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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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Assessing mathematical communication in elementary fraction learning across different levels of task-specific self-efficac Siti Muhdiati; Sufyani Prabawanto; Sandi Budi Iriawan; Effy Mulyasari
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.v6i3.1418

Abstract

Background: Mathematical communication is a fundamental competency in elementary mathematics because it enables students to represent, explain, and justify mathematical ideas through visual, verbal, and symbolic forms. In fraction learning, these communication processes require students to integrate multiple representations, yet their performance may differ according to task-specific self-efficacy. Aims: This study aimed to assess elementary students’ mathematical communication in fraction learning across different levels of task-specific self-efficacy and to examine the association between self-efficacy and mathematical communication ability. Method: An ex post facto quantitative design was employed involving 176 fifth-grade students from four elementary schools in West Java, Indonesia. Data were collected using a mathematical communication test and a task-specific mathematics self-efficacy questionnaire. Students were classified into low, moderate, and high self-efficacy groups using tertile categorization. Data were analyzed through descriptive statistics, the Kruskal–Wallis test, Bonferroni-adjusted pairwise comparisons, epsilon squared, and Spearman’s rank correlation. Results: Mathematical communication differed significantly across self-efficacy levels (H = 86.635, p < 0.001, ε² = 0.49). Students with higher self-efficacy consistently achieved superior performance across drawing, written explanation, and mathematical expression indicators. Pairwise comparisons confirmed significant differences among all groups, while Spearman’s analysis revealed a strong positive association between self-efficacy and mathematical communication ability (ρ = 0.729, p < 0.001). Conclusion: Task-specific self-efficacy is strongly associated with elementary students’ mathematical communication in fraction learning. Students with higher self-efficacy demonstrated more effective communication across multiple mathematical representations, highlighting the importance of integrating affective factors into mathematics assessment and instruction.
Understanding variations in elementary students’ mathematical problem-solving ability across gender and residential contexts Eli Latipah; Turmudi; Sandi Budi Irawan
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.v6i3.1419

Abstract

Background: Mathematical problem-solving ability is a fundamental competency in elementary mathematics education because it supports conceptual understanding, reasoning, and higher-order thinking. However, evidence regarding how gender and residential context contribute to variations in students’ problem-solving performance remains limited. Aims: This study examines variations in elementary students’ mathematical problem-solving ability across gender and residential contexts to provide empirical evidence for developing more equitable and responsive mathematics instruction. Methods: A quantitative ex post facto design was employed involving 116 fifth-grade students from three elementary schools in Cigedug Subdistrict, Indonesia. Students’ mathematical problem-solving ability was assessed using a Polya-based test encompassing four stages: understanding the problem, devising a plan, carrying out the plan, and looking back. Data were analyzed using descriptive statistics, Mann–Whitney U tests, Spearman’s rho correlation, and nonparametric effect size analysis. Results: Students demonstrated stronger performance in devising and carrying out solution plans than in understanding problems and reviewing solutions. Significant differences were identified only across residential contexts for problem understanding and looking back (p < 0.001), whereas no significant gender-based differences were observed (p > 0.05). Effect size analysis indicated that both factors had negligible practical influence on overall problem-solving ability. Conclusion: Variations in mathematical problem-solving ability are more evident across Polya’s problem-solving stages than across gender or residential contexts. Mathematics instruction should therefore prioritize strengthening conceptual understanding and reflective evaluation to improve students’ comprehensive problem-solving competence.
Project-based STEM learning through vertical garden design: Enhancing elementary students’ numeracy and mathematical problem-solving Cucu Maryam; Turmudi; 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.v6i3.1420

