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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
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Development of a rule-based adaptive four-tier diagnostic quiz system for identifying misconceptions in geometrical optics Luqman, Muhammad; Irsyad, Akhmad; Supriyanto, Muhammad Ibadurrahman Arrasyid; Qadar, Riskan
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.v6i1.1056

Abstract

Background: Misconceptions in geometric optics remain persistent, including among prospective physics teachers, and are often difficult to detect using conventional assessments that focus only on final answers. Although four-tier diagnostic tests provide deeper conceptual information, their implementation is generally static and may reduce assessment efficiency. Aims: This study aimed to develop and evaluate a rule-based adaptive four-tier diagnostic quiz system capable of identifying misconceptions more efficiently while maintaining stable diagnostic classifications. Method: The study employed a research and development approach using the ADDIE model. A web-based adaptive diagnostic was developed by integrating a four-tier scoring scheme with transparent rule-based adaptive decisions. The platform was tested on 36 prospective physics teacher students. Data were analyzed descriptively to examine adaptive test length, diagnostic pathways, and classification stability. Results: The adaptive system reduced the average test length from 15 static items to 11.5 items, representing an efficiency gain of 23.3%. A total of 77.8% of participants reached diagnostic stability before the maximum item limit, and the classification consistency rate reached 83.3%. The system also revealed variations in misconception patterns across topics, with concave mirror concepts showing the highest proportion of strong misconceptions. Conclusion: The rule-based adaptive four-tier system improved diagnostic efficiency while maintaining stable classification outcomes. The transparent adaptive mechanism makes the system suitable for formative diagnostic assessment in physics education, although further studies with larger samples are recommended.
Examining the influence of mathematical anxiety on the global perspective of junior high school students Nurhayati; Nirawati, Resy; Citroresmi Prihatiningtyas, Nindy; Husna, Nurul; Wahyuni, Rika; Mariyam; Novita, Elisabet; Chandra, Erros; Wirasati, Adenia
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.v6i1.1071

Abstract

Background: Mathematics is frequently perceived by students as a challenging subject, which can lead to mathematical anxiety. Such anxiety may influence students’ learning experiences and their ability to interpret broader global issues. Aims: This study aims to examine the influence of mathematical anxiety on the global perspective of junior high school students. Method: A quantitative correlational design was employed involving 33 eighth-grade students from a public junior high school in Pontianak, Indonesia. Data were collected through a mathematical anxiety questionnaire and a global perspective questionnaire. Mathematical anxiety was examined through psychological, physiological, and social components. Prior to the main analysis, prerequisite tests including normality, linearity, and homoscedasticity were conducted. The relationship between variables was then analyzed using simple linear regression. Results: The analysis indicates that mathematical anxiety contributed 10.3% to students’ global perspective (R² = 0.103). However, the regression results show that mathematical anxiety did not have a statistically significant influence on students’ global perspective (p = 0.069 > 0.05). This finding suggests that students’ understanding of global issues may be shaped by other educational or social factors beyond mathematics-related anxiety. Conclusion: Although mathematical anxiety was not found to significantly affect students’ global perspective, addressing anxiety in mathematics learning remains important. Creating supportive learning environments and contextual learning experiences may help students engage more confidently with mathematics.
Indonesian grade 11 students’ conceptual difficulties with measures of central tendency: An nvivo-assisted qualitative study of representativeness, visualization, and decision making Nur haeni, Puput Indriyani; Jatisunda, Mohamad Gilar
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.v6i1.1072

