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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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The Impact of Blended Learning on the Academic Performance of Physics Students in the Bwari Area Council of Abuja Michael, Fadipe Bayo
Journal of Computers for Science and Mathematics Learning Vol. 2 No. 2 (2025): 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/jcsml.v2i2.21

Abstract

This study examined the impact of blended learning on the academic achievement of Physics students in the Bwari Area Council of the Federal Capital Territory (FCT), Nigeria. The research was guided by two objectives, two research questions, and two hypotheses. The target population consisted of 3,870 Physics students enrolled in secondary schools within the Bwari Area Council. A total of 120 students were randomly selected from four secondary schools that offer Physics as a subject. Data were collected using a 50-item researcher-developed multiple-choice test titled Researcher Made Light and Optics Achievement Test (RMLOAT). The reliability of the instrument was established using the test-retest method, yielding a temporal stability coefficient of 0.88 and an internal consistency coefficient of 0.79. A pretest was also conducted to ensure the appropriateness of the sample. Data analysis involved the use of mean and standard deviation. The findings revealed that blended learning significantly enhanced the academic performance of Physics students in the study area. Additionally, the results indicated no significant differences in performance based on gender, suggesting that blended learning is equally effective for both male and female students. Based on these findings, the study recommends that blended learning be adopted as a mandatory instructional approach in secondary schools, particularly for technology-oriented subjects such as Physics. It also advocates for regular and mandatory training and retraining programs for secondary school teachers on 21st-century instructional strategies, including blended learning.
Integrating AI Simulations and Computational Grounded Theory to Explore Biodynamic Education in Science Museums Wang, Tao-Hua; Lu, Ruei-Shan; Lin, Hao-Chiang Koong
Journal of Computers for Science and Mathematics Learning Vol. 2 No. 2 (2025): 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/jcsml.v2i2.37

Abstract

This study investigates how science museums can serve as catalysts for public understanding of biodynamic agriculture by integrating AI-generated simulations and an AI-augmented grounded theory (CGT) approach. Forty-nine elementary school teachers in Taiwan participated in a workshop featuring six biodynamic-themed simulation videos created with Mootion AI, depicting insect, bird, and amphibian ecologies within biodynamic frameworks. Participants wrote reflective journals, and twelve were interviewed in focus groups. The study employed Lin et al.’s (2025) CGT model, incorporating traditional inductive coding with computational techniques such as term frequency-inverse document frequency (tf-idf) and N-gram analysis to analyze participants’ interpretive responses. Results identified eight interconnected dimensions—including cognitive clarity, affective engagement, instructional relevance, and ethical reflection—that constitute a conceptual model titled “Human-Centered Biodynamics.” Findings show that digitally mediated exhibits enhance comprehension of biodynamic principles and foster emotional and pedagogical resonance. Participants reported a shift from perceiving biodynamics as abstract to viewing it as relevant and actionable, suggesting science museums can be transformative platforms for ecological literacy when empowered by creative technologies. This study contributes to the literature on informal science education, sustainability communication, and AI-assisted qualitative research by offering a replicable framework for integrating digital storytelling and grounded theory in ecological pedagogy.
Trends and Development of Research on Flipped Classroom in Education: A Bibliometric Analysis from 2012 to 2024 Amalia, Ira Nur; Irwanto, Irwanto; Khan, Kamran-ul-Haq
Journal of Computers for Science and Mathematics Learning Vol. 2 No. 2 (2025): 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/jcsml.v2i2.38

