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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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Thematic approach and its effectiveness in improving learning outcomes, motivation, and critical thinking in natural and social sciences Tulus, Tulus; Aunurrahman, Aunurrahman; Halida, Halida; Dahlan, Hesti; Wigati, Ndaru; Mulya, Hadi
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.v4i2.475

Abstract

Background: Thematic learning is an effective strategy to address the demands of 21st-century education by integrating critical thinking, collaboration, and creativity through contextual learning environments.Aim: This study aims to evaluate the effectiveness of the thematic approach in improving students' learning outcomes, motivation, and critical thinking skills in Natural and Social Sciences (IPAS) subjects at SMKN 1 Sukadana.Method: The research employed a quasi-experimental design with a pretest-posttest control group. A total of 70 grade XI students were selected as the sample through purposive sampling, divided into experimental and control groups (35 students each). Data were collected using learning outcome tests, motivation questionnaires, and observation sheets. Descriptive and inferential statistical analyses, including t-tests, were conducted after normality and homogeneity tests.Results: The thematic approach significantly enhanced learning outcomes, motivation, and critical thinking skills. The experimental group achieved a 100 percent success rate, compared to 48.57 percent in the control group. Variance in individual responses highlighted differing adaptations to this method.Conclusion: The thematic approach is effective in improving student engagement, motivation, and interdisciplinary learning outcomes, particularly in vocational education. These findings support its implementation as a cross-disciplinary teaching method and provide insights for educational policy development.
Retaining mathematical momentum: Investigating the impact of flipped classroom model on mathematics retention among senior secondary school students Asanre, Akorede Ayoola; Aviwe, Sondlo; Adedeji, Abdullateef A.
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.v5i2.633

Abstract

Background: This study investigates the impact of the flipped classroom model on the retention of mathematical concepts among senior secondary students in Ogun State, Nigeria, with attention to gender-based differences.Aims: The study aims to examine both the main and interaction effect of strategies (flipped classroom model and conventional approach) and gender on the retention of secondary school students in mathematics in Ogun State, Nigeria. Having in mind to retain mathematical momentum within secondary school students in Ogun State.Method: Employing a quasi-experimental, non-equivalent control group design, the study compared retention scores between an experimental group using the flipped classroom model and a control group taught with traditional methods. Fifty-four Senior Secondary School II students were selected from two schools and divided evenly between the groups. Data was collected through pre-tests, post-tests, and delayed post-tests using the Mathematics Retention Test (MRT) with the reliability coefficient of 0.74. Analysis of Covariance (ANCOVA) was used to analyze the data.Results: The outcomes showed that students in the flipped classroom model had much better retention scores than those in conventional environments, therefore underscoring the success of the flipped model in encouraging long-term retention. Furthermore, results revealed that the approach helped male and female students equally; there was no appreciable relationship between gender and retention results. These findings highlight the possibilities of the flipped classroom as an inclusive and successful teaching tool to improve mathematical retention.Conclusion: The study concluded that the flipped classroom approach improves mathematical retention in Ogun State, Nigeria, without allowing any gender gap. Additionally, it shows that flipped classroom model help to retain the mathematical momentum of the students sampled. Adopting the flipped classroom model will help schools in Ogun State optimize their advantages for different student groups by means of teacher preparation and digital resource support.
MathQuest: A powerpoint-based problem-based learning game for mathematical problem-solving Supartini, Reny; Sari, Nenden Mutiara; Supianti, In In; Septiani, Gina Dwi
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.v4i2.455

