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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 77 Documents
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Measuring learning styles in mathematics: A validity and reliability study Richardo, Rino; Adawiya, Robiatul; Nawangsasi, Esthi; Ardiyaningrum, Martalia Ardiyaningrum; Solihin, Abdus
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.v5i1.687

Abstract

Background: Learning style is one of the factors that can facilitate students in understanding subject matter, especially mathematics. Learning style is related to how students absorb and process mathematical concepts optimally. This has a direct impact on improving student learning outcomes. Therefore, teachers need to design learning activities that are in line with students' learning style tendencies. Thus, a valid and reliable learning style scale instrument is needed.Aims: This study aims to develop a valid and reliable measurement scale instrument to identify the learning style of junior high school students in learning mathematics.Method: This research is measurement scale development research. The respondents of this study totalled 184 students. The content validity test used the Aiken V index formula, while the construct validity used factor analysis. Reliability test used Cronbach alpha testResult: The results of this study indicate that: (1) the developed instrument meets the validity criteria based on Aiken's V analysis and factor analysis; and (2) the instrument also meets the reliability criteria based on the results of Cronbach's alpha analysis. The instrument consists of 6 statements to measure visual learning style, 5 statements for auditory, and 7 statements for kinesthetic.Conclusion: learning style scale has met the criteria of valid and reliable with three factors namely visual, auditory and kinesthetic. These findings can be used by teachers to diagnose students' learning style tendencies as a basis for designing mathematics learning, as well as developing similar scales in different subject contexts.
Mathematics student teachers external supervisors beliefs about mathematics: ODeL environment in focus Machaba, Masilo France; Age, Terungwa James; Rankweteke, Puleng Edwin
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.v4i2.411

Abstract

Background: There are diverse beliefs regarding the nature of mathematics, which directly influence the teaching and learning approaches adopted in mathematics education. These beliefs range from mathematics being a collection of facts, rules, and skills, to viewing it as a dynamic and ever-evolving discipline.Aim: This study investigates the beliefs of mathematics student teachers external supervisors regarding the nature of mathematics, learning mathematics, mathematics achievement, and their preparedness for teaching mathematics within an Open Distance e-Learning (ODeL) environment to address challenges and improve the effectiveness of Teaching Practice (TP) supervision.Method: A quantitative survey design was employed, utilizing a structured questionnaire adapted from the Firstmath Project. Data were collected from 43 respondents out of a population of 76 mathematics student teachers external supervisors, selected through random sampling across six provinces in South Africa. The analysis framework was guided by Ernest, three conceptions of mathematics: problem-solving, Platonist, and Instrumental views. Descriptive statistics were used to analyze the data.Results: The findings revealed a significant gap in external supervisors understanding of the mathematics classroom as a dynamic environment for teaching and learning. Many supervisors lacked exposure to contemporary pedagogical strategies tailored for the ODeL context.Conclusion: The study recommends the implementation of developmental programs aimed at equipping mathematics external supervisors with innovative approaches to teaching and learning mathematics. Such initiatives would enhance their readiness to support student teachers effectively in an ODeL environment.
Comparison between concept-based and procedure-based in circle theorems Gadaglo, Dickson Edem; Ali, Clement Ayarebilla
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.v5i1.468

Abstract

Background: The debate between concept-based instruction and procedure-based approaches to improving students’ performance, understanding, and skill development in Circle Theorems cannot be over-emphasized. The researchers employed the non-equivalent quasi-experimental design to investigate the effectiveness and appropriateness of the two methods, using circle theorems.Aim: This study aims to compare the effectiveness of concept-based and procedure-based instructional approaches in the teaching of Circle Theorems among senior high school students.Method: A quasi-experimental design was adopted involving 70 students selected from two purposively sampled schools. One school was assigned as the experimental group (concept-based instruction) and the other as the control group (procedure-based instruction). Geometry achievement tests were administered as pre-tests and post-tests. Data were analyzed using paired sample t-tests, independent sample t-tests, and effect size calculations with a significance level set at 5%.Result: The findings showed statistically significant differences between the experimental and control groups. Students taught using concept-based instruction performed significantly better than those taught through procedure-based instruction. High effect sizes further supported the superiority of the concept-based approach.Conclusion: Concept-based instruction enhances students’ understanding and performance in Circle Theorems. It is recommended that mathematics educators adopt teaching methods that promote conceptual understanding and active knowledge construction over algorithmic procedures.
Development of interactive learning media based on the JIGSAW model to enhance students’ understanding of mathematical concepts Herwindo, Rully; Noer, Sri Hastuti; Sutiarso, Sugeng
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.v5i1.536