Abstract

Nowadays, advancements in ICT have positively impacted education. This bibliometric study examines trends and developments in research on flipped classrooms in education from 2012 to 2024, focusing on the impact of technological advancements in supporting student-centered learning. The flipped classroom approach allows students to learn course materials independently before class sessions, where active discussions, problem-solving, and collaboration become the primary activities. Using data from Scopus, 1,580 relevant research articles were analyzed to reveal publication trends, influential contributions, and key themes. The analysis highlights the role of flipped classrooms in enhancing students’ critical thinking, independent learning, and intrinsic motivation. Findings indicate a growing research interest in this model, particularly in higher education and science disciplines, with significant growth during and after the COVID-19 pandemic, with an impressive annual growth rate of 53.34%. These publications involved contributions from 4,226 authors, with Wang Y emerging as the most prolific author. The documents were distributed across 639 different sources, with BMC Medical Education recognized as the most productive source. In terms of geographical distribution, the United States led with the highest number of publications. The University of California was identified as the institution with the largest number of publications. The most frequently used keywords in these studies included students, teaching, education, curriculum, human, learning, humans, article, medical, and male. This study provides insights into collaborative networks, influential publications, and the latest research trends, offering guidance for educators, policymakers, and researchers in planning future studies and implementing flipped classrooms effectively.
Developing Artificial Intelligence (AI)-Based Children’s Storybooks through Fry Readability for Elementary Students Istiq'faroh, Nurul; Damayanti, Maryam Isnaini; Hendratno, Hendratno; Rukmi, Asri Susetyo; Murni, Arie Widya; Wibowo, Amiruddin Hadi; Faridy, Azka
Journal of Computers for Science and Mathematics Learning Vol. 2 No. 2 (2025): 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/jcsml.v2i2.40

Abstract

Education in Indonesia shapes children’s character, personality, and abilities, but faces challenges like unequal access to resources, quality differences between regions, and low reading interest among children. This study aims to develop AI-based children’s storybooks through the Fry readability for elementary students. This study used the ADDIE model, which includes Analysis, Design, Development, Implementation, and Evaluation. Results showed that AI-based storybooks can improve children’s reading interest and help teachers provide support based on students’ competence. The score of Expert validation was 37 out of 40 (92.5%), and media expert validation was 52 out of 55 (94.5%). Fry readability ensures the reading level is suitable for fourth to sixth-grade students to improve the quality of elementary education in Indonesia, reduce regional quality gaps, and improve students’ academic performance. The AI-based storybooks significantly boost children’s interest in reading, address low reading engagement, assist teachers in offering more effective educational support, and help bridge educational quality gaps between different regions. The alignment with children’s cognitive development ensures engaging and developmentally appropriate content, demonstrating an innovative approach to educational tools and paving the way for further technological integration in education. Therefore, the development of AI-based children’s storybooks with the Fry readability approach not only increases children’s reading interest but also assists teachers in providing more specific support according to students’ abilities. This innovation is expected to positively impact the quality of elementary education in Indonesia, help address educational quality disparities between regions, and enhance students’ academic achievements at the national level.
Exploring Cadets’ Perceptions of Challenges and Benefits in Gamified ESP Reading: A Case Study at a Maritime Academy Wibowo, Amiruddin Hadi; Gupron, Akhmad Kasan; Widjatmoko, Eko Nugroho; Amrullah, Romanda Annas; Mirianto, Agus Dina; Rahmawati, Eva; Onivehu, Adams Ogirima; Rohi, Saifurahman
Journal of Computers for Science and Mathematics Learning Vol. 2 No. 2 (2025): 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/jcsml.v2i2.41

Abstract

English for Specific Purposes (ESP) is essential in maritime education, helping cadets with the language skills required to meet specific learning needs. However, traditional ESP reading instruction often lacks engagement and fails to motivate learners. In response, gamification, which integrates game design elements into learning environments, has emerged as a promising solution to enhance learner engagement and motivation. This study aims to explore cadets’ perceptions of the challenges and benefits of using gamification in ESP reading. The research was conducted using a qualitative case study approach at a maritime academy in East Java, Indonesia, involving 24 cadets. Participants were first-year students with intermediate English language proficiency. Data were collected through six sessions of gamified ESP reading lessons, semi-structured interviews, and participant observations. Thematic analysis was used to examine the cadets’ experiences, focusing on recurring themes related to motivation, learning outcomes, and technological challenges. The results showed that cadets generally expressed positive feelings about gamified ESP reading. They reported increased motivation and engagement due to game elements such as points, leaderboards, and real-time feedback, which made learning more interactive and enjoyable. However, challenges such as limited technological readiness, internet connectivity, and initial confusion with the game interface were also highlighted. Therefore, it can be concluded that gamification shows strong potential in enhancing cadets’ motivation and interest in ESP reading following the challenges and their constraints. These findings underscore the importance of integrating thoughtfully designed gamified strategies in maritime education to foster learner-centered and engaging ESP instruction.
The Influence of Smartphone Use on the Cognitive Abilities and Emotional Intelligence of Students at Pogung 2 State Elementary School Rabbani, Qois Syauqi; Hidayat, Panji; Maharani, Ega Asnatasia; Satrianawati, Satrianawati
Journal of Computers for Science and Mathematics Learning Vol. 2 No. 1 (2025): 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/jcsml.v2i1.11

