Jurnal Pengajaran MIPA
http://journal.fpmipa.upi.edu/index.php/jpmipa
Journal of Mathematics and Science Teaching or Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam (JPMIPA) was founded in 1993 and published qualitative and or quantitative research concerning mathematics and science teaching. JPMIPA is published twice a year in April and October with 16 articles per number or 32 articles per year. We aspire to become a journal which contributes to math and science teaching improvement by spreading knowledge that all stakeholder engaged in mathematics and science teaching can be able to benefit from. As of 26 May 2016 we are recognized as Nationally Accredited Journal by Indonesia Directorate of Higher Education (DIKTI) via Decree No. 36a/E/KPT/2016.Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesiaen-USJurnal Pengajaran MIPA1412-0917BETWEEN FORMAL AND INFORMAL THINKING: THE USE OF ALGEBRA FOR SOLVING GEOMETRY PROBLEMS FROM THE PERSPECTIVE OF VAN HIELE THEORY
http://journal.fpmipa.upi.edu/index.php/jpmipa/article/view/817
<p>This study investigated master students’ problem-solving strategies and also interpreted their formal and informal thinking when dealing with geometry problems inviting the use of algebra in the solution processes. In order to do so, an explorative study through individual written test, observation, and field notes, involving 47 master students of the primary education program, was carried out. The perspective of Van Hiele theory on the development of geometric thought was used to interpret student formal and informal thinking when dealing with geometry problems. The results showed that more than half of the participated students used informal rather than formal algebraic strategies in solving geometry problems; when students used algebraic strategies, their works were imperfect as they still made mistakes in applying the strategies. In the light of Van Hiele theory, we concluded that participated students’ thinking ability were still in between formal and informal thinking when dealing with geometry problems.</p>Al JupriErnawulan Syaodih
Copyright (c) 2017 Jurnal Pengajaran MIPA
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2017-06-162017-06-1621210.18269/jpmipa.v21i2.817PERSEPSI, SIKAP DAN HARAPAN SISWA PADA MATEMATIKA SERTA KONSTRIBUSINYA TERHADAP KEMAMPUAN REGULASI DIRI
http://journal.fpmipa.upi.edu/index.php/jpmipa/article/view/818
This study investigated relationship between students’ perception, attitude, and expectation toward mathematics with their self-regulation ability in which we composed its theoretical model structure as well as empirically tested the relationship. Samples were 104 eight grade students in one of public junior high schools in West Surabaya. Research instrument was questioner in which questioner results were analyzed with Structural Equation Model (SEM) with latent variable using Lisrel ver. 9.2 software. Theoretical model structure suggested that perception and expectation variables directly affected students’ self-regulation, whereas attitude was an intervening variable. In contrast, empirical analysis showed that attitude and perception directly affected students’ self-regulation ability whereas expectation did not. Attitude and perception contribution to students’ self-regulation ability were 58% and 51%, respectively. t<em>test </em>further indicated that attitude and perception significantly correlated with students’ self-regulation (t<sub>value</sub>> t<sub>table</sub>). Therefore, teacher have to carefully considers these variables in teaching mathematics so that their students can develop positive attitude and perception in learning mathematics that will subsequently lead them to develop their self-regulation ability.Kusaeri KusaeriEkky Dea Henwi Cahyan
Copyright (c) 2017 Jurnal Pengajaran MIPA
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2017-06-162017-06-1621210.18269/jpmipa.v21i2.818ANALISIS KEMAMPUAN DAN KESULITAN SISWA SMP DALAM MENYELESAIKAN SOAL BILANGAN MODEL TIMSS
http://journal.fpmipa.upi.edu/index.php/jpmipa/article/view/819
This descriptive qualitative study determine students' abilities and difficulties in solving TIMSS problems. TIMSS problems tested include integers, patterns of numbers, fractions, and comparison subjects. The cognitive tested include knowledge, application and reasoning. The subjects of this study was eighth grade students in one of junior high schools in Klaten regency, Central Java. Results suggested that students' average test scores was classified as sufficient. Difficulties experienced by students, among others, are confused by the question, less careful in reading the questions, misrepresenting the intent matter, some questions were unfamiliar, and less conscientious when doing calculations. In terms of subjects, the students do not understand how to change to decimal fractions or percentages, calculating the related percentages, and determine the location of fractions on a number line.Dominikus Arif Budi PrasetyoMarcellinus Andy Rudhito
