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Journal of Research in Mathematics, Science, and Technology Education
Published by Scientia Publica Media
ISSN : 30476933     EISSN : 3047516     DOI : https://doi.org/10.70232/jrmste.v1i2
Core Subject : Education, Social,
Education Mathematics Social Sciences Other
The Journal of Research in Mathematics, Science, and Technology Education (JRMSTE) is a peer-reviewed, international academic open-access journal published by Scientia Publica Media. The journal is published twice a year, in April and October. The journal publishes original scientific research articles on a variety of topics in science, mathematics, and technology education and related areas in K-12 and higher education. It offers a forum in which a wide range of peer-reviewed research in these disciplines can be presented and adapted to everyday needs in schools, colleges, and universities. JRMSTE also publishes original research using a variety of qualitative, quantitative, and mixed methods approaches. Submitted manuscripts can be original research articles, reviews, or perspective papers. Priority is given to interdisciplinary research that integrates science, mathematics, technology education, and their interaction. The audience includes researchers, academicians, professionals, and practitioners from all over the world.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 23 Documents
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Research on Blended Learning in Secondary Schools: Trends and Patterns (1982–2022) Agustina, Lia
Journal of Research in Mathematics, Science, and Technology Education Vol. 1 No. 1 (2024): Journal of Research in Mathematics, Science, and Technology Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/rsy92q81

Abstract

One of the most popular teaching strategies in modern digital age is blended learning. The purpose of this study to examine the state of blended learning research from 1982 to 2023. Analyzing yearly publications, often used keywords, most referenced papers, most publications, most active sources, most often used institutions, productive, and most contributing countries is the main goal of this study. A total of 567 papers from Scopus database were evaluated. The study’s findings indicate (1) a consistent rise in publications between 2018 and 2022, (2) “Students,” “blended learning,” “teaching,” and “e-learning” are the most often utilized terms. (3) The work of Ramadhani et al. (2019) is the most referenced document. (4) Authors that have significantly advanced blended learning research Gomes, A.S., Divayana, D.G.H., Aristovnik, A., Arifani, Y., Umek, L., Tomaževič, N., Ramdani, A., Killian, C.M., Keržič, D., Jatmiko, B. (5) The most recent source is Physics Conference Series publication. (6) Malang State University is the most prolific institution. (7) Indonesia the nation of origin of the institution that made most contribution, followed by China in second place, United States in third place, and Taiwan in fourth. It is intended that the findings of this study will serve as examples in the future.
Research Trends in Chemical Literacy: A Systematic Literature Review from 2013 to 2022 Pardiana , Pardiana
Journal of Research in Mathematics, Science, and Technology Education Vol. 1 No. 1 (2024): Journal of Research in Mathematics, Science, and Technology Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/s7wdn131

Abstract

As early as 1989, the term chemical literacy was introduced. Chemical literacy refers to an individual’s understanding of particle matter, reactions, laws, theories, and chemical applications in life. Research on chemical literacy has been conducted by several researchers in several countries. However, it is rare to find research that focuses on the trend of chemical literacy research with the use of systematic analysis of literature review. This study aims to analyze research on chemical literacy and look at its trends to find further research opportunities. The analysis was carried out with systematic literature review with the main material from the scopus database. Scopus is one of the most comprehensive databases of peer-reviewed journals. The literature search was conducted online in September 2022 with 1 keyword, namely chemical literacy. A total of 23 articles related to chemical literacy in the 2013-2022 span were analyzed and mapped. Based on the results of the analysis, it is known that the trend of chemical literacy research takes place fluctuatingly. Of the 9 countries in the Scopus database that research the topic of chemical literacy, Indonesia is the country with the most contributors to articles that discuss this research topic on chemical literacy.
Bibliometric Analysis of Mobile Learning Research Trends Over the Last Decade Handayani, Erna
Journal of Research in Mathematics, Science, and Technology Education Vol. 1 No. 1 (2024): Journal of Research in Mathematics, Science, and Technology Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/szt29h49

