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Journal of Computer for Science and Mathematics Learning
Published by Scientia Publica Media
ISSN : 30476755     EISSN : 30474876     DOI : https://doi.org/10.70232/sgn5dj49
Core Subject : Education, Social,
Education Mathematics Social Sciences Other
The Journal of Computers for Science and Mathematics Learning (JCSML) is an international, double-blind peer-reviewed, open-access journal published by Scientia Publica Media. The journal is issued biannually in February and August. The journal publishes original results of scientific studies that primarily focus on the use of information technology in teaching science and mathematics. JCSML encourages the exchange of ideas in science, mathematics, computer science, education, and their interaction, covering both theoretical and applied research at all levels of education. It also publishes refereed research papers that include quantitative, qualitative, and mixed analyses. The journal aims to provide a platform for researchers, educators, academics, programmers, and practitioners to disseminate innovative ideas, engage in critical discussions, and share empirical findings that contribute to the improvement of teaching and learning practices in these disciplines. Original research articles and review articles are considered for publication. The main criterion of acceptance is that the material should make a contribution to knowledge in this field. Priority is given to interdisciplinary research that integrates science, mathematics, and technology education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 20 Documents
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Research Trends on Flipped Classroom: A Bibliometric Analysis (2012–2023) Yulita, Maria Goreti Patmi
Journal of Computers for Science and Mathematics Learning Vol. 1 No. 1 (2024): Journal of Computers for Science and Mathematics Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/mfkd5w50

Abstract

Technology is developing very fast especially during the pandemic of COVID-19. The objectives of this paper are to analyze the current dynamics of the flipped classroom studies and offer a direction for further research on the topic. The Scopus database yielded a total of 3206 papers that were published in journals until September 2023. Search volume for “flipped classroom” rose over time and peaked in 2022, according to the data. The field was founded in 2012, as evidenced by the publication of the first paper. The most cited article was written by O’Flaherty J. and Phillips C. The most prolific writer is Hew, KF. In a flipped classroom, the most common topics are engineering, computer science, and social sciences. BMC Medical Education, Education Sciences, Education And Information Technologies are the most productive sources. Harvard Medical School, The University of Hong Kong, The Education University of Hong Kong are the most active institutions. United States, China and Spain are the most relevant countries. Trending keywords include “flipped classroom,” “human,” “humans,” “teaching,” and “education.” An extensive summary of the field’s research output and potential future prospects is given in this review.
Microlearning: A Bibliometric Analysis of Research Trends from 2002 to 2023 Mochamad, Raissa
Journal of Computers for Science and Mathematics Learning Vol. 1 No. 1 (2024): Journal of Computers for Science and Mathematics Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/x6ybph70

Abstract

Microlearning is a highly efficient method of teaching that provides learners with focused, and brief learning. It offers learners more understandable and effective information by reducing complex topics into smaller, more easily understood parts. Microlearning is a new method of learning design that can improve learning ability. This study of the current status and trends of microlearning research was conducted with comprehensive bibliometric analysis over the period 2002-2023. Using quantitative methods to analyse the trend in microlearning and VOSviewer to identify relationship mapping between variables. Overall, 459 relevant publications from the Scopus database have been identified between 2002 to 2023. The results show that publications on microlearning are increasing. The most frequently occurring keywords in articles about microlearning are “microlearning”, “e-learning” and “micro-learning”. The two most cited papers as references were written by Schewn in 2003 and Edge in 2011. The top three authors who have published in microlearning are from the University of Wollongong; the most prolific institution is the University of Wollongong. Lecture Notes in Computer Science published by Springer; the United States is the most prolific country.
Bibliometrics Analysis: Trend For Three Decades in Research Article of Web Module or Learning Module Erliasna, Emia
Journal of Computers for Science and Mathematics Learning Vol. 1 No. 1 (2024): Journal of Computers for Science and Mathematics Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/7z44eq65

