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All Journal Jurnal Elemen KALAMATIKA Jurnal Pendidikan Matematika 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.
Revisiting digital game-based mathematics learning: Global insights into thinking and attitudes from a PRISMA-guided review Dwi Yulianto; Muhamad Sukri Situmeang; Syahrul Anwar; Nita Puspitasari
KALAMATIKA Jurnal Pendidikan Matematika Vol 10 No 2 (2025): KALAMATIKA November 2025
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol10no2.2025pp94-116

Abstract

This study employed a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines to evaluate the impact of Game-Based Learning (GBL) on students’ cognitive and affective domains in mathematics education. Seventeen empirical studies published between 2018 and early 2025 were rigorously selected based on strict criteria emphasizing methodological quality and relevance to cognitive and affective aspects of mathematics learning. The findings consistently indicate that GBL significantly enhances cognitive outcomes, including conceptual understanding, problem-solving skills, and critical thinking abilities—particularly when supported by digital tools such as augmented reality, 3D escape rooms, and gamified platforms. In addition, GBL positively influences affective outcomes by increasing student motivation, fostering more favorable attitudes toward mathematics, and reducing math anxiety. However, assessments of affective domains remain less standardized than those of cognitive outcomes. Key contextual factors such as students’ prior knowledge, the quality of game design, intervention duration, and teacher preparedness were found to be critical in determining GBL effectiveness. The review also highlights the dominance of digital GBL in resource-rich environments while recognizing the potential of non-digital adaptations in low-resource contexts. Drawing on diverse international evidence, this review underscores GBL’s potential as an innovative pedagogical strategy that effectively integrates cognitive and affective learning. Practical recommendations include culturally responsive game design, comprehensive teacher training, and equitable access to technology to ensure successful GBL implementation across varied educational settings.
Co-Authors Astari Egi Adha Juniawan Muhamad Sukri Situmeang Nita Puspitasari Rahmat Nurcahyo Syahrul Anwar Yusup Junaedi