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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 206 Documents
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Linking mathematical literacy to teaching competence through creative thinking: evidence from prospective mathematics teachers Nur Asrawati; Andi Tenriawaru; Sirwanti; Muhammad Nurhusain
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.v6i3.1516

Abstract

Background: Teaching competence among prospective mathematics teachers requires not only mathematical understanding but also the ability to transform such knowledge into flexible and context-responsive pedagogical decisions. Creative thinking may provide a critical pathway connecting mathematical literacy with teaching competence. Aims: This study investigated the mediating role of creative thinking in the relationship between mathematical literacy and teaching competence among prospective mathematics teachers. Method: An explanatory cross-sectional survey involved 149 sixth-semester prospective mathematics teachers. Data were collected through five-point Likert-scale measures and analyzed using partial least squares structural equation modeling (PLS-SEM) with 3,000 bootstrap resamples. Results: Mathematical literacy was strongly associated with creative thinking (β = 0.907, p < .001), which was significantly associated with teaching competence (β = 0.762, p < .001). The direct relationship between mathematical literacy and teaching competence was nonsignificant (β = 0.178, p = .077), whereas the indirect relationship through creative thinking was significant (β = 0.691, 95% CI [0.523, 0.851]). The model demonstrated substantial explanatory and predictive capacity (R² = 0.823–0.858; Q² > .80; SRMR = 0.052). Conclusion: Creative thinking represents an important statistical pathway linking mathematical literacy with teaching competence. Given the cross-sectional and self-reported data, these findings indicate predictive associations rather than causal relationships.
Realistic mathematics education and wordwall to enhance students’ mathematics learning motivation Sirwanti; Naimah; Nur Asrawati; Nurmala R; Muhammad ikram
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.v6i3.1523

Abstract

Background: Mathematics learning motivation among junior high school students remains low due to procedural, decontextualized instruction that fails to connect mathematical concepts to students' real-life experiences, as observed in several junior high schools in Central Indonesia. Purpose: This study examines the effects of Realistic Mathematics Education assisted by Wordwall, Realistic Mathematics Education without Wordwall, and conventional instruction on students' motivation to learn mathematics. It further examines the potential contribution of context-based instructional design reinforced by digital media to motivational outcomes. Methods: A quantitative quasi-experimental design was employed involving three intact classes: an experimental class implementing RME with Wordwall, an experimental class implementing RME without Wordwall, and a control class receiving instruction without RME reinforcement. Students’ mathematics learning motivation was measured using a validated questionnaire, and the data were analyzed descriptively and inferentially using independent samples t-tests to compare motivation levels across groups. Result: The findings indicate significant differences in mathematics learning motivation between the experimental and control groups. Both classes exposed to RME-based instruction demonstrated higher motivation than the control class, with the class using RME reinforced by Wordwall showing the highest levels of motivation, suggesting that the integration of digital game-based media further enhances student engagement. Conclusion: The findings indicate that context-based RME reinforced with Wordwall was associated with higher mathematics learning motivation than conventional instruction among the junior high school students examined, suggesting a potential contribution of instructional design quality to students' motivational engagement.
Exploring MTs students’ errors in mathematical problem solving: A newman error analysis of madrasah science competition problems Fina Hanifa Hidayati; Iqbal Ramadani; Nidya Ferry Wulandari
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.v6i3.1529

