cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota bandar lampung,
Lampung
INDONESIA
Indonesian Journal of Science and Mathematics Education
Published by Universitas Islam Negeri Raden Intan Lampung
ISSN : -     EISSN : 26158639     DOI : -
Core Subject : Education,
Education Mathematics
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.
Arjuna Subject : -
Articles 321 Documents
 22   23   24   25   26 
Animation videos to enhance senior high school students' motivation in learning chemistry: A learning media in inclusive schools Ayudia, Indah; Kamaludin, Agus
Indonesian Journal of Science and Mathematics Education Vol. 7 No. 1 (2024): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v7i1.21261

Abstract

The instructional media in inclusive schools has not been fully developed inclusively in line with the potential and needs of students with disabilities. This research aims to develop inclusive instructional animation videos on chemical bonding to enhance the learning motivation of tenth-grade senior high school students. This study adopts a research and development (R and D) approach using the ADDIE development model. Research instruments utilized include quality assessment sheets and student responses. Evaluation results from subject matter experts, media experts, reviewers, and student responses indicate that the video is highly effective and well-received, with a high percentage of perceived appropriateness. Consequently, this video is deemed suitable as an alternative instructional medium in inclusive classrooms, supporting students' understanding of chemical bonding and enhancing learning motivation, especially for students with disabilities. Additionally, this research highlights the potential of utilizing Artificial Intelligence (AI) in developing inclusive instructional media.
AR-based interactive GeoGebra learning media for optimizing transformation geometry learning in higher education Buchori, Achmad; Putra, Fredi Ganda; Rahmawati, Noviana Dini
Indonesian Journal of Science and Mathematics Education Vol. 7 No. 3 (2024): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v7i3.21345

Abstract

This study aims to create and develop interactive AR (Augmented Reality) GeoGebra learning tools for teaching transformation geometry to support a blended learning system. This approach employs the ADDIE development model, which consists of five phases. The research subjects include 50 fifth-semester students. The research instruments comprise validated questionnaires for material and media experts, student responses, and pre-test and post-test instruments that are both valid and reliable. The results indicate a high level of validity (90%) and excellent practicality as assessed by experts and users, with an N-gain of 0.39 in the experimental class, which outperformed the control class with an N-gain of 0.02. The study concludes that teaching transformation geometry using interactive GeoGebra learning media is more effective. This research implies leveraging the potential of AR technology integration in mathematics education to create interactive and effective learning experiences.
Enhancing teacher agentic learning in physics education: The impact of cognitively guided instruction on prospective teachers' cognitive engagement Iwuanyanwu, Paul Nnanyereugo
Indonesian Journal of Science and Mathematics Education Vol. 7 No. 3 (2024): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v7i3.21527

Abstract

This study aims to explore the impact of teacher agentic learning applied through the Cognitively Guided Instruction (CGI) approach on the cognitive engagement of prospective physics teachers in thermodynamics laboratory activities, specifically in determining the coefficient of performance of a heat pump. This study employs a one-group pre-post design. Thirty-eight prospective physics teachers participated in a three-week learning program with pre-test and post-test assessments measuring their knowledge of thermodynamics concepts, problem-solving abilities, and experimental data evaluation. The results showed a significant improvement in teacher agentic learning, reflected in their abilities to manage cognitive resources, solve cognitive tasks, and evaluate experimental data more effectively. Statistical tests indicated a significant increase (t = –0.129, p = 0.001). Thus, CGI can enhance the agentic learning of prospective physics teachers. The implications of this study emphasize the importance of applying agentic-based learning in physics education to improve critical thinking skills and understanding of more complex physics concepts.
How do Indonesian students respond to ethnomathematics-based learning in the digital era? Payadnya, I Putu Ade Andre; Wibawa, Kadek Adi; Jayantika, I Gusti Agung Ngurah Trisna; Wena, I Made; Puspadewi, Kadek Rahayu
Indonesian Journal of Science and Mathematics Education Vol. 7 No. 3 (2024): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v7i3.21548

Abstract

The integration of ethnomathematics ((a combination of mathematical concepts with local culture) into education presents unique opportunities and challenges, particularly in the digital era where cultural and technological contexts converge. This study explores the responses of eighth-grade students in Indonesia to ethnomathematics-based learning centred on Balinese culture. Employing a qualitative descriptive approach, 42 students participated in interviews and essay tests designed to assess their abilities in solving culturally embedded mathematical problems. The findings reveal a strong enthusiasm among students, who found the approach engaging and novel. However, significant difficulties emerged in connecting mathematical concepts to cultural contexts, exposing a gap between student interest and problem-solving capabilities. The implications of this study underscore the urgent need for culturally responsive teaching methodologies capable of bridging the gap between theory and practice in the digital educational landscape. These findings provide a new direction for innovations in ethnomathematics education relevant to the needs of the 21st century.
The effect of e-modules on physics learning in senior high school: A meta-analysis Fadillah, Muhammad Aizri; Asrizal, Asrizal; Festiyed, Festiyed; Usmeldi, Usmeldi
Indonesian Journal of Science and Mathematics Education Vol. 7 No. 3 (2024): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v7i3.21641

