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MUST: Journal of Mathematics Education, Science and Technology
Published by Universitas Muhammadiyah Surabaya
ISSN : 25416057     EISSN : 25414674     DOI : -
Core Subject : Science, Education,
Computer Science & IT Education Mathematics
MUST is a journal of mathematics education, science, and technology published by the Faculty of Teacher Training and Education, Muhammadiyah University of Surabaya. This journal focuses on the publication of research results and scientific articles on mathematics education, science, and technology. MUST Journal is published twice in a year, on July and December.
Arjuna Subject : -
Articles 184 Documents
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Pengembangan Media Pembelajaran Website MathMart Berbasis Realistic Mathematics Education (RME) untuk Meningkatkan Pemahaman Matematis Siswa SMP Zakiya Amalia Hartanto Putri; Heni Pujiastuti
MUST: Journal of Mathematics Education, Science and Technology Vol 11 No 1 (2026): JULI
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/must.v11i1.31620

Abstract

This study aims to develop a website-based learning media called MathMart by integrating the Realistic Mathematics Education (RME) approach on Social Arithmetic material for eighth-grade junior high school students. The method used is Research and Development (R&D) with the 4D development model (Define, Design, Develop, Disseminate). Validation was conducted by three expert validators, namely media, language, and material experts, using a Likert scale 1-5 validation sheet. The validation results showed an overall average score of 92% in the very valid category, consisting of media expert 96%, language expert 92%, and material expert 86%, with all three validators stating the media can be used without revision. The practicality test through a response questionnaire from 32 students of Class VIII B SMP IT Al-Mubarok yielded a practicality score of 91.91%, categorized as very practical, while the effectiveness test using N-Gain showed an average of 0.578 in the medium category, marked by an increase in average pre-test scores from 38.02% to 73.18% on the post-test. The study concludes that the MathMart website is valid, practical, and effective as an RME-based learning media to improve the mathematical understanding of junior high school students on Social Arithmetic material.
Global Research Trends on Immersive Technology in Education: A Bibliometric Analysis (2007-2025) Ahmad Susilo; Irwanto Irwanto; Ucu Cahyana
MUST: Journal of Mathematics Education, Science and Technology Vol 11 No 1 (2026): JULI
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/must.v11i1.31928

Abstract

The rapid advancement of science and technology has accelerated the integration of immersive technologies, including virtual reality (VR), augmented reality (AR), and mixed reality (MR), into educational practices. Although research on immersive learning has grown substantially, a comprehensive bibliometric mapping that systematically reveals global research trends, intellectual structures, and emerging directions remains limited. This study addresses this gap by providing an up-to-date bibliometric overview of immersive educational technology research. Data were retrieved from the Scopus database for publications published between 2007 and 2025. An initial search identified 1,849 records, which were screened using predefined inclusion and exclusion criteria, resulting in 618 publications for analysis. Bibliometric analysis was conducted using VOSviewer and Biblioshiny (R package) to examine publication growth, keyword co-occurrence, citation performance, co-authorship networks, leading journals, influential authors, institutions, and country contributions. The results indicate a substantial increase in research output, with publication activity peaking in 2024 (177 publications). The dominant research themes were virtual reality, immersive learning, and augmented reality, reflecting a strong emphasis on technology-enhanced learning environments. The most productive publication outlets were Education and Information Technologies, Journal of Chemical Education, and Frontiers in Education. This study contributes a comprehensive bibliometric mapping of immersive educational technology by integrating multiple bibliometric indicators to identify research hotspots, collaboration patterns, and emerging trends. The findings provide valuable evidence for researchers, educators, and policymakers in identifying future research opportunities and supporting the effective integration of immersive technologies into education.
Development of the Ruangverse Interactive Website Based on Project-Based Learning and Deep Learning to Enhance Students’ Understanding of Solid Geometry Concepts Aulyanissa Tsaqifa Maharshall; Heni Pujiastuti
MUST: Journal of Mathematics Education, Science and Technology Vol 11 No 1 (2026): JULI
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/must.v11i1.32178

Abstract

This study aimed to develop and evaluate the feasibility of the RuangVerse interactive website, which integrates Project-Based Learning (PjBL) and Deep Learning principles for learning solid geometry to support students’ conceptual understanding. This study employed a Research and Development (R&D) approach using the ADDIE model, consisting of the analysis, design, development, implementation, and evaluation stages. The research participants included three expert validators (content, media, and language experts) and 33 seventh-grade students at SMPN 1 Bayah. Data were collected using validation sheets, teacher and student response questionnaires, and a conceptual understanding test. The results showed that the RuangVerse website achieved a validity score of 91%, indicating that it was highly valid for learning use. The practicality assessment yielded scores of 99% from teachers and 90% from students, both categorized as very practical. Furthermore, students’ conceptual understanding improved after using RuangVerse, as reflected by an average N-Gain score of 0.89, which falls into the high category. These findings indicate that RuangVerse has the potential to support the improvement of students’ conceptual understanding of solid geometry through interactive, project-based, and meaningful learning experiences. Therefore, RuangVerse can serve as an innovative mathematics learning medium that supports active and contextual learning in the digital era.
Analisis Learning Obstacle Siswa pada Materi Peluang Berbasis Literasi Matematis dengan Pendekatan Didactical Design Research Rachmawati Khaerun Nisa; Lukman Lukman; Sufyani Prabawanto
MUST: Journal of Mathematics Education, Science and Technology Vol 10 No 2 (2025): DECEMBER
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/must.v10i2.32981

Abstract

Mathematical literacy is a fundamental competency for the twenty-first century; however, students continue to experience significant learning obstacles in probability. This study aims to conduct an in-depth analysis of the learning obstacles encountered by eleventh-grade senior high school students in probability within the context of PISA-based mathematical literacy using the Didactical Design Research (DDR) approach. The study was conducted at a senior high school in Kuningan Regency, West Java, Indonesia, involving 36 students who participated in the diagnostic test stage. Using purposive sampling based on the variation of learning obstacle typologies (ontogenic, didactical, and epistemological), 10 students were selected for in-depth interviews. The data were analyzed qualitatively through data triangulation, including data reduction, data display, and conclusion drawing. The findings revealed that, at the formulate stage, students experienced epistemological and ontogenic obstacles characterized by difficulties in abstracting verbal situations into formal mathematical models and by mathematical anxiety. At the employ stage, substantial epistemological obstacles emerged due to inadequate prerequisite knowledge of set theory, procedural errors in fraction operations, and excessive reliance on memorizing formulas. Meanwhile, at the interpret stage, students were unable to relate numerical results back to their real-world contextual meanings. The novelty of this study lies in its simultaneous mapping of learning obstacles across the three PISA mathematical literacy processes—formulate, employ, and interpret—which served as the foundation for designing Didactical Pedagogical Anticipation (DPA) and reconstructing the recommended Hypothetical Learning Trajectory (HLT) from three to six instructional sessions.

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