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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 46 Documents
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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) Neni Widiastika; Hendra Kartika; Hanifah Hanifah
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.v2i3.490

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.
Pengaruh Model Pembelajaran Thinking Aloud Pair Problem Solving (TAPPS) Terhadap Kemampuan Pemecahan Masalah Matematis Peserta Didik Kelas X SMA Negeri 3 Pekanbaru: The Impact of the Thinking Aloud Pair Problem Solving (TAPPS) Learning Model on the Mathematical Problem-Solving Ability of 10th Grade Students at SMAN 3 Pekanbaru Rosana Aprilia; Zetriuslita
Journal of Research in Science and Mathematics Education (J-RSME) Vol. 3 No. 1 (2024): April
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v3i1.733

Abstract

Purpose: This research aims to determine the effect of the Thinking Aloud Pair Problem Solving (TAPPS) learning model on the mathematical problem-solving abilities of Class X students at Senior High School 3 Pekanbaru. Methodology: This study employs a quasi-experimental research design with a Nonequivalent Control Group design. The sampling technique used is purposive sampling, resulting in Class X.8 as the experimental group with the Thinking Aloud Pair Problem Solving (TAPPS) model and Class X.7 as the control group with conventional learning. Data collection involved the use of test techniques. The data were analyzed using the normality test, homogeneity test, and independent sample t-test (t-test). Findings: The analysis resulted in a significant value of 0.031 < α (0.05), indicating the rejection of H_0 and acceptance of H_1. Significance: These findings lead to the conclusion that the Thinking Aloud Pair Problem Solving (TAPPS) learning model has an influence on the mathematical problem-solving abilities of Class X students at SMAN 3 Pekanbaru.
Perbandingan Perbandingan Model Pembelajaran Kooperatif Tipe Jigsaw dan Tipe STAD Terhadap Kemampuan Numerik Siswa Kelas VII di SMPN 14 Pekanbaru: Comparison of Jigsaw Type and STAD Type Cooperative Learning Models on Numerical Ability of Seventh Grade Students at SMPN 14 Pekanbaru Triwulan Octaviana; Sindi Amelia
Journal of Research in Science and Mathematics Education (J-RSME) Vol. 3 No. 1 (2024): April
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v3i1.903

Abstract

Purpose: This research aims to compare the Jigsaw type and STAD type cooperative learning models in terms of their impact on the numerical abilities of seventh-grade students at SMPN 14 Pekanbaru. Methodology: The study follows a quasi-experimental design with a non-equivalent control group. The population included all seventh-grade students at SMPN 14 Pekanbaru for the 2023/2024 academic year, totaling 199 students. The research sample consisted of Class VII.1 as experimental group 1, using the STAD type, and Class VII.5 as experimental group 2, using the Jigsaw type. The data collection instrument employed was a test technique, and data analysis involved descriptive statistical analysis and posttest inferential statistical analysis. Findings: The results of the Mann-Whitney U test revealed that the average posttest score for the STAD class was 32.48, whereas for the Jigsaw class, it was 21.31. Consequently, the null hypothesis (H0) is rejected, and the alternative hypothesis (Ha) is accepted. Significance: This indicates a significant difference in numerical ability between students taught using the Jigsaw type and those taught using the STAD type cooperative learning model. Specifically, the STAD type was found to be more effective than the Jigsaw type in enhancing students' numerical abilities.
Enhancing Students’ Critical Thinking in Physics Using Graphic Organizer-Enhanced and Context-Based Learning Strategies Emmanuel E. Achor; Gladys U. Jack; Theophilus N. Uzomah
Journal of Research in Science and Mathematics Education (J-RSME) Vol. 3 No. 1 (2024): April
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v3i1.919

Abstract

Purpose: This study focused on fostering critical thinking in physics using graphic organizer-enhanced and context-based learning strategies among secondary students in Taraba State, Nigeria. Methodology: Five objectives guided the study using a quasi-experimental design. The sample comprised 225 students (males=113, females= 112). Data were collected using the Test of Critical Thinking Skill Acquisition (TOCTSA). The Kendal Tau-b inter-rater formula was used to determine the reliability of TOCTSA. Mean, standard deviation, and ANCOVA were the statistical methods employed. Findings: The study revealed a significant difference in the mean critical thinking scores in physics for students taught using the graphic organizer-enhanced learning strategy compared to those taught using the conventional strategy (F1,172 = 174.230; p = 0.000 < 0.05), as well as for those taught using the context-based learning strategy compared to the conventional strategy (F1,169 = 7.772; p = 0.006 < 0.05). However, there was no significant difference in the mean score of critical thinking in physics between male and female students taught using the graphic organizer-enhanced strategy (F1, 50 = 2.897; p = 0.095 > 0.05). Conversely, there was a significant difference in the mean score of critical thinking in physics between male and female students taught using the context-based learning strategy (F1,47 = 17.578; p = 0.000 < 0.05). Significance: These strategies have the potential to enhance the academic achievement of both male and female students and promote the acquisition of critical thinking skills in physics.  
Junior High School Students' Mathematics Problem-Solving Ability Using the Problem-Based Learning Model: A Systematic Review Hanifah Hanifah; Siti Mutmainah; Hendra Kartika
Journal of Research in Science and Mathematics Education (J-RSME) Vol. 3 No. 1 (2024): April
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v3i1.970

Abstract

Purpose: This study aims to examine the ability of junior high school students to solve mathematical problems through the application of the Problem-Based Learning (PBL) model. Methodology: The research method used in this study is a systematic literature review. Researchers searched for journal articles on junior high school students' mathematical problem-solving ability using the Problem-Based Learning model. The search was conducted through the Google Scholar database, and the Publish or Perish application was used. Findings: Based on the analyzed articles, it can be concluded that the Problem-Based Learning model improves students' mathematical problem-solving skills. This is supported by the increase in students' skills before and after implementation. Significance: This research is expected to serve as a reference for teachers and researchers interested in improving mathematical problem-solving skills using the Problem-Based Learning model.
Pengembangan Aplikasi E-Learning Matematika Berbahasa Inggris untuk SMA di Wilayah III Cirebon di Abad 21: Development of English Mathematics E-Learning Applications for Senior High Schools in Region III Cirebon in the 21st Century Muhamad Ali Misri; Farouk Imam Arrasyid; Herlinda Nur’afwa Sofhya
Journal of Research in Science and Mathematics Education (J-RSME) Vol. 3 No. 1 (2024): April
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v3i1.978

Abstract

Purpose: The research aims to develop a learning management system (LMS) for multi-platform use as a mathematics learning medium. Methodology: The methodology employed follows a development model consisting of definition, design, and development stages. During the design phase, an analysis of teachers' and students' needs in mathematics learning using LMS, particularly focusing on materials and functions, is conducted. Additionally, a needs analysis for LMS is performed at this stage. Subsequently, during the design phase, the LMS characteristics and features of the selected system are outlined. In the development stage, feasibility tests and field trials are conducted, incorporating feedback from experts, including program experts (programmers), language experts, and teacher practitioners. Findings: The findings indicate a feasibility level of 93.44%, as assessed by media, material, and language experts. Significance: This suggests its high suitability and effectiveness for implementation.

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