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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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Wetland in science education: A systematic literature review (SLR) Saadi, Parham; Misbah, Misbah; Arlinda, Rossy; Muhammad, Nurlaela; Harto, Muhdi; Qamariah, Qamariah; Haryandi, Surya
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.v5i1.599

Abstract

Background: This study investigates and describes the wetland environment in science education from 1998 to 2024 using the PRISMA method, analyzed with one bibliometric technique, co-occurrence.Aim: This Systematic Literature Review (SLR) aims to synthesize several studies related to the wetland environment in science education. Therefore, this research focuses on “Wetland Environment in Science Education”.Method: The methods used include article selection, inclusion criteria, and more objective analysis methods. The PRISMA article selection steps, known as the PRISMA flow diagram, recommended for SLR, resulted in 76 articles and journals.Result: A bibliometric review was conducted on journals related to the wetland environment in science education, yielding 20 interrelated articles discussing the wetland environment in science education. This data was then visualized using VOSviewer.Conclusion: The extracted articles concluded that there is a significant relationship between the wetland environment and other variables, particularly in science education.
Problem-based learning with baamboozle edugame: Enhancing critical thinking skills and learning interest Wahyuningsih, Endang; Hidayati, Fina Hanifa; Muflih, Ghufron Zaida; Fersellia, Fersellia
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.v4i2.477

Abstract

Background: Developing students' critical thinking skills and learning interest is essential in mathematics education, particularly in complex topics like discrete mathematics. Problem-Based Learning (PBL) models, integrated with educational technology such as the Baamboozle edugame, have the potential to address these educational challenges.Aim: This study investigates the effect of the Problem-Based Learning (PBL) model assisted by the Baamboozle edugame on students' critical thinking skills and their learning interest.Method: A quasi-experimental design was employed, involving an experimental group using the PBL model with Baamboozle and a control group following conventional teaching methods. Data were collected using posttest instruments to measure critical thinking skills and learning interest.Results: The findings reveal significant differences in both critical thinking skills and learning interest between the experimental and control groups. The experimental group achieved an average posttest score of 84.28 in critical thinking skills compared to 53.43 in the control group. For learning interest, the experimental group scored 75.83, outperforming the control group's 70.13.Conclusion: The study concludes that the PBL model integrated with the Baamboozle edugame effectively enhances students' critical thinking skills and learning interest in discrete mathematics. This approach demonstrates the potential of combining innovative learning models with educational technology to improve student outcomes.
Academic achievement and students’ satisfaction towards inquiry-based learning and gamification of grade 7 students Khotphat, Pawanrat; Nuangchalerm, Prasart; Saregar, Antomi
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.v5i1.519

Abstract

Background: Effective science education should promote not only academic achievement but also student motivation and engagement. Integrating inquiry-based learning with gamification has been suggested as a promising approach to support these outcomes, especially in middle school contexts where students often face challenges in understanding abstract scientific concepts.Aim: This study aims to evaluate the academic achievement and satisfaction of Grade 7 students after learning thermal energy concepts through inquiry-based learning integrated with gamification. The target benchmark was set at 70% achievement to assess the effectiveness of the learning model.Method: A post-test only experimental design was employed with 39 Grade 7 students at Kalasin Pittayasan School. The intervention involved four learning sessions that applied inquiry-based strategies enhanced with gamified activities. Research instruments included lesson plans, a 10-item multiple-choice academic achievement test, and a student satisfaction questionnaire. Data were analyzed using descriptive statistics and one-sample t-tests.Results: Findings revealed that students' average achievement score (73.80%) significantly exceeded the 70% criterion (p 0.05). Students also reported high satisfaction with the learning experience, citing improved understanding, enjoyment, and motivation. Qualitative feedback highlighted a positive classroom environment, increased willingness to participate, and appreciation for game-based elements.Conclusion: The integration of gamification within inquiry-based learning can effectively enhance both academic performance and learner satisfaction in science education. This approach offers a meaningful instructional model for middle school science classes. Future research should explore its long-term impact and adaptability across different subjects and student populations.
Symmetries of the equilateral triangle mediated by geogebra: a proposal for training rural mathematics teachers Santiago, Paulo Vitor da Silva; Alves, Francisco Régis Vieira; Santos, Maria José Costa dos
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.v5i1.562

