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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 184 Documents
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Developing STEM-Oriented augmented reality activity books integrating candi pari sidoarjo for elementary literacy and numeracy learning Azis Farkhan; Agung Pramujiono; Via Yustitia
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.v6i2.1263

Abstract

Background: Low literacy and numeracy achievement among elementary school students remains a significant challenge in primary education. At SDN Wadungasri, students’ literacy performance showed a decline based on the 2024 educational quality report. Aims: This study aimed to develop an Augmented Reality (AR) Activity Book integrating the local wisdom of Candi Pari to strengthen students’ literacy and numeracy skills through contextual and interactive learning experiences. The novelty of this study lies in combining augmented reality technology with local cultural heritage content to support elementary learning. Method: This study employed a Research and Development approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The product was validated by media, language, and subject-matter experts and tested on elementary school students. Data were collected through validation sheets and student response questionnaires. Results: The findings revealed that the AR Activity Book achieved a very high feasibility level, with an average validation score of 92.1%. Student responses also indicated a highly positive perception, with a satisfaction rate of 91%. Furthermore, the AR-based activity book increased students’ engagement and participation during literacy and numeracy learning activities. Conclusion: In conclusion, the AR Activity Book based on the local wisdom of Candi Pari is feasible and potentially effective in supporting literacy and numeracy learning in elementary schools.
Realistic Mathematics Education Based Mobile Learning Media: Validity, Practicality, and Effectiveness in Teaching Compound Probability at Vocational High Schools Tomi Listiawan; Nanda Oktavia; Djatmiko Djatmiko
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.v6i1.1019

Abstract

Background: The teaching of compound probability in vocational high schools continues to face challenges due to the abstract nature of the concepts and the limited integration of mathematical content with students’ real-life experiences. These conditions often hinder students’ conceptual understanding and learning engagement. Therefore, innovative instructional media that combine technological advancement with contextual learning approaches are needed. Aims: This study aimed to develop a mobile learning application based on the Realistic Mathematics Education (RME) approach for teaching compound probability and to evaluate its validity, practicality, and effectiveness. Methods: This research employed a research and development (R&D) design using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The participants included 35 eleventh-grade students from a vocational high school in Malang, Indonesia. Data were collected through validation sheets, student and teacher response questionnaires, and learning achievement tests. The developed application was validated by a mathematics education lecturer and a mathematics teacher. Results: The findings indicated that the developed mobile learning application achieved a high level of validity, with an average score of 86.37%. The practicality assessment showed positive responses from both students (84.09%) and the teacher (85.71%). Furthermore, the effectiveness test revealed that 85.71% of students achieved the minimum learning mastery criterion, with an average achievement score of 86.49. Conclusion: The RME-based mobile learning application was found to be valid, practical, and effective for teaching compound probability in vocational high schools. By integrating contextual problems, interactive multimedia, and flexible learning opportunities, the application has the potential to enhance students’ mathematical understanding and support innovative mathematics instruction in the digital era.
Transforming mathematics teaching and learning for sustainability in africa: A critical qualitative synthesis of eco‑mathematics pedagogy Moshe M. Phoshoko; Bolouembeledo Fekumo
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.v6i2.1149

Abstract

Background: The escalating ecological crisis has emphasized the need for education systems to actively contribute to sustainable development. Despite this, mathematics education has yet to be systematically theorized or integrated into sustainability agendas, particularly within African contexts. Aims: This study critically synthesizes eco-mathematics pedagogy as a transformative approach to teaching mathematics for sustainability, with special attention to its alignment with African Indigenous Knowledge Systems (IKS). Methods: Employing an interpretivist paradigm, this research uses a critical qualitative synthesis design grounded in critical mathematics education, ethnomathematics, and decolonial theory. Data were analyzed through inductive thematic synthesis and critical discourse analysis, drawing exclusively on peer-reviewed empirical studies, curriculum frameworks, and policy documents. Results: Findings reveal a continuum of eco-mathematics practices, from superficial environmental contextualization to radical, community-based pedagogies rooted in IKS. While IKS integration supports enhanced learning, persistent challenges include limited teacher preparation, inflexible curricula, and insufficient culturally relevant resources, which affect student engagement, critical thinking, and ecological awareness. Conclusion: Sustainability-oriented mathematics education that leverages Indigenous epistemologies can reposition mathematics as central to socio-ecological transformation in Africa. This synthesis provides evidence-informed guidance for curriculum revision, teacher training, and policy coherence, contributing to the development of eco-mathematics as a decolonial and socially just pedagogy.
The impact of meaningful learning on undergraduate students’ conceptual understanding in mathematics: A mixed-method quasi-experimental study Nurrahmah; Taufikurrahman; Arif Rahman Hakim; Syarifudin
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.v6i2.1164