Abstract

Background: Conceptual understanding is essential in statistics learning, especially measures of central tendency, because it supports students’ ability to represent, interpret, and make data-based decisions. Aims: This study identifies patterns of students’ conceptual difficulties in measures of central tendency across basic concepts, data visualization, data interpretation, and decision making. Methods: A qualitative descriptive case study involved 33 eleventh-grade students from a public senior high school. Data came from a written test and semi-structured interviews with six purposively selected students. Responses were analyzed using NVivo-assisted inductive open coding. Trustworthiness was supported through data-source triangulation, peer debriefing, and an audit trail. Result: Twenty-two initial codes were synthesized into four themes: understanding basic concepts, data visualization, data interpretation, and Application and decision making. Difficulties were most prominent in viewing central tendency as a representative value, constructing histograms and line plots, and justifying contextual decisions. Common misconceptions included computing the mean as “total frequency ÷ number of categories” and treating histogram tasks as table rewriting rather than graph construction. Overall, the pattern suggests a plausible progression linking conceptual understanding with representational and interpretive demands. Conclusion: Students’ difficulties are interrelated and conceptually driven; instruction should emphasize representativeness, multiple representations, and evidence-based reasoning.
A bibliometric and systematic review of case-based learning research on critical thinking in preservice teachers Khaerunnisa, Etika; Pujiastuti, Heni; Santosa, Cecep Anwar Hadi Firdos
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.v6i1.1075

Abstract

Background: The growing emphasis on higher-order thinking skills has positioned case-based learning (CBL) as a prominent pedagogical approach in contemporary education. Although prior studies highlight its potential to enhance critical thinking, research trends and thematic focus particularly involving preservice teachers remain insufficiently synthesized. Aims: This study aims to identify research trends, bibliometric characteristics, and gaps related to the effectiveness of CBL in improving critical thinking skills, with a specific focus on preservice teachers. The scope includes Scopus-indexed publications from 2015 to 2025. The use of Scopus is considered by taking into account several factors, including quality assurance standards (peer-reviewed publications), reputation and credibility indicators (Scimago Journal Rank/SJR), and its broad multidisciplinary coverage. However, certain limitations remain, such as publication bias related to language and geographical representation, the presence of grey literature, and bias associated with publication types. Methods: A Systematic Literature Review (SLR) combined with bibliometric analysis was conducted. Articles were selected based on predefined inclusion criteria and analyzed by country, subject area, journal quartile, SJR, and H-index. Keyword co-occurrence mapping was performed using VOSviewer. Results: A total of 86 articles met the inclusion criteria, predominantly published in Q1 and Q2 journals within the Social Sciences domain. Bibliometric visualization shows that CBL and critical thinking are widely explored topics; however, studies focusing on preservice teachers and their relationship with decision making (CBL and critical thinking) remain limited. Conclusion: The findings indicate strong scholarly interest in CBL while revealing a clear research gap concerning preservice teachers populations. Future research should prioritize the development of standardized instruments and expand empirical investigations to strengthen evidence-based practices in teacher education.
School ARventure: A design thinking framework for gamified augmented reality mathematics learning for students with intellectual disabilities Kurniasari, Erika; Dwijayanti, Ida; Nizaruddin
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.v6i1.1082

Abstract

Background: Students with intellectual disabilities often experience difficulties in learning mathematics due to limitations in working memory, challenges in processing abstract symbols, and the limited availability of adaptive learning media in special education settings. In many special schools, mathematics instruction still relies on static physical manipulatives that provide limited opportunities to connect abstract mathematical ideas with meaningful learning experiences. Aims: This study aims to propose a conceptual design framework called School ARventure, a gamified Augmented Reality mathematics learning environment integrated with a three-dimensional school model to support contextual mathematics learning for students with intellectual disabilities. Method: This research employed a qualitative design guided by the Design Thinking framework, focusing on the stages of Empathize, Define, and Ideate. Data were collected through classroom observations, questionnaires, and semi structured interviews involving teachers and students from three special education schools. The instruments were validated by experts, and the data were analyzed using thematic analysis to identify learning barriers, user needs, and design requirements. Results: The study produced an initial design framework addressing three main needs: concrete visualization of numerical quantities, reduced motor demands in measurement activities, and simplified representation of mathematical word problems. Three AR based features were conceptualized: AR Counting Adventure, AR Length Virtual Ruler, and Animated Story Quest, integrated with a physical school model as a contextual anchor. Conclusion: The findings present School ARventure as a Design Thinking based framework for gamified Augmented Reality mathematics learning for students with intellectual disabilities and provide a foundation for future prototype development and empirical evaluation.
Econometric panel data modeling of corporate carbon emission disclosure: Financial and environmental determinants in the mining industry Rilla Gantino; Gilang Surya Pratama
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.v6i1.1083

