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Fredi Ganda Putra
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jasme.foundae@gmail.com
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Jl. Pramuka, Gg. Darfa Lk II,, Rt 04, Rw 00, Keluarahan Langkapura, Kecamatan Langkapura, Bandar Lampung, Provinsi Lampung
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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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Modeling public transport mode choice using stated preference: A comparative analysis of rail, bus, and shuttle services Amelia Oktavia; Mira Wisman
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.v6i3.1490

Abstract

Background: Growing intercity mobility increases the need for public transport services that respond effectively to travelers’ preferences and service expectations. Understanding how passengers evaluate competing transport alternatives is therefore essential for improving mobility planning and service provision. Aims: This study aimed to model public transport mode choice on the Kotabumi–Bandar Lampung corridor by examining passenger characteristics, identifying influential service attributes, and estimating choice probabilities for rail, bus, and shuttle services. Method: A quantitative stated preference approach was employed with 384 respondents, comprising 234 offline and 150 online participants. Data were analyzed using validity and reliability tests, multiple linear regression, utility estimation, multinomial logit modeling, and Pearson correlation. Results: Comfort was the leading consideration for rail users (27%), while fare was most prominent for bus (33%) and shuttle users (26%). The combined choice probabilities were 48.65% for rail, 25.86% for bus, and 25.49% for shuttle, indicating a clear preference for rail. Conclusion: Rail emerged as the most preferred public transport alternative, while differences in mode-specific considerations highlight the importance of incorporating passenger preferences into intercity transport planning and service improvement.
Exploring students’ metacognitive processes in scaffolded integration problem solving Siti Maslihah; Kartono; Wardono; Kharisudin
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.v6i3.1505

Abstract

Background: Integration techniques are fundamental to advanced mathematics, yet students frequently encounter difficulties in recognizing problem structures, selecting appropriate integration methods, and regulating their problem-solving processes. Scaffolding may facilitate these processes by supporting students’ metacognitive awareness, monitoring, and evaluation. Aim: This study aimed to explore students’ metacognitive processes during scaffolded integration problem solving. Method: A qualitative case study was conducted with three Mathematics Education students enrolled in an Integral Calculus course at UIN Walisongo. Participants represented different performance levels and were examined through open-ended integration problems and follow-up interviews. Their problem-solving processes were analyzed according to three metacognitive dimensions: awareness, monitoring, and evaluation. Results: The findings revealed varying levels of metacognitive engagement across participants. Awareness and monitoring were more evident among higher-performing students, particularly in recognizing problem characteristics, selecting appropriate integration strategies, and controlling procedural steps. In contrast, evaluation remained consistently underdeveloped, as students rarely verified their answers or reflected on the effectiveness of their strategies. Conclusion: Scaffolded integration problem solving can facilitate the emergence of metacognitive awareness and monitoring; however, explicit evaluative prompts are needed to strengthen verification and reflection during mathematical problem solving.
The effect of geoboard media on elementary students' learning outcomes in plane geometry Nur Shinta Kurnia; Elce Purwandari
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.v6i4.1519

Abstract

Background: Elementary students frequently encounter difficulties understanding abstract geometric concepts, particularly when instruction relies on verbal explanations and memorization. Concrete manipulatives, such as geoboards, offer opportunities to explore geometric properties through hands-on learning. Aims: This study aims to examine changes in second-grade students’ mathematics learning outcomes following geoboard-assisted instruction in plane geometry. Method: A quantitative pre-experimental study employing a one-group pretest–posttest design involved 17 second-grade students at MI Fathul Huda Singkut, Indonesia, selected through total sampling. Data were collected using achievement tests and analyzed through descriptive statistics and the Wilcoxon Signed-Rank Test. Results: The mean achievement score increased from 69.12 to 93.18, while learning mastery improved from 52.94% to 100%. The Wilcoxon test revealed a statistically significant pretest–posttest difference (Z = −2.925, p = 0.003), with a large effect size (r = 0.731). Conclusion: Geoboard-assisted instruction was associated with significant improvements in students’ mathematics achievement. However, the absence of a control group and limited sample size prevent causal conclusions, highlighting the need for further controlled investigations.
Integrating environmental sustainability and values in mathematics education: A comparative bibliometric analysis and framework for sustainable mathematics learning (2005–2026) Aisyah Purnama Dewi; Agung Hartoyo; Nurfadilah Siregar; Hamdani; Dede Suratman
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.v6i3.1528

