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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 321 Documents
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Multilevel modeling of the impact of bullying on Indonesian students' mathematics achievement based on PISA 2022 Data Sukowati, Diah; Kismiantini, Kismiantini
Indonesian Journal of Science and Mathematics Education Vol. 8 No. 3 (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.v8i3.26670

Abstract

Bullying in schools negatively affects students' psychological well-being and academic performance. Despite anti-bullying policies, bullying remains prevalent in Indonesia, impacting students' mathematics achievement. This study examines the impact of different types of bullying on Indonesian students' mathematics achievement using Program for International Student Assessment (PISA) 2022 data through a multilevel modeling approach. Multilevel modeling is used to analyze the hierarchical effects of physical, verbal, and relational bullying on students' mathematics scores, considering socioeconomic and school-level factors. Physical bullying significantly lowers mathematics achievement by reducing concentration and motivation. Verbal bullying, however, is linked to higher scores as students strive to prove themselves. Relational bullying has no significant effect. Socioeconomic status and family support positively influence achievement, while school location also plays a role. Schools must strengthen anti-physical bullying programs to mitigate its negative academic impact. This research has implications for understanding the nuanced effects of bullying, which can help policymakers design targeted interventions to foster safer and more supportive learning environments, ultimately improving students' academic outcomes.
Integrating AI in individualized mathematics learning: A teacher-centered approach Sunarto, M. J. Dewiyani
Indonesian Journal of Science and Mathematics Education Vol. 8 No. 3 (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.v8i3.26795

Abstract

The background of this research lies in the challenge of implementing individualized mathematics learning supported by Artificial Intelligence (AI) technology. This study aims to produce a valid learning model evaluated by experts in mathematics education and educational technology. The research adopts a Research and Development (R and D) approach following the Plomp model, which includes preliminary investigation, design, and development, and evaluation stages. The developed model integrates individualized learning principles and AI assistance to accommodate student differences, flexible learning paths, and adaptive feedback. Five experts conducted validation through content and construct assessments using validation sheets and interviews. The results indicate that the model achieved very high validity in content, construct, and feasibility aspects, supported by ICC and Cronbach’s Alpha values showing good reliability and consistency. These findings demonstrate that the model is theoretically and practically sound for use without revision. The study also provides a theoretical synthesis of individual learning, AI, and differentiated mathematics learning concepts, offering a framework applicable across educational levels. The developed model contributes to designing inclusive, adaptive, and transformative mathematics learning aligned with 21st-century competencies and highlights AI’s role as a supportive tool rather than a substitute for teachers in the learning process.
Validity and reliability of a four-tier diagnostic test on the periodicity of the elements Parlan, Parlan; Rahmawati, Indah
Indonesian Journal of Science and Mathematics Education Vol. 8 No. 3 (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.v8i3.26883

Abstract

This research aims to develop and validate a four-tier diagnostic test to identify high school students’ misconceptions on periodicity of the elements (FTDT-PE). The six-stage development models applied in this process include: (1) mapping concept;  (2) testing and interviewing; (3) defining students' unscientific ideas; (4) developing the prototype FTDT-PE; (5) validating the prototype; and (6) refining the final FTDT-PE. Two chemistry education experts validated the prototype to assess its content, language, and applicability aspects. A pilot project was conducted to assess the test's validity and reliability. The test's content validity is very high, with an average score of 81.58%. Meanwhile, the pilot project results showed that the difficulty level items are in the moderate range, while the discrimination index and distractor effectiveness are good. The reliabilities of answer (A), reason (R), and both tiers (B) are 0.824, 0.841, and 0.875, respectively, all of which are very high. Overall, the FTDT-PE is valid and reliable and is used to diagnose students' misconceptions. Its implication is that the FTDT-PE can serve as a diagnostic tool that strengthens instructional decision-making and enhances the effectiveness of chemistry learning.
Integrating the temulawak approach and R software to optimize students’ mathematical representation Wulandari, Andhika Ayu; Farahsanti, Isna; Astutiningtyas, Erika Laras; Exacta, Annisa Prima
Indonesian Journal of Science and Mathematics Education Vol. 8 No. 3 (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.v8i3.28046

