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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 341 Documents
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Design thinking-based needs analysis for developing AR- and gamification-enhanced learning media to improve vocational students’ numeracy skills Rahmawati, Lu'lu Imania; Purwosetiyono, F. X. Didik; Dwijayanti, Ida
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.v9i1.31348

Abstract

Numeracy is a crucial competency for high school students, but many students struggle with contextual numeracy problems because they use interactive learning media infrequently. This study aims to analyze the learning needs of vocational high school students and design innovative solutions to improve their numeracy skills. The key innovative aspect of this study lies in integrating design thinking, Augmented Reality (AR), and gamification approaches on the Assemblr Edu and Kahoot (ALOOT) platforms. The methodological approach used is qualitative, integrating the empathizing, defining, and ideation phases of Design Thinking with meta-analysis. Participants included 101 students and 9 mathematics teachers. The initial study results indicated that students face significant challenges in understanding contextual numeracy problems due to the inherent limitations of interactive media. A meta-analysis of 10 relevant articles revealed a highly significant effect of AR and gamification on numeracy skills, with an effect size of 1,400, indicating a very large effect. The practical implications of this research include developing user-centered instructional media guidelines, increasing student engagement and active motivation through interactive learning, and strengthening the relevance of numeracy content to real-world work and the vocational contexts faced by vocational high school students.
Enhancing mathematical statistics learning: Development of a LaTeX-based module Arifin, M. Zainul
Indonesian Journal of Science and Mathematics Education Vol. 9 No. 2 (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.v9i2.30252

Abstract

Learning mathematical statistics requires students to interpret abstract concepts, symbolic notation, and multi-step statistical procedures. This study developed a LaTeX-based instructional module for the Introduction to Mathematical Statistics course and examined its validity and readability. The study used an Research and Development approach based on a modified 4D model, limited to the Define, Design, and Develop phases. Data were collected from one expert validator and 27 students through a validation sheet, a readability questionnaire, and open-ended feedback. Quantitative data were analyzed using descriptive statistics, while qualitative comments guided revisions. The expert-validation score was 3.68, placing the module in the highly valid category; the language aspect received the highest score (4.00). The student readability score was 4.60 on a five-point scale, categorized as very good, with text clarity receiving the highest score (4.85). Grammar and worked-example steps were relatively lower but still positive. The findings indicate that LaTeX supports consistent notation, equation alignment, and more readable mathematical representations when combined with clear explanations and structured examples.
A creative problem-solving-oriented electronic student worksheet assisted by environmental sensors to enhance higher-order thinking skills and environmental awareness Pertiwi, Sindi Putri; Jalmo , Tri; Diawati, Chansyanah
Indonesian Journal of Science and Mathematics Education Vol. 9 No. 2 (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.v9i2.31744

Abstract

Higher-order thinking skills and environmental awareness are essential competencies for addressing climate change through science education. This study aimed to develop an electronic student worksheet for creative problem-solving (CPS) assisted by environmental sensors and to evaluate its validity, practicality, and effectiveness. The study employed a Research and Development method using the ADDIE model, followed by a quasi-experimental pretest–posttest control group design involving 25 students in the experimental class and 20 in the control class. Data were collected using validation sheets, practicality questionnaires, Higher Order Thinking Skills (HOTS) tests, environmental awareness questionnaires, and learning implementation observations. The developed electronic student worksheet achieved a validity score of 94.31% (very valid). Practicality evaluation showed teacher responses at 93%, student responses at 93%, and learning implementation at 85%. The higher-order thinking skills N-Gain score reached 0.6616 (66.16%) with a large effect size (Cohen's d = 4.25), while environmental awareness achieved an N-Gain score of 0.5911 (59.11%) with a large effect size (Cohen's d = 3.98). These findings demonstrate that integrating real-time environmental sensor data into an electronic student worksheet effectively improves students' HOTS and environmental awareness.
Interactive Liveworksheet-based learning on chemical reaction rates to enhance high school students’ learning outcomes Firnanda, Ferdila Ayu; Sukarmin, Sukarmin
Indonesian Journal of Science and Mathematics Education Vol. 9 No. 2 (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.v9i2.31931

