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Zaenal Arifin
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International Journal of Contemporary Studies in Education
Published by Edupedia Publisher
ISSN : 29635993     EISSN : 29630282     DOI : 10.56855
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Aim To share knowledge on techical education and training practices throughout the world Scope The International Journal of Contemporary Studies in Education (IJ-CSE) will consider for publications original research articles, critical reviews as well as technical reports that can further our understanding of techical education and training issues and concerns.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 5 Documents
 1 
Search results for , issue "vol. 5 no. 2 (2026)" : 5 Documents clear
The Influence of The Project-based Learning Model on Students' Critical Thinking Skills in The Science Subject Manurung, Gaby M.; Thesalonika, Emelda; Napitupulu, Rio P.
International Journal of Contemporary Studies in Education (IJ-CSE) Vol. 5 No. 2 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijcse.v5i2.1728

Abstract

Purpose – Critical thinking is a key competency in elementary education, particularly in Natural and Social Sciences (IPAS), yet classroom instruction often emphasizes memorization rather than inquiry and problem solving. This study aimed to examine the effect of the Project-Based Learning (PjBL) model on the critical thinking skills of fifth-grade students. Methodology – This quantitative study employed a one-group pretest-posttest experimental design involving 24 fifth-grade students at State Elementary School 124401 Pematangsiantar. Critical thinking data were collected using an expert-validated essay test. The intervention consisted of IPAS instruction using the PjBL model. Data were analyzed through descriptive statistics and N-gain analysis to measure students' learning improvement. Findings – Students' mean critical thinking score increased from 52.50 in the pretest to 85.33 in the posttest, with an N-gain of 0.70, indicating a high level of improvement. These findings demonstrate that PjBL effectively enhances elementary students' critical thinking skills in IPAS learning. Novelty – This study provides empirical evidence on the effectiveness of PjBL in fostering critical thinking among elementary school students within the context of IPAS instruction. Significance – The findings offer practical guidance for elementary school teachers in selecting student-centered learning approaches and provide evidence for schools and curriculum developers seeking to strengthen higher-order thinking skills through project-based instruction.
English Pre-Service Teachers’ Self-Assessment of Their Classroom-Based Assessment Practices Hanifah Suci Rachmawati; Joko Priyana
International Journal of Contemporary Studies in Education (IJ-CSE) Vol. 5 No. 2 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijcse.v5i2.2103

Abstract

Purpose – Pre-service teachers still face considerable challenges in Classroom-Based Assessment (CBA) practices. In addition, far too little attention has been paid to the pre-service teachers' self-assessment of their CBA practices especially those attending the Pre-Service Teacher Professional Education program. This study set out to investigate the English pre-service teachers’ self-assessment of their CBA practices. It investigates their skill level in enacting each stage of CBA. Methodology – This study is an explanatory sequential mixed-method research. Thus, the quantitative and qualitative method were used in a single study. Eighty-four English pre-service teachers participated in filling out the questionnaire then an interview was conducted as the follow-up. Findings – The initial result to emerge from the questionnaire was that the English pre-service teachers assessed themselves competent in planning, monitoring, recording and disseminating the assessment. Additionally, most of them were proficient in implementing the assessment. However, none of them perceived that they were expert in enacting all the CBA stages though they already possessed the theoretical knowledge and practical experience during the Pre-Service Teacher Professional Education (PPG Prajabatan) program. Novelty – This study showed that English pre-service teachers were in the view that self-assessment assisted them to recognize their strengths, weaknesses, and determine the areas that needed improvement. Likewise, self-assessment also served as a means for professional growth. Significance – English pre-service teachers especially those taking Pre-Service Teacher Professional Education can use the results of the study to reflect on their Classroom-Based Assessment (CBA) practices, recognize their strengths and weaknesses, and enhance their practices and as a guideline to self-assess their practices.
The Influence of Mathematical Disposition on Mathematical Communication Ability Firda Halawati; Intan Intan; Rahmi Hidayati; Caturiza Caturiza
International Journal of Contemporary Studies in Education (IJ-CSE) Vol. 5 No. 2 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijcse.v5i2.2335

