Formatif: Jurnal Ilmiah Pendidikan MIPA
ISSN / EISSN : 2088-351X / 2502-5457
Current Publisher: Universitas Indraprasta PGRI (10.30998)
Total articles ≅ 126
Latest articles in this journal
Formatif: Jurnal Ilmiah Pendidikan MIPA, Volume 10; doi:10.30998/formatif.v10i1.3789
The present study aims at uncovering Mathematical Concept Understanding Ability in solving the problem of 3D Geometry from the perspective of both cognitive styles dependent and independent field. As the instrument, this study adopts Group Embedded Figure Test, Observation worksheet, test, interview, and documentation. In dealing with data analysis, it relies on qualitative analysis consisting data reduction, data display, and conclusion drawing. Based on the investigation, it could be inferred that the students with cognitive dependent field could solve the problem with 3D Geometry; however, they still need some improvements to realize a proper way in using such method. On the other hand, the students with cognitive independent field, they could correctly operationalize the 3D Geometry concept to solve the same problem. In addition, this study also recommends that to minimize the problem above, the teacher is supposed to give proportional distribution in implementing either individual or group task.
Formatif: Jurnal Ilmiah Pendidikan MIPA, Volume 10; doi:10.30998/formatif.v10i1.4735
This research development aims to produce thematic-integrative teaching materials based on a scientific approach. The product produced aims to develop a confident character. Teaching materials developed get positive responses from students with excellent task completion achievement, amounting to 81.5%. This is evidenced based on the results of expert assessments which show that teaching material developed from the aspect of content eligibility is categorized as "very good" with an average of 64.5, aspects of language are categorized as "good" with an average of 31, aspects of presenting the category of "very good" with an average of 59, and the aspect of graphics categorized as "very good" with an average of 55. Thematic-integrative teaching materials based on a scientific approach with the theme "Beautiful Togetherness" to develop self-confidence and improve learning outcomes of grade IV elementary school students in learning.
Formatif: Jurnal Ilmiah Pendidikan MIPA, Volume 10; doi:10.30998/formatif.v10i1.5063
Learning physics science is ideally accomplished through the experiments, although the theory of special relativity is challenging to understand. It is difficult because this topic has not occurred in real experience, and no technology has launched at the speed of light. To understand this theory, Virtual Reality (VR) can potentially visualize the actual concept of relativity by presenting an artificial environment to the students. The aim of this research is to develop the virtual reality application as a learning media for special relativity. This Research and Development uses the Lee and Owens Model, which consists of analysis, design, development, implementation, and evaluation. The system development method used is black-box testing. The result of the development of this system is the creation of a VR application to explain the material of relativity. From the results of black-box testing, the test results show that the percentage of application system success is 83%, which indicates that the application is functioning correctly on smartphone usage so that this application can be used on the theory of relativity simulation users using virtual reality devices.
Formatif: Jurnal Ilmiah Pendidikan MIPA, Volume 10; doi:10.30998/formatif.v10i1.5474
The purpose of this study is to determine the distribution of student learning styles, to determine the average mathematical communication skills that have Auditory, Visual, and Kinestatic learning styles. and to find out if there are significant differences in the ability of mathematical connections between students who have auditory, visual, and kinesthetic learning styles. This research was conducted at SMAN 17 Pandeglang in class XII MIPA. The instrument used was in the form of a learning style questionnaire and a test of mathematical connection abilities. This type of research is a comparative study with a quantitative approach. Based on the results of data processing, that the distribution of student learning styles is included in the Auditory learning style of 34% of students, Visual 46% of students, and Kinesthetic 19% of students. By using a scale of 0-50, the average mathematical connection ability of students is 29.58, whereas when viewed from each distribution of learning styles, the average mathematical ability of auditory students is 24.89, visual students 28.33, and kinestatic students 34,40. Based on the results of the analysis with the ANOVA test and t test (Dunnet) that there is a significant difference in the ability of students' mathematical connections between auditory, visual and kinesthetic learning styles with a significant level of ? = 0.05, and the results of the value of Fcount > Ftable = 3.62 > 3,42, where the kinesthetic learning style has higher mathematical connection ability than auditory and visual learning styles.
Formatif: Jurnal Ilmiah Pendidikan MIPA, Volume 10; doi:10.30998/formatif.v10i1.4629
The purpose of this descriptive qualitative study is to look at the representation of students in solving problems about stories. Subjects were selected based on the results of the pretest questions and short interviews conducted on 28 students in 1 class. Of the 28 students who were the subjects of the study, 2 students were chosen representing 2 categories of answers that appeared in 1 class. Each category, namely the category of students who answered correctly and students who answered incorrectly, were randomly assigned to one student for further analysis. The research location was Malang Saladin Middle School. Subjects will be given test questions and will be interviewed to gather information regarding the results of their work. The results of this study indicate that there are still students who have difficulty in solving mathematical problems in the form of story problems. This research also shows that repressance plays an important role in the success of students in solving story problems.
