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The International Journal of Mathematics and Sciences Education
Published by Nashir Al-Kutub Indonesia
ISSN : -     EISSN : 29881730     DOI : https://doi.org/10.59965/ijmsed.v2i1
Core Subject : Education,
Education Mathematics Other
The International Journal of Mathematics and Sciences Education (IJMSEd) publishes peer-reviewed original articles on various topics and research methods in mathematics and science education. Articles address common issues in math and science education. The journal also publishes studies exploring the use of various teaching and learning strategies in different cultural and cross-curricular contexts. This journal article is published every six months in June and December and posted by Nashir Al-Kutub Indonesia.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 2 No. 2 (2024): Ijmsed" : 5 Documents clear
Reframing multifaceted roles of teachers through developing educational research method design: design-based classroom action research Yundayani, Audi; Alghadari, Fiki
International Journal of Mathematics and Sciences Education Vol. 2 No. 2 (2024): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v2i2.134

Abstract

The central concern in educational research was determining which model of a teacher's multiple roles was preferable. In the general debate on this issue, precise positions were frequently adopted. The research examined this central question and the various stances taken within the field of education. Furthermore, the study aimed to develop the design-based classroom action research as an educational research method design. Researchers synthesized qualitative research to interpret the multiple roles of teachers, which were strongly linked to their professionalism through the development of DCAR. This qualitative study gathered data through (1) focus group discussions (FGD) and (2) expert judgment. The application of the ADDIE development model—comprising analysis, design, development, implementation, and evaluation—was initiated, but the process ended during the development phase with the inclusion of an expert design evaluation. The findings from the needs analysis indicated that teacher professional development programs should focus on (1) enhancing teaching skills and knowledge, (2) improving the teacher's ability as a course designer, and (3) nurturing research skills. In response, researchers introduced DCAR as a research method design that combined the roles of course designer and classroom action researcher. Additionally, expert judgment recommended DCAR as an alternative research method design suitable for educational research. These findings highlighted the expansion of the teacher professional development model as a tool for creating a comprehensive profile of a professional teacher.
Learning based on education for sustainable development as a solution to global environmental problems Nugraheny, Devita Cahyani; Vioreza, Niken; Dwiprabowo, Risky
International Journal of Mathematics and Sciences Education Vol. 2 No. 2 (2024): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v2i2.135

Abstract

Environmental problems were still a significant global issue and challenge that was not only limited to the national or regional level. This problem was closely related to economic and social development, which was often triggered by human activities that were not environmentally friendly. In addressing this problem, the concept of sustainable development was coined with three main dimensions: economic, social, and environmental. Education played an important role in supporting sustainable development through the application of education for sustainable development in learning. This research aimed to describe the implementation of education for sustainable development-based learning in schools as a solution to global environmental problems. The method used in this research was a literature study, which included six stages: determining the topic, searching for related literature, developing arguments, conducting a survey of relevant literature, criticizing the literature, and writing a review.  The research results showed that education for sustainable development-based learning in schools could be implemented using appropriate learning models and supported by various education for sustainable development-based learning resources. This implementation proved effective in increasing students' awareness and knowledge of environmental issues and encouraging more environmentally friendly actions.
Comparative study of water quality of Cikapundung river in Citarum Subwatershed Supriatna, Upi; Rasmilah, Ikeu; Nenih, Neneng
International Journal of Mathematics and Sciences Education Vol. 2 No. 2 (2024): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v2i2.143

