cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Hendra Kartika
Contact Email
journal_jrsme@teachers.org
Phone
+6282218560919
Journal Mail Official
edupedia.publisher@gmail.com
Editorial Address
Blok Selasa RT 004 RW 005 Ds. Trajaya Kec. Palasah, Kab. Majalengka, Provinsi Jawa Barat, 45475
Location
Kab. majalengka,
Jawa barat
INDONESIA
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 62 Documents
 3   4   5   6   7 
Integrasi Smartphone Terstruktur dalam Pembelajaran Matematika: Pengaruhnya terhadap Pemahaman Matematis dan Motivasi Belajar Siswa Hanifah
Journal of Research in Science and Mathematics Education Vol. 5 No. 1 (2026): April
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v5i1.1979

Abstract

Purpose: This study examines the relationship between smartphone use and two key learning outcomes in secondary mathematics education: students’ mathematical understanding and mathematics learning motivation. The increasing availability of mobile technologies has created new opportunities for integrating digital resources into classroom instruction. However, the educational impact of smartphones depends largely on how they are pedagogically implemented. This research therefore investigates whether guided smartphone use during mathematics learning is associated with improvements in students’ conceptual understanding and learning motivation. Methodology: A quantitative correlational design was employed involving 57 Grade X students from a public secondary school in Indonesia. Data were collected using a mathematical understanding test and a mathematics learning motivation questionnaire following one semester of smartphone‑supported learning. Data analysis included descriptive statistics, normality and linearity testing, and simple linear regression analysis. Findings: The results indicate that smartphone integration is positively associated with students’ mathematical understanding and learning motivation, although the magnitude of the explained variance is relatively modest. Significance: These findings suggest that smartphones can function as supportive learning tools when integrated through structured pedagogical activities that encourage conceptual exploration and collaborative discussion. The study contributes to the growing literature on mobile learning in mathematics education by highlighting the importance of teacher‑guided smartphone integration in supporting both cognitive and motivational aspects of learning.
Mathematical Communication in Mathematics Education: Productivity, Impact, and Emerging Themes from a Bibliometric Perspective Yuni Arrifadah; Mega Suliani
Journal of Research in Science and Mathematics Education Vol. 5 No. 1 (2026): April
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v5i1.1981

Abstract

Purpose: Mathematical communication is a key competence in mathematics education that supports students’ reasoning, conceptual understanding, and problem solving. Despite the growing volume of empirical studies, a systematic overview of research trends and scholarly influence in this field remains limited. Methodology: This study aims to map the research landscape of mathematical communication in mathematics education through a bibliometric analysis. A total of 141 English-language journal articles published between 2015 and 2025 were retrieved from the Scopus database and selected following PRISMA guidelines. Bibliometric techniques—including publication and citation analysis, country and institutional performance analysis, and keyword co-occurrence analysis—were conducted using VOSviewer. Findings: The results show a steady increase in research output, particularly after 2019, with Indonesia emerging as the most productive country in terms of publication count. Significance: Research themes are predominantly centered on instructional strategies, student learning outcomes, problem solving, and mathematical literacy. These findings provide conceptual insights into the evolution of mathematical communication research and inform future theoretical and methodological developments in mathematics education.
Levels of Graphical Comprehension in Statistical Activities in Mathematics Textbooks Camila Peralta; Nicolás Sánchez-Acevedo
Journal of Research in Science and Mathematics Education Vol. 5 No. 1 (2026): April
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v5i1.1984

Abstract

Purpose: The development of statistical competence is a central objective in contemporary education, enabling students to interpret and critically engage with data in everyday contexts. Graphical comprehension—defined as the ability to read, interpret, and analyse statistical representations—constitutes a key curricular skill. This study examines the levels of graphical comprehension promoted by statistical graph activities in mathematics textbooks distributed by the Chilean Ministry of Education for Year 7 (ages 12–13) to Year 10 (ages 15–16). Methodology: A qualitative descriptive design was employed, using content analysis to systematically examine textbook activities involving statistical graphs. The analysis was guided by Aoyama’s hierarchy of graphical comprehension to classify the cognitive demand of tasks. Findings: The results reveal a strong predominance of Level 2 activities, focused on basic graph reading, including the identification of explicit values and simple comparisons. The proportion of such tasks increases from 67.7% in Year 7 to 90% in Year 10, indicating a decline in cognitive demand across grade levels. Higher-order levels—rational/literal (Level 3) and critical (Level 4)—are minimally represented, while hypothesis generation (Level 5) is entirely absent. Significance: These findings suggest that current textbooks predominantly emphasise lower-order cognitive skills, thereby limiting the development of advanced analytical and critical reasoning in statistics. The study highlights the need to redesign textbook activities to progressively foster higher levels of graphical comprehension, with implications for both pre-service and in-service teacher education.
Redefining Mathematics Teaching: How Online Professional Development Influences Teachers’ Efficacy, Burnout, and Reflection Supratman Supratman; La Ode Sirad; Facharuddin Mustari
Journal of Research in Science and Mathematics Education Vol. 5 No. 2 (2026): Current Issue - In Progress
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v5i2.2060

