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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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Improving middle school students’ mathematical literacy through problem-based learning: Considering early mathematical abilities Hasanah, Aan; Marasabessy, Rosida; Samsudin, Samsudin
Indonesian Journal of Science and Mathematics Education Vol. 9 No. 1 (2026): 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.v9i1.23541

Abstract

Mathematical literacy is an essential 21st-century competency; however, PISA reports indicate that Indonesian middle school students’ performance remains low. This gap highlights the urgency of implementing instructional strategies that promote meaningful contextual problem-solving. This study aims to examine the effect of Problem-Based Learning (PBL) on students’ improvement in mathematical literacy in statistics, while accounting for their early mathematical abilities (EMA). This study used a quasi-experimental, non-equivalent control group design involving 64 seventh-grade students from a junior high school in Bandung. Data were collected through pretest and posttest and analyzed using N-gain scores, a one-tailed independent t-test, and One-Way ANOVA. The results revealed that the mean N-gain of the PBL group was 0.4752 (moderate), higher than that of the direct instruction group at 0.2157 (low). The difference was statistically significant (Sig. = 0.000 < 0.05). Based on EMA levels, the mean N-gain scores were 0.7989 (high) for high EMA, 0.4077 (moderate) for medium EMA, and 0.4486 (moderate) for low EMA students. ANOVA results indicated significant differences among EMA categories (Sig. = 0.000 < 0.05). This finding suggests that PBL influences improvements in mathematical literacy and accounts for students' initial abilities.
Analyzing cultural disparities and gender in science literacy and numeracy among senior high school students in Sundaland, Indonesia Yulianto, Dwi; Situmeang, Muhamad Sukri; Junaedi, Yusup; Anwar, Syahrul; Umami, Moh Rizal
Indonesian Journal of Science and Mathematics Education Vol. 9 No. 1 (2026): 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.v9i1.26787

Abstract

Gender and cultural disparities remain pressing challenges in STEM education across Indonesia’s multi-ethnic regions, particularly in Sundaland, where variations in school accreditation, infrastructure readiness, and mother-tongue use stratify learning opportunities. This study examines differences in scientific literacy and numeracy, focusing on the roles of ethnicity, Socioeconomic Status (SES), and mother-tongue use, while also exploring their interactions with gender and school-level conditions. A quantitative survey design using Hierarchical Linear Modeling (HLM) was applied to capture both student- and school-level variations. Data were collected through literacy tests, questionnaires, and interviews from a stratified sample categorized by accreditation, gender, and SES. The results show that Javanese students achieved the highest scores, while Balinese students obtained the lowest in both competencies, largely reflecting differences in infrastructure and technological support. Male students outperformed in numeracy, whereas females excelled in scientific literacy. Mother-tongue use enhanced conceptual understanding, particularly among Batak and Minangkabau students with strong learning traditions. The implications of this research emphasize the need for inclusive and culturally responsive STEM education policies, which can be achieved by strengthening multilingual education, adopting ethnomathematics approaches, and equalizing school quality to reduce the gap in science literacy and numeracy.
Students understanding of the basis and dimensions of the solution space using the APOS theory Mutambara, Lillias Hamufari Natsai; Makamure, Chipo
Indonesian Journal of Science and Mathematics Education Vol. 9 No. 1 (2026): 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.v9i1.27203

Abstract

The purpose of this study is to explore how in-service mathematics teachers understand the concepts of basis and dimension of the solution space as informed by the APOS theory. The data was obtained from 74 first-year in-service undergraduate mathematics teachers pursuing a Bachelor of Science Education Honours degree through the use of an activity sheet and semi-structured interviews. Employing a qualitative research approach within a case study design, the study was theoretically grounded in the APOS theory, drawing on the constructivist perspective, with the preliminary genetic decomposition serving as the basis for analysis. The study revealed that the lack of prior knowledge and related schema significantly hindered the participants' development of essential mental constructions. Most participants demonstrated a procedural understanding, signifying that a substantial number of in-service mathematics teachers were operating at the action level according to the APOS theory. Analyzing the mental constructions of in-service mathematics teachers can yield essential pedagogical strategies for enhancing understanding of the solution space. This research has implications for understanding that a structured development model based on APOS Theory enables educators to design learning sequences that gradually guide students from physical manipulation to abstract reasoning.
Bridging the gap: How technology facilitates conceptual understanding in mathematics Fauzi, Azra; Hardyanti, Hardyanti; Suryaningsih, Sri
Indonesian Journal of Science and Mathematics Education Vol. 9 No. 1 (2026): 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.v9i1.28655

