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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 15 Documents
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Search results for , issue "Vol 22, No 1 (2017): JPMIPA: Volume 22, Issue 1, 2017" : 15 Documents clear
PENGEMBANGAN THERMOBALANCE DIGITAL BERBASIS TEKNOLOGI SENSOR DAN LEMBAR KERJA PESERTA DIDIK (LKPD) UNTUK PEMBELAJARAN MATERI SUHU DAN KALOR Yulkifli Yulkifli; Usmeldi Usmeldi; Yohandri Yohandri; Anggraini Anggraini
Jurnal Pengajaran MIPA Vol 22, No 1 (2017): JPMIPA: Volume 22, Issue 1, 2017
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v22i1.8378

Abstract

An understanding of temperature and heat concept is one of the learning objectives in the 2013 Curriculum and the complexity of these concepts requires learning tools that can help students in achieving this objective. In this article, we discussed the development of digital thermobalance and student worksheets (LKPD) as supporting tools for learning temperature and heat concepts. The evaluation results showed that digital thermobalance and LKPD developed in this study have proven to be valid, practical, and effective. Findings from this evaluation showed the potential of digital thermobalance and LKPD as a learning media for temperature and heat subject. ABSTRAKPemahaman tentang konsep materi dan suhu adalah salah satu tujuan pembelajaran dalam Kurikulum 2013 dan kompleksitas materi ini menuntut adanya perangkat pembelajaran yang dapat membantu peserta didik dalam mencapai tujuan tersebut. Dalam artikel ini, kami akan memaparkan pengembangan thermobalance digital dan Lembar Kerja Peserta Didik (LKPD) sebagai penunjang pembelajaran suhu dan kalor. Hasil evaluasi menunjukkan bahwa thermobalance digital dan LKPD yang dikembangkan dalam penelitian ini telah terbukti valid, praktis, dan efektif. Temuan hasil evaluasi tersebut menunjukkan potensi thermobalance digital dan LKPD sebagai media pembelajaran materi suhu dan kalor.
KEMAMPUAN MULTIREPRESENTASI DAN HUBUNGANNYA DENGAN HASIL BELAJAR MAHASISWA CALON GURU FISIKAJAR MAHASISWA Nurhayati Nurhayati; Nurussaniah Nurussaniah; Anita Anita
Jurnal Pengajaran MIPA Vol 22, No 1 (2017): JPMIPA: Volume 22, Issue 1, 2017
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v22i1.5833

Abstract

Representation is an inseparable part of science, and research shows that the representation ability of preservice physics teachers was still inadequate. This study evaluated preservice physics teachers’ multiple representation ability and the relationship between the ability with the overall student learning outcomes or the Cumulative Achievement Index (GPA). There was a diference in multiple representation ability based on the level of education programs (fourth semester and sixth-semester students), and the ability significantly correlated with preservice physics teachers learning outcomes.
BUKU AJAR IPA SMP BERBASIS ARGUMEN UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS SISWA I Wayan Redhana; I Ketut Sudiana
Jurnal Pengajaran MIPA Vol 22, No 1 (2017): JPMIPA: Volume 22, Issue 1, 2017
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v22i1.8385

Abstract

This study aimed to investigate the effects of argument-based science learning book to the students’ critical thinking skills. Type of the study was quasi experiment with pretest-postest one group design. Population of the study was students of junior high school in Buleleng regency Bali province applying curriculum 2013. Samples of the study were the seventh grade students of junior high school, namely SMPN 1 Singaraja, SMPN 2 Singaraja, and SMPN 4 Sukasada, consisting of 88 people. Findings of the study showed that learning book could improve students’ critical thinking skills, that were 57.22%.AbstrakPenelitian ini bertujuan menyelidiki pengaruh buku ajar IPA SMP berbasis argumen terhadap keterampilan berpikir kritis siswa. Jenis penelitian yang digunakan adalah eksperimen kuasi dengan pretest-postest one group design. Populasi penelitian adalah siswa SMP di kabupaten Buleleng Bali yang menerapkan kurikulum 2013. Sampel penelitian adalah siswa kelas VII dari tiga SMP yang ada di kabupaten Buleleng, yaitu SMPN 1 Singaraja, SMPN 2 Singaraja, dan SMPN 4 Sukasada. Jumlah sampel sebanyak 88 orang siswa. Hasil-hasil yang dicapai pada penelitian ini menunjukkan bahwa buku ajar IPA SMP berbasis argumen dapat meningkatkan keterampilan berpikir kritis siswa sebesar 57,22%.
PENGARUH PENGGUNAAN BUKU AJAR BERBASIS STEM BERBANTUAN LEGO MINDSTORM EV3 TERHADAP PEMAHAMAN KONSEP MOMENTUM SISWA Ratih Mega Ayu Afifah; Ida Kaniawati; Irma Rahma Suwarma
Jurnal Pengajaran MIPA Vol 22, No 1 (2017): JPMIPA: Volume 22, Issue 1, 2017
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v22i1.8379

