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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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Unlocking the Potential of Python-Based Simulations: Understanding the Needs and Expectations of Future Physics Educators Apit Fathurohman; Esti Susiloningsih; Hadi Hadi
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.v6i1.18648

Abstract

Teaching wave phenomena and optics remains challenging due to their abstract and highly visual nature. Pre-service physics teachers often struggle to form accurate mental representations, which hinders conceptual understanding. This study examined the needs, learning challenges, and expectations of future physics educators regarding Python-based simulations for learning optical waves to support conceptual understanding through dynamic visualization, interactive parameter exploration, and multiple representations of wave phenomena. A convergent parallel mixed-methods design was employed, integrating course-task analysis and a needs-assessment form with classroom observations and semi-structured interviews involving 60 third-semester physics education students at a state university in Indonesia. The novelty of this study lies in its integration of students’ conceptual difficulties, technological readiness, and simulation expectations as a foundation for designing Python-based optical wave simulations tailored to physics teacher education. Quantitative findings showed that many students relied on procedural calculation without adequate conceptual explanation and experienced difficulties in interpreting interference and diffraction phenomena. Students strongly preferred dynamic visualizations and stepwise schematic explanations, while many also emphasized the importance of adjustable visual parameters and multiple representations in simulations. Qualitative findings highlighted expectations for slow-motion visualization, comparative parameter exploration, and introductory tutorial support. The study concludes that understanding students’ perspectives is critical to designing effective educational simulations that enhance conceptual understanding and improve learning of abstract optical wave concepts.
Exploring Prospective Physics Teachers' Perceptions of the Scientist-Teacher-Student Partnership (STSP) Program in Earth and Space Science Courses Shelly Efwinda; Nurul Fitriyah Sulaeman; Atin Nuryadin; Dinda Ar-rizalah P. R. Putri; Tomohiro Takebayashi
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.v6i1.18313

Abstract

The Scientist-Teachers-Students Partnership (STSP) Program offers a promising framework to bridge the gap between scientists and educators in fostering content knowledge for preservice physics teachers. This exploratory study investigates the perceptions of scientists, lecturers (teachers), and preservice physics teachers (students) regarding the implementation of the STSP program in an Earth-space science course. The research approach used was a mixed method, with qualitative data on prospective teachers' perceptions as the main data and quantitative data in the form of percentage calculations as supplementary data. The participants included one scientist, two lecturers, and 89 preservice physics teachers engaged over a 16-week semester. The program featured lectures, laboratory observations, and presentations by scientists, aiming to provide both breadth and depth in Earth-space science content. Data were collected through open-ended perception questionnaires and analyzed using coding and triangulation of responses across participant groups. Findings indicate that the STSP program effectively enhanced students' content knowledge through dynamic lectures and hands-on laboratory observations. Presentations by the scientist enriched the learning experience by integrating cutting-edge research and expert insights. All participants expressed positive perceptions, highlighting mutual benefits from the collaboration. These results underscore the potential of the STSP program as a valuable component in physics teacher preparation programs, offering a model for the interdisciplinary and collaborative learning framework.
Integrating Ethnoscience into Eco-Gamified Problem-Based Learning to Improve Sustainability Literacy and Environmental Awareness in Peatlands Mohamad Nor Aufa; Gusti Nida Nurkhaliza; Muhammad Hasbie; Rusmansyah Rusmansyah
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.v6i1.18429

