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Fredi Ganda Putra
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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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Lesson study-based mathematics instruction with a deep learning approach for enhancing elementary students’ mathematical literacy Ahmad Yani T; Akbar Ramadhan; Hery Sutrisno; Dyan Hayuningtrisna Hadiwangsa; Dona Fitriawan
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.v6i2.1371

Abstract

Background: Mathematical literacy is a fundamental competency that enables students to apply mathematical knowledge in real-life situations. However, Indonesian students continue to demonstrate relatively low mathematical literacy performance, as indicated by the 2022 PISA results. Similar challenges are evident among elementary school students in Pontianak, who often experience difficulties in solving contextual mathematical problems. Aim: This study aimed to examine differences in mathematical literacy skills, determine the magnitude of the instructional effect, analyze the implementation process, and describe students’ mathematical literacy performance following lesson study-based mathematics instruction with a deep learning approach. Method: A mixed-methods approach with an embedded experimental design was employed. Quantitative data were collected through a quasi-experimental design involving 55 fourth-grade students in the experimental group and 65 students in the control group. Qualitative data were obtained through classroom observations and lesson study reflections. Data were analyzed using the Mann–Whitney U test and Cohen’s d effect size. Results: The findings revealed a significant difference in mathematical literacy skills between the experimental and control groups (p < .001). The intervention produced a Cohen’s d value of 0.3189, indicating a small-to-moderate practical effect. Qualitative findings showed that the lesson study cycle fostered a structured, collaborative, and reflective learning environment that enhanced students’ engagement and conceptual understanding. Conclusion: Lesson study-based mathematics instruction with a deep learning approach effectively enhances elementary students’ mathematical literacy by promoting contextual understanding, reflective learning, and meaningful application of mathematical concepts.
Cognitive barriers in elementary students’ mathematical creative thinking on fraction problems: A hierarchical and multidimensional analysis Yoani Mbipi; Tatang Herman
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.v6i2.1372

Abstract

Background: Mathematical creative thinking is a crucial competency in contemporary mathematics education; however, elementary students often encounter difficulties in developing this ability, particularly in fraction learning. Previous studies have predominantly focused on measuring creative thinking performance, providing limited understanding of the cognitive barriers underlying students’ difficulties across different dimensions of creativity. Aims: This study aims to identify and describe cognitive barriers in sixth-grade students’ mathematical creative thinking when solving fraction problems across the dimensions of fluency, flexibility, originality, and elaboration. Method: A descriptive qualitative-dominant mixed-methods design was employed involving 30 sixth-grade students from an elementary school in Bandung, Indonesia. Data were collected through open-ended mathematical creative thinking tasks and semi-structured interviews. Students were categorized into low-, moderate-, and high-ability groups, and the data were analyzed using the Miles, Huberman, and Saldaña qualitative analysis framework. Results: The findings revealed that cognitive barriers were hierarchical and multidimensional. Low-ability students experienced representational barriers related to fraction concepts, moderate-ability students demonstrated transitional barriers characterized by dependence on visual representations, and high-ability students exhibited metacognitive barriers affecting precision and originality. Among the creative thinking dimensions, elaboration showed the lowest achievement (12.0%), followed by originality (13.1%), while fraction conceptual understanding remained relatively weak (28.0%). Conclusion: Mathematical creative thinking difficulties develop hierarchically across ability levels and are strongly interconnected across dimensions. The proposed hierarchical-multidimensional framework offers a foundation for diagnosis-based differentiated instruction in elementary mathematics learning.
Hydrological modelling for urban drainage capacity assessment in a rapidly urbanizing commercial corridor: A case study from Pontianak, Indonesia Ikhwan Arief Purnama; Imanuel Kemenangenta Perangin Angin; Randy Setiawan
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 3 (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.v6i3.1384

