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Journal of Mathematics Science and Computer Education
Published by Universitas Lambung Mangkurat
ISSN : 28079329     EISSN : 28079167     DOI : http://dx.doi.org/10.20527
Core Subject : Science, Education,
Education Mathematics Physics
Journal of Mathematics Science and Computer Education publishes articles about the results of research in the field of mathematics education, physics education, chemistry education, biology education, science education, and computer education including: Learning models Learning methods Learning media Assessment Teaching materials Curriculum
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 77 Documents
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Profiling Creative Thinking Skills and Exploring Development Barriers among Physics Education Students: A Sequential Explanatory Mixed-Methods Study Hermansyah Hermansyah; Ida Kaniawati; Winny Liliawati
Journal of Mathematics Science and Computer Education Vol 6, No 1 (2026): MAY 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jmscedu.v6i1.18272

Abstract

In contemporary education, the capacity for creative thinking has emerged as a fundamental skill that equips students to navigate an increasingly complex and interconnected world. Within physics education specifically, fostering such capabilities remains underemphasized, as instructional practices tend to prioritize procedural mastery and conceptual recall over exploratory and generative thinking. This preliminary needs assessment study employed a mixed-methods sequential explanatory design to examine the profile of creative thinking skills and the barriers to their development among physics education students during thermodynamics coursework, a domain in which creative problem-solving is crucial yet remains underexplored. Quantitative data were obtained through a creative thinking test based on Torrance indicators, while qualitative data were collected through in-depth interviews with students. The results of the study showed that the level of creative thinking of students was still in the medium to low category, with originality (29.17%) and elaboration (35.42%) indicators showing dominant weaknesses. Interviews also revealed that most students felt that they did not get enough space in lectures to explore ideas freely and creatively. These findings indicate a real need to design a physics learning approach that is more conducive to the development of creative thinking skills. The implications of this study highlight the need for project-based pedagogical innovation, open-ended problem solving, and authentic assessments that can stimulate students’ creative thinking more systematically
Augmented Reality-Based Fungi Encyclopedia: Validity and Practicality as a Biology Learning Media Nurul Hidayati Utami; Aminuddin Prahatama Putra; Zaimuariffudin Shukri bin Nordin; M Arsyad
Journal of Mathematics Science and Computer Education Vol 6, No 1 (2026): MAY 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jmscedu.v6i1.18654

Abstract

Biology learning on the topic of macrofungi is often hindered by the abstract nature of the concepts and the reliance on static textbook illustrations. This condition is considered insufficient to represent the complexity of the three-dimensional morphology of fungal structures, resulting in low student engagement and limited conceptual understanding. To address this issue, this study aimed to develop FUNGARIA, an Augmented Reality (AR)-based macro fungi encyclopedia, and to evaluate its validity and practicality as a learning aid for promoting environmental literacy. The research employed the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). Data were collected through validation by three experts (subject matter, media, and instructional design) using a 15-item four-point Likert scale instrument, as well as a practicality assessment conducted by experienced biology teachers through a 21-item questionnaire. FUNGARIA achieved an overall validity score of 83.33% (Highly Valid), confirming the product's feasibility in terms of mycological concept accuracy, alignment with Learning Outcomes, and the quality of the AR interface. In the practicality assessment, the media obtained a score of 95.44% (Highly Practical) across four evaluation dimensions: operational ease (94.79%), usability (95.42%), visual appearance and readability (95.83%), and educational benefits (95.83%). The novelty of this study lies in integrating the stability of printed guidance materials with immersive AR-based digital visualization to overcome limitations in device availability within schools.
Development of Multi-Representation-Based Student Worksheet to Enhance Scientific Reasoning Iwan Wicaksono; Sutarto Sutarto; Siti Nur Syuhada Musa; Imam Mudakir; Nuriman Nuriman
Journal of Mathematics Science and Computer Education Vol 6, No 1 (2026): MAY 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jmscedu.v6i1.18391

Abstract

The capacity to engage in scientific thinking represents a significant challenge in the junior high school science curriculum, particularly with regard to comprehending concepts in a profound and systematic manner. The objective of this research is to develop and evaluate the feasibility of multi-representation-based student worksheets in enhancing students' scientific reasoning abilities. The research subjects consist of 120 junior high school students spread across the former Besuki region, including the Jember, Banyuwangi, Bondowoso, and Situbondo districts. The research was conducted employing the Research and Development technique via the 4-D model. This approach entailed the following: expert validation, implementation observations, effectiveness testing through pre-test and post-test tests, and student response questionnaires. The results demonstrated that the developed student worksheets exhibited a validity level of 83.7% (high) and a practicality of 78.5% (good), and effectiveness was demonstrated by an increase in the N-gain value of 0.57 (moderate) and a positive student response of 81.28%. Consequently, the utilization of multi-representation-based student worksheets has been demonstrated to enhance the learning of students. This finding underscores the value of adopting such material on a broader scale within the context of science education. It is recommended that future research be conducted at different grade levels and with a more diverse array of materials.
Where Tradition Meets Innovation: Ethnoscience, Creativity, and the Future of Project-Based Learning in Higher Education Muhammad Fuad Sya'ban; Adi Rahmat; Siti Sriyati; Omay Sumarna
Journal of Mathematics Science and Computer Education Vol 6, No 1 (2026): MAY 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jmscedu.v6i1.18260

