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Journal of Research in Science and Mathematics Education
Published by Edupedia Publisher
ISSN : -     EISSN : 29625521     DOI : https://doi.org/10.56855/jrsme.v1i1.11
Core Subject : Science, Education,
Biochemistry, Genetics & Molecular Biology Chemistry Education Mathematics Physics
Journal of Research in Science and Mathematics Education (J-RSME) is a journal to publish works in the form of research results, theoretical studies and review results that are original and have a novelty as a contribution to science in the scope of mathematics education, physics education, chemistry education, biology education and also includes research results in the field of mathematics, physics, chemistry and biology.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 2 No. 3 (2023): December" : 5 Documents clear
Pengaruh Model Pembelajaran CORE Terhadap Kemampuan Koneksi Matematis Siswa: Studi Quasi Eksperimental: (The Effect of the CORE Learning Model on Students' Mathematical Connections Abilities: A Quasi-Experimental Study) Widiastika, Neni; Kartika, Hendra; Hanifah, Hanifah
Journal of Research in Science and Mathematics Education Vol. 2 No. 3 (2023): December
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v2i3.490

Abstract

Purpose: The primary objective of this study is to assess the level of achievement and improvement in students' mathematical connection abilities through the utilization of the CORE learning model. Methodology: The research employed a quasi-experimental approach, specifically the Non-equivalent Control Group Design. The target population for this study comprised all eighth-grade students from a junior high school in Karawang, West Java. Purposive sampling was employed to select two classes, namely Class VIII E and Class VIII F, to serve as the sample. Class VIII F was assigned as the experimental group. Each class consisted of 36 students. The quantitative data analysis was conducted using SPSS software version 24.0 for Windows. Findings: The results demonstrated that the average achievement of students' mathematical connections was superior in the group that received the CORE learning model compared to those who received conventional (direct) learning models. Moreover, the improvement in mathematical connection among students in the group that received the CORE learning model was higher than those in the conventional (direct) learning model group. This was substantiated by the Mann Whitney posttest analysis, yielding a significant value of 0.0075, as well as the Mann Whitney n-gain test, with a significant value of 0.0055. Significance: As the obtained significant value is less than α = 0.05, the null hypothesis (H0) is rejected, leading to the conclusion that the achievement and improvement of students' mathematical connection abilities using the CORE learning model were superior and more substantial compared to students utilizing conventional learning models.
Pengaruh Model Pembelajaran Problem Based Learning Terhadap Hasil Belajar Matematika Siswa Kelas IV SDN 90 Pekanbaru: (The Effect of Problem-Based Learning Model on 4th Grade Mathematics Learning Outcomes) Rifda Rila Alvionita; Lilis Marina Angraini
Journal of Research in Science and Mathematics Education (J-RSME) Vol. 2 No. 3 (2023): December
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v2i3.614

Abstract

Purpose: This study examines the impact of the Problem-Based Learning (PBL) model on the mathematics learning outcomes of fourth-grade students at SDN 90 Pekanbaru. Methodology: The research utilized an experimental design and purposive sampling, encompassing the entire fourth-grade student population for the academic year 2022/2023, totaling 124 students. The IVD class was the experimental group, while the IVC class served as the control group. The data collection methodology utilized a testing technique, and subsequent analysis incorporated both descriptive and inferential statistical methods. Findings: Upon calculation of the t-test, a significant t-value of 5.665 was obtained with a significance level of α = 0.05. This result highlights the effectiveness of the PBL model in enhancing the mathematics learning outcomes of fourth-grade students at SDN 90 Pekanbaru. Significance: The findings suggest that incorporating PBL into mathematics education can positively influence the academic achievements of elementary students, extending beyond the classroom. This research provides valuable insights into innovative pedagogical approaches as education continues to evolve.
Towards Effective Upper Basic Education Curriculum Implementation in Private and Public Schools in Nigeria Michael Hangeior Saaondo; Bonaventure Chia; Ellah Barnabas
Journal of Research in Science and Mathematics Education (J-RSME) Vol. 2 No. 3 (2023): December
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v2i3.665

