cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Fredi Ganda Putra
Contact Email
fredigpsw@gmail.com
Phone
+6289650607225
Journal Mail Official
jasme.foundae@gmail.com
Editorial Address
Jl. Pramuka, Gg. Darfa Lk II,, Rt 04, Rw 00, Keluarahan Langkapura, Kecamatan Langkapura, Bandar Lampung, Provinsi Lampung
Location
Kota bandar lampung,
Lampung
INDONESIA
Journal of Advanced Sciences and Mathematics Education
Published by Foundation of Advanced Education
ISSN : 27989852     EISSN : 27981606     DOI : -
Core Subject : Science, Education, Social,
Chemistry Education Mathematics Physics Social Sciences
Journal of Advanced Sciences and Mathematics Education [e-ISSN: 2798-1606] is a journal published by the Foundation of Advanced Education. Journal of Advanced Science and Mathematics Education is a communication medium used by researchers, lecturers, teachers, practitioners, and students to convey the results of studies and research results that are prioritized in the fields of science and mathematics education, including the development of science and mathematics evaluation instruments, development of learning media Science and mathematics, development of science and mathematics learning models, and ethnoscience and ethnomathematics in learning. Journal of Advanced Sciences and Mathematics Education was first published in 2021 and periodically published 2 (two) times a year, namely in June and December. Manuscripts published are original manuscripts, that have not been published in other publications.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 118 Documents
 8   9   10   11   12 
Implementation of problem-based learning and the challenges in science education: A systematic literature review Faiz Mudhofir; Edy Cahyono; Sigit Saptono; Sulhadi
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 1 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i1.1020

Abstract

Background: Problem-Based Learning, PBL, is a student-centered approach in science education that promotes conceptual understanding and higher-order thinking by engaging learners with authentic contextual problems. Aims: This systematic review synthesizes how PBL is implemented in science education, what outcomes are most frequently reported, and what barriers commonly hinder its adoption. Method: A PRISMA-guided systematic literature review was conducted using Scopus. Searches employed the terms “problem-based learning,” “science education,” and “science learning.” Eligible studies were empirical journal articles and conference proceedings published from 2017 to August 2025, written in English, and involving participants from elementary school through higher education. Of 388 records identified, 53 studies met the inclusion criteria and were analyzed according to publication trends, research designs, implementation strategies, targeted outcomes, and reported constraints. Results: Across educational levels, PBL was consistently associated with cognitive gains, especially in critical thinking, problem solving, and higher-order thinking skills. The reviewed evidence also indicated affective benefits, including stronger scientific attitudes, improved learning motivation, and enhanced collaboration. Nevertheless, recurring challenges emerged, such as limited instructional time, demanding assessment processes, curriculum coverage pressures, uneven teacher readiness, unequal participation in group work, and gaps in access to learning resources and technology. Conclusion: PBL offers clear promise for improving both cognitive and affective dimensions of science learning, yet its success depends on well-designed contextual problems, adequate pedagogical support, and alignment with learners’ readiness. Strengthening teacher capacity and refining assessment practices are essential to reduce persistent implementation barriers.
Geofencing-based data-driven workforce analytics framework using causal modeling for operational efficiency in vocational agribusiness systems Dyah Kusuma Wardani; Naning Retnowati; Paramita Andini; Mohammad Edwinsyah Yanuan Putra; Dhanang Eka Putra
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 1 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i1.659

Abstract

Background: Digital transformation in agribusiness increasingly adopts geospatial and IoT-based monitoring technologies, yet most applications emphasize asset tracking or simulation-based modeling rather than empirically validated workforce performance evaluation. Existing analytical studies often rely on structural influence modeling without integrating real-time labor data and causal inference methods. This gap is particularly visible in vocational agribusiness systems, where digital governance initiatives remain underexplored from a rigorous quantitative perspective. Aims: This study develops and empirically validates a geofencing-based, data-driven workforce analytics framework using causal modeling to assess operational efficiency and governance outcomes in vocational agribusiness production units. Method: A quasi-experimental stepped-wedge design was implemented across four Teaching Factory units over 12 weeks. Real-time geospatial attendance logs were integrated with production and payroll data to construct a worker-level panel dataset. Treatment effects were estimated using a Difference-in-Differences model with worker and time fixed effects. Robustness checks included parallel trend diagnostics, placebo tests, and alternative specifications. Results: Digital workforce monitoring significantly improved performance. Labor productivity increased by 13.4%, cost-to-serve decreased by 9.7%, payroll processing time declined by 41%, and lateness was reduced by 48%. The Accountability Index improved by 0.88 standard deviations. Robustness analyses confirmed the stability of these effects. Conclusion: Geofencing-based digital monitoring functions as an operational optimization mechanism rather than merely a compliance tool. The proposed framework provides scalable, data-driven evidence for improving workforce governance in labor-intensive agribusiness systems. 
Mindsponge framework: Tracing students’ proactive interference Parameswari, Pradina; Umah, Ulumul; Nasution, Nurul Rafiqah; Susana Labuem; Analisa Fitria; Putri, Jihan Hidayah
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 1 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i1.988