Copyright (c) 2017 Jurnal Pengajaran MIPA
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2017-06-162017-06-1621210.18269/jpmipa.v21i2.819PENINGKATAN KEMAMPUAN KOMUNIKASI MATEMATIKA DENGAN MULTIMEDIA MELALUI SOFTWARE MACROMEDIA FLASH MX PLUS (MFMX+)
http://journal.fpmipa.upi.edu/index.php/jpmipa/article/view/820
This study examine the improvement of mathematics communication ability, students 'attitudes and relationships with the students' attitudes through the multimedia software macromedia flash mx plus (MFMX +). The research sample was class XI students in one of vocational high school in Serang. Classroom learning with multimedia experiment through software macromedia flash mx plus (MFMX +) class XI and class learning with multimedia controls through software macromedia flash mx without additional supporting device. Students' communication skills with the use of multimedia with macromedia flash mx plus (MFMX+) better than students who received the multimedia learning mathematics through macromedia flash mx without the addition of peripheral devices (0.563 < 1.99; t<sub>value</sub> < t<sub>table</sub>). Students' positive attitudes towards learning mathematics with the use of multimedia with Macromedia flash mx plus (MFMX+) (xgab =3.48), and there was correlation between students attitude toward with mathematics learning by using multimedia through software macromedia flash mx plus (MFMX+) (p= 0.258; p>0.05).Anton Nasrullah
Copyright (c) 2017 Jurnal Pengajaran MIPA
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2017-06-162017-06-1621210.18269/jpmipa.v21i2.820REVITALISASI PEMBELAJARAN THINK TALK WRITE DALAM MENGEMBANGKAN KEMAMPUAN MEMECAHKAN MASALAH MATEMATIKA
http://journal.fpmipa.upi.edu/index.php/jpmipa/article/view/821
Students' error in solving mathematics problems needs attentions. If the error is not resolved then it will have an impact on understanding of the next mathematical concepts. Therefore, in solving mathematics problems needed learning emphasis to think, communication and annotation known as learning of Think Talk Write. This mix method research was conducted on the seventh grade of student junior high schools and aims to explore the learning of Think Talk Write to build students' ability of solving mathematics problems. The result of this research shown the learning of Think Talk Write to build students' ability of solving mathematics problems consist of: (1) think, students could represent the problem by writing the elements, questioning and solving it, (2) talk, students were able to discuss a conjecture of completion to produce the right solution, (3) write, students explained the results of his work (completion had believed) both written and spoken and encouraged the internalization of knowledge became well behavior. It can be concluded that the learning of Think Talk Write with 35 students at junior high school got the average score 82.85 categorized as good level. It shown that learning of Think Talk Write is effective to build students' ability of solving mathematics problems.Anton Prayitno
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2017-06-162017-06-1621210.18269/jpmipa.v21i2.821PEMBELAJARAN BERBASIS INKUIRI DENGAN THINKING MAPS PADA PEMBELAJARAN FISIKA DI SMA
http://journal.fpmipa.upi.edu/index.php/jpmipa/article/view/822
This study investigated inquiry-based learning model development with thinking maps in physics subject in senior high school. Inquiry-based learning model with thinking maps was developed by research and development design using the 4D (define, design, develop, and evaluate). The instruments used were questionnaires, higher-order thinking skills tests and interview guideline. The results show that students' thinking skills in the experimental group was higher than that of control (t> t table; 2.92> 1.66 at school A; 3.23> 2.66 in school B; 3.19> 2, 66 at school C). Based on the results, it can be inferrred that inquiry-based learning with thinking maps facilitate students’ scientific thinking process and did mapping concepts in order to construct their own knowledge sistematically and meaningful.Lia YuliatiSentot KusaeriNuril Munfaridah
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2017-06-162017-06-1621210.18269/jpmipa.v21i2.822PENGEMBANGAN MODEL PEMBELAJARAN AKTIF BERBASIS INKUIRI UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS MAHASISWA CALON GURU
http://journal.fpmipa.upi.edu/index.php/jpmipa/article/view/823
