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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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Exploring the dynamics of didactic practices in ratio learning: a qualitative study of teachers’ instructional strategies and student engagement in junior secondary mathematics Azis; Jarnawi Afgani Dahlan
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.v6i2.1129

Abstract

Background: The teaching of ratio remains a significant challenge in mathematics education, as students often struggle to understand multiplicative relationships and tend to rely on procedural reasoning rather than conceptual understanding. Previous studies have mainly focused on students’ conceptual difficulties, while limited attention has been given to how teachers’ didactic practices influence students’ engagement and understanding. Aims: This study aims to analyze the dynamics of didactical practices in ratio learning, focusing on instructional strategies, classroom interaction, and student engagement, and offers a novel contribution by examining how didactical practices shape variations in student engagement in real classroom contexts. Method: This research employed a qualitative case study design involving one mathematics teacher and 28 seventh-grade students selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and documentation, and analyzed using thematic analysis. Results: The findings indicate that teaching practices were dominated by direct instruction combined with contextual examples, which supported initial understanding but limited deeper conceptual exploration. Approximately 60% of students were actively engaged, while the others tended to be passive. Student interaction was mostly procedural, and the use of a reward system increased participation but encouraged performance-oriented behavior. Conclusion: These findings highlight the important role of didactic practices in shaping students’ engagement and understanding of ratio. It is recommended that teachers adopt more student-centered approaches, such as structured discussions and contextual problem-solving, to enhance conceptual understanding and equitable participation in mathematics learning.
Project-based science learning for enhancing students’ self-awareness and environmental responsibility in junior high school education Devie Silfiyani Sahrida; Beti Istanti Suwandani; Agus Tinus
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.v6i2.1159

Abstract

Background: In science education, fostering students’ self-awareness and environmental responsibility is essential for developing sustainable character and ecological consciousness. However, many science learning practices still emphasize conceptual understanding and academic achievement rather than engaging students in authentic environmental problem-solving activities. Consequently, innovative instructional approaches are needed to encourage students’ active participation and strengthen their environmental responsibility through meaningful learning experiences. Aims: This study aimed to examine the effectiveness of Project-Based Learning (PjBL) in enhancing students’ self-awareness and environmental responsibility at SMP Muhammadiyah 13 Surabaya. Method: This study employed a quantitative quasi-experimental design using a pretest–posttest control group approach. The reliability of the research instrument was tested using Cronbach’s Alpha, resulting in a coefficient of 0.90. The collected data met the assumptions of normality and homogeneity prior to hypothesis testing. Data analysis was conducted using paired sample t-tests and independent sample t-tests. Results: The findings demonstrated that students in the experimental group showed significantly higher improvement than those in the control group, with a significance value of 0.000 (p < 0.05). The experimental group achieved a mean score difference of 6.373 points higher than the control group. Furthermore, the implementation of PjBL increased students’ self-awareness by 0.51 points and environmental responsibility by 0.63 points. Conclusion: Project-Based Learning effectively promotes students’ reflective abilities and environmental responsibility in science education. The findings suggest that contextual project-based activities can support the development of environmentally conscious and socially responsible students in modern educational settings.
Development of design thinking-based interactive digital media integrating kahoot! and heyzine flipbook to enhance students’ mathematical numeracy literacy through differentiated learning Salma Millenia Utami; Aryo Andri Nugroho; Supandi
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.v6i2.1179

