https://journal.lppmunindra.ac.id/index.php/Formatif/issue/feedFormatif: Jurnal Ilmiah Pendidikan MIPA2024-03-18T18:22:19+07:00Leonardleo.eduresearch@gmail.comOpen Journal Systems<p style="text-align: justify;"><strong>FORMATIF: Jurnal Ilmiah Pendidikan MIPA</strong> (p-ISSN <strong><a title="ISSN Print" href="http://issn.pdii.lipi.go.id/issn.cgi?daftar&1432641154&1&&" target="_blank" rel="noopener">2088-351X</a></strong> & e-ISSN <a title="ISSN Online" href="http://issn.pdii.lipi.go.id/issn.cgi?daftar&1452585843&1&&" target="_blank" rel="noopener"><strong>2502-5457</strong></a>) is a peer-reviewed open-access journal. The journal invites scientists and educators throughout the world to exchange and disseminate theoretical and practice-oriented the whole spectrum of Sciences Education. Submitted papers MUST BE WRITTEN IN ENGLISH for an initial review stage by editors and further review process by a minimum of two anonymous reviewers. <br /> <br /> <strong> NOTE:</strong> <br /> <strong> Starting in March 2020, Formatif: Jurnal Ilmiah Pendidikan MIPA will only publish manuscripts in English.</strong> Manuscripts that have been submitted in Indonesian will continue to be reviewed for the final publication in December 2019. <br /> Manuscripts that were not published in December 2019, were automatically REJECTED. This does not mean the article is not good, but only because of the use of language. We invite authors to translate the article into English and send the article again for the review. <br /> As of this announcement, all articles submitted in Indonesian will be automatically rejected.<br /> <br /> Since 2020, <em><strong>the journal has been ACCREDITED with "2rd" grade by the Ministry of Research, Technology and Higher Education (RistekDikti) of The Republic of Indonesia</strong></em> as an achievement for the peer-reviewed journal which has excellent quality in management and publication. You can download the letter here: https://s.id/yessinta2 <br /> <br /> Authors who intend to submit a manuscript for publication in this journal obliged to understand correctly the instructions and the ins and outs of the provisions in this journal. For authors who have never published the article in this journal, we recommend reading all of the terms and conditions are listed in the journal. </p>https://journal.lppmunindra.ac.id/index.php/Formatif/article/view/11915Reading Comprehension Skills of Scientific Texts with Natural Sciences Content of Junior High School (SMP) Students in Magelang City2024-03-13T11:03:06+07:00Ahmad Muhlisinahmadmuhlisin@untidar.ac.idKurnia Intan Sarikurniaintansari99@gmail.comRiva IsmawatiRivaismawati@untidar.ac.idSiswanto Siswantosiswanto@untidar.ac.idThe study analyzes the achievement of reading comprehension skills of scientific texts with IPA content of junior high school (SMP) students in Magelang City. The study is a quantitative study using a survey approach method. It is conducted in four SMPs in Magelang City. The study population is 8th grade junior high school (SMP) students in Magelang City that consists of 95 students. Data are generated through an objective test on the students. The analysis results indicate that the average reading comprehension skills of the SMP students in Magelang City is in the fair criteria with an average score of 65. In the literal level comprehension, the average score is 71, the inferential level comprehension receives an average score of 65, and the critical level comprehension, the average score is 58; therefore, all comprehension levels are in the fair category. Factors affecting the reading comprehension skills of the SMP students in Magelang City include environmental and psychological factors.2024-03-13T11:03:06+07:00Copyright (c) 2024 Formatif: Jurnal Ilmiah Pendidikan MIPAhttps://journal.lppmunindra.ac.id/index.php/Formatif/article/view/13080Science Teachers’ Teaching Competency: Educational Background versus Teaching Experience2024-03-13T11:03:06+07:00Weni Anissa Putriwenianissa98@gmail.comAri Widodowidodo@upi.eduTeaching science requires specific competencies that trained teachers in their previous education level. Teachers' educational backgrounds influence the implementation of science learning. Besides, the teaching experience is also an essential factor in determining the quality of science learning. This study aimed to identify how science teachers' educational background influences their way of teaching science. The data was obtained by observing three science teachers from Biology Education, Physics Education, and Biology when teaching the topics of Vibration and Excretory systems. The video recordings were then analyzed by using qualitative analysis software. The result showed that teachers from Biology Education backgrounds taught the Vibration topic exceeded the science teacher who had Physics Education degrees. According to teaching period and professional development