Abstract

Background: The equilateral triangle is a fundamental object in geometry, notable for its symmetrical properties, which are best understood through dynamic visualization. Traditional methods often fall short in making these concepts accessible, especially in rural educational contexts with limited resources.Aims: This study aimed to explore the effectiveness of GeoGebra software as a mediating tool to enhance rural mathematics teacher training, particularly in understanding the symmetries of equilateral triangles.Methods: Employing a qualitative and descriptive methodology, the research collected data through classroom observations, analysis of participants’ digital constructions using GeoGebra, and reflective interviews. These methods were chosen to capture how pre-service teachers engage with geometric concepts via dynamic tools.Results: The results demonstrated that GeoGebra significantly improves the visualization of geometric transformations such as rotations and reflections. Participants reported increased comprehension and engagement due to the interactive nature of the software. The teaching approach also encouraged deeper geometric reasoning and fostered the ability to connect abstract group theory with concrete visual representations.Conclusion: The use of GeoGebra in rural teacher training is not only feasible but transformative. As a free, accessible platform, it bridges gaps caused by resource limitations and aligns well with local educational realities. The software empowers future educators to adopt student-centered approaches that make geometry both meaningful and contextually relevant. This proposal supports the integration of digital tools in teacher education and provides a replicable model for similar contexts globally. Future research should investigate broader applications of GeoGebra across other geometric topics and assess its long-term impact on classroom practice in rural environments.
Ethnoscience exploration of sago processing as a science learning resource for elementary school Budiarti, Indah Slamet; Kusdianto, Kusdianto; Megawati, Megawati
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.v4i2.516

Abstract

Background: The integration of local wisdom into science learning is crucial to promote contextual and meaningful education, particularly in primary schools. Despite its importance, the use of ethnoscience in primary school science curricula remains underexplored, leading to a disconnect between abstract scientific concepts and students' everyday experiences.Aim: This study aims to explore the ethnoscience of sago processing in Sarmi Regency, Papua, and its application as a science learning resource for elementary schools.Method: A qualitative descriptive method with a case study approach was employed, involving data collection through observations, interviews, and documentation with local community participants.Results: The results reveal that traditional sago processing encompasses basic scientific principles, including simple machinery, energy transfer, friction, and sedimentation, which can be effectively contextualized in science lessons.Conclusion: The integration of sago processing into the curriculum enhances students' comprehension of scientific concepts, fosters cultural appreciation, and encourages sustainability. These findings underscore the need to incorporate local wisdom into educational practices to develop student-centered, culturally relevant, and sustainability-oriented learning environments.
Evaluating the theoretical validity of the PASPOR model for enhancing mathematical communication in teacher education Jufri, Jufri; Asrial, Asrial; Johari, Asni; Kamid, Kamid
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.v5i1.744

Abstract

Background: Mathematical communication is a key skill for preservice primary school teachers, enabling them to effectively facilitate understanding in the classroom. Despite its importance, many students in teacher education programs struggle to convey mathematical concepts clearly in both verbal and symbolic forms.Aim: This study aimed to evaluate the theoretical validity of the PASPOR Model—comprising Pairing, Square, Presentation, and Repetition—as an instructional framework designed to enhance mathematical communication in preservice teacher education.Method: A development research approach was applied, based on the Plomp model. Expert validation focused on five core components: syntax, social system, reaction principle, support system, and instructional impact. Data were collected using structured instruments completed by mathematics education experts and analyzed through both quantitative and qualitative techniques.Result: The findings demonstrated high theoretical validity for the PASPOR Model. Expert ratings ranged from 3.68 to 3.97, with reliability coefficients exceeding 0.90 across all components. Experts affirmed the model’s internal consistency, pedagogical relevance, and effectiveness in promoting structured, collaborative mathematical communication among learners.Conclusion: The PASPOR Model is a theoretically sound and pedagogically appropriate instructional model for improving mathematical communication in preservice teacher education. Its structured stages support cooperative learning and reflective interaction. The strong expert agreement endorses its integration into teacher education curricula and provides a foundation for future empirical studies to assess its practical application and adaptability in various learning contexts, including digital platforms.
Exploring students' mathematical reasoning in solving HOTs problems based on thinking styles Marufi, Marufi; Ilyas, Muhammad; Ashari, Nur Wahidin; Kriswinarso, Tri Bondan; Salwah, Salwah
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.v4i2.499

Abstract

Background: The advancement of technology has facilitated rapid access to information, yet it poses challenges in discerning accurate information. In this context, critical thinking becomes essential for analyzing and evaluating information. Within mathematics education, exploring students reasoning processes and their alignment with thinking styles is crucial for enhancing problem-solving skills, especially in addressing Higher Order Thinking Skills (HOTS) problems.Aims: This study aims to describe students' mathematical reasoning in solving HOTS problems on the topic of systems of three-variable linear equations, focusing on two distinct thinking styles: Abstract Random and Concrete Sequential.Methods: This qualitative descriptive study was conducted at Cokroaminoto Palopo University with 36 Mathematics Education students. Two subjects, representing each thinking style, were purposively selected based on a thinking style test. Data collection involved mathematical reasoning tests, interviews, and observations, with the researcher serving as the primary instrument.Results: The findings indicate that both Abstract Random and Concrete Sequential subjects demonstrated reasoning abilities that align with all six indicators of mathematical reasoning. Notably, the Abstract Random subject approached problems through hypothesis formation and fractional equations, while the Concrete Sequential subject systematically assigned values and developed mathematical models. Both subjects re-checked their solutions to ensure accuracy.Conclusion: This study concludes that students with both Abstract Random and Concrete Sequential thinking styles exhibit effective mathematical reasoning when solving HOTS problems. These results highlight the importance of tailoring instructional strategies to accommodate diverse thinking styles to enhance students reasoning abilities in mathematics education.
A systematic review on design thinking in science education research (DTiSER) on 21st century skills Fatkhurrohman, Mukhammad Aji; Hamidah, Ida; Suhandi, Andi; Samsudin, Achmad
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.v5i1.517

