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Jurnal Pengajaran MIPA
Published by Universitas Pendidikan Indonesia
ISSN : 14120917     EISSN : 24433616     DOI : -
Core Subject :
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.
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Articles 7 Documents
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Search results for , issue "Vol 16, No 1 (2011): JPMIPA: Volume 16, Issue 1, 2011" : 7 Documents clear
ANALISIS REPRESENTASI MATEMATIK SISWA SEKOLAH DASAR DALAM PENYELESAIAN MASALAH MATEMATIKA KONTEKSTUAL Dahlan, Jarnawi Afgani; Juandi, Dadang
Jurnal Pengajaran MIPA Vol 16, No 1 (2011): JPMIPA: Volume 16, Issue 1, 2011
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v16i1.36003

Abstract

The purpose of this study was to examine the forms of representation constructed by primary school students in solving mathematical problems. Representation is the basis or foundation of how a student could understand and use mathematical ideas. The forms of representation, such as charts, graphs, and symbols, are essentially a long process of learning mathematics, but unfortunately these representations are often thought of and studied in its final form. Actually, representations should be given as support in the process of understanding concepts, the associations of mathematics, mathematical communication, constructing arguments, and apply mathematical concepts in everyday life through modeling. This research showed that the forms of representation constructed by the students are extremely varied. They are constructed in tables, images, patterns, and in the formal forms of mathematics (the formula). This study was also revealed that some students are able to develop forms of representation using logical mathematical processes. Students begin to formulate a representation using known premise, set the table, make conjecture, and subsequently arrange a formal representation.
PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING DENGAN PENDEKATAN INKUIRI UNTUK MENINGKATKAN KETERAMPILAN PROSES SAINS DAN PENGUASAAN KONSEP ELASTISITAS PADA SISWA SMA Prima, Eka Cahya; Kaniawati, Ida
Jurnal Pengajaran MIPA Vol 16, No 1 (2011): JPMIPA: Volume 16, Issue 1, 2011
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v16i1.36009

Abstract

Low mastery of physics concepts due to lack of process skills which it was trained in the learning process. The observation result that the failure to achieve mastery of concepts in physics due to some subject-oriented learning process in practice only a matter of course in learning cognitive aspects. Learning model problem based learning with inquiry approach is able to train and involve students' process skills to solve a problem through the stages of the scientific method. This study aims to measure the increase in the mastery of concepts and science process skills after application of the learning model are compared with the conventional model. The design used in this study is to pretest and posttest control group study with a sample of students grade XI IPA-6 and XI IPA-7 in high school one of Bandung, which is determined by purposeful sampling technique. The results showed that the significant influence the implementation of the learning model to increase mastery of the concept of elasticity in the experimental class with high category (g = 0.77) higher increase than the control class who were categorized (g = 0.50), the existence of significant influence implementation of the learning model of science process skills enhancement with high category (g = 0.87) higher increase than the control class increased with category (g = 0.59). And the linear correlation (Ftc=3,2F(0,99.(5⁄33)=3,635) positive improvement of science process skills to increase after application of the concept of mastery learning model is categorized high (0.508ρ0.887).
TRANSFORMASI BUDAYA MELALUI PEMBELAJARAN MATEMATIKA BERMAKNA DI SEKOLAH Rohaeti, Euis Eti
Jurnal Pengajaran MIPA Vol 16, No 1 (2011): JPMIPA: Volume 16, Issue 1, 2011
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v16i1.36004

Abstract

One of many other functions of teaching at school level is as a means of cultural transformational process. Mathematics, one of the sciences resulted from human thoughts and activities, at school level is now expected to be more meaningful through the insertion of familiar concepts which are related to the local culture of the students. This cultural incorporation is then extended into national culture with its multicultural characteristics and global culture which is commonly cross-cultural based. Through this, it is hoped that culture can be applied and kept by our young generation through their way of thinking, viewing and doing things. All these can also increase their commitment to keep the cultural differences nation wide.
ANALISIS KEBUTUHAN GURU KIMIA TERHADAP MATERIAL KURIKULUM MODEL “ATK” DAN POLA EDUKASI “ADIR” Rosbiono, Momo
Jurnal Pengajaran MIPA Vol 16, No 1 (2011): JPMIPA: Volume 16, Issue 1, 2011
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v16i1.36010

Abstract

This research initiated from the problems there are low quality of chemistry teacher comprehend in academic knowledge. The main goals of this research was to comprehend what model of ”Curriculum Materials” (CM) and “Amalgamation Teacher Knowledge” (ATK) educative framework were needed by chemistry teacher?. The research conducted by using descriptive method which express phenomenon are there him. The subject of this research were the Candidate of Chemistry Teachers which out-going in program of Profession Training and Education (PTE) at Department of Chemistry Education, Faculty of Mathematics and Science Education, Indonesia University of Education and Chemistry Teachers from Group Discussion of Chemistry Teacher (GDCT) at Karawang. The data were collected through questionnaires and analysis form of teacher academic needs. The data analysis technique worked through qualitative and quantitative techniques. Based on the empirical and theoretical analysis the research findings which resulted were: (1) The CM with ATK model was relevance with academic chemistry teacher needs, this model illustrated the integration of essential concepts of curriculum, chemistry subject matter, chemistry teaching, professional development of chemistry teacher, and academic skills of chemistry teacher through “key formulas”; (2) the CM structure that relevance for chemistry teacher academic needs was included the objectives formulation, subject matter description, questions, training tasks, and answer keys; (3) the CM content that relevance for chemistry teacher academic needs was included the essential concepts of curriculum, chemistry content, chemistry teaching, professional development of chemistry teacher, and academic skills of chemistry teacher; (4) the educative framework that effectively for using CM was guidance and training through the mechanism of “absorbing, doing, interacting, and reflecting” (ADIR).
AN ANALYSIS OF NUMBER SENSE AND MENTAL COMPUTATION IN THE LEARNING OF MATHEMATICS Aperapar, Parmjit Singh; Hoon, Teoh Sian
Jurnal Pengajaran MIPA Vol 16, No 1 (2011): JPMIPA: Volume 16, Issue 1, 2011
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v16i1.36005