Abstract

Background: Mathematical numeracy literacy remains a major challenge in senior high school mathematics learning, particularly in interpreting data, analyzing probability events, and solving contextual problems. This issue is exacerbated by the limited availability of interactive digital learning media that support differentiated instruction and diverse learning needs. Aims: This study aimed to develop and evaluate the feasibility of Design Thinking-based interactive digital media integrating Kahoot! and Heyzine Flipbook to enhance students’ mathematical numeracy literacy in probability learning. Method: This study employed a Research and Development (R&D) approach using the Design Thinking framework consisting of empathize, define, ideate, and prototype stages. The participants were 30 senior high school students selected through purposive sampling. Data were collected through observations, interviews, and validation questionnaires, then analyzed descriptively using qualitative and quantitative techniques. Results: The developed media successfully integrated gamified evaluation and interactive visual materials within differentiated learning environments. Validation results showed highly feasible categories, with scores of 90% from media experts and 92% from material experts. The media effectively supported probability learning, increased student engagement, and strengthened mathematical numeracy literacy. Conclusion: The developed interactive digital media have strong potential to support differentiated mathematics instruction and technology-enhanced numeracy learning in probability topics.
Mapping students’ probabilistic reasoning and literacy through solo taxonomy in discrete random variable problem solving among preservice mathematics teachers Arfatin Nurrahmah; Yulian Dinihari; Andri Suryana; Nia Gardenia; Mohamed Aidil Subhan
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.v6i2.1249

Abstract

Background: Probability learning requires not only procedural computation but also probabilistic reasoning and probabilistic literacy to interpret uncertainty meaningfully. However, many mathematics education students still experience difficulties in understanding discrete random variable concepts and communicating probabilistic meaning contextually. Previous studies have generally examined probabilistic reasoning and probabilistic literacy separately, with limited integration using SOLO Taxonomy as a cognitive framework. Aims: This study aimed to investigate students’ probabilistic reasoning and probabilistic literacy in solving discrete random variable problems through SOLO Taxonomy. Method: A mixed-methods design was employed involving 20 fifth-semester mathematics education students enrolled in an Introduction to Probability Theory course. Data were collected through probabilistic reasoning tests, probabilistic literacy questionnaires, and semi-structured interviews. Students’ responses were classified into five SOLO Taxonomy levels and analyzed using descriptive and thematic approaches. Results: The findings revealed that most students were categorized at the Unistructural (45%) and Prestructural (30%) levels, indicating fragmented conceptual understanding and limited probabilistic interpretation. Only a small proportion achieved Relational (5%) and Extended Abstract (5%) levels. Higher probabilistic literacy was associated with more integrated reasoning, coherent interpretation, and stronger logical justification. Conclusion: Probabilistic literacy and probabilistic reasoning are closely interconnected competencies in solving discrete random variable problems. SOLO Taxonomy provides an effective framework for identifying students’ probabilistic thinking structures and supporting higher-order probabilistic learning development.
From policing to pedagogy: Governance, mechanisms, and outcomes of school, police partnerships in character education a PRISMA guided review Evi Nurhidayati; Nurul Astuti Yensy; Sudarwan Danim
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.v6i2.1251

Abstract

Background: Character education has become a major educational priority in Indonesia, encouraging secondary schools to collaborate with police institutions and community stakeholders to strengthen discipline, safety, and civic values. Nevertheless, evidence on how school–police partnerships (SPPs) operate and influence character education remains limited and dispersed. Aims: This PRISMA-guided review investigates the governance models, implementation mechanisms, outcomes, and contextual factors associated with SPPs in character education. Methods: The review analyzed studies published between 2021 and 2025 focusing primarily on Indonesian secondary schools, with several regional comparisons included where relevant. Literature was identified through major academic databases, screened in two stages following PRISMA procedures, and synthesized using thematic narrative analysis. Results: The findings show that partnerships supported by formal governance arrangements, such as memoranda of understanding, operational guidelines, joint training, and restorative referral systems, tend to achieve stronger implementation and more positive school climates than informal initiatives. Interventions emphasizing mentoring, dialogue, service learning, habituation, and culturally grounded activities were associated with improvements in prosocial behavior, civic responsibility, and student discipline. Program effectiveness was influenced by school climate, parental participation, community trust, and cultural compatibility. However, inconsistencies remain in reporting validity, implementation fidelity, adaptation processes, and program costs. Conclusion: SPPs are more effective when governance, pedagogy, and restorative principles are integrated within local educational contexts. Further longitudinal and realist-oriented studies are needed to strengthen the evidence base and improve policy applicability.
Managing children’s character development in the digital era: A systematic literature review of parenting, digital literacy, and peer influence from an educational management perspective Deny Haryadi; Wahyu Widada; Nurul Astuti Yensy
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.v6i2.1252