Abstract

Background: The persistently low numeracy performance of Indonesian elementary students, as indicated by the PISA 2022 results and the national Education Report Card, highlights the need for contextual mathematics instruction that connects mathematical concepts with authentic learning experiences. Aims: This study investigated the effectiveness of project-based STEM learning through vertical garden design in enhancing fifth-grade students’ numeracy and mathematical problem-solving compared with the Direct Instruction model. Method: A quasi-experimental study employing a nonequivalent control group design was conducted with 46 fifth-grade students, comprising an experimental group (n = 23) and a control group (n = 23). Data were collected using validated and reliable numeracy and mathematical problem-solving tests and analyzed through descriptive statistics, normalized gain (N-Gain), paired-sample t-test, Wilcoxon signed-rank test, independent-sample t-test, and Cohen’s effect size. Results: Project-based STEM learning significantly improved students’ numeracy (p < 0.001) and mathematical problem-solving (p < 0.001). The experimental group achieved significantly greater numeracy improvement (N-Gain = 0.68) than the control group (N-Gain = 0.52), with a large effect size (d = 0.914). In contrast, no significant between-group difference was found in mathematical problem-solving improvement (p = 0.428; d = 0.236), likely due to a ceiling effect. Conclusion: Project-based STEM learning through vertical garden design effectively enhances elementary students’ numeracy and mathematical problem-solving. Its strongest contribution lies in improving contextual numeracy, while its comparative advantage over Direct Instruction depends on the specific mathematical competency being developed.
Developing an interactive folktale-based digital learning application integrating the SQ4R strategy to enhance elementary students’ reading comprehension and narrative writing N. Yuniar Rizki Siti Amalia; Angga Hadiapurwa; Rina Heryani
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.v6i3.1427

Abstract

Background: Elementary students frequently encounter difficulties in reading comprehension and narrative writing due to the limited availability of interactive digital learning resources that integrate structured literacy strategies with culturally relevant content. Aims: This study aimed to develop an interactive folktale-based digital learning application integrating the SQ4R (Survey, Question, Read, Recite, Record, and Review) strategy and to evaluate its feasibility and effectiveness in enhancing fourth-grade students’ reading comprehension and narrative writing. Method: A Design and Development approach employing the ADDIE model was adopted. The application was implemented with fourth-grade students from five elementary schools in Sumedang Regency, Indonesia, through one limited trial and four broader field trials. Data were collected using expert validation sheets, reading comprehension and narrative writing tests, and teacher and student response questionnaires. Data were analyzed using the Shapiro–Wilk test, paired-sample t-test or Wilcoxon signed-rank test, and normalized gain (N-Gain). Results: The application achieved a very feasible rating across the material, language, and media aspects. Reading comprehension demonstrated moderate improvement with N-Gain values ranging from 0.51 to 0.55, while narrative writing achieved N-Gain values between 0.48 and 0.55. Significant improvements (p < 0.001) were consistently observed across all participating schools. In addition, both teachers and students provided highly positive evaluations regarding the usability, attractiveness, and instructional value of the application. Conclusion: The developed application provides an effective technology-enhanced literacy learning environment by integrating local folktales with the SQ4R strategy to simultaneously improve reading comprehension and narrative writing. These findings demonstrate the potential of culturally responsive digital learning to support meaningful and integrated literacy instruction in elementary education.
Development and validation of an android-based data-driven badminton performance analysis application for beginner athletes Rizky Adrian Sardi; Ardo Okilanda; Nurul Ihsan; Muhamad Arnando
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.v6i3.1435

Abstract

Background: Conventional badminton performance analysis primarily relies on manual observation and recording, making the process time-consuming, subjective, and unable to provide immediate feedback for evidence-based coaching. These limitations reduce the efficiency of training evaluation, particularly for beginner athletes. Aims: This study aimed to develop and validate an Android-based data-driven badminton performance analysis application featuring real-time tagging and performance visualization to improve the efficiency and objectivity of coaching practices. Method: A Research and Development (R&D) approach employing the ADDIE model was adopted. The application was validated by three experts in badminton, educational technology, and sports coaching, followed by field testing involving 30 beginner badminton athletes. User acceptance was evaluated using the Technology Acceptance Model (TAM), while effectiveness was determined by comparing application-based and conventional performance analysis methods. Results: The application achieved excellent validity with an expert agreement score of 1.00 and a reliability coefficient of 1.000. Field testing revealed a significant improvement in performance analysis compared with conventional methods (t = 51.95 > 2.00), indicating greater efficiency, objectivity, and accuracy in processing performance data. Conclusion: The developed application is highly valid, practical, and effective, providing an accessible digital solution that supports objective, data-driven badminton performance analysis for beginner athletes.
Design, validation, and effectiveness of a Jambi local wisdom-based interactive worksheet for enhancing preschool children's numeracy skills Anniska Nuria; Setiyo Utoyo; Delfi Eliza; Nenny Mahyuddin
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.v6i3.1440