Abstract

This study aims to analyze the effect of implementing the ethnoscience-based Eco-Gamified Problem-Based Learning (PBL) model within peatland contexts on the sustainability literacy and environmental awareness of junior high school students. A quasi-experimental design with a non-equivalent control group was employed, involving 65 students (32 in the experimental group and 33 in the control group). The experimental group received the Eco-Gamified PBL intervention integrating peatland ethnoscience, while the control group received conventional instruction. Data were collected through a sustainability literacy test, an environmental awareness questionnaire, and observation sheets, then analyzed using the N-Gain test and an independent-samples t-test. The results demonstrated that the average sustainability literacy score in the experimental group increased from 56.80% to 84.10%, with an N-Gain of 0.63 (moderate), while the control group improved from 55.30% to 72.40%, with an N-Gain of 0.38 (moderate). Hypothesis testing indicated a significant difference between the two groups (p = 0.003; p < 0.05). Additionally, students’ environmental awareness in the experimental group achieved an average score of 4.28 (very high), significantly higher than the control group’s 3.65 (high), with a significance value of p = 0.002, p < 0.05). These findings demonstrate that integrating peatland ethnoscience into an Eco-Gamified PBL framework effectively enhances students’ sustainability competencies. This study provides empirical evidence for integrating local ecological knowledge and gamification into problem-based learning to support contextualized sustainability education.
Development of Electronic Student Worksheets Integrating Scientific Numeracy Literacy Content for Ecosystem Topics Putri Dewi; Elvira Destiansari; Susy Amizera; Putri Setioningrum
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.v6i1.18574

Abstract

Scientific and numeracy literacy are essential competencies for students in the 21st century, as they enable learners to interpret data, solve contextual problems, and apply scientific concepts in everyday life. However, Indonesian students continue to demonstrate relatively low achievement in these areas, partly due to the limited availability of learning resources that integrate numeracy literacy with science instruction, especially in biology topics such as ecosystems. Therefore, this study aimed to develop an electronic student worksheet integrating scientific and numeracy literacy content on the ecosystem subtopic. This study employed a Research and Development approach using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The developed product was validated by three experts, while its practicality was assessed by three teachers and twelve students using Likert-scale questionnaires. The validation results showed that the electronic student worksheet achieved an average score of 91.42%, indicating a very valid category. In addition, the practicality test revealed scores of 88.79% from students and 96.35% from teachers, both categorized as very practical. These findings indicate that the developed electronic student worksheet is a feasible and practical learning resource for biology instruction. It also offers an innovative alternative for integrating scientific and numeracy literacy into ecosystem learning to better support students’ competency development.
The Effect of Field Study Implementation on the Critical and Creative Thinking Skills of Pre-Service Science Teachers Geterudis Kerans; Yulita Adelfin Lede; Khristoforus Palli Ngongo; Angela Ghunu; Falentina Tamo Ina
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.v6i1.18365

Abstract

Learning processes implemented in higher education institutions must be student-centered. Such processes provide opportunities for students to actively engage in learning activities, enabling them to acquire understanding and skills aligned with the intended learning objectives. To achieve this condition, active learning methods are required, one of which is the Field Study method. The purpose of this study is to analyze the effect of the Field Study method on the critical and creative thinking skills of pre-service science teachers. This study employed a quasi-experimental design using a one-group pre-test–post-test approach. The effect of the method on students’ critical and creative thinking skills was examined through pre-test and post-test scores. The results indicate that the Field Study method has a positive effect on improving students’ critical and creative thinking skills, as evidenced by the pre-test and post-test scores. The Wilcoxon test results for pre-test and post-test scores on students’ critical and creative thinking skills show a Sig. (2-tailed) value of 0.000, indicating a significant difference between pre-test and post-test scores. In conclusion, the Field Study method significantly enhances students’ critical and creative thinking skills and is appropriate for use in exploring subject matter related to real-world problems encountered by students. The implication for future science education is that the Field Study method can be effectively applied to learning activities involving real-life issues surrounding students. Science education is not solely concerned with theoretical knowledge but also with developing the ability to critically analyze problems and generate creative solutions.
Understanding the Research Evolution, Knowledge Structure, and Trends of Augmented Reality–Supported Problem-Based Learning: A Bibliometric Perspective Lintang Auliya Kurdiati; Sabar Nurohman
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.v6i1.18274