Abstract

Background: Despite the importance of mathematical problem-solving skills in academic and everyday contexts, many students struggle to master these skills due to the lack of engaging and effective instructional tools. Traditional teaching methods often fail to address these challenges, highlighting the need for innovative approaches that integrate interactive and motivating elements into the learning process.Aims: This study aims to develop and validate a PowerPoint-based Problem-Based Learning (PBL) game, evaluate its practicality in classrooms, and assess its effectiveness in improving students' mathematical problem-solving skills and motivation.Methods: Using the ADDIE model, this research involved 33 tenth-grade students selected through purposive sampling. Validation by two media experts, two content experts, and two language experts ensured high-quality game design.Result: Expert validation results showed high scores for content (91 percent), media design (89 percent), and language clarity (92 percent), indicating strong validity. The game achieved a practicality score of 85 percent based on student usability feedback. Effectiveness was demonstrated through a significant improvement in students’ mathematical problem-solving skills, with average test scores increasing from 65 to 85 after using the game. Additionally, 70 percent of students reported heightened motivation and engagement in learning mathematics through this game.Conclusion: The PBL-based PowerPoint game demonstrated strong validity, practicality, and effectiveness in addressing the needs of students and enhancing their mathematical skills. Key educational game elements identified include immediate feedback, question variety, and the ability to play in groups, making it a viable tool for classroom implementation.
Development of the climate change investigation (CCI) module to empowering sustainability literacy and global diversity in junior high school students Buana, Contias Edar; Nurhudha, Muhammad; Gunawan, Kadek Dwi Hendratma; Indriyanti, Nurma Yunita; Probosari, Riezky Maya; Mahardiani, Lina
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.v5i1.708

Abstract

Background: Environmental issues are integral to science education, addressing the causes, impacts, and prevention of environmental damage. Investigative learning is essential to help students better understand these complex topics.Aim: This study aimed to determine the characteristics and feasibility of the Climate Change Investigation (CCI) module in empowering students’ sustainability literacy and global diversity.Method: The research employed a Research and Development (RD) approach using the ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. Data collection included expert validation and student-teacher response questionnaires.Results: The findings showed that the CCI module is an effective and engaging tool for enhancing students’ understanding of environmental issues and cultural awareness. The module also benefits teachers by introducing interactive, low-carbon, and sustainability-based learning media. Validation scores from material, media, and language experts confirmed its high feasibility. Student and teacher responses indicated a high level of satisfaction with the module's clarity, content, and relevance.Conclusion. The CCI module enables students to understand various causes and impacts of environmental degradation, recognize the regional variations in climate effects, appreciate the role of biodiversity, evaluate the influence of eco-friendly technologies, and participate actively in discussions. The module supports independent learning and contributes to shaping environmentally and culturally conscious students aligned with 21st-century educational goals.
Development of geogebra-based interactive multimedia on triangle and quadrilateral topics to enhance students' understanding of mathematical concepts Buchori, Achmad; Rahmawati, Noviana Dini; Baldemor, Milagros
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.v5i2.535

Abstract

Background: Understanding mathematical concepts is essential for students, as it forms the basis for developing other mathematical abilities. Many students struggle with abstract mathematical ideas, particularly in geometry.Aim: This study aims to examine the validity, practicality, and effectiveness of GeoGebra-based interactive multimedia in enhancing students’ understanding of triangles and quadrilaterals.Method: This study employed a Research and Development (R&D) approach using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation phases. The subjects involved were seventh-grade students at a junior high school. Validation of the product was conducted by two material experts and two media experts. Practicality was assessed using student response questionnaires, while effectiveness was measured through a quasi-experimental design involving a pretest-posttest control group. Data were analyzed using descriptive statistics and inferential analysis to determine the improvement in conceptual understanding.Result: Validation scores reached 88% (material) and 88.2% (media), indicating high validity. Student feedback showed positive responses toward the multimedia's usability and engagement. The experimental group outperformed the control group, with a higher average score, demonstrating the effectiveness of the developed multimedia.Conclusion: GeoGebra-based interactive multimedia is a valid, practical, and effective tool for improving students’ understanding of mathematical concepts, particularly in triangle and quadrilateral topics. Its integration into classroom instruction enhances engagement and supports meaningful learning experiences. Future research is recommended to investigate the long-term effects of such multimedia on students’ conceptual retention, its application to other mathematical domains and grade levels, and its integration with collaborative or inquiry-based learning approaches.
Exploring first-year students' reasoning gaps in bivariate analysis: A case study from a resource-limited higher education context Makwakwa, Eva Gavhaza
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.v5i2.709

