Formatif: Jurnal Ilmiah Pendidikan MIPA
ISSN / EISSN : 2088-351X / 2502-5457
Published by: Universitas Indraprasta PGRI (10.30998)
Total articles ≅ 234
Latest articles in this journal
Formatif: Jurnal Ilmiah Pendidikan MIPA, Volume 10; https://doi.org/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; https://doi.org/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; https://doi.org/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; https://doi.org/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; https://doi.org/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.
Formatif: Jurnal Ilmiah Pendidikan MIPA, Volume 10; https://doi.org/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.
Published: 22 January 2020
Formatif: Jurnal Ilmiah Pendidikan MIPA, Volume 9; https://doi.org/10.30998/formatif.v9i4.3522
Students’ autonomy toward teacher during the learning activities leads one-way learning. Consequently, students have less autonomy in the learning activities. Therefore, this research adressed to implement the media computer based instruction (simulation model) in improving the students’ autonomy in a science learning. The total participants in this research were 79 of the 4th grade students from a purposively primary schools during the first semester of 2018. They were divided into two groups, namely the experimental group (n=55) and the control group (n=24). The research used a pre-test post-test quasi-experimental method with a nonequivalent control group design. The students’ autonomy data were collected by using the observation sheet for each of post-test and pre-test which consisted of five aspects i.e. motivation, initiative, confidence, discipline, and responsibility. The independent sample t-test was used statistically to compare the average score of the students’ autonomy during the pre-test and post-test. The collected data were analyzed by using SPSS 11.0 statistics program. The findings of the research indicated that computer based instruction (simulation model) affects the students’ autonomy significantly in the science learning. Thus, the researcher believes in the further study, the computer based instructions (simulation model) can be intergrated with the model or method in the learning activity to improve the students’ autonomy in learning science.
Published: 22 January 2020
Formatif: Jurnal Ilmiah Pendidikan MIPA, Volume 9; https://doi.org/10.30998/formatif.v9i4.3650
This study aims to determine whether the motivation and learning achievement of class VIII students who get treatment with the Problem Based Learning model is better than the conventional learning model. This type of research is quantitative research. In this study using a questionnaire to determine student learning motivation and tests to determine student learning achievement. The sampling technique with Cluster Random Sampling from the population of class VIII students. Data collection techniques with documentation, tests, and questionnaires. Data analysis techniques in this study were Multivariate Normality Test, Homogeneity Test of Covariance Matrix, T2 Hotelling Trace Test and independent t-test. From the initial data the daily test scores and learning motivation questionnaire scores are used to determine whether the conditions of the two classes are balanced. From the final data of the experimental and control classes with data analysis techniques such as preliminary data, it can be concluded that motivation and learning achievement of students using the Problem Based Learning model is better than conventional learning models.
Published: 22 January 2020
Formatif: Jurnal Ilmiah Pendidikan MIPA, Volume 9; https://doi.org/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; https://doi.org/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.