JURNAL EKSAKTA PENDIDIKAN (JEP)
Jurnal Eksakta Pendidikan (JEP) merupakan suatu jurnal nasional yang secara khusus mempublikasi artikel-artikel dari hasil penelitian yang relevan dengan inovasi dan kreativitas dalam pendidikan Matematika dan Ilmu Pengetahuan Alam (MIPA). Ruang lingkup inovasi dan kreativitas hasil penelitian yang dipublikasi mencakup perencanaan pembelajaran, pelaksanaan pembelajaran, evaluasi pembelajaran, pengembangan perangkat pembelajaran, pengembangan pembelajaran, pengembangan evaluasi pembelajaran, dan kebijakan pendidikan dalam bidang pendidikan MIPA. JEP diterbitkan oleh Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Padang secara berkala dua kali dalam setahun yaitu bulai Mei dan November.
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<![CDATA[DAMPAK PERANGKAT PEMBELAJARAN MATEMATIKA BERBASIS KOMPETENSI PROFESI TERHADAP KEMAMPUAN PEMECAHAN MASALAH SISWA BIDANG KEAHLIAN TEKNOLOGI INFORMASI DAN KOMUNIKASI ]]>
<![CDATA[Armiati, Armiati]]>;
<![CDATA[La?ia, Hestu Tansil]]>
<![CDATA[ JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 4 No 1 (2020): JEP : Jurnal Eksakta Pendidikan ]]>
Publisher : <![CDATA[Fakultas Matematika dan Ilmu Pengetahuan Alam ]]>
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DOI: 10.24036/jep/vol4-iss1/426
<![CDATA[This study discusses professional competency-based mathematics learning tools for vocational high school students. The purpose of this study is to produce a mathematics learning tool that refers to the field of communication and network engineering expertise, as an effort to overcome the difficulties faced by vocational school teachers in teaching mathematics. The research is a development research that refers to the development of the Plomp model with three stages, namely the preliminary research stage, the design stage and the assessment stage. In this article the results of the assessment phase will be discussed which examines the impact of devices that have been developed on students' problem solving abilities in the field of information and communication engineering. The results obtained are an increase in students' problem solving skills that can be seen in improving the ability to understand the problem, linking the problem with the concept that has been learned, setting a solution strategy, using the strategy, checking back and summarizing the results. This ability is highly needed by vocational school students, because in their work they will face many problems that require all of these abilities. Another visible impact of student activities is an increase in student learning activities as indicated by the willingness and perseverance in completing a given task.]]>
<![CDATA[STUDI PENDAMPINGAN PENGEMBANGAN BAHAN AJAR TEMATIK TERINTEGRASI LITERASI BARU DAN LITERASI BENCANA PADA GURU IPA KABUPATEN AGAM ]]>
<![CDATA[Asrizal, Asrizal]]>;
<![CDATA[Festiyed, Festiyed]]>
<![CDATA[ JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 4 No 1 (2020): JEP : Jurnal Eksakta Pendidikan ]]>
Publisher : <![CDATA[Fakultas Matematika dan Ilmu Pengetahuan Alam ]]>
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DOI: 10.24036/jep/vol4-iss1/431
<![CDATA[Literacy is required in the 4.0 industrial revolution and education in Indonesia. However, the real condition indicated that the integration of literacy in science learning of the science teachers was still limited. The solution of this problem is assisting the partner in writing science thematic learning material by integrating new literacy and disaster literacy. The objective of assisting is to improve competency of science teachers in writing thematic learning material. The target of the assisting activity was the teachers in science MGMP in Agam district. Methods in assisting include presentation and discussion, group work, independent task, and task presentation. Instruments to collect the data consist of knowledge test and questionnaire. Data analysis techniques were descriptive statistical analysis and paired comparison test. There are four results of the assistance, namely: 1). The average value of skills in integrating new literacy into thematic science worksheet is 70.5 and this average value can be classified into good category, 2). Teachers felt the benefits of assistance in aspects of learning material, thematic learning, integration of new literacy and disaster literacy in learning, and writing of thematic learning material, 3). The response of student from to the use of thematic science worksheet by integrating new literacy can be entered into very good category with an average value of 86.7, and 4). The implementation of assisting on the writing of thematic science learning material is effective to improve the new literacy and disaster literacy of science teachers.]]>
<![CDATA[PRAKTIKALITAS MEDIA VIDEO TUTORIAL SEBAGAI SUPLEMEN DIGITAL LEARNING PADA MATA KULIAH PERSAMAAN DIFERENSIAL BIASA ]]>
<![CDATA[Rifandi, Ronal]]>;
<![CDATA[Ahmad, Defri]]>;
<![CDATA[Gusteti, Meria Ultra]]>
<![CDATA[ JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 4 No 1 (2020): JEP : Jurnal Eksakta Pendidikan ]]>
Publisher : <![CDATA[Fakultas Matematika dan Ilmu Pengetahuan Alam ]]>
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DOI: 10.24036/jep/vol4-iss1/436
