Edumatsains
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.
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<![CDATA[Content Analysis of Environmental Education Textbooks for Junior High Using Beck and McKeown Model ]]>
<![CDATA[Dwi Pujiastuti]]>;
<![CDATA[Dian Nurmala]]>
<![CDATA[ EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 1 (2025): July ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/edumatsains.v10i1.6937
<![CDATA[One of the supporting factors for the success of the teaching and learning process is the content delivered by the teacher. Regarding this content, teachers need guidance through textbooks. Therefore, this research is necessary to determine the quality of textbooks in order to support the learning process and help enhance higher-order thinking skills, one of which is critical thinking. This study aims to analyze the content of the Environmental Education textbook used by junior high school students and teachers in South Tangerang City. This research employs a descriptive analysis method. The textbook content is analyzed using the cognitive development model by Beck, McKeown, and Kucan, which has been modified into five analytical steps. The results show that the Environmental Education textbook contains many activities that can help students improve their critical thinking and problem-solving skills. Referring to the cognitive development criteria by Beck and McKeown, the textbook can be categorized as excellent, as it does not merely present data and facts to be memorized, but provides meaningful learning content. This condition is expected to improve junior high school students’ thinking and problem-solving abilities, particularly concerning Environmental Education issues.]]>
<![CDATA[Development of Problem-Based E-Worksheet Assisted by GeoGebra to Improve Numeracy Literacy and Student Learning Activeness in Junior High School ]]>
<![CDATA[Dyana Astuti]]>;
<![CDATA[Yumiati]]>;
<![CDATA[Sudirman]]>
<![CDATA[ EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 1 (2025): July ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/edumatsains.v10i1.6944
<![CDATA[This research aims to develop a problem-based electronic worksheet (E-Worksheet) assisted by GeoGebra to enhance students' numeracy literacy and learning activeness in junior high school. The development procedure follows the ADDIE model, including analysis, design, development, implementation, and evaluation stages. Validation by experts shows the E-Worksheet is very feasible to use, with an average validation score of 4.46 out of 5. Practicality is confirmed through positive responses from teachers and students, scoring above 4.5. Effectiveness testing through a quasi-experimental design indicates a significant improvement in students’ numeracy literacy and learning activeness when using the developed E-Worksheet compared to the control group. These findings suggest that the developed E-Worksheet can be a valuable learning resource to improve mathematical literacy and student engagement in learning.]]>
<![CDATA[Unpacking the Complexity: Exploring Students' Ways of Understanding Ill-Structured Math Problems ]]>
<![CDATA[shelly morin]]>
<![CDATA[ EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 1 (2025): July ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/edumatsains.v10i1.6954
<![CDATA[The state space problem in problem solving involves a series of initial conditions, goal/end conditions, obstacles where this aspect is crucial in learning mathematics. This research aims to investigate how students understand and solve ill-structured mathematical problems. This research used a qualitative approach with case studies. Participants consisted of secondary school students. Data were collected through observations, interviews, and document analysis of students' work. Data analysis was conducted thematically to identify patterns and key themes in how students solved unstructured problems. The findings showed that students faced difficulties in identifying relevant information, formulating a solution plan, and evaluating solutions in unstructured problems. The problem-solving strategies students used varied, ranging from heuristic approaches to the use of more formal mathematical models. In addition, factors such as self-confidence, prior experience, and support from teachers also play an important role in the problem-solving process. The implications of these findings include the need for an in-depth understanding of how students think and act in this context can provide valuable insights for the development of more effective teaching strategies, aimed at improving students' ability to deal with complex and ambiguous mathematical challenges]]>
<![CDATA[Plugged versus Unplugged Activities within Problem-based Learning for Computational Thinking Skills: A Meta-Analytic Review ]]>
<![CDATA[Suparman]]>;
<![CDATA[Dadang Juandi]]>;
<![CDATA[Turmudi]]>;
<![CDATA[Bambang Avip Priatna Martadiputra]]>
<![CDATA[ EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 1 (2025): July ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/edumatsains.v10i1.6958