Abstract

The integration of technological tools into mathematics instruction has increased rapidly in secondary schools, but their effectiveness in improving students’ conceptual understanding remains unclear. This mixed-methods study aimed to investigate how technological tools influence students’ conceptual understanding in mathematics and to explore students’ and teachers’ perceptions of technology-based learning in secondary schools. Data were collected through surveys, semi-structured interviews, and classroom observations. Findings revealed a critical gap: although technology significantly increased engagement (65–85%), only 30% reported improved conceptual understanding. Five themes emerged: visualization support, blended learning preferences, resource limitations, teacher training needs, and demand for interactivity. The study concluded that technology enhances mathematics learning when integrated with adequate resources and teacher training and provided evidence-based recommendations for technology integration strategies that balance digital innovation with traditional pedagogy. The study implied that technology can effectively support mathematics learning when integrated with adequate infrastructure, interactive learning designs, and sufficient teacher training.
Enhancing students’ problem-solving skills and energy-saving character through a physics e-module Widya, Widya; Andriani, Riza; Mujtahid, Zainul; Muttakin, Muttakin; Nurpatri, Yeni
Indonesian Journal of Science and Mathematics Education Vol. 9 No. 1 (2026): 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.v9i1.28694

Abstract

The low level of students’ problem-solving skills and awareness of energy-saving behavior highlights the urgency of developing contextual teaching materials aligned with the Merdeka Curriculum. This study aimed to develop and evaluate the effectiveness of a Creative Problem Solving (CPS)–based e-module to improve students’ problem-solving skills while fostering energy-saving character. The research employed a quasi-experimental design with a pretest–posttest control group. The sample comprised two eleventh-grade science classes purposively selected from a senior high school in Aceh Utara Regency, Indonesia. Effectiveness analysis was conducted by comparing learning outcomes between the experimental and control groups. The results indicate that the CPS-based e-module effectively improved students’ problem-solving skills, with an average N-Gain score of 71.73, classified as high. In addition, the e-module contributed positively to the development of energy-saving character, as reflected in improvements in most indicators (frugality, accuracy, tolerance, and creativity) toward habitual behavior. These findings imply that CPS-based e-modules have the potential to serve as integrated learning innovations that enhance instructional quality while fostering energy-saving character at the secondary education level.
Socio-ecological problems: How reflective and impulsive students demonstrate mathematical literacy Fuadah, Putri Fithrotul; Shodikin, Ali
Indonesian Journal of Science and Mathematics Education Vol. 9 No. 1 (2026): 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.v9i1.29894

Abstract

Mathematical literacy in socio-ecological contexts remains underexplored, particularly when examined in terms of cognitive style. This study aims to describe the mathematical literacy processes of reflective and impulsive junior high school students when solving Minimum Competency Assessment (MCA) tasks that involve socio-ecological issues. A qualitative descriptive design was employed, involving two high-mathematical-ability students selected purposively and classified as reflective and impulsive using the Matching Familiar Figures Test (MFFT). Data were collected through socio-ecological MCA tasks on school waste generation and semi-structured interviews. The data were analyzed using thematic coding based on the PISA mathematical literacy processes (formulate, apply, and interpret). The findings indicate that reflective students demonstrated more systematic verification and deeper contextual interpretation. In contrast, impulsive students applied strategies more rapidly but showed reduced monitoring accuracy, resulting in calculation errors despite appropriate procedural strategies. These findings underscore the importance of considering cognitive processing characteristics in developing socio-ecological MCA tasks and learning strategies to support higher-order mathematical literacy.
Ethnomathematic exploration of Istana Kuning’s architecture in Central Kalimantan Amalia, Bayu Nanda Rizky; Kusdinar, Uus
Indonesian Journal of Science and Mathematics Education Vol. 9 No. 1 (2026): 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.v9i1.30173

Abstract

Mathematics learning is often perceived as disconnected from students’ cultural contexts and real-life experiences, highlighting the need for approaches that relate mathematical concepts to local cultural environments. This study aims to explore the ethnomathematical elements found in the architecture of Istana Kuning in Central Kalimantan. This research employed a qualitative, ethnographic approach. Data were collected through direct observation of architectural elements, interviews with the management of Istana Kuning, and documentation. The collected data were analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing, and were validated through triangulation techniques. The results indicate that several architectural elements and ornaments of Istana Kuning contain mathematical concepts such as symmetry, similarity, and geometric transformations, including translation, reflection, and rotation. These concepts were identified in wall carvings, window bars, chair arrangements, and shield ornaments, all of which reflect cultural values of balance and harmony. These findings imply that Istana Kuning has the potential to serve as a contextual learning resource to support more meaningful mathematics learning grounded in local cultural wisdom.
The effectiveness of adaptive learning media based on realistic mathematics education on cube and block materials in Madrasah Ibtidaiyah Syaripudin, Ahmad; Sulistyowati, Endang; Ikhsan, Muhammad; Narfi, Muhammad Afif; Bintang, Rahma Sahanum
Indonesian Journal of Science and Mathematics Education Vol. 9 No. 1 (2026): 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.v9i1.30332