Abstract

Background: Many students have difficulty distinguishing between direct and inverse proportion problems. This difficulty can cause interference during problem solving. One form of interference is proactive interference, which occurs when previously learned information disrupts the understanding of new information. In proportion problems, students’ prior knowledge of direct proportion often influences how they approach inverse proportion tasks, leading them to apply incorrect strategies. Aim: This study aims to describe the process of proactive interference experienced by students when solving proportion problems using the Mindsponge framework. Method: This study used a qualitative descriptive approach. The participants were 32 eighth-grade students from Junior High School 3 Malang. The selected subjects were students who could correctly solve direct proportion problems but applied the direct proportion concept when solving inverse proportion problems. Data were collected through proportion problem tests and interviews. Students’ written work was analyzed using indicators from the Mindsponge framework, and the findings were triangulated by comparing students’ work with interview results. Results: The results show that proactive interference occurred at three stages of the Mindsponge framework: environmental, filtering, and mindset. At the environmental stage, students made errors in observing and understanding the problem. In the filtering stage, students incorrectly determined the quantitative relationship between variables. At the mindset stage, students relied on their prior knowledge of direct proportion and frequently used the cross-multiplication strategy. Conclusion: The study indicates that proactive interference occurs when previously learned concepts dominate students’ thinking processes. The Mindsponge framework helps explain how prior knowledge influences the way students interpret and apply new information when solving proportion problems. 
Integrating local wisdom into ipas learning to strengthen students’ critical thinking: An analysis of gondolio as a learning resource in elementary schools Dwiyanti, Aris Naeni
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 1 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i1.1077

Abstract

Background: Critical thinking is widely recognized as an essential competence in twenty-first century education. Integrating local wisdom into IPAS learning can connect scientific concepts with students’ cultural and environmental contexts. Aims: This study aims to examine how local wisdom-based learning contributes to the development of critical thinking in IPAS learning and to analyze the potential of Gondolio, a traditional bamboo musical instrument from Banyumas, as a learning resource in elementary schools. Method: This research employed a mixed-method approach combining a systematic literature review and qualitative analysis. The literature review examined studies related to local wisdom and critical thinking in science learning published between 2019 and 2024 using Publish or Perish and VOSviewer. Qualitative data were obtained through interviews with local cultural practitioners and analysis of curriculum documents from the Merdeka Curriculum. Results: The literature review indicates that integrating local wisdom into science-related learning can support the development of students’ critical thinking through contextual learning experiences. The qualitative findings show that Gondolio contains several concepts relevant to IPAS learning, including sound phenomena, plant classification, material changes, and cultural diversity. Conclusion: Using Gondolio as a learning resource provides contextual learning opportunities that connect scientific concepts with local cultural practices, thereby supporting the development of students’ critical thinking in elementary education.
Comparative study of mathematics teachers’ challenges in implementing differentiated instruction and deep learning in the merdeka curriculum Puput; Verminus; Nurul Azkiya; Ahmad Yani T; Nurfadilah Siregar
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 1 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i1.1079

Abstract

Background: Background: The Merdeka Curriculum emphasizes student-centered learning by encouraging mathematics teachers to implement differentiated instruction and deep learning. Although both approaches aim to enhance meaningful learning experiences, their differing characteristics pose varied challenges in classroom practice. Aims: This study aims to analyze and compare the challenges faced by mathematics teachers in implementing differentiated instruction and deep learning within the context of the Merdeka Curriculum. Methods: This study used a qualitative approach with an exploratory comparative design within a single school context. Participants included five (N=5) mathematics teachers selected via purposive sampling. Data were gathered through observation, semi-structured interviews, and documentation, then analyzed using the Miles and Huberman interactive model. The analysis focuses on uncovering analytical patterns of teacher experience rather than broad statistical generalizations. Result: The findings indicate that differentiated instruction presents challenges related to limited instructional time for preparing varied learning materials, insufficient supporting resources, and complex classroom management due to diverse student activities. Meanwhile, challenges in implementing deep learning include limited teacher competency and preparedness, inadequate facilities and learning resources, insufficient technological skills, and the complexity of lesson planning. The fundamental difference lies in the type of load: DI emphasizes efficiency in time and resource management, whereas DL requires technological readiness and a deeper level of understanding. Conclusion: This study concludes that teacher readiness is shaped by the tension between workload and pedagogical depth. Success requires structural shifts such as block scheduling and collaborative design hubs to allow teachers to transition from being classroom logisticians to architects of deep reasoning.
A descriptive analysis of fifth-grade students’ creative thinking skills in solving perimeter problems of plane figures Husniati, Teti; Atep, Atep Sujana; Encep, Encep Supriatna; Supriadi, Supriadi
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 1 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i1.1094

