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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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Strategies for developing creative thinking in the digital era through procreamath projects: Synergy of e-worksheets and project-based learning Aditya, Anggie Yudistira; Hakim, Lukmanul
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.v5i2.810

Abstract

Background: Creative thinking is a crucial skill in mathematics education, particularly in understanding geometric concepts such as flat side space nets. However, conventional learning resources often lack the capacity to stimulate such thinking effectively. Aims: This study aims to develop an e-worksheet based on Project-Based Learning (PjBL) to enhance students' creative thinking skills in a geometry course, focusing on flat side space nets. Methods: The development process follows the ADDIE model, consisting of analysis, design, development, implementation, and evaluation phases. The e-worksheet was created using digital design tools to ensure interactive and visually engaging content. Validation was conducted by subject matter and media experts, while practicality was assessed through student feedback. Effectiveness was evaluated based on the improvement of students’ creative thinking skills. Result: The validation results indicate that the e-worksheet meets the criteria for content, visual design, and alignment with the PjBL approach. Students responded positively to the e-worksheet’s usability, clarity, and role in supporting conceptual exploration. Learning outcomes showed an increase in creative thinking, particularly in fluency and originality. However, lower achievement in flexibility and elaboration suggests the need for further instructional focus on these indicators. Conclusion: The PjBL-based e-worksheet is valid, practical, and effective in enhancing creative thinking skills and is feasible for use as an alternative mathematics learning resource. Future development should emphasize activities that strengthen flexibility and elaboration aspects of creative thinking.
Design and psychometric validation of a metacognitive instrument for physics learning: A focus on heat concepts Novia, Hera; Siska Dewi Aryani; Andhy Setiawan; Zahran, Muhammad
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.v5i2.818

Abstract

Background: Metacognitive knowledge, awareness of one's own cognition, tasks, and learning strategies, is critical for independent learning but is often underemphasized in physics education. Aim: This study aimed to develop and validate a questionnaire to measure high school students’ metacognitive knowledge within the specific context of physics, focusing on the topic of heat. Method: The research involved content validation by six physics education experts and construct validation through empirical testing with 163 high school students. Content validity was established using Aiken’s V, while construct validity and reliability were evaluated using Rasch model analysis. Results: The final instrument consisted of 28 items, of which 26 met the Rasch model fit criteria. The analysis confirmed high person reliability (0.82) and item reliability (0.98), indicating strong internal consistency and measurement stability. Conclusion: The findings support the questionnaire's validity and reliability as a tool for assessing metacognitive knowledge in physics. This validated instrument provides a foundation for future research and instructional practices aimed at enhancing students' metacognitive skills
Praxology in advanced geometry textbooks for distance education: A hermeneutic review of structure and knowledge representation Noviyanti, Mery; Sudirman, Sudirman; Kandaga, Thesa; Ramdhani, Sendi; Isnawan, Muhamad Galang
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.v5i2.840

Abstract

Background: Geometry plays a fundamental role in mathematics education by developing logical reasoning and spatial understanding. Despite its importance, geometry remains a difficult subject for university students, particularly in distance learning contexts. While several studies have analyzed geometry textbooks, few have examined their knowledge structures through a praxeological perspective. Aim: This study aims to analyze a university-level Euclidean geometry textbook by identifying how the components of praxeology, namely task (T), technique (τ), technology (θ), and theory (Θ), are organized and interconnected to support meaningful learning. Method: The research applied a hermeneutic phenomenological design. The textbook, used in a master’s geometry course at an Indonesian university, was analyzed through repeated readings and qualitative interpretation. Data were coded and categorized according to the praxeological framework and validated through researcher discussions. Result: The findings show that the textbook demonstrates a coherent praxeological structure with accurate theoretical explanations and effective technological representations. However, the analysis revealed weaknesses such as limited rationale for applying specific techniques, insufficient connection between theoretical concepts and exercises, and few examples of proofs. Conclusion: The study concludes that while the textbook reflects strong praxeological principles, improvements are needed in clarifying technique rationales, linking theory and practice, and structuring technological components. The results provide pedagogical insights for developing university geometry textbooks that enhance conceptual understanding, reflective reasoning, and learning effectiveness in both traditional and distance education settings.
Tracing how students make sense of convergent sequences through their preferred mathematical representations: A phenomenological exploration Nursupiamin; Rochaminah, Sutji; Pathuddin; Sukayasa; Sudarsana, I Wayan
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.v5i2.886

