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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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Development of Formative Tests Based on Self-Directed Learning-Oriented Assessment for Mathematics in Junior High School Ihsanul Amin; Chairil Faif Pasani; Kamaliyah Kamaliyah; Zainudin Hassan
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.v6i1.18447

Abstract

Formative assessment practices in schools often focus on Assessment for Learning (AfL) but insufficiently facilitate Assessment as Learning (AaL), limiting students’ reflection and self-assessment. To address this, Self-directed Learning Oriented Assessment (SLOA) is employed as an approach integrating self-assessment to foster self-directed learning capacities by aligning the functions of assessment of, for, and as learning. This study aimed to develop valid, practical, and effective SLOA-based formative tests for junior high school mathematics. The study employed a research and development (R&D) approach using the ADDIE model. The research was conducted in a single seventh-grade class at a junior high school in Barito Kuala under the Kurikulum Merdeka, involving 25 students and one mathematics teacher. Data were collected through expert validation sheets, a teacher practicality questionnaire, and students’ mastery of learning outcomes. The results indicated that the developed formative tests and self-assessment sheets were very valid, with mean scores of 3.47 and 3.36, respectively. The product was categorized as very practical, obtaining a practicality percentage of 98%. In terms of effectiveness, the product was categorized as effective, with an average classical mastery reached of 61.3%, derived from three test packages showing a consistent upward trend in student performance. The progressive increase in students’ mastery and metacognitive accuracy suggests that integrating structured self-assessment into formative testing supports learning achievement and reflective awareness. This study implies that SLOA-based formative tests can serve as a strategic framework to foster student independence, provided that they are implemented with adequate instructional time and systematic feedback cycles.
Self-Efficacy and Self-Regulation as Predictors of University Students’ Mathematics Learning Achievement Anggraini Anggraini; Nurul Afiyah; Gandung Sugita; Mustamin Idris
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.v6i1.18307

Abstract

Learning achievement in mathematics at the university level is influenced by various internal factors, including students’ beliefs in their abilities and their capacity to regulate learning processes. This study aims to examine the effects of self-efficacy and self-regulation, both individually and simultaneously, on university students’ mathematics learning achievement. An ex post facto quantitative design was employed involving 98 mathematics education students selected through proportional random sampling from a population of 130 students. Data were collected using self-efficacy and self-regulation questionnaires, as well as students’ grade point averages from first- and second-semester mathematics courses as indicators of learning achievement. The data were analyzed using simple and multiple linear regression after meeting classical assumption requirements. The results indicate that self-efficacy has a significant effect on mathematics learning achievement, contributing 15.5% of the variance, while self-regulation contributes 13.1%. When analyzed simultaneously, both variables significantly influence learning achievement with a combined contribution of 16.7%. Despite their statistical significance, the magnitude of these effects is relatively modest, suggesting that mathematics learning achievement is shaped by a combination of internal and external factors beyond self-efficacy and self-regulation alone. These findings imply that efforts to improve students’ mathematics achievement should not only focus on strengthening self-efficacy and self-regulation but also be supported by effective instructional strategies, learning environments, and institutional support. This study provides empirical evidence for mathematics educators to design learning interventions that integrate psychological and pedagogical approaches in higher education contexts.
Students’ Mathematical Reasoning: A Systematic Literature Review with a Focus on Metaphorical Thinking-Based Learning Approaches Annisa Desti Fahjri; Siti Fatimah; Jarnawi Afgani Dahlan
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.v6i1.18801

Abstract

Mathematical reasoning is a fundamental component of meaningful mathematics learning; however, research on instructional approaches that systematically support its development remains fragmented. In particular, studies on mathematical reasoning and metaphorical thinking have largely evolved independently, resulting in limited integrative insights. Studies on mathematical reasoning and metaphorical thinking have often developed separately, resulting in limited understanding of how metaphorical-thinking-based learning contributes to reasoning development. This systematic literature review (SLR) aims to synthesize research trends on students’ mathematical reasoning in mathematics education and to examine how metaphorical-thinking-based learning approaches support the development of mathematical reasoning. Following the PRISMA 2020 framework, a systematic search of the Scopus and ERIC databases identified 36 peer-reviewed journal articles published between 2017 and 2025. The selected studies were analyzed using reflexive thematic analysis focusing on research trends, instructional implementations, metaphor types, learning models, and reported effects on students’ mathematical reasoning. The findings indicate that mathematical reasoning is increasingly viewed as a multidimensional construct involving cognitive, representational, social, and contextual aspects. The review also reveals that metaphorical thinking functions as a cognitive bridge that connects abstract mathematical concepts with students’ concrete experiences through conceptual, structural, orientational, cultural, and embodied metaphors. These metaphorical approaches are integrated into various instructional models, including Realistic Mathematics Education, ethnomathematics, problem-based learning, embodied learning, and technology-supported learning environments. Furthermore, the findings highlight several research gaps, including limited empirical studies explicitly linking metaphorical thinking and mathematical reasoning, insufficient longitudinal evidence, and limited comparative analysis across metaphor types. Overall, this review emphasizes the need for more theoretically integrated and empirically grounded studies on metaphor-based mathematical reasoning in mathematics education.
Students' Learning Obstacle on Function Composition Related to the Ability to Understand Mathematical Concepts Novia Rahmi; Sufyani Prabawanto; Nanang Priatna
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.v6i1.18520