Abstract

Indigenous knowledge systems hold untapped potential for fostering creativity in higher education, yet their integration with project-based learning remains systematically unexplored. This study aimed to examine the effectiveness of ethnoscience-integrated project-based learning in developing creativity among higher education students and to map the current research landscape to identify thematic clusters, temporal patterns, and future directions. We employed systematic literature network analysis, combining systematic review with bibliometric analysis. Following PRISMA 2020 guidelines, a total of 49 articles were retrieved and subjected to keyword co-occurrence analysis using VOSviewer, of which six met full inclusion criteria and were systematically reviewed for empirical effectiveness. All six studies demonstrated positive creativity effects (100% directional consistency, p < 0.001) with moderate-to-large effect sizes (d = 0.4–0.6). Three mechanisms emerged: cultural relevance enhancing engagement, traditional knowledge providing novel perspectives, and community connections fostering applied creativity. Bibliometric analysis identified five major research clusters, revealing that ethnoscience integration shows near-complete absence from mainstream literature despite strong empirical support. These findings conclude that ethnoscience-integrated PBL consistently outperforms conventional approaches in both creativity quality and depth of applied problem-solving, suggesting its strong potential as a decolonizing and equity-driven pedagogy for higher education. The implications point toward the urgent need for curriculum redesign that embeds indigenous epistemologies, faculty development in cultural competency, and co-designed, culturally responsive assessment instruments. Looking ahead, the future of ethnoscience, creativity, and PBL in higher education lies in large-scale cross-cultural trials; technology-enhanced ethnoscience learning respecting indigenous data sovereignty; and community-led participatory research that positions indigenous knowledge holders as co-educators and co-researchers.
Flipped Classroom Integrates Problem-Based Learning: Enhancing Conceptual comprehension, Problem-Solving Abilities, and Self-Regulated Learning Rahman Nul Hakim; Dhoriva Urwatul Wutsqo
Journal of Mathematics Science and Computer Education Vol 6, No 1 (2026): MAY 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jmscedu.v6i1.18599

Abstract

Indonesian students' mathematical conceptual comprehension, problem-solving skills, and self-regulated learning (SRL) remain persistent challenges. National assessment data reveals that students' mastery of combinatorics—the core topic of this study—is only 24.64%, with average mathematics scores in South Kalimantan at 36.69, far below the expected standard. These deficiencies highlight the need for innovative instructional approaches that simultaneously address cognitive and metacognitive competencies. This research investigates the efficacy of a flipped classroom combined with problem-based learning (FC-PBL) in improving students' conceptual comprehension, problem-solving abilities, and self-regulated learning within the context of mathematics. This quasi-experimental study engaged 12th-grade students who were separated into experimental (FC-PBL) and control (PBL only) groups. Instruction on combinatorics was provided to both groups, with pre-test and post-test administered to assess three learning outcomes. The findings indicated notable enhancements in conceptual comprehension and problem-solving capabilities in the FC-PBL group compared to the control group, as evidenced by a Hotelling's T² test and a Mahalanobis distance of D² = 1.72. However, SRL did not exhibit a statistically significant difference, reinforcing that student-centered approaches alone are insufficient to foster self-regulation without explicit scaffolding. These results imply that while FC-PBL presents a viable method for promoting mathematical comprehension and problem-solving, its effect on SRL necessitates further instructional support. The research offers empirical backing for the fusion of flipped and problem-based methodologies to tackle conceptual and procedural gaps in mathematics education.
The Effect of the Student Teams Achievement Divisions (STAD) Learning Model through Jeopardy Game Media on Students' Problem-Solving Abilities Rasti Uliah; Umar Umar; Syahru Ramadhan; Ikhsan Maulana; Agus Setiawan
Journal of Mathematics Science and Computer Education Vol 6, No 1 (2026): MAY 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jmscedu.v6i1.18582

Abstract

This study aims to examine the effect of the Student Teams Achievement Division (STAD) learning model, integrated with Jeopardy game media, on students’ problem-solving abilities in Integrated Science and Social Studies (IPAS) at the elementary school level. This research employed a quasi-experimental design with a pretest-posttest control group. The research subjects were students of MIN Bima City. Data were collected using a problem-solving test as the main instrument. The data were analyzed using descriptive and inferential statistics to determine the significance of the differences between groups. The results showed that students taught using the STAD model through the Jeopardy game media achieved significantly higher problem-solving abilities compared to those taught using conventional methods. In conclusion, integrating the STAD learning model with the Jeopardy game media effectively improves students’ problem-solving abilities and can serve as an alternative strategy for IPAS learning at the elementary level.
Trend of Project-Based Learning Research (2012-2024) in Chemistry Education Syahmani Syahmani; Muhammad Kusasi; Rizki Nur Analita; Keyman Keyman
Journal of Mathematics Science and Computer Education Vol 6, No 1 (2026): MAY 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jmscedu.v6i1.17188