Abstract

Background: Design thinking is essential for developing 21st-century competencies, and there is a growing need and interest in introducing design thinking to science education students.Aim: The purpose of this study was to review high-quality empirical research on design thinking in science education research (DTiSER) and explore future research perspectives.Method: A literature review based on a five-stage methodology comprising of (1) research article collection from the databases, (2) research article inclusion/exclusion norms, (3) reviewing the processed research articles, (4) analyzing the research articles to extract the information, and (5) inferring the extracted information to derive at the future research direction. The paper contributes to reviewing 31 research articles, specifically on design thinking in science education research (DTiSER).Results: The results indicate that: (1) Research trends on design thinking in science education research (DTiSER) between 2015 and 2023 increased. (2) The United States is a country that mainly conducts research on design thinking in science education research (DTiSER) between 2015 and 2023 (3) Research trends of highly cited papers published in academic journals between 2015 and 2023, i.e., articles written by Smith et al. (4)  The science materials that have been applied to design thinking from 2015 to 2023 are electricity, magnetism, mechanics, climate, planets, earth science,  conservation biology, environment, thermodynamics, disaster mitigation, soil classification,  microba and organisms.Conclusion: The implementation of design thinking in science education research refers to science materials applied in real-life contexts. Therefore, the implementation of design thinking can pave the way for broader innovations in contexts relevant to science content and also in science learning innovations.
Investigating the relationship between environmental literacy and mathematical literacy toward computer self-efficacy in secondary school Rozikin, Ahmad; Suherman, Suherman; Farida, Farida; Tasca, Riccardo
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.v4i2.363

Abstract

Background: The twenty-first century has been characterised by remarkable advances in technology, information, and communication, underscoring the importance of environmental and mathematical literacy in navigating this digital age.Aim: The study aims to investigate the influence of environmental and mathematical literacy on computer self-efficacy.Method: This study employed a quantitative methodology within a correlational research design, with a total of 47 secondary school students participating by random sampling. Regression analysis was used to analyse the data, revealing insightful findings on the relationship between environmental and mathematical literacy and computer self-efficacy.Results: After conducting the prerequisite checks for the regression test, it was determined that the feasibility of testing the hypothesis by the data, particularly through the regression test. In this study, the results showed that the relationship between environmental literacy and mathematical literacy with computer self-efficacy abilities is particularly significant. In fact, the study found that the combined influence of environmental and mathematical literacy on computer self-efficacy is stronger than its individual effects, suggesting a synergistic relationship between these types of literacy. Furthermore, mathematical literacy emerged with the highest average score of 62.070, followed by environmental literacy and computer self-efficacy abilities, which received average scores of 54.875 and 55.953, respectively.Conclusion: In summary, the study underscores the significant positive impact on the relationship between environmental and mathematical literacy on computer self-efficacy among secondary school students. By improving environmental and mathematical literacy, educators and researchers can empower students with the skills and competencies necessary to navigate the digital landscape with confidence and proficiency.
Students' mathematical critical thinking skill: An exploration case study when using argumentation-based learning Susandi, Ardi Dwi; Sudirman, Sudirman
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.v%vi%i.547

Abstract

Background: Critical thinking skills are essential in addressing the learning challenges faced by students in the 21st century. To foster these skills effectively, it is necessary to adopt specific instructional approaches that enhance students’ mathematical critical thinking within the classroom setting.Aims: This study aims to investigate students’ critical thinking abilities in mathematics during the implementation of the Argumentation-Based Learning Process (ABLP) in classroom instruction.Methods: A qualitative case study design was employed, involving 30 eighth-grade students from an A-accredited school in Indonesia. Data sources included ABLP-based worksheets, audio recordings of student group discussions, and interview transcripts. The collected data were analyzed using a triangulation strategy to ensure accuracy, and peer reviews were conducted to validate the findings. The analysis focused on identifying indicators of critical thinking skills at each stage of the ABLP model.Results: The results show that students demonstrated various levels of critical thinking throughout the ABLP stages. However, not all students consistently met the predetermined indicators at each stage of the process. Despite these variations, the findings suggest that ABLP can be an effective pedagogical approach to foster students’ critical thinking in mathematics.Conclusion: This study concludes that ABLP offers meaningful opportunities for students to develop critical mathematical thinking and should be considered as a strategy in mathematics instruction.

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