<![CDATA[The integration of technology in 21st-century education brings considerable advantages, particularly through "plugged" activities within problem-based learning (PBL) frameworks to enhance computational thinking (CT) skills. However, the impact of plugged activities in PBL on CT skills development has shown inconsistency. Additionally, how do plugged activities compare with unplugged activities within PBL for optimizing CT skills? This study addresses this question by comparing the effects of plugged and unplugged activities integrated into PBL on students' CT skills. A meta-analysis was conducted on 17 empirical studies published between 2011 and 2023, which produced 31 effect sizes in g units and included data from 1,376 students. Using the Q Cochrane and Z tests, facilitated by the Comprehensive Meta-Analysis (CMA) software, the data were analyzed to determine these effects. The findings showed that, descriptively, plugged activities in PBL (g = 0.818; p < 0.05) had a stronger effect on enhancing CT skills than unplugged activities (g = 0.649; p < 0.05). Statistically, sufficient evidence indicated that plugged activities within PBL are more effective than unplugged activities for improving students’ CT skills. Therefore, educators, including teachers and lecturers, may consider using plugged activities as part of a PBL framework to support the development of CT skills in students.]]>
<![CDATA[The Effectiveness of Student Worksheet to Improve Metacognitive Abilities on Factors That Affect the Reaction Rate Through an Inquiry Learning Model ]]>
<![CDATA[Desi Dika Sari]]>;
<![CDATA[Suyono]]>;
<![CDATA[Antina Delhita]]>
<![CDATA[ EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 1 (2025): July ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/edumatsains.v10i1.6968
<![CDATA[Metacognitive ability is part of higher order thinking so it has an important role in strengthening the critical and creative thinking dimensions in the Profil Pelajar Pancasila (P3). This study aims to develop a learner activity sheet to improve metacognitive skills on the material of factors that affect the reaction rate through an effective inquiry learning model used to improve metacognitive skills. This research uses the ADDIE (Analysis, Design, Develop, Implement, Evaluate) research design which is limited to the develop stage. Based on the results of the pilot implementation, it was found that the student worksheet developed was effective based on the results of the metacognitive ability test which showed a p-value < 0,05 so that H0 was rejected and H1 was accepted which meant that there was a significant increase in value after learning using the developed student worksheet.]]>
<![CDATA[Students’ Analogical Reasoning Errors in Solving Mathematical Analogy Problems: Differences in Abstract Sequential Thinking Styles ]]>
<![CDATA[Khair Muhammad Sa'duddien]]>;
<![CDATA[Subanji]]>;
<![CDATA[Muksar Makbul]]>
<![CDATA[ EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 1 (2025): July ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/edumatsains.v10i1.6986
<![CDATA[Students’ ability to construct analogical thinking is an important skill in solving mathematical problems, as it allows them map knowledge from familiar mathematical concepts to new mathematical concepts. Unfortunately, many students make errors in constructing analogies, especially when faced with abstract and complex problems. Individuals with an abstract sequential thinking style, known for their ability to analyze ideas and describe logical sequences are interesting subjects for research on how they solve mathematical analogy problems and what types of analogical reasoning errors emerge during the process. Therefore, this study aims to identify and analyze analogical reasoning errors made by students with an abstract sequential thinking style when solving mathematical analogy problems. This descriptive qualitative research was analyzed using the Miles and Huberman model. The research subjects were Grade 10 senior high school students. Based on the thinking style questionnaire, 31 students with an abstract sequential thinking style were identified from 183 subjects, from which two students were selected as samples. Based on the analysis of the two research subjects, it was found that students with an abstract sequential thinking style experienced analogical reasoning errors at the Applying stage, in the form of errors in the use and construction of concepts. Both subjects also completed the inferring stage before returning to the encoding stage of the target problem.]]>
<![CDATA[Effect of Ginger on Primary Dysmenorrhea ]]>
<![CDATA[Rahayu Yekti Maryanto]]>
<![CDATA[ EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 1 (2025): July ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/edumatsains.v10i1.7005
<![CDATA[Abstract Menstruation is an effect of the destruction of the endometrium. Menstrual disorders that often occur are dysmenorrhea. Dysmenorrhea is a gynecological disorder due to the instability of the hormone progesterone in the blood, resulting in pain and often occurs in women. Dysmenorrhea is abdominal pain that comes from uterine cramps and occurs during menstruation. This menstrual pain occurs periodically on menstrual days. Menstrual pain is the most common problem in adolescent and adult women. Menstrual disorders as a health problem for women not only affect reproductive health, but also psychological health and quality of life. Menstrual pain during primary dysmenorrhea is an inconvenience for women around the world that can cause difficulty in carrying out daily life activities. This paper aims to explore the literature on the non pharmacological benefits of natural herbs used to relieve primary dysmenorrhea pain. Previous studies have shown that ginger is very effective in relieving primary dysmenorrhea menstrual pain. Keywords: Ginger, Dysmenorrhea, Natural herbs, menstrual pain.]]>