Abstract

Representational ability is an important element in understanding mathematical concepts. The temulawak approach (Techniques for Information Discovery, Processing and Insights for Computing), rooted in cybernetic theory, is integrated with R and developed as a learning tool to improve students' mathematical representation skills in understanding probability distribution concepts. The purpose of this study is to determine how integrating the temulawak approach with R software improves students' mathematical representation skills. The experiment was conducted on 18 student subjects enrolled in the Theoretical Descriptive Statistics course for the 2024/2025 academic year. Evaluations were conducted at the beginning of the course and at the end of each learning phase. The results of the analysis using a paired-samples t-test with α = 5% showed an increase in mathematical representation skills from the pretest to the posttest of 44,55%. The effect of this learning is considered significant (d > 0.8). These findings indicate that integrating temulawak and computational technology through R software improves students' mathematical representation skills. This study implies that integrating the temulawak approach with R software can significantly strengthen students' mathematical representation skills and conceptual understanding of probability distributions, thereby confirming the benefits of cybernetic-based learning approaches supported by computational technology.
Electronic worksheet on global warming with ethno-socioscientific issues integration to promote deep learning Rizal, Haryanti Putri; Rahmadhani, Aulia; Aira, Cinta Dian; Tambing, Afriani Aris
Indonesian Journal of Science and Mathematics Education Vol. 8 No. 3 (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.v8i3.28659

Abstract

The growing challenge of global warming underscores the need for innovative learning resources that connect scientific concepts to real-world issues, as existing materials often lack contextualization. This study aimed to develop and evaluate an electronic worksheet (e-worksheet) on global warming, integrating Ethno-Socioscientific Issues (E-SSI) with the Problem-Based Learning (PBL) model for junior high school students. The research utilized the Design and Development Research (DDR) approach. The e-worksheet integrated global warming as a socioscientific issue (SSI), drawing on Mandar's local wisdom for mitigation within the PBL framework. Validation by six experts using Aiken's V, along with limited trials involving 18 teachers and 10 students, assessed its validity and practicality. Results showed a high validity index (V = 0.89) and very practical ratings from teachers (92.96%) and students (83.59%). These findings imply that the developed e-worksheet is valid and practical in promoting meaningful, mindful, and joyful learning, and it offers an innovative resource that bridges global scientific concepts with local cultural practices, supporting deep learning in science education. This approach has implications for STEM education by integrating scientific understanding, problem-solving, and technological skills within the context of relevant SSI and culture.
Flip PDF-assisted e-comic: Hydrocarbon learning media innovation to improve high school students' science literacy Amala, Dianoza Fadhilal; Dwiningsih, Kusumawati
Indonesian Journal of Science and Mathematics Education Vol. 8 No. 3 (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.v8i3.28663

Abstract

The low level of students' scientific literacy on hydrocarbon material indicates the need for innovative, interactive, and contextual learning media. This study aimed to develop a Flip PDF-assisted e-comic designed to improve high school students' scientific literacy. A Research and Development (R and D) design employing the ADDIE model was implemented, which included expert validation, practicality testing through student questionnaires, and effectiveness testing using a one-group pretest–posttest design. The developed e-comic received a highly valid score from experts, with an average practicality percentage of 82.1%, categorized as very practical. The effectiveness test showed a significant increase in students' scientific literacy with an N-Gain value of 0.74, categorized as high. The Flip PDF-assisted e-comic improved students' literacy in knowledge, context, competence, and attitude aspects. The results imply that the developed e-comic can help students strengthen their understanding of chemistry concepts, enhance their ability to apply science in daily life, and foster the essential skills required to adapt to technological and global challenges in the 21st century. This research has implications for the development of innovative learning media that can improve students' scientific literacy through an interactive and contextual digital approach.
Psychometric analysis of the critical thinking skills instrument in physics learning using the Rasch model Noperi, Hendri; Diani, Rahma; Irwandani, Irwandani; Suryani, Yani; Sodikin, Sodikin; Saputro, Trimo
Indonesian Journal of Science and Mathematics Education Vol. 8 No. 3 (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.v8i3.28770

Abstract

Critical thinking is a core competency in physics learning, yet measuring it is constrained by a lack of psychometrically validated instruments. This study aims to develop and analyze a critical thinking assessment instrument on "Work and Simple Machines" for junior high school students. Using a Research and Development (R and D) approach, a 10-item essay instrument was trialed with 175 eighth-grade students and analyzed using the Rasch Model via WINSTEPS. Results indicate construct validity through unidimensionality (variance explained = 39.3%), item fit, and effective rating scale functioning. Reliability was good (student = 0.79; item = 0.84), with adequate separation values. The instrument is considered feasible, valid, and reliable as a diagnostic tool. This research provides educators with an objective tool to map students' weaknesses, enabling targeted pedagogical interventions and effective physics learning strategies.
An augmented reality-based SmartCard for teaching solid geometry in senior secondary schools Hidayatsyah, Hidayatsyah; Sudirman, Sudirman; Putri, Sabila Clara; Ikhsan, Arifah Sa’diah Sakinatul
Indonesian Journal of Science and Mathematics Education Vol. 8 No. 3 (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.v8i3.28823

