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Edumatsains
Published by Universitas Kristen Indonesia
ISSN : 25277642     EISSN : 25277235     DOI : -
Core Subject : Science, Education, Agriculture,
Agriculture, Biological Sciences & Forestry Chemistry Education Mathematics Physics
Jurnal EduMatSains merupakan wadah untuk menampung dan mempublikasikan hasil karya baik berupa hasil penelitian maupun kajian teori yang original dalam ruang lingkup pendidikan matematika dan pendidikan sains (fisika, kimia, biologi) serta ilmu matematika dan ilmu sains (fisika, kimia, biologi) bagi semua civitas academika khususnya dosen, guru, peneliti dan mahasiswa. Jurnal EduMatSains terbit sebanyak dua kali dalam satu tahun (Juli dan Januari). Jurnal EduMatSains diterbitkan Oleh Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia.
Arjuna Subject : -
Articles 33 Documents
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Search results for , issue "Vol 10 No 1 (2025): July" : 33 Documents clear
Development of Science Process Skills Instrument on Ecology Material: A Validity and Reliability Study Muhammad Wahyu Setiyadi; Sofyan Syamratulangi; Ni Ketut Rapi; Putu Budi Adnyana; Swandi Swandi
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 1 (2025): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i1.6642

Abstract

This research uses the Theory-Based Instrument Development Model. This model develops an instrument based on existing theories to ensure that the instrument has a strong theoretical basis. The steps are determining relevant theories, compiling instrument items based on theoretical concepts, validating content with theoretical experts, and testing the reliability and validity of empirical evidence. To determine the validity of the content, the VCR (content validity ratio) and CVI (content validity index) methods are used, item validity and reliability. The result is the validity of the content, the validity of the items, and the reliability of the developed instruments are important aspects in the development of assessment instruments. The development of science process skills instruments has great significance in the context of education. This instrument helps in measuring students' ability to carry out scientific processes such as observing, classifying, measuring, communicating, inferring, predicting, identifying variables, using number, and using spice/time relation Integrated processes: formulating hypotheses, controlling variables, devining operationally, investigating and experimenting. In this study, the science process skill instrument developed obtained the result of content validity declared very valid (0.91) based on the CVR and CVI tests, and based on the empirical test of the validity of the item and reliability (0.940) , it was stated that 21 items of science process skills were in the valid and reliable category.
The Effect of Contextual Teaching and Learning Model Assisted by Physics Education Technology Simulation on Motivation and Physics Learning Outcomes Ngia Masta
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 1 (2025): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i1.6698

Abstract

Motivation and physics learning outcomes among students remain low. One approach to improving both aspects is the use of contextual teaching assisted by PhET. This study aims to determine whether and to what extent the application of the contextual teaching and learning model assisted by PhET influences students' motivation and physics learning outcomes. This research employs a quantitative quasi-experimental method and was conducted at SMA Negeri 71 Jakarta, with samples selected through purposive sampling. The instruments used include a questionnaire to measure learning motivation and a test to assess learning outcomes on Ohm's law, resistor circuits, and Kirchhoff's first law. Hypothesis testing using an independent sample t-test resulted in a significance value of 0.000 < 0.05, indicating a significant effect of PhET-assisted contextual learning on motivation and learning outcomes. The effect size analysis showed values of 0.289 for motivation and 0.655 for learning outcomes, categorized as moderate and high, respectively. Thus, it can be concluded that PhET-assisted contextual learning has a moderate impact on motivation and a strong influence on learning outcomes.
Implementation of Open-Ended Approach in Mathematics Learning to Improve Learning Independence of Vocational High School Students Rusdian Rifai; Turmudi; Jarnawi Afgani Dahlan; Suhendra
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 1 (2025): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i1.6710