Abstract

Background: Conceptual understanding is a fundamental goal of mathematics education, yet many university students continue to experience difficulties in developing deep mathematical understanding due to the predominance of procedural and teacher-centered instruction. Meaningful learning has been proposed as an approach that promotes conceptual development by connecting new knowledge with students’ prior knowledge. Aims: This study investigated the implementation of meaningful learning in university mathematics classrooms, examined its effects on students’ conceptual understanding, and identified challenges encountered during its implementation. Methods: An explanatory sequential mixed-method quasi-experimental design was employed involving 57 undergraduate students in a Mathematics Education Program. The experimental group (n = 29) received meaningful learning instruction, while the control group (n = 28) received conventional instruction. Quantitative data were collected through a conceptual understanding test and a perception questionnaire, while qualitative data were obtained through classroom observations and interviews. Result: The experimental group achieved significantly higher conceptual understanding scores than the control group (p < 0.001), with a moderate N-gain (0.49) and a large effect size (d = 0.83). Students reported positive perceptions of meaningful learning (M = 4.01). Qualitative findings indicated that prior knowledge activation, contextual problems, collaborative discussion, and reflection supported students’ conceptual development. Conclusion: The findings suggest that meaningful learning can support conceptual understanding and provide a useful framework for conceptually oriented mathematics instruction in higher education.
Development and evaluation of an animation-assisted e-module to enhance students’ mathematical understanding in three-dimensional geometry learning Chumaedi Sugihandardji; Wiwit Puji Rahayu; Ari Wardayani
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.v6i2.1193

Abstract

Background: Rapid advancements in science and technology have significantly influenced various sectors, including education. In mathematics learning, the integration of technology through animation-assisted e-modules offers a promising approach to enhance interactivity and facilitate students’ understanding of abstract concepts. Aims: This study aims to develop and evaluate an animation-assisted e-module for teaching three-dimensional geometry to eighth-grade students. Method: This research employed a Research and Development (R&D) approach using the 4D model (Define, Design, Develop, Disseminate). The study was conducted at SMP Negeri 3 Purbalingga during the 2024/2025 academic year, involving experimental and control groups. Data were collected through interviews, questionnaires, and documentation. Quantitative analysis was used to assess the validity, practicality, and effectiveness of the developed e-module, including an independent samples t-test after meeting normality and homogeneity assumptions. Results: The findings revealed that the e-module achieved a high level of validity based on expert evaluations. The practicality test showed an average score of 3.43 (out of 4.00), indicating a very practical category based on responses from teachers and students. Furthermore, the effectiveness test demonstrated a significant difference between the experimental and control groups (Sig. 2-tailed = 0.000 < 0.05), confirming the positive impact of the e-module on students’ learning outcomes. Conclusion: The animation-assisted e-module is valid, highly practical, and effective, making it a feasible instructional medium for improving students’ understanding of three-dimensional geometry.
Development of a game‑based instructional model integrating physical activity to enhance mathematical reasoning and social interaction in elementary mathematics education Nurhikmah; Suhartiwi
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.v6i2.1199

Abstract

Background: Physical Education (PE) in primary schools often lacks structured integration of traditional games and social interaction, limiting opportunities for students to develop both learning outcomes and social skills. Innovative instructional models are needed to address these gaps and enhance engagement. Aims: This study aimed to develop a PE learning model through game-based social interaction to improve students’ cognitive outcomes and social competencies, while providing a structured framework for teachers. Method: The ADDIE development framework guided the research, encompassing needs analysis, design, development, implementation, and evaluation stages. The prototype model, grounded in Joyce et al.’s instructional theory, includes structured learning guides covering traditional games, step-by-step learning syntax, implementation procedures, and assessment components. Expert judgment validated the model, and classroom trials collected teacher and student responses. Results: Findings confirmed the model’s validity, practicality, and effectiveness. Expert evaluation confirmed content validity, while teachers and students reported high practicality (89% and 92%, respectively). Effectiveness was evidenced by improvements in both cognitive learning outcomes and social skill development, with students demonstrating active participation and enhanced collaboration during PE activities. Conclusion: The developed PE learning model successfully integrates traditional games and social interaction to enhance student outcomes. It provides an innovative, practical, and replicable approach for primary education, promoting cognitive and socio-emotional development simultaneously.
Effects of interactive multimedia-based science instruction on students’ academic achievement, attitudes, and self-concept of rural secondary school students in Nigeria Oluwanife Segun Falebita; Sukurat Aderonke Asimolowo
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.v6i2.1204

