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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 5 Documents
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Search results for , issue "Vol. 1 No. 1 (2024): Journal of Computers for Science and Mathematics Learning" : 5 Documents clear
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.

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