Abstract

Background: Many students experience difficulties in understanding mathematical concepts, which negatively impacts their learning outcomes. Integrating interactive learning media with the Jigsaw learning model offers a potential solution by encouraging collaborative learning and increasing student engagement through dynamic and visual content.Aims: This study aims to develop and evaluate the effectiveness of interactive learning media integrated with the Jigsaw learning model to improve students’ understanding of mathematical concepts in the classroom.Methods: The research employed a Research and Development (R and D) approach using the ADDIE model. The population consisted of 531 ninth-grade students, with a randomly selected sample of 58 students 25 in the experimental group and 33 in the control group. Data were collected through questionnaires, interviews, expert validation, and concept understanding tests, and analyzed using validation analysis, practicality analysis, normality tests, homogeneity tests, t tests, and hypothesis testing.Result: The developed media achieved a material validity score of 84% and a practicality score of 82%. Statistical analysis showed a significant difference between the control and experimental groups (p same with 0.00), indicating the media's effectiveness in improving students’ conceptual understanding.Conclusion: Integrating interactive media with the Jigsaw model enhances students’ comprehension of mathematical concepts by addressing common challenges in collaborative learning. This approach offers practical implications for improving instructional practices and supports the integration of technology in mathematics education.
Evaluating the sustainability of microsoft teams: Mathematics teachers perspectives in digital learning environments Susilo, Tri Ahmad Budi; Prasetya, Rizki; Sudrajad, Wahyu; Syakur, Abd
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.v4i2.532

Abstract

Background: The rapid adoption of technology in education has transformed the teaching and learning process, shifting from traditional classroom settings to hybrid environments that combine in-person and online learning. Microsoft Teams has become a prominent platform in digital learning, particularly during the pandemic, yet its sustainability in supporting long-term educational goals remains underexplored.Aim: This study aims to evaluate the sustainability of Microsoft Teams in digital learning environments through the perspectives of mathematics teachers in Surabaya.Methods: A quantitative-descriptive analytical approach was adopted. Data were collected via an online questionnaire involving 83 mathematics teachers from the Community of Mathematics Teachers (MGMP) in Surabaya. The survey examined task technology fit (TTF) and the use of Microsoft Teams LMS in teaching practices. Descriptive statistical analysis was performed using SPSS 26 to assess the validity and reliability of the questionnaire.Results: The findings indicate that mathematics teachers generally hold a positive perception of Microsoft Teams sustainability in supporting digital learning. Task technology fit (TTF) significantly influenced teachers views on the platform effectiveness, productivity, and its impact on their teaching performance and students outcomes. However, challenges such as technical issues and varying levels of digital literacy impacted its full potential.Conclusion: The study concludes that incorporating Microsoft Teams as a core component of the education curriculum is vital for its long-term sustainability in digital learning environments. Recommendations include addressing existing challenges to optimize its usage and enhance its role in future educational practices.
Advancing mathematical representation abilities through scientifically-oriented contextual learning modules in junior secondary education Putra, Rizki Wahyu Yunian; Ambarwati, Riyama; Fadila, Abi
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.v5i1.763

