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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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The effect of problem-based learning on the mathematical disposition of indonesian senior high school students: A quasi-experimental study Amran Yahya; Nurbayani
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.v6i2.1256

Abstract

Background: Mathematical disposition is a key affective factor influencing students’ confidence, persistence, flexibility, and interest in mathematics. However, previous studies have reported that many students still show low mathematical disposition, as reflected in limited confidence, low persistence, and passive participation in mathematics learning Aims: This study examined the effect of problem-based learning (PBL) on senior high school students’ mathematical disposition. Methods: This study employed a quantitative approach using a quasi-experimental method with a nonequivalent pretest - posttest control group design. The sample consisted of two eleventh-grade classes (n = 60) at SMA Negeri 2 Majene, West Sulawesi, Indonesia, selected through cluster random sampling. Students completed a Likert-scale questionnaire on mathematical disposition, and the data were analyzed using descriptive statistics, N-Gain scores, and independent-samples t-tests. Result: The results showed that PBL significantly improved students’ mathematical disposition. The experimental class’s scores increased from 47.9 to 83.6, whereas the control class increased from 44.9 to 54.2. The experimental class achieved a high N-Gain score of 0.7, indicating strong improvement, while the control class showed a low gain of 0.2. Hypothesis testing revealed a statistically significant effect (p < 0.001). Conclusion: PBL was effective in improving students’ mathematical disposition through active, collaborative, and reflective learning experiences. This study is novel in focusing on mathematical disposition as the primary outcome and implementing PBL among students with initially low disposition.
Development of a contextualized teaching module integrating local wisdom and digital technology for enhancing literacy learning in lower-grade elementary education Nia Fitari; Touvan Juni Samodra; Siti Halidjah
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.v6i2.1264

Abstract

Background: Low early reading proficiency among elementary students remains a major challenge in implementing the Merdeka Curriculum, often due to limited contextual teaching materials, insufficient integration of local cultural values, and suboptimal use of digital literacy in Indonesian language instruction. Aims: This study aimed to develop a contextual teaching module integrated with local wisdom and digital literacy to enhance early reading skills of lower-grade elementary students. Method: A Research and Development approach using the ADDIE model analysis, design, development, implementation, and evaluation was applied. Data were collected through classroom observations, interviews, questionnaires, documentation, and early reading assessments. Results: The developed module was categorized as highly valid and highly practical. Implementation demonstrated effectiveness in improving students’ reading abilities, as reflected in high gain scores. The integration of local texts, audiovisual media, and interactive reading activities enhanced students’ engagement, motivation, and comprehension. Conclusion: Combining contextual learning, local wisdom, and digital literacy provides an effective strategy to strengthen foundational literacy skills. The module serves as an innovative approach to improving early reading outcomes in elementary education within the digital era.
Path analysis of arm muscle strength, leg power, and concentration on underhand passing performance in youth volleyball players Wahid Adi Kusuma; Umar; M. Arnando; Alnedral; Ardo okilanda
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.v6i2.1265

Abstract

Background: Volleyball is one of the most popular sports and requires effective underhand passing skills to maintain ball control during gameplay. Underhand passing performance is influenced not only by physical factors such as arm muscle strength and leg power but also by psychological factors, particularly concentration. However, the passing ability of junior volleyball players remains relatively low. Aims: This study aimed to analyze the effects of arm muscle strength, leg power, and concentration on underhand passing performance in youth volleyball players. Method: This study employed a quantitative associative design using a path analysis approach. The participants consisted of 30 male volleyball players aged under 15 years selected through total sampling. Arm muscle strength was measured using a pull-up test, leg power using a vertical jump test, concentration using the Concentration Grid Test, and underhand passing performance using a standardized volleyball passing test. Results: The findings showed that arm muscle strength contributed 16% to underhand passing performance, while leg power contributed 5.5%. Concentration also demonstrated a significant contribution to passing ability. Simultaneously, all variables showed a strong influence on underhand passing performance. Conclusion: Physical and psychological factors significantly affect volleyball underhand passing performance. Future studies are recommended to involve broader samples and different competitive levels.
Teacher classroom variables as determinants of senior secondary school students ' academic performance in mathematics in Southwest, Nigeria Michael Olagoke
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.v6i2.1268

Abstract

Background: Students’ performance in Mathematics in Southwest Nigeria remains a concern, with teacher-related factors potentially influencing outcomes. Aims: This study examined how teacher classroom variables predict senior secondary school students’ academic performance in Mathematics. Method: A predictive survey design was employed, involving 100 Mathematics teachers and 1,400 students selected via stratified and proportionate sampling across five Local Government Areas in three states. Data were collected using a self-developed questionnaire and Mathematics Performance Inventory, then analyzed using multiple regression and independent-samples t-tests at α = 0.05. Results: Teacher variables significantly predicted students’ Mathematics self-efficacy (R = 0.903, R² = 0.815, F(8, 512) = 54.26). Performance feedback was the strongest contributor (β = 0.276), followed by use of learning materials (β = 0.243) and lesson delivery (β = 0.228). Teacher experience (β = 0.312) and qualification (β = 0.228) were the strongest determinants of student performance, whereas classroom management was not significant (β = 0.023). No significant gender differences were observed (p > 0.05). Conclusion: Teacher experience, qualifications, and feedback are critical determinants of students’ Mathematics achievement. Findings underscore the need for targeted professional development programs for Mathematics teachers to enhance student performance.
Urban–Rural differences in teachers’ acceptance of artificial intelligence for teaching and learning: Evidence from indonesia using the technology acceptance model Lusiwati Iriani Butar-Butar; Afandi; Reni Marlina; Eny Enawaty; Eva Faja Ripanti
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.v6i2.1280