<![CDATA[The The Influence of Visual Media Usage on the Mathematics Learning Outcomes of Al-Munir Islamic Junior High School Students ]]>
<![CDATA[Juwita Dyah Wulandari]]>
<![CDATA[ EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 1 (2025): July ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/edumatsains.v10i1.7033
<![CDATA[The purpose of this study is to ascertain how the use of visual aids, such as refusi boards, affects the learning outcomes of mathematics students at Al-Munir Islamic Junior High School when studying Relations and Functions. The study employed a posttest-only control group design and a quasi-experimental research methodology. Two classes made up the research sample: the experimental class, which learned using a refusi board as a visual aid, and the control group, which learned using traditional techniques devoid of visual aids. A post-treatment mathematics learning outcome test was used to collect data. The two groups' learning outcomes differed significantly, as indicated by the Asymp. signature value (2-tailed) of 0.033 (<0.05), which was obtained from data analysis using the Mann-Whitney U test. In comparison to the control class, which had an average rank of 21.14 for student learning outcomes, the experimental class had an average rank of 29.86. These findings suggest that using a refusion board as a visual aid improves students' learning outcomes in mathematics when it comes to Relations and Functions. As a result, this media is suggested as a different but equally effective learning method for enhancing comprehension of mathematical ideas.]]>
<![CDATA[Enhancing Students’ Chemical Representation Ability Through Problem-Based Learning Assisted by Nearpod on Electrolysis Cell Material ]]>
<![CDATA[Nurida Siti Fatimah Zain]]>;
<![CDATA[Cucu Zenab Subarkah]]>;
<![CDATA[Yulia Sukmawardani]]>;
<![CDATA[Sari]]>
<![CDATA[ EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 1 (2025): July ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/edumatsains.v10i1.7066
<![CDATA[This study aims to show an increase in students’ chemical representation ability through the integration of Problem-Based Learning (PBL) assisted by Nearpod on electrolysis cell material and describe student activities and their ability to complete worksheets. This study used a pre-experimental method with a one group pretest-posttest design and involved second-semester students in the basic Chemistry 2 courses. The results showed that the improvement in chemical representation ability was in the medium category (N-Gain: 0.68), learning activities were carried out very good (88.86%), and the student’s ability to complete worksheets was also classified as high (average score: 89.52). These findings indicate that integrating PBL assisted by Nearpod is an effective, innovative approach to improving students’ chemical representation ability, particularly in abstract electrolysis cell material, by encouraging active participation and conceptual understanding.]]>
<![CDATA[Development of LKPD Based on Contextual Teaching and Learning in Social Studies Lessons to Improve the Higher Level Thinking Skills of Grade IV Students of SDN Inpres Buncu ]]>
<![CDATA[Zihan Maulani Masrun]]>
<![CDATA[ EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 1 (2025): July ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/edumatsains.v10i1.7068
<![CDATA[This research aims to develop Contextual Teaching and Learning (CTL)-based Student Worksheets (LKPD) in science subjects to improve the SDN Inpres Buncu's grade IV pupils' Higher Order Thinking Skills (HOTS). The ADDIE model, which comprises the phases of analysis, design, development, implementation, and evaluation, is used in this development research. The study participants included expert validators (materials, media) and class IV students. Questionnaires for expert validation, instructor response, and student response are examples of data gathering tools. lifts, learning implementation observation sheets and test sheets. The validation results showed that LKPD was very feasible with a percentage of material experts of 91% and media experts of 92% indicating that LKPD was under the "very feasible" category. The teacher's response questionnaire serves as the practicality test obtained a score of 95% and the student response questionnaire obtained a score of 93%, both in the "Very Practical" category. In addition, the results of observation of learning implementation also show a high level of practicality with a percentage of 95%. The effectiveness test through the pre-test and post-test showed an increase in score with an N-Gain of 0.71 (high-effective category) which signified a significant improvement in high-level thinking ability. Thus, this CTL-based LKPD is declared valid, practical, and effective to be used in social studies learning to support the improvement of students' KBTT.]]>