Abstract

This study aims to identify trends in the project-based learning literature through a systematic review. The study examines global scholarly contributions to the SCOPUS database from 2012 to 2024, sampling 398 papers with the keywords "project-based learning" AND "chemistry," "project-based learning" OR "chemistry," and "project-based learning." Data obtained in annual publications and journal articles were analyzed in Excel. PjBL trends showed yearly increases in publication, confirmed by Vos Viewer software analysis. The highest index in 2021. The top 28 publications review found that PjBL is effective for chemistry across education levels, with substantial research in secondary and higher education emphasizing interdisciplinary links in engineering and computer science. This approach fosters hands-on, inquiry-based learning relevant to STEM fields. The study emphasizes PjBL's importance in preparing students for tech careers, fostering collaboration, and shaping future research trends among global researchers.
Development and Validation of Two-Tier Multiple Choice to Identify Measure Students’ System Thinking Skills in Dynamic Electricity Endang Susilawati; Ida Hamidah; Nuryani Rustaman; Winny Liliawati
Journal of Mathematics Science and Computer Education Vol 6, No 1 (2026): MAY 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jmscedu.v6i1.18624

Abstract

Dynamic electricity is important due to its function as a thinking tool for further electronic circuit analysis. It is an abstract concept that must be understood by students as well as by physics teachers. A study about developing a set of two-tier multiple-choice questions was conducted to measure the system thinking skill of a number of student-teachers using Design Development Research (DDR). The instrument has been tested for its validity through expert judgment and field testing on a number of student teachers (n=62). After studying dynamic electricity learning material that had been prepared before. Based on the r table, which is 0.2108, it was obtained that out of 25 two-level tests, 23 were valid and can be used to measure students' and teachers' systems-thinking skills. In addition, the instrument showed high reliability, with a Cronbach’s alpha coefficient of 0.840.
Fostering Students’ Creative and Ethical Character through Green Chemistry Modules in Project-Based Learning in Wetland Ecosystems Suyidno Suyidno; Suryajaya Suryajaya; Qamariah Qamariah; Misbah Misbah; Nor Farahwahidah Abdul Rahman
Journal of Mathematics Science and Computer Education Vol 6, No 1 (2026): MAY 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jmscedu.v6i1.18468

Abstract

competency in life and career skills in the 21st century. However, schools in wetland ecosystems have not optimized this character development because appropriate learning modules are not yet available. Therefore, this study aims to analyze the effectiveness of a project-based learning (PBL)-oriented green chemistry module in fostering students' creative and ethical character in wetland ecosystems. This study is part of a research and development program using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model focused on the Development, Implementation, and Evaluation (DIE) stages. This study involved 15 students in the limited test and 33 students in the field test. The researchers collected data using a character questionnaire instrument, a project outcome assessment, and documentation. Then they analyzed the data descriptively using the n-gain test and paired-samples t-tests or Wilcoxon tests. The results showed that the distribution of student character categories increased from lower categories to higher categories. In the limited test, students who were originally in the good and very good categories all increased to the very good category. In the field test, students who were initially distributed across the good and very good categories (81.25%) shifted to the very good category (90.63%). Students' creative and moral character increased significantly in both the limited test and the field test with a moderate increase category (p < 0.05; n-gain = 0.54), and students' project results were in the very good category. Thus, the implementation of the PBL-oriented green chemistry module has proven effective in fostering students' creative and moral character in wetland ecosystems.
The Effect of Read, Outline, Discussion, Evaluation (RODE) and Problem-Based Learning (PBL) Models on Students’ Mathematical Communication Skills Rahma Karimah; Arief Ertha Kusuma; Jero Budi Darmayasa
Journal of Mathematics Science and Computer Education Vol 6, No 1 (2026): MAY 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jmscedu.v6i1.17997

Abstract

This study aims to compare the effectiveness of the RODE and PBL learning models in improving students’ mathematical communication skills. The study employed a quasi-experimental nonequivalent-group pretest-posttest design involving two experimental groups. The research sample consisted of 44 eighth-grade students of MTs Al-Imam Asy-Syafi’i in Tarakan, North Kalimantan, Indonesia. The students were divided into two groups: Experimental group 1 was taught using the RODE model, and experimental group 2 was taught using the PBL model. Data were collected through pretests and posttests in the form of three essay questions measuring the indicators of written text, drawing, and mathematical expression. The normality test indicated that the N-Gain data were not normally distributed; therefore, inferential analysis was conducted using the Mann–Whitney U test. The results showed that the mean N-Gain of the RODE group (0.8290) was higher than that of the PBL group (0.6107). The Mann–Whitney U test showed a significant difference between the two groups (U = 157.50, Z = -2.07, p = 0.038), with the mean rank of the RODE group (26.34) higher than that of the PBL group (18.66). Thus, there was a significant difference in the improvement of students’ mathematical communication skills between the two learning models. These findings indicate that the RODE model is more effective than the PBL model in improving students’ mathematical communication skills, particularly on the topic of linear equations in one variable at MTs Al-Imam Asy-Syafi’i in Tarakan, North Kalimantan, Indonesia.      

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