Abstract

This study aims to analyze the effectiveness of mathematics learning with an open-ended approach in improving the learning independence of Vocational High School (SMK) students. This study uses a quasi-experimental method with a pretest-posttest control group design involving two groups of class XI Computer Network Engineering students (TKJ 1 and TKJ 2). The sample used was 72 students, which were divided into an experimental group and a control group. Data on student learning independence were collected through a learning independence questionnaire consisting of 36 statements that were analyzed using statistical tests with the help of the SPSS version 30 program. The results showed that the experimental group using an open-ended approach experienced a more significant increase in learning independence compared to the control group. This finding indicates that the open-ended approach is effective in improving student learning independence, which is very important in preparing them to face the dynamic world of work. However, the level of student learning independence is still in the low category, which indicates the need for the implementation of advanced strategies to further maximize the potential for student independent learning in the long term.
Development of an E-Module Based on the SAVI Learning Model on the Topic of Buffer Solutions Cecilia Sijabat; Ramlan Silaban; Eddiyanto; Haqqi Nasution; Susilawati Amdayani; Irving Alexander; Dimas Ridho
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 1 (2025): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i1.6784

Abstract

The purpose of this research focuses on the development of electronic modules (e-modules) based on the SAVI (Somatic, Auditory, Visual, and Intellectual) learning model, which specifically targets high school students studying buffer solution materials. This research uses the 4-D model development framework, including the defining, designing, and developing stages. Initial needs analysis showed a significant gap in the utilization of electronic learning media at SMA Negeri 1 Pancur Batu. The resulting e-module consists of 39 pages and is designed to meet diverse learning styles through interactive elements and multimedia aids. Validation by experts showed that the e-module was very feasible, with an average value of 78.37% material expert assessment and 88.3% media expert assessment. In addition, feedback from teachers and students showed strong engagement and effectiveness, with an average teacher assessment score of 90.75% and 89% average student assessment. This research highlights the importance of integrating modern technological advances into chemistry education to improve student learning outcomes. Keywords: Development, E-module, Buffer solution, SAVI
Reflective Thinking Reflective Thinking Ability of Junior High School Students in Solving Problems Involving Systems of Linear Equations in Two Variables: Kemampuan Berpikir Reflektif Siswa SMP dalam Memecahkan Masalah Sistem Persamaan Linear Dua Variabel Anindia Putri Azahra
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 1 (2025): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i1.6822

Abstract

This study aims to describe the profile of students' mathematical reflective thinking in solving problems related to systems of linear equations in two variables (SLETV). The research employed a mixed-methods approach and was conducted at a junior high school in Bandar Lampung. The subjects consisted of 60 eighth-grade students. The students' test responses were analyzed, and three representative students each corresponding to one of the phases of mathematical reflective thinking related to SLETV were selected for interviews. The instruments used in this study included three items designed to assess mathematical reflective thinking ability and an interview guideline. The data were analyzed based on the phases of mathematical reflective thinking, namely reacting, comparing, and contemplating. The results indicated that the percentage of students' reflective thinking profiles was categorized as good in the reacting phase, good in the comparing phase, and fairly good in the contemplating phase.
The Effectiveness of the Problem-Based Learning Model on Students’ Mathematical Creative Thinking Ability Lois Tambunan
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 1 (2025): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i1.6852

Abstract

The purpose of this study is to determine the effectiveness of the Problem-Based Learning (PBL) model on students’ mathematical creative thinking ability in the topic of circles in Grade XI at SMA Negeri 1 Siantar. The research design used in this study is the One-Shot Case Study Design. The population consists of all Grade XI students at SMA Negeri 1 Siantar, with the sample being class XI-2, totaling 36 students, selected using Cluster Random Sampling. Data collection was conducted using a test that had been previously validated. The descriptive analysis results showed an average test score of 87.75. Data analysis was performed using a t-test, which resulted in a significance value of 0.00 < 0.05 and a tcalculated value of 9.922 > ttable value of 2.03. Based on these findings, it can be concluded that the Problem-Based Learning model has a positive and significant effect on students' mathematical creative thinking ability in the topic of circles.
Daily Activity Based Learning combined Contextual Teaching and Learning Approach in the Animal Anatomy and Development Course to Improve Critical Thinking Skills Riska Septia Wahyuningtyas
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 1 (2025): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i1.6902

