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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.
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Articles 32 Documents
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Search results for , issue "Vol 10 No 2 (2025): October" : 32 Documents clear
Promoting Active and Effective Learning through the Student Teams-Achievement Divisions Model Andini putri; subhanadri; Opi Andriani
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 2 (2025): October
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i2.7240

Abstract

This research was motivated by the low achievement of the fourth-grade IPAS learning process and outcomes at SDN 128/II Pasir Putih. Initial observations conducted by the researcher, which revealed that only 38.46% of 26 students achieved a score that met the achievement criteria. The objective of this research is to improve the IPAS learning process and outcomes using the Student Teams Achievement Division model. The research consisted of two cycles. Each cycle consisted of two meetings, each consisting of four stages: planning, implementation, observation, and reflection. Data was collected through observation, tests, and documentation. Teacher observation results in cycle I has an average percentage of 85.42% and in cycle II has an average percentage of 91.67%, categorized as Very Good. The improvement in the learning process of students, in cycle I reached 76.92% in the category of quite good, and in cycle II increased to 92.31% in the category of very good. The increase in student learning outcomes in cycle I reached 65.38% in the category of sufficient, and cycle II reached 88.46% in the category of very good. 65.38 % is in the sufficient category, and cycle II reached 88.46% in the very good category. Based on the results it was found that the implementation of the STAD model can help students improve their learning comprehension skills.
Primary School Teachers Preparedness in Performing Online Learning: The Case of Teachers in Jakarta Area: Kesiapan Guru Sekolah Dasar dalam Melaksanakan Pembelajaran Daring: Studi Kasus Guru di Wilayah Jakarta Nurafni; Dadan Dasari; Dadang Juandi; Yaya Sukjaya Kusuma; Turmudi; Al Jupri
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 2 (2025): October
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i2.7274

Abstract

Teachers do not simply conduct online or remote learning by delivering materials to learners, but rather through optimal preparation to ensure effective implementation. The shift to long-distance learning during the Covid-19 pandemic required teachers to master their subject matter, align personal interests and talents with educational goals, and demonstrate a positive professional attitude. This study aimed to determine the readiness of primary school teachers in implementing online learning during the Covid-19 pandemic. Using a quantitative survey design, the research was conducted in primary schools across the Jakarta metropolitan area (Jakarta, Bogor, Depok, Tangerang, Bekasi). Participants (n=280) were selected using a combination of random and convenience sampling techniques. Data were collected using the Teacher Readiness for Online Learning Measurement (TROLM) instrument developed by Ming Hu in 2015 and analyzed using percentage calculations. The results showed that teachers demonstrated emotive attitudinal readiness of 54.4%, cognitive readiness of 55.9%, and behavioral readiness of 51.5%, indicating that overall, they are well-prepared to implement online learning. Based on these findings, it is recommended that continuous professional development, adequate digital infrastructure, and sustainable policy guidelines be provided to further enhance teachers’ digital pedagogical competencies and ensure the long-term effectiveness of online learning beyond the pandemic context
Redefining Academic Recruitment Using Fuzzy Tahani Logic: A Multi-Criteria Model for Calculus Teaching Assistants’ Selection Asido Saragih; Febri Sihotang; Jaya Santoso; Ana Muliyana; Ragina Ayunita Tarigan
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 2 (2025): October
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i2.7284

Abstract

This study aims to implement the Tahani fuzzy logic method as a decision support system for selecting candidates to become teaching assistants in a Calculus course. The selection process involves evaluating participants based on four test items covering major topics in Calculus: definite integrals, areas between curves, and others. Each participant’s score was fuzzified into three linguistic categories: poor, fair, and good. Membership functions were constructed using triangular distributions, and fuzzified scores were processed using a rule-based inference system. The final recommendation score for each participant was obtained by defuzzifying the fuzzy outputs. Participants with a final score recommendation greater than or equal to 0.5 were classified as eligible. The results show that the fuzzy logic approach offers a flexible and effective way to handle uncertainties in assessment, with 8 participants meeting the passing criteria. This method provides an objective framework for decision-making in academic selection contexts.
Evaluating Effectiveness, Relevance, and Endurance in a Solar-Powered DC Hands-On Activity Using Rasch Modeling Ngia Masta; Kisei Manai; Manogari Sianturi
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 2 (2025): October
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i2.7300

