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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 206 Documents
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Exploring students’ ability to translate between mathematical representations in solving quadratic function problems Sinta Agustin Ningseh; I Nengah Parta; Anita Dewi Utami
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.v6i3.1357

Abstract

Background: Students often encounter difficulties in translating between mathematical representations when solving quadratic function problems, resulting in fragmented conceptual understanding. These difficulties indicate that the source representation may influence how students construct mathematical meaning across verbal, graphical, and symbolic forms. Aim: This study explores students' ability to translate between mathematical representations in solving quadratic function problems by examining the influence of different source representations and identifying the characteristics of their translation processes. Method: This qualitative study adopted an exploratory case study design. Participants were selected through purposive sampling based on variations in their representation translation ability. Data were collected through written problem-solving tasks and semi-structured interviews and analyzed using Braun and Clarke's Reflexive Thematic Analysis. Results: Students demonstrated different translation patterns depending on the source representation. Verbal and graphical representations were more frequently translated into other forms, whereas symbolic representations were generally retained without further transformation. Three translation characteristics were identified: isolated, sequential, and fragmented, reflecting varying levels of representational coordination. Conclusion: Students' ability to translate between mathematical representations is influenced by the source representation used during problem solving. Mathematics instruction should explicitly connect verbal, graphical, and symbolic representations to strengthen conceptual understanding and promote more meaningful representation translation.  
Digital mind mapping-integrated think-pair-share and cognitive styles in geometry learning: evidence from secondary school students Akhyat Khalimy Afif Romadlon; Baiduri; Agung Dediliawan Ismail
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.v6i3.1389

Abstract

Background: Integrating digital learning technologies with cooperative learning has become an important strategy for enhancing mathematics instruction. However, empirical evidence regarding the effectiveness of Digital Mind Mapping integrated into the Think-Pair-Share (DMM-TPS) model remains limited, particularly concerning whether its effectiveness varies across students with different cognitive styles. Aim: This study examined the effectiveness of the DMM-TPS model in improving secondary students’ geometry understanding and investigated whether learning outcomes differed between students with visualizer and verbalizer cognitive styles. Method: A quasi-experimental design was employed involving 60 secondary students, comprising equal numbers of visualizers and verbalizers in the experimental and control groups. Data were collected using a geometry understanding test and a cognitive style questionnaire and analyzed through Two-Way Analysis of Covariance (ANCOVA) with pre-test scores as covariates. Results: The DMM-TPS model produced a significant improvement in geometry understanding with a moderate effect size (η² = 0.10). Students in the experimental group achieved a meaningful average gain of 4.07 points, reflecting a shift from sufficient to good performance. Neither cognitive style nor its interaction with the learning model significantly affected students’ achievement, indicating consistent benefits for both visualizers and verbalizers. Conclusion: DMM-TPS provides a significant and pedagogically meaningful improvement in geometry understanding regardless of students’ cognitive styles. Mathematics instruction should therefore prioritize cooperative learning supported by digital mind mapping rather than differentiating instruction based on cognitive style.
Developing a scaffolding chatbot to enhance mathematical problem-solving skills in three-variable linear equation systems Hardiana Tri Wulandari; Santi Irawati; Susiswo
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.v6i3.1459

Abstract

Background: Although chatbots are increasingly used in mathematics education, many primarily deliver direct answers or explanations, offering limited scaffolding to guide students systematically through mathematical problem solving. Aims: This study aimed to develop and evaluate a scaffolding chatbot designed to enhance students’ mathematical problem-solving skills in Three-Variable Linear Equation Systems. Method: A research and development approach employing the ADDIE model was conducted with 23 eleventh-grade students. Data were collected through expert validation, teacher and student practicality questionnaires, and pretest–posttest mathematical problem-solving assessments. Data analysis included descriptive statistics, normalized gain (N-gain), the Wilcoxon Signed-Rank Test, and effect size. Results: The chatbot achieved 80.28% validity, while teacher and student practicality scores reached 82.50% and 86.16%, respectively. Students demonstrated moderate improvement (N-gain = 0.45), with a significant difference between pretest and posttest scores (Z = 3.939, p < .05) and a large effect size (r = 0.82). Conclusion: The developed scaffolding chatbot demonstrated strong validity and practicality and provided promising evidence for supporting mathematical problem-solving development through gradual guidance, prompts, and feedback rather than direct solutions.
Deep learning readiness, self-regulated learning, and numeracy literacy in mathematics education: A PLS-SEM mediation study Sherly Mayfana Panglipur Yekti; Agustin Patmaningrum; Eny Dwi Utami; Nayla Sasti Ifadza; Aditya Ramadhan
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.v6i3.1498