We develop an active-based-inquiry (ABI) learning model to improve critical thinking skills of 34 pre service physics teachers in IKIP Mataram. In the implementation phase, the practicality of the model was evaluated using observation-sheet instruments by two observers. The results showed that the ABI learning model has good-criteria (P = 72%). The effectiveness of the model in improving students' critical thinking skills was evaluated from the results of pre-test and post-test using critical thinking skills test instrument, which contains six indicators, namely the interpretation, analysis, evaluation, inference, explanation and self-regulation. The average score of student’s critical thinking in pre test was 47.97 (less-critically criteria) and in the post test increased to 72.34 (critically criteria), with N-gain of 0,47 (moderate). We concluded that ABI learning models can improve critical thinking skills of pre service physics teachers.Saiful PrayogiMuhali Muhali
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2017-06-162017-06-1621210.18269/jpmipa.v21i2.823PENGEMBANGAN MODUL ELEKTRONIK BERBANTUAN ANDROID PEMBELAJARAN FISIKA UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DAN KREATIF
http://journal.fpmipa.upi.edu/index.php/jpmipa/article/view/824
<p class="Abstract">This Research and Development (R & D) study develop an android-assisted electronic modules to study physics for eleventh grade students. Research subjects was students at one of senior highschools in Bantul. Critical and creative thinking skills average gain were 0.66 and 0.65 respectivto critical thinking skills and creative thinking skills respectively. There is a difference between the experimental class and control class with significance <0.05. This shows that the android-assisted electronic modules for learning the physics can be used to improve the critical and creative thinking skills students of class XI.</p>Prabawati Budi UtamiHeru Kuswanto
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2017-06-162017-06-1621210.18269/jpmipa.v21i2.824TUTORIAL PRA-KELAS: SEBUAH STRATEGI PEMBELAJARAN UNTUK MENINGKATKAN PEMAHAMAN KONSEP PADA PERKULIAHAN FISIKA DASAR
http://journal.fpmipa.upi.edu/index.php/jpmipa/article/view/825
The Pre-Class Tutorial have been implemented to improve conceptual understanding of basic physics concepts among the pre-service physics teacher at one of Education College in Bandung City. This study was motivated by the previous research findings that students encounter the conceptual difficulties and the lack of understanding in introductory physics course. Based on these findings, we developed pre-class tutorial that facilitate students either to construct their own concepts o rto apply the concepts. The descriptive method was used to 260 third-years students of Physics Education Department. The increasing of conceptual understanding was identified from the average score of students’ achievement on the exam test. The findings showed that the use of pre-class tutorial effectively improve students’ conceptual understanding.Duden Saepuzaman
Copyright (c) 2017 Jurnal Pengajaran MIPA
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2017-06-162017-06-1621210.18269/jpmipa.v21i2.825PENGARUH MODEL INKUIRI TERBIMBING TERHADAP KETERAMPILAN BERPIKIR KREATIF MAHASISWA PADA PRAKTIKUM ANALISA PROTEIN
http://journal.fpmipa.upi.edu/index.php/jpmipa/article/view/826
<span id="result_box" lang="en"><span title="Penelitian ini bertujuan untuk mengetahui pengaruh model inkuiri terbimbing terhadap keterampilan berpikir kreatif (KBKr) mahasiswa pada praktikum analisa protein.">This study aims to determine the effect of guided inquiry model to the creative thinking skill (KBKr) of students on practicum protein analysis. </span><span title="Keterampilan berpikir kreatif yang dikembangkan meliputi indikator keluwesan (flexibility), kelancaran (fluency) dan kejelasan (elaboration).">Creative thinking skills developed include flexibility, fluency and elaboration. </span><span title="Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain pretes-postes non ekivalen grup kontrol.">The research method used was quasi experiment with non control equivalent pretest-postes design group. </span><span title="Subjek penelitian melibatkan mahasiswa program studi Kimia di salah satu Universitas Negeri di kota Bandung yang terdiri atas 18 orang mahasiswa pada kelas eksperimen dan 19 orang mahasiswa pada kelas kontrol.">Research subjects involve Chemistry study program students in one State University in Bandung consisting of 18 students in the experimental class and 19 students in the control class. </span><span title="Instrumen yang digunakan berupa 5 butir soal uraian yang mengukur KBKr dan lembar kerja mahasiswa.">The instrument used is a 5 item description that measures KBKr and student worksheets. </span><span title="Analisis data dilakukan dengan menentukan nilai rerata gain ternormalisasi (N-gain) uji-t independen dengan bantuan program SPSS 20 untuk windows dan Microsoft excel 2010. Hasil analisis nilai rerata N-gain menunjukkan bahwa terdapat peningkatan KBkr yang lebih tinggi pada mahasiswa yang mengikuti praktikum">The data analysis was performed by determining the normalized t-gain standardized (N-gain) value with