Abstract

his study systematically maps the intellectual structure, developmental trajectory, and emerging directions of Augmented Reality–Supported Problem-Based Learning (AR–PBL) research. Guided by five research questions, it examines publication growth patterns, identifies influential authors, institutions, and journals, uncovers major thematic clusters, analyzes keyword interconnections, and detects emerging research fronts. A bibliometric and network analysis was conducted on Scopus-indexed publications from 2015 to 2025, integrating PRISMA-based screening with Biblioshiny and VOSviewer visualization techniques. The results indicate a steady increase in AR–PBL publications over the past decade, reflecting expanding scholarly attention. Influential contributions are concentrated among a limited group of authors and institutions, while several core journals serve as primary outlets. Co-citation and conceptual structure analyses reveal dominant thematic clusters centered on pedagogical design, augmented reality applications, learner engagement, and system implementation. Keyword co-occurrence patterns demonstrate strong interconnections between AR technology and PBL pedagogy, yet limited integration with advanced computational approaches. Emerging theme analysis shows that areas such as learning analytics, artificial intelligence, and adaptive instructional systems remain underexplored. Overall, AR–PBL has evolved into a multi-clustered but unevenly integrated research domain, highlighting the need for stronger theoretical coherence, system-level integration, and pedagogical innovation in future studies.
Research Trends of Local Wisdom in Science Education: A Bibliometric Analysis Based on the Scopus Database Surya Haryandi; Misbah Misbah; Noor Izzati Pratiwi; Muhdi Harto; Qamariah Qamariah; Ismail Ismail; Erwina Oktavianty
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.v6i1.18628

Abstract

This study aims to map the research trends of local wisdom in science education through a bibliometric analysis based on Scopus data. The dataset was obtained from the Scopus export file analyzed in this study and includes 85 documents spanning the 2013–2025 period. Analyses were performed on the annual number of publications, the most productive affiliations, countries of origin, publication sources, the most influential authors based on citations, the most productive authors based on the number of documents, and keyword clusters. The results indicate that research on local wisdom in science education shows an upward trend, particularly after 2019, reaching temporary peaks in 2024 and 2025. Indonesia is highly dominant with 81 documents, while the most productive affiliation is Universitas Negeri Yogyakarta. The most prominent publication source is the Journal of Physics: Conference Series. Based on citations, Parmin is the most influential author with 66 citations, whereas Wilujeng, I. is the most productive author with 3 documents. Keyword mapping reveals that local wisdom serves as the core node connected to science education, science literacy, ethnoscience, sustainability, e-module, augmented reality, and PBL. The primary insight from these findings is that local wisdom is no longer merely positioned as a cultural context in science education; instead, it has evolved into a conceptual foundation for developing scientific literacy, pedagogical innovation, and learning that is relevant to the challenges of sustainable education. These findings confirm that research on local wisdom in science education is evolving from a contextual-cultural orientation toward strengthening scientific literacy, developing instructional materials, and creating innovative technology-based learning. The novelty of this study lies in its bibliometric mapping, which specifically integrates the dimensions of publication productivity, research actors, publication sources, citation impact, and keyword thematic structures into a single comprehensive landscape regarding Scopus-based local wisdom research in science education for the 2013–2026 period. This study contributes to identifying the research landscape, key actors, and potential future research agendas within the field of local wisdom-based science education.
Mapping the Intellectual Structure of Item Response Theory and Rasch Model Applications in Physics Education Assessment: A Scopus-Based Bibliometric Analysis Haeruddin Haeruddin; Delthawati Isti Ratnaningtyas; Muhammad Jarnawi; Syamsuriwal Syamsuriwal; Rudi Santoso
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.v6i1.18491