Abstract

Background: Rapid urbanization has increased impervious surfaces in commercial areas, leading to higher surface runoff and reducing the performance of existing urban drainage systems during intense rainfall events. As a result, many drainage networks are no longer capable of conveying design runoff, increasing the risk of urban inundation and disrupting transportation and commercial activities. Aims: This study aimed to assess the hydraulic capacity of the existing drainage system along Prof. M. Yamin Road, Pontianak, Indonesia, and to develop an optimal drainage design based on hydrological modelling. Methods:  A quantitative approach was employed using field measurements and annual maximum rainfall data collected over a ten-year period (2015–2024). Design rainfall was estimated using the Gumbel frequency distribution, rainfall intensity was calculated using the Mononobe equation, and peak runoff was determined through the Rational Method. The hydraulic performance of the existing drainage channels was subsequently evaluated using Manning's equation by comparing the channel capacity with the estimated design discharge. Results: The estimated design rainfall was 255.13 mm, generating a rainfall intensity of 138.75 mm h⁻¹ and a peak runoff discharge of 1.169 m³ s⁻¹. The drainage channel toward Sutan Syahrir exhibited a capacity of 2.85 m³ s⁻¹ and was hydraulically adequate, whereas the channel toward Kota Baru provided only 0.375 m³ s⁻¹, indicating insufficient capacity to accommodate the design discharge. Conclusion: The integration of hydrological modelling and hydraulic analysis provides a reliable framework for assessing urban drainage capacity and supports evidence-based planning for effective stormwater management in rapidly urbanizing commercial corridors.
Developing PMRI-based E-worksheets integrating mandi kasai cultural context to enhance students’ understanding of relations and functions Idul Adha; Anna Fauziah; Azka Nur Azifah; Rani Refianti; Lucy Asri Purwasi
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 3 (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.v6i3.1390

Abstract

Background: Relations and functions are fundamental mathematics topics that require students to connect abstract concepts with real-life situations. However, students’ conceptual understanding remains limited due to the abstract nature of the material and the lack of contextual digital learning resources integrating local culture. Aims: This study aimed to develop a PMRI-based e-worksheet integrating the Mandi Kasai cultural context and to evaluate its validity, practicality, and effectiveness in learning relations and functions. Method: This Research and Development (R&D) study adopted the ADDIE model, including analysis, design, development, implementation, and evaluation stages. The participants were eighth-grade students at SMP Negeri 4 Lubuk Linggau City. Data were collected through expert validation sheets, teacher and student response questionnaires, and learning achievement tests, and analyzed using descriptive quantitative techniques. Results: The e-worksheet obtained validity scores of 91% from material experts, 93% from media experts, and 96% from language experts. Practicality reached 89.33% based on teacher responses and 93.34% based on student responses. The learning effectiveness analysis produced an N-gain score of 0.67, indicating a moderate improvement in students’ understanding. Conclusion: The PMRI-based e-worksheet integrating the Mandi Kasai cultural context is valid, practical, and effective for supporting students’ understanding of relations and functions.
Learning cycle 9E integrated with instructional videos for enhancing numeracy literacy among prospective mathematics teachers: A quasi-experimental study Siska Andriani; Rizki Wahyu Yunian Putra; Indah Resti Ayuni Suri; Abi Fadila
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 3 (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.v6i3.1394

Abstract

Background: Numeracy literacy is a fundamental competency that enables prospective mathematics teachers to interpret, analyze, and apply mathematical knowledge in authentic contexts. However, conventional mathematics instruction often emphasizes procedural proficiency rather than contextual reasoning, resulting in limited numeracy literacy development. Integrating constructivist learning with technology-enhanced instruction offers a promising approach to addressing this challenge. Aim: This study aimed to investigate the effectiveness of the Learning Cycle 9E model integrated with instructional videos in enhancing the numeracy literacy of prospective mathematics teachers. Method: A quasi-experimental study employing a pretest–posttest control group design was conducted with 50 undergraduate students enrolled in the Mathematics Education Study Program at Universitas Islam Negeri Raden Intan Lampung, Indonesia. Participants were assigned to an experimental group (n = 25) and a control group (n = 25). Data were analyzed using descriptive statistics, Shapiro–Wilk and Levene’s tests, normalized gain (N-Gain), an independent samples t-test, and Cohen’s d effect size. Results: The experimental group outperformed the control group, achieving a higher posttest mean score (84.16 vs. 71.04) and N-Gain (0.62 vs. 0.31). A significant difference was identified between the groups (t = 6.485, p < .001), accompanied by a large effect size (d = 1.84). Conclusion: Integrating the Learning Cycle 9E model with instructional videos effectively enhances numeracy literacy by fostering active knowledge construction, contextual mathematical reasoning, and meaningful technology-enhanced learning experiences in higher mathematics education.
Compressive strength performance of sustainable concrete incorporating rice husk ash and sugarcane bagasse ash as agricultural waste-based supplementary cementitious materials Arifurrahman; Agil Dwi Cahyadi; Pramudya Kurniawan; Randy Setiawan; Wattini; Qalbi Hafiyyan
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 3 (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.v6i3.1397

