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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 290 Documents
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Integrating African indigenous knowledge in African schools to decolonise science education Aina, Jacob Kola
Indonesian Journal of Science and Mathematics Education Vol. 8 No. 2 (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.v8i2.26087

Abstract

This study aims to critically review the integration of African Indigenous Knowledge (AIK) into the science curriculum as a strategy to decolonise science education in Africa. Using a literature review method, the paper synthesises insights from 20 peer-reviewed journal articles, three edited book chapters, one bibliography, one conference proceeding, and one public lecture, published between 2018 and 2023. The findings reveal that integrating AIK into science education enhances cultural relevance, increases student engagement, and uncovers the scientific potential historically suppressed by the dominance of Western knowledge systems and language barriers. The paper proposes the Integrated Indigenous Knowledge Science Education (IIKSE) curriculum framework and emphasises the importance of teaching science in African Indigenous languages. This research implies the need for comprehensive teacher training, interdisciplinary curriculum development, and collaborative engagement with Indigenous communities. Such efforts are essential to build an inclusive, sustainable, and contextually meaningful science education system that empowers African students and promotes the recognition of local knowledge systems.
Teacher variables and problem-solving difficulties in college algebra among teacher education students in Davao City Rellon, Louie Resti Sandoval
Indonesian Journal of Science and Mathematics Education Vol. 8 No. 2 (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.v8i2.26163

Abstract

This study aims to determine the relationship between teacher variables and problem-solving difficulties in Algebra courses among teacher education students in Davao City. Using a descriptive correlational approach, this study involved 196 randomly selected students. Data were collected through a validated questionnaire and analyzed using descriptive statistics, t-test for independent groups, Pearson r correlation, and multiple regression analysis. The results showed a significant relationship between teacher variables, especially motivational and aversive behaviors, and problem-solving difficulties, particularly in motivation, flexibility, and visualization. Aversive teacher behaviors were the main predictor of several aspects of problem-solving difficulties. This study has implications for positive interactions between teachers and students in supporting mathematical thinking skills. The finding informs teacher training to boost student motivation. These results highlight the need to address negative teacher behaviors in improving students’ problem-solving performance.
Development of STEM-PjBL-based e-modules to build the nature of science on the topic of object properties and changes in the state of matter Zahra, Amelia; Rohman, Fatkhur; Adha, Mohammad Mona; Nurwahidin, Muhammad
Indonesian Journal of Science and Mathematics Education Vol. 8 No. 2 (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.v8i2.27438

Abstract

This study aims to describe the development of a STEM-PjBL-based e-module (electronic module) designed to improve students' understanding of the nature of science (NoS) in the topics of the properties of objects and changes in the form of objects. The urgency of this study lies in the limited availability of interactive digital teaching materials that use real-life science concepts. The STEM-PjBL-based e-module was developed using the Plomp Model, which consists of three stages: initial investigation, design and development, and evaluation. The research results indicate that this e-module is highly valid (86.12%), highly practical (96.68% according to teachers and 95.06% according to students), and highly effective with an N-gain score of 0.72. The findings suggest that STEM-PjBL-based e-modules can significantly build learners' NoS and support innovative technology-integrated learning in primary schools. These results imply that integrating STEM-PjBL in digital modules offers a promising approach to enhance scientific understanding while enriching teaching practices with relevant, student-centred, contextualized content.
A phenomenological study of mathematics academic anxiety and mathematics pedagogical anxiety in pre-service elementary school teachers Pahmi, Samsul; Priatna, Nanang; Suhendra, Suhendra; Martadiputra, Bambang Avip Priatna; Muhaimin, Lukman Hakim
Indonesian Journal of Science and Mathematics Education Vol. 8 No. 2 (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.v8i2.28293

