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INDONESIA
Formatif: Jurnal Ilmiah Pendidikan MIPA
Published by Universitas Indraprasta PGRI
ISSN : 2088351X     EISSN : 2502339X     DOI : -
Core Subject : Education,
Education
Formatif: Jurnal Ilmiah Pendidikan MIPA (ISSN 2502 5457 for the electronic version and ISSN 2088 351X for the print version) first published in April 2011 is a double-blind peer-reviewed scientific open access journal. The journal is dedicated to publishing articles concerned with research, theory development, instructional methods, instructional strategy, instructional materials development, experiment, survey, and teacher development in Math and Science (Physic, Biology, and Chemistry) Education.
Arjuna Subject : -
Articles 8 Documents
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Search results for , issue "Vol 9, No 1 (2019): Formatif: Jurnal Ilmiah Pendidikan MIPA" : 8 Documents clear
Uncover Student’s Alternative Conception in Acid-Base Theory Using a Modified Certainty of Response Index Instrument Satya Sadhu
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 9, No 1 (2019): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v9i1.2646

Abstract

Several researchers have documented alternative conception concerning chemistry subject on high school, for instance, in acid base theory. Acid base theory is a basic concept to learn other level of concept but the volume of research on student’s alternative conception on acid-base has increased tremendously. It reveals that the complexity of acid base concept can tend to create student’s alternative conception. Futhermore, this study addressed to reveal the student’s alternative conception in acid-base theory using modified certainty of response index. The modified CRI test were administered to 148 participants who enrolled in the high school in Mataram, Indonesia. In addition, several students were interviewed in order to scrutinize their alternative conceptions. The findings revealed a number of student’s alternative conceptions in acid-base theory. Student’s alternative conceptions occurred because they partially understand the concept and tend to memorize it. The results have suggestion that a substantial review of teaching is needed to reduce student’s alternative conception
Profile of Student’s Mathematical Connection Abilities Based on Mathematical Learning Style and Personality Type Sutihat Sutihat; Heni Pujiastuti
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 9, No 1 (2019): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v9i1.3119

Abstract

Mathematical connection ability is a person's ability to connect every concept or material in mathematics with other disciplines and with everyday life. The ability of one's mathematical connection varies from person to person, this is due to mathematical learning styles and different personality types. This study aims to find out: Profile of students' mathematical connection abilities based on mathematical learning styles and personality types. The subjects of this study were students of class XI IPA 1 and XI IPA 2 at SMAN 19 Tangerang Regency. The type of research used is qualitative research. From this study, it can be concluded that: 1) Mastery Learning students work in stages, but are constrained by non-routine questions. Interpersonal Learning students work structurally but are constrained by non-routine questions. Understanding Learning students are constrained by problems that are not routine because they have not been able to understand the concept properly. Self-Expressive Learning students complete the connection problem using their creative ideas. 2) Guardian students can solve the connection problem because they have strong memories so they are able to remember the concepts that have been learned. Artisan students work on the problem in a hurry so that the results obtained are not right. Rational students are constrained on questions that are not routine but generally can solve all the questions well. Idealist student is constrained by non-routine questions, but in general, is able to solve problems with creative ideas.
Mathematics Learning Achievement with Snowball Throwing for Kinesthetic Learning Style Students Ridam Dwi Laksono; Alsa Permata Yuniarti
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 9, No 1 (2019): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v9i1.2849

Abstract

This activity examines students who have a variety of learning styles in conventional learning compared to snowball throwing learning in mathematics. This research was conducted with a quasi-experimental design. The population is students 2nd junior high school. The sample is determined by a random sampling technique. Learning styles observed is Visual, Auditory and Kinesthetic. Data were analyzed using ANOVA two unequal cell lines. the post ANOVA test using the Scheffe test. Student learning outcomes with snowball throwing are better. Student learning styles have an influence on learning achievement. Interaction occurs between learning models and student learning styles. Students with kinesthetic learning styles have achievements that are as good as students with two other learning styles in snowball throwing learning. Using questions and discussions during the learning process in snowball throwing can bring up a variety of spectrum of learning styles that students need in the learning process
Differences Of Students’ Mathematical Communication Skills Through Contextual Teaching Learning With Problem Based Learning Model Anim Anim; Eva Margaretha Saragih
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 9, No 1 (2019): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v9i1.3186

Abstract

This study aims to determine the differences in mathematical communication skills of students in the material opportunities by using PBL and CTL learning models in class X of the Al-Istiqomah Private Vocational School in the Regency of Java. This type of research is semi-experimental. The population in this study were all students of class X of Private Al-Istiqomah Vocational School, Regency of Java. The research sample was 2 classes. The results of the research obtained F_count> F table which is 15.31> 3.99, so to test the hypothesis it can be concluded that rejecting H0 means thank Ha, there are differences in mathematical communication skills of students taught using problem based learning models with students taught using Contextual Teaching learning models Lerning. There are differences in mathematical communication skills of students taught using a problem-based learning model compared to students who are taught using the 9% Contextual Teaching Lerning learning model
The Validity and Students Response toward Coordination System Teaching Material Oriented Guided Inquiry Jan Hendriek Nunaki; Yelsi Patiung; Novri Youla Kandowangko; Elya Nusantari; Insar Damopolii
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 9, No 1 (2019): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v9i1.2884