Abstract

Background: Many students face difficulties in expressing mathematical ideas due to the absence of instructional materials that connect lessons with real-world contexts. Applying a contextual approach aligned with scientific inquiry may improve students’ conceptual understanding and engagement.Aims: This research seeks to develop and assess the effectiveness of contextual teaching modules designed using a scientific framework to strengthen the mathematical representation skills of junior secondary learners.Methods: Adopting the ADDIE instructional design model, this study utilized a Research and Development (RD) methodology involving 87 seventh-grade students from two Indonesian schools. Data collection included expert validation instruments, learner feedback surveys, and pretest-posttest measurements, with analysis based on validity, practicality, and effect size metrics.Results: Expert evaluations confirmed high validity, with average ratings of 3.71 for content and 3.73 for media. Student feedback indicated high engagement across both trial groups (mean scores above 3.3). Effect size analysis showed substantial learning gains, with Cohen’s d values of 0.82 and 0.96, indicating strong impact on students’ mathematical representation ability.Conclusion: The contextual modules developed through this study, when implemented with a scientific approach, were validated as effective tools for improving students’ ability to represent mathematical concepts. These outcomes underscore the value of integrating contextual and inquiry-driven strategies into teaching practices to make abstract content more accessible and meaningful in mathematics education.
Enhancing the students problem-solving ability through situation-based learning with the six thinking hats technique Wongsa, Suriwan; Cojorn, Kanyarat
Journal of Advanced Sciences and Mathematics Education Vol 4, No 2 (2024): Journal of Advanced Sciences and Mathematics Education
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v4i2.447

Abstract

Background: Problem-solving ability is essential in learning, particularly in addressing complex situations that require multi-perspective analysis. Many students face difficulties in systematic thinking, leading to ineffective problem-solving. Enhancing this skill is crucial for overcoming daily challenges.Aims: This research aims to improve the problem-solving ability of Grade 11 students in Electrochemistry, targeting a minimum criterion of 70 percent proficiency, through the integration of Situation-Based Learning and the Six Thinking Hats technique.Methods: Employing action research, this study was conducted in three cycles with 31 Grade 11 students from Sarakhampittayakhom School, Thailand. Research instruments included: (1) lesson plans based on Situation-Based Learning and the Six Thinking Hats technique, (2) problem-solving ability tests, (3) observation sheets for problem-solving behaviors, and (4) student interview guides. Quantitative data were analyzed using averages and percentages, while qualitative data were evaluated through content analysis.Results: The findings indicate a significant improvement in students' problem-solving ability over the three cycles. In the first cycle, 13 students achieved the 70 percent  criterion, increasing to 20 students in the second cycle, and 28 students in the third cycle. This progression highlights the effectiveness of the proposed technique in enhancing problem-solving skills by fostering independent thinking, exploring diverse perspectives, and evaluating solutions comprehensively.Conclusion: Students receiving Situation-Based learning with the Six Thinking Hats technique show increased problem-solving ability. Therefore, this approach can significantly enhance the problem-solving ability of the target group.
Creative problem-solving assessment in fluid mechanics for senior high school students: Instrument validation and reliability analysis using the rasch model Diani, Rahma; Viyanti, Viyanti; Jalmo, Tri; Lengkana, Dewi; Erliana, Intan
Journal of Advanced Sciences and Mathematics Education Vol 5, No 1 (2025): Journal of Advanced Sciences and Mathematics Education
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v5i1.558