Abstract

The use of mobile devices in learning is increasing, allowing students to access learning resources. In the ever-growing digital era, mobile learning not only offers innovative learning alternatives but also shapes the future of education. This study provides a comprehensive bibliometric analysis of 8352 articles on mobile learning in higher education from 2002 to 2023. With the help of VOSViewer, the researcher can explore complex relationships between scientific information, gain deep insights into specific subject areas, and make decisions supported by powerful bibliometric analysis. Key findings reveal a peak in 2019 with 673 publications, and the most cited work is “Current Status, Opportunities And Challenges Of Augmented Reality In Education” by Wu et al. (2013) with 1285 citations. Prolific authors include Hwang, Huang, Ogata, and Looi. Productive sources are ACM International Conference Proceedings Series and journals like International Journal Of Mobile Learning And Organization. Institutions like National Taiwan University and countries like ChinaUnited States, and Taiwan lead in productivity. Top keywords include “mobile learning,” “e-learning,” and “students,” offering insights for future research planning
Online Module: Bibliometric Analysis (1998–2023) Dewi, Pamungkas Wirasanty
Journal of Research in Mathematics, Science, and Technology Education Vol. 1 No. 1 (2024): Journal of Research in Mathematics, Science, and Technology Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/xa9mv566

Abstract

This study aims to analyze trends in the development of research or scientific publications, especially in topic development, keywords that frequently appear, articles that are most cited, institutions, and authors who are active and collaborate in developing online modules or web modules. The method used is bibliometric analysis with a database taken from Scopus from 1998 to 2023 in September 2023. From this search, 1434 articles were found related to online modules. Scopus data shows that the use and publication of online modules or web modules increased in 2021 and then decreased in 2023. BMC Medical Education, Mededportal The Journal of Teaching and Learning Resources, and Currents in Pharmacy Teaching and Learning are the top 3 journals that publish online modules or web modules. The institutions that publish the most online modules come from the US and Australia, including the University of Toronto, the University of Pittsburg, and the University of California, San Francisco. The most productive writers are Palermo with 341 articles, Jennifer N Stinson with 339 articles, and Nader Francis with 154 articles. The country with the highest number of articles, namely 597 articles, is the US. Publications regarding this online module are mostly in the fields of medicine, social sciences, nursing, computer science, medicine, and pharmacy. Likewise, institutions, journals, and authors who publish online modules or web modules are mostly in the fields of medicine and pharmacy. In the field of education and natural science itself, especially in the field of chemistry, it is still very rare to find. This can be used as a reference for current and future research trends.
Trends in Flipped Classroom of Higher Education: Bibliometric Analysis (2012–2022) Rakhmalinda, Fika
Journal of Research in Mathematics, Science, and Technology Education Vol. 1 No. 1 (2024): Journal of Research in Mathematics, Science, and Technology Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/bd895m13

Abstract

The “flipped classroom” learning model in higher education that requires preparation of technological and pedagogical knowledge in Higher Education. This study was viewed bibliometrically from 2012-2022 using data collection techniques microsoft excel and Vos Viewer. The purpose of this study is to explain the flipped classroom trend in high education. This document is taken from the collection of Scopus articles. The keyword used was “flipped classroom” with a total of 2821 documents, but 2054 were selected for bibliometric analysis with certain criteria. The results showed that the United States of America was the document publication with the highest number of citations. This study presents data from Scopus as many as 2054 published data. In 2015 the article belongs to O’Flaherty J., Phillips achieved the most citations, namely 1011 other authors. While in 2017-2021 the number of citations is as much as19902 and is expected to continue to increase in 2022 (currently n=121 Scopus documents, citations of 289 articles). Another finding is that the trend of flipped classrooms continues to increase in Higher Education to hone 21st century skills.
Implementing Cooperative Learning for Sustainable STEM Education in Nigeria: Preservice Science Teachers’ Knowledge and Beliefs Nwune, Emmanuel Chibuike; Oguezue, Nnaemeka Kenechi; Nwosu, Kingsley Chinaza
Journal of Research in Mathematics, Science, and Technology Education Vol. 1 No. 2 (2024): Journal of Research in Mathematics, Science, and Technology Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrmste.v1i2.8