Abstract

Background: The growing environmental concerns associated with Portland cement production have encouraged the utilization of agricultural waste as supplementary cementitious materials for sustainable concrete. Rice husk ash (RHA) and sugarcane bagasse ash (SCBA) are silica-rich by-products with pozzolanic potential that can reduce cement consumption while promoting environmentally responsible construction. Aim: This study aimed to evaluate the compressive strength performance of sustainable concrete incorporating RHA and SCBA and to determine the most effective mixture proportion for structural concrete applications. Method: A pure experimental approach was employed using concrete with a target compressive strength of 21 MPa at 28 days. RHA was used as a constant 10% cement replacement by weight, while SCBA was incorporated at 1%, 3%, 5%, 7%, and 9% of the binder content. Superplasticizer was added to maintain workability within a slump range of 6–18 cm, and compressive strength was evaluated after 7, 14, and 28 days of curing. Results: Increasing SCBA content progressively reduced compressive strength because of its porous structure and high water demand, which limited cement hydration. The mixture containing 10% RHA and 1% SCBA exhibited the highest compressive strength among the modified concretes, although it remained below the control concrete (25.51 MPa) and the targeted structural strength. Conclusion: RHA and SCBA have potential as agricultural waste-based supplementary cementitious materials for sustainable concrete, particularly for non-structural applications. Further optimization of ash processing and mixture proportions is required to enhance their mechanical performance and broaden their structural applicability. 
Integrating the AMORA learning model and KOBIAS manipulative media for enhancing elementary students’ mathematical conceptual understanding: A quasi-experimental study Nina Rostiana; Mubiar Agustin; Sandi Budi Iriawan
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 3 (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.v6i3.1402

Abstract

Background: Elementary students’ mathematical conceptual understanding remains a critical challenge because mathematics instruction often emphasizes procedural knowledge rather than meaningful concept construction. Although learner-centered pedagogies and manipulative media have individually demonstrated positive effects on mathematics learning, empirical evidence regarding their integrated implementation is still limited. Aims: This study investigated the effect of integrating the AMORA learning model with KOBIAS (Kotak Bilangan Asli) manipulative media on elementary students’ mathematical conceptual understanding. Method: A quasi-experimental study employing a nonequivalent control group design was conducted with fifth-grade students selected through cluster random sampling. The experimental group received instruction using the integrated AMORA–KOBIAS approach, whereas the control group experienced conventional instruction. Data were collected through a validated mathematical conceptual understanding test and analyzed using descriptive statistics, normality and homogeneity tests, an independent-samples t-test, and normalized gain (N-gain) analysis. Results: The experimental group significantly outperformed the control group (p < .05), achieving a higher mean post-test score (70.26 vs. 38.83). Moreover, the N-gain analysis indicated a moderate-to-high improvement in students’ mathematical conceptual understanding following the intervention. Conclusion: Integrating the AMORA learning model with KOBIAS manipulative media effectively enhances elementary students’ mathematical conceptual understanding by promoting active concept construction through learner-centered instruction and concrete mathematical representations. This approach offers an effective instructional alternative for strengthening conceptual learning in elementary mathematics.
Exploring learning obstacles in circle and chord geometry through diagnostic assessment: Evidence from indonesian senior high school students Anggraini Puspitasari; Sri Rahmawati Fitriatien
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 3 (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.v6i3.1404