Abstract

Background: Creative Problem-Solving (CPS) is a critical skill in physics education, enabling students to address real-world challenges through innovative and practical approaches. Despite its importance, there is a limited number of reliable and valid instruments specifically designed to assess CPS skills within the context of physics education.Aim: This study aims to develop and prove the validation of a CPS assessment instrument using the Rasch model to ensure its reliability and accuracy in measuring CPS skills in physics education.Method: The research followed the ADDIE development model, which includes analysis, design, development, implementation, and evaluation phases. The instrument, consisting of 20 essay items aligned with CPS indicators, was validated by three experts in physics education. It was then tested on 35 Grade XI students in Lampung Province. Data analysis was performed using the Rasch model through Winsteps software, focusing on fit analysis, reliability, item difficulty distribution, and dimensionality assessment.Results: The instrument demonstrated strong internal consistency, confirming its reliability for assessing CPS skills in physics education. The construct validity was supported by fit analysis, indicating that most items functioned appropriately. However, some items exhibited potential bias and required revision. The dimensionality analysis confirmed that the instrument effectively measured a single underlying construct, ensuring its psychometric robustness. These findings suggest that the developed CPS assessment instrument is a reliable and valid tool for evaluating students’ creative problem-solving abilities in high school physics, particularly in fluid mechanics.Conclusion: This study successfully developed and validated a CPS assessment instrument for high school physics education, demonstrating strong reliability and construct validity. The instrument effectively measures CPS skills, though some items require refinement to ensure fairness and accuracy. Future research should focus on further improving item quality and testing the instrument in diverse educational settings to enhance its applicability and generalizability.
Enhancing conceptual understanding and learning skills: The role of strategy, motivation, teacher support, and self-efficacy Laili, Ummiy Fauziyah; Huda, Syamsul; Anggraini, Atika; Maharani, Fareza Chandri; Muniroh, Luthfiyatul; Umam, Rofiqul
Journal of Advanced Sciences and Mathematics Education Vol 5, No 1 (2025): Journal of Advanced Sciences and Mathematics Education
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v5i1.653

Abstract

Background: Effective learning involves more than mere exposure to information; it requires learners to engage strategically, be motivated, and operate within supportive environments. In junior high school science education, students often face challenges in developing a deep conceptual understanding and acquiring scientific skills. Addressing this issue calls for the implementation of learning strategies that promote active engagement and student-centered learning. Aim: This study aims to investigate the impact of the Reading, Questioning, and Answering (RQA) learning strategy on students’ conceptual understanding and science learning skills. It also explores the role of learning motivation, teacher support, and self-efficacy in supporting students' learning processes. Method: A quantitative research design was employed, utilizing the Partial Least Squares (PLS) analysis approach. The sample consisted of 40 junior high school students selected through a saturated sampling technique. Data were gathered through questionnaires, classroom observations, and documentation, and analyzed using SmartPLS software to assess the relationships among the studied variables. Result: The results revealed that the RQA learning strategy significantly influences students’ conceptual understanding and science learning skills. While learning motivation, teacher support, and self-efficacy also have positive effects, the RQA strategy was identified as the most influential factor in enhancing science learning outcomes.Conclusion: The findings underscore the importance of innovative and student-centered learning strategies, such as RQA, in improving science education at the junior high school level. These insights are valuable for educators and curriculum developers in designing more interactive and supportive learning environments that foster deeper understanding and scientific competence among students.
Impact of socio-economic background of the students on the integration of mathematics Ideas into the learning of physical electronics course Fasinu, Vojo George; Bonyah, Ebenezer
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.v4i2.452

Abstract

Background: The socio-economic background of students plays an important role in shaping their mathematics skills, especially when combining mathematical ideas with learning physical electronics. However, many engineering programs do not consider students' earlier school experiences when they are admitted. Factors like family background, the type of school they went to, and their age are some reasons why it is difficult to connect mathematics to their learning in physical electronics.Aim: This research aims to study how the socio-economic background of students affects their academic performance when they bring mathematical ideas into physical electronics education.Method: The study focused on university students taking a physical electronics course in South Africa. A mixed-method approach was used, including semi-structured surveys and interviews, to collect students' opinions about combining mathematics with physical electronics.Results: The results show that students' socio-economic backgrounds affect how well they can use mathematics in their learning. The findings include: 1) Students had different levels of preparation in mathematics and physics; 2) Performance differences were found between students from rural and urban schools, 3) Those with basic knowledge of mathematics and physics performed better when combining these concepts with physical electronics.Conclusion: This study found that connecting mathematics to physical electronics helps students understand concepts better. It also introduces a model called the Socio-Economic Based Practical Reward Mathematics Integrative Model (SEB-PRMIM), which is designed to reduce the effects of socio-economic differences and improve mathematics integration in engineering education.

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