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All Journal Jurnal Elemen International Journal on Teaching and Learning Mathematics
Dwi Yulianto
Latansa Mashiro University
Education Mathematics Other

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Integrating the scientific approach in STEM-Based learning: advancing critical and creative mathematical thinking skills for future-oriented education Dwi Yulianto
International Journal on Teaching and Learning Mathematics Vol 8, No 2 (2025): December (This issue is published papers with author/co-author from two countrie
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijtlm.v9i2.32591

Abstract

Although STEM education has been proven to enhance scientific literacy, its effectiveness in developing pre-service mathematics teachers’ critical and creative thinking skills remains underexplored. Furthermore, comparative studies on STEM-based scientific learning versus conventional methods in fostering Higher-Order Thinking Skills (HOTS) remain limited, particularly in the context of future-oriented education. This study aims to analyze the impact of STEM-based scientific learning on the critical and creative thinking skills of pre-service mathematics teachers and compare its effectiveness with conventional instruction. A quasi-experimental posttest-only nonequivalent control group design was employed. A total of 52 students were selected through purposive sampling and divided into an experimental group (n=26, STEM-based scientific learning) and a control group (n=26, conventional learning). Critical thinking was assessed using WGCTA, while creative thinking was measured through TTCT, project analysis, and student engagement observations. The MANOVA results confirm that STEM-based scientific learning is significantly more effective than conventional methods, leading to notable improvements in critical and creative thinking skills. Additionally, the experimental group demonstrated more stable performance, as indicated by a lower standard deviation compared to the control group. These findings underscore that integrating STEM-based scientific learning contributes significantly to strengthening HOTS among pre-service mathematics teachers, serving as a valuable reference for curriculum development in future-oriented education.
Modeling the determinants of AI integration in primary mathematics education: A structural equation modeling analysis Dwi Yulianto; Egi Adha Juniawan; Yusup Junaedi; Astari; Rahmat Nurcahyo
Jurnal Elemen Vol 11 No 4 (2025): October
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i4.30518

Abstract

This study addresses a critical gap in educational technology research by simultaneously examining the internal and external determinants of Artificial Intelligence (AI) integration in primary mathematics instruction. Using a second-order Structural Equation Modeling (SEM) framework, the study investigates how teachers’ attitudes and TPACK competencies (internal factors), alongside policy support, infrastructure, and community engagement (external factors), influence AI utilization among 516 primary school mathematics teachers in Jakarta, Indonesia. The results reveal that internal factors have a strong direct effect on AI utilization (β = 0.791; p < 0.001), while external factors exert a significant indirect influence via internal mediators (β = 0.217; p < 0.001), despite an insignificant direct effect (β = 0.008; p = 0.908). The model explains 78.1% of the variance in AI utilization (R² = 0.781) and shows high predictive relevance (Q² > 0.70). These findings underscore the pivotal role of teacher readiness in AI integration, with systemic support enhancing its effectiveness through internal capacity-building. The study contributes an empirically validated instrument and a comprehensive ecological model, offering actionable insights for policymakers and educators in developing nations pursuing ethical, equitable, and sustainable AI integration in primary education.
Co-Authors Astari Egi Adha Juniawan Rahmat Nurcahyo Yusup Junaedi