Abstract

This phenomenological study investigates mathematics academic anxiety and pedagogical anxiety among pre-service elementary school teachers. Data were collected through in-depth interviews, questionnaires, and observations involving pre-service teachers in teaching practice. The findings reveal that most participants experience high to very high levels of anxiety, both as mathematics learners and as future educators. Academic anxiety is more dominant, often manifesting as negative thoughts, overthinking, and avoidance behaviors, while pedagogical anxiety is slightly lower due to a greater sense of control during teaching practice. The sources of anxiety are multifaceted, including internal factors such as lack of confidence and negative past experiences, as well as external pressures from the educational environment. These results highlight the urgent need for systematic interventions in teacher education programs, such as anxiety management training, self-efficacy workshops, and supportive learning environments, better to prepare pre-service teachers for the challenges of mathematics instruction. Despite its contributions, the study is limited by its cross-sectional design and focus on a single institution. Future research should consider longitudinal approaches and broader samples. Addressing mathematics anxiety among pre-service teachers is crucial for developing confident and competent mathematics educators, ultimately improving the quality of mathematics learning in elementary schools.
An analysis of creative thinking skills of biology education students at UIN Raden Intan Lampung Puspita, Laila; Abdurrahman, Abdurrahman; Jalmo, Tri; Maulina, Dina; Rosiyanti, Anita; Komarudin, Komarudin
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.v7i3.23844

Abstract

Creative thinking is a crucial skill that involves generating and synthesizing new ideas by analyzing existing concepts and transforming them into innovative solutions. This ability is particularly important in education, where students must apply theoretical knowledge to real-world problems. However, not all students possess strong creative thinking skills. This study aims to analyze the creative thinking abilities of Biology Education students at UIN Raden Intan Lampung, focusing on 2021. The study evaluates students' creative thinking skills using Torrance's indicators: fluency, flexibility, originality, and elaboration. A qualitative descriptive approach was employed, with data collected through purposive sampling. The findings indicate that Biology Education students fall under the "quite creative" category. Specifically, fluency scored 57%, flexibility 48%, originality 43%, and elaboration 47%, all classified as "quite creative". The results suggest that while students demonstrate moderate creative thinking skills, there is room for improvement. Educators should integrate pedagogical strategies that enhance creativity, such as problem-based learning and open-ended assignments, to foster higher-level creative thinking in biology education. This study highlights the need for further targeted interventions to develop students' creative potential.
Actually, what does teacher inherit? Epistem, doxa, or hoax: A case study on the topic of sets in Indonesia Hendriyanto, Agus; Fitriana, Laila; Usodo, Budi; Wahyuni, Astri; Azizah, Nurul
Indonesian Journal of Science and Mathematics Education Vol. 8 No. 2 (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.v8i2.28193

Abstract

This research aims to evaluate a selected element of mathematical knowledge intended for teaching in Indonesian schools, namely the concept of sets. The evaluation assesses whether the information conveyed the criteria of knowledge that is Justified, True, and Believed (JTB). This research follows a qualitative approach with a case study design. The research involves 250 students and nine teachers from two different schools. The collected data was analyzed using the Constant Comparative Method (CCM) as the data analysis model. The study's findings reveal that beliefs with truth value only relate to interpreting sets as a well-defined collection of objects. However, teachers and students cannot prove their beliefs and cannot interpret well-defined as an individual's ability to determine a property P. Thus, the belief about sets as a well-defined collection of objects is merely doxa or true belief. This study emphasizes the importance of mathematics education in fostering justified true belief through a focus on critical thinking and conceptual justification, thereby minimizing the occurrence of the Zone of Concept Image Difference (ZCID) between teachers and students.
Integration of the ethnopedagogy of Jolotundo Temple's Ruwat Petirtaan tradition as the development of biology learning in the Merdeka curriculum Rahmawati, Siti; Nugraha, Dewanta Arya; Abdurrahman, Ayi; Nurahman, Alfyn Abdan
Indonesian Journal of Science and Mathematics Education Vol. 8 No. 2 (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.v8i2.28364

Abstract

This study identifies the values embedded in the local wisdom of the Jolotundo Temple’s Ruwat Petirtaan tradition and integrates them into biology learning within the Merdeka curriculum. A descriptive qualitative method was employed, using interviews and observations, and analyzed through triangulation and inductive approaches with an emphasis on meaning over generalization. Findings indicate that the tradition embodies gratitude for the abundance of water and natural resources across the preparation, implementation, and closing stages. It functions as a form of environmental conservation. This local wisdom can be integrated into Phase E Biology content, particularly biodiversity and conservation, ecosystems, and environmental change. The results serve as a reference for developing teaching materials, modules, student worksheets, project assignments, and assessment items, while also encouraging the incorporating of local wisdom into policies, conservation programs, and educational practices that are contextual, participatory, and sustainable. The implication is that cross-stakeholder commitment through school–community collaboration and continuous evaluation is required to ensure tangible impacts on learning, environmental stewardship, and the strengthening of cultural identity.
Tracing local wisdom in the integration of ethnomathematics in vocational high school mathematics education: A Scopus systematic review Dhema, Magdalena; Cholily, Yus Mochamad; Rahardjanto, Abdulkadir
Indonesian Journal of Science and Mathematics Education Vol. 8 No. 2 (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.v8i2.28208