Abstract

The study investigated preservice science teachers’ (PST) knowledge and beliefs about the implementation of cooperative learning for sustainable science, technology, engineering, and mathematics (STEM) education in Nigeria given that evidence shows that several Nigerian teachers are still unskilled in 21st-century pedagogies. The study sought to determine PSTs’ competencies for implementing cooperative learning in science classrooms, as informed by their knowledge and beliefs about the effectiveness of applying cooperative learning to teach science concepts. Four research questions guided the study. The design of the study is a descriptive survey involving the collection of quantitative data via questionnaires. This research design is appropriate for the present study as it sought to determine the knowledge and beliefs PSTs have about cooperative learning (CL). The study sample was drawn from all the PSTs in the federal tertiary institution (Nnamdi Azikiwe University, Awka) in Anambra State, Nigeria using the convenience sampling technique. The data for this study were collected electronically using an adapted version of Bouas (1993). The scale’s reliability was determined using the Cronbach alpha technique (α=.73). Percentage, weighted mean, and standard deviation, and one sample t-test were used to analyse the data collected in this study. The study’s findings showed that PSTs in Nigeria were both knowledgeable and held positive beliefs about cooperative learning pedagogy. Based on the study’s findings, implications for the study were discussed.
A Classroom Intervention of Enhancing Namibian Preservice Science Teachers’ Conceptual Understanding of Properties of Waves Through Mnemonics Shivolo, Tomas
Journal of Research in Mathematics, Science, and Technology Education Vol. 1 No. 2 (2024): Journal of Research in Mathematics, Science, and Technology Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrmste.v1i2.9

Abstract

This quantitative classroom intervention study investigated the effectiveness of using mnemonics to enhance preservice teachers’ conceptual understanding of the topic of wave properties in physics. The study involved a sample of 30 final-year undergraduate preservice teachers enrolled in the Bachelor of Education Honours, Senior Primary with specializations in Natural Science and Health Education at Dorado Campus of The International University of Management in Namibia. The primary objective was to assess the impact of a targeted mnemonic-based instructional intervention on their ability to comprehend and apply key physics concepts related to wave properties. Initially, participants’ baseline understanding of these concepts was evaluated through pre-intervention assessments, which provided a measure of their existing knowledge. A structured mnemonic-based teaching intervention was then implemented over a specified period, designed to facilitate improved understanding of wave properties. Following the intervention, post-assessment evaluations were conducted to compare and measure changes in the participants’ conceptual understanding of the subject matter. This comparative analysis aimed to identify any significant improvements resulting from the mnemonic-based instruction. The findings indicated that there were notable improvements in the participants’ conceptual grasp of wave properties after the mnemonic-based intervention. Additionally, the study collected and analyzed participants’ feedback regarding the use of mnemonics, offering insights into their perceptions of the technique’s effectiveness as a pedagogical tool for learning complex scientific concepts. This research contributes to the broader field of physics concepts by providing evidence-based strategies to enhance the preparation of preservice teachers, particularly in physics education. Ultimately, the results of this study have the potential to inform and improve teaching practices, fostering more effective and engaging educational experiences in future science classrooms.
Agency Building with Early Research Exposure: A Study of an Undergraduate Science Education Exposure Program Bansal, Deepika; Chari, Deepa
Journal of Research in Mathematics, Science, and Technology Education Vol. 1 No. 2 (2024): Journal of Research in Mathematics, Science, and Technology Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrmste.v1i2.11