Abstract

Background: Artificial Intelligence (AI) offers significant opportunities to enhance teaching and learning through instructional support, automated assessment, and learning analytics. However, teachers’ acceptance of AI may vary according to perceived usefulness, ease of use, and differences in technological access across geographical settings. Aim: This study aimed to compare teachers’ acceptance of AI for teaching and learning between urban and rural schools in Melawi Regency, Indonesia. Method: A quantitative comparative design was employed using the Technology Acceptance Model (TAM), encompassing Perceived Usefulness (PU), Perceived Ease of Use (PEOU), Attitude Toward Using (ATU), and Behavioral Intention (BI). Data were collected from 100 teachers through an online Likert-scale questionnaire. Content validity was established through expert review, and the data were analyzed using descriptive statistics and an independent samples t-test. Results: The findings indicated that teachers in both settings demonstrated high levels of AI acceptance. However, urban teachers reported higher acceptance (M = 4.22) than rural teachers (M = 4.05). The difference was statistically significant (t = 7.35, p < 0.001) with a very large effect size (Cohen’s d = 2.32), suggesting a substantial influence of geographical context on AI acceptance. Conclusion: Urban teachers exhibit significantly greater acceptance of AI than rural teachers. Infrastructure availability, digital literacy, and institutional support appear to be key factors influencing this disparity. Strengthening digital capacity and improving technological infrastructure are essential to promote equitable AI integration in education.
Development and evaluation of a flipbook-based project-based learning e-module to enhance mathematical communication skills in digital mathematics education Sutrisni Andayani; Dwi Rahmawati; Rahmad Bustanul Anwar
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.v6i2.1286

Abstract

Background: The rapid advancement of digital technology in education requires students to develop not only problem-solving abilities but also effective mathematical communication skills. However, many students still experience difficulties in expressing mathematical ideas, reasoning, and solutions clearly. Consequently, innovative digital learning resources that integrate active learning approaches are needed to support meaningful mathematical communication. Aims: This study aimed to develop and evaluate a Flipbook-based Project-Based Learning (PjBL) e-module and determine its validity, practicality, and effectiveness in enhancing students’ mathematical communication skills. 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 e-module was developed by integrating Flipbook technology with PjBL activities. Data were collected through expert validation questionnaires, student response questionnaires, and classroom action research involving graduate students in Mathematics Education. Results: The findings indicated that the developed e-module achieved a validity score of 81%, categorized as highly valid. The practicality assessment yielded a score of 85.7%, indicating that the module was highly practical for learning activities. Furthermore, students’ mathematical communication skills improved from 74% in the first cycle to 82% in the second cycle, representing an 8% increase. Conclusion: The Flipbook-based PjBL e-module was found to be valid, practical, and effective in improving students’ mathematical communication skills and can serve as an innovative digital learning resource in mathematics education.
Policy network fragmentation and the conflict paradox in metropolitan traffic governance: Evidence from greater Bandung, Indonesia Pringgo Dwiyantoro; Deni Nugraha; Tuntun Salamatun Zen
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.v6i2.1290

Abstract

Background: Traffic congestion in the Greater Bandung Metropolitan Area (KMBR) has evolved into a complex governance challenge characterized by a “conflict paradox,” in which localized traffic interventions unintentionally generate congestion spillovers across administrative boundaries. Despite regular intergovernmental coordination, congestion remains persistent across the metropolitan region. Aims: This study examines how policy network fragmentation contributes to the conflict paradox and assesses the effectiveness of collaborative governance in metropolitan traffic management. Method: A descriptive-explorative qualitative approach was employed. Data were collected through in-depth interviews with transportation officials from five jurisdictions within the KMBR and complemented by regulatory document analysis, including West Java Provincial Regulation No. 12 of 2014. The analysis was guided by Van Waarden’s policy network framework and Ansell and Gash’s collaborative governance model. Results: The findings reveal that metropolitan traffic governance is constrained by fragmented institutional structures, asymmetric power relations, and predominantly non-binding coordination mechanisms. Although coordination forums occur regularly, collaboration remains procedural rather than strategic. The prevalence of parochial ego-sectoralism encourages jurisdictions to prioritize local political and budgetary interests, causing traffic interventions to shift congestion problems across boundaries and reinforce the conflict paradox. Conclusion: Traffic congestion in the KMBR is fundamentally a governance issue rooted in policy network fragmentation and collaborative failure. Strengthening metropolitan governance through legally enforceable and integrated coordination mechanisms is essential for achieving sustainable regional mobility.
Performance indicators associated with Indonesia’s consecutive gold-medal success in the 2023 and 2025 SEA games indoor hockey finals Tri Pujianto; Masrun; Ardo Okilanda; Yendrizal; Roma Irawan
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.v6i2.1341

