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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 32 Documents
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Search results for , issue "Vol 10 No 2 (2025): October" : 32 Documents clear
DEVELOPMENT OF BRAIN-BASED LEARNING WORKSHEETS FOR ONE-VARIABLE LINEAR EQUATIONS IN GRADE VII OF A PRIVATE JUNIOR HIGH SCHOOL IN BANDUNG Nurul Fatma Dewi Mardianto
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.v10i2.7460

Abstract

This study aims to develop a Brain-Based Learning-based LKPD on Single Variable Linear Equations for seventh-grade students at a private junior high school in Bandung. The method used is the ADDIE development model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The results of validation by subject matter, media, and language experts showed that the LKPD developed was highly valid with an average score of 85.2%. The practicality test conducted by teachers and students yielded an average score of 83.47%, which falls into the highly practical category. Meanwhile, the effectiveness of the LKPD was measured through pretest and posttest tests, which showed an increase in learning outcomes with an average score rising from 56.52 to 80.09, as well as an N-gain score of 0.5855, which is classified as moderate. The classical mastery level also increased to 80.95%. Therefore, the Brain Based Learning-based LKPD is declared valid, practical, and effective in supporting the mathematics learning process and is able to improve students' conceptual understanding and learning activity. The results of this study are expected to be an alternative innovative teaching material that supports more contextual learning and is in line with how the brain works.
From Definition to Need: Redefining the Selected Topics in Mathematics Education Course Through Students’ Mastery Profiles Santri Chintia Purba; Candra Ditasona; Stevi Natalia
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.v10i2.7489

Abstract

This study aims to analyze mathematics education students’ mastery of high school mathematical content and their readiness to teach it, as a basis for redefining the design of the Selected Topics in Mathematics Education (Kapita Selekta) course. A quantitative descriptive survey design was employed involving 14 mathematics education students at Universitas Kristen Indonesia who were enrolled in the Kapita Selekta II course. Data were collected using a questionnaire that assessed students’ mastery and willingness to learn and teach 32 high school mathematics topics. Descriptive statistics were used to determine the percentage of mastery and non-mastery for each topic. The findings reveal that only 40.13% of topics were mastered, while 59.87% showed a lack of mastery. Students demonstrated stronger understanding in algebraic and symbolic topics such as sequences, exponents, relations, and matrices, but weaker performance in geometry, trigonometry, and calculus-related topics. Despite these gaps, all respondents expressed a willingness to improve their mastery of mathematical content, with 42.9% being very willing and 57.1% willing to do so. These results suggest that the Kapita Selekta course should not be limited to topic selection based on theoretical definitions. Instead, it should be redesigned to respond to students’ actual mastery profiles and learning needs. By aligning course content with diagnostic data, the program can strengthen students’ mathematical competence and pedagogical readiness to teach effectively at the high school level.

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