Abstract

Background: Mathematical problem solving in the Madrasah Science Competition (KSM) requires students to interpret contextual information, construct appropriate mathematical representations, perform accurate procedures, and communicate solutions effectively. However, difficulties at different stages of problem solving may hinder students’ ability to successfully address competition-oriented mathematics problems. Aim: This study aimed to explore MTs students’ errors in solving KSM mathematics problems using Newman Error Analysis (NEA) and to examine their KSM participation experiences, study habits, and competition preparation. Method: A qualitative case study was conducted with MTs students in Sleman Regency. Data were collected through mathematics problem-solving tests and questionnaires and analyzed using the Miles and Huberman framework through data reduction, data display, and conclusion drawing. Students’ errors were classified into five NEA categories: reading, comprehension, transformation, process skills, and encoding. Results: The findings identified all five NEA error categories, with encoding errors occurring most frequently (93%), followed by process-skill (85%), transformation (80%), comprehension (53%), and reading errors (37%). Students also demonstrated variations in prior KSM participation, competition preparation, and regular mathematics study habits, providing additional context for understanding their problem-solving difficulties. Conclusion: The findings indicate that students’ difficulties extend beyond reading and understanding problems to transforming information into mathematical representations, executing appropriate procedures, and communicating final answers accurately. Systematic and sustained problem-solving practice that integrates mathematical reasoning with Islamic contexts is therefore important for strengthening students’ competence in solving KSM mathematics problems.
Integrating culturally responsive teaching through treasure map-based mathematics learning: supporting students’ conceptual understanding and numeracy literacy Maria Luthfiana; Nur Fitriyana; Anjelia Septyani
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.v6i3.1533

Abstract

Background: Mathematics learning frequently remains detached from students’ cultural experiences, while culturally responsive learning media are still insufficiently integrated into classroom instruction, potentially limiting meaningful conceptual and numeracy development. Aims: This study aimed to develop and evaluate a Treasure Map-based mathematics learning medium grounded in Culturally Responsive Teaching (CRT) to support students’ mathematical conceptual understanding and numeracy literacy. Method: The study employed a Research and Development (R&D) approach using the 4D model, comprising define, design, develop, and disseminate stages. Data were collected from 24 junior high school students through interviews, validation sheets, questionnaires, observations, and assessments of conceptual understanding and numeracy literacy, and were analyzed using descriptive and inferential statistics. Results: Expert validation indicated that the developed medium satisfied the established feasibility criteria, while the practicality assessment reached 96.11%, indicating very high practicality. Following classroom implementation, 21 of 24 students (87.5%) achieved the predetermined mastery criterion. Conclusion: CRT-integrated Treasure Map-based mathematics learning represents a valid and highly practical instructional alternative with promising potential to support students’ conceptual understanding and numeracy literacy through culturally meaningful, contextual, and exploratory mathematical experiences.
Developing and evaluating a case-based blended learning model to enhance mathematical problem-solving, sustained attention, and student engagement Sri Rahmawati Fitriatien; Mustaji; Fajar Arianto
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.v6i3.1540

Abstract

Background: Mathematical problem-solving among pharmacy students can be constrained by extraneous cognitive load, fragmented attention, and cyberloafing in digital learning environments. Aims: This study aimed to develop and evaluate a Case-Based Blended Learning via Virlenda (CBBLV) model for enhancing mathematical problem-solving, sustained attention, and student engagement. Method: A Research and Development approach integrating the Dick and Carey and Waterfall models was employed. The model was evaluated using a one-group pretest–posttest design involving 38 undergraduate pharmacy students. Data were analyzed using a paired-samples t-test, normalized gain, and Cohen’s d. Results: The CBBLV model demonstrated high validity (Aiken’s V > 0.88) and practicality (91.50%). Mathematical problem-solving improved significantly (t = 18.45, p < .001), with an N-gain of 0.68 and a large effect size (d = 1.42). The greatest gains occurred in understanding the problem (0.74) and devising a plan (0.71). Sustained attention reached 82.40%, multidimensional engagement 88.10%, and cyberloafing was 8.60%. Conclusion: CBBLV provides a valid and practical instructional framework associated with improved mathematical problem-solving, sustained attention, and student engagement in technology-enhanced mathematics learning.
Development and evaluation of the “Jelajah Jambi” local wisdom-based pop-up book to support early mathematical thinking in children aged 5–6 years Shelvira Amanda Putri; Dadan Suryana; Rakimahwati; Nurhafizah
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.v6i3.1543