Abstract

Background: Many students struggle to understand convergent sequences when they depend on only one form of mathematical representation, which limits how they interpret the idea of a sequence approaching its limit. Aim: This study explores how students who naturally rely on symbolic, visual, or verbal representations experience the process of solving convergent sequence problems. The goal is to understand how they construct meaning, the strategies they choose, and the points at which they feel uncertain when shifting between different modes of representation. Method: A descriptive phenomenological approach was used with seven participants selected through AHP–TOPSIS classification of Dominant Mathematical Representations. Data were gathered from written work, observations, and individual interviews, then analyzed using Colaizzi’s stages. Themes were refined through triangulation to ensure consistency and credibility. Results: Symbolic-oriented students tended to rely on procedural steps and showed little inclination to move beyond formulas. Students who preferred visual thinking used sketches to build intuition but hesitated when expressing their ideas in symbolic form. Those with a verbal orientation explained their reasoning narratively yet were less confident when formal notation was required. Across all participants, shifts between representations occurred rarely, and emotional responses—such as hesitation or relief—often accompanied these moments. Conclusion: The findings indicate that students’ understanding of convergence is shaped strongly by the representational mode they depend on. This limited flexibility suggests the need for instructional approaches that actively support transitions between symbolic, visual, and verbal representations so students can develop a more connected and meaningful understanding of convergent sequences
Problem-based learning and mathtastic app integration to improve reasoning and collaboration in mathematics learning among primary students: an experimental approach Yanuarto, Wanda Nugroho; Dewi, Stephanie Prisca; Anggoro, Subuh; Jazuli, Akhmad; Fukui, Masanori
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.v5i2.900

Abstract

Background: This experimental study explores the integration of Problem-Based Learning (PBL) and the Mathtastic application to enhance mathematical reasoning and collaborative skills among primary school students. Aims: Grounded in constructivist learning theory, the research aims to determine the effectiveness of a technology-supported PBL approach in fostering students’ higher-order thinking and teamwork abilities in the context of mathematics education. Methods: The study employed a quasi-experimental design with control and experimental groups comprising Grade 5 students from a public elementary school. The experimental group received mathematics instruction through PBL integrated with the Mathtastic app, while the control group was taught using conventional methods. Data were collected using pre- and post-tests on mathematical reasoning, a collaboration rubric, and observation sheets. Result: The results showed a statistically significant improvement in the reasoning and collaboration performance of students in the experimental group compared to those in the control group. These findings suggest that combining PBL with interactive educational technology like Mathtastic can create a more engaging and effective learning environment for young learners. Conclusion: The study provides practical implications for teachers seeking to integrate digital tools and inquiry-based approaches to enrich mathematics learning experiences at the primary level.
Building independent character throught project-based learning (PJBL) in grade VIII junior high school students Wahyuni, Anik; Restian, Arina; Agus Tinus
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.v5i2.964

Abstract

Background: Student independence has increasingly become a core objective in contemporary education, yet its development is strongly shaped by the instructional strategies employed by teachers. Although innovative learning models such as Project-Based Learning (PJBL) offer strong potential to empower learners, their success largely depends on the extent to which teachers prepare, facilitate, and sustain the learning process. Without systematic planning and thoughtful implementation, even the most promising learning model may fall short of producing meaningful character development. Aim: This study seeks to describe the implementation process of PJBL and analyze how the model contributes to fostering independent character among Grade VIII junior high school students. Method: A descriptive qualitative research design was applied. Data were obtained through classroom observations, semi-structured interviews with teachers and students, and documentation of project activities, including learning artifacts, student reflections, and project outputs. All data were analyzed using an inductive approach to identify patterns related to student independence. Results: The findings indicate that continuous engagement in PJBL activities strengthens several aspects of student independence. Students demonstrate increased initiative in planning tasks, greater responsibility in meeting project deadlines, improved capacity to make decisions, and stronger problem-solving abilities. They also exhibit enhanced time-management skills and active participation during group presentations and collaborative work sessions. Conclusion: Overall, the study confirms that PJBL is not only beneficial for achieving cognitive learning outcomes but also serves as an effective approach for cultivating deeper independence among junior high school students. The model is therefore relevant and highly recommended for instructional practices that aim to promote autonomy and self-regulated learning.  
Collaborative problem solving vs problem-based learning and cognitive styles on students' problem-solving skills and mathematical reasoning abilities Setiawan, Agus; Degeng, I Nyoman Sudana; Sa'dijah, Cholis; Praherdhiono, Henry
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.v5i2.965

Abstract

Background: Indonesia continues to face persistent challenges in students’ mathematical problem-solving and reasoning abilities, as reflected in declining international assessment results. These issues indicate a need for instructional strategies that more effectively cultivate higher-order thinking. CPS and PBL are widely used approaches, yet their combined effects with cognitive styles remain underexplored. Aim: This study aims to compare the effectiveness of Collaborative Problem Solving (CPS) and Problem-Based Learning (PBL) on problem-solving and mathematical reasoning abilities, and to examine the role of Field-Independent (FI) and Field-Dependent (FD) cognitive styles, including their interaction with instructional strategies. Method: A quasi-experimental 2×2 factorial design was implemented with 119 seventh-grade students assigned to CPS or PBL and classified into FI or FD groups using the GEFT instrument. Data on problem-solving and reasoning were collected through validated essay tests. MANOVA was used to analyze main and interaction effects. Results: CPS produced significantly higher gains than PBL in both problem-solving and reasoning. FI students outperformed FD students across both strategies. A significant interaction effect was found, showing that FI learners benefit most from CPS, whereas FD learners perform relatively better under PBL, although still below FI peers. Conclusion: CPS offers a more structured and effective pathway for developing higher-order mathematical thinking. Cognitive style strongly influences learning outcomes, highlighting the need for differentiated support. Instructional designs that integrate structured collaboration and cognitive-style profiling are recommended to optimize students’ mathematical problem-solving and reasoning abilities  

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