Indonesian Journal of Science and Mathematics Education
Indonesian Journal of Science and Mathematics Education is a journal which is managed by Research and Scientific Publication Unit collaborate with Physics Education Department of UIN Raden Intan Lampung. Indonesian Journal of Science and Mathematics Education is a medium of communication used by researchers, lecturers, teachers, practitioners, and University student for submitting result of studies and prioritized result of research in the field of science and mathematics education, include: development of instruments of evaluation science and mathematics, development of instructional media science and mathematics, and the development of learning model of science and mathematics. First published in 2018 and regularly published three (3) times a year, in March, July and November.
Articles
321 Documents
<![CDATA[Mathematics Learning Performance: Its Correlation with Chemistry Learning Performance ]]>
<![CDATA[Anchen, Cai]]>;
<![CDATA[Ying, Zhou]]>
<![CDATA[ Indonesian Journal of Science and Mathematics Education Vol. 5 No. 2 (2022): Indonesian Journal of Science and Mathematics Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ijsme.v5i2.12075
<![CDATA[Mathematics is a rigorous, logical, and instrumental subject. Many concepts in chemistry learning is inseparable from mathematics. This study aims to determine the relationship between student learning performance in learning mathematics and chemistry. This research adopted literature analysis, statistical analysis, and interview (from subjective and objective aspects). The data of this study used the mathematics and chemistry scores of 452 students from 6 third-level grades at a secondary school in the city of Guilin. SPSS22.0 software was used to analyze comprehensive data in exploring the correlation between math scores and chemistry scores from various perspectives. Then, several students were interviewed to verify the results of the data analysis from emotional perspectives. The results of the research objectively indicate that there is a strong positive linear relationship between students’ mathematics learning achievement and subjectively, students agree that good mathematics performance can improve chemistry scores. Accordingly, mathematics learning performance is related to chemistry learning performance. Teachers can strengthen chemistry knowledge through mathematical knowledge. So, it is recommended that teachers adopt and use appropriate teaching strategies, and strengthen the application of mathematical knowledge in chemistry learning.]]>
<![CDATA[Improving students’ achievement in fractions using inquiry-based instructional strategy enriched with origami activities ]]>
<![CDATA[Tella, Adedeji]]>;
<![CDATA[Sulaimon, Folasade Amina]]>
<![CDATA[ Indonesian Journal of Science and Mathematics Education Vol. 5 No. 3 (2022): Indonesian Journal of Science and Mathematics Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ijsme.v5i3.12183
<![CDATA[Teaching fractions in primary schools presents challenges that require innovative instructional strategies. Inquiry-based learning, when enhanced with origami activities, provides a hands-on approach to improving students' understanding of fractions. This study examines the effects of an inquiry-based instructional strategy enriched with origami activities on students' achievement in fractions and the moderating effect of gender in Oyo State, Nigeria. A quasi-experimental pretest-posttest control group design with a 2×2 factorial matrix was used. The sample comprised 55 male and 33 female students from two randomly selected public primary schools. Two intact classes were randomly assigned to the experimental and control groups. Data were collected using a students' achievement test in fractions, and teachers' instructional guides, and the data were analyzed using analysis of covariance and estimated marginal means. The findings reveal a significant main effect of the instructional strategy on students’ achievement, while gender did not have a significant effect. This suggests that the strategy is effective for diverse student groups. The study concludes that integrating origami into Inquiry-Based Learning (IBL) enhances students' fraction learning outcomes. The implications include advocating for interactive, hands-on teaching approaches in mathematics education and encouraging curriculum planners and educators to adopt engaging methodologies that foster deeper conceptual understanding.]]>
<![CDATA[CORE and Problem Bassed-Learning: The Impact on Critical Thinking Ability Based on Self Regulation ]]>
<![CDATA[Bastian, Veri]]>;
<![CDATA[Huda, Nizlel]]>;
<![CDATA[Suratno, Suratno]]>;
<![CDATA[Yudistira, Pengki]]>
<![CDATA[ Indonesian Journal of Science and Mathematics Education Vol. 5 No. 2 (2022): Indonesian Journal of Science and Mathematics Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ijsme.v5i2.12400
<![CDATA[The low ability to think critically can affect the student's learning process. In overcoming the problem of critical thinking, teachers must first observe students' self-regulation. This quasi-experimental study aims to determine the effect of the CORE and PBL models on students' critical thinking skills based on self-regulation and interactions. The population is all 8th grade students of SMP N 1 Tungkal Ulu. Random sampling technique was used to choose class VIII B as experimental class 1 with 34 students, VIII D as experiment class 2 with 32 students, and VIII E as control class with 33 students. Data were collected using test questions. Statistical test using two-way ANOVA with SPSS software version 21 with a confidence level of 0.05. The results of the study based on hypothesis testing in the three classes obtained that Fcount was 18.693 while the value of Ftable was 4.00, meaning that Fcount was greater than Ftable. These results indicate that H1 is accepted (there are differences in critical thinking). It was concluded that CORE and PBL learning had an effect on improving students' critical thinking skills compared to traditional learning. However, there is no interaction between learning treatment and critical thinking skills.]]>