Abstract

Background: Early mathematical thinking requires concrete, interactive, and culturally meaningful learning experiences that engage young children in classification, comparison, counting, symbolic thinking, and simple problem-solving. However, culturally contextualized learning media incorporating Jambi local wisdom remain limited in the studied early childhood setting. Aims: This study aimed to develop and evaluate the “Jelajah Jambi” local wisdom-based pop-up book to support early mathematical thinking among children aged 5–6 years. Method: A Research and Development approach using the ADDIE model was employed. Needs analysis involved teachers, validation involved three experts, practicality was assessed by six teachers, and field trials involved 25 children divided into small-group (n = 10) and large-group (n = 15) trials. Data were analyzed descriptively using the Shapiro–Wilk test, Wilcoxon Signed-Rank Test, and N-Gain. Results: Needs analysis reached 90%, while content, media, and instrument validation scores were 95.2%, 88%, and 92%, respectively. Practicality reached 99.31%. In the large-group trial, mean scores increased from 37.87 to 59.33 (Z = −3.415, p = .001), with an N-Gain of 0.7114. Conclusion: The developed pop-up book demonstrated strong feasibility, high teacher-rated practicality, and promising preliminary outcomes for supporting cognitive activities associated with early mathematical thinking through culturally contextualized learning.  
Assessing technology integration in mathematics teaching: Development and preliminary content validation of an integrated didactic tetrahedron–TPACK instrument Kartono; Sudirman; Thesa Kandaga; Mery Novianti
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.v6i3.1561

Abstract

Background: Meaningful technology integration in mathematics teaching requires teachers to coordinate technological knowledge with pedagogy, mathematical content, and classroom interactions. Although the Didactic Tetrahedron and Technological Pedagogical Content Knowledge (TPACK) provide complementary perspectives on this process, instruments integrating both frameworks remain limited. Aim: This study aimed to develop an integrated Didactic Tetrahedron–TPACK instrument and establish preliminary evidence of its content validity for assessing technology integration in secondary mathematics teaching. Method: As the initial stage of a larger sequential explanatory mixed-methods project, preliminary interviews with in-service mathematics teachers informed instrument development. A 30-item questionnaire covering seven TPACK domains and technology-mediated didactical relations, accompanied by a five-question semi-structured interview protocol, was subsequently evaluated through expert judgment. Results: Preliminary findings revealed limited meaningful technology integration despite increasing emphasis on deep-learning pedagogy. Expert evaluation yielded an overall mean relevance score of 3.89 out of 4. Twenty-six questionnaire items and all interview questions were rated highly relevant, whereas four items required minor revision, with Technological Content Knowledge receiving the lowest domain score (3.50). Conclusion: The instrument demonstrates promising preliminary content relevance for assessing technology integration in mathematics teaching, while further multi-expert validation and psychometric testing are required before large-scale implementation. 
Rock aggregate demand forecasting using long short-term memory optimized by particle swarm optimization Syarifuddin Ishak; Fitriah Fajar Maghfirah; Moch Abdillah Nafis; Haruna Lufni
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.v6i3.1570

Abstract

Background: Accurate rock aggregate demand forecasting is essential for logistics planning and fleet allocation, yet highly fluctuating demand, missing observations, and non-linear temporal patterns can challenge conventional forecasting approaches. Aim: This study aimed to evaluate a computational forecasting approach using Long Short-Term Memory optimized by Particle Swarm Optimization (LSTM-PSO) and compare its predictive performance with Croston Syntetos-Boylan Approximation (SBA) and Auto-ARIMA. Method: Monthly rock aggregate demand from PT. Hasal Logam Utama covering January 2017–December 2021 was analyzed. Seven missing observations were treated using seasonal imputation and linear interpolation, and the resulting 60-month series was divided into 54 training and six testing observations. PSO optimized five LSTM hyperparameters, while model performance was assessed using sMAPE, MASE, RMSSE, and Forecast Accuracy (FA). Results: LSTM-PSO achieved an sMAPE of 11.83%, MASE of 0.1552, RMSSE of 0.1139, and FA of 88.12%, compared with Croston SBA (sMAPE=17.71%; FA=82.93%) and Auto-ARIMA (sMAPE=16.86%; FA=82.15%). Conclusion: LSTM-PSO demonstrated promising forecasting performance for the examined rock aggregate demand series, although validation using longer datasets and additional forecasting periods is required to establish broader generalizability. 
A convergent mixed-methods approach to enhancing learners’ mathematical problem-solving skills in disadvantaged contexts Brantina Chirinda
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.v6i3.1104

