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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 35 Documents
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Self-regulated learning and critical thinking in socio-emotionally differentiated problem-based learning: A mixed-methods study in Indonesian junior secondary mathematics Fitri Adriani; Stevanus Budi Waluya; Lusi Rachmiazasi Masduki
International Journal of Mathematics and Sciences Education Vol. 4 No. 1 (2026): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v4i1.285

Abstract

Mathematical critical thinking remains chronically underdeveloped in Indonesian junior secondary classrooms, yet no study has simultaneously integrated socio-emotional differentiation, Problem-Based Learning (PBL), and structured worksheet scaffolding while examining how self-regulated learning (SRL) predicts critical thinking development. This study addressed that gap by evaluating the quality and effectiveness of a socio-emotionally differentiated PBL model assisted by LKS Ceria, and testing SRL as a predictor of critical thinking performance among eighth-grade students. A quasi-experimental nonequivalent control group design with an explanatory sequential mixed-methods component was implemented at SMPN 4 Juwana (2024/2025 academic year; n = 30 per group). Instruments were validated via Aiken's V (mean V = 0.83) and Cronbach's alpha (α = 0.84–0.87). Data were analyzed using Mann-Whitney U, binomial, Chi-square, and bootstrap regression tests. The model satisfied all three quality criteria: instruments were valid and reliable (planning stage), implementation reached 66% with 77.33% positive student responses (implementation stage), and the experimental class achieved 70% classical mastery — significantly exceeding both the control class (0% mastery; U = 108.5, z = −6.21, p < .001, r = .80) and the criterion proportion (binomial p = .041; χ² = 28.46, p < .001). SRL was a significant positive predictor of critical thinking (β = 1.005, SE = 0.313, p = .004, 95% CI [0.387, 1.679]; R² = .42), with performance varying systematically by SRL level. This study contributes an empirically validated, socio-emotionally differentiated PBL framework that simultaneously operationalizes scaffolded worksheet support and SRL-based differentiation as a replicable design for developing mathematical critical thinking in junior secondary mathematics.
Contextual learning integrated with gamification: Effects on mathematical connection ability and learning motivation in ratio and proportion Nurmiati Nurmiati; Endang Wahyuningrum; Sudirman Sudirman; Tán Lì Nà
International Journal of Mathematics and Sciences Education Vol. 4 No. 1 (2026): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v4i1.309

Abstract

Mathematical connection ability remains a persistent weakness among Indonesian junior secondary students, with diagnostic data from SMP Negeri 2 Kaloran, Temanggung Regency, Indonesia showing that 74–81% of Grade 7 students failed to meet minimum competency on ratio and proportion across two academic years. Compounding this problem, classroom observations indicated chronically low learning motivation among the same cohort. This study examined whether contextual learning integrated with gamification (CTL+Gamification), delivered through the Wayground platform, could address both deficits simultaneously. A quasi-experimental design with nonequivalent control groups was employed, involving 56 Grade 7 students (experimental n = 27; control n = 29) selected through multi-stage cluster random sampling in Temanggung Regency. The experimental group received six sessions embedding ratio and proportion content in locally meaningful contexts, tobacco farming, coffee yield, and map scale, while the control group received conventional expository instruction. Mathematical connection ability was assessed using a validated seven-item essay test (Aiken’s V = 0.83; α = 0.84), and learning motivation using a 25-item ARCS-based questionnaire (α = 0.87). Independent-sample t-tests and two-way ANOVA revealed that the experimental group significantly outperformed the control group in mathematical connection ability (t = 3.542, p = .001, d = 0.97) and learning motivation (t = 2.201, p = .032, d = 0.59), while the instructional model × motivational level interaction was nonsignificant (F = 1.306, p = .280). These findings suggest that contextually grounded, gamified instruction can strengthen both cognitive and affective outcomes, offering a locally adaptable model for mathematics teaching under Kurikulum Merdeka.
Unveiling the roots of students’ low comprehension of quadratic functions: A hermeneutic phenomenological study in a West Lombok junior high school, Indonesia Siti Maemunah; Indrawati Indrawati; Evana Gina Shantika; Muhamad Galang Isnawan; Naif Mastoor Alsulami
International Journal of Mathematics and Sciences Education Vol. 4 No. 1 (2026): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v4i1.184