the help of SPSS 20 program for windows and Microsoft excel 2010. The result of N-gain average value analysis shows that there is a higher KBkr increase in students who follow lab </span><span title="dengan model inkuiri terbimbing dibandingkan mahasiswa pada kelas kontrol dengan sebaran KBKr berada pada kategori tinggi dan sedang untuk kelompok eksperimen, dan kategori sedang dan rendah pada kelas kontrol.">With guided inquiry model compared to control class students with the distribution of KBKr being in the high and moderate category for the experimental group, and the moderate and low category in the control class. </span><span title="Uji statistik perbedaan rerata KBKr dengan teknik Mann-Whitney menunjukkan adanya perbedaan signifikan KBKr mahasiswa pada kelas eksperimen dan kelas kontrol pada indikator keluwesan dan kelancaran.">The statistical test of mean difference of KBKr with Mann-Whitney technique showed significant difference of student KBKr in the experimental class and control class on flexibility and fluid indicator. </span><span title="Hal ini menunjukkan bahwa penerapan model inkuiri terbimbing dapat digunakan sebagai model alternatif untuk meningkatkan KBKr pada pembelajaran biokimia.">This suggests that the application of guided inquiry models can be used as an alternative model for increasing KBKr in biochemical learning.</span></span>Dewi Anugrah SulistianaF.M. Titin SupriyantiHayat Solihin
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2017-06-162017-06-1621210.18269/jpmipa.v21i2.826ROLE OF TEACHERS' STRATEGIES IN FOSTERING STUDENTS' METACOGNITION
http://journal.fpmipa.upi.edu/index.php/jpmipa/article/view/827
The importance of critical thinking has triggered many educators to develop this ability on their students. This research aim was to explore the role of teachers’ strategies in fostering students’ metacognitive strategies on their critical thinking abilities. 135 students and 5 teachers from 5 different high school in Sumedang district were involved in this research. Teachers’ strategies were explored through observation whereas students’ critical thinking abilities were explored through questionnaire. Observations showed that each teacher fostered students’ metacognitive strategies differently. <em>Kruskal-Wallis</em> Test showed there is significant difference between students’ critical thinking abilities based on their teachers’ strategies. It implies the effect of teachers’ strategies to students’ critical thinking abilities. The more teachers foster their students’ metacognitive strategies, the higher their students’ critical thinking abilities. By means, there is possibility to develop students’ critical thinking ability through their metacognitive strategy.Dian Anggriani MelindaAna Ratna Wulan
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2017-06-162017-06-1621210.18269/jpmipa.v21i2.827PENGARUH MODEL WIMBA MENGGUNAKAN MEDIA 3DsMax TERHADAP HASIL BELAJAR DAN PENALARAN LOGIS MAHASISWA CALON GURU BIOLOGI
http://journal.fpmipa.upi.edu/index.php/jpmipa/article/view/828
Model Wimba adalah model pembelajaran berbasis 3D (tiga dimensi). Tujuan penelitian ini adalah untuk mengetahui pengaruh model pembelajaran Wimba menggunakan media 3Ds Max terhadap hasil belajar dan penalaran logis mahasiswa calon guru biologi pada materi anatomi tumbuhan. Metoda penelitian ini adalah metoda kuasi eksperimen. Populasinya adalah mahasiswa pendidikan biologi semester III yang mengambil matakuliah anatomi tumbuhan sebanyak 4 kelas. Sedangkan sampel penelitian adalah 1 kelas, yang diambil secara purposive sampling, berjumlah 36 mahasiswa. Proses pembelajaran melalui 3 tahap, yaitu perkuliahan, mahasiswa membuat peta konsep, dan praktikum, mahasiswa melakukan observasi mikroskopis selanjutnya merepresentasikan dalam bentuk 2D dan 3D menggunakan media 3Ds Max. Peningkatan hasil belajar diperoleh melalui pretes dan postes, kemudian dihitung N-Gain dan penalaran logis diukur pretest dan postes menggunakan test of logical thinking (TOLT). Pengujian hipotesis dilakukan dengan uji Ancova dan data diolah menggunakan SPSS. Hasil penelitian menunjukkan bahwa model wimba dengan media 3Ds Max berpengaruh terhadap hasil belajar, yaitu peningkatan hasil belajar kategori sedang, dan dapat meningkatkan 4 indikator penalaran logis serta perkembangan intelektual mahasiswa.Purwati K Suprapto
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2017-06-162017-06-1621210.18269/jpmipa.v21i2.828SPATIAL THINKING MAHASISWA DALAM PEMBELAJARAN ANATOMI TUMBUHAN BERBASIS FRAMING
http://journal.fpmipa.upi.edu/index.php/jpmipa/article/view/829