Abstract

Background: Creative thinking plays a central role in mathematics learning, especially in geometry, where students are required to explore various solution strategies and explain their reasoning clearly. Nevertheless, many elementary students still encounter difficulties in expressing and developing their mathematical ideas when solving problems. Aims: This study aims to provide a descriptive account of fifth-grade students’ creative thinking skills in solving perimeter problems of plane figures, viewed through the indicators of fluency, flexibility, originality, and elaboration. Method: The research employed a descriptive quantitative design involving 24 fifth-grade students. Data were gathered through an open-ended test constructed to reflect the four indicators of creative thinking. Students’ responses were scored using an assessment rubric, and the results were examined through descriptive statistical analysis, including the mean, score range, and standard deviation. Results: Students’ scores ranged from 21 to 84, with a mean of 54.2 (SD = 15.6), indicating that overall creative thinking performance was relatively low. Only 29.2% of students reached the predetermined mastery criterion. Among the four indicators, originality emerged as the strongest aspect, whereas elaboration showed the lowest achievement, revealing students’ challenges in expanding and detailing their ideas Conclusion: The findings suggest that students’ creative thinking skills in perimeter problem solving require further development, particularly in elaborating mathematical reasoning. Strengthening open-ended and reasoning-oriented instructional practices may help enhance creative engagement in geometry learning.
Developing a PMRI-guided learning trajectory for elementary students’ understanding of percentages within the melemang cultural context Arbella Sri Marleny M; Zulkardi; Ratu Ilma Indra Putri; Yusuf Hartono
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 1 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i1.1095

Abstract

Background: Understanding percentages poses persistent challenges for elementary students, particularly when the percent symbol is interpreted as a standalone number rather than as a relational expression of “per hundred.” Instruction that is detached from meaningful contexts often restricts students’ ability to connect percentages with fractions and decimals. Aims: Responding to this issue, the study seeks to develop and validate a PMRI-guided learning trajectory that situates percentage concepts within the local cultural practice of melemang. Method: Employing design research of the validation study type, the study involved 28 elementary students and was conducted in three phases: preliminary design to formulate a Hypothetical Learning Trajectory (HLT), teaching experiment to implement and observe the instructional sequence, and retrospective analysis to refine the HLT into an empirically grounded Actual Learning Trajectory (ALT). Data from classroom observations, student work, interviews, and video recordings were analyzed qualitatively to examine students’ conceptual development. Results: The findings indicate that engaging students with the melemang context enabled them to interpret percentage as a comparison to one hundred. Through a structured progression from concrete representations to bar models and 100-grids, students established meaningful connections among fractions, decimals, and percentages. Conclusion: The resulting learning trajectory demonstrates how culturally grounded PMRI-based instruction can support coherent conceptual development and inform context-sensitive mathematics teaching practices.
Effects of a TPACK-based online didactic design on university students’ statistical literacy: A quasi-experimental study Kartono, Kartono; Sudirman, Sudirman; Camilo Andrés Rodríguez-Nieto
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 1 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i1.1103

Abstract

Background: Students in distance statistics courses often achieve lower learning outcomes compared to those in face-to-face settings. Although the Technological Pedagogical Content Knowledge (TPACK) framework has been widely applied in technology-integrated instruction, limited empirical evidence clarifies whether prior mathematical knowledge (PMK) moderates its effectiveness in asynchronous online statistics learning. Aim: This study examined the effectiveness of a TPACK-based online tutorial design in improving students’ statistical literacy and investigated the moderating role of PMK. Methods: A quasi-experimental design involved 170 distance education students (experimental n = 85; control n = 85) classified into low, medium, and high PMK levels. The experimental group participated in a 12-session TPACK-based online tutorial with periodic webinar integration, while the control group received conventional online instruction. Statistical literacy was measured using post-test and normalized gain scores and analyzed through two-way ANOVA and simple effects tests. Results: The analysis revealed a significant main effect of tutorial design (ηp² = .102–.116), indicating higher achievement among students receiving TPACK-based instruction. PMK showed a stronger main effect (ηp² = .215–.230), suggesting substantial differences in performance across readiness levels. A significant interaction effect demonstrated a threshold pattern. Students with medium and high PMK obtained significantly higher post-test scores and normalized gains in the experimental group, while students with low PMK showed no statistically significant differences between tutorial designs. The magnitude of learning gains increased consistently from low to high PMK categories, confirming that instructional benefits intensified alongside mathematical readiness. Conclusion: The effectiveness of TPACK-based online tutorials depends on students’ prior mathematical knowledge. Instructional advantages are pronounced for learners with adequate foundational skills but limited for those with low readiness. These findings emphasize the need for adaptive support mechanisms to ensure that technology-integrated instruction produces equitable outcomes in distance statistics education.
Examining reading comprehension and critical thinking skills among fourth-grade elementary school students Hotimah, Husnul; Sujana, Atep; Supriatna, Encep; Nurulpaik, Iik
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 1 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i1.1114