Abstract

Background: Many students struggle with bivariate analysis, especially where digital tools are lacking and manual methods dominate learning.Aim: This study seeks to uncover the types of conceptual misunderstandings and procedural errors that first-year undergraduate students encounter when solving problems related to correlation and regression. It also aims to explore the underlying factors contributing to these difficulties.Method: A qualitative analysis was conducted using examination scripts from 120 first-year students enrolled in a Descriptive Statistics and Probability module at a South African open distance learning university. The students’ responses to questions on linear correlation, regression fitting, and prediction were examined through a combination of descriptive statistics and deductive content analysis.Results: The analysis revealed a wide range of misconceptions. While 80% of students could correctly identify variables, only 41.7% computed the correlation coefficient accurately, 36.7% fitted the regression line correctly, and 33.3% predicted y-values properly. Frequent errors included misusing formulas, confusing statistical terms, and failing to check the plausibility of results. Manual methods, in particular, increased the risk of computational and interpretative mistakes.Conclusion: The findings point to substantial gaps in both conceptual understanding and procedural fluency among novice statistics students. To support better learning outcomes, educators should prioritize teaching strategies that integrate conceptual clarity, multiple solution paths, and routine validation practices, especially in contexts where digital tools are not widely available.
Bridging educational inequities in border regions: A qualitative inquiry into mathematics instruction in vocational high schools Rif'at, Mohamad; Sudiansyah, Sudiansyah; Khalimi, Soleh; Kurniawati, Anugrah; Romah, Dwita
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.v5i2.775

Abstract

Background: Vocational schools in border areas face systemic challenges such as limited infrastructure and poor curriculum-context alignment, hindering effective mathematics instruction and student engagement.Aims: This study investigates how mathematics learning is organized and implemented in a vocational high school situated in the Entikong border area of West Borneo, Indonesia. The research seeks to identify instructional patterns, contextual challenges, and adaptive strategies used by educators under constrained conditions.Method: Using a qualitative case study design, data were gathered through direct classroom observation, semi-structured interviews with teachers and school leaders, and review of official teaching documents. Thematic analysis and data triangulation were employed to ensure rigor and credibility.Results: The analysis highlights a continued reliance on teacher-centered instruction, minimal use of contextual or vocationally integrated methods, and limited student engagement. Assessment practices predominantly measure cognitive outcomes, lacking elements that support student reflection or vocational competencies. Curriculum delivery is often disrupted by time limitations and infrastructural shortfalls.Conclusion: Improving mathematics instruction in border-based vocational schools necessitates flexible teaching models tailored to the local context. Strengthening professional development, embedding authentic assessments, and enhancing school-community collaboration are crucial steps toward addressing educational disparities in underserved regions.
Teachers’ knowledge of subject matter in formal definition of limit at senior high school level Ma'rufi, Ma'rufi; Ilyas, Muhammad; Salwah, Salwah; Ashari, Nur Wahidin
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.v5i2.769

