-tests. In contrast, qualitative data were obtained from observation and interview results, and were analyzed thematically to identify the main themes during the learning process. Quantitatively, the study's results showed a significant increase in each indicator of mathematical connection skills. The indicator of connections between mathematical ideas (M post-test = 78.40, M pre-test = 45.20, t(24) = 7.43, p = 0.002) with an N-Gain value of 61% showed a fairly good increase. The connection indicator between mathematical representations (M post-test = 93.32, M pre-test = 58.40, t(24) = 4.89, p < 0.001) with an N-Gain value of 84% demonstrated a significant improvement. The connection indicator of mathematics with real-life problems (M post-test = 74.40, M pre-test = 24.20, t(24) = 6.18, p < 0.001) showed a significant improvement, with an N-Gain value of 61%, indicating a strong connection. Qualitatively, the study's results revealed three main themes: the use of Scratch multimedia in exponential learning enhances students' understanding of the material, creates a fun learning experience, and strengthens understanding through games. This study shows a positive impact of Scratch multimedia on improving students' mathematical connection abilities. Future research can utilize longitudinal studies to determine whether learning improvements are sustained in the long term. Keywords: mathematical connection, mathematics learning, scratch multimedia.
Using the Saoraja Lapinceng Traditional House as a Media for Local Wisdom Based-Physics Learning on Equilibrium of Rigid Body
Full text linkThis study aims to analyze the components of the Saoraja Lapinceng traditional house which can be used as a rigid body equilibrium material. The type of research is descriptive qualitative. Data obtained from interviews, observations, and documentation were analyzed by data reduction, data display, and verification/conclusion drawing. The results showed (1) Supporting poles (Aliri’) which can be used as a center of gravity material, the center of gravity of the house is called posi bola which has the meaning of the center of everything, according to the calculation of the house weight point is located at G = (11.75m); (5,5 m); (2,5 m). (2) Foundations (Pallangga) are used as material for the inertia moment of rigid body with a rectangular shape following the philosophy of Sulapa appa, Inertia moment of pallangga is I= 416,67 (3) Pattolo’ and Arateng can be used as examples of rigid body equilibrium of cantilever beams, the results of the analysis are known that pattolo' and arateng have the following equilibrium equations Στ=2,5FA−0,12mg=0, (4) Stairs (Addengeng) can be used as an example of rigid body equilibrium on a ladder, The stairs have an angle of 40° which is the ideal angle for stairs and have the following equilibrium equations Στ= 3 mg− 0,2 FA =0, (5) Timpa’ Lajja can be used as an example for understanding the concept of a force moment which has a slope angle of 30̊ and signifies a sign of balusu power, namely tellu boccoe, force moment of timpa’ lajja is τ ⃗=0,5 F ⃗.Keywords: physics learning, equilibrium of rigid bodies, local wisdom.DOI: http://dx.doi.org/10.23960/jpmipa/v24i1.pp98-11
Fostering Scientific Communication in Elementary Science Learning Through Game-Based Toulmin Argumentation
Full text linkThis study aims to investigate the potential of science-themed educational games in improving the scientific communication skills of elementary school students. The main focus lies in examining the development of students' ability to express ideas, build arguments, and use scientific vocabulary in an authentic and engaging learning context. This study used a naturalistic qualitative approach with a case study design. Data were collected through participatory observation, audio-video recordings of classroom activities, and documentation of students’ work in grade V of a public elementary school. Thematic analysis was used to interpret the data, supported by the application of the Toulmin Argumentation Pattern (TAP) framework. This framework facilitates the identification of key argument components, including claims, data, guarantees, qualifications, and rebuttals. The findings show that the game "Science Monopoly" effectively stimulates various forms of scientific communication in a natural way. Students presented claims and backed them up with data relevant to the science topic being discussed. However, this study also reveals significant limitations in the development of justification and the use of capital markers, which appear to be less prominent in student discourse. The word cloud analysis further highlights that the scientific vocabulary used by students is primarily concerned with themes such as the water cycle, the Earth's rotation, and the solar system. These results suggest that integrating science content into educational game formats can significantly increase student engagement and deepen their conceptual understanding of scientific phenomena. Based on these findings, the study recommends integrating science literacy-oriented educational games into formal instructional settings. Such integration should be supported by the use of multimodal representations and the structured scaffolding of educators to develop students' scientific communication skills further. This research contributes to the advancement of participatory and meaningful science learning strategies that encourage critical thinking from an early age. Keywords: verbal interaction, educational games, science literacy, scientific communication, Toulmin Argumentation Pattern, basic education
Correlation between Assertive Teaching Styles of Physics Teachers and Learning Outcomes of High School Physics Students