Abstract

Purpose – Student mathematical communication skills in Indonesia remain relatively low, with mathematical disposition as one contributing factor. This study aims to determine the level of mathematical disposition and mathematical communication skills at SDIT Al Fattah Kuningan, and to examine whether mathematical disposition significantly influences mathematical communication skills at the school. Methodology – This quantitative study drew a sample of 38 students from a population of 186, selected through purposive sampling based on the criterion of having completed the Computer-Based National Assessment (ANBK). A validated, reliable questionnaire measured mathematical disposition, while test items adapted from ANBK questions measured mathematical communication ability. Data were analyzed using normality, homogeneity, linearity, and autocorrelation tests, followed by simple linear regression. Findings – Mathematical disposition at SDIT Al Fattah Kuningan falls into the medium category, at 63% (24 students), while mathematical communication ability falls into the medium category, at 37% (14 students). The regression equation obtained was Y = 8.503 + 0.612X, with a significance value of 0.009 (< 0.05), leading to the rejection of H0 and acceptance of Ha, confirming a significant influence of mathematical disposition on mathematical communication skills. Novelty – This study provides empirical evidence on the relationship between mathematical disposition and mathematical communication ability specifically within an Islamic elementary school (SDIT) context, an area with limited prior research. Significance – The findings are beneficial for teachers and school policymakers at SDIT Al Fattah Kuningan in designing learning strategies that strengthen students' mathematical disposition to improve their mathematical communication skills.
Historical Mathematical Learning Framework: A Theory-Building Conceptual Model for Advancing Conceptual Understanding, Mathematical Reasoning, and Scientific Literacy Melis Rosdiani; Yusup Maulana; Angra Meta Ruswana; Nia Kania; Ebenezer Bonyah
International Journal of Contemporary Studies in Education (IJ-CSE) Vol. 5 No. 2 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ij-cse.v5i2.2376

Abstract

Purpose – Although the educational value of the history of mathematics is widely recognized, previous studies have primarily treated it as contextual enrichment rather than as a foundation for learning theory. Consequently, the epistemic processes through which historical mathematical development contributes to contemporary mathematics learning remain insufficiently understood. This study developed the Historical Mathematical Learning Framework (HMLF) as a theory-building conceptual model explaining how the historical evolution of mathematics supports conceptual understanding, mathematical reasoning, and scientific literacy. Methodology – A theory-building conceptual review was conducted through a systematic literature search of Scopus and Google Scholar. Relevant publications were synthesized using iterative conceptual synthesis and constant comparative analysis, focusing on mathematical developments in Ancient India, the Islamic Golden Age, and the Renaissance. Findings – The review identified epistemic reconstruction as the fundamental process underlying the historical evolution of mathematical knowledge. Five interconnected cognitive mechanisms emerged: conceptual abstraction, algorithmic structuring, symbolic generalisation, representational coordination, and evidence-based reasoning. These mechanisms were integrated into HMLF, providing an explanatory framework linking historical epistemic development with constructivism, sociocultural learning, multiple representation theory, and inquiry learning. Novelty – This study introduces epistemic reconstruction as a new theoretical construct, integrates five historically grounded cognitive mechanisms into a unified framework, and proposes HMLF as a theory-building model connecting the historical evolution of mathematics with contemporary learning theory. Significance – HMLF repositions the history of mathematics from contextual enrichment to an epistemic foundation for learning, offering a theoretically grounded basis for curriculum innovation, instructional design, teacher education, and future empirical validation.
The Evolution of Mathematical Representation Research in Realistic Mathematics Education: A PRISMA-Guided Bibliometric Review Putri Juliyanti; Arif Abdul Haqq; Muhammad Azam
International Journal of Contemporary Studies in Education (IJ-CSE) Vol. 5 No. 2 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijcse.v5i2.2377

Abstract

Purpose – Mathematical representation is a core component of Realistic Mathematics Education (RME), enabling learners to construct mathematical meaning through multiple representations. Despite the growing body of research, existing reviews largely emphasize instructional effectiveness or bibliometric trends without explaining the field's intellectual evolution. This study mapped the evolution of mathematical representation research within RME by examining its research landscape, knowledge diffusion, intellectual structure, thematic development, and future directions. Methodology – An integrated Systematic Literature Review and bibliometric analysis was conducted following the PRISMA protocol. Thirty-eight English-language journal articles indexed in Scopus were analysed using VOSviewer through publication trend analysis, collaboration networks, keyword co-occurrence, overlay and density visualisations, and bibliographic coupling. Findings – Research has progressed through four developmental phases: Foundation, Expansion, Diversification, and Integration. The findings reveal global knowledge diffusion from the Netherlands as the theoretical origin to Indonesia as the principal site of contextual adaptation, with Malaysia serving as a key regional collaborator. Four interconnected intellectual domains emerged: instructional design, mathematical representation, assessment, and educational technology. Emerging research frontiers include longitudinal representational development, adaptive assessment, artificial intelligence, teacher professional learning, and cross-cultural implementation. Novelty – This study proposes a theory-oriented bibliometric synthesis that integrates research trends, knowledge diffusion, intellectual structures, thematic evolution, and research frontiers into a unified conceptual framework. Significance – The findings provide an evidence-based foundation for theory development, research prioritisation, and instructional innovation, advancing mathematical representation as a central construct in contemporary mathematics education.

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