Abstract

Smartphones have revolutionized communication and interaction, becoming essential, particularly for children and teens. However, there is a contradiction in their use among students. While smartphones hold significant potential as educational tools, the government has banned their use in elementary schools to safeguard children from potential negative effects. This study aims to analyze the impact of smartphone use on the cognitive abilities and emotional intelligence of students at Pogung 2 State Elementary School (SDN 2 Pogung). The research method employed is descriptive qualitative, focusing on 4th, 5th, and 6th-grade students. The research subjects were selected using purposive sampling, ensuring that the participants were representative of the target population in terms of smartphone usage habits and academic performance. Data were collected through observations, interviews, and questionnaires to measure the intensity of smartphone use and its relationship with students’ cognitive abilities and emotional intelligence. The results of the study indicate that smartphone use among students ranges from 1 to 3 hours per day. However, this intensity of use does not show a significant impact on students’ cognitive abilities or emotional intelligence. The primary factors influencing cognitive abilities and emotional intelligence are more determined by parental guidance, educators, and the students’ surrounding environment. The conclusion of this study is that smartphone use does not have a direct impact on students’ cognitive abilities and emotional intelligence. Therefore, it is recommended that further research be conducted to develop appropriate regulations regarding smartphone use for elementary school students, in order to maximize benefits and minimize potential negative impacts.
The Use of Mobile Apps for Islamic Learning: A Study on Accessibility and Learning Outcomes Umar, Ibrahim; Tilli, Siddik Faruk
Journal of Computers for Science and Mathematics Learning Vol. 2 No. 1 (2025): 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/jcsml.v2i1.12

Abstract

The integration of mobile applications into Islamic education offers a transformative opportunity to enhance accessibility and foster improved learning outcomes. This study explores the role of mobile apps in Islamic learning, emphasizing their accessibility and impact on students’ educational achievements. Employing a mixed-methods research approach, data were collected through surveys and interviews with students and educators from various Islamic institutions. The collected data were analysed using statistical methods to evaluate the usability and effectiveness of mobile apps in facilitating educational processes. The findings reveal that a substantial majority of students perceive these applications as user-friendly, which directly correlates with notable improvements in learning outcomes, such as enhanced memorization of Qur’anic verses, deeper comprehension of Hadith, and better engagement with Islamic teachings. Additionally, mobile apps proved to be instrumental in bridging gaps in traditional education by providing flexible and accessible learning platforms. Despite these advantages, challenges were identified, including limited availability of high-quality content, insufficient digital literacy among some users, and the need for culturally and pedagogically appropriate app designs. This study underscores the significant potential of mobile apps as complementary tools in Islamic education while highlighting areas for improvement. It calls for collaborative efforts among app developers, educators, and policymakers to address these challenges and enhance the effectiveness of mobile apps in Islamic learning contexts. Recommendations include the development of tailored educational content, increased digital literacy initiatives, and continuous innovation to ensure mobile technology aligns with the values and goals of Islamic education.
Exploring Students’ Perceptions of the Impact of Computer Multimedia on Their Teachers’ Motivation Alzoubi, Khaled Ahmed Aqeel
Journal of Computers for Science and Mathematics Learning Vol. 2 No. 1 (2025): 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/jcsml.v2i1.13