Abstract

Function composition material is essential in vocational mathematics, yet many students struggle due to low conceptual understanding, especially in solving word problems. Students' difficulties in understanding the concept of story problems stem from their tendency to memorize formulas and their inability to represent visual information in mathematical form. This study used a qualitative method with a hermeneutic phenomenological approach. Using a purposive sampling strategy, the researcher selected 5 out of the 22 eleventh-grade students from SMKN 1 in Kampar Regency for in-depth interviews. The student test instrument included story problems on the conceptual understanding of function composition to identify potential difficulties and learning obstacles students may encounter. Data were triangulated from written tests, student and teacher interviews, and textbook analysis. Results based on Thompson’s criteria showed that 45% of students scored 0 (very low understanding), while only 18% scored 4 (complete understanding). Three types of learning obstacles were identified: ontogenic, didactic, and epistemological. These findings highlight the need for a didactic design, such as using Liveworksheet, to improve conceptual understanding.
From Virtual to Real: Investigating the Gap Between Virtual Laboratory Learning and Real Laboratory Performance in Animal Physiology Cita Tresnawati; Fitri Ariyanti
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.v6i1.18352

Abstract

This study aims to examine the performance gap between virtual laboratory-based instruction and real laboratory practicum in the Animal Physiology course. The research employed a mixed-methods approach with an explanatory sequential design, in which quantitative data were emphasized. The participants comprised 31 fifth-semester undergraduate students who engaged in two virtual laboratory sessions and two hands-on laboratory sessions conducted without additional instructor explanation. Laboratory performance was assessed across six dimensions of laboratory skills. The results indicate that procedural and psychomotor skills were in the moderate category, whereas data analysis, drawing conclusions, and presentation skills were in higher categories. Qualitative findings corroborate that virtual laboratories are effective in strengthening conceptual understanding, data literacy, and scientific communication; however, they are less effective in transferring technical and procedural skills to authentic laboratory contexts. Limited physical interaction with equipment, minimal sensorimotor feedback, and contextual discrepancies between simulation and real practice were identified as the primary contributing factors. This study concludes that virtual laboratories should be positioned as pre-laboratory scaffolding to support cognitive preparation rather than as substitutes for direct hands-on practicum. The implications of this study indicate that the integration of virtual laboratories and real laboratory practice should be designed complementarily so that the strengthening of conceptual understanding can be followed by the optimal development of students’ procedural and psychomotor skills.
Exploring Students’ Creativity, Collaboration, and Communication Skills in Science Learning: A Descriptive, Correlational, and Cluster Analysis Approach Dios Sarkity; Adam Fernando; Elfa Oprasmani; Trisna Amelia; Nevrita Nevrita; Yudi Pratama; M. Pemberdi Intasir
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.v6i1.18577

Abstract

The aim of this study is to analyze students’ creativity, collaboration, and communication skills in science learning using a descriptive, correlational, and cluster analysis approach. This study used a non-experimental quantitative design involving 109 junior high school students in Tanjungpinang City. Data were collected using essay tests to measure creativity and observation sheets to assess collaboration and communication skills. Descriptive analysis, Spearman rank correlation, and K-means cluster analysis were used to analyze the data. The results showed that students' creativity and communication skills were generally in the moderate category, while collaboration had a relatively higher average score. Correlation analysis revealed no significant relationship between creativity, collaboration, and communication skills, suggesting that these three skills may not necessarily develop simultaneously across students in the present sample. Furthermore, the cluster analysis identifies three possible student profiles based on similarities in student skills, reflecting varying skill combinations and heterogeneity. These results indicate that the 21st-century skills development in science learning remains fragmented and requires more integrated learning strategies. This study provides benefits in designing learning environments where students' skills measured in this study are developed through adaptive and effective learning.
Biology Learning Innovation to Support Sustainable Development Program: A Systematic Literature Review (2019-2024) Ulya Ruwaida; Zevira Fransisca Aurora; Opik Prasetyo; Hery Fajeriadi; Rina Oktaviana; Nurul Aulia
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.v6i1.16924

Abstract

Learning innovation is one of the important things that must be done in biology learning activities. Learning innovation is also very important to support sustainable development programs, especially for indicators of improving the quality of education. This study aims to analyze the development trend of innovation in biology learning to support sustainable development programs through a literature review. The research method used the PRISMA systematic review approach through a comprehensive literature search from the Google Scholar database. The inclusion criteria in this study were that articles were taken from the Google Scholar database in the period 2019-2024, articles were relevant to the research topic and field of biology, and articles were available in full access, while the exclusion criteria were the opposite of the inclusion criteria. The initial identification resulted in 43 articles, which then went through the evaluation and content analysis stages, resulting in 9 articles. Articles were analyzed based on year of publication, type of innovation, and level of education. The novelty of this article lies in its comprehensive mapping of innovations in biology education with the Sustainable Development Goals (SDGs), as well as the development of an integrative framework that links biology competencies and sustainability competencies. The findings of the literature review revealed that the trend of developing innovations in biology learning increased significantly. Innovation is proven to be able to support sustainable development programs in terms of improving the quality of education and managing environmental sustainability. Learning innovation is dominated by the development of learning resources in the form of teaching materials for students. This finding also shows that the publication of innovation studies has been carried out at various levels of education equally. The contribution of this study is expected to provide recommendations and motivation for teachers to integrate the latest innovations in biology learning activities while supporting sustainable development programs at various levels of education.

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