Abstract

This study aims to investigate the impact of using e-modules in physics education on senior high school through a meta-analysis. The method used is quantitative meta-analysis to evaluate the effectiveness of e-modules in the context of physics learning. Out of 995 papers screened, 15 articles were selected for further analysis. The results show that e-modules are significantly more effective than traditional learning, with an effect size of d = 18.45, Z = 5.79 (P < 0.00001). Subgroup analysis revealed that the effectiveness of e-modules varies based on learning dimensions, teaching models, and the physics topics being taught. Thus, e-modules significantly positively impact various aspects of student learning, including creative thinking, critical thinking, learning outcomes, science process skills, conceptual understanding, and science literacy. This study highlights the potential of e-modules to enhance physics learning. However, some data limitations exist in certain dimensions, such as creative thinking, science process skills, conceptual understanding, and science literacy. 
The implementation of integral concepts in physics problem-solving by students with a conceptual blending framework approach Fitriah, Fitriah; Sugiatno, Sugiatno; Noviani, Evi
Indonesian Journal of Science and Mathematics Education Vol. 7 No. 1 (2024): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v7i1.21681

Abstract

This research employed a qualitative descriptive approach to explore the application of integral concepts in solving physics problems with the conceptual blending framework. The sample of 26 students were categorized into four groups. The research investigated how different groups applied conceptual blending in addressing physics problems involving integrals. The findings revealed diverse understandings and approaches across the groups, with Group 4 exhibiting a more integrated understanding of physics and mathematics concepts. The study highlighted the effectiveness of conceptual blending in fostering a deeper comprehension of complex concepts in physics and mathematics, suggesting a potential pedagogical strategy to enhance students' problem-solving skills and theoretical understanding. This research contributes to the field by demonstrating the nuanced ways students engage with interdisciplinary concepts, offering insights for educators to refine teaching methodologies in integrating mathematics into physics education.
Exploring the relationship between students' attitudes and fraction sense proficiency across lower secondary grades Singh, Parmjit; Salim, Nur Aida Asyikin Binti; Hoon, Teoh Sian; Nasir, Nurul Akmal Md
Indonesian Journal of Science and Mathematics Education Vol. 7 No. 2 (2024): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v7i2.21776

Abstract

Understanding fractions is a critical mathematical skill necessary for more advanced mathematical concepts and applications. However, many students struggle with fraction sense, which is the foundational understanding and flexible use of fractions. This study aims to explore the relationship between students' attitudes toward learning fractions and their proficiency in fraction sense in lower secondary grades. Using a descriptive-correlational design, data were collected from 296 students aged 13 to 15 using the Fraction Sense Test (FST) and the Attitudes Towards Learning Fractions Questionnaire (ATLF). The study found that students consistently struggled with fractional concepts, achieving low scores across all grades. Nevertheless, a significant, though diminishing, relationship was observed between positive attitudes towards fractions and fraction sense proficiency from Secondary One to Secondary Three. These findings suggest the need to integrate meaningful fraction learning approaches to maintain students' positive attitudes, thereby improving their overall mathematical competence.
Examining the self-regulated learning scale using the Rasch model approach Nizaruddin, Nizaruddin; Muhtarom, Muhtarom; Murtianto, Yanuar Hery; Sutrisno, Sutrisno
Indonesian Journal of Science and Mathematics Education Vol. 7 No. 3 (2024): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v7i3.21831

Abstract

Self-regulated learning is a crucial aspect of the learning process for students. This ability is often overlooked due to the challenges of inaccurate measurement. This study aims to evaluate the quality of a self-regulated learning scale developed through an analysis of respondent responses. The research employed a descriptive quantitative approach using the Rasch Model as the analytical method. The instrument used consisted of 30 statement items. The study sample included 59 mathematics education students selected through cluster random sampling from two universities in different districts. The analysis results indicated that, after three calibration processes, the self-regulated learning scale was refined to 28 items with excellent quality. Furthermore, the responses of 58 students demonstrated a high level of consistency. Thus, self-regulated learning scale has good validity and reliability, making it a dependable tool for measuring self-regulated learning abilities. The implications of this study include the provision of a practical and reliable instrument for researchers and educators to support further studies and serve as an evaluation tool in learning development.
Internet access at home and varied usage as determinants of South African students’ mathematics performance Saal, Petronella Elize; Hannan, Sylvia; Mbanda, Vandudzai
Indonesian Journal of Science and Mathematics Education Vol. 8 No. 1 (2025): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v8i1.21855