Abstract

The Cikapundung River is part of the Citarum Watershed that flows from North Bandung to the South. Cikapundung river water experiences pollution during the irrigation process from upstream to downstream, which is caused by activities in residential areas, markets and industries. Based on this, research is needed to determine the quality of Cikapundung river water with macrobenthos indicators. Macrobenthos is considered a biodicator of water quality because its presence can change according to the level of pollution in the aquatic ecosystem. The research method used is laboratory testing, which compares three locations in the Cikapundung River, namely in Taman Sari (Station one), Kordon Market (Station two) and Citepus (Station 3). The three stations will take water samples for laboratory tests and identify what macrobenthos survive in these waters. The results showed that station one had a Diversity Index of 1.423, Diversity Index of 0.684 and Dominance Index of 0.318, Temperature of 24.90C, Turbidity of 63, TDS of 0087 ppm/3.44333 mg/L, TSS of 375 mg/L, pH of 6.0, DO of 3.0, COD of 174 mg/L, BOD5 of 13.5 mg/L. Station two has a Diversity Index of 1.158, a Diversity Index of 0.557 and a Dominance Index of 0.378, a Temperature of 26.60C, Turbidity of 46.2, TDS of 0199 ppm/2.5345 mg/L, TSS of 39 mg/L, pH of 6.5, DO of 2.9, COD of 251 mg/L, BOD5 of 21 mg/L, Station three has a Diversity Index of 1.216, Diversity Index of 0.104 and Dominance Index of 0.625, Temperature of 310C, Turbidity of 93.8, TDS of 0732 ppm / 1.98777 mg/L, TSS of 3042 mg/L, pH of 7.5, DO of 1.7, COD of 696 mg/L, BOD5 of 37 mg/L. Based on this, it can be concluded that station one is in a lightly polluted position, station two is in a moderately polluted position and station three is in a heavily polluted position.
Exploring the effectiveness of modified algebra tile media in teaching single-variable linear equations: a case study Berliana, Adinda Quin; Darmawan, Puguh; Alaiya, Syekha Vivi; Dejarlo, Jenisus O.
International Journal of Mathematics and Sciences Education Vol. 2 No. 2 (2024): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v2i2.144

Abstract

Single-variable linear equations are open mathematical sentences that contain only one variable raised to the power of one and are connected by an equals sign (“=”). This topic is often perceived as challenging by students, highlighting the importance of exploring innovative teaching strategies. This study examines the implementation of modified algebra tile media to enhance student understanding of single-variable linear equations. A qualitative case study approach was employed, involving a subject group consisting of student practitioners and 36 student observers. The research procedure included developing the modified algebra tile media followed by its application in teaching single-variable linear equations. Data were collected using the media, video recording devices, and field notes from the supervising lecturer. Interactive data analysis techniques revealed that the use of modified algebra tile media significantly facilitated students' comprehension of single-variable linear equations. By enabling hands-on manipulation of the media, students no longer needed to rely solely on abstract visualization of variables. These findings suggest that incorporating tangible, interactive teaching tools can effectively address learning difficulties in mathematics, particularly for abstract concepts.
The impact of magnetic play on early childhood social skills: one group pre-test-post-test experimental design Mappapoleonro, Andi Musda; Malik, Hisham Abdul; Nadar, Wahyuni
International Journal of Mathematics and Sciences Education Vol. 2 No. 2 (2024): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v2i2.145

Abstract

This study aimed to determine the effect of using magnetic toys on children's social skills. Magnetic toys were chosen because they could stimulate interaction and cooperation among children while playing. The study used a quantitative approach with a One Group Pre-test-Post-test experimental design. The sample consisted of 20 early childhood children from a Kindergarten, who were given treatment to play with magnetic toys through several sessions. The Paired Sample t-Test was employed to compare the means of the same group before and after the intervention. The results of the study showed that the average score before the magnetic toy treatment was 70%, and the average after treatment was 83.70%. This demonstrated a significant increase in children's social skills after the intervention, such as the ability to share, cooperate, and communicate with peers. The reliability analysis obtained a Cronbach's Alpha value of 0.983, indicating high reliability. The normality test showed that the data distribution in the regression analysis followed a normal distribution. Levene's test, at a significance level of 5%, was conducted. From the Homogeneity Test, the data showed Fo = 1.835 and Sig. = 0.260. It is recommended that educators integrate magnetic games into early childhood education programs as an interactive tool to promote essential social skills.  

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