Abstract

Background: Learning obstacles remain a major challenge in mathematics education, particularly in circle and chord geometry, where students frequently encounter difficulties in conceptual understanding, formula application, and interpreting geometric representations. These difficulties often result in errors in mathematical problem-solving and indicate the need for a comprehensive analysis of students’ learning obstacles. Aim: This study aims to identify and classify students’ learning obstacles in circle and chord geometry based on Brousseau’s learning obstacle theory, encompassing ontogenic, didactical, and epistemological obstacles. Methods: This study employed a descriptive qualitative approach involving three Grade 11 students from SMA Negeri 1 Kedamean, Indonesia, who were purposively selected based on the lowest diagnostic test scores and teacher recommendations. Data were collected through five open-ended diagnostic test items and semi-structured interviews and analyzed using data reduction, data display, and conclusion drawing, supported by methodological triangulation to ensure data credibility. Results: The findings indicate that students experienced conceptual difficulties characterized by procedural formula application without conceptual reasoning, inadequate explanation of solution processes, dependence on familiar problem patterns, and limited understanding of problem statements. Conclusion: The study identified epistemological, ontogenic, and combined epistemological–ontogenic learning obstacles, suggesting that students’ academic achievement does not necessarily reflect their conceptual understanding of circle and chord geometry.
Exploring psychological, conceptual, and instrumental ontogenetic learning obstacles in elementary geometry: Evidence from students’ solutions to composite plane figure area tasks Annisa Febrianti Syamsudin; Mubiar Agustin; Andhin Dyas Fitriani
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 3 (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.v6i3.1414

Abstract

Background: Geometry is a fundamental component of elementary mathematics that supports the development of logical reasoning, spatial visualization, and problem-solving skills. However, many students continue to experience persistent learning difficulties that extend beyond procedural errors and reflect deeper ontogenetic learning obstacles associated with cognitive readiness and conceptual development. Despite increasing attention to learning obstacles in mathematics education, empirical studies examining the psychological, conceptual, and instrumental dimensions of ontogenetic obstacles in elementary geometry remain limited. Aims: This study aimed to explore students’ psychological, conceptual, and instrumental ontogenetic learning obstacles when solving composite plane figure area tasks. Methods: A qualitative descriptive approach was employed as the prospective analysis stage of Didactical Design Research (DDR). Twenty sixth-grade elementary school students participated in the study. Data were collected through a validated Learning Obstacle Diagnostic Test consisting of three open-ended tasks and analyzed descriptively based on the ontogenetic learning obstacle framework. Results: The findings revealed that conceptual ontogenetic obstacles were the most dominant, followed by instrumental obstacles, while psychological obstacles emerged primarily as a consequence of unresolved conceptual and procedural difficulties. Conclusion: The three types of ontogenetic learning obstacles were interconnected and significantly influenced students’ understanding of composite plane figure area concepts. These findings provide an empirical foundation for designing adaptive instructional strategies that better accommodate students’ cognitive development and learning needs.
Developing the MACA learning media through an evidence-based analysis of early reading skills and reading motivation among second-grade elementary students Elin Nuraida; Mubiar Agustin; Vismaia, S. Damayanti
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 3 (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.v6i3.1415

Abstract

Background: Early reading skills provide the foundation for children’s academic success, yet many second-grade elementary students continue to demonstrate varied reading proficiency and insufficient motivation to participate in literacy activities. These challenges indicate the need for instructional media that is developed based on empirical evidence of students’ reading performance and motivational characteristics. Aims: This study aimed to establish an empirical foundation for developing the MACA (Media Anak Cinta Aksara) learning media by analyzing second-grade students’ early reading skills, reading motivation, and instructional needs. Method: This preliminary study employed a quantitative descriptive design involving 87 second-grade elementary students from four classes. Data were collected using the Words Correct Per Minute (WCPM) assessment, an adapted Reading Motivation Questionnaire (RMQ), and semi-structured teacher interviews, and were analyzed descriptively. Results: The findings showed that 16 students were categorized as low readers, 51 as moderate readers, and 20 as high readers, with an average reading fluency of 61.18 correct words per minute. Reading motivation was assessed across seven dimensions, while teacher interviews revealed that limited reading practice, low self-confidence, inadequate family support, and the lack of engaging instructional materials were the primary factors hindering students’ reading development. Conclusion: The findings provide empirical evidence supporting the development of the MACA learning media as a structured and engaging instructional resource that addresses both cognitive and motivational aspects of early literacy, thereby contributing to the improvement of early reading skills and reading motivation among second-grade elementary students.

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