Abstract

The reaction rate is often an obstacle for high school students because of its abstract nature and because it is not directly observable. This research develops Liveworksheet-based electronic student worksheets (e-worksheets) by integrating submicroscopic animations, contextual videos, and interactive questions into a single platform. This approach has not been widely applied to chemistry learning in Indonesia. The 4D model was chosen for its systematic, validated structure for developing learning tools and was applied alongside the Think-Pair-Share (TPS) model to encourage active student collaboration. A total of 34 grade XI students at SMAN 10 Surabaya were involved in the design of a one-group pretest-posttest trial. Three expert validators conducted validation; practicality was assessed through questionnaires and observations; and effectiveness was analyzed using N-Gain and the Wilcoxon Test. The validation results showed a mode score of 4–5, an average N-Gain of 0.81 (high category), and a practicality of 89.20% (excellent). The Wilcoxon test confirmed a significant improvement in learning outcomes (Z = −5.105; p < 0.05). This e-worksheet has the potential to be adapted as an inclusive digital learning medium for other chemistry topics and for broader educational levels.
Human-in-the-loop scientific argumentation in AI-supported online physics learning to enhance critical and computational thinking Asyhari, Ardian; Diani, Rahma; Rahman, Nor Farahwahidah Abdul
Indonesian Journal of Science and Mathematics Education Vol. 9 No. 2 (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.v9i2.32564

Abstract

AI-supported online physics learning can expand access to explanations, but it may also increase cognitive offloading and uncritical reliance on generated answers. This study examined whether human-in-the-loop (HITL) AI-supported scientific argumentation improves critical thinking, scientific reasoning, computational thinking, and physics problem solving. A quasi-experimental pretest-posttest non-equivalent control group design involved 180 undergraduate students from Universitas Islam Negeri Raden Intan Lampung assigned to online argumentation without AI, AI-only learning, or HITL-AI argumentation. Primary empirical data were analyzed using normalized gain, one-way ANOVA, pairwise t-tests, Cohen's d, and Pearson correlations. The HITL-AI group obtained the highest posttest performance and medium normalized gains across outcomes (g = .38–.55). Group differences were significant for all N-gain variables (p < .001), with large effect sizes (η² = .54–.75). HITL-AI also showed higher argumentation quality, metacognitive monitoring, and germane load, alongside lower AI overreliance and cognitive offloading than AI-only learning. AI integration in physics learning should be structured through instructor-mediated argumentation protocols to preserve epistemic agency and strengthen higher-order thinking.
Developing valid and practical PISA-like mathematical literacy tasks based on the ethnomathematics of small border islands Rupilele, Karolina; Sugiarto, Sigit; MA, Ratnah Kurniati
Indonesian Journal of Science and Mathematics Education Vol. 9 No. 2 (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.v9i2.29823

Abstract

Mathematical literacy remains a major challenge for Indonesian students, particularly in remote and small border island regions where learning resources are often disconnected from students’ cultural experiences. To address this issue, this study aimed to develop a PISA-like mathematical literacy assessment instrument based on the ethnomathematics of small border islands and examine its potential effects on students’ mathematical literacy skills. This study employed a design research approach involving 57 junior secondary school students from Moa Island, Southwest Maluku, Indonesia. Data were collected through documentation, interviews, walkthroughs, and students’ written responses. The developed tasks integrated local cultural contexts, including Koli leaf weaving, Lutur Batu, the Kisar Pyramid, and the Nahuwook tradition. The results showed that the tasks met the criteria of validity and practicality. Field-test findings revealed that students generally performed well on Level 3 and Level 4 tasks but had difficulty with Level 5 and Level 6 tasks, indicating limited ability to demonstrate higher-order mathematical literacy skills. These findings suggest that culturally relevant contexts can support students in understanding and applying mathematics in meaningful situations. This study contributes to the literature by introducing ethnomathematical contexts from small border islands as a novel source for developing culturally responsive PISA-like mathematical literacy tasks and assessment resources.
How are indigenous students' perceptions of mathematics learning based on the ethnomathematics of the Nias community? Gee, Efrata; Turmudi, Turmudi; Priatna, Nanang; Priatna, Bambang Avip
Indonesian Journal of Science and Mathematics Education Vol. 9 No. 2 (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.v9i2.30169

Abstract

Ethnomathematics is widely recognized as an approach that connects mathematics learning with students' cultural experiences. However, previous studies have mainly identified mathematical concepts in cultural practices and developed ethnomathematics-based materials, while indigenous students' perceptions remain underexplored. This study analyzed indigenous students' perceptions of ethnomathematics-based mathematics learning in the context of Nias culture. A descriptive mixed-methods design was conducted with seventh-grade indigenous students at a junior high school in South Nias, Indonesia. Data were collected through a perception questionnaire and semi-structured interviews and analyzed using descriptive statistics and thematic analysis. Results showed that students' perceptions were generally adequate. The absorption, understanding, and evaluation dimensions scored 74.73%, 70.57%, and 69.89%, respectively. Although students appreciated the cultural contexts used in learning, many struggled to relate cultural practices and artifacts to formal mathematical concepts, indicating that cultural familiarity alone does not ensure meaningful understanding. These findings suggest that ethnomathematics instruction should integrate cultural contexts with appropriate pedagogical support to help indigenous students transform cultural knowledge into formal mathematical understanding.
SCEL-based science learning to strengthen problem-solving skills and eco-religious attitudes in supporting the SDGs Virginia, Lintang; Jauhariyah, Mukhayyarotin Niswati Rodliyatul; Yuberti, Yuberti; Abdullah, Isa; Ardani, Miftakhul Aulia; Sofita, Mita
Indonesian Journal of Science and Mathematics Education Vol. 9 No. 2 (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.v9i2.30959

