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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 331 Documents
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BETAH board game based on the 3CM learning model to enhance elementary students’ critical thinking skills Ginting, Ribka; Wahyudi, Wahyudi; Mawardi, Mawardi
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.v9i1.30884

Abstract

Elementary school students’ critical thinking skills remain relatively low due to teacher-centered learning that provides less challenging learning experiences. This study aimed to develop and examine the effectiveness of the BETAH board game in improving students’ critical thinking skills. The study employed a Research and Development (R and D) method using the ADDIE model, combined with a quasi-experimental pretest–posttest control group design. The participants were second-grade students from five elementary schools in Bandar Lampung. The research instruments included expert validation sheets, teacher response questionnaires, and a critical thinking skills test. The results showed that the developed media was valid and practical based on expert judgment and teacher responses. Quantitatively, the mean score increased from 60.74 in the pretest to 78.51 in the posttest, with a mean difference of 17.77, which was statistically significant based on the t-test (p < 0.05). These findings indicate that the integration of the BETAH board game with the 3CM learning model is effective in improving students’ critical thinking skills. Therefore, the developed media can serve as an alternative instructional tool to support critical thinking development in elementary mathematics learning.
Improving pre-service science teachers’ creative thinking and innovative work production through a STEM-based biotechnology e-book Indriyanti, Nor; Rahmah, Nur; Saputra, Risman; Habibi, Mohammad Wildan
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.v9i1.29897

Abstract

Biotechnology learning requires pre-service science teachers to translate concepts into design decisions grounded in creative thinking and innovation-oriented products. Yet, many resources remain content-centered and provide limited guidance for integrated STEM projects. This study developed and evaluated a STEM-based biotechnology e-book using a 4-D Research and Development model. Data were collected through expert validation, readability and practicality questionnaires, classroom observations, a creative thinking pretest and posttest analyzed using normalized gain, and an innovative work assessment rubric. The trials were conducted at a public university in Indonesia through a limited trial (n = 9) and a small-class trial (n = 19), followed by implementation at two universities (n = 30 each). The e-book showed very high validity (92-100%) and very practical ratings (89.63-91). Creative thinking improved substantially, for example, from 60.53 to 91.58 with an n-gain of 0.79 (high), and innovative work scores were consistently high (84 to 88). These findings indicate that project-centered STEM digital media can strengthen creative thinking and innovation outcomes in biotechnology teacher education. These findings imply that STEM-integrated biotechnology e-books embedding structured STEM projects can serve as transferable digital resources to support higher-order outcomes in science teacher preparation.
Ethnomathematics-based guided discovery learning using Gedung Sate to enhance junior high school students’ mathematical connection ability
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.v9i1.30023

Abstract

Junior high school pupils still have relatively low mathematical connection abilities, despite this being one of the key process requirements in mathematics learning. Through guided discovery and cultural contexts, the ethnomathematics method and the Guided Discovery Learning (GDL) model have the potential to foster significant conceptual understanding. This study aims to assess the extent to which ethnomathematics-based GDL training at Gedung Sate improves junior high school students' mathematical connection skills. The study used a quantitative, pre-experimental one-group pretest–posttest design. The research participants were 12 ninth-graders from Darul Mukhlisin Junior High School in West Bandung Regency, West Java. The instrument was a reliable and valid descriptive evaluation of mathematical connection skills. The data were analyzed using the Shapiro-Wilk normality test, the homogeneity test, the paired samples t-test, and N-gain. The average score rose from 25.68 to 68.74 with a significant difference (p < 0.001), according to the data. At 0.554, the average N-gain value fell into the moderate range. While linkages between mathematical concepts remained low (0.12), the indicators of mathematical connections with other disciplines (0.83) and real life (0.80) saw the largest increases. Based on the research findings, the Gedung Sate ethnomathematics-based GDL has implications as an effective strategy for strengthening students' mathematical connections in context.
E-worksheet assisted by Liveworksheets: Innovation in learning media for chemical bonds based on ethnoscience to improve critical thinking skills of high school students
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.v9i1.30344