Abstract

Assessment in physics education requires valid and reliable measurement instruments capable of accurately representing students’ cognitive abilities, including conceptual understanding, scientific reasoning, and problem-solving skills. Over the past decades, instrument validation has shifted from Classical Test Theory to modern probabilistic measurement models, particularly Item Response Theory (IRT) and the Rasch model. Despite the growing application of these models in physics education research, the expanding literature remains thematically and methodologically fragmented, limiting a comprehensive understanding of the field’s intellectual development. Therefore, this study aims to map the intellectual structure and research trends of IRT and Rasch model applications in physics education assessment. This study employed a bibliometric research design using 243 Scopus-indexed publications published between 2001 and 2026. Bibliographic metadata were retrieved using Publish or Perish and analyzed using the Bibliometrix package in RStudio and VOSviewer to examine publication trends, influential sources, collaboration networks, and keyword co-occurrence patterns. The results reveal substantial growth in publications, increasing by more than 1,150% over the past two decades. Five major thematic clusters were identified: measurement frameworks, psychometric modeling, validity and fairness, instrument development and technology, and learning progression. Emerging themes such as computational thinking, digital instrument development, and multidimensional assessment indicate a shift toward competency-based and technology-supported assessment practices. Overall, the findings reveal the intellectual structure and research trends of IRT and Rasch model applications in physics education assessment, demonstrating their growing role as central methodological frameworks in contemporary assessment research. These findings also provide directions for future research, particularly in developing multidimensional Rasch-based instruments and technology-enhanced assessment systems in physics education
Rasch Validation of a Self-Regulation Instrument in Mathematics Learning for Junior High School Students Aminah Ekawati; Isna Wardiah
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.v6i1.18388

Abstract

Although self-regulation instruments have been widely developed, differences in respondent characteristics and the context of the research area require the development of instruments appropriate to the conditions. Nonetheless, few studies have particularly validated self-regulation tools for junior high school children in mathematics learning employing a Rasch measuring approach. This study focuses on developing and validating a self-regulation instrument for junior high school students in mathematics learning through the Rasch model, which involves analyzing reliability, validity, item difficulty levels, and the alignment between respondent abilities and item difficulty levels. The validity consists of item fit and unidimensionality. The instrument was developed through a synthesis of several theoretical frameworks and simplified into three main dimensions, namely cognitive and metacognitive regulation, motivational and emotional regulation, and behavioral and social regulation, which consisted of 12 four-choice Likert scale statements. The subjects of this research were 60 eighth-grade students at a public junior high school in Banjarmasin City. Data analysis was performed using Winsteps 4.7.0 and RStudio 4.5.2 software. The results of the analysis showed that the instrument had good reliability, namely Cronbach's Alpha = 0.869, WLE Reliability = 0.873, and EAP Reliability = 0.872, and satisfactory construct validity, supported by acceptable item fit and unidimensionality based on PCA of residuals. These findings support the unidimensionality of self-regulation within a Rasch framework in mathematics learning and present a context-specific validated instrument with three dimensions, operationalized into 12 theoretically grounded items for diagnosis.
Implementing Web Liveworksheet-Based Scientific Critical Creative Thinking Model to Improve Students' Thinking Skills Pia Asti Puspasari; Rusmansyah Rusmansyah; Muhsinah Annisa; Arief Ertha Kusuma; Asmi Rusmanyanti; Nasrullah Nasrullah; Tien Tien Lee; Nurlaila Hayati
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.v6i1.18271

Abstract

This study aimed to investigate the effect of the Web Liveworksheet-Based SCCrT Model on students’ (1) creative thinking skills, (2) critical thinking skills, and (3) responses toward the implementation of the model in learning the basic laws of chemistry. The study employed a pre-experimental method using a one-group pretest-posttest design. The participants consisted of 35 students. Data were collected through creative and critical thinking tests and analyzed descriptively. The findings revealed that implementing the SCCrT Model improved students’ creative thinking skills, as indicated by an increase in the mean score from 23.44 to 71.70. In addition, students’ critical thinking skills also improved, with the mean score increasing from 32.71 to 71.14. Furthermore, students demonstrated good responses toward the implementation of the SCCrT model, with 74.51% expressing positive responses. These findings indicate that the SCCrT Model has the potential to improve students’ creative and critical thinking skills in learning the basic laws of chemistry topic.

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