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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
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Search results for , issue "Vol. 3 No. 2 (2025): Ijmsed" : 5 Documents clear
Bridging algebra and sustainability: Examining the effectiveness of problem-based learning with Wizer.me in SDG 12-contextualized mathematics instruction Suryawati, Suryawati; Putri, Rika Murida; Elizar, Elizar
International Journal of Mathematics and Sciences Education Vol. 3 No. 2 (2025): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v3i2.171

Abstract

Persistent challenges in algebraic learning among Indonesian junior high school students, characterized by performance below minimum mastery criteria, necessitate innovative pedagogical interventions. This study examined the effectiveness of integrating Problem-Based Learning (PBL) with the wizer.me digital platform in enhancing Year 7 students’ algebraic competence within the context of Sustainable Development Goal 12 (sustainable consumption and production). Employing a quantitative one-shot case study design, the research involved 24 randomly selected students from a junior high school in Banda Aceh during the 2024/2025 academic year. Data were collected through a validated post-test instrument comprising four essay questions contextualized within SDG 12 scenarios, assessing conceptual understanding, mathematical modeling, and problem-solving skills. Statistical analyses revealed significant learning outcomes, with students achieving a mean score of 76.33 (SD = 9.78), substantially exceeding minimum mastery criteria (t = 38.224, p < 0.001). Results demonstrate that the synergistic combination of PBL, interactive digital technology, and authentic sustainability contexts effectively facilitates algebraic mastery while cultivating global citizenship awareness. These findings suggest that educators should integrate technology-enhanced problem-based approaches and SDG frameworks into mathematics curriculum to enhance engagement, conceptual understanding, and real-world relevance. Future research should employ larger samples and experimental designs to establish robust causal evidence regarding the scalability and long-term impacts of such interventions.
Phenomenological exploration of low conceptual understanding in mathematical story problem-solving among Indonesian Junior High School Students Rauhun, Siti; Indrawati, Indrawati; Samsul, Bahri; Sudirman, Sudirman; Olivero-Acuña, Ronaldo Rafael
International Journal of Mathematics and Sciences Education Vol. 3 No. 2 (2025): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v3i2.186

Abstract

Mathematical story problems present persistent challenges for students worldwide, yet little research explores how students with low conceptual understanding subjectively experience these difficulties. This phenomenological study investigated the lived experiences of 15 Indonesian Grade VIII students (ages 13-15) with low conceptual understanding in mathematical story problem-solving. Using open-ended questionnaires and reflexive thematic analysis, we explored students’ perceptions and challenges in a private junior high school in West Lombok Regency, Indonesia. Three interconnected themes emerged: (1) Internal Psychological Barriers—mathematics anxiety, fixed mindset beliefs, and internalized failure attributions; (2) Cognitive and Linguistic Challenges—difficulties in text comprehension, mathematical representation, strategic knowledge, and multi-step reasoning; and (3) Glimpses of Interest—unexpected positive affective responses to story contexts despite struggles. Findings reveal that low conceptual understanding is not a unitary cognitive deficit but a complex, multi-dimensional phenomenon involving cognitive, affective, linguistic, and motivational dimensions. Students experience multiple, compounding obstacles while carrying emotional burdens that further impede learning. By centering student voice, this study illuminates subjective realities that quantitative achievement data alone cannot capture. Implications suggest effective interventions must comprehensively address conceptual skills, affective barriers, linguistic demands, and motivation simultaneously. For Indonesian contexts, findings call for reconsidering traditional approaches prioritizing procedural fluency over conceptual understanding and student wellbeing. This research advances phenomenological methodology in mathematics education and provides actionable insights for developing responsive, equity-oriented instruction.
AR Snakes and ladders game innovation to romote learning to live together in elementary schools Wardani, Ella Kusuma; Retnasari, Lisa; Ghiffari, Muhammad Alfarizqi Nizamuddin
International Journal of Mathematics and Sciences Education Vol. 3 No. 2 (2025): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v3i2.264