Abstract

Understanding three-dimensional geometry remains challenging for senior secondary students due to its abstract nature and the limitations of conventional 2D teaching media. This study aims to develop and evaluate an Augmented Reality (AR)-based SmartCard as an innovative learning tool to enhance conceptual understanding of solid geometry. Using the ADDIE research and development model, a limited trial was conducted with 34 Grade XI students from four schools in Lhokseumawe and North Aceh, Indonesia. Data were collected through a validated Likert-scale questionnaire assessing validity (appropriateness), practicality, and effectiveness, and analyzed descriptively using percentages. Results show the medium is very appropriate (90.3%), very practical (85.3%), and very effective (90.9%). Students positively responded to the interactive 3D visualizations, ease of use via personal smartphones, and improved spatial comprehension. The AR SmartCard successfully bridges the gap between abstract mathematical concepts and concrete visual experiences, supporting independent and engaging learning. The study concludes that this medium is a valid, practical, and effective tool for teaching solid geometry at the senior secondary level. This research has implications for providing low-cost alternative learning media that are able to bridge abstract mathematical concepts with concrete visual experiences, and can be widely adapted to school contexts with limited resources.
AI-scaffolded DC electricity: Simple engineering experiments with ChatGPT to foster higher-order thinking skills Riantoni, Cicyn; Maison, Maison; Pathoni, Haerul
Indonesian Journal of Science and Mathematics Education Vol. 8 No. 3 (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.v8i3.28832

Abstract

Low-cost laboratory environments often constrain the development of Higher-Order Thinking Skills (HOTS) and limit the provision of formative feedback. This study examines the effect of simple ChatGPT-assisted Direct Current (DC) engineering experiments on HOTS and elucidates the scaffolding mechanisms involved. Using a sequential explanatory mixed-methods design with a single-group pretest–posttest structure, thirty-four undergraduates completed two low-cost laboratory sessions where ChatGPT supported the validation of pre-experiment questions and the interpretation of measurement results. Quantitative data were obtained from constructed-response HOTS tests, complemented by structured interviews. Results show a substantial improvement (pretest M = 24.05 → posttest M = 56.87) and a sharp reduction in score dispersion (variance: 87.97 → 21.08; IQR: 12.20 → 3.20), indicating more homogeneous learning outcomes and a shift toward higher performance. Qualitative findings highlight two mechanisms: improved problem representation before experimentation and strengthened data–model reasoning afterward through rapid explanations and standardized procedures. Overall, the approach offers an affordable and scalable pathway for fostering HOTS through the integration of physical experimentation and Artificial Intelligence (AI)-based scaffolding. Its implication is that integrating low-cost physical experiments with AI support can serve as a practical approach to enhancing HOTS in physics learning.
Development of digital mathematics comics based on the realistic mathematics education approach Putri, Gita Raviesta; Novita, Rita; Rahmattullah, Rahmattullah
Indonesian Journal of Science and Mathematics Education Vol. 8 No. 3 (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.v8i3.29156

Abstract

The lack of numeracy skills for elementary school students shows the urgency for innovative learning media that can provide math learning experiences that are relevant to real life. This study aims to develop and evaluate a digital mathematics comic based on the Realistic Mathematics Education (RME) approach as a learning media for elementary school students. Using the ADDIE development model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation, this study integrates real contexts, visual storylines, and interactive activities into digital media that can be accessed through various devices. The validation results from three media experts with seven aspects and 17 indicators showed that the digital comic was in the highly valid category (80-100%). The comic was also considered practical and effective by teachers and students in helping them understand mathematical concepts through contextual situations. Responses from media experts, teachers, and students mentioned that the storyline was relevant to everyday life, easy to use, interesting, and supported active student engagement. This research has implications for integrating the RME approach into digital comic media, which can transform abstract mathematics learning into a fun, meaningful, and student-centred experience, in line with the demands of 21st-century education.

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