Abstract

The purpose of this research was to assess students’ understanding of number sense and mental computation among Form One, Form Two, Form Three and Form Four students. A total of 1756 students, ages ranging from 12 to 17 years, from thirteen schools in Selangor participated in this study. A majority (74.9%) of these students obtained an A grade for their respective year-end school examinations. The design for this study was quantitative in nature where the data on student’s sense of numbers was collected using two instruments, namely, Number Sense Test and Mental Computation Test. Each of these instruments consisted of 50 and 45 items respectively. The results from this study indicate that students were not able to cope to the Number Sense Test as compared to the Mental Computation Test. The former unveils a low percentage of 37.3% to 47.7% as compared to the latter of 79% to 88.6% across the levels. In the number Sense Test, surprisingly, there was no significant difference in the results between Form 1 students and Form 2 students and also between Form 3 students and Form 4 students. This seems to indicate that as the number of years in schools increase, there is an increasing reliance on algorithm and procedures. Although in the literature it has been argued that including mental computation in a mathematics curriculum promotes number sense (McIntosh et. al., 1997; Reys, Reys, Nohda, Emori, 2005), this was not the case in this study. It seems that an over reliance on paper and pencil computation at the expense of intuitive understanding of numbers is taking place among these students.
PROFIL PROGRAM CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD) GURU BIOLOGI DI WILAYAH JAWA BARAT DALAM UPAYA MENINGKATKAN KUALITAS PROFESI Rahmat, Adi; Amprasto, Amprasto; Riandi, Riandi; Saefudin, Saefudin; Sutarno, Nono
Jurnal Pengajaran MIPA Vol 16, No 1 (2011): JPMIPA: Volume 16, Issue 1, 2011
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v16i1.36006

Abstract

A study on the profile of the continuous professional development (CPD) program of biology teacher in West Java has been done descriptively since March until November 2010. The study was aimed to obtain several information about professional activities have been being followed by biology teachers in West Java. This information was then used to draw CPD profile conducted by biology teachers in an effort to enhance their competencies and their professional quality. Respondents of the study were biology teachers qualified to follow teacher certification and employing in senior high schools of 11 cities in West Java. Information about perceptions of the teacher on teacher improvement programs, the forms of the professional activities of the teacher and the sources supporting the teacher to follow those activities were collected using questionaire. The result shown that biology teachers in West Java had good perception on improving the quality of the teacher and there are eight forms of professional activity which were followed by biology teachers in West Java in an effort to enhance their own professional quality. The seven forms of professional activities were Education and Training (Diklat), Workshop, Seminar, writing teaching material, visiting scientific institutions, doing research, writing and publishing article and/or a textbook. Three out of those seven forms of professional activity had high teacher involvement scale, which indicated that they were preferred by biology teacher. The three forms professional activities were Education and Training, Seminar, and Workshop. However, the number of each professional activity followed by teacher in the last three years was very low (less than one activity each year) due to several reasons. The four main reasons were no permission from school principal interconnecting with teacher task in the school, distance to the place of professional activities, financial, and teacher family.
KEMAMPUAN MENDESKRIPSIKAN HUBUNGAN ANTAR KONSEP FISIKA SISWA SMP DALAM PEMBELAJARAN BERBASIS FREE INQUIRY DALAM UPAYA MENINGKATKAN KEMAMPUAN GENERIK SAINS Suyana, Iyon
Jurnal Pengajaran MIPA Vol 16, No 1 (2011): JPMIPA: Volume 16, Issue 1, 2011
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v16i1.36007

Abstract

In an effort to develop the generic skills of science students conducted research to reveal the ability to describe the relationship between the concept of students in learning science / physics topic in class IX Ohm's Law. To know how to profile a student's ability in describing the relationship between the concepts of physics on the topic of Ohm's Law of Free Inquiry-based learning carried out in one class IX SMP Negeri 2 Cikalongwetan. Achieving the ability of students and percentage of students who achieve the ability to describe every aspect of the relationship between concepts is measured by observation and assessment products in the form of journal the results of the experiment. The results of this study indicate that the highest and lowest achieving students to aspects of the writing tables in the indicator unit 59% and 12% of the write indicator; create a chart on the indicator to write on both axes coordinate the writing of 78% and the indicator unit on the second coordinate axis 22%; describe relationships between concepts in the form of sentences in two variables load indicator 100% and the indicator shows the quality of the relationship between variables 35%; and describe the relationships between concepts in the form of symbols on the indicator symbol contains 87% 2 variables and indicators to formulate the relationship between symbols 13%. Prosentase students who can show the ability to create tables and graphs the results of the experiment, describing the relationship between concepts in the form of words and symbols in a row is 56%, 73%, 61%, and 50%.

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