Abstract

Background: Environmental sustainability and values-oriented mathematics education have gained increasing scholarly attention, yet their conceptual and intellectual connections remain insufficiently mapped. Aims: This study aimed to compare the knowledge structures of these research domains, assess their observable convergence, and formulate an integrative agenda for sustainable mathematics learning. Method: A comparative bibliometric analysis was conducted using English-language Scopus records published between 2005 and 2026. The analysis included mathematics × environment (n = 209) and mathematics × values/ethnomathematics (n = 362) corpora, with an environment × values corpus (n = 3,853) serving as a contextual benchmark. Publication performance, geographical distribution, journals, co-authorship, keyword co-occurrence, co-citation, and bibliographic coupling were examined. Results: Limited convergence was identified. Only three records emerged from the direct three-block search, while four overlap candidates were found among 567 deduplicated focal records (0.71%). The environmental corpus centered on sustainability, climate, and modelling, whereas the values corpus emphasized ethnomathematics, culture, local wisdom, and character. Conclusion: The findings demonstrate distinct yet potentially complementary knowledge structures. The proposed ESME-V framework connects cognitive-ecological literacy, affective-ethical engagement, and spiritual-cultural grounding as a testable framework for advancing sustainable mathematics learning.
Technology-enhanced STEAM learning through augmented reality digital storybooks: effects on scientific literacy and disaster preparedness in elementary science education Cholifah Tur Rosidah; Deving Eka Misbakhul; Danang Prastyo; Reza Rachmadtullah; Las Johansen B. Caluza
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.v6i3.1535

Abstract

Background: Scientific literacy and disaster preparedness are critical competencies for elementary students, particularly in disaster-prone contexts. However, science education frequently addresses scientific understanding and preparedness as separate learning outcomes, creating a need for an integrated pedagogical approach that connects scientific reasoning with authentic disaster-related decision-making. Aim: This study investigated the effects of technology-enhanced STEAM learning through augmented reality digital storybooks (DS-AR STEAM) on elementary students’ scientific literacy and disaster preparedness. Method: A quasi-experimental pretest–posttest control-group design involved 60 fourth-grade students from two intact classes, comprising an experimental group (n = 30) and a control group (n = 30). The experimental group participated in learning that integrated contextual disaster narratives, augmented reality visualization, scientific inquiry, STEAM problem-solving, and preparedness-oriented decision-making, whereas the control group received conventional science instruction. Data were collected using a contextualized scientific literacy test and a nine-item disaster preparedness questionnaire and analyzed using descriptive statistics, normalized gain, and non-parametric between-group comparisons. Results: The experimental group achieved significantly higher scientific literacy (M = 94.67) than the control group (M = 82.33; p < .001). The corresponding N-Gain values were 0.848 (high) and 0.495 (moderate). Disaster preparedness was also higher in the experimental group (80.37%) than in the control group (67.41%). Conclusion: Technology-enhanced STEAM learning through augmented reality digital storybooks offers a promising approach for simultaneously strengthening scientific literacy and disaster preparedness by connecting scientific reasoning, interactive visualization, interdisciplinary problem-solving, and preparedness-oriented decision-making in elementary science education.
Instructional design for mathematics learning through an ethnomathematics approach: A systematic literature review Wahyuni H Mailili; Kasmudin Mustafa
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.v6i3.1591

Abstract

Background: Ethnomathematics provides a framework for connecting formal mathematical concepts with culturally embedded knowledge and practices. However, evidence concerning how cultural knowledge is transformed into coherent instructional designs remains fragmented across exploratory, classroom-based, and developmental research. Aims: This study aimed to synthesize research on ethnomathematics-oriented mathematics learning and examine how cultural knowledge has been translated into instructional design and classroom practices. Method: A systematic literature review was conducted using records retrieved from Google Scholar and Scopus through Publish or Perish. The search covered publications from 2014–2023, yielding 147 records, of which 40 met the eligibility criteria. The selected studies were synthesized through data reduction, organization, comparison, and interpretation. Results: The literature clustered into three strands: ethnomathematical exploration, classroom application, and instructional-design development. The reviewed studies reported contributions to conceptual understanding, problem solving, representation, communication, reasoning, engagement, and learning-resource development. Ethnomathematics was also integrated with diverse instructional models and digital technologies, although evidence strength varied across research designs. Conclusion: Ethnomathematics is best understood as a contextual foundation for designing mathematically coherent learning experiences that connect formal mathematics with learners’ cultural environments.

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