Abstract

Background: Improving numeracy literacy requires mathematics learning environments that support meaningful engagement while enabling students to regulate their learning processes. However, the mechanism linking Deep Learning Readiness (DLR), Self-Regulated Learning (SRL), and Numeracy Literacy (NL) remains insufficiently understood. Aims: This study investigated the structural relationships among DLR, SRL, and NL and examined the mediating role of SRL in the DLR–NL relationship. Method: A cross-sectional survey involved 144 Grade VIII students from three junior secondary schools in Nganjuk Regency, East Java, Indonesia. Data were collected using a PISA-aligned Numeracy Literacy Test (α = .905), a 51-item SRL questionnaire (α = .980) based on Zimmerman’s three-phase model, and a Deep Learning Readiness Scale. Data were analyzed using PLS-SEM with 5,000 bootstrap resamples. Results: DLR was positively associated with SRL (β = .512, p < .001) and NL (β = .287, p < .001), while SRL was positively associated with NL (β = .483, p < .001). The model explained 26.2% of SRL variance and 48.7% of NL variance. SRL partially mediated the DLR–NL relationship (β = .247, VAF = 46.3%). Conclusion: SRL serves as an important mechanism connecting deep learning readiness with numeracy literacy, highlighting the importance of integrating self-regulatory practices into mathematics learning environments.
Psychometric evaluation of a statistical literacy instrument for pre-service mathematics teachers: Rasch analysis using R Putri Nur Malasari; Siti Qomariyah; Savira Najwa Meilani
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.v6i3.1240

Abstract

Background: Statistical literacy is an essential competency for pre-service mathematics teachers, characterized by persistent challenges in interpreting and critically evaluating statistical information. Despite the development of several statistical literacy instruments, comprehensive Rasch-based psychometric evidence for instruments targeting pre-service mathematics teachers remains limited. Purpose: This study aimed to evaluate the psychometric quality of a statistical literacy instrument for pre-service mathematics teachers using the Rasch measurement model implemented in R. The evaluation focused on item functioning, reliability, validity, and overall measurement characteristics. Methods: Data were collected from 132 pre-service mathematics teachers enrolled in an education program. Rasch analysis was conducted to examine item fit and difficulty, reliability, dimensionality, local independence, and person-item targeting. Results: The entire 15 items met the Rasch fit criteria (Infit and Outfit MNSQ = 0.5–1.5), thereby supporting the construct validity and internal consistency, with no misfitting items identified. Most items ranged from easy to moderate (−1.47 to +0.35 logits), with only a particular difficult item. Wright Map analysis showed that respondents' abilities generally exceeded the highest item difficulty, suggesting suboptimal targeting and reduced measurement precision for high-ability respondents. Conclusions: The results showed a mild ceiling effect, with 40.2% of respondents exceeding the hardest item and 3.0% achieving perfect scores. Generally, the instrument exhibited adequate psychometric quality but required more difficult items to improve measurement precision for high-ability respondents. The script-based Rasch workflow in R also enhanced the transparency and reproducibility of psychometric evaluation.
Epistemological obstacles in pre-service elementary teachers’ social arithmetic problem solving: evidence from contextual knowledge reconstruction Tri Nopriana; Dina Pratiwi Dwi Santi; Siska Firmasari
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.v6i3.1369