Abstract

The declining acceptance of diversity among elementary school students poses a significant challenge, particularly in the context of rapid technological advancement in education. This study aims to: (1) develop a multicultural snakes and ladders learning media to promote learning to live together in elementary schools, and (2) evaluate its feasibility based on expert validation, teacher feedback, and student responses. The study employed a Research and Development (R&D) approach adapted from the ADDIE model. Data were collected through questionnaires and interviews and analyzed using descriptive quantitative techniques. The validation results indicated high feasibility, with subject matter experts rating the media at 88%, media experts at 77.3%, learning experts at 92%, and language experts at 86.6%, all categorized as very feasible. Teacher evaluations yielded a score of 86%, highlighting the media’s relevance, ease of use, and instructional clarity. Field testing involving 28 students at SD Negeri Giwangan demonstrated strong engagement and enthusiasm, achieving a score of 236 out of 270 (87.4%). These findings suggest that the multicultural snakes and ladders media is both technically and pedagogically feasible for fostering a harmonious learning environment and strengthening students’ understanding of Pancasila values within a culturally diverse context. However, this study was limited to small-scale trials; therefore, further research is recommended to examine the effectiveness of the media on learning outcomes in broader educational settings.
Instructional design approaches in genetics education: ADDIE versus differentiated instruction Addo, Charles Kenneth
International Journal of Mathematics and Sciences Education Vol. 3 No. 2 (2025): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v3i2.268

Abstract

Genetics remains a conceptually challenging domain in senior high school biology in Ghana, as evidenced by persistently low student achievement despite ongoing curriculum reforms. These challenges are often attributed to teacher-centered instructional practices, large class sizes, and the limited use of pedagogical approaches that balance structure and flexibility. This study investigated the comparative effectiveness of two instructional frameworks: the structured, phase-based ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) and learner-centered Differentiated Instruction (DI). A quasi-experimental, non-equivalent pretest–posttest design was employed involving 120 senior high school students from two intact classes. One group was taught using the ADDIE model, while the other received instruction through DI strategies. Data were analyzed using descriptive statistics, independent samples t-tests, and two-way ANOVA. The findings revealed a statistically significant difference in posttest achievement, with students in the ADDIE group attaining higher mean scores (M = 28.92, SD = 3.84) than those in the DI group (M = 22.65, SD = 3.85), corresponding to a large effect size (Cohen’s d = 1.63). The two-way ANOVA indicated significant main effects of instructional model and gender, with male students outperforming female students overall, but no significant interaction effect between instructional model and gender. These results suggest that the systematic and iterative nature of the ADDIE model more effectively supports students’ understanding of complex genetics concepts in this context. The study recommends integrating the ADDIE framework into biology instruction while strategically incorporating differentiated strategies and gender-responsive practices to address learner diversity and promote equitable learning outcomes.
Conceptual understanding and misconceptions of the human digestive system in elementary school: insights from a four-tier diagnostic test Ernamasari, Navalia Dewi
International Journal of Mathematics and Sciences Education Vol. 3 No. 2 (2025): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v3i2.274

Abstract

The purpose of this study was to analyze the form and level of misconceptions of fifth grade elementary school students on the material of the human digestive system with the Four-Tier Diagnostic Test instrument. A descriptive quantitative method was used and with a quantitative approach. The Four-Tier Diagnostic Test was used to identify misconceptions in more depth by analyzing students’ answers, reasons, and level of confidence in the answers given. This study involved 27 students of class V A of Djama’atul Ichwan Elementary School in Surakarta, Central Java, Indonesia who were purposely selected. The results of the analysis show that the overall misconceptions of students are at a level of 18% which means that the level of misconception is low, but still in each specific sub-concept there are misconceptions, the highest misconceptions are found in several items on the sub-material of digestive organs and their functions with a percentage of item misconceptions of 37%. This research suggests that conceptual diagnosis-based learning methodologies and contextual learning media, like augmented reality media and practical kits, are necessary to reduce misconceptions. This research also confirms that the Four-Tier Diagnostic Test is an effective diagnostic tool for detecting science misconceptions at the primary school level.

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