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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 87 Documents
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Developing STEM-integrated augmented reality learning media for smart ship engine monitoring systems: Enhancing marine engineering competency in Indonesian maritime vocational education Kismantoro, Tri; Hamidi, Nazilul; Siahaan, Rosna Yuherlina
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.v5i2973

Abstract

Background: The transition toward Maritime Industry 4.0 requires maritime vocational institutions to integrate smart ship technologies into their curricula. This shift demands innovative pedagogical approaches that merge STEM principles with immersive tools such as Augmented Reality (AR) to strengthen competencies in intelligent engine monitoring systems in accordance with STCW standards. Aim: This study investigates the extent to which STEM-integrated AR learning media supports the development of marine engineering competencies among Indonesian maritime vocational students, and how such contributes to evidence-based instructional frameworks for technology-enhanced maritime education. Method: A qualitative interpretive phenomenological approach was implemented over sixteen weeks involving twenty-five marine engineering students, six instructors, and five industry experts. Data were collected through semi-structured interviews, systematic observations, and weekly reflection journals, and analyzed using Braun and Clarke’s thematic analysis. Results: Five learning themes were identified: transformative visualization, authentic STEM integration, increased technological self-efficacy, collaborative knowledge construction, and contextual implementation challenges. Competency assessments showed notable gains, with MECAI scores reaching cognitive (84.2%), psychomotor (81.6%), affective (86.9%), and digital literacy (87.3%) domains. STEM Integration Effectiveness also demonstrated strong technology (85.4%) and engineering (81.7%) performance. Conclusion: The findings validate AR-enhanced STEM learning as an effective approach for strengthening STCW-aligned competencies and offer context-sensitive guidance for maritime institutions, particularly those operating under resource limitations.
Technology-integrated project-based learning to enhance stem competencies: A qualitative study in vocational maritime engineering education Almuzani, Nafi; Nurdin, Muhammad; Tanjung, Ihsan Ahda; Kasiono, Roy; Siburian, Saidal; Saleh, Sahar
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.v5i2.974

Abstract

Background: The maritime sector is undergoing a major transition as the IMO 2050 decarbonization agenda requires significant reductions in greenhouse gas emissions. This shift demands a new generation of marine engineers equipped with competencies in alternative fuels, emissions management, and sustainable engineering practices. However, Indonesian maritime vocational education has limited evidence-based pedagogical models for preparing students to meet these emerging industry expectations. Aim: This study examines how technology-supported project-based learning (PBL) focused on maritime decarbonization fosters the development of green marine engineering competencies and shapes the professional identity of future maritime engineers. Methods: Using an interpretive phenomenological design, the research engaged 20 marine engineering students, 5 instructors, and 6 industry practitioners over a 16-week learning cycle. Data were collected through semi-structured interviews, classroom observations, reflective journals, and project artefacts, then analyzed using Braun and Clarke’s thematic analysis. Results: Five principal themes emerged: development of systemic understanding of decarbonization technologies; collaborative construction of knowledge through distributed expertise; emergence of environmentally oriented professional identity; productive struggle as a catalyst for deep learning; and authenticity strengthened by industry involvement. Quantitative results showed notable gains in GMECI indicators, including alternative fuel knowledge (+28.8%), energy efficiency (+26.4%), environmental compliance (+24.8%), and sustainable problem-solving (+28.1%). Conclusion: Technology-integrated PBL effectively builds multidimensional green engineering competencies and provides a strong pedagogical foundation for MARPOL-aligned curriculum reform in Indonesian maritime vocational education.  
Exploring how augmented reality enriches realistic mathematics education to strengthen students’ understanding of curved-sided geometric ideas Suranti, Tri; Sutiarso, Sugeng; Firdaus, Rangga
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.v5i2.979

