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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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Integrating culturally responsive teaching into digital worksheets: enhancing students’ algebraic thinking and self-confidence in mathematics learning Haryanto Pamungkas; Gunawan
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.v6i2.1165

Abstract

Background: The limited use of culturally relevant and technology-integrated learning media in mathematics classrooms often results in low student engagement, weak algebraic understanding, and reduced self-confidence. Conventional worksheets tend to emphasize procedural knowledge without connecting learning to students’ cultural contexts, leading to less meaningful learning experiences. Aims: This study aims to develop and evaluate a Culturally Responsive Teaching (CRT)-based electronic student worksheet (e-LKPD) that is valid, practical, and effective in enhancing students’ algebraic thinking skills and self-confidence. Method: This study employed a Research and Development (R&D) approach using the 4D model, consisting of define, design, develop, and disseminate stages. The participants were 84 eighth-grade students. Data were collected through interviews, validation sheets, questionnaires, and algebraic thinking tests. Data analysis involved descriptive statistics and inferential analysis, including normality, homogeneity, and independent t-tests. Results: The findings indicate that the developed CRT-based e-LKPD is valid (83%) and highly practical (90%). Moreover, the implementation of the e-LKPD significantly improved students’ algebraic thinking skills (p = 0.032 < 0.05) and self-confidence (p = 0.001 < 0.05), with better performance observed in the experimental group compared to the control group. Conclusion: The CRT-based e-LKPD is an effective instructional innovation that enhances both cognitive and affective learning outcomes, supporting meaningful and engaging mathematics learning.
Development of a technology-integrated ethnomathematics digital comic using hadroh music context: effects on students’ numeracy and self-regulated learning Kartika Rusiyaningsih; Gunawan Gunawan
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.v6i2.1166

Abstract

Background: Mathematics plays a vital role in fostering logical, analytical, and systematic thinking in the 21st century, with numeracy and self-regulated learning recognized as essential competencies in the Merdeka Curriculum. However, students’ numeracy skills and learning independence remain relatively low, particularly among Grade VIII students at SMP Negeri 1 Pekuncen. Aims: This study aims to develop a technology-integrated ethnomathematics digital comic using a hadroh music context and to evaluate its validity, practicality, and effectiveness in improving students’ numeracy skills and self-regulated learning. Method: This research employed a Research and Development (R&D) approach based on the 4D model (Define, Design, Develop, Disseminate). The study involved Grade VIII students in the 2025/2026 academic year. Data were collected through expert validation sheets, questionnaires, and numeracy tests, and analyzed using both descriptive and inferential statistical techniques. Results: The developed digital comic was categorized as valid, with material expert validation of 77.7% and media expert validation of 84%. It was also considered practical based on positive responses from teachers and students. Descriptive findings indicate improved numeracy scores and self-regulated learning in the experimental group. Inferential analysis shows that self-regulated learning improved significantly, while numeracy improvement demonstrated a positive but not statistically significant trend. Conclusion: The ethnomathematics-based digital comic integrating hadroh music is valid, practical, and has strong potential to enhance students’ learning autonomy and contextual mathematical understanding.
Development and experimental validation of discovery learning-based worksheets integrating cultural context to enhance students’ mathematical literacy and self-regulated learning Windhy Wijayanti; Fitrianto Eko Subekti
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.v6i2.1178