Abstract

Learning in the 21st century requires lecturers to be more creative in finding learning models that can be carried out by students with online learning limitations. Appropriate learning is through a daily activity based learning model combined with 7 contextual teaching and learning standards. The research method in this study uses the classroom action research method. The data analysis technique will use SPSS with the T test. The research results show that Daily activity based learning (DABL) can improve critical thinking skills based on the posttest in each cycle. Student scores increased from pretest to posttest cycle I, and from posttest cycle I to posttest cycle II. This is proven by the average pretest score for cycle I increasing from 62.76 to 74.21. Then the post-test value from cycle I to post-test cycle II also increased from 74.21 to 80.26. After the T test with SPSS, the increase in value shows a significant difference because the T test value is <0.05, which shows that there is a real difference between the results of the pretest, posttest I and posttest II. Daily activity-based learning (DABL) can improve critical thinking skills based on posttests in each cycle because there is a combination of learning steps which include modeling, learning communities, constructivism, inquiry, questioning, reflection and authentic assessment. Learning with the Daily Activity Based Learning model is related to the achievement of SDGs no 4 Quality education which requires students to have critical thinking skills to carry out sustainable development actions.
Motivation Matters: Exploring Its Impact on Students' Problem-Solving Abilities in Number Theory nia_jusniani
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 1 (2025): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i1.6908

Abstract

This research aims to find out how student learning motivation influences problem solving abilities in number theory courses. This research uses quantitative methods with simple regression analysis. The population in the study were students of the Mathematics Education Study Program, FKIP, Suryakancana University. The subjects of this research consisted of 30 level II and level III students from the Mathematics Education Study Program, FKIP, Suryakancana University. Data collection in this research was questionnaire sheets and test sheets in the form of descriptions. The questionnaire was used to determine students' learning motivation, while the test the researchers used aimed to measure the level of students' problem solving abilities. The results of the research explain that student learning motivation does not have a significant influence on problem solving abilities in the Number Theory course.
Integration of Islamic Values in Social Arithmetic Learning: A Systematic Review Study St. Sulastri; Baharullah; Mukhlis
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 1 (2025): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i1.6914

Abstract

In fact, most educators in schools or madrasahs admit that they face challenges when integrating mathematics with Islam. Therefore, this study aims to investigate the concept of integrating Islamic values ​​into mathematics learning, with a special emphasis on social arithmetic material. This research method uses a systematic review of the results of recent research (updates) over the past five years. The results of the study indicate that the integration or combination of mathematics learning with Islamic values ​​can be a method of instilling Islamic values. Therefore, we anticipate that instilling Islamic values ​​will not only improve the application of mathematics in students' daily lives but also increase their faith and piety. All educators, including mathematics instructors, can bear the responsibility to instill religious values. Therefore, we anticipate that by incorporating Islamic values ​​into mathematics learning that are in line with the subject matter, mathematics educators will be able to foster students' character. Consequently, the findings of this study will significantly enhance the domain of mathematics education by elevating the quality of learning through a method that incorporates Islamic values. We recommend that additional academics examine the correlation between students' learning outcomes or motivation and mathematical problems that incorporate Islamic values.
The Effect of The Learning Cell Model on Students' Mathematical Communication Skills Aisyah Inayatullah Atnar; Rini Asnawati; Mella Triana
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 1 (2025): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i1.6927

Abstract

This study aims to determine the effect of The Learning Cell model on students' mathematical communication skills. The population in this study consists of all eighth-grade students of SMP Negeri 16 Bandar Lampung in the 2024/2025 academic year totaling 264 students distributed across nine classes. The sample in this study includes class VIII E as the experimental class with 30 students and class VIII G as the control class with 29 students selected using purposive sampling technique. The type of research used is quasi experimental research. The design used is the pretest-posttest control group design. The data in this study is quantitative data obtained through a mathematical communication skills test. Based on the result of hypothesis test using t-test, it was found that the average gain score of mathematical communication skills for students who participated in The Learning Cell model was 0.72, which was higher than the average gain score of 0.58 achieved by students who participated in conventional learning. It can be concluded that the implementation of The Learning Cell model has an effect on students' mathematical communication skills.

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