Abstract

Background: Students often find curved-sided geometric shapes difficult to grasp because the material is usually introduced in a highly symbolic way. This condition creates a clear need for learning materials that can present ideas more visually and in contexts that feel relevant to students. Aim: The study seeks to design and examine a learning module that blends Augmented Reality with the principles of Realistic Mathematics Education to support stronger conceptual understanding. Method: Using a Research and Development approach, the study followed the ADDIE sequence from early analysis to final evaluation. The module was reviewed by subject and media experts, tested in a small group to gauge usability, and later implemented in larger classes. Its effectiveness was assessed by comparing posttest scores from a class using the AR–RME module and another class taught with standard materials. Results: Expert feedback showed that both the content and media components reached valid to very valid levels. Students and teachers also reported that the module was easy to use and fit well within classroom activities. The experimental class recorded higher posttest scores than the control group, indicating meaningful gains in conceptual understanding. Conclusion: Augmented Reality, when embedded in a Realistic Mathematics Education setting, offers a learning experience that helps students connect abstract geometric ideas with clearer mental models. The module developed in this study meets the criteria for validity, practicality, and effectiveness, and can serve as a valuable learning resource for geometry instruction.
Financial signals and governance in fraud detection: Evidence from Indonesia’s energy sector using logistic regression and random forest Wahyutari, Sherena; Triyono; Witono, Banu
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.v5i2.986

Abstract

Background: Fraud in financial reporting still appears in Indonesia’s energy industry, a field where complex operations often conceal early signs of misstatements. In many cases, day-to-day financial patterns reveal more dependable clues than the formal structure of corporate governance. Aim: The study examines how governance features and financial indicators contribute to identifying possible manipulation in financial statements and evaluates the predictive strength of logistic regression compared with Random Forest. Method: The analysis uses 171 firm-year observations from energy companies listed on the Indonesia Stock Exchange between 2022 and 2024. Potential irregularities were screened using the Beneish M-Score. Governance information covers the share of independent commissioners, CEO duality, board size, and board meeting frequency, while profitability, operating cash flow, and sales growth serve as the financial indicators. Both logistic regression and Random Forest were employed, and their performance was reviewed through accuracy, sensitivity, specificity, and AUC values. Results: Governance variables showed no meaningful link to the likelihood of fraud. In contrast, profitability, operating cash flow, and sales growth consistently appeared as significant indicators. Logistic regression produced stronger classification results, reaching 79.4 percent accuracy with an AUC of 0.814, compared with Random Forest’s 70.6 percent accuracy and 0.731 AUC. Conclusion: Financial indicators proved more reliable than governance characteristics in signaling possible fraudulent reporting. Logistic regression also offered steadier predictive behavior than Random Forest, making it particularly useful for monitoring firms in the Indonesian energy sector.
Needs analysis of digital learning media to enhance ownership of learning and collaboration skills in biology education students Septi Rahayu, Anggun; Balqis; Sulisetijono
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.v5i2.987

Abstract

Background: The shift toward a student-centered educational paradigm in the 21st century requires the use of effective digital learning media to enhance students’ ownership of learning and collaboration skills. However, challenges such as low learning motivation, limited student engagement, and the underutilization of diverse learning media remain evident in the Plant Physiology course within Biology Education programs. Aims: This study aims to analyze the need for digital learning media that can enhance students’ ownership of learning and collaboration skills in the Plant Physiology course. Methods: This study employed a quantitative descriptive research design involving 42 undergraduate students and 4 lecturers from the Biology Education program. Data were collected through questionnaires, interviews, and document analysis of the Course Syllabus (RPS) and Lesson Plans (SAP). The collected data were analyzed descriptively to evaluate the extent to which existing learning media support ownership of learning and collaboration skills. Results: The findings reveal that PowerPoint is the most dominant learning medium used, with a usage rate of 58.6%, followed by teaching modules at 21.4% and learning videos at 15.7%. The use of academic articles is very limited, with only 4.3% utilization. Students’ ownership of learning is generally categorized as good, with an average score of 78.4%; however, the indicators of goal orientation and self-direction remain relatively low at 69.64%. Collaboration skills demonstrate a positive average score of 84.66%, yet several indicators have not reached optimal levels. Conclusion: The study concludes that learning in the Plant Physiology course still relies heavily on conventional digital media. Although ownership of learning and collaboration skills show positive trends, they are not yet optimal. These findings emphasize the need to develop innovative digital learning media to strengthen students’ ownership of learning and collaboration skills.
Strengthening mathematics learning motivation in elementary students through numbered heads together cooperative learning supported by ice-breaking activities Anggraini, Anggraini; Fendrik, Muhammad; Sari, Intan Kartika
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.v5i2.1008