Abstract

Background: The growing urgency of climate change mitigation has intensified global attention on corporate transparency in carbon emission reporting. Companies operating in carbon-intensive industries, particularly the mining sector, face increasing pressure from regulators, investors, and the public to disclose environmental impacts in a systematic and accountable manner. However, empirical evidence explaining the determinants of corporate carbon emission disclosure remains limited, especially in emerging economies where sustainability reporting practices are still evolving. Aims: This study aims to develop an econometric panel data model to examine the influence of financial performance and environmental performance on corporate carbon emission disclosure, while also assessing the moderating role of firm size in strengthening disclosure behaviour. Methods: The research employs a quantitative approach using panel data econometric modelling. The dataset includes 40 mining companies listed on the Indonesia Stock Exchange during the period 2018–2024, generating 280 firm-year observations. Carbon emission disclosure is measured using a disclosure index, financial performance is proxied by return on equity, environmental performance is represented by the PROPER rating, and firm size is measured by the natural logarithm of total assets. The analysis applies a Fixed Effect Model with robust standard errors to control for unobserved firm heterogeneity. Result: The results show that financial performance and environmental performance significantly increase corporate carbon emission disclosure. In addition, firm size strengthens the relationship between environmental performance and disclosure intensity. Conclusion: The findings demonstrate that carbon disclosure is shaped by financial capability, environmental governance, and organizational scale. Firms with stronger financial capacity and better environmental performance tend to disclose carbon information more transparently, while larger firms respond more strongly to environmental accountability pressures. These results contribute to data-driven sustainability research and highlight the importance of strengthening environmental governance and transparent carbon reporting in emission-intensive industries
Development of problem solving-based student worksheets (LKPD) to improve mathematical problem-solving abilities and self-efficacy of junior high school students Evi Triyana; Jaelani, Anton
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.v6i1.1086

Abstract

Background: Mathematical problem-solving ability and self-efficacy are important components in mathematics learning because they influence students’ capacity to understand problems, apply strategies, and persist in solving challenging tasks. However, many students still experience difficulties in solving contextual mathematical problems, indicating the need for instructional materials that support both cognitive and affective aspects of learning. Aims: This study aims to develop problem-solving-based student worksheets (LKPD) integrated with a contextual sports game setting for learning the Pythagorean Theorem and to evaluate their validity, practicality, and effectiveness in improving students’ mathematical problem-solving ability and mathematics self-efficacy. Method: This study employed a research and development approach using the ADDIE model. The effectiveness of the developed worksheet was examined through a quasi-experimental design involving an experimental group and a control group. Data were collected using expert validation sheets, practicality questionnaires, problem-solving ability tests, and self-efficacy questionnaires, and analyzed using descriptive statistics and independent samples t-tests. Results: The validation results indicated that the worksheet was highly valid (89.5%), while the practicality test showed that it was very practical (89.67%). The effectiveness analysis revealed a significant difference between the experimental and control groups in both mathematical problem-solving ability (t(55) = −6.021, p < .001) and mathematics self-efficacy (t(55) = −2.648, p = .011). Conclusion: The problem-solving-based LKPD with a contextual sports setting is valid, practical, and effective for improving students’ mathematical problem-solving ability and self-efficacy in learning the Pythagorean Theorem.
Does investment really drive local economic growth? Evidence from a non-metropolitan Indonesian city Hastin, Mira; Erni Febrina Harahap; Kasman Karimi
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.v6i1.1093