Abstract

Quadratic functions are a core topic in junior high school mathematics, yet many students continue to struggle to master this material. This study explored, in depth, the factors underlying the low comprehension of quadratic functions among eighth-grade students at a public junior high school in West Lombok Regency, Indonesia. A hermeneutic phenomenological design was used to capture students’ lived experiences and interpretations of their learning difficulties, complemented by thematic analysis to identify recurring patterns across responses. Data were collected through an open-ended questionnaire completed by ten purposively selected students and analyzed following Braun and Clarke’s six-phase thematic analysis, assisted by an artificial intelligence tool (ChatGPT) during initial coding and subsequently verified manually by the researchers. The analysis produced ten initial codes, condensed into five categories and, ultimately, four overarching themes: (1) difficulty in understanding basic concepts, (2) lack of participation in learning, (3) less effective teaching methods, and (4) low motivation to learn mathematics. These findings indicate that students’ struggles with quadratic functions stem not merely from the material’s cognitive complexity but from an interplay of cognitive, behavioral, pedagogical, and affective factors. By foregrounding students’ own voices rather than relying solely on achievement scores, this study offers a more holistic understanding of algebra learning difficulties. It recommends that teachers design more contextual, participatory, and enjoyable instructional strategies, supported by visual and concrete media, to strengthen students’ conceptual understanding of quadratic functions and to inform future intervention-based research.
Students’ conceptual, representational, and analytical difficulties in balancing chemical equations: A thematic analysis Olasunkanmi Moses Ogundiji; Mojeed Kolawole Akinsola; Dorcas Olufunke Moronkola; Ayodeji Nathaniel Omilani
International Journal of Mathematics and Sciences Education Vol. 4 No. 1 (2026): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v4i1.267

Abstract

Balancing chemical equations (BCE) is foundational to chemistry learning, yet Nigerian secondary students persistently underperform on this skill. A companion quantitative survey drawn from the same population (Ogundiji, 2024) documented the prevalence of specific difficulties, for example that 96.56% of students could not correctly identify the limiting reagent and 79.3% could not determine atomicity, but its descriptive design could not explain the cognitive roots underlying these figures. The present study extends that work by qualitatively diagnosing why senior secondary students struggle with BCE, using a thematic-analysis design grounded in Braun and Clarke’s (2006) six-phase framework. From the same population of 188 Senior Secondary II students across six public schools in Ibadan, Nigeria, ten students representing the 95th and 5th score percentiles on a validated 10-item Chemical Equation Diagnostic Test were purposively selected for in-depth response analysis. Thematic coding, verified through inter-rater agreement (Cohen’s kappa = 0.70), generated three overarching themes: Conceptual Difficulties (seven codes, including limiting-reagent and valency misconceptions), Representational/Symbolic Difficulties (three codes, including subscript-coefficient confusion), and Analytical/Stoichiometric Reasoning Difficulties. Findings show that students’ errors were not merely procedural slips but reflected weak understanding of conservation of mass, chemical notation, and mole-ratio reasoning, patterns evident among both high- and low-scoring students. By moving beyond prevalence data to explain the reasoning behind each error type, this study contributes the first structured thematic error taxonomy for BCE in the Nigerian context, offering chemistry teachers a diagnostic framework for targeted remediation rather than generic reteaching.
Microsoft excel-assisted project-based learning for students’ mathematical representation: A classroom action research on data presentation Erna Sari Agusta; Desy Setyaningsih
International Journal of Mathematics and Sciences Education Vol. 4 No. 1 (2026): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v4i1.307

Abstract

Mathematical representation ability—the capacity to express mathematical ideas through tables, diagrams, symbols, and verbal explanations—is a key competency in mathematics learning. However, Indonesian junior secondary students continue to experience difficulties, particularly in data presentation. This study investigated the effectiveness of Microsoft Excel-assisted Project-Based Learning (PjBL) in improving the mathematical representation ability of 31 seventh-grade students at Madrasah Tsanawiyah Negeri 28 Jakarta, Indonesia. A Classroom Action Research design was conducted in two cycles, each involving planning, action, observation, and reflection. Data were collected through representation-ability tests, classroom observations, semi-structured interviews, and documentation, and analysed using the Miles and Huberman interactive model with source triangulation. Results showed that the mean representation score increased from 65.16 in Cycle I to 78.39 in Cycle II, while the proportion of students achieving the minimum mastery criterion rose from 48.39% to 87.09%. Improvements occurred across all six representation indicators, including presenting data in tables, constructing diagrams, interpreting representations, explaining data, comparing forms of data presentation, and selecting appropriate representations. These findings suggest that integrating PjBL with Microsoft Excel promotes active, contextual, and technology-supported learning that strengthens students’ mathematical representation ability. However, because the study involved a single class of 31 students, the findings represent classroom-specific evidence and should not be statistically generalised to broader student populations.

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