Abstract

Educational media is launched, and it means all the tools used to make the teaching and learning process successful, from audible speeches and written texts, and all visuals from drawings, data, still and moving images. In general, it is called everything that can act as a mediator between a teacher and a learner, or represents a cognitive outlet to pass a message or educational content. The most important development issues that form the basis of the progress of societies and their ability to face the many and accelerating challenges they face are preparing teachers and increasing and enhancing their motivation towards education in a manner that is consistent with the requirements of the current era. The challenges facing the world’s societies are large and multiple, and it is difficult to predict their size and the extent of their impact. They are characterized by being deeper and more complex, so we must keep pace with current global developments by preparing an individual capable of creativity and development. Motivating teachers increases the performance of their duties and helps teachers discover the educational difficulties facing students and the ability to control, overcome and address them. Therefore, this study aimed to explore the relationship between the motivation of mathematics teachers through computer multimedia and students’ perceptions. To collect quantitative and qualitative data to know students’ perceptions of teachers’ motivation, the researcher conducted a questionnaire that included 12 mathematics teachers and 407 randomly selected students. The researcher used the Likert scale in his study, and to collect and analyze the data, the descriptive approach was used, and the SPSS program was adopted to analyze the results and hypotheses. The results showed that computer multimedia increases mathematics teachers’ motivation according to students’ perceptions.
Harnessing Artificial Intelligence: Transformative Technologies in Contemporary Higher Education Chasokela, Doris
Journal of Computers for Science and Mathematics Learning Vol. 2 No. 1 (2025): 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/jcsml.v2i1.15

Abstract

Artificial Intelligence has rapidly become a transformative force within the contemporary higher education landscape, altering how teaching methodologies, learning experiences, and administrative functions are structured and delivered. The advancement of AI technologies presents opportunities and challenges that institutions must carefully navigate. This study explores the multifaceted perspectives of participants in Science, Technology, Engineering, and Mathematics (STEM) fields, including educators, students, and technical staff, concerning the integration and implications of AI in higher education settings. To gather detailed insights into the lived experiences of these stakeholders, the research employs a qualitative methodology, utilizing in-depth interviews and focus group discussions. This approach allows for a rich collection of perspectives that reveal not only the enthusiasm surrounding AI’s potential to enhance learning outcomes and streamline administrative processes but also the apprehensions tied to its implementation. Participants express varied attitudes toward AI integration, with some embracing its ability to personalise learning experiences, enhance student engagement, and support educators in delivering more effective instruction. Conversely, concerns emerge regarding critical issues such as data privacy, the potential for exacerbating existing inequalities in access to technology, and the necessity of pedagogical adjustments to accommodate AI tools. The findings from this study underscore the complexity of AI’s role in higher education, illustrating the need for a thoughtful and strategic approach to its implementation. As institutions seek to harness the benefits of AI for improved educational outcomes, it becomes increasingly important to address the ethical considerations associated with its use. Recommendations from the study advocate for comprehensive faculty training to ensure educators are well-equipped to utilise AI effectively. Additionally, there is a call for revising curriculum development to incorporate AI technologies meaningfully, alongside fostering collaborative partnerships with industry to bridge the gap between theoretical knowledge and practical application.
Augmented Reality and Student Motivation: A Systematic Review (2013-2024) Zuo, Ruijia; Wenling, Li; Xuemei, Zhang
Journal of Computers for Science and Mathematics Learning Vol. 2 No. 1 (2025): 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/jcsml.v2i1.23

Abstract

This study investigates the impact of Augmented Reality (AR) technology on K-12 students’ learning motivation. AR, as an innovative instructional tool, integrates virtual objects into real-world settings, creating immersive and interactive learning environments. Learning motivation is a critical factor influencing students’ academic achievement, and AR technology provides autonomous and personalized learning experiences that enhance capabilities, reduce cognitive load, and improve learning outcomes. A systematic literature review methodology was adopted, analyzing 44 high-quality research articles published between 2013 and 2024 that examine the relationship between AR and learning motivation. The analysis revealed that AR technology is widely implemented in educational contexts, particularly in subjects such as mathematics, science, and art, offering authentic and engaging learning experiences. The findings highlight that AR significantly enhances students’ learning motivation by fostering autonomy, promoting interactive activities, and visualizing abstract concepts in intuitive ways. These features reduce cognitive load and improve comprehension, leading to better academic performance. Additionally, the novelty of AR stimulates students’ curiosity, driving sustained engagement and making learning more appealing and effective. The study underscores the potential of AR to transform traditional education by creating engaging and interactive learning experiences. Educators are encouraged to integrate AR into their instructional practices to foster students’ curiosity, motivation, and academic success. Future research should explore the long-term effects of AR technology and address challenges such as accessibility and teacher training to maximize its impact in educational settings.

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