program records, the teacher who had been teaching for 35 years outperformed the other two teachers. Therefore, science teachers are recommended to increase their participation in teacher training to improve science teaching skills.2024-03-13T11:03:06+07:00Copyright (c) 2024 Formatif: Jurnal Ilmiah Pendidikan MIPAhttps://journal.lppmunindra.ac.id/index.php/Formatif/article/view/15638Implementation of IBSC Learning Model with Podcast Media Blended Learning Media System to Train Critical Thinking and Communication2024-03-13T11:03:06+07:00Peni Suhartipenisuharti@um-surabaya.ac.idChintya Catur Anggrainichintyacatur21@gmail.comWiwi Wikantawiwi_wikanta@um-surabaya.ac.idThis study aims to describe the effect of the IBSC model with the blended learning system podcast media on (1) students' critical thinking skills; (2) student communication skills; (3) describes the implementation of the IBSC learning model with the blended learning system podcast media; and (4) describes student responses to the IBSC learning model with blended learning system podcast media. This type of research is a quasi-experimental with one group pretest-posttest design. The research targets were students of class X MIA 1, 2 and 3 of 69 students. The data were obtained through tests, observations and questionnaires. The data were analyzed descriptively and statistically through a T-test with = 0.05, as well as the N-Gain test to see the effectiveness of the increase. From the results of the study, it was concluded that (1) the IBSC model influences critical thinking skills by increasing students' critical thinking skills in the medium and high effectiveness categories; (2) the IBSC model influences communication skills by increasing students' communication skills in the medium effectiveness category; (3) the implementation of the IBSC learning model with the Blended Learning system podcast media in each experimental class was carried out 100% in the very good category; and (4) students' responses to the IBSC learning model with the podcast media of the Blended Learning system on critical thinking skills and communication skills are categorized as very good.2024-03-13T11:03:06+07:00Copyright (c) 2024 Formatif: Jurnal Ilmiah Pendidikan MIPAhttps://journal.lppmunindra.ac.id/index.php/Formatif/article/view/17575The Influence of Instructional Strategy and Motivation the Natural Science Subject Instructional Outcomes2024-03-13T11:03:06+07:00Yayan Sudrajatkang.iyan76@gmail.comNi Wayan Ayu Permata Sarikang.iyan76@gmail.comNurdin Nurdinkang.iyan76@gmail.comLeonard Leonardleo.eduresearch@gmail.comLecture instructional is the instructional that students are asked to listen to the subject materials conveyed to be absorbed properly. Meanwhile, discussion instructional is the instructional where students are asked to discuss the subject materials that have been delivered to be understood properly. The objectives of this study are to test: (1) the difference in instructional outcomes of Natural Science subject given by lecture instructional and discussion instructional, (2) the difference in instructional outcomes of Natural Science subject given by lecture instructional and discussion instructional to students who are highly motivated to learn, (3) the difference in instructional outcomes of Natural Science subject given by lecture instructional and discussion instructional to students who are low motivated to learn, (4) the influence of the interaction between instructional strategy and learning motivation on the instructional outcomes of Natural Science subject. A quasi-experimental design with a 2 x 2 factorial design. The instructional material in the experiment is a Natural Science problem for grade 11, with a sample of 80 students who already have adequate initial knowledge. Two-way analysis of variance and Tukey’s test were used to test data analysis. The research results point out that there was an influence of interaction between instructional strategy and learning motivation on instructional outcomes of Natural Science subjects. Lecture instructional strategyis better used in groups of students with high learning motivation and discussion instructional strategy is better used in groups of students with low learning motivation.2024-03-13T11:03:06+07:00Copyright (c) 2024 Formatif: Jurnal Ilmiah Pendidikan MIPAhttps://journal.lppmunindra.ac.id/index.php/Formatif/article/view/17616The Correlation between Students’ Insights and Academic Achievement in Science: A Predictor for STEM Career Path2024-03-13T11:03:06+07:00Roger Reyesrogerreyes79@yahoo.comFrank Angelo Abayog Pacalapacala_frank05@yahoo.comGlamour Benguaglamourbengua@gmail.comEllen Entacellenentac@gmail.com<p>This study aims to investigate the correlation between students' insights and academic achievement in science, as a predictor for their career path in science, technology, engineering, and mathematics (STEM). The research involved