cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Fredi Ganda Putra
Contact Email
fredigpsw@gmail.com
Phone
+6289650607225
Journal Mail Official
jasme.foundae@gmail.com
Editorial Address
Jl. Pramuka, Gg. Darfa Lk II,, Rt 04, Rw 00, Keluarahan Langkapura, Kecamatan Langkapura, Bandar Lampung, Provinsi Lampung
Location
Kota bandar lampung,
Lampung
INDONESIA
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 116 Documents
 2   3   4   5   6 
Ubuntulisation of mathematics classroom for the enhancement of learner’s interest and achievement Age, Terungwa James
Journal of Advanced Sciences and Mathematics Education Vol 4, No 1 (2024): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v4i1.367

Abstract

Background: One of the primary challenges confronting African mathematics educators and students is the wholesale adoption of external methods, approaches, and ideas in the teaching and learning of mathematics. In response to this challenge, the concept of ethnomathematics has emerged, although it remains largely unadopted across many African countries. Recently, Social Justice Mathematics has been developed, a concept closely aligned with the principles of Ubuntu, which emphasizes equality and justice in all aspects of human life. Aim: This paper aims to highlight the ubuntulisation of mathematics classrooms. Instead of fully adopting Social Justice Mathematics as a contemporary solution to enhance students' interest and achievement in mathematics, this paper proposes an Africanized approach by integrating Ubuntu as a foundational element of ethnomathematics. This approach is posited to achieve greater success among learners. Methods: The study involves a comprehensive review of existing literature on ethnomathematics, Social Justice Mathematics, the benefits of Social Justice Mathematics in learning, Ubuntu pedagogy, and the ubuntulisation of mathematics classrooms.Results: The paper presents relevant examples that emphasize the need for mathematics educators to incorporate African cultural contexts in the planning and teaching of mathematics.Conclusion: The study concludes by recommending the ubuntulisation of mathematics classrooms as an effective alternative to Social Justice Mathematics for enhancing students' interest and achievement in mathematics.
Empowering young minds: An e-book intervention to boost earthquake disaster literacy Pratiwi, Ananda; Aryani, Heny; Wati, Nia; Laila, Luthfiyaul; Saregar, Antomi; Mubarok, Husni; Deta, Utama Alan
Journal of Advanced Sciences and Mathematics Education Vol 3, No 2 (2023): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v3i2.320

Abstract

Background: Education on disaster mitigation remains critically underemphasized, with existing pedagogical approaches often falling short in adequately preparing children for the realities of natural disasters. This gap underscores the urgent need for innovative educational tools that can effectively enhance disaster literacy among younger populations.Aim: This study aims to develop and assess an Earthquake E-Book designed to elevate the disaster literacy levels among children, focusing on its validity, practicality, and effectiveness as educational media.Method: Employing a Research and Development (RnD) framework, the study navigated through stages of problem identification, design formulation, and implementation, excluding the evaluation phase to concentrate on the developmental process. The implementation employed a One-Group Pretest-Posttest design, involving pretesting, intervention (treatment), and posttesting phases. The e-book's validity was appraised by three expert validators, while its practicality was gauged through student questionnaires, and its effectiveness was measured using the N-Gain test on student learning outcomes.Results: The Earthquake E-Book garnered an average validation score of 85.4 percent, positioning it within the valid category. Practicality assessments reflected an 85.4 percent efficiency rating from student feedback. Furthermore, the effectiveness, as indicated by an N-Gain score of 0.74, was classified within the high category, signifying substantial improvements in children's disaster literacy post-intervention.Conclusions: The findings affirm that the Earthquake E-Book stands as a valid, practical, and effective educational tool in bolstering disaster literacy among children. By integrating this digital resource into disaster mitigation education, it is anticipated to significantly contribute to enhancing children's understanding and preparedness for earthquake disasters.
Effect of problem-based learning strategy on the learning outcomes of senior secondary school students in Mathematics Asanre, Akorede Ayoola; Sondlo, Aviwe; Oluwadayo, Abiodun Taiwo
Journal of Advanced Sciences and Mathematics Education Vol 4, No 1 (2024): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v4i1.370