Abstract

Purpose: Online professional development has emerged as a promising approach for strengthening mathematics teachers' professional competence and supporting effective statistics instruction. This study examined the effects of online professional development on high school mathematics teachers' self-efficacy, burnout, and self-reflection, and explored its implications for improving statistical thinking instruction. Methodology: An explanatory sequential mixed-methods design was employed involving 21 mathematics teachers from three public senior high schools in Kolaka District, Indonesia. Quantitative data were collected using validated pretest–posttest measures of self-efficacy, burnout, and self-reflection, followed by semi-structured interviews to explain the quantitative results. Findings: Paired-sample t-tests revealed significant changes across all variables (p < .001). Self-efficacy increased from 118.00 to 130.00, self-reflection improved from 63.14 to 67.14, and burnout decreased from 317.05 to 294.05 following the intervention. Qualitative analysis identified three interconnected themes: strengthened teaching confidence, persistent workload-related burnout despite collegial support, and enhanced reflective practice. Significance: These findings indicate that online professional development effectively improves teachers' confidence and reflective capacity while promoting pedagogical competence in statistical education. Nevertheless, qualitative evidence suggests that professional workload remains a continuing challenge, underscoring the complexity of sustaining teacher well-being during professional learning. Overall, the findings demonstrate that well-designed online professional development can enhance instructional quality and foster supportive learning environments. Professional development initiatives should therefore integrate structured reflective activities, collaborative learning communities, and workload management strategies to maximize teacher learning while safeguarding psychological well-being.
The Effect of Digital Literacy and Reading Literacy on the Statistical Literacy of Higher Education Students Edi Susanto; Pratiwi Disha Stanggo; Ringki Agustinsa; Syafdi Mayzora
Journal of Research in Science and Mathematics Education Vol. 5 No. 2 (2026): Current Issue - In Progress
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v5i2.2129

Abstract

Purpose: Statistical literacy has emerged as a fundamental competency in higher education, enabling students to critically interpret, evaluate, and communicate data in an increasingly data-driven society. This study investigated the contributions of digital literacy and reading literacy to university students' statistical literacy. Methodology: A quantitative correlational design was employed with 147 students from three academic departments within the Faculty of Teacher Training and Education, University of Bengkulu. Data were collected using validated instruments measuring digital literacy, reading literacy, and statistical literacy and analyzed through descriptive statistics and multiple linear regression. Findings: Both digital literacy (β = 0.344, p < .001) and reading literacy (β = 0.431, p < .001) exerted significant positive effects on statistical literacy, with the regression model explaining 43.5% of the variance. Reading literacy demonstrated a stronger predictive influence, underscoring the importance of comprehending, evaluating, and synthesizing written information in developing statistical reasoning. Although participants reported relatively high levels of digital and reading literacy, their statistical literacy remained comparatively lower across all departments, suggesting that technological proficiency alone is insufficient to cultivate robust statistical competence. Significance: The findings conceptualize statistical literacy as a multidimensional competency requiring the integration of digital, cognitive, and interpretive skills. Strengthening digital literacy alongside reading literacy can substantially enhance students' capacity to interpret and apply statistical information. Accordingly, higher education institutions should embed authentic data-analysis tasks, digital learning resources, and critical reading practices within statistics instruction to better prepare graduates for evidence-based decision-making in increasingly data-intensive contexts.
Exploring the Critical Thinking Structures of Low-Achieving Students in Solving Algebra HOTS Tasks Hendra Kartika; Daiki Urayama; Siti Mutmainah; Hodiyanto Hodiyanto
Journal of Research in Science and Mathematics Education Vol. 5 No. 2 (2026): Current Issue - In Progress
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v5i2.2143