Abstract

Background: Vocational schools in border areas face systemic challenges such as limited infrastructure and poor curriculum-context alignment, hindering effective mathematics instruction and student engagement.Aims: This study investigates how mathematics learning is organized and implemented in a vocational high school situated in the Entikong border area of West Borneo, Indonesia. The research seeks to identify instructional patterns, contextual challenges, and adaptive strategies used by educators under constrained conditions.Method: Using a qualitative case study design, data were gathered through direct classroom observation, semi-structured interviews with teachers and school leaders, and review of official teaching documents. Thematic analysis and data triangulation were employed to ensure rigor and credibility.Results: The analysis highlights a continued reliance on teacher-centered instruction, minimal use of contextual or vocationally integrated methods, and limited student engagement. Assessment practices predominantly measure cognitive outcomes, lacking elements that support student reflection or vocational competencies. Curriculum delivery is often disrupted by time limitations and infrastructural shortfalls.Conclusion: Improving mathematics instruction in border-based vocational schools necessitates flexible teaching models tailored to the local context. Strengthening professional development, embedding authentic assessments, and enhancing school-community collaboration are crucial steps toward addressing educational disparities in underserved regions.
Geometry from Coastal Life: a grounded theory of primary students’ 3D geometry understanding in Northern Coastal West Java Wahyuningrum, Endang; Sudirman, Sudirman; Rodríguez-Nieto, Camilo Andrés
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.v5i2.813

Abstract

Background: Although three-dimensional (3D) geometry is an essential component of the elementary school mathematics curriculum, research exploring how students develop spatial understanding of 3D geometric objects in authentic learning contexts remains limited. Furthermore, the challenge of bridging visual, verbal, and manipulative representations persists as a major gap in the literature.Aims: This study aims to address this gap by examining the process through which elementary students develop conceptual understanding of 3D geometry using a grounded theory approach.Method: The study was conducted at a public elementary school in Indramayu Regency, West Java, Indonesia. A total of 26 students (20 female and 6 male, aged 11–12) voluntarily participated. Data were collected through 3D geometric visualization tests and in-depth interviews focusing on students' thought processes in imagining, comparing, and manipulating spatial forms. Data analysis followed the three stages of grounded theory methodology: open coding, axial coding, and selective coding, to construct a theory grounded in empirical data.Results: The findings reveal that students’ understanding of 3D volume is still in a transitional stage, moving from concrete experiences to formal mathematical representations. Familiar local contexts alone were found insufficient to bridge spatial understanding without adequate visual and pedagogical support. Major obstacles included conceptual misconceptions, procedural errors, limited visualization skills, and reliance on teacher assistance.Conclusion: The core category, “multiple representations as a bridge to spatial understanding,” underscores the importance of integrating concrete visualization, verbal description, and mathematical symbolism in geometry instruction. This study suggests that teachers should design instructional strategies that systematically combine visual media, concrete manipulatives, and verbal approaches. Such integration is crucial to ensure that local contexts effectively serve as a bridge between real-world experiences and abstract mathematical understanding.
Improving critical thinking skills through the implementation of E-worksheets based on differentiated PjBL-STEM Meirawati, Kesi; Abdurrahman; Jalmo, Tri
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.v5i2.799

Abstract

Background: Critical thinking is an important skill because it involves reasoning and logic in problem solving efforts. Although it is important, it turns out that students’ critical thinking skills are currently still low. Aims: This study aims to describe the practicality and effectiveness of e-worksheets based on Differentiated PjBL-STEM to improve critical thinking skills. Methods: This research is a Research and Development that refers to the Borg and Gall model. The population is all grade IX students at one of the junior high schools in Tanjung Bintang District. Research instruments were questionnaires for the needs of educators and students, questionnaires for validating e-worksheets by experts, questionnaires for responding educators and students, pretest-posttest, critical thinking skills data analysis techniques using t-test. Result: The validation results of e-worksheets for the suitability of content, attractiveness, and readability obtained an average of 88.35%, meaning that e-worksheets is valid, while the educator’s response was 98.29%, the average student response for the attractiveness and readability aspects was 96.11%, meaning that e-worksheets is practically. The results of the t-test sig.2 tailed value of 0.000 mean that the average critical thinking skills in the experimental class are higher than those in the control class. This is supported by an effect size of 1.29 which is categorized as “large”. Conclusion: Differentiated PjBL-STEM-based e-worksheets effectively improve students critical thinking skills with a significant impact on tolerance of differences in student learning readiness. Therefore, differentiated PjBL-STEM learning is important to implement in schools, especially project-based learning that is relevant to the real world.

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