Abstract

Learning in the 21st-century class expects teachers to apply learning that invites students to conduct investigations. Guided inquiry learning is an example of learning that can train students' investigative abilities. This study aimed to analyze the validity and response of students on the used of coordination system teaching materials oriented guided inquiry. This research was part of research and development research that adapts the 4D model. The research subjects were 17 students of XI Grade SMA YPK Oikoumene Manokwari. Three experts and three practitioners were used for the validation process and a focus group discussion (FGD). Validation results showed that the coordination system teaching material oriented guided inquiry was valid and can be used for testing in the classroom. The response of students in the small group trial showed that learning could improve their motivation, comprehension, skill and interested in biology teaching. Their response is excellent. It can be concluded that the coordination system for teaching material oriented guided inquiry can be using for the next stage of testing to see its effectiveness. The effectiveness of learning in the next trial will be carried out in the future.
Bilingual Module Innovation with Saintific-Based Regulated Learning Self Strategy Erie Agusta; Nita Nuraini
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 9, No 1 (2019): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v9i1.2918

Abstract

This study aimed to (1) find out the feasibility of the SRLBS bilingual module, and (2) find out the difference between the final results of the bilingual SRLBS module learning with conventional learning. The research method consists of (1) research and information collection; (2) planning; (3) develop preliminary form of product; (4) preliminary field testing; (5) main product revision; (6) main field testing; (7) operational product revision; (8) operational field testing; (9) final product revision; and (10) dissemination and implementation. This study used data analysis techniques Djemari Mardapi for feasibility of product and t-test for the determination of the hypothesis (paired sample t-test & paired sample correlation). The results obtained in the form of (1) bilingual SRLBS module products have been categorized as feasible according to expert judgment, and (2) the module (SRLBS) has the potential to impact students in the form of improved metacognitive abilities, cognitive abilities, and foreign languages.
Development of Student Work Sheets Based on Contextual Learning to Facilitate Mathematic Concept Understanding Skill of Junior High School Student 7th Grade Citra Murti Anggraini; Kristina Warniasih; Padrul Jana
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 9, No 1 (2019): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v9i1.2773

Abstract

The research purpose was to produce learning material as the quality of Student Work Sheets based on contextual learning to facilitate Mathematics concept understanding skill of Junior High School student 7th Grade at triangle material and to describe the quality of Student Work Sheets that has a valid, simple and effective qualification. Student Work Sheets development based on Ministry of Education development model that adapted from Borg and Gall procedure development through some steps: (1) doing product development analysis, (2) developing beginning product, (3) expert’s validation and revision, (4) small-scale field test and product revision, and (5) significant scale field test and last  product. Student Work Sheets quality described based on the marking result of material expert, media expert, and mathematics teacher for the validation aspect, student respond questionnaire and observation sheets of learning application for simplicity aspect, also a post-test question for affectivity aspect. The research result showed that the quality of Student Work Sheets product in validation aspect fulfill good and very good criteria based on the mark from a material expert, media expert, and assessor with the average score for each aspect was 4,19; 4,31; and 4,23. Simplicity aspect fulfills good and very good criteria based on the result of student respond questionnaire and observation sheets of learning application with the average score for each aspect was 3,55 and 93,68%. However, for affectivity aspect fulfill good criteria based on student post-test with the average score was 79,17 from the maximal score was 100 and completeness percentage was 69%.
Meta Analysis Study: Effect of STEM (Science Technology Engineering and Mathematic) towards Achievement Ahmad Khoiri
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 9, No 1 (2019): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v9i1.2937

Abstract

Research on the effect of STEM integration on learning outcomes is determined through Effect Size (ES). The ability of researchers to summarize articles on statistical domains (Mean, SD, Pre Test, Post Test, Chi Square, Coefficient r, t-Value, P-value) that are reviewed to place research positions as consideration in the needs analysis and introduction. Literature research results obtained from 42 articles sourced from Google Scholar, Science Direct and Elvesier relating STEM and learning outcomes. Meta analysis study based on the form of STEM learning outcomes, Integration Type, Publication Year, Education Level and ES value. The results of data analysis show the greatest use of STEM in the integration of Project Based Learning (PjBL) from the 8 integrations formed. Most of the research conducted at the level of Higher Education 47.6% had an effect on the learning outcomes of S-T-E-M. The ES value obtained ranges from 0.684 to 4.44 with an average of 0.93 high categories and ES determination R2 = 0.7458 or 74.58% contributing to the influence of STEM on learning outcomes. Based on data analysis, the learning outcomes are in the form of conceptual understanding, 21st century students' motivation and skills which include critical thinking skills, creative and problem solving as a provision for career skills preparedness in the future by solving global issues.

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