Abstract

Renewable Energy based Hands-on experimental kits are essential for enhancing student engagement and conceptual understanding in physics education. This study evaluates the feasibility of a Solar-Powered Direct Current (SP-DC) experimental kit, focusing on its effectiveness, relevance, and endurance as perceived by users. A quantitative design was employed using a closed-ended questionnaire comprising 14 items. Participants (n=79) consisted of undergraduate students from Universitas Kristen Indonesia (n=36) and high school students from SMA N 11 Jakarta (n=43). Prior to completing the questionnaire, students engaged in assembling the SP-DC kit and measuring current and voltage. Data were collected between June 2022 and June 2023 and analyzed using the Rasch model through Winstep version 5.9.00. Fit validity was determined by item and person statistics (MNSQ, ZSTD, PTMEA), while descriptive analysis included item measures and score distributions. Findings confirmed that all questionnaire items met Rasch model validity criteria, with PTMEA correlations above 0.7. In terms of effectiveness, participants reported favorable perceptions of ease of use and assembly, though aspects such as portability and storage required improvement. Relevance was demonstrated through the kit’s role in supporting understanding of series and parallel circuits, motivating interest in renewable energy, and strengthening connections between theory and practice. Endurance analysis revealed that the kit was generally durable and safe, though operational robustness could be enhanced. The SP-DC experimental kit is a feasible educational tool that supports effectiveness, curricular relevance, and endurance. These results suggest the kit’s potential for broader application in both secondary and higher education.
Well-Log-Based Analysis of Pore Pressure and Minimum Effective Stress (Fracture Gradient) in the Penobscot B-41 Well, Offshore Nova Scotia: Well-Log-Based Analysis of Pore Pressure and Minimum Effective Stress (Fracture Gradient) in the Penobscot B-41 Well, Offshore Nova Scotia Henri Jeni Tua Baringin Sitohang
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 2 (2025): October
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i2.7306

Abstract

This study analyzes pore pressure () and minimum effective stress (fracture gradient) in the Penobscot Offshore Field using well log data from wells Penobscot B-41. The Eaton and Bowers methods were applied to estimate pore pressure and minimum effective stress (fracture gradient), while vertical stress () and minimum horizontal stress () were calculated from density data. The results indicate the presence of a top overpressure zone beginning at approximately 8,376 ftTVD, marked by a significant deviation from the normal compaction trend. A reversal depth is also identified around 9,000-9,200 ftTVD, indicating a shift in the overpressure mechanism from normal compaction to unloading. Pore pressure values derived from both Eaton and Bowers methods show overall consistency, although Bowers tends to yield more conservative estimates in the deeper sections. Unloading is particularly evident in the deeper interval of well Penobscot B-41, where elevated values are observed without corresponding low density, suggesting stress release caused by fracturing or fluid migration. Effective stress () calculations reveal high-risk zones for fracturing at depths greater than 9,500 ftTVD, which should be carefully addressed in mud weight design. Overall, the integration of Eaton and Bowers methods with effective stress evaluation successfully characterizes the geopressured system of the Penobscot Field. These findings provide an essential basis for drilling risk mitigation and casing design optimization. Keywords: Pore Pressure; Fracture Gradient; Normal Compaction Trend (NCT); Eaton’s Method; Bowers Velocity Model; Penobscot Field
TEACHER ROTATION FOR CIVIL SERVANTS IN SOUTH KALIMANTAN PROVINCE ROTASI GURU PEGAWAI NEGERI SIPIL DI PROVINSI KALIMANTAN SELATAN Yasinta Ayu Sabrina Putri; Tommy Oktavianor
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 2 (2025): October
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i2.7325

Abstract

The policy of rotating Civil Servant (PNS) teachers in South Kalimantan Province was introduced to address the urgent need for a more balanced distribution of educators, especially given the disparities between urban and remote regions. This study seeks to assess both the effectiveness and the implementation of the rotation policy within the provincial government using a descriptive qualitative method and the CIPP (Context, Input, Process, Product) evaluation framework. Data collection involved in-depth interviews, observations, and document analysis, while data were analyzed using Creswell’s techniques with the aid of NVivo15 software. The findings reveal that the implementation of teacher rotation in South Kalimantan still encounters significant challenges, such as inconsistencies between Dapodik and Simpeg staffing databases, a shortage of replacement teachers particularly in remote locations and the influence of vested interests that undermine merit-based principles. Most rotation applications are driven by personal reasons, including residence and family considerations, with only a few aimed at refreshing placements. These results indicate that the objective of achieving equitable teacher distribution has not been fully realized, as ASN teachers remain concentrated in urban areas. Thus, there is a pressing need to strengthen governance, harmonize personnel data systems, and ensure more transparent oversight, so that the rotation policy can effectively promote equitable teacher distribution and enhance the quality of education across South Kalimantan.
Profiling Scientific Literacy of Biology Education Students in Distance Higher Education Dyah Aniza Kismiati; Ahmad Yani; Nafila Widiyana; Dian Sudi Hadiningrum
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 2 (2025): October
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i2.7327