<![CDATA[Industrial revolution 4.0 in which digital technology being more integrated in all aspects of human life will demand the new reform of education world. Not only can it affect the curriculum being taught, but it will also lead to the changes of the methods and approaches in conducting the lesson. One of the changes is the use of digital learning. Universitas Negeri Padang has regulation of conducting lesson through e-learning platform proportionally for all courses, including the course of Ordinary Differential Equation. Ordinary Differential Equation is a mandatory course that should be taken by mathematics department?s students. In order to support students to develop their under standing about the concept and its application while using digital learning method, the researchers develop some tutorial video as supplementary media. Therefore, this study aimed to describe the practicality of the tutorial video. This is a descriptive research where the data were collected using closed questionnaire. The respondents were 39 mathematics students of Universitas Negeri Padang who joined Ordinary Differential Equation Course in the semester of January-June 2020. The result indicates that the video tutorials used in the course are in the category of very practice with the score percentage 86,6%.]]>
<![CDATA[TINGKAT PENERAPAN PENDEKATAN SAINTIFIK ANTARA BUKU AJAR EDUPARK FISIKA MIFAN WATERPARK PADANG PANJANG DENGAN BUKU STANDAR ]]>
<![CDATA[Trisma, Elsi]]>;
<![CDATA[Hamdi, Hamdi]]>;
<![CDATA[Sari, Dewi Puspa]]>
<![CDATA[ JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 4 No 1 (2020): JEP : Jurnal Eksakta Pendidikan ]]>
Publisher : <![CDATA[Fakultas Matematika dan Ilmu Pengetahuan Alam ]]>
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DOI: 10.24036/jep/vol4-iss1/424
<![CDATA[The scientific approach is a learning process that is procedurally designed according to the general steps of scientific activity. This study aims to determine the suitability of the application of the scientific approach in accordance with the 2013 curriculum for SMA / MA. The research used is descriptive research with a qualitative approach. The population in this study was the Edupark Physics research books. The standard book used is seen from several high school physics textbooks made in Indonesia and used in West Sumatra. The sample in this study was the Edupark Textbook of Mifan Waterpark Padang Panjang Physics and standard books namely Physics book for SMA / MA class X curriculum 2013 revised 2016 and class XI curriculum 2013 in 2017 published by Erlangga with the instruction of Marthen Kanginan. The data in this study were taken using research instruments and data collection techniques through documentation studies. The results showed that the level of appropriateness of the application of the scientific approach in the textbook Edupark Physics Mifan Waterpark Padang Panjang based on Permendikbud No. 103 of 2014, there are still many subject matter that have not applied the steps in the scientific approach, so that the results obtained are not in accordance with the percentage 39.6 %. Whereas the standard book that is used has a percentage of 38.2% with the category not quite right. Thus it can be concluded that the Teaching Edupark Textbook of Mifan Waterpark Padang Panjang has a category that is equivalent to the standard book used. However, it is necessary to conduct a review so that the application of the scientific approach to the two books has more appropriate results.]]>
<![CDATA[PENDAHULUAN JURNAL EKSAKTA PENDIDIKAN VOL 4 NO 1 MEI 2020 ]]>
<![CDATA[Pendidikan, Jurnal Eksakta]]>
<![CDATA[ JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 4 No 1 (2020): JEP : Jurnal Eksakta Pendidikan ]]>
Publisher : <![CDATA[Fakultas Matematika dan Ilmu Pengetahuan Alam ]]>
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<![CDATA[Pendahuluan Jurnal Eksakta Pendidikan Vol 4 No1 Mei 2020]]>
<![CDATA[PENINGKATAN PENALARAN ILMIAH SISWA MELALUI PEMBELAJARAN GUIDED INQUIRY BERSTRATEGI SCAFFOLDING PADA MATERI SUHU DAN KALOR ]]>
<![CDATA[Sundari, Putri Dwi]]>;
<![CDATA[Rimadani, Ety]]>
<![CDATA[ JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 4 No 1 (2020): JEP : Jurnal Eksakta Pendidikan ]]>
Publisher : <![CDATA[Fakultas Matematika dan Ilmu Pengetahuan Alam ]]>
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DOI: 10.24036/jep/vol4-iss1/402
<![CDATA[The purpose of this research was to analyze the students? scientific reasoning skills in the guided inquiry learning integrated of scaffolding in heat and temperature. The research used mixed-method with embedded experimental design. The subject of this research was 29 students of class X in Sidoarjo state high school. The instrument consists of treatment and measurement instruments. The treatment instruments consist of syllabus, lesson plan, and student worksheet. The measurement instrument consists of scientific reasoning skills test. The test development based on scientific reasoning pattern proposed by Lawson with a reliability of 0.848. The quantitative data on students? scientific reasoning skills was analyzed using Wilcoxon-test, while qualitative data was analyzed by reducing data and coding using a scientific reasoning pattern rubric. The results show that students? scientific reasoning skill in heat and temperature increased after following the guided inquiry learning integrated of scaffolding. The students have been able to use information to determine whether a conclusion is likely to be true or not, but students are still unable to recognize and interpret relationships in situations described by observed or abstract variables.]]>
<![CDATA[ANALISIS KESALAHAN MAHASISWA DALAM MENYELESAIKAN SOAL MATEMATIKA DITINJAU DARI PROSEDUR NEWMAN ]]>
<![CDATA[Daswarman, Daswarman]]>