Abstract

Background: Reading comprehension and critical thinking are fundamental competencies that support students’ literacy development and learning across subjects. Nevertheless, many elementary school students still experience difficulties in interpreting texts and evaluating information critically. Aims: This study aims to examine the reading comprehension and critical thinking abilities of fourth-grade elementary school students in Indonesian language learning. Method: The study employed a descriptive quantitative design. Participants consisted of 37 fourth-grade students from a public elementary school in Serang City selected through purposive sampling. Data were collected using an essay-based test developed according to indicators of reading comprehension and critical thinking, including identifying problems, comparing arguments, proposing solutions, generating ideas, and expressing opinions. The instrument was validated through expert judgment to ensure content suitability. The collected data were analyzed using descriptive statistical techniques such as mean scores, percentages, and categorization of students’ ability levels. Results: The analysis revealed that students’ critical thinking skills generally fell into the moderate category with an average score of 60.14 out of 100. Students’ scores ranged from 30 to 80, with both the median and mode recorded at 65, indicating that most scores were concentrated around this value. In terms of category distribution, 21.62% of students were classified as low, 64.86% as moderate, and 13.51% as high. Conclusion: The findings suggest that although students have developed basic critical thinking abilities, their analytical reasoning and argumentation skills remain limited. Therefore, instructional strategies that encourage deeper reading, discussion, and reasoning activities are needed to strengthen students’ critical thinking development.
Enhancing elementary students’ numeracy skills through a Ngadhu Bhaga ethnomathematics-based learning approach Wewe, Melkior; Bela, Maria Editha; Wangge, Maria CT; Bhoke, Wilibaldus
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 1 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i1.998

Abstract

Background: Numeracy is an essential skill that enables students to interpret and apply numerical information in everyday life. However, mathematics learning often lacks connections to students’ cultural contexts, limiting the development of numeracy skills. Aims: This study aims to examine the effectiveness of the Ngadhu Bhaga ethnomathematics-based learning approach in enhancing elementary students’ numeracy skills and to explore students’ learning experiences, teachers’ perceptions, and teacher–student interactions during its implementation. Method: This study employed a mixed-methods design with a post-test control group experiment. The participants were 40 fifth-grade students from Regina Pacis Bajawa Elementary School, Indonesia. Quantitative data were collected using numeracy tests, while qualitative data were obtained through questionnaires, interviews, and classroom observations. Results: The findings show that students who learned through the Ngadhu Bhaga ethnomathematics-based approach achieved higher numeracy scores than those who learned through conventional instruction. The approach also promoted active participation, strengthened teacher–student interaction, and increased students’ engagement in mathematics learning. Conclusion: Integrating local cultural contexts through the Ngadhu Bhaga ethnomathematics approach can effectively support the development of elementary students’ numeracy skills and create a more meaningful learning environment

Page 10 of 12 | Total Record : 118

 8   9   10   11   12 

Filter by Year

2021 2026


Reset
Filter By Issues
All Issue Vol. 6 No. 2 (2026): Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 1 (2026): Journal of Advanced Sciences and Mathematics Education Vol. 5 No. 2 (2025): Journal of Advanced Sciences and Mathematics Education Vol 5, No 1 (2025): Journal of Advanced Sciences and Mathematics Education Vol 4, No 2 (2024): Journal of Advanced Sciences and Mathematics Education Vol 4, No 1 (2024): Journal of Advanced Sciences and Mathematics Education Vol 3, No 2 (2023): Journal of Advanced Sciences and Mathematics Education Vol 3, No 1 (2023): Journal of Advanced Sciences and Mathematics Education Vol 2, No 2 (2022): Journal of Advanced Sciences and Mathematics Education Vol 2, No 1 (2022): Journal of Advanced Sciences and Mathematics Education Vol 1, No 2 (2021): Journal of Advanced Sciences and Mathematics Education Vol 1, No 1 (2021): Journal of Advanced Sciences and Mathematics Education More Issue