<![CDATA[PISA 2021 Creative Thinking Instrument for Students: Physics Teachers’ Perceptions ]]>
<![CDATA[Susilowati, Nur Endah]]>;
<![CDATA[Muslim, Muslim]]>;
<![CDATA[Efendi, Ridwan]]>;
<![CDATA[Samsudin, Achmad]]>
<![CDATA[ Indonesian Journal of Science and Mathematics Education Vol. 5 No. 2 (2022): Indonesian Journal of Science and Mathematics Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ijsme.v5i2.12439
<![CDATA[Creative thinking, as one of the 21st century skills, is an ability that must be mastered by individuals, especially in this ever-changing era. Therefore, the demands of teachers are not only limited to training them in learning, but also knowing the profile of students’ creative thinking abilities is also considered very important. The purpose of this study was to describe teachers’ perceptions and interests about the need for creative thinking instruments with the PISA 2021 framework. A total of 30 physics teachers who teach in various provinces in Indonesia were involved as respondents in this study. Respondents are high school physics teachers with characteristics aged 20-40 years, 19 are female, and 11 are male. Based on the results of the analysis, it is known that more than 90% of respondents stated that it is very important to measure students’ creative thinking skills. As many as 83% of respondents stated that they were interested in the PISA 2021 creative thinking ability framework and wanted to try to do a creative thinking ability test with the PISA framework. Thus, teachers have a positive perception of the PISA 2021 creative thinking framework. For this reason, it is recommended for teachers to develop creative thinking instruments with the 2021 PISA framework to measure students' creative thinking skills in learning.]]>
<![CDATA[Religious Values-Based Learning Materials on Earth and Space Science: Analysis Spirituality and Conceptual Understanding Levels ]]>
<![CDATA[Rukmana, Diki]]>;
<![CDATA[Suhandi, Andi]]>;
<![CDATA[Ramalis, Taufik Ramlan]]>;
<![CDATA[Samsudin, Achmad]]>
<![CDATA[ Indonesian Journal of Science and Mathematics Education Vol. 5 No. 3 (2022): Indonesian Journal of Science and Mathematics Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ijsme.v5i3.12489
<![CDATA[This study aims to determine the effect of religious values-based earth and space science teaching materials on the level of mastery of concepts and spiritual attitudes. Using one group pretest-posttest design, 14 items of concept understanding essays test and 15 items of spiritual attitude questionnaire were given to 32 prospective elementary school science teachers who took earth and space science courses in the even semester of 2021/2022. The results of data analysis showed that 30.13% of prospective teacher an increase to the level of partial understanding and 34.60% of prospective teacher an increase to the level of sound understanding. In the aspect of spiritual attitudes, 91.25% of prospective teacher have the perception that their spiritual level has increased and 8.75% of prospective teacher have the perception that their spiritual level is fixed. These results indicate that the religious value-based science teaching materials used are good enough to increase the level of conceptual understanding and spiritual attitudes]]>
<![CDATA[Record of Semiotic Representation Using Geogebra: An Olympiad Training on Brazilian Students ]]>
<![CDATA[Santiago, Paulo Vitor da Silva]]>;
<![CDATA[Alves, Francisco Régis Vieira]]>
<![CDATA[ Indonesian Journal of Science and Mathematics Education Vol. 5 No. 2 (2022): Indonesian Journal of Science and Mathematics Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ijsme.v5i2.12510
<![CDATA[This study aims to compile and develop an international didactic situtation presented with an approach to the center of an arbitrary triangle in visual exploration in 2D and 3D format using GeoGebra software as a technology for modification and construction of Olympiad questions. The methodology used in this study is an exploratory qualitative which is described from a didactic sequence of Mathematics Olympiad which were held in four online meetings using Google Meet. The results show that this exercise can be used as a resource that will provide a level of learning for students through command and visualization of images that serve a broad view of the international Olympiad situation. International didactic situations can be applied by mathematics teachers both in training for national and international Olympiad and for classroom teaching. In summary, it is noteworthy that the dynamic records of semiotic representations stimulated by the use of GeoGebra software has great potential to encourage the progress of students’ representative geometric thinking, through the development of visualization, perception, and mathematical intuition. It is hoped that this work can serve as a pedagogical and methodological tool by teachers for various competencies.]]>
<![CDATA[Project Based Learning Model: Its Effect in Improving Students' Creative Thinking Skills ]]>
<![CDATA[Anisa, Nur]]>;
<![CDATA[Hijriyah, Umi]]>;
<![CDATA[Diani, Rahma]]>;
<![CDATA[Fujiani, Dwi]]>;
<![CDATA[Velina, Yessy]]>
<![CDATA[ Indonesian Journal of Science and Mathematics Education Vol. 6 No. 1 (2023): Indonesian Journal of Science and Mathematics Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ijsme.v6i1.12539