<![CDATA[ JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 4 No 1 (2020): JEP : Jurnal Eksakta Pendidikan ]]>
Publisher : <![CDATA[Fakultas Matematika dan Ilmu Pengetahuan Alam ]]>
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DOI: 10.24036/jep/vol4-iss1/435
<![CDATA[A reason for students? low learning outcomes in Basic Mathematics 1 in PGSD FKIP Univer sitas Bung Hatta is found to be errors in answering the questions. This study aims to describe the errors and find factors that cause students errorly answer the questions in Basic Mathematics 1. This is a descriptive research using case study design with interview and test as data collection techniques. Errors analysis conducted with Newman Procedures shows that 4.89% of students experience Reading error, 8.22 % of students experience Comprehension Error, 12.67% experience Transformation Error, 15.11% of students experience Process Skill Error, and 1.56% of students experience Encoding Error. Factors that cause errors include abhorrance of math, carelessness in solving problems, reluctance to ask questions during lecture, and the absence of motivation to learn.]]>
<![CDATA[PENGEMBANGAN LOCAL INSTRUCTIONAL THEORY PADA TOPIK PEMBAGIAN DENGAN PENDEKATAN MATEMATIKA REALISTIK ]]>
<![CDATA[Fauzan, Ahmad]]>;
<![CDATA[Yerizon, Yerizon]]>;
<![CDATA[Tasman, Fridgo]]>;
<![CDATA[Yolanda, Rendy Novri]]>
<![CDATA[ JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 4 No 1 (2020): JEP : Jurnal Eksakta Pendidikan ]]>
Publisher : <![CDATA[Fakultas Matematika dan Ilmu Pengetahuan Alam ]]>
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DOI: 10.24036/jep/vol4-iss1/417
<![CDATA[This research aimed to develop local instruction theory that is valid, practical, and effective to help elementary school students developing their mathematical problem-solving skills. Therefore a sequential activityis design on dailybasis to encourage students to develop their ability to solve mathematical problems, especially on the topic division. To achieve the goal, realistic mathematics approach was implemented to grade three elementary students in the learning process. The designed activities were validated by experts on the aspects of mathematical contents, language, didactical process based on realistic mathematical approach. Data were analyzed with descriptive statistics and parametric statistics. The validation results show that the local instruction theory was valid, and the implementation shows that the local instruction theory is practical and effective in improving students' mathematical problem-solving skills.]]>
<![CDATA[PENINGKATKAN AKTIVITAS SISWA MENGGUNAKAN MEDIA PAPAN CATUR TENTANG MATERI PEWARISAN SIFAT KELAS IX SMPN 4 KOTA SOLOK ]]>
<![CDATA[Hurriyati, Hurriyati]]>
<![CDATA[ JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 4 No 1 (2020): JEP : Jurnal Eksakta Pendidikan ]]>
Publisher : <![CDATA[Fakultas Matematika dan Ilmu Pengetahuan Alam ]]>
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DOI: 10.24036/jep/vol4-iss1/399
<![CDATA[Material inheritance is one of the materials in science subjects that students are less interested in. This can be seen from the low motivation of students in learning. In addition, in this material students are required to use a variety of terms that are new to them, using letter symbols to indicate characteristic or genes in order to be able to cross and be able to determine the choice of genotypes and phenotypes resulting from these crosses. The purpose of this study was to increase the activities of students who use chess boards on material inheritance. This research is a Classroom Action Research (CAR) which was conducted in two cycles. The subjects of this study were 30 students in class IXa. The results of this study indicate the use of chessboard media on class nature inheritance material in class IXa students at SMPN 4 Solok City can increase student activity. Thus this media can be used in learning to increase student activity on material inheritance.]]>
<![CDATA[KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SMP MELALUI ELPSA FRAMEWORK ]]>
<![CDATA[Amalia, Dessy]]>;
<![CDATA[Johar, Rahmah]]>;
<![CDATA[Ikhsan, M.]]>
<![CDATA[ JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 4 No 1 (2020): JEP : Jurnal Eksakta Pendidikan ]]>
Publisher : <![CDATA[Fakultas Matematika dan Ilmu Pengetahuan Alam ]]>
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DOI: 10.24036/jep/vol4-iss1/443
<![CDATA[The mathematical communication ability of students is still low. One effort that can be done is to implement Experiences, Language, Pictures, Symbols, Application (ELPSA) framework. The pur pose of this research was to determine students' mathematical communication skills through the application of the ELPSA framework. This research is a descriptive quantitative research. The sub jects were Year 8 students of one of Junior High School in Banda Aceh which consisted of 24 students. Data collection is done through stdeunts worksheet and mathematical communication tests. Data ana lysis was performed by calculating the score of students' mathematical communication in groups and individually using percentage techniques. The results of this research are the mathematical com munication abilities of students in groups during learning with the implementation of ELPSA framework producing high average score. Whereas students' mathematical communication skills after the implementation of the ELPSA framework showed 75% of students met the minimal criteria.]]>