a sample of secondary education students (N=176) who acknowledged to take STEM program. They completed a survey that included assessment of Views of the Nature of Science (VNOS) and Epistemological Beliefs Assessment for Physics Science (EBAPS). Furthermore, their academic performance in science classes was examined through school records. The results indicated a strong positive correlation between student's insights and academic achievement in science. Moreover, higher possibility of success in STEM a student may at least be in the proficient level of insights and mean science grade of 80 and above. There were also recorded misconceptions that must be remediated. Science educators may look into some common misconceptions found in the answers of the students in the VNOS D to be able to correct it and improve the level of insights on the nature of science Therefore, this study highlights the importance of monitoring and encouraging student's insights, perception, and attitudes towards STEM subjects as a predictor for their success in science and for identifying potential STEM careers.</p>2024-03-13T11:03:06+07:00Copyright (c) 2024 Formatif: Jurnal Ilmiah Pendidikan MIPAhttps://journal.lppmunindra.ac.id/index.php/Formatif/article/view/17934Project-Based Interactive Colloidal E-Module in Chemistry Learning to Improve Student's Science Process Skills and Understanding Concepts2024-03-13T11:03:06+07:00Aiza Alyaaizaalya23@gmail.comKusumawati Dwiningsihkusumawatidwiningsih@unesa.ac.id<p class="papertitle" align="left">The goal of this research is to create project-based interactive e-modules based on feasible colloidal material. Thiagarajan's 4D device development model (Four-D Model) is used in this study. This research is divided into three stages: defining, designing, and developing. This study investigates the feasibility of interactive e-modules in terms of 1) validity, which includes the quality of content and constructs, 2) practicality, which includes the results of student responses and is supported by data from observations of student activities, and 3) effectiveness, which is measured by student learning outcomes in aspects of conceptual understanding and scientific process skills. The study's findings are as follows: 1) the interactive e-module is stated to be valid in terms of validation results of 86.42% with very valid criteria; 2) the practicality of the interactive e-module as seen from the student response questionnaire obtained a value of 96.87% with the very category practical and student activity observation sheets as supporting data obtained a value of 97.5% in the very practical category; and 3) The average N-Gain score on the conceptual understanding test obtained a value of 0.73 with high criteria, and on the science process skill test obtained a score of 0.82 with high criteria, and classical completeness on both tests was 86.67% respectively, indicating that interactive e-modules based on project-based learning on colloidal material are suitable for learning.</p>2024-03-13T11:03:06+07:00Copyright (c) 2024 Formatif: Jurnal Ilmiah Pendidikan MIPAhttps://journal.lppmunindra.ac.id/index.php/Formatif/article/view/17959Implementation Process of Research Based Learning (RBL) for Doctoral Education Program Students: An Exploratory Case Study2024-03-13T11:03:06+07:00Fitri April Yantifaprilyanti@unib.ac.idAceng Ruyaniruyani@unib.ac.idYunitasari Yunitasarisyunita824@gmail.comM. Anas Thohiranasthohir@gmail.comAyang Kinasihkinasihayang@gmail.comResearch-based learning (RBL) is a learning model that involves research activities in the learning process. The higher education system cannot separate from learning and research activities. This study aims to present a case study that explores the learning experiences of 5 students of the doctoral education program and how their research skills differ before and after implementing RBL in a local-based science learning development course. Collecting data methods are interviews, learning notes, product assessments, and questionnaires. Data analysis consisted of examining, categorizing, and recombining the quantitative and qualitative evidence to discuss the research's initial propositions. Research results show that the ability of doctoral program students applied knowledge in practical contexts, research skills, critical and analytical thinking, scientific communication skills could be improved through research-based learning.2024-03-13T11:03:06+07:00Copyright (c) 2024 Formatif: Jurnal Ilmiah Pendidikan MIPAhttps://journal.lppmunindra.ac.id/index.php/Formatif/article/view/19251Numeracy: How About Student of Junior High School Ability to Solve Problem Use Conten Uncertainty and Data with Personal Contex?2024-03-13T11:03:06+07:00Sofi Tsaqifahstsaqifah@gmail.comImam Sujadi-@gmail.comIkrar Pramudya-@gmail.comNumeracy is part of the Minimum Competency Assessment (MCA) which is defined as the ability