Full text linkThis research is ex-post facto research that aims to determine the correlation between assertive physics teachers' teaching style and physics learning achievements of high school students in Kabupaten Soppeng. The population in this research were students of XI MIPA in SMA Negeri in Soppeng, while the samples based on Proportional Random Sampling technique was 269 students. The research instrument was Teaching Style questionnaire and archive documentation of students' grades recap. Validation of the instrument using Gregory validity test, empirical validation and reliability test. The results showed the physics teacher used assertive teaching style with 85.50% while the student learning achievements were in high category with average of 86. From the analysis product moment correlation test results, the rcount value was 0.276 which was greater than the r table, 0.138 at a significance level of 5% thus the conclusion was assertive teaching style of physics teachers affects students' physics learning achievements. Keywords: teaching style, assertive teaching style, learning outcomes DOI: http://dx.doi.org/10.23960/jpmipa/v23i3.pp968-983
Optimizing Students' HOTS Skills through AI and IoT Integration in Digital Technology Learning
Full text linkHigher-order thinking skills (HOTS) are essential for students to face increasingly complex global challenges. However, results from the Programme for International Student Assessment (PISA) indicate that these skills among Indonesian students remain low. This study aims to address this limitation by integrating Artificial Intelligence (AI) and Internet of Things (IoT) technologies into learning, specifically to enhance students' HOTS within the framework of the Kurikulum Merdeka. This research employs a quasi-experimental method with a one-group pretest-posttest design, involving three schools in East Nusa Tenggara as the sample. Data on students' HOTS were collected before and after the AI and IoT-based learning intervention and analyzed using paired sample T-tests and N-Gain to assess the significance and effectiveness of the improvement. The results show a significant increase in students' HOTS scores across all three schools, with p < 0.001 in paired sample T-tests and an average N-Gain score in the medium category. These findings suggest that AI and IoT-based learning can improve students' critical and analytical thinking skills. Implementing technology within the Kurikulum Merdeka offers relevant and promising benefits in preparing students to face future knowledge dynamics. This study contributes to the literature on technology-based education in Indonesia, with the hope that broader technology integration will accelerate the enhancement of national education quality. Keywords: higher-order thinking skills, artificial intelligence, internet of things, kurikulum merdeka, technology-based learning.DOI: http://dx.doi.org/10.23960/jpmipa/v25i4.pp1719-173
Development and Validation of ADI-STEM-Based Biotechnology e-Liveworksheets to Enhance Student Argumentation Skills
Full text linkDevelopment and Validation of ADI-STEM-Based Biotechnology e-Liveworksheets to Enhance Student Argumentation Skills. Objectives: Despite its enormous potential, ADI-STEM-based electronic worksheets are still rarely used. In the face of the challenge of integrating STEM, ADI-based worksheets should be centered on authentic engineering issues. Designing real-world, challenging, yet still solvable problems for students with digital tools (Technology & Math) and relevant Science concepts. The purpose of this study is to fill this gap by developing and validating a reliable teaching material called the ADI-STEM-Based Biotechnology e-Liveworksheets (ASBL), which is intended to train the argumentation skills of Indonesian junior high school students. Methods: The research employed a development method using the Thiagarajan 4-D model, which includes the stages of Define, Design, and Develop, without the Disseminate stage. The ASBL underwent rigorous validation by experts and field testing in junior high school students in Indonesia. The Sampson & Clark framework is used to measure students' argumentative skills. Two biology education experts reviewed the content to ensure its validity. Two media experts reviewed the content to ensure its validity, and a senior teacher assessed the feasibility and practicality of ASBL. Researchers got real-world data for descriptive-quantitative analysis from 30 9th-grade students at a junior high school in Lampung, Indonesia. This data demonstrates the practicality of teaching materials, as evidenced by the increase in the average value of argumentation skills between before and after learning, as well as the responses of educators and students to the learning process. Data were collected using validated questionnaires and written tests. Findings: The results of the study showed that the ASBL was stated as very high validity (93%) by material experts, high validity (87%) by media experts, very practical to uses in learning by students (98%), with in improving students’ argumentation skills with N-gain in the high cateogry of claim (0,82), evidence (0,78), and reasoning (0,79). The majority of students (over 85%) found ASBL easy to use, engaging, and helpful in guiding their learning process. Teachers reported that the platform enabled efficient progress tracking and assessment of students’ argument construction at each learning phase. Conclusion: This research develops valuable and valid teaching materials to train students' argumentation skills. As a teaching material that aligns with the Independent Curriculum, ASBL is quite useful for Indonesian teachers. This encourages a shift from memorizing things by rote to understanding them more deeply and learning how to conduct science. Future research could explore scaling this model across different science topics, educational levels, or through longitudinal studies to assess retention and transfer of argumentation skills. Keywords: biotechnology, liveworksheets, argumentation, argument-driven inquiry, STEM.