Abstract

The low conceptual understanding of elementary school students towards geometry, especially cube and block materials, remains a challenge for learning basic mathematics. This condition is exacerbated by predominantly conventional learning practices, a lack of context, and a lack of responsiveness to the diversity of student characteristics, including in inclusive classes. This study aims to develop and evaluate the effectiveness of adaptive learning media grounded in  (RME) in improving students’ mathematics learning outcomes. The research used a Research and Development (R and D) approach, employing the ADDIE model, combined with a quasi-experimental design with a non-peer control group. The study involved grade V students of Madrasah Ibtidaiyah (MI) in rural and urban areas, including students with disabilities. Data were collected through learning outcome tests and analyzed using descriptive and inferential statistics (t-tests). The results of the study show that RME-based adaptive learning media are declared valid and practical, and significantly more effective than conventional learning. These findings suggest that integrating adaptive media can strengthen the implementation of RME and support contextual, inclusive, and evidence-based geometry learning.
Teacher needs analysis for a STEAM-based renewable energy electronics module integrating deep learning to enhance collaborative problem-solving and entrepreneurship skills Mirantika, Rizki; Abdurrahman, Abdurrahman; Viyanti, Viyanti
Indonesian Journal of Science and Mathematics Education Vol. 9 No. 1 (2026): 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.v9i1.30191

Abstract

Renewable energy learning requires integrating STEAM approaches and deep learning principles to support students’ collaborative problem-solving and entrepreneurial skills. However, school learning practices show a gap between these demands and the availability of supporting teaching materials. This study aims to analyze teachers’ needs in developing STEAM-based renewable energy e-modules that integrate deep learning principles. This study used a mixed-methods exploratory sequential design. Quantitative data were obtained through a survey of 35 high school physics teachers, followed by in-depth interviews with three selected teachers. Quantitative data were analyzed descriptively, while qualitative data were analyzed using thematic analysis. The survey results showed that 97.1% of teachers reported that learning media were not integrated with STEAM principles and deep learning. In addition, more than 80% of teachers reported difficulties in assessing students’ collaborative problem-solving and entrepreneurial skills. Qualitative findings revealed teachers’ limited understanding of deep learning, partial implementation of STEAM, and the need for structured digital teaching materials. The findings suggest that developing STEAM-based renewable energy e-modules aligned with teachers’ authentic needs is essential for strengthening contextual and skills-oriented physics learning in the 21st century.
The DECADE learning model: Integrating learning theories in mathematics education Putra, Fredi Ganda; Sutiarso, Sugeng; Nurhanurawati, Nurhanurawati; Hariri, Hasan; Caswita, Caswita; Maulina, Dina
Indonesian Journal of Science and Mathematics Education Vol. 9 No. 1 (2026): 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.v9i1.30746

Abstract

Mathematics education has long been influenced by diverse learning theories that are frequently applied in isolation, leading to theoretical fragmentation in instructional design. This study addresses that gap by proposing the DECADE learning model as a theoretically integrated framework that systematically synthesizes cognitivism, constructivism, information processing theory, dual coding theory, and cognitive load theory within a coherent instructional architecture. The study aims to establish the epistemological foundation and structural validity of this multi-theory integration in the context of mathematics education. Employing a mixed-method developmental design, qualitative thematic analysis was conducted to map the five theoretical foundations into a progressive six-phase instructional structure, followed by quantitative expert judgment to assess content and construct validity. The results demonstrate strong conceptual stability, with mean validity indices exceeding 90% of the ideal score, indicating high alignment between theoretical rationale, instructional syntax, and structural coherence. Rather than claiming empirical effectiveness, this study confirms the theoretical and structural feasibility of DECADE as an expert-validated framework. The findings contribute to mathematics education by offering a principled synthesis that bridges constructivist meaning construction and cognitive regulation, thereby providing a consolidated theoretical foundation for future empirical investigation and instructional innovation.

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