Abstract

Background: Student motivation in elementary mathematics learning often decreases when classroom instruction relies mainly on teacher-centered approaches. Combining cooperative learning with ice-breaking activities may help create a more engaging and emotionally supportive learning environment. Aim: This study aimed to examine whether the Numbered Heads Together cooperative learning model supported by ice-breaking activities could improve students’ motivation to learn mathematics compared to conventional instruction. Method: A quasi-experimental study with a nonequivalent control group design was conducted involving 36 third-grade students from two public elementary schools. The experimental group received mathematics instruction using the Numbered Heads Together model integrated with ice-breaking activities, while the control group was taught using conventional methods. Students’ learning motivation was measured through a validated Likert-scale questionnaire administered before and after the intervention. The data were analyzed using descriptive statistics and an independent samples t-test. Results: Both groups demonstrated an increase in learning motivation after instruction; however, the improvement in the experimental group was higher than that of the control group. Statistical analysis confirmed a significant difference in posttest motivation scores between the two groups. Conclusion: The findings indicate that integrating ice-breaking activities into Numbered Heads Together cooperative learning can strengthen elementary students’ motivation to learn mathematics by fostering active participation and a positive classroom atmosphere.
Mapping the pedagogical integration of discovery learning and STEAM in enhancing students’ critical thinking skills: A systematic literature review and bibliometric analysis Sukmawati, Tita Fitriana; Susantini, Endang; Raharjo, Raharjo; Ipek, Ali Sabri
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.v5i2.1026

Abstract

Background: The development of students’ critical thinking skills has become a central concern in 21st-century education, particularly in response to increasingly complex scientific, technological, and societal challenges. Despite the growing number of studies examining these approaches, existing research remains fragmented, and a comprehensive synthesis that maps research trends, thematic orientations, and theoretical implications is still limited. Aims: This study aims to examine the evolution, distribution, and scholarly significance of research on Discovery Learning and STEAM in enhancing students’ critical thinking skills. Methods: A systematic literature review combined with bibliometric analysis was conducted using the Scopus database. A total of 714 documents published between 2014 and 2025 were initially identified using the keywords “Discovery Learning,” “STEAM,” and “critical thinking.” After applying PRISMA-based inclusion and exclusion criteria, 75 peer-reviewed articles were selected for in-depth analysis. Bibliometric mapping was performed using VOSviewer to examine publication trends, country and institutional contributions, keyword co-occurrence, and thematic networks. Results: The findings reveal a consistent growth in research on both Discovery Learning and STEAM, with a notable increase in publications over the last five years. Discovery Learning is predominantly associated with inquiry, experimentation, and metacognitive regulation, while STEAM emphasizes interdisciplinary integration, creativity, and technology-enhanced problem-solving. The analysis also indicates a strong concentration of studies in developing countries, particularly Indonesia, alongside expanding international contributions. However, limited cross-national collaboration and uneven thematic depth remain evident. Conclusion: This review demonstrates that Discovery Learning and STEAM function as complementary pedagogical frameworks that collectively strengthen students’ critical thinking through inquiry-based, interdisciplinary, and reflective learning processes. Beyond confirming their effectiveness, this study highlights the need for deeper theoretical integration, stronger empirical validation, and more globally collaborative research. By synthesizing research trends and identifying underexplored dimensions, this review provides a robust foundation for advancing sustainability-oriented, context-responsive, and future-ready educational practices.

Page 9 of 9 | Total Record : 87

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