Abstract

Background: Mathematical problem-solving is a fundamental competency emphasized in the South African Curriculum and Assessment Policy Statements (CAPS). However, learners in disadvantaged contexts continue to struggle with applying mathematical knowledge to unfamiliar problems, partly due to teaching practices characterized by low cognitive demand. Aims: This study investigated the effects of a multi-component problem-centered teaching and learning (PCTL) intervention on Grade 8 learners’ mathematical problem-solving performance and attitudes in a disadvantaged South African secondary school and explored the instructional mechanisms underlying observed changes. Method: A convergent mixed-methods design involved 98 Grade 8 learners. Quantitative data were collected through pre- and post-intervention problem-solving tests and an attitude questionnaire, while qualitative data were obtained from classroom observations, reflective learner journals, and semi-structured interviews with learners and teachers. Both strands were integrated to explain the intervention outcomes. Results: The experimental group demonstrated significant improvement in mathematical problem-solving performance from pre-test to post-test, t(48) = 9.72, p < .001, d = 1.39. Gain scores were also significantly higher than those of the comparison group, t(96) = 8.54, p < .001. Learners showed moderately improved attitudes toward mathematical challenges. Qualitative findings revealed a shift toward learner-centered discourse characterized by increased teacher wait time, productive struggle, active participation, and metacognitive reflection. Conclusion: The multi-component PCTL intervention was associated with meaningful improvements in mathematical problem-solving performance and learner attitudes. The findings highlight metacognitive reflection and student-led discourse as important mechanisms for strengthening conceptual problem solving and provide implications for mathematics teacher professional development in resource-constrained settings.
Development and validation of chemarine: An augmented reality learning application for maritime chemistry education based on IMO model course 7.04 Khoirotun Nafillah; Encis Indah Suryaningsih; Aprillina Aprillina; Helena Devi Ariyani; Dhesi Wulan Sari; Lia Retian Asfirah; Purwanto Purwanto; Widanto Mukti Adi; Kirtyana Nindita
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 4 (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.v6i4.1396

Abstract

Background: Students in maritime chemistry courses often experience difficulty understanding abstract chemical concepts because many microscopic chemical processes cannot be directly visualized using conventional instructional materials. This challenge highlights the need for interactive learning media aligned with the competency requirements of the IMO Model Course 7.04. Purpose: This study aimed to develop ChemARine (Chemistry Augmented Reality of Marine), an Augmented Reality (AR)-based learning application for maritime chemistry, and to evaluate its content validity, media validity, and practical usability. Methods: A Research and Development (R&D) approach using the ADDIE model was employed. ChemARine was developed as a marker-based Android AR application using Unity and the Vuforia Engine. Content and media validity were evaluated by expert validators, while a limited implementation involving 43 maritime engineering students assessed the application's practicality. Result: Expert validation yielded scores of 93.33% for content and 97.91% for media quality, both classified as very valid. Student responses produced a practicality score of 84.45%, indicating very good usability. Expert and user feedback was incorporated to improve the interface, three-dimensional visualization, explanatory content, marker recognition, and application performance. Conclusion: ChemARine is a feasible and practical AR learning application for maritime chemistry aligned with the IMO Model Course 7.04. The study demonstrates that competency-based maritime chemistry content can be systematically integrated into a marker-based AR learning environment. Further experimental or quasi-experimental studies are required to evaluate its effectiveness in improving students' conceptual understanding and learning outcomes.

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