Abstract

The purpose of this research is to figure out the effect of using STEM (Science, Technology, Engineering, and Mathematic) based textbook that assisted by using LEGO mindstorm EV3 toward the students’s understanding of momentum subject. The design of this research that is pretest-postest group design. The Samples are composed of 12 students from experimental class and 12 students from control class. The results of this research show that the conceptual understanding of experimental class that using STEM-based textbook that assisted by using LEGO mindstorm EV3 is beter than the understanding of control class which using the conventional textbook in the ordinary class. The implication of this research is applying this textbook to measure the other cognitive dimention such as reasoning.AbstrakTujuan penelitian ini adalah untuk mengetahui pengaruh penggunaan buku ajar berbasis STEM (Science, Technology, Engineering, dan Mathematics) berbantuan LEGO mindstorm EV3 dalam pembelajaran fisika terhadap pemahaman konsep siswa pada materi momentum. Penelitian ini menggunakan desain eksperimen pretest postest group design. Sampel penelitian terdiri dari 12  siswa kelompok eksperimen dan 12 siswa kelompok kontrol. Berdasarkan hasil analisis menunjukkan bahwa pemahaman konsep kelompok siswa yang menggunakan buku ajar berbasis STEM berbantuan LEGO mindstorm EV3 secara signifikan lebih meningkat dibandingkan dengan kelompok yang menggunakan buku yang biasa digunakan di sekolah. Hasil penelitian menunjukkan bahwa penggunaan buku ajar berbasis STEM berbantuan robot LEGO mindstorm EV3 dapat meningkatkan pemahaman konsep siswa pada materi momentum. Implikasi pada penelitian ini adalah menerapkan buku ajar tersebut untuk mengukur dimensi kognitif lainnya seperti penalaran.
ENHANCING MATEMATICAL COMMUNICATION AND DISPOSITION ABILITIES THROUGH MODEL-ELICITING ACTIVITIES (MEAs) LEARNING Yani Siti Tuadah Afriani; Siti Fatimah; Yaya Sukjaya Kusumah
Jurnal Pengajaran MIPA Vol 22, No 1 (2017): JPMIPA: Volume 22, Issue 1, 2017
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v22i1.8375

Abstract

The purpose of this study is to analyze the enhancement mathematical communication ability and the achievement mathematical disposition of junior high school students under Model-Eliciting Activities (MEAs) learning. This study was a quasi-eperimental in one of the junior high schools in Bandung, with the design of non-equivalent control group involving 80 students of grade VII. The instrument used for measuring students ability was a test on mathematical communication, whereas for measuring their mathematical disposition, a questionaire was used . The statistical analysis performed were Mann-Whitney test, and one way ANOVA test. The research results obtained are: (1) the enhancement the students mathematical communication abilities who work under Model-Eliting Activities (MEAs) learning is better than the students who work under conventional learning, (2) there are differences in the improvement in mathematical communication ability between students who have mathematical prior knowledge (KAM) high, midlle, low, (3) the students achievement in mathematical disposition who work under Model-Eliciting Activities (MEAs) learning is better than those who work under conventional learning.
KETERAMPILAN CALON GURU KIMIA DALAM MENGEMBANGKAN ALTERNATIVE ASSESSMENT Hairida Hairida
Jurnal Pengajaran MIPA Vol 22, No 1 (2017): JPMIPA: Volume 22, Issue 1, 2017
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v22i1.8381