Abstract

Purpose: Low achievement in mathematics remains a critical concern in supporting students’ meaningful learning and cognitive development. This study explored the critical thinking skills of junior high school students with low mathematics achievement. Specifically, the study aimed to identify the structures of students’ critical thinking based on the FRISCO framework, encompassing Focus, Reasons, Inference, Situation, Clarity, and Overview. Methodology: This study adopted a qualitative case study design to provide an in-depth understanding of students’ critical thinking structures. Ten seventh-grade students with low mathematics achievement were purposively selected as participants. Data were collected through open-ended algebraic Higher-Order Thinking Skills (HOTS) tasks and semi-structured follow-up interviews. The collected data were subsequently analyzed using content analysis to identify patterns and characteristics of students’ critical thinking processes. Findings: The findings indicate that most participants encountered substantial difficulties in identifying core problems, recognizing procedural errors, providing justification, and formulating valid conclusions. Two dominant patterns emerged: (1) absence of focus accompanied by invalid reasoning and false inference; and (2) presence of focus without adequate reasoning, with limited inferential coherence. Significance: These findings indicate that students’ critical thinking remains insufficiently developed and point to the need for more systematic and structured pedagogical support in algebraic HOTS contexts.
Implementasi Model Pembelajaran Talking Stick yang Dibantu Manipulatif Stinepo pada Operasi Pengurangan Bilangan Bulat di Kelas VII Pitriana Tandililing; Mayor M.H. Manurung; Annisa Kurnia Sari
Journal of Research in Science and Mathematics Education Vol. 5 No. 2 (2026): Current Issue - In Progress
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v5i2.2193

Abstract

Purpose: Teaching integer subtraction remains challenging because many students rely on procedural rules rather than conceptual understanding. This study aimed to investigate the implementation of the Talking Stick cooperative learning model assisted by Stinepo manipulatives and to describe students’ affective participation and learning outcomes in Grade 7 mathematics. Methodology: A descriptive mixed-methods classroom implementation design was conducted with 15 Grade 7 students at MTs Muhammadiyah Jayapura. Data were collected through classroom observation, learning documentation, group worksheets, affective assessment, and an individual written test, and were analyzed descriptively. The learning process integrated structured preparation, concept explanation, cooperative group discussion, concrete representation of integer subtraction using Stinepo, game-based questioning through the Talking Stick strategy, and individual assessment. Findings: The findings showed that the approach promoted active classroom participation, collaboration, responsibility, confidence, and conceptual engagement. Students achieved a total affective score of 202 out of 240, equivalent to an average converted score of 3.37, indicating a very good level of participation. The mean written test score was 76.33, and 12 of the 15 students (80%) achieved the school mastery criterion. Significance: The integration of cooperative learning and low-cost manipulatives enabled students to connect concrete representations with symbolic reasoning while increasing individual accountability during mathematical discussions. These findings suggest that combining the Talking Stick model with Stinepo manipulatives provides a practical and effective instructional strategy for improving conceptual understanding and classroom engagement in teaching integer subtraction, particularly in resource-limited mathematics classrooms.
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW TERHADAP PEMAHAMAN PESERTA DIDIK PADA MATERI PENYAJIAN DATA DALAM BENTUK DIAGRAM Gabriela Hariati Darin; Raoda Ismail; Elsi Sirampun; Bettisari Napitupulu; Pitriana Tandililing
Journal of Research in Science and Mathematics Education Vol. 5 No. 2 (2026): Current Issue - In Progress
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v5i2.2186

Abstract

Purpose: Conceptual understanding is fundamental to mathematics learning because it enables students to interpret and apply mathematical concepts meaningfully. In learning data presentation, students are expected to construct and interpret statistical diagrams. However, preliminary observations at YPK Hedam Abepura Junior High School revealed that many students experienced difficulties in these tasks, while teacher-centered instruction limited active participation. This study explored the implementation of the Jigsaw cooperative learning model and its contribution to students’ conceptual understanding of data presentation in diagram form. Methodology: A descriptive qualitative design was employed involving one mathematics teacher and 23 seventh-grade students. Data were collected through classroom observations, interviews, individual tests, and documentation. Trustworthiness was established through data source and method triangulation, and data were analyzed using the interactive model of Miles, Huberman, and Saldaña. Findings: The findings indicate that the Jigsaw cooperative learning model was implemented systematically in accordance with its instructional procedures. The use of home and expert groups promoted active participation, collaboration, responsibility, self-confidence, curiosity, and careful data interpretation. Individual test results showed that 18 of the 23 students achieved the minimum mastery criterion, whereas five students encountered difficulties, particularly in constructing pie charts. Significance: Overall, the findings suggest that the Jigsaw cooperative learning model enhances students’ conceptual understanding by facilitating collaborative knowledge construction through peer discussion and shared learning responsibilities. Nevertheless, because the study involved a single class and was conducted over only two instructional sessions, the findings should be interpreted cautiously when considering their transferability to other educational contexts.
Penerepan Model Pembelajaran Kooperatif Tipe Student Teams Achievement Division (STAD) pada Materi Kekongruenan Bangun Datar Halimatussa’diah; Raoda Ismail; Pitriana Tandililing; Dewi Kristika Findia Ning Tyas; Elsi Sirampun
Journal of Research in Science and Mathematics Education Vol. 5 No. 2 (2026): Current Issue - In Progress
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v5i2.2189