Abstract

Background: Rapid digital development has transformed the way children learn, communicate, and build character. Moral and social development is now shaped not only by family and school environments but also by online interaction and peer networks. Despite growing attention to this issue, studies commonly discuss parenting, digital literacy, and peer influence independently rather than as interconnected factors within education. Aims: This review investigates the relationship between parenting practices, digital literacy, and peer influence in supporting children’s character development in the digital era. Methods: A Systematic Literature Review (SLR) was conducted using the PRISMA 2020 procedure. Relevant studies were obtained from the Scopus database through predetermined selection criteria. After the screening process, 15 eligible studies published between 2016 and 2026 were analysed using thematic synthesis. Results: The review found that supportive parenting plays an important role in shaping children’s values, self-control, and social behaviour. Digital literacy helps children apply these values appropriately in online environments, while peer interaction influences how values are strengthened or challenged in daily life. Schools also contribute by connecting family guidance, digital learning, and peer interaction through educational policies and learning practices. Conclusion: Children’s character development in the digital era develops through interaction between family, school, and social environments. Integrated cooperation among these domains is necessary to support effective and sustainable character education.
Towards a vocational education ecosystem framework: A systematic literature review of industry partnership, curriculum alignment, educational financing, and employability in SMK and TVET Sungkem Tri Wahyuni; Nurul Astuti Yensy; Sudarwan Danim
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.v6i2.1253

Abstract

Background: Vocational education and training (SMK and TVET) are expected to reduce skills mismatch and improve employability. However, many reforms remain fragmented because industry partnership, curriculum alignment, educational financing, and employability are often treated as separate issues rather than interconnected dimensions within a vocational education ecosystem. Aims: This study aims to develop a Vocational Education Ecosystem Framework (VEEF) explaining how industry partnership, curriculum alignment, educational financing, and employability interact systematically in SMK and TVET. Methods: The study employs a Systematic Literature Review (SLR) with a critical-interpretive synthesis orientation. Scopus-indexed journal articles published between 2021–2026 were identified, screened, and synthesised using PRISMA procedures, explicit selection criteria, and thematic analysis. Results: The findings show that industry partnership functions as a governance mechanism connecting institutions, firms, and labour markets. Curriculum alignment acts as a translational mechanism linking labour-market needs with pedagogy, assessment, certification, and teacher capability. Educational financing serves as enabling infrastructure supporting implementation quality, innovation, access, and sustainability. Employability emerges as a systemic outcome shaped by the interaction among governance, curriculum, and resource configuration. These relationships form the basis of VEEF, consisting of Governance, Translational, Resource, and Outcome nodes. Conclusion: Effective SMK and TVET systems depend on strong ecosystem integration rather than isolated interventions. VEEF offers a comprehensive conceptual foundation for understanding vocational education reform and sustainable school-to-work transitions. 
Integrating canva-AI and deep learning approaches into interactive mathematics videos to enhance mathematical literacy and self-regulated learning in vocational education Yolanda Pratiwi; 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.v6i2.1174

Abstract

Background: Mathematical literacy and self-regulated learning (SRL) remain significant challenges in Indonesian secondary education, as reflected in students’ low PISA performance. Conventional teacher-centered instruction often limits students’ opportunities to develop mathematical problem-solving skills, communication abilities, and learning autonomy. Therefore, innovative interactive learning media are needed to support meaningful and independent mathematics learning. Aims: This study aimed to develop an interactive mathematics learning video on exponential functions by integrating Canva-AI and deep learning approaches and to evaluate its validity, practicality, and effectiveness in enhancing students’ mathematical literacy and SRL in vocational education. Method: This study employed a Research and Development (R&D) design using the ADDIE model, including Analysis, Design, Development, Implementation, and Evaluation stages. Data were collected through expert validation questionnaires, student practicality questionnaires, and pretest–posttest assessments of mathematical literacy and SRL. Data were analyzed using MANCOVA after fulfilling normality and homogeneity assumptions. Results: The developed video achieved highly valid and highly practical categories. MANCOVA results revealed a significant simultaneous effect on students’ mathematical literacy and SRL posttest scores (p < 0.05). The experimental group demonstrated better posttest performance than the control group. Conclusion: The interactive mathematics video is valid, practical, and effective in improving vocational students’ mathematical literacy and self-regulated learning through AI-assisted and student-centered learning.
Meaningful learning to enhance conceptual understanding, engagement, and mathematical reasoning in elementary statistics education Ema Butsi Prihastari; Wardono; Scolastika Mariani; Masrukan
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.v6i2.1254

