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Ramdani Putra Setiawan
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Journal of Science and Mathematics Education
Published by Lembaga Publikasi Ilmiah Nusantara
ISSN : -     EISSN : 30900336     DOI : https://doi.org/10.70716/josme
Core Subject : Science, Education, Agriculture, Engineering,
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Mathematics Physics
Journal of Science and Mathematics Education (JOSME) is a multidisciplinary and a medium of communication for researchers, academicians, and practitioners that provide a means for sustained discussion of relevant issues that fall within the focus and scopes of the journal which examined empirically. JOSME covers issues such as ethnomathematics and ethnoscience, which connect local wisdom and cultural practices with science and mathematics education; innovative learning media and technology, exploring digital and hands-on tools to enhance conceptual understanding; culturally responsive teaching and learning models, incorporating students’ cultural backgrounds to promote engagement; and culturally insightful assessment and evaluation, focusing on developing fair and inclusive evaluation tools that reflect cultural diversity. JOSME also accepts articles addressing specific and unique topics in science and mathematics education, enriching the field with diverse cultural insights and interdisciplinary approaches.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 20 Documents
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Development and Implementation of Android-Based Interactive E-Modules to Improve Mathematical Problem-Solving Skills at Secondary Schools Hamid Khan Pulau Pinang Malaysia Khairunnisa, Eka; Suryaningsih, Fitria
Journal of Science and Mathematics Education Vol. 1 No. 3 (2025): Journal of Science and Mathematics Education, September 2025
Publisher : Lembaga Publikasi Ilmiah Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/josme.v1i3.238

Abstract

This study aims to develop and implement Android-based interactive e-modules to enhance mathematical problem-solving skills among students at Secondary Schools Hamid Khan, Pulau Pinang, Malaysia. The main issue in mathematics learning at the school lies in students’ low engagement and the lack of interactive learning media aligned with technological developments. This research adopts a Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The e-modules were developed with interactive features such as tutorial videos, adaptive exercises, and automated assessments. The study involved 60 upper secondary students divided into experimental and control groups. Data were collected through mathematical problem-solving tests, student response questionnaires, and classroom observation. The results indicated a significant improvement in the mathematical problem-solving abilities of students in the experimental group compared to the control group. Student responses toward the e-modules were highly positive, with the majority expressing that the modules helped them understand mathematical concepts more enjoyably and deeply. The study concludes that Android-based interactive e-modules are effective in enhancing the quality of mathematics learning and can serve as an innovative alternative in digital education at the secondary school level.
Exploring Students’ Critical Thinking through Flipped Classroom Approach in Chemistry Learning at Penang Straits International School Hamid, Abdul; Rahmad, Ashror
Journal of Science and Mathematics Education Vol. 1 No. 3 (2025): Journal of Science and Mathematics Education, September 2025
Publisher : Lembaga Publikasi Ilmiah Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/josme.v1i3.240

Abstract

The cultivation of critical thinking skills has become a fundamental objective in 21st-century education, particularly in science subjects such as chemistry. This study aims to explore the effectiveness of the flipped classroom approach in fostering students’ critical thinking during chemistry learning at Penang Straits International School. Utilizing a qualitative descriptive research design, the study involved 30 Year 10 students enrolled in a chemistry course. Data were collected through classroom observations, student interviews, and performance assessments, focusing on students’ ability to analyze, evaluate, and synthesize information. The flipped classroom model, which inverts traditional teaching by delivering instructional content online outside of class and engaging students in interactive activities during classroom sessions, was implemented over a six-week period. The findings revealed that students exhibited significant improvement in critical thinking indicators, especially in problem identification, argument construction, and logical reasoning. Students also reported increased motivation and deeper conceptual understanding due to the active learning environment facilitated by the flipped approach. Teachers observed that students were more prepared and willing to engage in higher-order thinking tasks. This study concludes that the flipped classroom approach is a viable and effective pedagogical strategy for enhancing critical thinking in chemistry learning. The results suggest that integrating technology with active learning frameworks can transform traditional classrooms into dynamic learning environments that promote cognitive development.
Guided Inquiry-Based Learning in Biotechnology: Effects on Students’ Scientific Attitudes and Academic Achievement at Menglait Middle School Brunei Darsussalam Ramli, Mohammad; Bohori, Rozikin
Journal of Science and Mathematics Education Vol. 1 No. 3 (2025): Journal of Science and Mathematics Education, September 2025
Publisher : Lembaga Publikasi Ilmiah Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/josme.v1i3.241