The Impact of Problem-Based Learning on Creative Thinking and Learning Motivation of Elementary School Students
Full text linkThis study aims to examine the effect of the Problem-Based Learning (PBL) model on elementary school students’ creative thinking skills and motivation to learn mathematics. The background of this research is based on findings from several elementary schools in Cluster 2 of Jatinom Subdistrict, which indicate low levels of learning motivation, creative thinking ability, and suboptimal mathematics learning outcomes. Low participation in discussions, difficulty solving word problems, and lower mathematics scores compared to other subjects are key indicators of the issue. This research employed a quantitative approach with a quasi-experimental nonequivalent control group design. The population consisted of all fourth-grade students, totaling 224 students. The sample was drawn from four classes, two experimental and two control classes, using purposive cluster random sampling. Data were collected through tests, observations, and documentation. The research instruments were tested for content and construct validity, and their reliability was calculated using Cronbach’s Alpha. Data were analyzed using normality and homogeneity tests, as well as hypothesis testing through paired sample t-tests and independent sample t-tests using SPSS 30. The results showed that both the PBL model and the expository method had a positive impact on improving students’ creative thinking skills and learning motivation in mathematics. However, there was a significant difference between the two, with the PBL group consistently demonstrating higher improvement. The effectiveness of PBL is attributed to a learning process that actively engages students in contextual problem-solving, encourages collaboration, and fosters understanding through direct experience. Its emphasis on student-centered inquiry, deeper cognitive engagement, and active problem-solving likely contributes to its superior outcomes. Thus, PBL is proven to be more effective than the expository method in enhancing both aspects among elementary school students. Keywords: problem-based learning, creative thinking, learning motivation
Development of a Project-Based e-Portfolio for Enhancing Critical and Creative Thinking Skills in Land Pollution and Waste Management Education
Full text linkCritical and creative thinking skills are the core of 21st century skills that learners must have to face global challenges. The ability to interpret, analyze, evaluate, inference, explanation, self regulation, think fluency, flexibility, originality and elaboration can shows the level of their critical and creative thinking ability. The research aims to develop e-portofolio for enchancing the critical and creative thinking ability of 8th level students at Junior High School by soil pollution and waste management education. The research used a one-group pretest-posttest experimental design. The validity of e-portfolios consists of construct and content validity. The practicality of e-portfolios was assessed based on student response questionnaires. The effectiveness of the e-portfolio was assessed through a test designed to measure their critical and creative thinking skills. After the e-portfolio trial, a test was conducted to enable the improvement of critical and creative thinking skills. This study used the Research and Development (R&D) method with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) which is limited to three stages namely analysis, product design and development. The validity assessment used expert judgement. The design of e-portfolio learning media involves elements that are in accordance with the indicators of critical and creative thinking by providing feedback, self-assessment, peer assessment, self-reflection. The data generated in this study is the validity of e-portfolios to measure critical and creative thinking skills. Based on the profile analysis of critical and creative thinking skills of SMP Negeri 8 Purwosari students, it was found that there was an increase in the percentage of critical thinking skills of grade VIII students from 73.08% in the very low category (19 students) to 88.46% in the very high category (21 students). It was also found that the percentage of creative thinking ability of the largest VIII grade students was 69.23% in the very low category (18 students) to 46.15% in the very high category (12 students) after using e-portfolios. This research developed e-portfolios as an innovative instrument that not only measures critical or creative thinking ability separately, but also learns both critical and creative thinking ability . In its implementation, the e-portfolio is designed to integrate various learning components, such as problem-based assignments, case studies, experiments and self-reflection that are relevant to practising critical and creative thinking skills. Keywords: critical thinking ability, creative thinking ability, e-portfolio, pancasila student profile