Abstract

Background: Mathematics learning often relies on conventional teaching materials that are less effective in supporting students’ conceptual understanding, particularly in abstract topics such as curved surface geometry. This limitation contributes to students’ learning difficulties and low engagement, as instructional media rarely integrate meaningful cultural contexts that can connect mathematical concepts to students’ real-life experiences. Aims: This study aims to develop Discovery Learning-based student worksheets (LKPD) integrated with the Hadroh cultural context to enhance students’ conceptual understanding in mathematics learning. Method: This study employed a research and development design using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The participants were Grade IX students selected through purposive sampling. Data were collected using expert validation sheets, student response questionnaires, and conceptual understanding tests. Data analysis was conducted based on validity, practicality, and effectiveness criteria. Results: The findings indicated that the developed LKPD achieved a high level of validity, with an average score of 4.39 categorized as very valid. The practicality test showed a percentage of 84%, indicating that the worksheets were highly practical for classroom use. Furthermore, the effectiveness test revealed that students who used the developed LKPD demonstrated better conceptual understanding compared to those who used conventional teaching materials. Conclusion: The Discovery Learning-based LKPD integrated with the Hadroh cultural context is valid, practical, and effective in improving students’ conceptual understanding, providing an alternative instructional material that supports more meaningful and student-centered mathematics learning.
Effectiveness of contextualized digital worksheets (e-lkpd) using liveworksheets to enhance mathematical critical thinking and self-regulated learning Helmy Wahyu Widiarti; Anton Jaelani
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.v6i2.1180

Abstract

Background: The integration of digital technology in mathematics education is essential for fostering 21st-century skills, particularly mathematical critical thinking and self-regulated learning. However, conventional teaching practices still dominate classrooms, limiting students’ active engagement and independent learning. The use of contextualized Electronic Student Worksheets (E-LKPD) integrated with Liveworksheets and real-life contexts such as online shopping offers a promising approach to create meaningful and student-centered learning experiences. Aims: This study aims to develop a valid and practical contextualized E-LKPD using Liveworksheets and to examine its effectiveness in enhancing students’ mathematical critical thinking skills and self-regulated learning. Method: This study employed a Research and Development (R&D) approach using the ADDIE model. Participants were eighth-grade students at SMP Negeri 2 Cikarang Pusat, divided into experimental and control groups. Data were collected through validation sheets, questionnaires, tests, observations, and interviews. Data analysis used a mixed-method approach, including descriptive qualitative analysis and quantitative analysis through normality, homogeneity, and independent samples t-tests. Results: The results indicate that the developed E-LKPD is valid and practical. Statistical analysis showed no significant difference in students’ mathematical critical thinking skills between the experimental and control groups (p = 0.412), although the experimental group demonstrated slightly higher mean scores. In contrast, a significant improvement was found in self-regulated learning (p < 0.001), with higher mean scores in the experimental group. Conclusion: The contextualized E-LKPD effectively enhances students’ self-regulated learning but shows limited impact on mathematical critical thinking. Further optimization in instructional design, implementation duration, and pedagogical integration is required to improve higher-order thinking outcomes.
Exploring the association between deep learning approach, problem-solving skills, digital literacy, and student learning outcomes: a data-driven nonparametric study in science education Eviana; Achmadi; Afandi
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.v6i2.1188

Abstract

Background: The demands of 21st-century education require students to possess higher-order thinking skills, particularly problem-solving abilities, along with adequate digital literacy and optimal academic achievement. However, these competencies are often underdeveloped due to the continued use of surface-level instructional approaches that limit meaningful learning engagement. Aims: This study aims to examine the association between the deep learning approach, problem-solving skills, digital literacy, and student learning outcomes, as well as to provide empirical evidence of the interrelationships among these variables in the context of science education. Method: A quantitative correlational design was employed involving 121 tenth-grade students selected through proportionate random sampling from a population of 199 students. Data were collected using validated questionnaires measuring the deep learning approach, problem-solving skills, digital literacy, and learning outcomes. Prior to analysis, validity and reliability tests were conducted. Due to the non-normal distribution of one variable, Spearman’s Rho correlation analysis was applied. Results: The findings revealed significant positive correlations between the deep learning approach and problem-solving skills, as well as digital literacy, both indicating moderate relationships. A weaker but statistically significant correlation was found between the deep learning approach and learning outcomes. Additionally, problem-solving skills and digital literacy demonstrated the strongest relationship among the variables. Conclusion: These findings suggest that the deep learning approach is closely associated with the development of higher-order thinking and digital competencies, although its direct relationship with learning outcomes is limited. Therefore, integrating deep learning strategies with problem-solving and digital literacy activities is essential to enhance students’ readiness for 21st-century learning.
School leadership in facilitating deep learning-oriented instruction: a case study within the indonesian independent curriculum Erlina Cahyana; Agung Hartoyo; Imran
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.v6i2.1190

