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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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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.

Page 19 of 19 | Total Record : 184

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