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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 141 Documents
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The thinking processes of prospective mathematics teachers in reversibly translating nets into geometric shapes Sandie Sandie; Syarifah Fadillah; Dewi Risalah; Al-Iman Nuryadin
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.v6i1.1102

Abstract

Background: Spatial reasoning is a fundamental component of geometry learning, particularly in translating between two-dimensional nets and three-dimensional geometric shapes. For prospective mathematics teachers, the ability to perform such spatial translations is essential because it influences conceptual understanding and future instructional practices. However, correct answers in spatial tasks do not always indicate genuine conceptual understanding. Aims: This study aims to explore and describe the thinking processes of prospective mathematics teachers when translating spatial representations, specifically from nets to geometric shapes and from geometric shapes to nets. The scope focuses on identifying qualitative characteristics of their thinking processes in spatial translation tasks. Methods: This research employed a qualitative approach involving 12 prospective mathematics teachers enrolled in the Mathematics Education Study Program, Faculty of Mathematics, Natural Sciences, and Technology, Universitas PGRI Pontianak. Participants were selected using purposive sampling. Data were collected through spatial translation tasks followed by semi-structured interviews. Interview data were audio-recorded, transcribed verbatim, and analyzed qualitatively to identify patterns in participants’ thinking processes. Result: The findings revealed five distinct characteristics of thinking processes: (1) correct and understanding the concept, (2) correct but not understanding the concept, (3) correct through reflection, (4) wrong but understanding the concept, and (5) wrong and not understanding the concept. The results indicate that answer correctness does not necessarily reflect conceptual understanding, and that reflection plays a crucial role in reconstructing spatial concepts. Conclusion: This study emphasizes the importance of conceptual understanding and reflective thinking in geometry instruction and provides insights for mathematics teacher education programs in designing learning experiences that develop prospective teachers’ spatial reasoning skills.
Development of a cartesian board learning media to enhance students’ problem-solving in translation and reflection Nurul Ilmi Badrud Dhujjah; Abd. Qohar; Hery Susanto; Puguh Darmawan
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.v6i1.1109

Abstract

Background: Learning geometric transformation, particularly translation and reflection, often relies heavily on symbolic explanations, leading to students' difficulties in spatial visualization and problem-solving. While mathematics manipulatives provide concrete interactions to bridge abstract concepts, their specific development for transformation geometry remains limited.Aims: This study aims to develop a Cartesian board learning media and evaluate its validity, practicality, and effectiveness in enhancing Grade IX students' problem-solving abilities in translation and reflection.Method: This study employed a Research and Development (R&D) approach using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The subjects were Grade IX students. Data were collected using expert validation sheets, student response questionnaires, classroom observation sheets, and problem-solving tests (pretest and posttest).Results: Expert validation results indicated that the Cartesian board learning media is highly valid with an average score of 3.70. The media also proved to be highly practical, achieving an average score of 3.59 based on positive student responses and classroom observations. Furthermore, the media effectively improved students' problem-solving skills, as evidenced by the increase in the average test score from 61.30 to 79.78, yielding a moderate N-Gain score of 0.53.Conclusion: The developed Cartesian board is a valid, practical, and effective learning manipulative that significantly enhances students' problem-solving abilities in geometric transformation.
Exploring cultural technological mathematics learning in vocational schools for creative thinking Wilda Febriana Wijayanti; Ida Dwijayanti; Lukman Harun
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.v6i1.1115