Abstract

This bibliometric analysis purpose is to find out how research has developed over the years. The aim of this research is to find out how the trend in publication of articles about web modules over the last 3 decades was developed. This article applied quantitative methods to develop and evaluate the bibliometric and vos viewer to mapping the relationship of variables. Bibliometric publications were retrieved from 1994 to 2023 from the scopus bibliographic database. Results: Articles published about web modules have increased over the past 3 decades. The determination value (R2) indicates that the exponential trend line is reliable. The most cited article is written by Happel, 1994 with 209. The most productive author is from Virginia Commonwealth University School of Medicine. The most productive country which published a paper around 1994 to 2023 is the United States with 1331 articles published. The most productive source for publishing articles is Archives of Physical Medicine and Rehabilitation with a total publishing of 161 articles. The top 1 institution is from China, with 63 articles published. From this article, it can be seen that the authors who conducted research on web modules are very diverse. There are no authors working together to write one article. The most frequently used keyword is “E-Learning” with a total of 211 appearances and total link strength 69.
A Decade of Science Technology, Engineering, and Mathematics (STEM) Project-Based Learning (PjBL): A Systematic Literature Review Simamora, Aprianta Magdalena
Journal of Computers for Science and Mathematics Learning Vol. 1 No. 1 (2024): Journal of Computers for Science and Mathematics Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/pn3nek61

Abstract

The fields of Science, Technology, engineering, and mathematics (STEM) have advanced significantly in Education. In various research in the world of education, STEM growth is frequently associated with project-based learning (PjBL). Combining STEM learning with PjBL is worth researching. This study’s objective is to comprehensively investigate the link between STEM and PjBL, which covers the most advanced PjBL-STEM idea in academic units, implementation in various nations and educational levels, and the impact of STEM and PjBL relationships on the caliber of students. This analysis identified up to 168 Scopus-recognized papers between 2007 and 2022. This study used a systematic review with a four-step PRISMA-P. Finally, there were 35 articles included in this research. The analysis’s findings demonstrate that STEM PjBL has successfully fostered active learning and student-centered instruction while enhancing 21st-century abilities (creativity, collaboration, problem-solving, creative use of technology, and higher-order thinking). The notion of STEM Subject, or the incorporation of STEM PjBL into activities, is the one that is researched the most in schools. The country that used PjBL STEM learning the most was the United States. In 2018, mixed research methodologies were used to study STEM-PjBL research the most. Secondary education STEM-PjBL studies and teachers are critical for children to become more interested in a STEM profession.
Analysis of Students’ Misconceptions on Acid-Base Topic Using the Two-Tier Diagnostic Test Rakhmalinda, Fika; Arifiani, Risna; Puspawati, Woro; Simamora, Aprianta Magdalena
Journal of Computers for Science and Mathematics Learning Vol. 1 No. 1 (2024): Journal of Computers for Science and Mathematics Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/9xp1nt17

Abstract

This case study aims to explore the misconceptions surrounding acid-base concepts. It utilizes a qualitative descriptive research design to examine students’ comprehension of the acid-base concept. The sample includes 231 students from grades XI and XII in the science stream who have studied acid-base, selected randomly from SMAN 54 Jakarta and SMAN 14 Bekasi schools. The methodology involves the use of a two-tier diagnostic test tool, interviews, and reflective journals. The research tool consists of a two-tier diagnostic test with 10 hierarchical questions - multiple-choice at the first level and reasons for the first-level answers at the second level, totaling 20 questions adapted from a previous study (Ibrahim, 2016) to ensure validity and reliability. The diagnostic test tool was administered to students through Google Forms. The study findings from 231 participants showed that 44% of students grasped the acid-base concept, 19% had a partial understanding, 17% held misconceptions, 20% did not understand, and 19% did not provide a response. The research results were corroborated by interviews and reflective journals with students who took part in the two-tier diagnostic test. The identification of misconceptions in acid-base material highlights the necessity to enhance teaching approaches, stressing the significance of teachers recognizing the individual learning styles of their students.
Development of Learning Cycle 5E Practical Instructions on Acid-Base Titration Using Natural pH Indicators Based on Green Chemistry Jani, Apriliany Kartika; Moersilah, Moersilah
Journal of Computers for Science and Mathematics Learning Vol. 1 No. 2 (2024): Journal of Computer for Science and Mathematics Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/4eagx078