Abstract

Background: Problem-based learning (PBL) has been identified as an effective instructional strategy, particularly in enhancing student outcomes in various subjects, including mathematics. However, its impact on senior secondary school students' mathematics achievement and attitudes in Ogun State, Nigeria, remains underexplored.Aims: This study aims to investigate the effects of PBL on the mathematics achievement and attitudes of senior secondary school students in the Ijebu Ode area of Ogun State, Nigeria. Additionally, it examines the influence of gender on students' attitudes towards mathematics.Method: A sample of 100 students was randomly selected from two senior secondary schools, divided into an experimental group and a control group. The experimental group received instruction through PBL, while the control group followed traditional teaching methods. Six hypotheses were tested at a significance level of 0.05. Data were collected using a teaching guide on PBL, the Mathematics Achievement Test (MAT), and the Mathematics Attitude Scale, with reliabilities of 0.82 and 0.88, respectively. Analysis of Covariance (ANCOVA) was used to analyze the data.Results: The findings revealed a significant positive effect of PBL on both the achievement and attitudes towards mathematics among the senior secondary school students. Additionally, gender was found to significantly influence students' attitudes towards mathematics.Conclusion: The study concludes that PBL significantly enhances both mathematics achievement and attitudes among senior secondary school students in Ijebu Ode, Ogun State, Nigeria. It recommends that schools integrate student-centered teaching methods, including PBL, into their curricula and encourage teachers to adopt these strategies.
Augmented reality in the teaching of geometric solids for elementary school: Experience report in a public school Santiago, Paulo Vitor da Silva; Zahroh, Umy; Darmayanti, Rani
Journal of Advanced Sciences and Mathematics Education Vol 3, No 2 (2023): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v3i2.285

Abstract

Background: Augmented Reality (AR) integrates virtual objects with the real world on smartphone screens, creating a seemingly seamless blend of both.Aim: This research aimed to explore the use of AR in teaching geometric solids to final-year elementary school students. An interactive tool, RA Solids, was employed, originating from a 2023 research experience in a 6th-grade class.Method: The study was conducted in a public school with students mostly classified as digital immigrants. The Didactic Engineering methodology was utilized for research.Result: The outcomes were positive, showing that the school environment was conducive to implementing the teaching and learning process of geometric solids using digital technology.Conclusion: The use of AR in education, specifically in teaching mathematics, demonstrates promising results in enhancing student engagement and understanding, particularly in the context of geometric solids.
How do students' attitudes and mathematics teachers' self-efficacy impact students' achievement in mathematics? Fordjour, Joseph Andoh; Tijotob, Philemon Mgnabil; Adu - Gyamfi, Richmond; Mifetu, Romuald Koffi
Journal of Advanced Sciences and Mathematics Education Vol 4, No 1 (2024): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v4i1.298

Abstract

Background: Mathematics holds a critical position within educational systems worldwide due to its extensive applications. At Dadieso Senior High School in Ghana, students consistently demonstrate low performance in mathematics, necessitating an investigation into potential determinants of academic achievement.Aim: This study aims to examine the impact of students' attitudes towards mathematics and the self-efficacy of mathematics teachers on students' mathematical achievements.Method: A descriptive-correlational research design was adopted, employing quantitative methods to analyze the relationships between students' attitudes, teachers' self-efficacy, and students' academic performance. The study sampled 218 students and 7 teachers, utilizing the Attitude towards Mathematics Inventory (ATMI), the Teacher Self-Efficacy Scale (TSES), and a Mathematics Achievement Test (MAT) for data collection.Results: The analysis revealed a moderate positive correlation between students' attitudes towards mathematics and their academic performance, indicating that positive attitudes are linked to better outcomes. Furthermore, a significant, albeit smaller, positive correlation was identified between teachers' self-efficacy and student achievement, highlighting the impact of teacher confidence on student success.Conclusion: Fostering positive attitudes towards mathematics among students is essential for improving academic performance. Likewise, enhancing teachers' self-efficacy substantially influences student achievement. These factors should be the focus of interventions aimed at enhancing mathematical outcomes in educational settings.
Developing students motive achievement through Torrance concept in conjunction with gamification Duanyai, Punyawee; Nuangchalerm, Prasart
Journal of Advanced Sciences and Mathematics Education Vol 4, No 2 (2024): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v4i2.381