Abstract

Background: Investment is widely recognized as a key driver of economic growth because it expands productive capacity and stimulates structural transformation. However, most empirical studies on the investment–growth relationship focus on national or provincial scales, while city-level dynamics in non-metropolitan areas remain relatively underexplored. This gap limits the understanding of how capital formation operates within smaller regional economies characterized by different institutional capacities and sectoral structures. Aims: This study aims to examine the influence of investment on regional economic growth in Sungai Penuh City, Indonesia, during the 2020–2024 period. Methods: The research employs a quantitative explanatory approach using secondary time-series data obtained from the Central Bureau of Statistics. Economic growth is measured using Gross Regional Domestic Product (GRDP) at constant prices, while investment is represented by Gross Fixed Capital Formation (GFCF). The relationship between variables is estimated using a log-linear regression model with the Ordinary Least Squares (OLS) method to identify investment elasticity in regional output. Result: The estimation results indicate that investment has a positive and statistically significant effect on regional economic growth. The elasticity coefficient of 0.967 implies that a 1 percent increase in investment is associated with an approximate 0.97 percent rise in regional output. The coefficient of determination (R² = 0.972) shows that investment explains a substantial proportion of the variation in economic growth during the study period. Conclusion: These findings highlight the critical role of capital formation in strengthening economic performance in non-metropolitan regions. The strong elasticity between investment and output underscores the importance of productive capital accumulation in supporting sustainable regional development and evidence-based economic policy formulation.
Profiling students’ mathematical reasoning in the alkhairaat context using rasch analysis: A mixed-methods study Wahyuni, Dewi Sri; Tahril; Ismaimuza, Dasa; Pathuddin; Mustamin Idris; Hadi, Windia
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 1 (2026): Journal of Advanced Sciences and Mathematics Education
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i1.1098

Abstract

Background: Students’ mathematical reasoning is often limited by their difficulty in linking abstract mathematical concepts with meaningful real-life contexts. In many classrooms, mathematics is perceived as disconnected from students’ sociocultural experiences, which can hinder the development of deeper reasoning processes. Aims: This study aims to profile students’ mathematical reasoning abilities within the Alkhairaat sociocultural context and to examine how contextual integration influences reasoning across different ability levels. Method: A sequential explanatory mixed-methods design was employed involving 33 eighth-grade students in a madrasah. Quantitative data were collected through a mathematical reasoning test embedded in the Alkhairaat context and analyzed using the Rasch measurement model (Ministep 5.10.4.0) to evaluate the instrument’s psychometric quality and map students’ reasoning abilities. Qualitative data were then obtained through clinical interviews to explore students’ cognitive processes when solving contextual problems. Results: Rasch analysis indicated acceptable psychometric properties, with item reliability of 0.67 and person reliability of 0.58. Wright Map analysis categorized students into three ability levels: high (12.12%), medium (66.67%), and low (21.21%). The findings show that the Alkhairaat context functions differently across ability levels: as a cognitive tool for abstraction among high-ability students, as procedural scaffolding for medium-ability students, and primarily as an affective anchor for low-ability students. Conclusion: Integrating sociocultural contexts such as Alkhairaat values can support mathematical reasoning by providing meaningful entry points for abstraction. However, its effectiveness depends on students’ initial proficiency, indicating the need for additional instructional support for lower-ability learners.
Alternative conceptions and students’ achievement in basic science and technology: Evidence from upper basic education Yaapera, Johnson Mhile; Age, Terungwa James
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.v6i1.1099

Abstract

Background: In science education, students are expected to develop an understanding of concepts, principles, and scientific reasoning. However, many learners enter the classroom with pre-existing alternative conceptions shaped by their everyday experiences. These prior understandings may not always align with scientific explanations and can influence how students engage with and interpret new knowledge in Basic Science and Technology. Aims: Building on this concern, the present study examined the relationship between alternative conceptions and students’ achievement in Basic Science and Technology among Upper Basic Education learners. Method: To address this aim, an ex-post facto descriptive research design was employed. A total of 398 Upper Basic Education 1 students were selected from three educational zones in Benue State, Nigeria. Data were collected using the Basic Science Alternative Conceptions Identification Checklist and the corresponding achievement test. The data were analyzed using frequency counts, percentages, mean, standard deviation, and t-test at a 0.05 level of significance. Results: The analysis indicated that students held alternative conceptions across multiple Basic Science concepts. These conceptions were found to have a significant negative influence on students’ achievement. In addition, the findings revealed no significant difference in the influence of alternative conceptions on achievement between male and female students. Conclusion: Overall, the study highlights that alternative conceptions remain prevalent among Upper Basic Education students and play a significant role in shaping their achievement in Basic Science and Technology. Addressing these conceptions through appropriate instructional strategies is therefore essential for improving students’ learning outcomes.

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