Abstract

This study investigates the effects of guided inquiry-based learning on students’ scientific attitudes and academic achievement in biotechnology at Menglait Middle School, Brunei Darussalam. Employing a quasi-experimental design, two groups of Year 9 students were involved: the experimental group received biotechnology instruction through guided inquiry-based learning, while the control group experienced conventional teaching methods. Data were collected using a scientific attitude questionnaire and a standardized academic achievement test in biotechnology. The findings revealed a statistically significant improvement in both scientific attitudes and academic achievement among students in the experimental group compared to the control group. Guided inquiry not only fostered curiosity and a more positive attitude toward science but also enhanced students’ conceptual understanding and problem-solving skills. These results underscore the importance of implementing inquiry-based approaches in science education to promote deeper learning and attitudinal development. The study recommends integrating guided inquiry strategies into the science curriculum to support 21st-century learning goals. Moreover, teacher training programs should emphasize the facilitation of inquiry to ensure effective implementation. This research contributes to the growing body of evidence highlighting the pedagogical value of inquiry-based learning in secondary education, particularly in the context of biotechnology, a subject critical for scientific literacy in modern society.
Effectiveness of Interactive Animation Media in Improving Conceptual Understanding Physics Education at National High School of Tengku Sulaiman Malaysia Khualid, Khadijah; Rohmah, Siti Noor
Journal of Science and Mathematics Education Vol. 1 No. 3 (2025): Journal of Science and Mathematics Education, September 2025
Publisher : Lembaga Publikasi Ilmiah Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/josme.v1i3.242

Abstract

This study aims to evaluate the effectiveness of interactive animation media in enhancing students’ conceptual understanding in physics education at the National High School of Tengku Sulaiman, Malaysia. The research was conducted using a quasi-experimental method with a pre-test and post-test control group design. A total of 60 students from two equivalent classes were selected as the sample, with one class receiving instruction through interactive animation media and the other through conventional teaching methods. The instrument used was a validated conceptual understanding test consisting of multiple-choice and open-ended questions tailored to the physics topics covered. Quantitative data analysis was conducted using descriptive statistics and inferential tests, including paired and independent samples t-tests. The results showed that students in the experimental group demonstrated significantly higher improvement in conceptual understanding compared to the control group. The use of interactive animations allowed students to visualize abstract concepts, engage in self-paced learning, and foster deeper cognitive connections. Furthermore, the media stimulated curiosity and motivation, leading to more active participation during lessons. These findings suggest that integrating interactive animation media into physics instruction can be a powerful pedagogical strategy to address students' learning difficulties and enhance academic outcomes. The study recommends broader implementation of such media in science classrooms and further research on its long-term impact.
The Implementation Of Lesson Study To Improve The Teaching Quality Of Science And Mathematics Teachers at Secondary Schools Dato' Syed Ahmad Humnah, Almira Nailal; Rohmah, Zakia Nor
Journal of Science and Mathematics Education Vol. 1 No. 3 (2025): Journal of Science and Mathematics Education, September 2025
Publisher : Lembaga Publikasi Ilmiah Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/josme.v1i3.243