Abstract

Background: Developing numeracy skills during early childhood is essential for establishing a strong foundation for later mathematical learning. However, limited availability of interactive learning materials that integrate local cultural contexts has reduced opportunities for meaningful and engaging numeracy experiences. Aim: This study aimed to design, validate, and evaluate the effectiveness of a Jambi local wisdom-based interactive worksheet for enhancing the numeracy skills of preschool children aged 5–6 years. Method: A Research and Development approach employing the ADDIE model was adopted. The study involved 27 preschool children, including 12 participants in a small-group trial and 15 in a large-group implementation. The developed worksheet was evaluated through expert validation, practicality assessment, and effectiveness testing using a one-group pretest–posttest design. Data were analyzed using descriptive statistics, the Wilcoxon Signed-Rank Test, and normalized gain (N-Gain). Results: The worksheet achieved excellent validity, with expert validation scores of 91.6%, 100%, and 94.2% for media, content, and numeracy assessment, respectively. It was also rated highly practical (95%). Statistical analysis revealed a significant improvement in children's numeracy skills (p = 0.001), with a high average N-Gain score of 0.8545 (85.4%). Conclusion: The Jambi local wisdom-based interactive worksheet is valid, practical, and highly effective in improving preschool children's numeracy skills while promoting contextual and culturally meaningful mathematics learning.
Technical performance analysis of a newly promoted professional futsal team: Evidence from Rafhely FC in the 2024–2025 Indonesian pro futsal league Muhammad Alief; Masrun; Ardo Okilanda; Vega Soniawan; Bram Sujadesman
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.v6i3.1441

Abstract

Background: Newly promoted professional futsal teams often encounter challenges in adapting to the competitive demands of elite leagues, making objective performance evaluation essential for evidence-based coaching. Despite the growing interest in futsal performance analysis, studies examining season-long technical performance indicators in Indonesian professional clubs remain limited. Aim: This study aimed to evaluate the technical performance of Rafhely FC throughout the 2024–2025 Indonesian Pro Futsal League season using objective match performance indicators. Method: A quantitative descriptive design was employed using observational data from all 22 league matches. Match statistics, including goals scored, goals conceded, scoring time, dominant foot, shots on target, and match outcomes, were collected through video-based performance analysis and analysed using descriptive statistics. Results: Rafhely FC demonstrated inconsistent performance throughout the season, recording four wins (18.18%), two draws (9.09%), and sixteen losses (72.73%). The team showed greater goal-scoring productivity during the final ten minutes of matches, predominantly using the right foot. However, limited shot conversion efficiency and a higher number of goals conceded than scored reduced overall competitive performance. Conclusion: The findings indicate that Rafhely FC requires improvements in attacking efficiency, defensive organisation, and tactical consistency. Objective technical performance analysis provides valuable evidence for supporting coaching decisions and strategic planning in professional futsal.
Enhancing numeracy learning among deaf students through BIMA: Design, development, and evaluation of an interactive mobile mathematical sign language application Ika Santia; Muhammad Najibulloh Muzaki; Aprilia Dwi Handayani; Wasilatul Murtafiah
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.v6i3.1443