Abstract

Background: Performance analysis is increasingly utilized in elite sports to identify key factors contributing to competitive success. However, limited evidence is available regarding the performance indicators underlying Indonesia’s consecutive gold-medal achievements in international indoor hockey competitions. Aims: This study aimed to identify and compare the performance indicators associated with the Indonesian Men’s National Indoor Hockey Team’s success in the 2023 and 2025 SEA Games finals against Malaysia. Method: A quantitative descriptive design employing match performance analysis was adopted. Data were collected from official match statistics and video recordings of the 2023 and 2025 SEA Games finals. The analyzed variables included shots, shots on target, goals scored, successful passes, ball possession, interceptions, attack blocks, goalkeeper saves, fouls, and technical skill effectiveness. Data were examined using descriptive and comparative statistical analyses. Results: Malaysia demonstrated greater dominance in ball possession, passing, and shooting opportunities in both finals. Nevertheless, Indonesia achieved higher scoring efficiency and stronger defensive performance. Shooting effectiveness increased from 57.69% in 2023 to 68.18% in 2025, while defensive indicators, including interceptions, attack blocks, and goalkeeper saves, consistently contributed to match success. Conclusion: Indonesia’s consecutive SEA Games titles were primarily associated with superior finishing efficiency, defensive stability, and effective utilization of scoring opportunities rather than possession dominance. These findings provide evidence-based insights for performance optimization and strategic development in elite indoor hockey.
Mapping research trends and knowledge structures of rhythmic gymnastics in early childhood gross motor development: A scopus-based bibliometric analysis (2015–2024) Lusi Angelia; Imam Muthie; Lucy Oktavani; Sri Gusti Handayani; Tisna Syafnita
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.v6i2.1353

Abstract

Background: Research on rhythmic gymnastics and its contribution to early childhood gross motor development has grown considerably over the past decade. However, the scientific landscape, research trends, and knowledge structures within this field remain insufficiently explored. Aim: This study aimed to map research trends and knowledge structures related to rhythmic gymnastics in early childhood gross motor development through a bibliometric analysis of Scopus-indexed publications. Methods: A systematic literature review with a bibliometric approach was conducted using the Scopus database. A total of 49 eligible articles published between 2015 and 2024 were analyzed. Bibliometric mapping and visualization were performed using VOSviewer, while descriptive analyses were conducted using Microsoft Excel. Results: The findings revealed an increasing publication trend, reaching its highest peak in 2022. Keyword analysis identified strong associations between rhythmic gymnastics and motor skills, motor performance, muscle strength, training, and physical education. Tartu Ülikool emerged as the most productive institutional contributor, while Italy and Spain were the leading countries in publication output. Subject-area analysis showed that medicine and health professions accounted for more than two-thirds of the publications, highlighting the predominance of health-oriented perspectives in this field. Conclusion: The findings demonstrate the growing scientific interest in rhythmic gymnastics as a promising intervention for enhancing early childhood gross motor development. This study provides a comprehensive reference for researchers, educators, and practitioners in developing evidence-based and developmentally appropriate movement programs.
Enhancing mathematics achievement through self-regulated learning and problem-based learning: The mediating role of learning motivation Addin Zuhrotul Aini; Vera Septi Andrini; Erdyna Dwi Etika
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.v6i2.1358

Abstract

Background: Improving mathematics achievement remains a major challenge in secondary education, particularly in developing countries where students continue to demonstrate relatively low performance in mathematics. Self-Regulated Learning (SRL) and Problem-Based Learning (PBL) have been widely recognized as effective approaches for enhancing academic performance; however, the psychological mechanism through which these approaches influence mathematics achievement remains insufficiently understood. Aim: This study examined the direct and indirect effects of SRL and PBL on mathematics achievement through the mediating role of learning motivation. Method: A quantitative correlational survey design was employed involving 270 Indonesian secondary school students. Data were collected using validated questionnaires measuring SRL, PBL, and learning motivation, alongside a mathematics achievement test. The proposed model was analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Results: The findings revealed that the model explained 70.1% of the variance in learning motivation and 69.7% of the variance in mathematics achievement. Learning motivation emerged as the strongest predictor of mathematics achievement, followed by PBL and SRL. Furthermore, learning motivation significantly mediated the relationships between SRL, PBL, and mathematics achievement. Conclusion: Mathematics achievement can be enhanced through the combined influence of SRL and PBL, with learning motivation serving as a key mechanism that strengthens their impact. These findings highlight the importance of integrating motivational support and student-centered learning strategies in mathematics education.

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