Abstract

Background: Pre-service elementary teachers often struggle to transfer familiar social arithmetic concepts across novel contextual problems, indicating deep epistemological obstacles rather than superficial computational errors. Aims: This study investigates the epistemological obstacles experienced by prospective teachers in solving contextual social arithmetic tasks involving percentage, discount, gross, net, and tare concepts. Methods: A qualitative study informed by hermeneutic phenomenology was conducted with 50 pre-service elementary teachers selected purposively from a Basic Mathematics course. Data were obtained from five open-ended diagnostic tasks and follow-up semi-structured interviews with participants representing recurring response patterns. Written and interview data were analyzed iteratively by identifying significant problem-solving responses, examining participants’ explanations of those responses, comparing interpretations across cases, and developing recurring obstacle patterns. Triangulation between written responses and interviews, peer debriefing, and an analytic audit trail were used to enhance trustworthiness. Result: The findings revealed an overarching difficulty in reconstructing mathematical meaning when familiar social arithmetic concepts were embedded in changing contextual conditions. Three interconnected patterns were identified: contextual misinterpretation of percentage-based information, fragmented coordination of related quantities and units, and inappropriate transfer of familiar procedures to conditional situations. These patterns were evident when participants interpreted discounts as undifferentiated percentage operations, treated gross weight as equivalent to net weight despite tare information, or applied item-specific discounts to an entire transaction. The recurrence of these interpretations and their consistency with participants’ verbal explanations indicated context-dependent epistemological constraints in several cases, while also revealing the need to distinguish such constraints from more fundamental conceptual misconceptions. Conclusion: Social arithmetic instruction in teacher education must transition from procedural computations to tasks emphasizing contextual constraints, multi-quantity coordination, and explicit justification of mathematical procedures.
Engineering performance assessment of sustainable coconut coir fiber-reinforced pervious concrete for perforated breakwater design Susi Hariyani; Randy Setiawan; Elza Naila Edi Priyoto; Riska Amelia Putri Permatasya
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.v6i3.1451

Abstract

Background: Coastal erosion has increased the demand for sustainable construction materials capable of reducing wave energy while minimizing environmental impacts. Pervious concrete is considered a promising alternative for perforated breakwaters because of its interconnected pore structure; however, its relatively low mechanical strength remains a major limitation. Aims: This study assesses the engineering performance of coconut coir fiber-reinforced pervious concrete for perforated breakwater applications by evaluating its mechanical and hydraulic properties. Method: An experimental study was conducted using coconut coir fiber contents of 0%, 1%, 3%, 5%, and 7% by weight of coarse aggregate. Concrete specimens (150 × 150 × 150 mm) were cured for 28 days under freshwater and seawater conditions. Compressive strength, porosity, water absorption, and infiltration rate were measured to determine the optimum fiber content. Results: Increasing the fiber content enhanced porosity, water absorption, and infiltration capacity but reduced compressive strength. The 5% fiber mixture exhibited the most balanced performance, with porosity values of 14.84% in freshwater and 15.35% in seawater while maintaining acceptable mechanical properties for porous concrete. Conclusion: Coconut coir fiber can improve the hydraulic performance of pervious concrete and represents a sustainable alternative for perforated breakwater design. However, further optimization is required to achieve the compressive strength required for primary coastal protection structures.
An occlusion-aware framework for vision-based PPE detection using YOLO11x and bytetrack Mochammad Akmal Humami; Monica Cinthya
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.v6i3.1462