A study to investigate the role of framing in plant anatomy course was conducted to facilitate spatial thinking of prospective teachers. A number of Biology Education students in one state university in South Sumatra was involved in this study (n=35). Data on spatial thinking ability was collected through the usage of test developed based on Kosslyn framework and observation sheet been validated by expert judgment. Pre-test and post-test results were analyzed by using percentage and N-Gain for each spatial thinking indicator (generating representation, maintaining and managing representation in working memory, scanning the representation and transforming the representation). The study resulted in that there is improvement of students’ spatial thinking with N-gain 46.1 (moderate category) after having experience through framing based learning instruction. The highest percentage of students’ spatial thinking is generating representation (86.4) and the lowest is transforming representation (50.0). Research finding shows that <em>framing</em> had not fully framed students’ maintaining and managing representation, as well as transforming representation. In order to increase students’ spatial thinking, it is needed revision on framing dynamics.Ermayanti ErmayantiNuryani Y Rustaman
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2017-06-162017-06-1621210.18269/jpmipa.v21i2.829PRE-SERVICE SCIENCE TEACHERS’ READINESS TO INTEGRATE TECHNOLOGY (AN EXPLORATION TOWARD TPACK IN PRELIMINARY PRACTICAL CONTEXT)
http://journal.fpmipa.upi.edu/index.php/jpmipa/article/view/830
The purpose of this study was to capture pre-service science teachers’ Technological Pedagogical Content Knowledge (TPACK) that is demonstrated during preliminary practical context in term of peer teaching program- a course conducted prior to teaching practice. Ten pre-service science teachers were involved in a semester long peer teaching program. Descriptive method was employed with the use of teaching artifacts, observation and self-reported survey for representing the way the participant integrate technology into their teaching. TPACK constructs were defined using relevant literature as frameworks. This study found that TPACK of pre-service science teachers were still low and is not sufficient for teaching science in junior high school. Furthermore, it is needed several supporting program to prepare pre-service science teachers’ competencies in teaching science with technology. In this case, more sophisticated peer teaching program with better purchase is necessity to improve TPACK competencies of pre-service science teachers.Rika Rafikah AgustinLiliasari Liliasari
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2017-06-162017-06-1621210.18269/jpmipa.v21i2.830PENGARUH EXPERIENTIAL LEARNING MODEL TERHADAP SCIENTIFIC LITERACY PESERTA DIDIK SMP
http://journal.fpmipa.upi.edu/index.php/jpmipa/article/view/831
The purpose of this study was to reveal the effect experiential learning model on scientific literacy. Scientific literacy is often used as one of the goals of learning science because scientific literacy reflects the ability of students to apply scientific knowledge possessed in daily life in different circumstances and situations. Scientific literacy consist of contexts, knowledge, competencies, and attitudes. This study is a quasi-experimental research using nonrandomized control group, pretest-posttest design. The study was conducted at three schools, each school representing high school, medium school, and low school. The results showed that the scientific literacy of students in the experimental class has increased higher than students in the control class, both at the high school, medium school, and low school categories. This is because experiential learning model enable students to develop the knowledge, skills, values and attitudes through direct experience. Experiential learning model can improve scientific literacy of students through a four-stage of experiential learning model that is concrete experience, reflective observation, abstract conceptualization, and active experimentation.Nisrochah NisrochahInsih Wilujeng
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2017-06-162017-06-1621210.18269/jpmipa.v21i2.831IMPROVING STUDENTS’ COGNITIVE ABILITY AND LEARNING STYLES OF THE CONCEPT OF ENVIRONMENTAL POLLUTION BY USING SCIENCE COMICS
http://journal.fpmipa.upi.edu/index.php/jpmipa/article/view/833
This study investigated the use of science comics in improving students’ cognitive ability and learning styles on the concept of environmental pollution. First we develop science comics by using 4D model, then we evaluate students’ cognitive ability and learning styles after the developed science comics were implemented. Samples were seventh grade students in one of public schools in Bandung. Research instruments were multiple choice and essay test and questioner. Results suggested that the use of science comics increase students’ cognitive ability in all students’ class with average N-Gain of 0.6. In terms of learning style, students tend to be visual learners.Riandi RiandiDieni Asma MardiyahWahyu Surakusumah
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21210.18269/jpmipa.v21i2.833