Abstract

Scientific literacy is a key competence in the 21st century, enabling students to understand scientific concepts, engage in inquiry, reason with evidence, and address sociocentric issues. This study aimed to profile the scientific literacy of biology education students in distance higher education by identifying their strengths and weaknesses across four dimensions: conceptual understanding, scientific inquiry, evidence and reasoning, and sociocentric issues. A quantitative survey design was employed involving 167 students in the Biology Education Study Program of a distance higher education institution. Data were collected using a 15-item Scientific Literacy Survey developed based on Bybee’s (2009) framework, rated on a four-point Likert scale (1 = strongly disagree to 4 = strongly agree). Descriptive statistics and Latent Profile Analysis (LPA) were applied to analyze students’ competencies. The descriptive results indicated that students possessed moderate scientific literacy, with mean scores ranging from 2.93 to 3.19. Conceptual understanding (M = 3.15) and sociocentric issues (M = 3.08) were the strongest domains, while scientific inquiry (M = 2.97) and evidence and reasoning (M = 3.00) emerged as weaker areas. LPA revealed three distinct groups: High Balanced Literacy (32%), Moderate Conceptual but Weak Inquiry (48%), and Low Across All Aspects (20%). These findings suggest that while students are capable of connecting scientific knowledge to real-world contexts, they face challenges in inquiry and reasoning. The study recommends the integration of virtual laboratories, project-based learning, and sociocentric case discussions to strengthen inquiry skills and foster scientifically literate graduates prepared for 21st-century challenges
EVALUATION OF THE MERDEKA CURRICULUM AT SMA NEGERI 1 TANJUNGPANDAN, BELITUNG REGENCY Dian Sundari
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 2 (2025): October
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i2.7349

Abstract

This study was conducted to evaluate the implementation of the Emancipated Curriculum at Public Senior High School 1 Tanjung pandan, Belitung Regency, using the CIPP evaluation model. The research employed an evaluative approach based on the CIPP model, which focuses on four key components: context, input, process, and product. The study involved the school principal, five teachers, two students, and one administrative staff member as research subjects. Data were collected through semi-structured interviews, participatory observation, and document analysis, and were analyzed qualitatively using the stages of data condensation, data presentation, and conclusion drawing. The findings revealed that in terms of context, there was substantial support from various stakeholders, although resource readiness remained a challenge. Regarding input, the study found that teacher training still required enhancement. In the process component, student creativity and participation showed improvement, but more effective classroom strategies were necessary. As for product, the Emancipated Curriculum had positively influenced student learning outcomes, although certain areas still needed attention. Overall, the study concludes that while the Emancipated Curriculum has a positive impact, further improvements are needed in teacher training, resource provision, and the implementation of effective strategies. The study recommends developing sustainable training programs, enhancing resource support, and strengthening curriculum implementation strategies.
Addressing the Limitations of Mathematics Teachers in the CLC Working Area of ​​KRI Tawau, Sabah, Malaysia: A Systematic Literature Review of Contextual Learning Videos Based on the REACT Strategy Sunarsih; Kuswari Hernawati
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 2 (2025): October
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i2.7351

Abstract

This study analyzes trends and developments of contextual learning videos and REACT strategies in mathematics learning through a Systematic Literature Review (SLR) of 168 papers published between 2020 and 2024. The SLR followed seven stages: (1) developing research questions, (2) building selection criteria, (3) developing search strategies, (4) selecting studies, (5) assessing quality, (6) synthesizing results, and (7) reporting findings. The analysis shows: (1) peak publications appeared in 2021; (2) Research and Development (R&D) methods dominate (33.9%), followed by quantitative (25%), qualitative (22%), and Classroom Action Research (19.1%); (3) no study integrates learning videos with contextual approaches and REACT strategies; (4) research subjects are mostly junior high school students (35.7%), then elementary (23.8%) and high school (16.1%); (5) problem-solving ability is the most studied mathematical skill, while connection and representation skills remain underexplored; (6) learning videos are the most widely used media (33.9%), but none combine them with the REACT strategy. This gap highlights the potential of developing contextual learning videos based on REACT. In contexts such as KRI Tawau, where resources and qualified mathematics teachers are limited, REACT-based contextual videos can serve as effective learning media—supporting or even substituting teachers in delivering materials. They also provide flexibility, as students can access, repeat, and use them anytime and anywhere. Thus, this study recommends future research and development of contextual learning videos integrating REACT strategies to enhance mathematics learning, particularly in areas with limited educational resources.
Improvement the Results of the Minimum Competency Assessment (MCA) Literacy and Numeracy Class V SDN Pulogadung District : A Case Study of Fifth Grade Students at SDN Pulogadung District Ayu ArthaSari Beangelita Napitupulu; Kerdid Simbolon; Candra Ditasona
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 2 (2025): October
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i2.7362

Abstract

This study is based on the low literacy and numeracy skills of students in Indonesia. This study aims to see the improvement of literacy and numeracy skills possessed by grade V students at SDN Pulogadung. The instrument used in this study is the MCA (Minimum Competency Assessment) test. The approach used in this study is quantitative descriptive with a one group pretest post-test design. Data was collected through the AKM instrument test involving 30 students. The data was analyzed using the Gain test. The results of the study showed that there was an increase in literacy ability of 0.179 and numeracy of 0.379. It can be concluded that literacy skills have increased with low categories while numeracy skills have increased with medium categories.

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