Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam
From June 1, 2026, JPMIPA is migrating from OJS 2 to OJS 3.5. All manuscript submissions will be accepted only through the new website at: https://ejournal-science.upi.edu/jpmipa/index 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 (PPII), twice a year in April and October with 5 articles per number or 10 articles per year. We aspire to become a journal which contributes to math and science teaching improvement by spreading knowledge that all stakeholder engaged in mathematics and science teaching can be able to benefit from. As of 26 May 2016 we are recognized as Nationally Accredited Journal by Indonesia Directorate of Higher Education (DIKTI) via Decree No. 36a/E/KPT/2016.
Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia
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Newman Analysis Error in Examining Elementary Students’Challenges in Solving Mixed Fraction Operation Word Story Problem
Pemahaman siswa terhadap operasi penghitungan campuran pada pecahan merupakan aspek penting dalam pembelajaran matematika di sekolah dasar. Namun, berbagai penelitian menunjukkan bahwa siswa sering mengalami kesulitan dalam menyelesaikan soal cerita yang berkaitan dengan konsep ini. Solusi tersebut dapat terjadi akibat kesalahan-kesalahan yang dialami siswa seperti kurangnya pemahaman terhadap konsep pecahan, kesalahan prosedur, dan kesulitan dalam memahami makna soal. Apabila permasalahan ini tidak segera terselesaikan, tentu akan berdampak pada proses pembelajaran. Oleh karena itu, diperlukan suatu pendekatan yang dapat dijadikan alternatif untuk menganalisis kesalahan siswa dalam menyelesaikan soal cerita. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus untuk menganalisis kesalahan siswa berdasarkan Analisis Kesalahan Newman. Data dikumpulkan melalui tes uraian empat soal dan wawancara untuk menggali faktor-faktor penyebab kesalahan. Hasil penelitian menunjukkan bahwa kesalahan paling dominan terjadi pada tahap penulisan jawaban akhir (32,35%), diikuti oleh kesalahan pada proses penyelesaian soal (25,49%), transformasi (18,63%), pemahaman soal (14,71%), dan pembacaan soal (8,82%). Hasil wawancara menunjukkan bahwa kesalahan disebabkan oleh kurangnya pemahaman konsep pecahan, tergesa-gesa dalam mengerjakan soal, dan minimnya penggunaan metode konkret dalam pembelajaran. Temuan ini menyoroti pentingnya pendekatan berbasis pemecahan masalah dan penggunaan media konkret untuk meningkatkan pemahaman siswa terhadap operasi hitung pecahan.
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ENHANCING STUDENTS’ FORMULATING QUESTIONS SKILLS IN SOLAR SYSTEM TOPIC USING THE 5E LEARNING CYCLE
Formulating questions is an essential skill that students must acquire to achieve proficiency in science. The 5E Learning Cycle (Engage, Explore, Explain, Elaborate, and Evaluate) plays a crucial role in this journey, allowing students to build their understanding over time. Thirty-four junior high school students learned the solar system using the 5E learning model. At the Cycle I, students' ability to formulate questions was mainly at C1 and C2 (43%), C3 and C4 (7%), with no result at C5. However, in cycle II, there was a significant improvement in students' ability to formulate questions, highlighting the beneficial feature of the 5E Learning Cycle in enhancing students' questioning skills from lower to higher cognitive levels.
Development of Computer Science Unplugged Learning Media to Enhance Computational Thinking in Middle School Students
Computational thinking (CT) is a crucial skill for students in their daily lives. However, students' CT abilities remain relatively low, necessitating effective solutions to enhance these skills in the learning process. This study aims to implement a problem-based learning (PBL) model using unplugged media in Informatics subjects to improve students' computational thinking skills, particularly in learning data structures, specifically Stack and Graph concepts. The results showed an improvement in students' learning outcomes, with gain score analysis indicating moderate improvement in computational thinking skills. The findings suggest that integrating a problem-based learning model with unplugged media effectively enhances students' computational thinking abilities, particularly in understanding Stack and Graph data structures.
STUDENTS' SUSTAINABILITY AWARENESS IN THE AGE OF RENEWABLE ENERGY: A CASE STUDY AT A HIGH SCHOOL IN LAMPUNG, INDONESIA
The critical role of education in fostering sustainability awareness is highlighted in this study, which aims to prepare students as responsible citizens in a sustainable future. The study reported students' sustainability awareness in the context of renewable energy across the three sustainability pillars: economic, social, and environmental. Data from 108 high school students, collected through a questionnaire measuring three dimensions (knowledge, attitudes, and behaviors), has revealed a need for enhanced educational strategies. These strategies are crucial to bridge the gap between sustainability knowledge and actionable practices. The findings not only contribute to the broader Education for Sustainable Development (ESD) discourse but also provide localized insights that can potentially shape and inform future educational and policy interventions, offering hope for a more sustainable future.
INCREASING STUDENTS’ UNDERSTANDING OF EARTHQUAKES AND MITIGATION BY UTILIZING CHAVABOT AS LEARNING MEDIA
Indonesia's low ranking in PISA is partly due to students' low comprehension skills. Students' understanding provides a strong basis for using the knowledge practically. This study aims to determine the effect of Chavabot as a learning media on students' understanding in learning about earthquake and mitigation as well as students' impression of Chavabot in learning. This research was conducted using a pre-experimental method with a one-group pre-test and post-test design in class 8 at one of the private junior high schools in Bandung with a total of fifty-eight respondents. The instruments used in this study were cognitive tests with 20 multiple-choice questions and a questionnaire consisting of 10 statements. The results of this study showed a significant increase with an α value of 0.000 and N-gain 0.79. The use of Chavabot as learning media showed the highest increase in cognitive domain C1. While the lowest increase was in cognitive domain C2. In addition, Students’ impressions were also positive towards the application of Chavabot. Most students moderately agreed that Chavabot was very helpful in understanding the topic of earthquakes and mitigation.