Abstract

This study explores the implementation of Lesson Study as a professional development approach aimed at enhancing the teaching quality of Science and Mathematics teachers at Secondary Schools Dato' Syed Ahmad. The Lesson Study model involves a cyclical process of collaborative planning, classroom observation, and reflective discussion among teachers. Through qualitative and quantitative methods, data were collected via interviews, classroom observations, and teaching performance assessments before and after the implementation. The findings indicate significant improvements in lesson planning, instructional strategies, and student engagement. Teachers reported that collaborative lesson planning allowed them to share diverse pedagogical insights and design more effective learning activities. Classroom observations revealed increased use of inquiry-based and student-centered approaches, particularly in conceptual topics. Furthermore, reflective sessions encouraged teachers to critically analyze their teaching practices and continuously refine their methods. This process cultivated a culture of collegiality and continuous improvement within the teaching staff. The study concludes that Lesson Study has a positive impact on the professional competencies of Science and Mathematics teachers, leading to better student outcomes and a more dynamic classroom environment. As a sustainable model, Lesson Study is recommended for broader implementation across Malaysian secondary schools to foster a culture of pedagogical excellence and reflective teaching practices.
Development of an Augmented Reality-Based Interactive Digital Module for Biology Learning at High School 76 Jakarta Arifin, Muhammad; Rahmatullah, Zaid Hidayat
Journal of Science and Mathematics Education Vol. 1 No. 4 (2025): Journal of Science and Mathematics Education, December 2025
Publisher : Lembaga Publikasi Ilmiah Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/josme.v1i4.330

Abstract

This research aims to develop an interactive digital module based on Augmented Reality (AR) for biology learning at High School 76 Jakarta, focusing on enhancing students’ conceptual understanding and engagement. The development process adopted the ADDIE model, encompassing the stages of Analysis, Design, Development, Implementation, and Evaluation. The module was designed to complement the biology curriculum for Grade 11, particularly in the topic of human organ systems. AR technology was integrated to provide three-dimensional visualizations of biological structures, allowing students to interact directly with virtual models through smartphones or tablets. Validation was carried out by media experts, content experts, and biology teachers, showing high feasibility scores across functionality, accuracy, and instructional design criteria. The implementation involved 35 students in a limited field trial, and results from questionnaires and learning outcomes indicated a significant increase in student motivation and conceptual mastery. Moreover, students reported that the AR features facilitated deeper understanding and made abstract biological concepts more tangible. This research concludes that AR-based digital modules are effective tools to support innovative and engaging biology learning. Future studies are suggested to expand implementation at different educational levels and explore long-term learning impacts. The integration of AR in biology education offers promising potential in transforming traditional classrooms into immersive, technology-enhanced learning environments.
Development of Integrated Science Modules with Local Wisdom to Improve Environmental Literacy at State Junior High School 46 Jakarta Firmansyah, Bagus; Maulana, Reza Aditya
Journal of Science and Mathematics Education Vol. 1 No. 4 (2025): Journal of Science and Mathematics Education, December 2025
Publisher : Lembaga Publikasi Ilmiah Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/josme.v1i4.331

Abstract

This study aims to develop an Integrated Science module based on local wisdom to enhance environmental literacy among students at State Junior High School 46 Jakarta. The development process followed the Research and Development (R&D) design using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Local wisdom elements integrated into the module include traditional environmental practices, local flora and fauna knowledge, and cultural values related to sustainability. The module was tested for validity, practicality, and effectiveness. Expert validation involving material, media, and education specialists confirmed the module's content and construct validity. The practicality test, conducted through teacher and student responses, indicated that the module is user-friendly and engaging. Effectiveness was measured using pretest and posttest scores to evaluate improvements in students' environmental literacy, focusing on awareness, knowledge, attitude, and action components. The results revealed a significant increase in posttest scores, indicating that students who used the module showed improved understanding and positive behavioral changes toward the environment. Additionally, the integration of local wisdom helped students relate science concepts to real-life contexts, enhancing their critical thinking and sense of responsibility toward the environment. This study concludes that the integration of local wisdom in science learning materials is an effective approach to foster environmental literacy in junior high school students.
Enhancing Middle School Students' Scientific Literacy Through Inquiry-Based Learning In Environmental Education Abdullah, Muhammad Ikram; Kusuma, Javier; Abrar, Rangga Nasution
Journal of Science and Mathematics Education Vol. 1 No. 4 (2025): Journal of Science and Mathematics Education, December 2025
Publisher : Lembaga Publikasi Ilmiah Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/josme.v1i4.338