Abstract

Purpose: This study investigated the effective implementation of the upper basic education curriculum in private and public schools in Nigeria. Methodology: The research employed a cross-sectional survey design, guided by three research questions and three null hypotheses. The study used a sample of 1134 respondents, comprising 954 teachers and 180 supervisors, drawn from a population of 145,783 teachers and 19,466 supervisors. Findings: A multistage sampling technique was adopted. The researchers developed an instrument named the Questionnaire on the Implementation of Upper Basic Education Curriculum (QIUBEC) for data collection. Significance: Three experts validated the instrument, and it demonstrated a reliability coefficient of 0.98 using Cronbach's Alpha. Mean, percentage, and standard deviation were employed to address the research questions, and a t-test was utilized to test the null hypotheses at a 0.05 level of significance. Based on the findings, several recommendations were made, including the suggestion that science teachers should choose teaching pedagogies that provide all students in the classroom with equal learning opportunities to reach their full potential.
Jigsaw, Think-Pair-Share and Coop-Coop Cooperative Instructional Strategies and Retention of Students’ Knowledge in Carbohydrate Comfort Daiko; Emmanuel E. Achor; Gladys U. Jack
Journal of Research in Science and Mathematics Education (J-RSME) Vol. 2 No. 3 (2023): December
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v2i3.685

Abstract

Purpose: This paper aims to compare the effects of Jigsaw, Think-pair-share, and Coop-Coop Cooperative Instructional Strategies on the retention of students' knowledge in Carbohydrate in Jalingo metropolis, Taraba State, Nigeria. Methodology: The study employed a quasi-experimental non-randomized pre-test, post-test design. The study population comprised 1936 students in all 41 public secondary schools in Jalingo metropolis, Taraba State, Nigeria. The sample consisted of 322 students (males = 184, females = 138) drawn from the population. An Achievement Test in Carbohydrate (ATC), consisting of 50 multiple-choice questions, was used to collect data for the study. The reliability index of the ATC was estimated using Kuder-Richardson (K-20) and yielded a value of .86. Both descriptive statistics, including Mean and standard deviation, and inferential statistics, such as Analysis of Covariance, were adopted for the analysis. Findings: Findings revealed that students taught carbohydrates using Jigsaw retained knowledge more than their counterparts taught using think-pair-share and coop-coop cooperative instructional strategies. Significance: There was no significant difference between the mean retention scores of male and female students taught carbohydrates using Jigsaw, Think-pair-share, and Coop–Coop Cooperative Instructional Strategies. The interaction effects between instructional strategies and gender on retention were not statistically significant. Among other recommendations, it was suggested that there is a need for an urgent workshop to address the use of Jigsaw to teach organic concepts and operations to enable chemistry teachers to deploy it appropriately.
The Theory of Didactic Situations and the Generalization of Pythagoras’ Theorem: An Experience Mediated by GeoGebra software Renata Teófilo de Sousa; Maria Graciene Moreira dos Santos; Francisco Régis Vieira Alves
Journal of Research in Science and Mathematics Education (J-RSME) Vol. 2 No. 3 (2023): December
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v2i3.731

Abstract

Purpose: The objective of this work is to present the development of an activity on the Generalization of Pythagoras’ Theorem with the support of GeoGebra. Methodology: The methodology used was Didactic Engineering, in which we conducted a qualitative and exploratory analysis of the data. For the teaching session, we relied on the Theory of Didactic Situations. The activity was developed with 18 students from the 2nd year of high school at a Professional School in Sobral, Ceará, Brazil, in April 2023. The students were selected because they faced difficulties with the topic, identified through a school diagnostic assessment. Its implementation was an intervention by the teacher to understand these difficulties and clarify them with the support of GeoGebra. Findings: In the results, specific difficulties of the students were identified, and it was observed that the Generalization of Pythagoras’ Theorem via GeoGebra software was well-received by the group. Significance: It awakened their perception of the elements that make up a right triangle.

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