Abstract

Background: The shift toward 21st-century learning emphasizes the development of critical thinking, creativity, collaboration, and communication skills. However, observations at SMA Negeri 1 Anjongan indicate that students’ literacy and conceptual understanding remain at a moderate level, as reflected in difficulties with analytical and reasoning tasks. This condition suggests the persistence of surface learning rather than deep learning, alongside limited optimization of school leadership in supporting the implementation of the Indonesian Independent Curriculum. Aims: This study aims to analyze the managerial leadership of the school principal, identify strategies employed to support deep learning-oriented instruction, and develop a conceptual model for transforming 21st-century learning practices. Method: A qualitative case study approach was employed involving one principal, one vice principal, five teachers, and three students selected through purposive sampling. Data were collected through interviews, observations, and document analysis, and analyzed using the Miles, Huberman, and Saldaña model. Data validity was ensured through source, technique, and time triangulation. Results: The findings reveal that deep learning implementation is strongly influenced by systematic leadership practices. Three key strategies were identified: integration of deep learning into instructional planning, application of active learning approaches such as discussion, project-based learning, and problem-solving, and continuous reflective academic supervision. These strategies contributed to increased student engagement and participation. Conclusion: The study proposes a three-stage leadership model consisting of strategic planning, innovative implementation, and continuous evaluation, serving as a framework for integrating the Independent Curriculum with deep learning-oriented instruction.
Development and evaluation of an educational fantasy comic for geometry transformation learning: enhancing junior high school students’ mathematical reasoning and self-esteem Wanda Nugroho Yanuarto; Faizal Abdul Hafizh
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.v6i2.1203

Abstract

Background: Indonesian students’ mathematical literacy remains low, as evidenced by the 2022 PISA results, which indicate difficulties in understanding concepts and solving contextual problems. Geometry transformation topics require strong abstract thinking and visualization skills; however, conventional instruction often emphasizes memorization rather than conceptual understanding. In addition, students’ low self-esteem further hinders their engagement and achievement in mathematics learning. Therefore, innovative instructional media are needed to support both cognitive and affective learning outcomes. Aims: This study aims to develop an educational fantasy comic as a learning medium for geometry transformation and to examine its effectiveness in enhancing junior high school students’ mathematical reasoning and self-esteem. Method: This research employed a Research and Development (R&D) approach using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The participants were junior high school students. Data were collected through expert validation, questionnaires, mathematical reasoning tests, and self-esteem scales, and analyzed using descriptive quantitative and qualitative techniques. Results: The validation results indicated that the developed comic achieved a score of 82.73%, categorized as “very valid.” The practicality test showed an average score of 4.12 (82.42%), indicating that the comic was highly practical for classroom use. Furthermore, the effectiveness results demonstrated that students who learned using the educational fantasy comic exhibited better mathematical reasoning skills and higher self-esteem compared to those receiving conventional instruction. Conclusion: The educational fantasy comic is a valid, practical, and effective learning medium that enhances students’ mathematical reasoning and self-esteem, offering an engaging and meaningful alternative for geometry transformation learning.
Beyond scores: Self-efficacy and self-monitoring as mechanisms of project-based learning effects in an analog electronics course Ilmiyati Rahmy Jasril; Muhammad Anwar; Muhammad Giatman; Andhika Herayono
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.v6i1.1215