Abstract

Integrating ethnomathematics into mathematics learning in vocational high schools is an innovative strategy to connect mathematical concepts with local cultural contexts. This study is grounded in the urgency of preserving local wisdom through education and the need for contextual learning approaches relevant to vocational students. The research aims to explore how local wisdom is integrated into mathematics instruction through an ethnomathematics perspective, based on a systematic review of Scopus-indexed literature. Employing the PRISMA-based Systematic Literature Review (SLR) method, this study identifies, screens, and analyzes articles published in the last ten years. The findings reveal that applying ethnomathematics in vocational mathematics classrooms enhances conceptual understanding, fosters cultural identity, and creates a more meaningful learning environment. Additionally, this approach encourages teachers to design culturally responsive and locally relevant learning strategies. The study highlights the importance of equipping teachers with the skills to develop ethnomathematics-based materials and calls for supportive educational policies that promote the inclusion of local culture in the curriculum. These insights contribute to the growing body of literature on contextualized education and demonstrate the potential of ethnomathematics to preserve cultural heritage while improving mathematics learning outcomes in vocational education settings.
Ethnomathematical study on the architecture of Seleman Kerinci’s Larik Panjang houses Asdamayanti, Nurul; Fauzan, Ahmad; Armiati, Armiati; Harisman, Yulyanti
Indonesian Journal of Science and Mathematics Education Vol. 8 No. 2 (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.v8i2.26245

Abstract

The cultural approach in learning mathematics connects abstract concepts with everyday life, helping students understand mathematics meaningfully. This study aims to explore the ethnomathematics of the Seleman Kerinci’s Larik Panjang house, identifying mathematical contexts in real-world applications. Using an ethnographic approach with qualitative research methods, data collection techniques included observation, documentation, and interviews. The primary data collection instrument was the researcher, supported by observation sheets, interview guidelines, and documentation. The study began with a literature review and geometric material analysis, followed by data reduction, data presentation, verification, and conclusion drawing. The findings reveal mathematical elements in the house’s architecture, including: (1) plane figures such as triangles, rectangles, and rhombuses; (2) solid figures like octagonal prisms and rectangular beams; and (3) transformations involving reflection and rotation. These mathematical aspects demonstrate the integration of indigenous knowledge into architectural design. Ethnomathematics in traditional architecture is expected to serve as an engaging learning medium, making mathematics more relevant to students while preserving local wisdom as part of the nation’s cultural identity. This research contributes to the development of contextual mathematics education, highlighting the importance of cultural heritage in shaping mathematical understanding.
A need analysis for developing multi-representation assessment instruments assisted by Thunkable to measure argumentation skills in fluid materials Gustina, Emi; Viyanti, Viyanti; Herlina, Kartini
Indonesian Journal of Science and Mathematics Education Vol. 8 No. 2 (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/bb6k5224

Abstract

Scientific argumentation is a critical 21st-century skill that must be systematically integrated into science education, particularly physics. However, current classroom assessments rarely comprehensively and in-depth measure students’ argumentation skills. This study aims to analyze the need to develop a multi-representation assessment instrument supported by the Thunkable application to evaluate students’ scientific argumentation skills on static fluid concepts. A mixed-method approach with an embedded sequential design was employed. Quantitative data were collected through questionnaires administered to 34 physics teachers and 97 eleventh-grade students from several high schools in Lampung Province, Indonesia. Besides, qualitative data were obtained through open-ended responses to explore classroom learning experiences and assessment practices further. The findings reveal that 91% of teachers reported difficulties in assessing argumentation skills, while 94% of students faced challenges in connecting static fluid concepts across different representations. The use of multi-representation tasks in assessments was found to be limited. Nevertheless, teachers and students expressed strong interest in using interactive digital assessment tools. These findings highlight the strategic opportunity to develop a Thunkable-assisted, multi-representation-based assessment instrument that addresses teachers’ and students’ needs and improves assessment practices in physics education by promoting meaningful learning and scientific argumentation.

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