Abstract

Background: Despite ongoing efforts to improve science education, Biology achievement in many rural Nigerian secondary schools remains low, partly due to limited integration of technology-enhanced instructional approaches. Aim: This study examined the effects of interactive multimedia-based Biology instruction on students’ academic achievement, attitudes, and self-concept in rural secondary schools. Method: A quasi-experimental pretest–posttest non-equivalent control group design was employed. Seventy-one Senior Secondary School I students from two purposively selected public secondary schools in Oye Local Government Area, Ekiti State, Nigeria, participated in the study. The experimental group received interactive multimedia-supported instruction incorporating animations, simulations, and visual presentations, while the control group received conventional instruction for six weeks. Data were collected using validated achievement, attitude, and self-concept instruments and analyzed using descriptive statistics and ANCOVA. Results: The findings revealed that students exposed to interactive multimedia instruction achieved significantly higher academic performance, more positive attitudes toward Biology, and stronger self-concept than students taught through conventional methods (p < .001). Conclusion: Interactive multimedia-based instruction effectively enhanced both cognitive and affective learning outcomes among rural secondary school students. The study highlights the potential of animation- and simulation-supported teaching to improve science learning in resource-constrained settings and recommends increased investment in digital instructional resources and teacher professional development.
Ethnomathematics-based augmented reality flip cards to enhance mathematical problem-solving skills in junior high school students Zakiyatul Miskiyyah; Lukman Harun; Muhtarom
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.v6i2.1207

Abstract

Background: The development of educational technology provides new opportunities to enhance the quality of mathematics learning, particularly in improving students’ problem-solving skills. Aims: This study aims to evaluate the effectiveness of ethnomathematics-based augmented reality flip cards integrated with Quizizz in improving junior high school students’ mathematical problem-solving skills. Methods: A design thinking approach was employed across five stages — empathize, define, ideate, prototype, and test — involving 178 students and five mathematics teachers from three junior high schools in Batang Regency. Data were collected through observation, questionnaires, and interviews, and analyzed using descriptive quantitative and qualitative thematic methods. Result: The results indicate that ethnomathematics-based AR Flip Card integrated with Quizizz produced the highest effect size, with an ES value of 1.07. Conclusion: This finding demonstrates that the integration of technology combined with ethnomathematics has strong potential to enhance mathematical problem-solving skills. Furthermore, the application of design thinking in mathematics learning development offers an effective and adaptive strategy for addressing continuously evolving educational challenges and fostering essential 21st century skills.
Intuitive and reflective mathematical reasoning in solving quadratic function problems: A dual-process perspective Evi Triani Puspitasari; Subanji; Santi Irawati; Lathiful Anwar; Puguh Darmawan
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.v6i2.1237

Abstract

Background: Understanding students’ mathematical reasoning in solving quadratic function problems is important because it reveals how they construct and regulate their thinking during problem-solving activities. According to Dual-Process Theory, reasoning involves intuitive processes (System 1) and reflective processes (System 2). Aim: This study aimed to investigate how students engage System 1 and System 2 when solving quadratic function problems. Method: A qualitative descriptive approach was employed involving two tenth-grade students representing lower and higher mathematical ability levels. Data were collected through written tasks, video recordings, and semi-structured interviews. Data credibility was established through method triangulation. Results: The findings showed that both System 1 and System 2 were involved in solving quadratic function problems. Lower-ability students relied more frequently on System 1, resulting in automatic and less reflective reasoning. In contrast, higher-ability students demonstrated a more coordinated use of System 1 and System 2, leading to more systematic and accurate solutions. Conclusion: Quadratic function problem solving requires the integration of intuitive and reflective reasoning. System 2 plays a critical role in evaluating and validating initial intuitive responses, thereby supporting more effective mathematical reasoning.
AI-Driven assessment of heritage competencies in balinese tourism vet schools: Resolving the tension between digital acceleration and cultural conservation Gusti Ayu Dessy Sugiharni; Putu Herny Susanti; Putu Sabda Jayendra; Anak Agung Istri Putera Widiastiti; Firlie Lanovia Amir
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.v6i2.1245

Abstract

Background: The educational tension in vocational schools for tourism in Bali is specific.  The digitalisation of assessment often conflicts with the preservation of locally valued service competencies embedded in the Balinese Hindu pedagogy of Samskara (ingrained habits), Cesta (volitional effort) and Kriya (embodied skills). At present, no validated assessment tool can measure all three constructs simultaneously. Aims: This study develops and validates an AI-driven e-assessment instrument for them among Balinese tourism VET students. The novelty lies in operationalising culturally embedded competencies rather than generic digital skills. Methods: It utilised a sequential mixed-methods design. Phase 1: Conduct ten semi-structured interviews with experts on culture and education to generate measurable indicators. Phase 2: Development of a 48-item AI platform for assessment using natural language processing, affective computing and computer vision. Phase 3: Pilot with 320 Grade XI learners from three schools with varying degrees of digital infrastructure. Result: Internal consistency was acceptable (Cronbach’s α = 0.89, 0.87, 0.91). Confirmatory factor analysis supported the three-factor structure (CFI=0.94, RMSEA=0.058). Across all three competences, students in moderately digitised schools outperformed students in low and highly digitised schools (p < .01, Cohen’s d = 1.46–2.48). The quadratic regression analysis showed a negative quadratic coefficient which suggests an inverted-U relationship or the best heritage competency outcomes. Conclusion: AI-driven assessment can validly measure culture-specific competencies in tourism VET. The inverted-U pattern supports the notion of a “smart tourism heritage tension” rather than confirming a paradox. Caution is warranted regarding generalizability, cross-sectional design, and potential algorithmic bias.

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