Abstract

Background: Motive achievement plays a crucial role in students academic success and personal development. To enhance this, the study integrates Torrance future problem-solving framework with gamification strategies.Aim: This classroom action research aims to improve the motive achievement of 11th-grade students by implementing structured, problem-solving-oriented learning activities that foster motivation and engagement.Method: The study involved 20 Grade 11 students and utilized lesson plans incorporating Torrance’s framework and gamification. Data was collected through motive achievement tests, observations, and interviews, and analyzed using means, percentages, and standard deviations over three cycles.Results: The findings demonstrated a steady increase in the percentage of students meeting the success criteria: 25 percent in cycle 1, 55 percent  in cycle 2, and 75 percent  in cycle 3. This indicates a significant improvement in motive achievement through the integration of Torrance concept and gamification.Conclusion: The study concludes that this innovative approach effectively enhances motive achievement and can be a valuable instructional strategy in science classrooms. Future research could explore its application in other subjects or educational levels to validate and extend its impact.
Development of an Islamic values-based number theory textbook to improve conceptual understanding in mathematics education students Syafri, Fatrima Santri; Isran, Dodi
Journal of Advanced Sciences and Mathematics Education Vol 5, No 1 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v5i1.723

Abstract

Background : Number theory is often perceived as a difficult subject by students, particularly when taught using conventional textbooks. This challenge highlights the need for a more effective and interactive learning resource that aligns with students’ learning styles and curriculum requirements.Aim : This study aims to develop a comprehensive and curriculum-aligned number theory textbook to improve the understanding of students in the Mathematics Education Program at UIN Fatmawati Sukarno Bengkulu.Method : The research employed the ADDIE model, which includes five stages: Analysis, Design, Development, Implementation, and Evaluation. The study began with a needs analysis followed by the development of an interactive textbook. A total of 49 students participated in the study, divided into two groups: the Experimental Group (using the developed textbook) and the Control Group (using a conventional textbook). The effectiveness of the textbook was evaluated using N-Gain scores and t-tests.Results : The research found that the students in the Experimental Group, who used the newly developed textbook, demonstrated a significant improvement in understanding number theory compared to the Control Group. The Experimental Group showed a higher average N-Gain, suggesting that the developed textbook was more effective in enhancing student comprehension of number theory. The positive results indicated that the interactive and curriculum-aligned design of the textbook played a crucial role in improving the learning experience and outcomes for students.Conclusion : The findings suggest that the developed number theory textbook effectively enhances students’ comprehension and is appropriate for use as a teaching resource in the Mathematics Education Program at UIN Fatmawati Sukarno Bengkulu.
A study of mathematical communication ability in writing on real numbers and polynomials of grade 10 students Sakuntanat, Warisa; Thongmoon, Montri
Journal of Advanced Sciences and Mathematics Education Vol. 5 No. 2 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v5i2.607

Abstract

Background: Mathematical communication is the clear expression of ideas using math language and symbols, either in speech or writing. Without effective writing skill, students may not write steps of problem-solving clearly, and this leads to confusion and ineffective learning. This negatively affects performance in academic work since mathematics is based on logical progression and effective communication can lead to misunderstood problems and incorrect solutions.Aims: This research aims to study the mathematical communication ability in writing, focusing on their ability to use mathematical language and symbols to express concepts.Methods: Quantitative survey was conducted by defining research questions, selecting 40 Grade 10 students from Sarakhampittayakhom School, designing a mathematical communication ability test in writing, distributing the test, collecting post-instruction data, analyzing the data using descriptive statistics, and presenting the research results.Result: Students score an average of 6 out of 16 points (37.50%), with a standard deviation of 2.80. The test focuses on their ability to use mathematical language, symbols, and explanations in problem-solving. While 17.5% have good writing and reasoning ability, 82.5% found it difficult due to limited understanding, low confidence, and insufficient practice, resulting in unclear communication and disorganized thought processesConclusion: Students' mathematical writing ability remains below 50%, with notable score disparities. Developing this skill is essential for effective learning. Teachers enhance mathematical writing through problem-solving explanations, structured writing practices, and precise terminology. Identifying the causes of these disparities supports more effective instruction, while ongoing research explores contributing factors and teaching strategies for skill development.
Addressing misconceptions in ratio and proportion: A constructivist approach for enhancing grade 9 learners' understanding Machaba, Masilo France; Madzingira, Daniel Madzingrra
Journal of Advanced Sciences and Mathematics Education Vol 5, No 1 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v5i1.569