Abstract

The aim of this study was to investigate prospective chemistry teachers’ skills on developing alternative assessment. Students of chemistry program of FKIP Untan participated on this study. They had already taken PPL-2 class on academic year of interview guidelines and observations sheets were used to collect data. This study showed that prospective chemistry teachers’ skills on developing traditional assessment (essay and multiple choice test) was categorized as good. On the other hand, prospective chemistry teachers’ skill on developing alternative assessment was categorized as fair. The biggest obstacle teachers had on developing alternative assessment was to make and design task and rubric assessment, and how to implement alternative assessment on learning process.AbstrakPenelitian ini untuk menyelidiki keterampilan calon guru kimia FKIP Untan Pontianak dalam mengembangkan alternative assessment melalui studi deskriptif. Subyek penelitian ini adalah   mahasiswa program studi Pendidikan Kimia yang mengambil mata kuliah PPL-2 Tahun Akademik 2016/2017 dengan alat pengumpul data  berupa  pedoman wawancara dan lembar pengamatan disertai rubrik penilaian yang disusun berdasarkan aspek keterampilan dalam mengembangkan alternative assessment. Hasil penelitian menunjukkan sebanyak 97,67% calon guru kimia terampil dalam mengembangkan penilaian tradisional (bentuk pilihan ganda dan uraian),   dan sebanyak 74% calon guru kimia terampil dalam  mengembangkan alternative assessment. Kendala terbesar calon guru kimia FKIP Untan dalam mengembangkan alternative assessment adalah membuat task dan rubrik penilaian.
THE EFFECT OF MULTIREPRESENTATION DISCOURSE LEARNING ON STUDENTS PROBLEM SOLVING ABILITY Tatang Herman; Tetin Artinah; Dian Usdiyana
Jurnal Pengajaran MIPA Vol 22, No 1 (2017): JPMIPA: Volume 22, Issue 1, 2017
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v22i1.8376

Abstract

Solving mathematical problem for most secondary students was still a very difficult job, particularly in understanding the problem and assigning mathematical models. This research attempted to overcome the lack of mathematical problem solving skills of students by using Multi Representation Discourse model (DMR). The purpose of this research was to improve mathematical problem solving skills of junior high school students by implementing DMR model. The method of the research was quasi experiment method with control group pretest-posttest. The population of this research was 7th grade students the one of junior high school in Bandung city. From this research, the researcher randomly took two classes as sample. Instrument of this research was test for measuring the mathematical problem solving skills and a questionnaire and form observation for describing students’ respons. The result of this research shows that  mathematical problem solving skills of students who got DMR learning model is higher than that of students who got direct instruction learning. Also students show positive responses enthusiastic, excited, fun and self-confident in learning mathematics.AbstrakMenyelesaikan soal pemecahan masalah matematika bagi kebanyakan siswa SMP merupakan pekerjaan yang sulit, terutama dalam memahami masalah dan menyusun model matematika. Penelitian ini dilakukan untuk mengatasi rendahnya kemampuan pemecahan masalah matematis menggunakan model pembelajaran Diskursus Multirepresentasi (DMR). Fokus utama penelitian ini adalah mengungkap apakah peningkatan model pembelajaran DMR dapat mengatasi kesulitan siswa dalam menyelesaikan soal pemecahan masalah matematika siswa SMP kelas VII.  Metode penelitian yang digunakan dalam penelitian ini adalah metode kuasi eksperimen dengan desain kelompok kontrol pretes-postes. Populasi dalam penelitian ini adalah seluruh siswa kelas VII salah satu SMPN di Kota Bandung dengan dipilih sampel dua kelas VII. Instrumen dalam penelitian ini adalah tes untuk mengukur kemampuan pemecahan masalah matematis dan instrumen non tes berupa angket dan lembar observasi untuk memngetahui respon siswa terhadap pembelajaran yang dilakukan. Hasil penelitian menunjukkan bahwa peningkatan kemampuan pemecahan masalah matematis siswa yang mengikuti model DMR lebih tinggi dibandingkan siswa yang memperoleh pembelajaran langsung. Selain itu siswa menunjukkan respon yang positif, seperti antusias, senang dan percaya diri dalam pembelajaran matematika. 
MENGEMBANGKAN KEMAMPUAN BERPIKIR KREATIF MATEMATIK MAHASISWA PENDIDIKAN GURU SEKOLAH DASAR MELALUI PEMBELAJARAN ETNOMATEMATIKA SUNDA Supriadi Supriadi
Jurnal Pengajaran MIPA Vol 22, No 1 (2017): JPMIPA: Volume 22, Issue 1, 2017
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v22i1.8387