Abstract

Background: Elementary school statistics education faces challenges due to students’ low conceptual understanding, often resulting from abstract and procedural teaching methods. Aims: This study aimed to examine the implementation of meaningful learning in elementary statistics, assess its effects on students’ conceptual understanding and engagement, and identify supporting and inhibiting factors. Method: A mixed-method explanatory sequential design was employed. Quantitative data were collected through perception questionnaires from 60 fifth-grade students, while qualitative data were obtained via participatory observations, semi-structured interviews, and classroom documentation involving one teacher and 15 students in a purposively selected class. Quantitative data were analyzed descriptively, and qualitative data were analyzed using the Miles and Huberman model. Results: Meaningful learning positively influenced statistics education. Mean scores were 3.42 for conceptual understanding (SD=0.51), 3.67 for material relevance (SD=0.48), 3.38 for motivation (SD=0.55), 3.25 for engagement (SD=0.62), and 3.35 for satisfaction (SD=0.58). All students (100%) agreed that the material was relevant to real-life contexts. Mini-project activities, such as the “Our Body Statistics” project, enhanced active participation. Supporting factors included teacher creativity, student enthusiasm, and a supportive learning environment; inhibiting factors included time constraints, varied student readiness, and limited contextual resources. Conclusion: Implementing meaningful learning improves conceptual understanding and engagement in elementary statistics. Contextual, experience-based approaches should be expanded with adequate teacher training and time allocation to optimize learning outcomes.
Epistemological, ontogenic, and didactical learning obstacles in the Pythagorean Theorem: A systematic literature review Yuce Sandra; Didi Suryadi; Dadan Dasari
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.v6i2.1258

Abstract

Background: Geometry is a fundamental branch of mathematics that develops students’ spatial reasoning, logical thinking, and problem-solving abilities. One important topic in geometry is the Pythagorean Theorem, which remains challenging for many students due to persistent conceptual and procedural difficulties in solving related problems. Aims: This study aimed to identify and analyze students’ learning obstacles in the Pythagorean Theorem from epistemological, ontogenic, and didactical perspectives through a systematic literature review. Method: This study employed a qualitative approach using a Systematic Literature Review (SLR) following the PRISMA protocol. Twenty articles published between 2019 and 2025 from 14 academic journals were selected based on predefined inclusion and exclusion criteria. The collected studies were analyzed qualitatively to identify patterns of learning obstacles and instructional challenges in learning the Pythagorean Theorem. Results: The findings revealed that students’ difficulties were predominantly associated with epistemological obstacles, including fragmented understanding of powers and roots, misconceptions regarding side relationships in right triangles, reliance on trial-and-error strategies when using Pythagorean triples, and inability to interpret the theorem as a meaningful geometric relationship. These difficulties were further reinforced by ontogenic obstacles such as limited prerequisite knowledge, weak visual–spatial reasoning, and poor problem-modeling ability. In addition, didactical obstacles emerged from instructional practices emphasizing formula memorization and procedural computation rather than conceptual reasoning, visualization, and proof. Conclusion: This study concludes that learning obstacles in the Pythagorean Theorem are multidimensional and interconnected across epistemological, ontogenic, and didactical domains. Therefore, mathematics instruction should integrate conceptual understanding, visual representation, and contextual problem-solving activities to support meaningful learning of the Pythagorean Theorem.

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