Abstract

Background: Deaf students often encounter challenges in numeracy learning because mathematics instruction is rarely supported by accessible digital media integrating sign language and interactive visual representations. This limitation highlights the need for inclusive mobile learning technologies that accommodate their communication and learning characteristics. Aims: This study aimed to design, develop, and evaluate BIMA (Bahasa Isyarat Matematika), an interactive mobile mathematical sign language application, to enhance numeracy learning among deaf students. Method: This study employed a Research and Development (R&D) approach using the ADDIE model. Data were collected through observations, interviews, expert validation questionnaires, user response questionnaires, and numeracy pre-test and post-test assessments. The data were analyzed using descriptive statistics and N-Gain analysis. Results: The BIMA application achieved a valid level across mathematical content, sign language accuracy, media quality, practicality, and instructional effectiveness, with an overall validation score of 4.05. User responses were highly positive, reaching 96.6%, indicating excellent acceptance and usability. Students’ mean numeracy scores increased from 56.47 to 84.12, with an N-Gain of 0.64, demonstrating a moderate improvement in numeracy achievement. Conclusion: BIMA is a valid, practical, and effective mobile learning application that supports inclusive numeracy education by integrating mathematical sign language, interactive visualization, and mobile technology, offering an innovative approach to improving mathematics learning for deaf students.  
From ethnomathematics to school geometry: Developing an iceberg-based learning trajectory through the Raja Rokan palace Nurrahmawati; Lusi Eka Afri; Arcat
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 3 (2026): Journal of Advanced Sciences and Mathematics Education
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i3.1470

Abstract

Background: Ethnomathematics has emerged as an effective approach for connecting cultural heritage with school mathematics. Nevertheless, most existing studies focus primarily on identifying mathematical ideas embedded in cultural artefacts without transforming them into systematic instructional designs that support classroom learning. Aims: This study aimed to develop an Iceberg-based Learning Trajectory (ILT) that translates ethnomathematical concepts embedded in the Raja Rokan Palace into meaningful geometry learning for junior high school students and to design a prototype student worksheet aligned with the proposed trajectory. Method: A qualitative educational design approach grounded in ethnomathematics was employed. Data were collected through observations, documentation, and previous ethnomathematical findings. The identified mathematical concepts were analysed using content analysis and mapped onto the four levels of the Iceberg Model to construct an ILT comprising learning objectives, learning activities, anticipated students’ thinking, instructional scaffolding, and worksheet design. Results: The findings identified four geometric concepts rectangles, triangles, trapezoids, and semicircles which were systematically transformed into an ILT that supports students’ progressive transition from contextual cultural experiences to formal geometric reasoning. The study also produced a culturally responsive worksheet prototype and instructional design principles for developing Iceberg-based learning trajectories. Conclusion: The proposed ILT provides a transferable framework for integrating cultural heritage into geometry learning and contributes to the advancement of culturally responsive mathematics education. Future studies should examine its classroom implementation and effectiveness.
Comparative predictive roles of mathematical self-efficacy and learning motivation on students’ critical thinking skills: Evidence from structural equation modeling Nanang Khuzaini; Nuryadi; Muhammad Irfan Rumasoreng; Muhammad Farid Nasrulloh; Arie Purwanto
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/nkkjsx64

Abstract

Background: Critical thinking is a key competency in mathematics education that enables students to analyze information, justify reasoning, and solve problems effectively. Although learning motivation and mathematical self-efficacy are widely recognized as important affective factors, their comparative contributions to students’ critical thinking remain unclear. Aims: This study aimed to compare the predictive roles of learning motivation and mathematical self-efficacy in explaining students’ critical thinking skills in solving Pythagorean theorem problems. Method: A quantitative cross-sectional correlational design was employed involving 34 eighth-grade students selected through simple random sampling. Data were collected using an ARCS-based learning motivation questionnaire, a mathematical self-efficacy questionnaire, and an Ennis-based critical thinking test. Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) with LISREL 8.80 were used to evaluate the proposed model. Results: The measurement model demonstrated satisfactory validity and reliability (KMO = 0.892; factor loadings ≥ 0.50). The refined structural model achieved acceptable fit (NNFI = 0.97, CFI = 0.98, NFI = 0.96, RFI = 0.94, RMSEA = 0.093). Mathematical self-efficacy positively predicted critical thinking (t = 4.40), whereas learning motivation showed a significant negative association (t = −2.26). Conclusion: Mathematical self-efficacy was a stronger predictor of critical thinking than learning motivation, indicating that students’ confidence in performing mathematical tasks is more closely associated with higher-order reasoning. Given the limited sample size, these findings should be interpreted as preliminary evidence requiring further validation.

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