Abstract

Mathematics plays a crucial role in economic and technological advancement; however, disparities in internet access can affect students' academic performance. This study examines the relationship between home internet access, varied internet usage, and mathematics achievement among Grade 9 students in South Africa, using data from the 2019 Trends in International Mathematics and Science Study (TIMSS). Employing descriptive statistics and multi-level modeling, the findings reveal that less than half of the students had internet access at home, with significant disparities based on school socioeconomic status. Students with internet access who used it to find information, articles, or tutorials for mathematics performed better than those without access. However, students who relied on the internet to access textbooks, course materials, assignments, or teacher communication demonstrated lower performance than their peers. This study highlights the impact of the digital divide on education and suggests policy interventions to enhance equitable access to educational resources. The findings imply that addressing this gap through targeted digital infrastructure investments and ICT training for both students and teachers can improve mathematics achievement and promote educational equity.
Analyzing junior high school students' mathematical reasoning in problem-solving: A focus on the Treffinger-oriented learning approach Hidayah, Defi Fatikhatul; Hw, Slamet
Indonesian Journal of Science and Mathematics Education Vol. 7 No. 2 (2024): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v7i2.22207

Abstract

Mathematical reasoning is a fundamental ability that helps students solve various problems. This study aims to analyze students' mathematical reasoning in solving word problems using the Treffinger approach. This qualitative research with a phenomenological design involves researchers as the main instrument and uses mathematical reasoning tests and interview guides. The results showed that students tend to reread problems and annotate them before presenting mathematical ideas, indicating the positive influence of the Treffinger approach. Students use scratch sheets to justify answers and check the validity of their problem-solving steps, although some students still make mistakes in previous stages. The results show that the Treffinger approach encourages students' reasoning abilities in solving problems, from presenting the problem to checking the validity of the answer. However, students' understanding of mathematical concepts is also essential in problem-solving. This research implies an alternative solution for teachers to improve students' mathematical reasoning abilities through classroom learning.

Page 24 of 33 | Total Record : 321

 22   23   24   25   26 

Filter by Year

2018 2026


Reset
Filter By Issues
All Issue Vol. 9 No. 1 (2026): Indonesian Journal of Science and Mathematics Education Vol. 8 No. 3 (2025): Indonesian Journal of Science and Mathematics Education Vol. 8 No. 2 (2025): Indonesian Journal of Science and Mathematics Education Vol. 8 No. 1 (2025): Indonesian Journal of Science and Mathematics Education Vol. 7 No. 3 (2024): Indonesian Journal of Science and Mathematics Education Vol. 7 No. 2 (2024): Indonesian Journal of Science and Mathematics Education Vol. 7 No. 1 (2024): Indonesian Journal of Science and Mathematics Education Vol. 6 No. 3 (2023): Indonesian Journal of Science and Mathematics Education Vol. 6 No. 2 (2023): Indonesian Journal of Science and Mathematics Education Vol. 6 No. 1 (2023): Indonesian Journal of Science and Mathematics Education Vol. 5 No. 3 (2022): Indonesian Journal of Science and Mathematics Education Vol. 5 No. 2 (2022): Indonesian Journal of Science and Mathematics Education Vol. 5 No. 1 (2022): Indonesian Journal of Science and Mathematics Education Vol. 4 No. 3 (2021): Indonesian Journal of Science and Mathematics Education Vol. 4 No. 2 (2021): Indonesian Journal of Science and Mathematics Education Vol. 4 No. 1 (2021): Indonesian Journal of Science and Mathematics Education Vol. 3 No. 3 (2020): Indonesian Journal of Science and Mathematics Education Vol. 3 No. 2 (2020): Indonesian Journal of Science and Mathematics Education Vol. 3 No. 1 (2020): Indonesian Journal of Science and Mathematics Education Vol. 2 No. 3 (2019): Indonesia Journal of Science and Mathematics Education Vol. 2 No. 2 (2019): Indonesia Journal of Science and Mathematics Education Vol. 2 No. 1 (2019): Indonesia Journal of Science and Mathematics Education Vol. 1 No. 3 (2018): Indonesian Journal of Science and Mathematics Education Vol. 1 No. 2 (2018): Indonesian Journal of Science and Mathematics Education Vol. 1 No. 1 (2018): Indonesian Journal of Science and Mathematics Education More Issue