Abstract

Background: Mathematics education in vocational schools faces challenges in fostering students’ creative thinking, particularly in understanding abstract concepts and generating alternative solutions. Classroom practices often emphasize procedural replication, while teachers encounter difficulties in addressing diverse learning needs, highlighting the need for innovative, contextual, and culturally responsive approaches. Aims: This study aims to strengthen vocational students’ creative thinking in mathematics by designing an integrated instructional model that combines pedagogy, technology, and cultural elements. Methods: A qualitative design thinking approach was applied through the stages of Empathize, Define, Ideate, Prototype, and Test/Evaluate. Data were collected using questionnaires, interviews, and classroom observations to identify student and teacher needs. The proposed model was further examined through a meta-analysis using effect size calculations to synthesize findings from relevant empirical studies. Results: The findings indicate that students need more flexible, innovative, and culturally meaningful learning experiences. An instructional prototype, Gema-Batik, was developed by integrating Project-Based Learning, ethnomathematics, GeoGebra, and jBatik within a design thinking framework. The model emphasizes problem orientation, exploration, digital modeling, motif creation, and presentation, targeting creative thinking indicators such as fluency, flexibility, originality, and elaboration. Meta-analytic results show a high pooled effect size, indicating strong potential to enhance creative thinking and related competencies. Conclusion: The Gema-Batik model offers a novel, culturally grounded, and technology-integrated approach that contributes both theoretically and practically to vocational mathematics education, particularly in fostering creative thinking aligned with the demands of creative industries.
Exploring the mediating roles of self-confidence and mathematical resilience in the relationship between problem-based learning and students’ mathematical literacy Muhammad Sukri Situmeang; Ahmad Dimyati; Chasan Ma’ruf
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.v6i1.1120

Abstract

Background: Mathematical literacy is widely recognized as a key competence that enables students to interpret, analyze, and apply mathematical ideas in everyday contexts. Despite its importance, many students still experience difficulties developing this competence due to limited opportunities for meaningful problem solving and insufficient support for affective factors such as confidence and resilience. Aims: This study aimed to investigate the mediating roles of self-confidence and mathematical resilience in the relationship between Problem-Based Learning (PBL) and students’ mathematical literacy. Method: A true experimental design with a posttest-only control group was employed. The participants consisted of students from four State Islamic Junior High Schools in Bogor Regency selected through multistage random sampling. The experimental group was taught using the PBL approach, while the control group received conventional instruction. Data were collected using a mathematical literacy test and questionnaires measuring students’ self-confidence and mathematical resilience. The data were analyzed using independent samples t-tests, path analysis, and Sobel tests to examine both direct and indirect relationships among variables. Results: The findings revealed that students exposed to PBL achieved significantly higher scores in mathematical literacy, self-confidence, and mathematical resilience than those in conventional classes (p < 0.05). Path analysis indicated that PBL had a direct positive effect on mathematical literacy, while both self-confidence and mathematical resilience acted as significant mediators. Conclusion: These findings suggest that PBL can enhance students’ mathematical literacy not only through instructional processes but also by strengthening important affective attributes in mathematics learning.
Technology money supply and economic growth simultaneously in islamic banks in Indonesia Mila Naeruz
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.v6i1.1064

Abstract

Background: The expansion of digital financial technologies has fundamentally reshaped monetary systems in emerging economies, yet the structural interaction between e-money, money supply, Islamic banking, and economic growth remains theoretically fragmented. Existing studies predominantly adopt partial or linear approaches, overlooking the endogenous and simultaneous nature of these relationships. Aims: This study aims to develop a structural simultaneous equation model to capture the dynamic and reciprocal interactions among digital financial adoption, monetary expansion, Islamic banking performance, and economic growth. It contributes to mathematical and quantitative economic modeling by addressing endogeneity within a multi-equation financial system. Methods: Using quarterly time-series data from 2004 to 2024, this study employs a Two-Stage Least Squares (2SLS) estimation framework to identify causal relationships within an endogenous system. The model explicitly accounts for structural interdependence among variables, ensuring consistent parameter estimation under simultaneity conditions. Results: The results reveal that technological adoption and labor productivity significantly strengthen Islamic banking performance, while e-money exerts a dual structural effect by expanding money supply but weakening direct banking productivity. Furthermore, money supply and digital financial expansion positively influence economic growth, whereas Islamic banking shows a non-significant or negative direct effect, indicating a structural inefficiency in financial intermediation. Conclusion: This study uncovers a critical structural paradox in which the expansion of Islamic banking does not proportionally translate into economic growth, despite increased digital financial activity. The findings suggest that digital finance operates primarily through indirect monetary transmission channels rather than direct institutional performance. By modeling the financial system as an endogenous and simultaneous structure, this research advances the theoretical understanding of financial intermediation inefficiencies and provides a more rigorous quantitative framework for analyzing the complex interplay between digital finance and macroeconomic outcomes.
The effect of website quality, social media marketing, and personal selling on brand equity through brand loyalty: A study of B2B customers of PT gaya makmur tractors Jimmy Fernando Pangaribuan; Dita Maharani; Amia Luthfia
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.v6i1.1112