Abstract

This research aims to produce a learning media product in the form of a practical guide for the 5E learning cycle on acid-base titration material using natural pH indicators based on green chemistry that is valid and practical. The type of research used is Research and Development (R&D) with the Borg and Gall model using a descriptive quantitative method. The study was conducted from November 2021 to August 2022 at SMA N 53 Jakarta with 91 student respondents, eight teachers, three subject matter and language experts, and three media experts. The practical guide is equipped with a barcode to facilitate students’ access to videos, additional materials, and evaluation questions. The research results show that the pH range of the Red Shoot leaf extract is 2-5 with a color change from pink to yellow and 6-14 with a color change from yellow to brick red. The feasibility test results of the practical guide by the experts showed an average percentage of 85% for subject matter and language experts and 88% for media experts. The reliability test from the experts was categorized as “Very Reliable” with a value of 0.93 for both subject matter and language experts and media experts. The student trial results showed an average of 80% on a small scale and 90% on a large scale. The teacher trial results showed an average of 95% on a small scale. The trial results conclude that the practical guide for the 5E learning cycle on acid-base titration material using natural pH indicators based on green chemistry has met the criteria of “Very Good” and is suitable as a learning media. The attractive, innovative, and creative acid-base titration learning can use this practical guide as learning media.
Analysis of Students’ Conceptual Understanding on Colloidal Materials Through the Flipped Classroom Learning Model Integrated Peer-Instruction Fatacharmita, Tasya; Hadinugrahaningsih, Tritiyatma; Irwanto, Irwanto
Journal of Computers for Science and Mathematics Learning Vol. 1 No. 2 (2024): Journal of Computer for Science and Mathematics Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/thnvb502

Abstract

This study aims to obtain an overview of students’ conceptual understanding on colloidal materials by applying the flipped classroom integrated with peer-instruction. The research method used is qualitative method. This research was conducted at SMA Negeri 8 Depok in the even semester of the 2021/2022 academic year. The research subjects were students of class XI IPA 3 which amounted to 39 students. Research data were collected from observation sheets, reflective journals, researcher notes, conceptual understanding sheets, conceptual understanding test, and interviews. In this study, to analyze the categories of students’ conceptual understanding level used categories adapted from Abraham et al. (1992), namely understanding, lack of understanding, misconceptions, not understanding, and no response. Learning was conducted face-to-face used flipped classroom integrated peer-instruction. The flipped classroom integrated peer-instruction learning model consist of three stages, namely pre-class learning, in-class learning, and after-class learning. During in-class learning, students were given a ConcepTest. The percentage of ConcepTest results was 30% - 70% so that learning continued with group discussion. In all colloidal sub-materials, the majority of students were in the “understand” category with an average percentage of 60,17%. The conclusion of this study is that the flipped classroom learning model integrated with peer-instruction can help students develop students’ conceptual understanding of colloidal material. The integrated flipped classroom and peer instruction can be an alternative in learning activities to develop students’ conceptual understanding.
Analysis of Difficulty in Cognitive Learning Outcomes of Grade X Students on Newton’s Law at Senior High School 3 Wera Almumtahanah, Almumtahanah; Sabaryati, Johri
Journal of Computers for Science and Mathematics Learning Vol. 1 No. 2 (2024): Journal of Computer for Science and Mathematics Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/kjydw303