Abstract

This study focuses on the development of creative thinking abilities through ethnomathematics Sunda learning mathematics students primary school teacher reviewed all students, educational background and origin as well as non Sunda Sundanese culture. Subjects used were students semesters 1, 3, 5, and 7 2012/2013 academic year at a State University in West Java and Banten, in the development of teaching materials prepared by the method didactical Design Research (DDR). Then tested through experimentation stage. Instruments used in the form postes. Experimental research with posttest only control group design uses the 135 research subjects first semester students were divided into 3 groups. 2 The experimental group made teaching and Non-DDR DDR and 1 control group.Mathematical creative thinking ability of the students who get ethnomathematics Sunda learning (Non-DDR and DDR) better than students who do not. There is interaction between the learning model and culture of the original group in creative thinking skills mathematical, there is no interaction in a group educational background.AbstrakPenelitian ini berfokus pada pengembangan kemampuan berpikir kreatif matematik mahasiswa PGSD melalui pembelajaran etnomatematika Sunda  ditinjau keseluruhan mahasiswa, latar belakang pendidikan dan asal budaya Sunda serta non Sunda.  Subjek penelitian yang digunakan adalah mahasiswa semester 1, 3, 5, dan 7 tahun ajaran 2012/2013 di sebuah Universitas Negeri di Jawa Barat dan Banten, dalam pengembangan bahan ajar yang disusun melalui metode Didactical Design Research (DDR). Kemudian diuji melalui tahap eksperimen. Instrumen yang digunakan berupa postes. Penelitian eksperimen dengan desain  posttest only control group ini menggunakan subyek penelitian 135 orang mahasiswa semester 1 yang terbagi menjadi 3 kelompok. 2 Kelompok eksperimen berbahan ajar DDR dan Non-DDR dan 1 kelompok kontrol.Kemampuan berpikir kreatif matematik antara mahasiswa  yang mendapatkan pembelajaran etnomatematika Sunda (DDR dan Non-DDR) lebih baik daripada mahasiswa yang tidak. Terdapat interaksi antara model pembelajaran dan kelompok asal budaya dalam kemampuan berpikir kreatif matematik, tidak terdapat interaksi dalam kelompok latar belakang pendidikan.
PENGARUH MODEL PROBLEM BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR ANALITIS DAN KETERAMPILAN PROSES SAINS KIMIA PESERTA DIDIK Eli Rohaeti; Ihda Nur Rahmah
Jurnal Pengajaran MIPA Vol 22, No 1 (2017): JPMIPA: Volume 22, Issue 1, 2017
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v22i1.8382