Abstract

Background: Project-Based Learning (PjBL) has been widely adopted in engineering education to improve students’ achievement and engagement; however, most studies remain outcome-oriented and provide limited insight into the psychological mechanisms underlying its effectiveness. In technically demanding courses such as Analog Electronics, understanding how instructional strategies influence internal learning processes is essential for promoting meaningful learning. Aim: This study aims to examine the effect of PjBL on students’ learning achievement and to investigate whether self-efficacy and self-monitoring function as mediating variables linking PjBL to academic performance. Method: A quantitative quasi-experimental design with a pretest–posttest non-equivalent control group was employed, involving 50 undergraduate engineering students (25 in the PjBL group and 25 in the control group). Data were collected using a learning achievement test and validated questionnaires measuring self-efficacy and self-monitoring. Data analysis was conducted using ANCOVA to assess treatment effects and mediation analysis with bootstrapping (5,000 resamples) to examine indirect effects. Results: The results indicated that PjBL significantly improved students’ posttest scores after controlling for prior knowledge. PjBL also significantly increased both self-efficacy and self-monitoring. However, mediation analysis revealed that only self-efficacy had a significant indirect effect on learning achievement, while self-monitoring did not show a unique mediating effect, likely due to its strong correlation with self-efficacy. The direct effect of PjBL on achievement remained significant, indicating partial mediation. Conclusion: The findings suggest that PjBL enhances learning achievement both directly and indirectly through strengthening students’ self-efficacy. This highlights the importance of incorporating motivational support within project-based environments to foster effective and sustainable learning in engineering education.
Fostering students’ spatial ability in learning polyhedra using augmented reality-based android 3D interactive learning media Anita Dewi Utami; Fathia Yasmin Aulia Rahma; Sinta Agustin Ningseh; Nur Ayufauziyah
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.v6i1.1233

Abstract

Background: The low level of spatial ability is one of the main factors contributing to students’ difficulty in understanding geometry, particularly polyhedra. This difficulty is evident in recognizing shapes, visualizing shape transformations and rotations of objects, understanding the relationships between parts of an object, and determining the relative positions of objects Aims: The purpose of this study is to describe the process of developing a 3D interactive learning tool based on augmented reality for an Android app, featuring polyhedra content that supports the development of valid, practical, and effective spatial ability. Methods: This research method employs the Research and Development approach using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) proposed by Dick and Cary. Result: The results of this study show that in the needs and problem analysis phase, issues were identified through observation and interviews. The design phase included developing learning objectives, scenarios, media design, content, and assessment tools based on the analysis results. In the development stage, the initial design was transformed into a product validated by experts, achieving 78.4% from media experts and 78.8% from content experts. During implementation, the media was applied and obtained an 81.9% practicality rating and 81.25% effectiveness, indicating its effectiveness in enhancing students’ spatial ability in polyhedra material. The evaluation phase further analyzed student responses comprehensively. Conclusion: Based on this description, it can be concluded that the 3D Android application is valid, practical, and effective for use in learning.
Integrating ethnomathematics with ai‑driven and ar‑enhanced mathematics learning to foster critical thinking skills Heru Kurniawan; Nila Kurniasih
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.v6i2.1124

Abstract

Background: Empirical evidence indicates that junior high school students’ critical thinking skills in mathematics remain suboptimal, with national assessments highlighting gaps in analysis and evaluation competencies. Traditional teaching methods fail to address these higher-order thinking demands effectively. Aims: This study investigates the effectiveness of an integrated learning model combining Ethnomathematics, Augmented Reality (AR), Artificial Intelligence (AI), and Deep Learning (DL) in enhancing students’ critical thinking skills in mathematics. Method: A mixed-method sequential explanatory design was employed. The quantitative phase used a quasi-experimental one-group pretest-posttest design with 64 junior high school students in Purworejo, Indonesia. The qualitative phase included semi-structured interviews, focus group discussions, and classroom observations. Critical thinking was measured using a validated 10-item test (Cronbach’s α = 0.82). The intervention lasted four weeks (12 sessions of 80 minutes). Results: The quantitative phase showed significant improvement in critical thinking scores (t = 4.126, p < 0.001, 95% CI [18.2, 27.8]) with a high N-Gain of 73% (Cohen’s d = 0.58). Interpretation and evaluation indicators exhibited the highest gains (N-Gain 0.76–0.77). Qualitative findings revealed positive student engagement (mean 4.6/5) and cultural relevance (mean 4.5/5), while teachers found the model innovative but noted infrastructure and training challenges. Conclusion: The integrated Ethno-AR-AI-DL model effectively improves critical thinking and is positively perceived by users. These findings suggest the potential of culturally relevant, technology-enhanced mathematics instruction, provided teacher training and infrastructure are addressed.

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