Abstract

Scientific literacy is essential for preparing students to face environmental challenges and make informed decisions in a complex, technology-driven society. This study aims to investigate the effectiveness of inquiry-based learning (IBL) in enhancing middle school students’ scientific literacy within the context of environmental education. A quasi-experimental design was employed involving 120 students from two public middle schools in Pinang, Malaysia. The experimental group received instruction using inquiry-based learning strategies, while the control group was taught using conventional methods. Data were collected through a pre-test and post-test scientific literacy assessment and analyzed using paired and independent samples t-tests. The results revealed that students in the experimental group showed significantly higher improvement in scientific literacy, particularly in understanding scientific concepts, applying knowledge to real-world issues, and evaluating environmental solutions critically. The inquiry-based learning model fostered active participation, critical thinking, and problem-solving skills by engaging students in observing, questioning, experimenting, and drawing conclusions based on evidence. Moreover, student interviews and classroom observations indicated increased motivation and environmental awareness among participants. These findings underscore the value of integrating inquiry-based approaches in environmental education to cultivate scientifically literate individuals who are capable of making responsible environmental decisions. The study recommends broader implementation of inquiry-based learning across science curricula to support long-term environmental literacy development in students.
Teachers' Readiness and Attitudes Toward the Implementation of Climate Change Education in Southeast Asia Jaelani, Ahmad; Djayaningrat, Dion Winarno
Journal of Science and Mathematics Education Vol. 1 No. 4 (2025): Journal of Science and Mathematics Education, December 2025
Publisher : Lembaga Publikasi Ilmiah Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/josme.v1i4.339

Abstract

The escalating impacts of climate change have underscored the urgent need for integrating Climate Change Education (CCE) into school curricula, particularly in vulnerable regions such as Southeast Asia. This study explores the readiness and attitudes of teachers across selected Southeast Asian countries toward the implementation of CCE in formal education. Utilizing a mixed-methods approach, the research surveyed 350 teachers from Indonesia, Malaysia, Thailand, and the Philippines, and conducted in-depth interviews with 20 educators. The findings reveal a moderate level of readiness among teachers, primarily influenced by institutional support, availability of resources, and prior training. Attitudinally, the majority of respondents expressed a positive outlook on the integration of CCE, recognizing its importance in fostering environmental awareness and sustainable behavior among students. However, significant barriers were identified, including lack of professional development programs, insufficient instructional materials, and curriculum constraints. The study highlights the necessity of multi-stakeholder collaboration involving governments, educational institutions, and NGOs to develop structured training programs and supportive policies. By identifying the current gaps and opportunities, the research provides actionable insights for policy-makers and educational planners aiming to strengthen the role of teachers in combating climate change through education. Enhancing teacher capacity is crucial for cultivating a climate-literate generation prepared to face environmental challenges in the region.
The Effectiveness of Interactive Animation Media in Improving Conceptual Understanding in Physics Subjects at Assumption College Thonburi Chansiri, Anurak; Thongchai, Kanya
Journal of Science and Mathematics Education Vol. 1 No. 4 (2025): Journal of Science and Mathematics Education, December 2025
Publisher : Lembaga Publikasi Ilmiah Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/josme.v1i4.340

Abstract

This study aims to examine the effectiveness of interactive animation media in enhancing students' conceptual understanding in Physics at Assumption College Thonburi. The research was motivated by the consistently low level of conceptual comprehension among students when learning abstract and complex Physics topics. A quantitative approach was employed using a quasi-experimental design involving two groups: an experimental group that utilized interactive animation media and a control group that received conventional instruction. A conceptual understanding test was administered as both pre-test and post-test. Data analysis using an independent t-test revealed a statistically significant difference in learning outcomes between the two groups. Students taught using interactive animations showed a marked improvement in their understanding of key Physics concepts such as motion, force, and energy. Furthermore, the use of interactive media positively influenced students' learning motivation and classroom engagement. These results indicate that technology-integrated instruction, particularly with animated media, can effectively support conceptual learning and address the challenges often encountered in traditional Physics education. The study recommends broader implementation of interactive animation media not only in Physics but also in other science subjects to improve educational outcomes at the secondary level.

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