Abstract

The abstract nature of chemical bonding often leads to limited conceptual understanding and weak critical-thinking skills, underscoring the need for innovative, contextually relevant learning media. Therefore, this study integrates an ethnoscience approach with Liveworksheets-assisted interactive tasks to support contextual learning and enhance students’ higher-order thinking in chemistry. This study aimed to develop an ethnoscience-based e-worksheet supported by Liveworksheets and to examine its effectiveness in enhancing high school students’ critical thinking skills. A Research and Development (R and D) method using the 4D model was implemented, encompassing expert validation, practicality assessment through student response questionnaires, and effectiveness testing using a one-group pretest–posttest design involving 36 eleventh-grade students at a public senior high school. The developed e-worksheet was found to be highly valid and very practical, achieving a practicality score of 96.5%. Effectiveness results indicated a significant improvement in students' critical thinking skills, with an average N-gain of 0.73 in the high category across interpretation, analysis, evaluation, explanation, and inference indicators. These findings demonstrate that integrating ethnoscience and Liveworksheets through e-worksheet promotes meaningful chemistry learning and the development of critical thinking. The findings imply that ethnoscience-based interactive multimedia is an effective instructional resource for supporting contextual and higher-order thinking-oriented chemistry learning.
How do students solve critical thinking tasks in trigonometry? A qualitative analysis of critical thinking skills Aridanthy, Vanya; Kusumah, Yaya S.; Dahlan, Jarnawi Ahmad; Prabawanto, Sufyani; Melati, Catur Yustika
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.v9i1.25867

Abstract

Critical thinking skills are crucial for students to analyze and solve problems effectively, yet many still struggle in apply them comprehensively. This study aimed to examine students' critical thinking skills using a qualitative descriptive approach. The study used an essay-based assessment developed based on the framework of Perkins and Susilo et al., which includes four main indicators: clarification, judgment, inference, and strategy development. The findings indicated that students demonstrated partial critical thinking skills; most could analyze or clarify problems, while some could present problems with reasoning or examples and draw compelling conclusions. However, many students still struggled to develop effective problem-solving strategies. These results imply the need for improved instruction that places greater emphasis on strengthening problem-solving skills to enhance students' overall critical thinking skills.
Kahoot-based gamified learning media integrated with problem-based learning to enhance elementary school students’ critical thinking and learning motivation Nopianti, Resti; Jaenudin, Dadang; Hendriana, Heris
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.v9i1.30912

Abstract

This study aims to develop media using Kahoot with Problem-Based Learning (PBL) to enhance elementary school students' critical thinking and learning motivation. This study uses the Research and Development (R and D) approach using the ADDIE model. This study was conducted at Cibadak 01 Public Elementary School, involving 34 sixth-grade students. Data collection techniques included tests, questionnaires, and validation sheets. The results indicate that the developed media is highly feasible based on experts’ validation and effectively improves students' critical thinking skills, as reflected in the significant increase between pretest and posttest results. The N-Gain score of 0.6763 indicates a moderate level of effectiveness. In addition, students showed very positive responses, indicating increased learning motivation during the learning process, as reached 91.9% in the very positive category. This study contributes to the integration of gamification and PBL by providing effective and innovative learning media in elementary education that support domain-specific critical thinking development. Furthermore, theoretically, this study strengthens the role of gamification-based learning in enhancing higher-order thinking skills and student engagement. Practically, it offers an applicable digital learning solution for teachers to design interactive and motivating mathematics classroom environments that systematically foster critical thinking across its core domains.
Quantitative investigation of acceleration due to gravity using PhET interactive simulations in physics education Fayzullayev, Amirzoda; To’rayev, Quvonchbek; Khushnazarov, Otabek; Mamatkulova, Khadicha; Abdimuminov, Akmal
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.v9i1.26786

Abstract

Understanding acceleration due to gravity (g) is a cornerstone of classical mechanics, but it can be difficult for some students. Traditional experiments often require expensive equipment and are prone to measurement errors. This paper investigated acceleration due to gravity by analyzing the relationship between a projectile's launch angle (θ) and its horizontal range (R). Using PhET simulations, a projectile is launched at various angles while maintaining a constant initial velocity of 15 m/s. Experiments show that the horizontal range depends on the sine of twice the launch angle (sin(2θ)), as predicted by the theoretical equation. This study was quasi-experimental, using a post-test-only design. Twenty high school students participated and were divided into five groups. The experimental results agreed with the linear relationship between R and sin(2θ), allowing g to be approximately 9.81, which is consistent with the accepted value. The average percentage error was only 1.04%, confirming the reliability and accuracy of the PhET simulations. This paper recommends extending the experiments to incorporate real-world settings that account for air resistance and other environmental factors. These findings highlight the effectiveness of simulations in understanding projectile motion and verifying fundamental constants with high precision and minimal equipment.
Praxeological analysis of measures of central tendency in grade VIII mathematics textbooks: Identifying learning obstacles and improving task presentation Dewi, Rivani Adistia; Harahap, Putri Ardhanita; Juandi, Dadang; Turmudi, Turmudi
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.v9i1.26808