to think using mathematical concepts, procedures, facts, and tools to solve everyday problems in various relevant contexts. The assessment components in numeracy include content, context, and cognitive processes. Content in numeracy includes coverage of algebra, numbers, geometry and measurement, and data and uncertainty. Components in the cognitive process include three aspects understanding, application, and reasoning. The context of numeracy is related to personal, socio-cultural, and scientific. This research uses data and uncertainty content with a personal context. The research conducted is qualitative research with data collection using task-based interviews conducted twice with one question for each test conducted. Subjects were selected based on student mastery of data and uncertainty material and the subjects selected were students who had good communication. Data collection was carried out by giving written tests and followed by interviews. The results of the task-based interview were then analyzed and conclusions were drawn. The results obtained are the ability of students to solve numeracy problems on data content and uncertainty with personal contexts including the application cognitive process. The indicators of ability mastered by students include: students are able to master indicators of mathematical facts, students are able to master indicators of mathematical concepts, and students are able to master indicators of mathematical tools.2024-03-13T11:03:06+07:00Copyright (c) 2024 Formatif: Jurnal Ilmiah Pendidikan MIPAhttps://journal.lppmunindra.ac.id/index.php/Formatif/article/view/20436Is the Jigsaw Model Still Relevant for Improving Mathematical Ability? Meta-Analysis Studies2024-03-13T11:03:06+07:00Joko Soebagyojoko_soebagyo@uhamka.ac.idSamsul Maarifsamsul_maarif@uhamka.ac.idHuri Suhendrihurisuhendri@yahoo.co.idLeonard Leonardleo.eduresearch@gmail.comThe Jigsaw learning model focuses on student activities in learning in general and also has an influence on students' mathematical abilities, but there are also some that do not have a significant influence. This research attempts to answer how much influence the Jigsaw model has based on the desired categorical variables. Therefore, meta-analysis research is needed to provide comprehensive and in-depth conclusions about the application of the Jigsaw model to students' mathematical abilities. Comprehensive Meta-Analysis (CMA) is used to evaluate a property's value based on comparisons to similar properties in the same area. Data was obtained from Publish or Perish (PoP) with a total of 500 articles from 2010 to 2023 with the Google Scholar database. The number of journals that meet the requirements and will be analyzed is 30 sample articles with a total of 1252 students. The moderator variables in this study consider country, education level, sample size and publication source. Based on research findings, the Jigsaw model has a significant influence on numeracy skills (P-value 0.05), with an effect size of 1.146 which is classified as very high based on fixed effects and a standard error of 0.045. The research results show that the Jigsaw model is still relevant for improving students' mathematical abilities, especially at the elementary school level. This meta-analysis study reveals that there is no difference in the results of implementing the Jigsaw model on students' mathematical abilities in all country categories.2024-03-13T11:03:06+07:00Copyright (c) 2024 Formatif: Jurnal Ilmiah Pendidikan MIPAhttps://journal.lppmunindra.ac.id/index.php/Formatif/article/view/20955Bibliometric and Network Analysis: Case Based Learning Model Based on Statistica Preneurship to Strengthen Data Analysis Ability and Resilience of Mathematics Students2024-03-13T11:37:50+07:00Bunga Mardhotillahbunga.mardhotillah@gmail.comKamid Kamidkamid.math@unja.ac.idNizlel Hudanizlel@yahoo.comZurweni Zurweninonichem@gmail.comEducators present complex cases in the form of realistic problem scenarios that are relevant to the topic studied in case-based learning. Case-based learning provides an opportunity to analyze content by first introducing core knowledge domains and encouraging students to search for other knowledge domains that may be relevant to the problem given in the case. The learning theory underlying this research is constructivist learning theory. Learning Model Development can be interpreted as the development of new learning models or modification of existing learning models. The development of new learning models aims to increase the effectiveness and efficiency of the learning process. Statisticspreneurship as one of the integration factors in this research, is used with the consideration that statistics is an important and useful science in various fields, such as economics, social, education, health, technology or the environment. Statistics can help in making rational and data-based