Abstract

Undergraduate research exposure provides students with opportunities to positively perceive their association with their scientific discipline through agentic experiences, and thereby fostering their disciplinary identity building. In the present study, we explore students’ experiences of participating in an undergraduate level research exposure camp in Chemistry discipline. The camp is organized under a national level nurture initiative for undergraduate science and engineering students in India. It is a two-week long residential camp in which students are engaged in lectures on theoretical topics in chemistry, problem solving sessions, long laboratory exercises, abstract writing session, and students’ seminars. The camp also serves as a first step to select a small cohort of students based on their performance in the different activities during the camp for extended research projects opportunities. We apply the critical science agency framework to examine students’ experiences during the camp, and how understand how students connect their prior experiences and future career related choices with their camp experiences. The qualitative analysis describes students’ accounts of the emergence of agentic personalities at the entry, during, and beyond the camp. We noted instances in which students’ decisions and subsequent actions of applying to and attending the camp surfaced, and through students’ narration interpreted how some of these were markers of critical science agency. Based on authors’ understanding, this is the first, and one of the few studies conducted using critical science agency framework with science undergraduate students about their early research experiences. The study provides insights about potential programmatic features for similar undergraduate research camps in India as well as on a global platform.
APOS Framework Didactize Equivalence Linear Simultaneous Equations in Senior High School Mathematics Morkle, Chris Eric; Ali, Clement Ayarebilla
Journal of Research in Mathematics, Science, and Technology Education Vol. 1 No. 2 (2024): Journal of Research in Mathematics, Science, and Technology Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrmste.v1i2.13

Abstract

Many students followed rote-learned procedural rules without thinking about the meaning of quadratic equations, and the Chief examiners’ reports attributed the trend to poor teaching methods. In certain instances, candidates cannot use even the conventional methods to factorize quadratics equations due to a lack of understanding of the zero-product property in graphing, factorizing, and completing the squares or quadratic formula. In the worst circumstances, the candidates failed to scaffold higher-order quadratic equations using the Conjugale and Equivalence Linear Simultaneous Equation methods. However, the action, process, object, and schema theory which came out of the constructivist learning theory and created by Dubinsky can be applied to teach mathematics. With the aid of the APOS framework, this study sought to digitize the Equivalence Linear Simultaneous Equations in senior high schools. In this mixed-method embedded design, there were 286 first-year students selected from one school. All the students received four phases of the APOS framework. The four phases were collected based on the Actions for Factorization, Processes for Quadratic Formula, Object for Conjugale, and Schema for ELSE method. The data, which was both qualitatively and quantitatively, was analyzed using IBM SPSS Statistics (Version 26) deterministic analytics software. The data collection covered four contact periods of a total duration of four hours. The results showed that students in the Actions and Processes were not statistically significant. However, the results were statistically significant at the Object and Schema phases. It was concluded that students’ learning through the APOS framework improved their academic performance. The positive effect was the triumphant mental constructions involving encapsulation and interiorization in the conjugale and ELSE methods. It was, therefore, recommended that the framework be promoted to find solutions to many other complex mathematics problems.
The Development of Interactive Learning Media for Islamic Religious Education in Elementary Schools in Indonesia Susanto, Happy; Marpuah, Siti; Sudarmadi; Erwahyudin, Devid Dwi; Wahyuni, Nani
Journal of Research in Mathematics, Science, and Technology Education Vol. 1 No. 2 (2024): Journal of Research in Mathematics, Science, and Technology Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrmste.v1i2.14

Abstract

In today’s digital era, conventional teaching methods often fail to captivate students, making interactive media a promising solution. Interactive media combines visual, audio, and participatory elements, providing a more engaging and effective learning experience. The development process includes analyzing student needs and curriculum, selecting appropriate technology, creating interactive content, conducting trials, and evaluating effectiveness. This study uses a qualitative approach. Primary data sources in qualitative research are the words of the interview results obtained from primary data including respondents from teachers and students in SDMT Ponorogo. Data collection is carried out by means of snowball sampling. The data collection technique in this study is through observation, in-depth interviews and documentation. The data obtained during the study, both primary and secondary data are then processed and analyzed using Miles and Huberman model. The validity test of data in qualitative research includes tests, credibility, transferability, dependability, and confirmability. The article highlights the benefits of interactive media, including increased student motivation, improved understanding of abstract religious concepts, and the development of critical thinking skills. This approach not only modernizes religious education but also ensures that students remain interested and actively involved in learning. Through proper testing and implementation, interactive media can significantly enhance the quality of Islamic Religious Education at SDMT Ponorogo. The developed media, which consists of animated videos, interactive quizzes, and educational games, is able to make the learning process more engaging and increase student engagement.

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