Abstract

This research aimed to investigate the effect of PBL model on students’ analytical thinking abilities and science process skills at rate reaction. This research was quasi experimental research using posttest-only control design. The sample was consisted 2 classess, experiment class used Problem Based Learning model and control class used Direct Instruction model with a total sample of 61 students. Instruments of this research were the observation sheet for measuring science process skills and the integrated assessment instrument which involved two indicators, analytical thinking abilities and science process skills. The result of this study shows that PBL model can increase students’ analytical thinking abilities and science process skills. The mean of posttest analytical thinking abilities and science process skills in experiment class is better than control class. The result of the statistic tests using ancova analysis shows that significance 0.000 0.05 at 5% significance level, so there’s effect of the using of PBL model on students’ analytical thinking abilities and science process skills.AbstrakPenelitian ini bertujuan untuk menguji pengaruh model PBL terhadap kemampuan berpikir analitis dan keterampilan proses sains kimia peserta didik pada materi laju reaksi menggunakan instrumen penilaian terintegrasi. Jenis penelitian ini adalah penelitian eksperimen semu. Desain penelitian yang digunakan, yaitu posttest control group design. Sampel dalam penelitian ini sebanyak 61 peserta didik yang dibagi dalam dua kelas, yaitu kelas eksperimen dan kelas kontrol. Kelas eksperimen menggunakan model Problem Based Learning, sedangkan kelas kontrol menggunakan model Direct Instruction. Instrumen yang digunakan dalam penelitian, yaitu lembar observasi untuk mengukur keterampilan proses sains kimia dan instrumen penilaian terintegrasi yang mencakup indikator kemampuan berpikir analitis dan keterampilan proses sains kimia peserta didik. Hasil penelitian menunjukkan bahwa model Problem Based Learning dapat meningkatkan kemampuan berpikir analitis dan keterampilan proses sains kimia peserta didik. Nilai rata-rata posttest kemampuan berpikir analitis dan keterampilan proses sains kimia kelas eksperimen lebih tinggi dibanding kelas kontrol. Hasil uji statistik menggunakan uji ankova menunjukkan nilai signifikansi 0,000 0,05 sehingga pada taraf signifikansi 5% dapat disimpulkan bahwa ada pengaruh penggunaan model Problem Based Learning terhadap kemampuan berpikir analitis dan keterampilan proses sains kimia peserta didik pada materi laju reaksi.
EKSPLORASI PEMAHAMAN KONSEP MAHASISWA PROGRAM STUDI PENDIDIKAN FISIKA PADA MATERI GERAK DAN GAYA DENGAN MENGGUNAKAN FCI Syuhendri Syuhendri
Jurnal Pengajaran MIPA Vol 22, No 1 (2017): JPMIPA: Volume 22, Issue 1, 2017
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v22i1.8377

Abstract

A research to explore Physics Education Study Program students’ conceptual understanding on motion and force has been done. The research used quantitative and qualitative mix-method. The instrument used was the Indonesian version of Force Concept Inventory (FCI). The results showed that the level of students’ conceptual understanding on motion and force was 18,08%, and the level of their conceptual mastery for each of six-areas were between 9,9% and 26,2%, with the tendency the students more difficult to mastery the higher concepts. From 21 concepts, 19 concepts were well understood by less than 30% students and 2 others concepts by less than 50% students. Among the most difficult concepts to understand were: velocity direction constant if there is no force work, effect of weight/mass in acceleration of falling object, discriminate acceleration and velocity, contact force of air resistance, relationship between constant force and constant acceleration, first law for cancelling forces, and third law for continuous forces. The conclusion was the students’ conceptual mastery is low for all of motion and force materials. It is suggested that the lecturer of Basic Physics course concerns about students’ conceptual understanding and look for specific strategy to promote students’ conceptual understanding on motion and force.AbstrakTelah dilakukan penelitian untuk melihat pemahaman konsep mahasiswa Program Studi Pendidikan Fisika pada materi gerak dan gaya. Penelitian menggunakan metode gabungan kuantitatif-kualitatif. Instrument yang digunakan adalah Force Concept Inventory (FCI) versi Bahasa Indonesia. Hasil penelitian adalah didapatkan tingkat pemahaman konsep gerak dan gaya 18,08%. Tingkat penguasaan untuk masing-masing dari enam area gerak dan gaya adalah pada rentang 9,9% - 26,2% dengan kecendrungan semakin sedikit mahasiswa menguasai konsep yang lebih tinggi. Dari 21 konsep, 19 konsep dipahami dengan baik oleh kurang dari 30% mahasiswa dan 2 konsep lainnya kurang oleh 50% mahasiswa. Beberapa konsep yang paling sulit dipahami adalah: arah kecepatan konstan jika tidak ada gaya yang bekerja, pengaruh berat/massa pada percepatan benda jatuh, membedakan percepatan dan kecepatan, gaya kontak gesekan fluida (udara), hubungan gaya konstan dengan percepatan konstan, hukum 1 untuk gaya yang saling meniadakan, dan hukun 3 untuk gaya kontinu. Kesimpulan adalah tingkat penguasaan konsep rendah secara merata diseluruh materi gerak dan gaya. Implikasi dari penelitian adalah pengampu mata kuliah perlu memperhatikan pemahaman konsep dan mencarikan strategi spesifik untuk meningkatkan pemahaman konsep pada materi gerak dan gaya.

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