decisions. Statistics can also help in developing more advanced and innovative science and technology. Evaluation of entrepreneurship education can be carried out using various methods and indicators, such as knowledge or skills tests, attitude or behavior surveys, product or service portfolios, or case studies of success or failure. The evaluation results can be used to develop entrepreneurship education in a sustainable manner. Another integration factor in this research is student resilience. A key aspect of student resilience is the perception of academic stress and coping strategies. This study also found that problem-focused coping, emotion focused coping, and social support were positively related to academic resilience, while problem-solving coping in the form of avoidance was negatively related to academic resilience.2024-03-13T00:00:00+07:00Copyright (c) 2024 Formatif: Jurnal Ilmiah Pendidikan MIPAhttps://journal.lppmunindra.ac.id/index.php/Formatif/article/view/21427Strategic Factors that Influence Critical Thinking Ability in Mathematics Learning in Elementary Schools2024-03-13T13:56:08+07:00Prapti Octavia Ningsihq200220004@student.ums.ac.idHarsono Harsono-@gmail.comMurfiah Dewi Wulandari-@gmail.com<p>Mathematical critical thinking skills are a person's ability to understand the thought process in order to achieve rational thinking to do something or believe in what should be done. Many factors influence students' critical thinking abilities, including physical condition, motivation, intellectual development, anxiety and habits. This research aims to determine and analyze the factors that influence critical thinking abilities in mathematics learning. This type of research is quantitative research with a survey method. The population in this study were all fifth grade elementary school students in Kartasura District, taking 2 schools as research samples. The number of samples in this research was 200 students selected using purposive sampling technique. Data collection techniques in this research used instruments consisting of: (1) physical condition questionnaire, (2) motivation questionnaire, (3) anxiety questionnaire, (4) habits questionnaire, (5) intellectual development questionnaire and (6) thinking ability questionnaire critical. The data analysis used was Structural Equation Modeling (SEM) using the Smart AMOS 23 computer program. The results of this study showed that 1) physical condition and intellectual development had a significant effect on anxiety, 2) physical condition, motivation and intellectual development had a significant effect on habits, 3) habits and anxiety have a significant effect on critical thinking. Meanwhile, motivation has no significant effect on anxiety. Based on the research results, it can be seen that physical condition, motivation, intellectual development, anxiety and habits influence students' critical thinking abilities.</p>2024-03-13T00:00:00+07:00Copyright (c) 2024 Formatif: Jurnal Ilmiah Pendidikan MIPAhttps://journal.lppmunindra.ac.id/index.php/Formatif/article/view/22350Fire Safety Awareness and Practices of Science, Technology, Engineering, and Mathematics Students in a Philippine Public Secondary School2024-03-18T18:22:19+07:00Michelle Delaliartenieven222125@gmail.comJoji Davila Linaugojoji.linaugo@chmsu.edu.phDennis Villasor Madrigaldennis_madrigal@yahoo.comThe Philippines is one of the countries that faced severe fire disasters. However, fire received little recognition in disaster readiness and risk reduction. Seeing that students are gathered in one place, a fire safety assessment is necessary to ascertain their acquisition of competencies in fundamental concepts of fire. Anchored on KAP theory, this study investigated the Grade 12 STEM students' safety awareness before, during, and after a fire in relation to practices in public schools in the central Philippines relative to sex and family monthly income. Using a descriptive, comparative, and correlational approach, a validated and reliability-tested questionnaire was administered to 94 randomly selected students. Mean, Standard Deviation, Mann-Whitney U test, and Spearman Rank Correlation were utilized in data analysis. Overall, students possessed a prominent consciousness and could relatively demonstrate the necessary measures and responses to prevent and suppress the fire. Comparatively, no significant difference exists when grouped according to sex and family monthly income. Concurrently, a significant relationship was observed between their awareness and practices, implying that students who possess the consciousness of fire safety will likely demonstrate the measures against the dangers of fire, which validated the KAP theory. Continuous improvement of teachers' instructions is crucial to strengthen students' readiness and resilience in disasters like fire.2024-03-18T00:00:00+07:00Copyright (c) 2024 Formatif: Jurnal Ilmiah Pendidikan MIPA