Abstract

Backgorund: Proportionality, deeply rooted in the fundamental principles of ratio and proportion, is a core component of mathematics education that supports cognitive processes such as problem-solving and reasoning. Despite its inclusion in global curricula, empirical research suggests that students often face significant challenges in applying ratio and proportion in problem-solving scenarios. These challenges are largely attributed to the use of flawed cognitive strategies, resulting in persistent misconceptions.Aim: This study examines the misconceptions regarding ratio and proportion among Grade 9 learners in the Lebowakgomo District, Limpopo Province, and aims to explore how these learners conceptualize and solve related mathematical problems through the lens of constructivist learning theory.Method: Employing a qualitative case study approach, this research utilized tests and semi-structured interviews to gather data from 30 Grade 9 learners. A representative subset was selected for qualitative analysis, with five learners chosen for follow-up interviews to ensure diverse perspectives.Results: The study revealed that learners struggled primarily with problems requiring proportional reasoning, resorting to incorrect strategies such as intuitive thinking, additive methods, incomplete problem-solving approaches, and erroneous use of cross-multiplication.Conclusion: These misconceptions are primarily due to a lack of foundational mathematical skills and conceptual understanding, which impede learners' ability to engage in proportional reasoning. Based on these findings, the study advocates for enhancing teachers' pedagogical content knowledge in ratio and proportion to improve the instructional support provided to learners.
Integrating ICT and pedagogy: A transformative model for teaching translation and interpretation Syakur, Abd; Nitiasih, Putu Kerti; Prasetya, Rizki; Mahendra, I Wayan Eka
Journal of Advanced Sciences and Mathematics Education Vol 4, No 2 (2024): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v4i2.531

Abstract

Background: The integration of information and communication technology (ICT) has transformed the educational landscape, including translation and interpretation education. Technological advancements, such as machine translators (MT), have driven the need for innovative teaching methods that enhance both the effectiveness of instruction and students' translation skills.Aim: This study aims to examine the effectiveness of teaching translation and interpretation courses using an ICT-integrated and pedagogical approach.Method: This study employed a pre-experimental design with a one-group pre-test and post-test, involving 26 students selected through random sampling. Data were analyzed using a paired samples t-test to measure significant differences in learning outcomes before and after the implementation of the ICT-based teaching method.Results: The findings indicate that the ICT-integrated and pedagogical approach effectively improves students' translation skills. The paired samples t-test analysis revealed a significant p-value of less than 0.05 (p-value 0.00). Overall, students perceived that the use of Machine Translators (MT) significantly facilitated their translation process, especially when structured practice was provided.Conclusion: The integration of an ICT-based approach in translation instruction has been proven effective in enhancing students' skills. Understanding the concerns and motivations of both students and educators enables curriculum developers to address learning barriers, boost confidence in the use of machine translators, and guide students toward the efficient utilization of technology.

Page 4 of 12 | Total Record : 116

 2   3   4   5   6 

Filter by Year

2021 2026


Reset
Filter By Issues
All Issue Vol. 6 No. 1 (2026): Journal of Advanced Sciences and Mathematics Education Vol. 5 No. 2 (2025): Journal of Advanced Sciences and Mathematics Education Vol 5, No 1 (2025): Journal of Advanced Sciences and Mathematics Education Vol 4, No 2 (2024): Journal of Advanced Sciences and Mathematics Education Vol 4, No 1 (2024): Journal of Advanced Sciences and Mathematics Education Vol 3, No 2 (2023): Journal of Advanced Sciences and Mathematics Education Vol 3, No 1 (2023): Journal of Advanced Sciences and Mathematics Education Vol 2, No 2 (2022): Journal of Advanced Sciences and Mathematics Education Vol 2, No 1 (2022): Journal of Advanced Sciences and Mathematics Education Vol 1, No 2 (2021): Journal of Advanced Sciences and Mathematics Education Vol 1, No 1 (2021): Journal of Advanced Sciences and Mathematics Education More Issue