<![CDATA[Creative thinking skills are one of the primary skills in 21st-century. The purpose of this research was to determine the PjBL Model's effect on students' creative thinking skills in physics. This research was a quasi-experimental research. The population of this research was all tenth-grade science students of SMA N 2 Bandar Lampung. The instrument in this study was test instrument to measure students' creative thinking skills. Based on the data, the PjBL model affected the creative thinking skills of students in physics materials evidenced by the results of data analysis with a sig value of 0.00, which was lower than 0.05. Therefore, H1 was accepted or there were differences in students’ creative thinking skills. Therefore, it can be concluded that the PjBL model affects students' creative thinking skills on physics material. It is recommended for further researchers to apply the PjBL model to other learning materials.]]>
<![CDATA[An Analysis of Senior High School Students' Mathematical Communication Ability Based on Self-Efficacy and Gender ]]>
<![CDATA[Nurjanah, Rohmah]]>;
<![CDATA[Jusra, Hella]]>
<![CDATA[ Indonesian Journal of Science and Mathematics Education Vol. 5 No. 2 (2022): Indonesian Journal of Science and Mathematics Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ijsme.v5i2.12809
<![CDATA[Mathematical communication skills are one of the skills that students need in the 21st century. This study aimed to describe the mathematical communication skills of high school students based on self-efficacy and gender. The research method used is descriptive qualitative. Six subjects from 103 students of class XI-MIPA were determined based on the categories of self-efficacy and gender. The results of this study are (1) students who have high self-efficacy can achieve all indicators of mathematical communication skills, male students are better than female students; (2) students who have moderate self-efficacy can achieve two indicators of mathematical communication skills, female students are better than male students; and (3) students who have low self-efficacy only achieve one indicator of mathematical communication skills, female students are better than male students. It can be concluded that there are differences in the mathematical communication skills of high school students based on the level of self-efficacy. In addition, there are differences in mathematical communication skills between male and female students. Educators can use this research as a reference in choosing the appropriate learning model.]]>
<![CDATA[Problem-Based E-Module Integrated with STEM and Assisted by LMS to Foster Creative Thinking Ability ]]>
<![CDATA[Sari, Meisita]]>;
<![CDATA[Andra, Doni]]>;
<![CDATA[Distrik, I Wayan]]>;
<![CDATA[Aleksandervic, Kurakin Sergei]]>
<![CDATA[ Indonesian Journal of Science and Mathematics Education Vol. 5 No. 2 (2022): Indonesian Journal of Science and Mathematics Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ijsme.v5i2.13087
<![CDATA[Appropriate learning resources are required when delivering problem-based physics materials integrated with STEM (Science, Technology, Engineering, and Mathematics). This research aims to create a valid, practical, and effective problem-based e-module integrated with STEM and supported by an LMS (Learning Management System) to train creative thinking skills on harmonic vibration material. The 4-D development model was used in this research (define, design, development, and disseminate). The study of tenth-grade students from class MIA 1 at SMA Muhammadiyah 1 Purbolinggo revealed that the developed e-module had a content validity test result of 89 % and a constructs test result of 88%. The practicality test of the readability aspect yielded an 80% result, and the implementation yielded a 79.07% result.Furthermore, the n-gain value for the effectiveness test based on improvement was 0.54 in the medium category. Furthermore, there was a difference in average pretest and posttest scores with less than 0.05. It is possible to conclude that the developed e-module is appropriate for training students' creative thinking skills. Further researchers are expected to develop platform-assisted e-modules that are more interactive and easier to use in future research.]]>
<![CDATA[Improving Students' Mathematic Concept Understanding Viewed from Self-Efficacy with RME-Based Krulik Rudnick Heuristic Learning Model ]]>
<![CDATA[Komarudin, Komarudin]]>;
<![CDATA[Yuberti, Yuberti]]>;
<![CDATA[Pratiwi, Dona Dinda]]>;
<![CDATA[Afandi, Muhamad]]>;
<![CDATA[Wardani, Rani]]>;
<![CDATA[Puspita, Laila]]>
<![CDATA[ Indonesian Journal of Science and Mathematics Education Vol. 5 No. 3 (2022): Indonesian Journal of Science and Mathematics Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ijsme.v5i3.13178
<![CDATA[A low understanding of mathematical concepts can affect a student's learning process. In overcoming this problem, teachers must pay attention to students’ self-efficacy. This quasi-experimental study aimed to determine the effect of the RME-based Krulik-Rudnick Heuristics learning model on understanding mathematical concepts regarding students' self-efficacy. The samples were obtained using the cluster random sampling technique. The data collection technique used was a test of description questions. Hypothesis testing was performed using two-way ANOVA. The research found that Fa was F(0.05;1.45); therefore, H0A was rejected. Furthermore, Fb was lower than F(0.05;2;45), so H0B was accepted, and Fab was lower than F (0.05;2.45), so H0AB was accepted. It can be concluded that there was an effect of the learning model used on understanding mathematical concepts, there was no effect of self-efficacy (high, medium, and low) on mathematical concept understanding, and there was no interaction between learning models and self-efficacy (high, medium and low) on students' mathematical concepts understanding. It is recommended that further researchers apply RME-based Krulik-Rudnick Heuristics to other learning materials.]]>