Abstract

The difficulties students face in solving the problem can be an indicator of the extent to which they have mastered the material. Therefore, it is necessary to identify the causes of these difficulties and find solutions to address them. This study aims to determine the level of difficulty in the cognitive learning outcomes of 10th-grade students on Newton’s laws at SMAN 3 Wera and to identify the factors causing these difficulties. This research is a descriptive study with a qualitative approach, involving a sample of 30 students from class X1 at Senior High School (SMAN) 3 Wera. The data collection methods used include tests, interviews, and documentation, with data analysis involving data reduction and verification or conclusion drawing. Based on the research results and discussion, it can be concluded that: (1) The highest level of difficulty in the cognitive learning outcomes of 10th-grade students is found in the C6 cognitive domain (Evaluation), with only 20% of students able to answer C6 questions. Conversely, the least difficulty is found in the C1 cognitive domain (Understanding), with a success rate of 64.07% and 35.93% of students unable to answer the questions. In the C2 cognitive domain (Understanding), the success rate is 60.83%, in the C3 domain (Application) it is 63.3%, with 36.7% of students unable to answer the questions. The moderate difficulty levels are found in the C4 domain (Analysis) with a success rate of 51.7%, in the C5 domain (Synthesis) with a success rate of 53.3%, and in the C6 domain (Evaluation) with a success rate of 46.6%. (2) The factors causing the difficulties in the cognitive learning outcomes of 10th-grade students in solving problems on Newton’s laws at SMAN 3 Wera are (a) difficulty in understanding the problems in the questions and (b) lack of carefulness and haste.
Application of the Problem-Based Learning to Improve Scientific Literacy Skills Through Practicum Worksheet for Grade 11 Students of Senior High School 1 Samalanga Amri, Haikal; Setiawaty, Sri; Saprina, Neli
Journal of Computers for Science and Mathematics Learning Vol. 1 No. 2 (2024): Journal of Computer for Science and Mathematics Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/5wrv4915

Abstract

Problem-based learning (PBL) model invites students to be able and trained so that students in solving problems can improve students’ scientific literacy abilities. This research aims to determine the application of the problem basic learning (PBL) model to improve scientific literacy skills through practicum worksheet for grade XI students at Senior High School (SMA) 1 Samalanga. The subjects of this research were students in grade XI of SMA Negeri 1 Samalanga for the 2023/2024 academic year, totaling 31 students. Meanwhile, the type of research used is classroom action research. This research was conducted in two cycles. In the first cycle, the material discussed was acids and bases from various experts, and in the second cycle, the material discussed was acids and bases in daily life, including conducting practical work using worksheets. The research data collection instruments are observation, test with 5 multiple-choice questions, and questionnaires, all three of which are analyzed using a percentage test. The results of the analysis based on pretest and posttest score data using the PBL model increased from 53% to 75%. Apart from that, improvements can also be seen in the aspects of students’ attitudes and skills with an average score of 72% with “good” criteria. Based on these results, it can be concluded that the application of the problem based learning model through practicum worksheet can improve students’ scientific literacy skills. It is recommended that research using the Practicum-based PBL worksheet can be continued on other chemical materials.
The Networking Sites in Student Teaching and Learning. A Case Study at Zimbabwean University Chasokela, Doris
Journal of Computers for Science and Mathematics Learning Vol. 1 No. 2 (2024): Journal of Computer for Science and Mathematics Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jcsml.v1i2.10

Abstract

The present-day university students, colloquially referred to as ‘millennial learners’ or ‘digital natives’, are a generation of learners that have grown up with the internet. Such students utilize Web 2.0 tools which include SNSs, which are easily accessible on electronic devices that are connected to the internet, presenting a lot of opportunities to enhance student teaching and learning. However, these tools have their downside: hence the need to assess the impact of SNSs on teaching and learning in universities. The study used the interpretive paradigm, qualitative approach method, and a case study design. Purposive sampling was used to select the participants who were composed of departmental chairpersons, lecturers, and students. Data were thereafter collected using interviews and were thematically analyzed. The study also established that participants used SNSs such as Facebook, YouTube, and instant messaging applications like WhatsApp and wikis. The Web 2.0 tools were used for sharing educational materials, research purposes, online tutorials, and study group discussions. The study also revealed the drawbacks and barriers that are associated with the implementation of SNSs in teaching and learning as addiction; negative socialization; cyberbullying health concerns, unreliable information, and reduced academic performance. The study recommends that the use of SNSs by students must be controlled. Students must be educated on the effective use of Web 2.0 tools while lecturers should be trained on how to implement SNSs in pedagogical processes and the use of technological tools.

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