Abstract

Students continue to experience difficulties understanding measures of central tendency, and the way statistical tasks are presented in textbooks may contribute to these difficulties. However, studies examining textbook task presentation from a praxeological perspective remain limited. This study aims to analyze the presentation of measures of central tendency in Grade VIII mathematics textbooks using a praxeological framework and to propose improvements to minimize students' learning obstacles. This study employed a qualitative, praxeological approach to examine the textbook's task presentation. The findings indicate that several tasks have the potential to generate ontogenic, didactic, and epistemological obstacles, arising from the absence of prior conceptual explanations, inaccuracies in visual representations, and insufficient connections between different forms of data representation, which may limit students’ conceptual understanding and encourage procedural reasoning. These findings imply that teachers need to provide additional conceptual support when using textbooks. In contrast, textbook authors and curriculum developers should design tasks that are conceptually structured, use accurate representations, and include gradual transitions between different forms of data to better support students' understanding.
Aiken index-based content validity analysis of argumentation skills and sustainability literacy instruments in STEM-based green chemistry learning Ardhany, Amellia; Shidiq, Ari Syahidul; Yamtinah, Sri; Masykuri, Mohammad; Saputro, Agung Nugroho Catur
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/qdb62402

Abstract

This study aims to analyze the content validity of instruments measuring argumentation skills and sustainability literacy in STEM learning on green chemistry materials using the Aiken index. This study uses a quan titative design with validation carried out through focused group discussions (FGD) involving eight experts, including five chemistry education lecturers, as well as three high school chemistry teachers, to evaluate the quality of the developed instruments. The instruments included pretest and posttest questions (multiple-choice and essay), questionnaires, observation sheets, product assessment sheets, teaching modules, and student worksheets. Eight expert validators assessed the content, language, and presentation aspects using a Likert scale. The results of the expert assessments were analyzed using the Aiken index to determine the content validity of each item. The findings showed that all instruments achieved Aiken index values of ≥ 0.75, indicating high content validity. These results suggest that the developed instruments are valid and feasible for use in STEM-based green chemistry learning. The implications of this study highlight that the validated instruments can effectively support the measurement of students’ conceptual understanding, argumentation skills, and sustainability literacy, thereby strengthening the integration of STEM approaches in chemistry education.
AI-thinking in secondary mathematics education: A design-based research on Bayesian-based probabilistic reasoning Pramartha, I Nyoman Bagus; Hendriyanto, Agus; Muhaimin, Lukman Hakim
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.v9i1.30923

Abstract

The integration of Artificial Intelligence (AI) in mathematics education often treats it as a "black box" computational tool, neglecting students' understanding of inferential logic and uncertainty. This study addresses this gap in "AI Thinking" by formulating operational indicators for secondary mathematics, designing Bayesian Network (BN)-based learning scenarios for conditional probability, and evaluating BN’s role in supporting probabilistic reasoning. Using a Design-Based Research (DBR) approach over two iterative cycles with 64 eleventh-grade students, results indicate that BN effectively bridges abstract conditional probability with Directed Acyclic Graph (DAG) representations, enabling students to perform belief updates and "what-if" simulations, with significant post-test improvements (mean increase = 18.7; 0.84). The implications of this study provide a specific pedagogical contribution by shifting AI literacy from general computer science into the core mathematics curriculum. By utilizing BN, this research demonstrates how complex Bayesian inference can be made accessible to secondary students, transforming the teaching of "uncertainty" from static formula-plugging into dynamic, model-based reasoning. This framework offers educators a scalable way to integrate transparent AI logic directly into statistics and probability lessons, empowering students to critically evaluate model assumptions and evidence-based decisions in an increasingly automated world.

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