Abstract

Background: Ensuring workers' compliance with Personal Protective Equipment (PPE) remains challenging in construction environments because frequent worker movement and occlusion reduce the effectiveness of vision-based monitoring systems. Although recent studies have achieved promising object detection performance, limited attention has been given to the integrated evaluation of object detection and multi-object tracking under varying occlusion conditions, resulting in insufficient understanding of worker identity preservation during continuous monitoring. Aim: This study aims to provide an integrated evaluation of object detection and multi-object tracking for vision-based PPE monitoring by combining the YOLO11x object detection model with the ByteTrack tracking algorithm. The study investigates how different occlusion conditions influence both detection accuracy and identity preservation, providing a more comprehensive assessment of integrated PPE monitoring performance. Methods: The proposed framework was trained and evaluated using the publicly available PPE Detection Dataset, which provides annotated images of construction workers wearing different PPE categories. The framework integrates YOLO11x for object detection and ByteTrack for multi-object tracking, and its performance was evaluated under four predefined occlusion scenarios (no occlusion, partial occlusion, overlapping occlusion, and heavy occlusion) to investigate the influence of occlusion on detection and tracking performance. Result: The proposed framework achieved an overall Precision of 0.830, Recall of 0.790, mAP@50 of 0.838, and mAP@50–95 of 0.490 for PPE object detection. The highest tracking performance was obtained under the no occlusion scenario (MOTA = 0.7262, IDF1 = 0.7271, HOTA = 0.5503), whereas tracking performance progressively declined as the level of occlusion increased, with heavy occlusion producing the largest number of identity switches. These results indicate that occlusion had a greater impact on identity preservation than on object detection performance. Conclusion: The findings demonstrate the feasibility of integrating YOLO11x and ByteTrack for simultaneous PPE detection and worker tracking under varying occlusion conditions. The study further highlights that evaluating object detection together with multi-object tracking provides a more comprehensive assessment of vision-based PPE monitoring systems, particularly by revealing the greater influence of occlusion on identity preservation than on object detection performance.
Development and evaluation of a cospaces edu-based virtual reality environment to support conceptual understanding of solid geometry Habibillah Achmad Putra Fauzi; Tatag Yuli Eko Siswono; Nurus Saadah; Nonik Indrawatiningsih
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.v6i3.1467

Abstract

Background: Junior high school students often experience difficulties visualizing three-dimensional objects, distinguishing surface area from volume, and connecting two- and three-dimensional representations. However, evidence on CoSpaces Edu-based VR for supporting conceptual understanding of solid geometry remains limited. Aims: This study aimed to develop and evaluate a CoSpaces Edu-based VR environment to support eighth-grade students’ conceptual understanding of solid geometry. Method: This Research and Development study employed the ADDIE model. The media was reviewed by two experts and piloted with 45 eighth-grade students selected through purposive sampling. Data were collected using expert validation sheets, a student response questionnaire, and six-item pretest and posttest instruments. Analyses assessed validity, student-perceived practicality, instrument reliability, and changes in conceptual understanding. Results: The media obtained an average Aiken’s V of 0.78, indicating very good validity, while student responses yielded a practicality score of 87.85%, categorized as very practical. The student response questionnaire showed high internal consistency (Cronbach’s α = 0.94), while the pretest and posttest yielded KR-20 coefficients of 0.68 and 0.60, respectively. The Wilcoxon signed-rank test showed a significant pretest–posttest difference (p < 0.001) with a large effect size (r = 0.85). The average normalized gain was 53.78%, indicating limited relative improvement. Conclusion: The developed environment showed preliminary classroom usability and changes in conceptual-understanding scores, but the limited normalized gain indicates that conceptual improvement remained partial.
Tax avoidance, leverage, audit quality, and earnings management: the moderating role of firm size in mining companies listed on the indonesia stock exchange 2020-2024 Chevri Korat; Mayang Sari Edastami
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.v6i3.1474

Abstract

Background: Earnings are a central component of financial statements, yet managerial discretion may create opportunities for earnings management. Evidence on tax avoidance, leverage, audit quality, and earnings management remains mixed, especially in capital-intensive industries mining companies. Aims: This study examines their associations and tests whether firm size moderates these relationships in Indonesian mining companies. Methods: Using 70 firm-year observations from 14 Indonesia Stock Exchange (IDX)-listed mining companies during 2020-2024. Result: ETR is negatively associated with discretionary accruals (β=-0.115674, p=0.0442). Because lower ETR indicates greater tax avoidance, the ETR-based result implies that greater tax avoidance is associated with higher earnings management. Leverage and the Big Four audit-quality proxy are not statistically significant. Firm size is positively associated with earnings management in the direct-effects model (β=0.140549, p=0.0203), but no interaction term is significant. Conclusion: The study contributes context-specific mining-sector panel evidence by separating firm size's direct and moderating roles and by clarifying ETR direction. Findings are observational and limited by the purposive sample, proxy choices, and unverified robustness extensions.

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