Abstract

Background: The rapid expansion of digital communication technologies has fundamentally transformed marketing practices in business-to-business (B2B) industries. Despite this shift, the effectiveness of integrating digital channels with interpersonal communication in shaping long-term brand value remains insufficiently explained, particularly within complex industrial markets such as heavy equipment distribution. Existing studies tend to examine website quality, social media marketing, and personal selling in isolation, leaving a critical gap in understanding their combined influence and underlying relational mechanisms. Aims: This study aims to analyze the integrated effects of website quality, social media marketing, and personal selling on brand equity through brand loyalty, while clarifying the mediating role of relational commitment in a B2B context. Method: A quantitative explanatory approach was employed using Structural Equation Modeling–Partial Least Squares (SEM-PLS). Data were collected from 302 B2B customers of PT Gaya Makmur Tractors through a structured questionnaire, and analyzed to evaluate both direct and indirect relationships among constructs. Results: The findings demonstrate that all three communication channels significantly influence brand loyalty and brand equity. Social media marketing exhibits the strongest direct effect on brand equity, followed by personal selling and website quality. Furthermore, brand loyalty acts as a partial mediator, indicating that communication effectiveness operates through both immediate perception and sustained relational engagement. Conclusion: This study advances the understanding of B2B marketing by positioning brand loyalty as a central relational mechanism within an integrated communication system. The results suggest that brand value in industrial markets is not solely driven by information quality or promotional intensity, but by the ability to align digital credibility with personalized interaction to foster long-term commitment. From a practical standpoint, firms are encouraged to develop coordinated communication strategies that balance digital presence and interpersonal engagement as part of a unified decision-support system. This approach not only strengthens competitive positioning but also enhances the sustainability of customer relationships, offering a more holistic pathway for optimizing brand equity in complex B2B environments.
Regulatory Compliance and Ethical Governance in Umrah Services: Assessing Pilgrim Protection in Indonesia Mahmudi Affan Rangkuti; Hendri Tanjung; Indupurnahayu; Trisiladi Supriyanto
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 2 (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.v6i1.1059

Abstract

Background: The governance of Umrah services in Indonesia formally emphasizes sharia compliance and regulatory control as mechanisms for protecting pilgrims. However, recurring problems in service delivery suggest a gap between procedural compliance and the substantive protection expected within religious service administration. Aims: This study aims to examine how regulatory compliance and ethical governance influence the protection of Umrah pilgrims in Indonesia by assessing whether existing governance mechanisms provide substantive protection or remain limited to procedural compliance. Method: The study adopts a normative–empirical approach by examining statutory regulations, policy instruments, and supervisory mechanisms governing Umrah services. These regulatory frameworks are analyzed alongside institutional documents and implementation records to assess how compliance mechanisms operate in practice. Results: The findings indicate that pilgrim protection is predominantly pursued through procedural mechanisms such as licensing systems, administrative reporting, and digital monitoring platforms. Nevertheless, these instruments do not consistently produce strong and enforceable protection across the Umrah service chain. In many cases, sharia compliance functions primarily as formal adherence to regulatory requirements rather than as an ethical commitment to safeguarding pilgrims’ rights and service reliability. Conclusion: The study concludes that effective pilgrim protection requires a shift from procedural compliance toward ethical governance and substantive regulatory accountability. Strengthening institutional compliance mechanisms and integrating ethical principles into regulatory supervision are essential for ensuring that sharia compliance functions as a meaningful instrument of protection rather than merely an administrative standard.
Middle school students’ mathematical representations in mathematics in context tasks on computing chances based on realistic mathematics education Ratna Sariningsih; Nurjanah
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.v6i1.1074