Abstract

Purpose: This study aimed to describe the implementation of the Student Teams Achievement Division (STAD) cooperative learning model, students’ responses and engagement during the learning process, and students’ conceptual understanding of plane figure congruence. Methodology: This study employed a descriptive method with a qualitative approach and was conducted in Grade 7 of Muhammadiyah Junior High School Jayapura during the 2025/2026 academic year, involving 30 students as research participants. Data were collected through observations, interviews, tests, and documentation. Data validity was ensured through source triangulation and technique triangulation, while data analysis was carried out using the Miles and Huberman interactive model, which consists of data reduction, data display, and conclusion drawing. Findings: The findings revealed that the STAD cooperative learning model was implemented in accordance with the planned instructional stages: class presentation, team study, quizzes, individual improvement scores, and team recognition. During the learning process, students demonstrated positive responses through active participation in group discussions, confidence in expressing their opinions, and collaboration in completing assigned tasks. Significance: Interactions among students within heterogeneous groups provided opportunities for peer support in understanding the concept of plane figure congruence. Students’ conceptual understanding was reflected in their ability to identify corresponding elements of congruent figures, explain concepts in their own words, and solve problems related to the material being studied. Overall, the findings indicate that STAD supports active student engagement and the development of conceptual understanding of plane figure congruence.
Pengaruh Gaya Belajar dan Kemandirian Belajar terhadap Hasil Belajar Matematika Siswa di Kelas VIII SMP YPK Kotaraja Wa Ode Chelsi Nur; Happy Lumbantobing; Rian Efendi; Raoda Ismail; Dewi Kristika Findya Ning Tyas; Agnes Teresa Panjaitan; Mayor Manurung; Elieser Kulimbang
Journal of Research in Science and Mathematics Education Vol. 5 No. 2 (2026): Current Issue - In Progress
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v5i2.2254

Abstract

Purpose: This study examined the individual and joint effects among Grade 7 students at SMP YPK Kotaraja, Papua, Indonesia. Methodology: A quantitative ex post facto design was employed with 129 students selected proportionally from a population of 187. Data were obtained through validated questionnaires measuring visual, auditory, and kinesthetic learning styles and self-regulated learning, together with official mathematics grades. Simple and multiple linear regression analyses were used after the data met assumptions. Findings: The results showed that learning styles and self-regulated learning each significantly predicted mathematics learning outcomes, with self-regulated learning exerting the stronger contribution. When examined simultaneously, both variables explained 82.3% of the variance in mathematics learning outcomes. The visual learning style predominated, representing 51.94% of the sample. These findings indicate that students’ capacity to plan, monitor, regulate, and evaluate their learning is more strongly associated with mathematics achievement than learning preferences alone. Significance: Learning styles remain relevant for designing responsive instruction, but instructional strategies should prioritize learner autonomy, responsibility, and active engagement. Overall, strengthening self-regulated learning while accommodating diverse learning styles may support improved mathematics learning outcomes and more responsive mathematics instruction in underrepresented educational contexts.

Page 6 of 7 | Total Record : 62

 3   4   5   6   7 

Filter by Year

2022 2026


Reset
Filter By Issues
All Issue Vol. 5 No. 2 (2026): Current Issue - In Progress Vol. 5 No. 1 (2026): April Vol. 4 No. 3 (2025): December Vol. 4 No. 2 (2025): August Vol. 4 No. 1 (2025): April Vol. 3 No. 3 (2024): December Vol. 3 No. 2 (2024): August Vol. 3 No. 1 (2024): April Vol. 2 No. 3 (2023): December Vol. 2 No. 2 (2023): August Vol. 2 No. 1 (2023): April Vol. 1 No. 2 (2022): December Vol. 1 No. 1 (2022): August More Issue