Formatif: Jurnal Ilmiah Pendidikan MIPA, Volume 10; doi:10.30998/formatif.v10i1.4621
Teaching science should emphasize the provision of real experiences for students to develop their competence so that their ability in learning can be improved. The aim of this study was to evaluate the improvement of students’ learning result after the development of the teaching materials. This study used the Research and Development (R&D) approach with the 4D model. The data were collected through test and validation analysis. The findings show that after teaching implementing the developed material, there were no students in the low category, students in the medium level were 11 (35,48%) only, while the majority of them (20 students) which were 64,52% were categorized into the high level. Besides that, referring to the descriptive analysis of mean scores obtained by students, their achievement was regarded to be better than before (87,06). In terms of the improvement in students’ learning results, after they were taught using the media which was developed in this study, students experienced improvement as the t-test showed the tcount = 50,160 > t table= 2,042 with the significance level of 0,000. Based on that results, the development of teaching material does support the learning activities in the classroom. Therefore, it can be concluded that the use of teaching material brings an impact on the improvement of students’ learning results so that they can understand the materials better. This current study gives insight to the learners about the importance to develop teaching media for learning Physics.
Published: 22 January 2020
Formatif: Jurnal Ilmiah Pendidikan MIPA, Volume 9; doi:10.30998/formatif.v9i4.3665
The purpose of the study is to describe (1) the difficulties experienced by students in solving basic chemistry problems, (2) factors that cause student learning difficulties in learning basic chemistry. This research is descriptive research with qualitative and quantitative approaches. Research subjects of Mathematics Education Study Program students who attend odd semester 2018/2019 basic chemistry lectures. The selection of sample classes uses purposive sampling technique. Data collection techniques were carried out by carrying out a question-based test in the form of descriptions and non-tests in the form of questionnaires and interviews. The results showed that the absorption of students for limiting reagents was 56.95%, calculation of acid base ph was 60.5%, identification of base acids 59.55%, colloids 64.1%, naming hydrocarbon compounds 64.9%, and writing structures ahaidrocarbon compounds 67.35%. Factors that cause learning difficulties consist of interest, motivation, concentration, study habits, intelligence. Student interest is 40%, motivation is 24%, concentration 36%, study habits 32%, and intelligence 28%
Published: 22 January 2020
Formatif: Jurnal Ilmiah Pendidikan MIPA, Volume 9; doi:10.30998/formatif.v9i4.4132
This study uses a quasi-experimental method with the final design control test of mathematical communication skills in terms of student personality through personality tests. The sample of this study was students of class XI-IPS in MAN 6 Kampung Dukuh and MAN 6 Cibubur East Jakarta in the odd semester 2018/2019 Academic Year as many as 88 people. The instrument used in this study is a description question and personality questionnaire. The results showed that 1) The ability of mathematical communication students who got the cooperative jigsaw method was higher than the students who received conventional learning, 2) There were interactions between learning methods and personalities on mathematical communication skills, 3) Mathematical communication skills of students with extroverted personalities given jigsaw cooperative method treatment is higher than those given conventional learning treatment, 4) Mathematical communication skills of students with introverted personalities treated with cooperative jigsaw methods are lower than those given conventional learning treatments. Thus, jigsaw cooperative learning is better applied to students with an extracurricular personality.
Published: 22 January 2020
Formatif: Jurnal Ilmiah Pendidikan MIPA, Volume 9; doi:10.30998/formatif.v9i4.3489
The research aims to produce a learning model that is expected to be easy, effective and practically applied in the learning process. The model developed is the JINEMAM model which is a combination of the Jigsaw, Example Non Example and Make a Match model. This research in its development process uses the 4D development model from thiagarajan namely Define, Design, Develop and Disseminate. The instruments used were validation sheets, legibility questionnaires and pretest-posttest questions. For product trials and legibility using 32 students of the 2014 Biology study program. The results of the data analysis showed that the learning model was very valid. Based on the results of the analysis it can be concluded that the learning model is feasible to be used in the learning process.
Published: 22 January 2020
Formatif: Jurnal Ilmiah Pendidikan MIPA, Volume 9; doi:10.30998/formatif.v9i4.3530
Students 'ability to understand the concept of physics is still weak, so it is necessary to use learning resources that are able to improve students' conceptual understanding. This study aims to determine the effect of android-based multimedia modules on understanding the physics concepts of high school students in static fluid material. The sample of this study was students of class XI MIA 1 and XI MIA 2 of SMA 1 Raman Utara. This study was conducted using the type of pretest-posttest control group design. The data obtained were then tested by N-gain analysis, normality test, homogeneity test, independent sample t-test, and effect size test. Data from the study were collected using pretest and posttest with conceptual understanding indicators. The results show that there is an influence of the use of multimedia modules on understanding students' concepts in static fluid material. The results of the study obtained an average N-gain score of the experimental class and control class of 0.54 and 0.31 with the medium category and the effect size value of 2.8 with a large category. The results of different tests using independent sample t-test <0.05 showed that there were significant differences in students' ability to understand concepts using using multimedia-based android modules and students using print modules.