Abstract

Climate change, environmental degradation, and sustainability challenges require science education to foster students' problem-solving skills and environmental responsibility. However, few studies have integrated scientific creativity, structured problem-solving, and eco-religious values within a single framework. This study investigated the effectiveness of the Scientific Creativity Eco-Religious Learning (SCEL) model in enhancing students' problem-solving skills and fostering eco-religious attitudes. A quasi-experimental design with a non-equivalent control group involved 120 tenth-grade students. Data were collected through tests, questionnaires, observations, and open-ended responses and analyzed using nonparametric statistics. The findings showed that students taught using the SCEL model achieved higher problem-solving gains than those receiving project-based learning instruction, with a significant difference (p < 0.05) and a large effect size (r = 0.53). Students also demonstrated stronger eco-religious attitudes. These results suggest that integrating scientific creativity, structured problem-solving, and eco-religious reflection can promote holistic learning by balancing cognitive competencies with environmental responsibility. These findings indicate that SCEL provides an integrated framework for sustainability-oriented science learning by combining scientific creativity, structured problem-solving, and eco-religious values, thereby supporting SDG 4 (Quality Education) and SDG 13 (Climate Action).
Innovative learning design based on P3 task taxonomy and AI to enhance students' critical thinking Nehru, Nehru; Maison, Maison; Kamid, Kamid; Hasibuan, M. Haris Efendi
Indonesian Journal of Science and Mathematics Education Vol. 9 No. 2 (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.v9i2.31654

Abstract

Critical thinking (CT) and the limitations of Artificial Intelligence (AI)-based learning design have become major challenges in contemporary education. This study aims to identify students' critical-thinking challenges and to develop an AI-supported instructional framework based on the P3 Task Taxonomy. This study employed the ADDIE instructional design model and was limited to the Analysis and Design phases. The participants consisted of 42 pre-service physics teachers. Data were collected through open-ended CT tasks and analyzed descriptively based on students' cognitive response patterns. The findings revealed that 76.2% of the students predominantly exhibited System 1 thinking, characterized by intuitive responses with minimal elaboration, whereas only 20.3% demonstrated analytical System 2 reasoning. Based on these findings, an AI-supported P3 Task Taxonomy was developed that integrates Practice, Problem, and Project tasks with adaptive feedback and scaffolding mechanisms tailored to students' cognitive characteristics. Practically, the framework guides instructors in designing AI-assisted learning environments that foster CT development. Theoretically, this study extends current understanding of the relationships among cognitive systems, instructional task design, and AI support in the development of CT skills.
Comparing students’ thermochemistry misconceptions after the PDCA metacognitive learning and the 5E learning cycle: A subtopic-based diagnostic study Sofinila, Mida Fitri Agasty; Parlan, Parlan; Muntholib, Muntholib
Indonesian Journal of Science and Mathematics Education Vol. 9 No. 2 (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.v9i2.32061

Abstract

Students’ misconceptions in thermochemistry remain challenging, as the topic requires integrated conceptual, representational, and mathematical understanding. Although many studies have examined thermochemistry misconceptions, limited attention has been given to subtopic-based comparisons after learning through strategies with different characteristics. This study compares students’ misconception patterns across thermochemistry subtopics after implementing the PDCA metacognitive learning strategy (SM-PDCA) and the 5E Learning Cycle (LC 5E) using four-tier diagnostic evidence. A comparative descriptive quantitative design involved 65 eleventh-grade students from two intact classes at SMAN 5 Malang. Misconceptions were diagnosed using a four-tier test and analyzed by subtopic, answer-reason pattern, and Cohen’s d. The SM-PDCA class showed a lower overall misconception percentage than the LC 5E class (29.22% vs. 33.23%), with the clearest tendency in the system and surroundings and the types of standard enthalpy changes. In contrast, the LC 5E class showed only a slight tendency toward lower misconceptions in determining enthalpy change (ΔH), with a negligible effect size. These findings suggest that the SM-PDCA is particularly relevant to thermochemistry concepts that require monitoring conceptual boundaries, evaluating classifications, and revising reasoning. Chemistry teachers should align instruction with the cognitive demands of each subtopic by combining metacognitive monitoring, structured problem-solving, and explicit conceptual justification.

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