Development of Functional Thinking-Based Student Worksheets to Improve Mathematical Generalization Abilities
Full text linkThis study aims to develop valid, practical, and efficient functional thinking-based student worksheets to improve students' mathematical generalization abilities. This study used a 4D development research approach, divided into four stages: Defining, Designing, Developing, and Disseminating. Thirty-eight-grade students of class VIII H MTsN 9 Jombang became the subjects of this study. The research instruments were validation sheets, teachers’ response questionnaires, students’ response questionnaires, interview guidelines, and test questions. This functional thinking-based worksheet was designed based on functional thinking indicators. Functional thinking in this research consists of recursive patterns, covariational thinking, and correspondence relationships. The data analysis results showed that the functional thinking-based student worksheets developed have a validity score of 87,5% from teachers and 90% from lecturers, categorized as very good (valid). The results of the teacher response questionnaire were 80%, and the student response questionnaire was 82,25%, both classified as good. The average pre-test score was 53, and the average post-test score was 75. N-gain scores for each indicator of mathematical generalization ability in the medium and high categories. It is found that there was an increase in students’ generalization ability. Generalization ability studied includes perceptions about generalization, expressions of generalization, formulating generalities symbolically, and solving problems using the results of generalization. The most prominent finding in this study is the improvement in the ability to formulate generalities symbolically. This indicates that the use of functional thinking-based worksheets is sufficiently effective in enhancing students' generalization ability. The results of this study provide theoretical implications for how to improve students' generalization ability. Keywords: functional thinking, student worksheets, mathematical generalization ability
Implementing Computational Thinking-Based Summative Assessment in STEM: Opportunities and Barriers in an Indonesian Islamic Senior High School
Full text linkRapid technological advancement and the increasing complexity of real-world problems require students to develop ways of thinking that enable them to analyze, structure, and solve problems systematically. Computational thinking (CT) has therefore emerged as a crucial competence, particularly within STEM education. Despite growing interest in CT integration through project-based learning, limited attention has been given to how CT is incorporated into end-of-schooling summative assessment at the senior high school level. This study examines teachers’ and students’ understanding of computational thinking, their perceptions of CT-based summative assessment through STEM projects, classroom implementation practices, and the challenges faced during implementation. Using a qualitative case study approach, data were collected through interviews, classroom observations, and document analysis at a private Islamic senior high school in Indonesia. The participants included seven teachers from different subject areas and eleven twelfth-grade students who were directly involved in a CT-based summative STEM project. Data were analyzed thematically through an iterative process of data condensation, display, and verification. The findings indicate that both teachers and students generally conceptualize CT as systematic, step-by-step problem-solving. While teachers demonstrate a broader conceptual understanding of CT, its core dimensions, such as decomposition, abstraction, and algorithmic thinking, are not yet explicitly operationalized in summative assessment criteria. Students can apply CT to practical project tasks, although their understanding remains basic. Both teachers and students perceive CT-based summative assessment positively, as it emphasizes thinking processes, hands-on learning, collaboration, and real-world problem contexts. However, implementation is constrained by limited assessment literacy, challenges in interdisciplinary alignment, time constraints, unequal student participation, and resource limitations. Overall, the study suggests that CT-based summative assessment through STEM projects has strong potential to support meaningful learning at the senior high school level. Nevertheless, clearer assessment frameworks, targeted teacher professional development, and stronger institutional support are required to bridge the gap between conceptual intentions and assessment practices. Keywords: computational thinking, project-based learning, summative assessment, STEM, 21st-century competencies