Jurnal Pengajaran MIPA
http://journal.fpmipa.upi.edu/index.php/jpmipa
<div id="journalDescription">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 by Faculty of Mathematics and Science Education Universitas Pendidikan Indonesia (FPMIPA-UPI) in association with Indonesian Society for Science Educators (JPII), 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.</div>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
This study investigated primary education master program students’ problem solving strategies and their for-mal and informal thinking ability when dealing with geometry problems that require the use of algebra in its solution processes. In order to do so, an explorative study through individual written test, observation, and field notes, involving 47 primary education master program students was carried out. The perspective of Van Hiele theory on the development of geometric thought was used to interpret student formal and informal thinking strategy when dealing with geometry problems. The results showed that more than half of the stu-dents used informal rather than formal algebraic strategies in solving geometry problems; when students used algebraic strategies, their work were imperfect as they still made mistakes in applying the strategies. In the light of Van Hiele theory, it can be concluded that students’ level of thinking are still in between formal and informal thinking when dealing with geometry problems.Al JupriErnawulan Syaodih
Copyright (c) 2017 Jurnal Pengajaran MIPA
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2017-06-162017-06-1621210811310.18269/jpmipa.v21i2.817SIKAP, HARAPAN, DAN PERSEPSI SISWA PADA MATEMATIKA SERTA IMPLIKASINYA TERHADAP KEMAMPUAN REGULASI DIRI
http://journal.fpmipa.upi.edu/index.php/jpmipa/article/view/818
<p>In this study, we composed a theoretical model as well as empirically tested the relationship between attitude, expectation, and perception towards mathematics with students’ self-regulation ability. Students’ attitude, expectation, perception, and self-regulation ability data were collected from a questionnaire to 104 eight graders in one of public junior high schools in West Surabaya. The collected data were analyzed using Structural Equation Modeling (SEM) by Lisrel Software version 9.2 to determine relationship between the evaluated variables. Theoretical modeling showed that expectation and perception affected students’ self-regulation ability while attitude serves as an intervening variable. The contribution of each variable indicated a different degree of interconnection. Empirical testing suggested that attitude and perception directly affected students’ self-regulation ability, while expectation did not. The connection between expectation and perception with students’ attitude towards mathematics were affirmed in empirical testing results in which it clearly showed that expectation and perception contributed to students’ attitude towards mathematics.</p>Kusaeri KusaeriEkky Dea Henwi Cahyan
Copyright (c) 2017 Jurnal Pengajaran MIPA
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2017-06-162017-06-1621211412110.18269/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
<p>Numbers is an important concept in mathematics and one of the tested materials in TIMSS’s study. One of the efforts to increase students’ ability in solving TIMSS numbers questions is by developing TIMSS model-numbers questions. This current research investigated students’ ability and difficulties in solving TIMSS model-numbers questions, with 31 students in one of junior high schools in Central Java as a sample. Students’ ability in solving TIMSS model-numbers questions was measured by test with 32 multiple choice questions, whereas students’ difficulties when solving those questions were explored by students’ comment sheet. Mean test score indicates that students' ability for all content and cognitive domains was moderate. Difficulties experienced by students in solving TIMSS model-numbers questions were misunderstood the meaning of the questions or error in changing fractional forms and making calculations. The results indicated that in addition to having no deep understanding of numbers, students’ opportunity to train their ability in solving TIMSS model-numbers questions was still insufficient.</p>Dominikus Arif Budi PrasetyoMarcellinus Andy Rudhito
Copyright (c) 2017 Jurnal Pengajaran MIPA
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2017-06-162017-06-1621212212810.18269/jpmipa.v21i2.819PENINGKATAN KEMAMPUAN KOMUNIKASI MATEMATIS MELALUI PEMBELAJARAN BERBANTUAN MACROMEDIA FLASH MX
http://journal.fpmipa.upi.edu/index.php/jpmipa/article/view/820
Mathematical communication ability is an important ability that the students must possess. In this study, learning assisted with <em>Macromedia flash MX</em> was used to increase students’ mathematical communication ability. Aside from the use of software, the role of supporting tools in learning was also investigated. Subjects were 65 Vocational Schools (SMK) students divided into 32 students in control class<em> </em>(learning assisted with <em>Macromedia flash MX</em>) and 33 students in the experimental class (learning assisted with <em>Macromedia flash MX</em> and additional supporting tools, MFMX+). Mathematical communication ability was evaluated through written test. Results showed an increase in mathematical communication ability both in the control and experimental class, albeit to a different degree. Students in MFMX+ class showed a higher mathematical communication ability improvement compared to students in control class. Learning assisted with <em>Macromedia flash MX</em> improved mathematical communication ability and supporting tools maximize benefits that can be gained from the use of <em>Macromedia flash MX.</em>Anton NasrullahWidya Dwiyanti
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2017-06-162017-06-1621212913410.18269/jpmipa.v21i2.820PEMBELAJARAN THINK-TALK-WRITE DALAM MENINGKATKAN KEMAMPUAN PEMECAHAN SOAL GEOMETRI
http://journal.fpmipa.upi.edu/index.php/jpmipa/article/view/821
Students’ poor ability in completing geometry questions is one of the crucial problems in mathematics education. In this mixed method research, Think-Talk-Write cooperative learning was used to enhance seventh-grade students’ ability in completing geometry questions. Samples were 35 seventh grade students in one of junior high school in East Java. Instruments were students’ worksheets (LKS), written test, as well as observation sheets. Think-Talk-Write learning was conducted in two learning sessions. Results showed that Think-Talk-Write learning increased students’ ability in completing geometry questions, both in completing questions in the LKS and in the written test. Steps in Think-Talk-Write learning help the students to reflect, organize, and improve their understanding so that they are able to answer the given geometry questions better. In addition to the contribution of each step in Think-Talk-Write learning itself, teacher also contributed to students’ improved ability in completing geometry questions, especially in terms of detecting and guiding the students’ to overcome difficulties in completing geometry questions.Anton Prayitno
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2017-06-162017-06-1621213514110.18269/jpmipa.v21i2.821PEMBELAJARAN INKUIRI DENGAN THINKING MAPS PADA PEMBELAJARAN FISIKA
http://journal.fpmipa.upi.edu/index.php/jpmipa/article/view/822
Inquiry-based learning has been proven to be one of the effective types of learning although adjustment is still needed, for example by using thinking maps as supplementary learning tool. The purpose of this research was to develop inquiry-based learning model with thinking maps for physics learning. Inquiry-based learning model with thinking maps was developed with 4D model. Research was conducted at three high schools in Malang-East Java. Students were divided into three experimental and control classes. Instruments used were written test and interview guideline. Results showed that students who received inquiry learning with thinking maps achieved better test score than control classes. In addition, students’ answer analysis showed that they also have better higher-order thinking skills than students in the control class. Therefore, inquiry-based learning with thinking maps was found to be effective to use in physics learning.Lia YuliatiSentot KusaeriNuril Munfaridah
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2017-06-162017-06-1621214214710.18269/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 SaepuzamanSyakti Perdana SriyansyahSaeful KarimIka Mustika Sari
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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 RustamanAdi Rahmat
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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