Abstract

Background: Mathematical representation plays a crucial role in students’ understanding of probability concepts, particularly in computing chances, which requires coordination among visual, symbolic, and verbal forms. Previous studies indicate that students often rely on procedural calculations without adequately constructing or connecting representations, leading to shallow conceptual understanding. Realistic Mathematics Education (RME) and Mathematics in Context (MiC) tasks offer potential to address this issue by emphasizing contextual modeling and progressive formalization. Aims: This study aims to describe the forms of mathematical representations used by junior high school students and to analyze the interrelationships among visual, symbolic, and verbal representations when solving MiC tasks on computing chances based on RME principles. Method: A qualitative descriptive approach was employed involving 19 eighth-grade students who had participated in RME-based probability instruction. Data were collected through MiC computing chances tests adapted from Holt et al. and analyzed using the Miles and Huberman model, encompassing data reduction, data display, and conclusion drawing. This percentage is obtained from the rubric score on students' written responses per item which is then averaged. Results: The results showed that visual representation achieved the highest level (60%), followed by symbolic representation (54%), while verbal representation was the weakest (48%). Visual models functioned effectively as model-of contexts, and symbolic representations developed through progressive formalization; however, integration among representations was not optimal due to limited verbal explanation. Conclusion: RME-based MiC tasks effectively support the development of students’ visual and symbolic representations in probability learning. Nevertheless, strengthening students’ verbal representation and reflective communication is essential to enhance the coherence and meaningful integration of multiple mathematical representations.
A data-driven analysis of the mediating role of physical fitness in the relationship between motivation and physical educational learning outcomes M. Dina Sefrianda; Nurul Ihsan; Masrun; Sepriadi; Ardo Okilanda
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 2 (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.v6i2.1150

Abstract

Background: Learning outcomes in physical education are influenced by both psychological and physiological factors. However, the mechanism through which motivation contributes to learning outcomes, particularly through physical fitness as an intervening variable, remains underexplored in educational research. Aims: This study aims to analyze the direct and indirect effects of motivation and physical fitness on physical education learning outcomes among junior high school students. Method: A quantitative, data-driven approach with a causal-associative design was employed. The sample consisted of 32 students selected using purposive sampling. Data were collected through a Likert-scale motivation questionnaire, the Indonesian Student Fitness Test (TKSI Phase D), and students’ academic performance records. Data analysis included descriptive statistics, normality testing, and mediation analysis using multiple regression. Results: The results indicate that motivation significantly affects physical fitness (β = 0.547, p < 0.001) and has a direct effect on learning outcomes (β = 0.295, p < 0.05). Physical fitness also significantly influences learning outcomes (β = 0.331, p < 0.05). Furthermore, physical fitness partially mediates the relationship between motivation and learning outcomes, with an indirect effect of 27.6%. Conclusion: Motivation and physical fitness significantly influence physical education learning outcomes, both directly and indirectly. Physical fitness functions as an important mediating variable, highlighting the need for integrated strategies that enhance both student motivation and physical condition to improve academic performance.
Implementation of an Ethnomathematics-Based Project-Based Learning (PjBL) Model to Improve Students’ Numeracy Literacy in the Society 5.0 Era Christa Voni Roulina Sinaga; Apriani Sijabat; Nelly Suka Sihite; Novia Carla Purba; Herna Febrianty Sianipar
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 2 (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.v6i2.1132

Abstract

  ABSTRACT Background of Study: The development of digital technology in the Society 5.0 era requires university students to possess strong numeracy literacy skills to analyze data, solve contextual problems, and make informed decisions. However, many students still experience difficulties in applying mathematical concepts in real-life contexts. Integrating cultural values through ethnomathematics in learning is considered a potential approach to make mathematics more meaningful and contextual for students. Aims and Scope of the Paper: This study aims to examine the implementation of an ethnomathematics-based Project-Based Learning (PjBL) model to improve university students’ numeracy literacy in the Society 5.0 era. The scope of this research focuses on the integration of local cultural elements into project-based mathematical learning activities. Methods: This study employed a quasi-experimental design using a pretest–posttest approach. The participants were undergraduate students enrolled in a mathematics-related course. Data were collected through numeracy literacy tests, observation sheets, and project assessments. The learning activities required students to develop projects that integrate mathematical concepts with local cultural contexts. Data were analyzed using descriptive and inferential statistical methods. Results: The results indicated that the implementation of the ethnomathematics-based PjBL model significantly improved students’ numeracy literacy. Students demonstrated better abilities in interpreting numerical data, solving contextual mathematical problems, and communicating quantitative reasoning. In addition, the integration of cultural contexts increased students’ engagement and learning motivation. Conclusion: The ethnomathematics-based PjBL model is effective in improving university students’ numeracy literacy and can serve as an innovative learning approach to support the development of 21st-century skills in the Society 5.0 era.

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