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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 62 Documents
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ANALISIS KEMAMPUAN BERPIKIR KOMPUTASIONAL MATEMATIS PADA MATERI STATISTIKA DITINJAU DARI MINAT BELAJAR SISWA DI SMA Nofia Tri Jayanti; Ishaq Nuriadin
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.v5i2.2296

Abstract

Purpose: Computational thinking is increasingly recognized as a critical competency in mathematics education, particularly for enabling students to formulate, analyze, and solve complex problems. However, students’ engagement in computational thinking may vary according to their level of learning interest. Methodology: This qualitative case study examined students’ mathematical computational thinking in statistics across different levels of learning interest. Participants were 31 eleventh-grade students at a senior high school in East Jakarta, Indonesia. Based on a learning-interest questionnaire, students were classified into high, moderate, and low interest groups, from which three representative students were purposively selected for in-depth analysis. Data were collected through a mathematical computational thinking test and semi-structured interviews and analyzed thematically using four indicators: decomposition, pattern recognition, abstraction, and algorithmic thinking. Findings: The findings demonstrated differentiated computational thinking profiles across the three levels of learning interest. The highly interested student demonstrated all four indicators and applied systematic, coherent, and logically structured problem-solving strategies. The moderately interested student exhibited adequate conceptual understanding but experienced difficulties in articulating complete and logically organized solution procedures. The student with low learning interest encountered difficulties across all four indicators, particularly in identifying relevant information, recognizing patterns, abstracting essential concepts, and constructing logical solution procedures. Significance: Within the context of this study, learning interest was associated with variations in students’ mathematical computational thinking in statistics. These findings highlight the importance of instructional approaches that concurrently foster learning interest and strengthen students’ computational thinking capabilities in mathematical problem solving.
Cognitive Barriers in Reconstructing the Concepts of Squares and Triangles Among Adventitiously Blind Students Siti Mutmainah; Mega Suliani
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.v5i2.2415

Abstract

Purpose: Geometric concept reconstruction requires learners to identify, integrate, and verify defining attributes of shapes within coherent conceptual structures. For adventitiously blind students, this process is particularly complex because prior visual experiences must be coordinated with tactile information obtained after vision loss. Methodology: This exploratory single-case study aimed to analyze the cognitive barriers experienced by an adventitiously blind junior high school student in reconstructing the concepts of squares and triangles through tactile manipulation. Data were collected through concept reconstruction tasks using wooden sticks, observations of tactile exploration, photographic documentation, and semi-structured interviews. The data were analyzed using thematic coding supported by triangulation across observation, interview, and documentation sources. Findings: The findings showed that the participant identified geometric figures primarily based on the number of sides. Although the triangle was reconstructed as a closed figure, the square reconstruction did not fully satisfy formal geometric properties because closure, side relationships, and overall regularity were not consistently coordinated. Three interrelated cognitive barriers emerged: geometric attribute integration, representational translation, and geometric verification. Significance: These barriers appeared to form an interconnected sequence within the participant's tactile concept reconstruction process. The findings suggest that geometry instruction for adventitiously blind learners should provide explicit scaffolding for integrating attributes, translating conceptual knowledge into tactile actions, and verifying geometric structures holistically.

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