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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 25 Documents
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Plaque number board: visualizing the essence of exponents through simple proofs Hapsari, Agnesi Alifia; Darmawan, Puguh
International Journal of Mathematics and Sciences Education Vol. 3 No. 1 (2025): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v3i1.169

Abstract

The exponential power rule was one of the materials studied at the high school level. Students tended to memorize it rather than understand it. This caused students to have difficulty in applying the concept of exponents when working on non-routine questions. The ability to prove the properties of exponents in a simple way was needed to improve students’ understanding, so a manipulative medium for the exponent power property called PLAKAT was created. This research aimed to examine the application of learning using the manipulative medium for the exponent power property known as PLAKAT. The research method used was qualitative with a case study approach. The instruments used to collect data included the manipulative media, video recording equipment, and observation notes. The subjects involved were practical students and audience students. The data collected consisted of video recordings and notes. The data were analyzed using interactive methods. The results of the research showed that this medium was useful for increasing students' understanding of the exponent power property. However, PLAKAT had a weakness: it did not have a rope, so it could not be hung, making its use less practical. This shortcoming served as a suggestion for teachers and students who intended to use this medium to prepare a more complete version to support smoother learning.
Visualizing geometry: exploring the role of geogebra-assisted 6E-IM model in enhancing students’ spatial abilities Prasetya, Natan; Gorky Sembiring, Maximus; Sudirman, Sudirman; Rodríguez-Nieto, Camilo Andrés
International Journal of Mathematics and Sciences Education Vol. 3 No. 1 (2025): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v3i1.176

Abstract

Students’ spatial visualization ability is a key component in understanding geometry, yet many students exhibit suboptimal performance in this area. This study aimed to (1) evaluate the quality of the Geogebra-assisted 6E-IM learning model, (2) examine its effect on students' spatial visualization ability, and (3) describe students' ability levels after receiving the intervention. A sequential explanatory mixed-methods design was used. The independent variable was the Geogebra-assisted 6E-IM model, while the dependent variable was students’ spatial visualization ability. A total of 60 students participated, with 30 assigned to the experimental group and 30 to the control group. Data were collected through tests, interviews, and questionnaires. Quantitative results showed that students in the experimental group significantly outperformed the control group (p < 0.05), indicating a positive effect of the Geogebra-assisted 6E-IM model on spatial visualization ability. Qualitative analysis revealed that students with high ability met all spatial visualization indicators; those with moderate ability met two indicators, while those with low ability met only one. These findings demonstrate that the integration of Geogebra in the 6E-IM learning model can effectively enhance students’ spatial visualization skills in geometry. This study contributes to the development of innovative, technology-integrated instructional strategies in mathematics education.
The effect of word wall game on biodiversity material on students' learning outcomes and activity Amalia, Firna; Sugianto, Sugianto; Hamidah, Idah
International Journal of Mathematics and Sciences Education Vol. 3 No. 1 (2025): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v3i1.189

Abstract

The use of monotonous learning media remains one of the factors contributing to suboptimal learning outcomes and low student engagement. This study aims to determine the effect of using the word wall game as a learning medium on biodiversity material in relation to students' learning outcomes and activity. The research employed a quantitative method with a Post-Test Only Control Group design. The study population consisted of 10th-grade students at MAN 1 Indramayu, with class X4 (23 students) as the control group and class X5 (20 students) as the experimental group, totaling 43 students. Based on demographic data, the participants included 18 male students, 25 female students, and 6 students categorized as older than the typical age for 10th grade. Research instruments included 15 multiple-choice questions to assess learning outcomes and 5 observation statements to measure student activity. The results showed that the average score of the control group (X4) was 7.2, while the experimental group (X5) scored an average of 7.7. A descriptive statistical test and a two-sample t-test yielded a tvalue of 0.06 and a ttable value of 1.69, indicating no statistically significant difference between the groups. However, observational data showed that student activity improved progressively: 20% of students fell into the “very poor” category (statement 1), 40% in “poor” (statement 2), 60% in “fair” (statement 3), 80% in “good” (statement 4), and 100% in “very good” (statement 5). These findings indicate a meaningful increase in student engagement. Therefore, the word wall game learning media can be considered effective in improving both student learning outcomes and classroom activity on the topic of biodiversity.
Bringing taxonomy to life: development of online learning tools for binomial nomenclature in high school Usyriyah, Laelatut; Sugianto, Sugianto; Hamidah, Idah
International Journal of Mathematics and Sciences Education Vol. 3 No. 1 (2025): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v3i1.190

Abstract

Students often experience difficulties in understanding and memorizing the Latin-based binomial nomenclature due to the complexity and diversity of biological terms. This research aims to develop and assess the feasibility of an online media platform based on artificial intelligence and hosted via Blogspot for learning binomial nomenclature among high school students. The study employed a Research and Development (R&D) approach using the 4D model: Define, Design, Develop, and Disseminate. The product underwent expert validation by subject matter and media specialists, as well as limited and large-scale trials involving students from SMAN 2 Indramayu. Validation by material experts yielded an average score of 4.6, categorized as "very feasible," while media expert validation scored 4.0, deemed "feasible." Student responses indicated a positive reception with an average score of 73.33%, placing it in the “good” category. These findings suggest that the developed media is both practical and effective in enhancing student understanding of binomial nomenclature. The use of accessible digital platforms and integration of QR codes presents valuable implications for innovative biology instruction in the digital age.
Students lived experiences with technology in mathematics learning: a hermeneutic phenomenological study in Indonesian secondary education Anisa, Siti; Ginashantika, Evana; Sudirman, Sudirman; Olivero-Acuña, Ronaldo Rafael
International Journal of Mathematics and Sciences Education Vol. 3 No. 1 (2025): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v3i1.180

Abstract

This hermeneutic phenomenological study explores the lived experiences of ten Grade XI students in a private secondary school in West Lombok, Indonesia, regarding technology use in mathematics learning. Through open-ended and closed questionnaires analyzed using Braun and Clarke's six-phase thematic analysis, four primary themes emerged: understanding mathematics, motivation and learning interest, impact on learning outcomes, and learning accessibility. Findings reveal that technology plays a paradoxical role in mathematics education, simultaneously enhancing conceptual understanding through interactive visualizations while being unable to fully replace adaptive teacher explanations. Students reported increased engagement and improved academic performance, yet also experienced challenges including digital distractions and decreased intrinsic motivation. Accessibility benefits were offset by persistent digital equity issues affecting students with limited technological resources. These findings support a complementary integration approach where technology enhances rather than replaces traditional pedagogical methods. The study contributes nuanced insights into how Indonesian secondary students interpret and experience technology-mediated mathematics learning, providing empirical evidence for educators and policymakers to design more effective, equitable, and meaningful technology integration strategies in mathematics education.

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